@article{zuurmond_support_2019, title = {A support programme for caregivers of children with disabilities in {Ghana}: {Understanding} the impact on the wellbeing of caregivers}, volume = {45}, issn = {03051862}, shorttitle = {A support programme for caregivers of children with disabilities in {Ghana}}, url = {https://onlinelibrary.wiley.com/doi/10.1111/cch.12618}, doi = {10.1111/cch.12618}, language = {en}, number = {1}, urldate = {2023-08-16}, journal = {Child: Care, Health and Development}, author = {Zuurmond, Maria and Nyante, Gifty and Baltussen, Marjolein and Seeley, Janet and Abanga, Jedidia and Shakespeare, Tom and Collumbien, Martine and Bernays, Sarah}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/cch.12618 2405685:NPVKZCTP}, pages = {45--53}, } @techreport{zubairi_raising_2016, address = {New York, NY}, type = {Background paper prepared for the {Education} {Commission}}, title = {Raising domestic resources for equitable education}, url = {http://report.educationcommission.org/wp-content/uploads/2017/01/Raising-Domestic-Resources-for-Equitable-Outcomes.pdf}, institution = {Education Commission}, author = {Zubairi, Asma and Rose, Pauline}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4SG7CPV3 2405685:VUVKH3YK}, } @inproceedings{zualkernan_towards_2013, title = {Towards {Localization} of {Automated} {Tutors} for {Developing} {Countries}}, abstract = {Abstract. This paper describes localization issues in relation to AIED systems in the developing world, and analyzes the particular case of the successful immersion of learning technologies to schools in Pakistan. The paper analyzes the needs for personalized learning in the developing world in comparison to countries such as the United States. A model and a survey based on various types of localization dimensions like teacher, student, and cultural alignment was developed and deployed to conduct an evaluation of an AI tutor called the Wayang Outpost in Pakistan. The results are that teachers are likely to use such a system if available, and that their intention to use such a tutor in the future is strongly dependent on how well the tutor is aligned with their teaching practices, students ’ learning habits, and whether the language in the tutor is understood by students. On average these teachers were also willing to allocate about two hours per week for such automated tutors.}, author = {Zualkernan, Imran and Arroyo, Ivon and Woolf, Beverly P.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BSFMA2FT 2405685:CZR7Q4AJ}, keywords = {⛔ No DOI found}, } @article{zlotnikova_community_2015, title = {Community outreach projects as a sustainable way of introducing information technology in developing countries}, volume = {11}, abstract = {The paper describes an approach to the sustainable introduction of IT in developing countries based on international collaboration between students taking the form of a knowledge bridge. The authors consider the challenges for introducing information technologies in developing countries; one of these is lack of reading materials ultimately leading to lack of reading skills in pupils and poor overall performance. A theoretical framework for the sustainable introduction of IT is proposed. It comprises the following components: (1) the model of a knowledge bridge, (2) the managerial model of the interactions between key stakeholders, and (3) the model of impact of a Community Outreach Project (COP) on target schools. The proposed models have been mapped to the widely adopted DPSIR framework used in sustainable development studies. As a case study, the authors discuss the E-readers Project run in two primary schools in Northern Tanzania. The paper also demonstrates how interaction and collaboration between Tanzanian and Dutch students was organized during preparatory stage and project implementation. The paper concludes with general recommendations on how to run a sustainable IT-based COP. These recommendations have been drawn from the analysis of the COP experience in the developing country, namely Tanzania.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Zlotnikova, Irina and van der Weide, Theo}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5ZZ2V4QY 2405685:PJTVSTPT}, keywords = {⛔ No DOI found}, pages = {55--79}, } @article{zimmerman_comparing_2014, title = {Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement}, volume = {39}, issn = {0361-476X}, url = {https://www.sciencedirect.com/science/article/pii/S0361476X14000162}, doi = {10.1016/j.cedpsych.2014.03.004}, abstract = {Using a multi-source, multi-measure research design involving 507 high school students and their teachers, we compared prediction of these students’ academic achievement by a composite of students’ and teachers’ measures of students’ self-regulation (SR) with a composite of students’ and teachers’ measures of students’ self-discipline (SD). Hierarchical regression analyses revealed that the SR composite was more predictive of students’ grade point average and performance on a state-wide achievement test than the SD composite. Confirmatory factor analyses showed that, although SD and SR latent factors correlated significantly, a two-factor solution provided an acceptable fit for the results. Structural Equation Modeling analyses indicated that the SR latent factor predicted both measures of students’ achievement significantly, but the SD factor did not predict either achievement measure significantly. No significant gender differences were found with students’ SD, SR, or achievement measures. These results suggest a path for integrating two relatively separate streams in self-regulation research on the basis of a well-established distinction between learning and performance processes.}, language = {en}, number = {2}, urldate = {2022-05-18}, journal = {Contemporary Educational Psychology}, author = {Zimmerman, Barry J. and Kitsantas, Anastasia}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2014.03.004 2339240:I8SVNEQF 2405685:PKX284WX}, keywords = {Academic achievement, Self-discipline, Self-regulation}, pages = {145--155}, } @incollection{zimmerman_self-regulated_2015, title = {Self-regulated learning: theories, measures, and outcomes}, isbn = {978-0-08-097087-5}, shorttitle = {Self-regulated learning}, url = {https://linkinghub.elsevier.com/retrieve/pii/B9780080970868260601}, abstract = {Self-regulated learning refers to how students become masters of their own learning processes. Neither a mental ability nor a performance skill, self-regulation is instead the self-directive process through which learners transform their mental abilities into task-related skills in diverse areas of functioning, such as academia, sports, music, and health. This article will define self-regulated learning and describe the intellectual context in which the construct emerged, changes in researchers’ emphasis over time as well as current emphases, methodological issues related to the construct, and directions for future research.}, language = {en}, urldate = {2021-08-05}, booktitle = {International {Encyclopedia} of the {Social} \& {Behavioral} {Sciences}}, publisher = {Elsevier}, author = {Zimmerman, Barry J.}, year = {2015}, doi = {10.1016/B978-0-08-097086-8.26060-1}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-08-097086-8.26060-1 2339240:SFN4Q5BF 2405685:GHLKD3PP}, pages = {541--546}, } @techreport{zimbabwe_national_statistics_agency_information_2017, title = {Information and {Communications} {Technology} ({ICT}) {Census}}, language = {en}, author = {Zimbabwe National Statistics Agency}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:TWM5YZVL}, keywords = {⛔ No DOI found}, } @phdthesis{zilimu_exploring_2014, type = {Unpublished doctoral dissertation}, title = {Exploring the gender gap in {Tanzanian} secondary school mathematics classrooms.}, school = {University of Illinois: Urbana-Champaign, Ill.}, author = {Zilimu, J.A}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HBZH3LM5}, } @inproceedings{zhou_map_2016, title = {A {Map} of {Threats} to {Validity} of {Systematic} {Literature} {Reviews} in {Software} {Engineering}}, doi = {10.1109/APSEC.2016.031}, abstract = {Context: The assessment of Threats to Validity (TTVs) is critical to secure the quality of empirical studies in Software Engineering (SE). In the recent decade, Systematic Literature Review (SLR) was becoming an increasingly important empirical research method in SE. One of the mechanisms of insuring the level of scientific value in the findings of an SLR is to rigorously assess its validity. Hence, it is necessary to realize the status quo and issues of TTVs of SLRs in SE. Objective: This study aims to investigate the-state-of-the-practice of TTVs of the SLRs published in SE, and further support SE researchers to improve the assessment and strategies against TTVs in order to increase the quality of SLRs in SE. Method: We conducted a tertiary study by reviewing the SLRs in SE that report the assessment of TTVs. Results: We identified 316 SLRs published from 2004 to the first half of 2015, in which TTVs are discussed. The issues associated to TTVs were also summarized and categorized. Conclusion: The common TTVs related to SLR research, such as internal validity and reliability, were thoroughly discussed in most SLRs. The threats to construct validity and external validity drew less attention. Moreover, there are few strategies and tactics being reported to cope with the various TTVs.}, booktitle = {2016 23rd {Asia}-{Pacific} {Software} {Engineering} {Conference} ({APSEC})}, author = {Zhou, Xin and Jin, Yuqin and Zhang, He and Li, Shanshan and Huang, Xin}, month = dec, year = {2016}, note = {ISSN: 1530-1362 KerkoCite.ItemAlsoKnownAs: 10.1109/APSEC.2016.031 2405685:ZFKRT7NL}, keywords = {Bibliographies, Data mining, Evidence-Based Software Engineering, Manuals, Search problems, Software, Software engineering, Systematic (Literature) Review, Systematics, Threats to Validity}, pages = {153--160}, } @article{zhang_development_2013, title = {Development assessment of leisure agriculture in {Henan} province of {China} based on {SWOT}-{AHP} method}, volume = {6}, issn = {2013-0953, 2013-8423}, url = {http://www.jiem.org/index.php/jiem/article/view/738}, doi = {10.3926/jiem.738}, language = {en}, number = {2}, urldate = {2020-01-30}, journal = {Journal of Industrial Engineering and Management}, author = {Zhang, Yichuan and Feng, Lei}, month = jun, year = {2013}, note = {shortDOI: 10/ggjqxr KerkoCite.ItemAlsoKnownAs: 10.3926/jiem.738 10/ggjqxr 2339240:HKMVRQHM 2405685:YLALA3IR}, pages = {642--653}, } @article{zhang_argentina_2015, title = {Argentina {Has} {More} {Women} in {Science}—{But} {It} {Hasn}'t {Fixed} {Sexism}}, issn = {1059-1028}, url = {https://www.wired.com/2015/11/argentina-many-female-astronomers/}, abstract = {The numbers of women in astronomy are dismal, but Argentina is an exception. Does the country have something to teach about equality in academia?}, language = {en-US}, urldate = {2022-01-17}, journal = {Wired}, author = {Zhang, Sarah}, year = {2015}, note = {Section: tags KerkoCite.ItemAlsoKnownAs: 2339240:EK8YS74X 2405685:W83F5RIH}, keywords = {argentina, astronomy, gender}, } @article{zhang_impact_2013, title = {The impact of teacher training on teacher and student outcomes: evidence from a randomised experiment in {Beijing} migrant schools}, volume = {5}, issn = {1943-9342, 1943-9407}, shorttitle = {The impact of teacher training on teacher and student outcomes}, url = {http://www.tandfonline.com/doi/abs/10.1080/19439342.2013.807862}, doi = {10.1080/19439342.2013.807862}, language = {en}, number = {3}, urldate = {2020-05-20}, journal = {Journal of Development Effectiveness}, author = {Zhang, Linxiu and Lai, Fang and Pang, Xiaopeng and Yi, Hongmei and Rozelle, Scott}, month = sep, year = {2013}, note = {shortDOI: 10/ggmrz8 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2013.807862 10/ggmrz8 2405685:VWT6F8G2}, pages = {339--358}, } @article{zengin_teaching_2015, title = {The teaching of polar coordinates with dynamic mathematics software}, volume = {46}, issn = {0020739X}, url = {https://www.researchgate.net/publication/271622991_The_teaching_of_polar_coordinates_with_dynamic_mathematics_software}, doi = {10.1080/0020739X.2014.904529}, abstract = {The purpose of this study was to determine the effects of dynamic mathematics software on the achievement of pre-service mathematics teachers in the topic of polar coordinates and to solicit their opinions about computer-assisted instruction. The study was conducted for 11 weeks with 33 pre-service teachers in the Department of Mathematics Education Program of a state university in Turkey. Data collection tools comprised a knowledge test of polar coordinates and administration of a semi-structured interview form developed by the researchers who conducted the study using an embedded design as part of a mixed-method research. The results of data analysis showed that the computer-assisted instruction method in which dynamic mathematics software was used positively contributed to the success of pre-service teachers in understanding the subject of polar coordinates. Furthermore, it was found that pre-service teachers supported the use of this method in lessons as it provides visualization, increases retention, concretization of abstract mathematical structures, better understanding and learning, and creates an interesting and interactive learning environment.}, language = {English}, number = {1}, journal = {International Journal of Mathematical Education in Science and Technology}, author = {Zengin, Yilmaz and Tatar, Enver}, month = jan, year = {2015}, note = {Place: London Publisher: Taylor \& Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2014.904529 2339240:ZX8C4R7A 2405685:BZA3JJCK 2534378:M4HRMT6F 2534378:NGUDH5NZ 2534378:RLEEVC39 2534378:TBWXLVMH}, keywords = {ADULTS, COMPUTER assisted instruction, Computer Assisted Instruction, Computer Software, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Foreign Countries, Higher Education, Knowledge Level, MATHEMATICS education (Secondary), MATHEMATICS education -- Aids \& devices, MATHEMATICS software, Mathematical Concepts, Mathematics, Mathematics Instruction, Mathematics Skills, Mixed Methods Research, POLAR coordinates (Mathematics), Postsecondary Education, Preservice Teachers, Pretests Posttests, SECONDARY education, STUDENT teachers, Scores, Semi Structured Interviews, Software, Student Teacher Attitudes, Student teachers, TEACHING methods -- Evaluation, TEENAGERS, Teaching, Teaching Methods, Turkey, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099919, \_\_finaldtb, computer-assisted instruction method, dynamic mathematics software, polar coordinates, pre-service teachers}, } @article{zengin_incorporating_2018, title = {Incorporating the dynamic mathematics software {GeoGebra} into a history of mathematics course}, volume = {49}, issn = {0020739X}, url = {https://www.researchgate.net/publication/323024598_Incorporating_the_dynamic_mathematics_software_GeoGebra_into_a_history_of_mathematics_course}, doi = {10.1080/0020739X.2018.1431850}, abstract = {The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.}, language = {English}, number = {7}, journal = {International Journal of Mathematical Education in Science and Technology}, author = {Zengin, Yilmaz}, month = oct, year = {2018}, note = {Place: London Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2081325301?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2018.1431850 2405685:3B8PG5WG 2534378:4Q558XJM 2534378:5DFZ3ICN 2534378:IACQXPAX}, keywords = {Colleges \& universities, Computer Software, Content analysis, Data acquisition, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, GeoGebra, Geometry, Higher Education, History, History of mathematics, Mathematical Concepts, Mathematical Logic, Mathematical analysis, Mathematics, Mathematics Instruction, Mathematics Teachers, Preservice Teachers, Qualitative analysis, Qualitative research, Software, Student Attitudes, Teachers, Turkey, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098800, \_\_finaldtb, dynamic mathematics software, pre-service teachers' views}, pages = {1083--1098}, } @article{zengin_incorporating_2018, title = {Incorporating the dynamic mathematics software {GeoGebra} into a history of mathematics course}, volume = {49}, issn = {0020739X}, url = {https://www.researchgate.net/publication/323024598_Incorporating_the_dynamic_mathematics_software_GeoGebra_into_a_history_of_mathematics_course}, doi = {10.1080/0020739X.2018.1431850}, abstract = {The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.}, language = {English}, number = {7}, journal = {International Journal of Mathematical Education in Science and Technology}, author = {Zengin, Yilmaz}, month = oct, year = {2018}, note = {Place: London Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2081325301?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2018.1431850 2339240:D3GVXCKA 2405685:MPZV6K2F 2534378:4Q558XJM 2534378:5DFZ3ICN 2534378:IACQXPAX}, keywords = {Colleges \& universities, Computer Software, Content analysis, Data acquisition, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, GeoGebra, Geometry, Higher Education, History, History of mathematics, Mathematical Concepts, Mathematical Logic, Mathematical analysis, Mathematics, Mathematics Instruction, Mathematics Teachers, Preservice Teachers, Qualitative analysis, Qualitative research, Software, Student Attitudes, Teachers, Turkey, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098800, \_\_finaldtb, dynamic mathematics software, pre-service teachers' views}, } @article{zelezny-green_she_2014, title = {She called, she {Googled}, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in {Nairobi}}, volume = {22}, url = {https://www.tandfonline.com/doi/abs/10.1080/13552074.2014.889338}, doi = {10.1080/13552074.2014.889338}, number = {1}, journal = {Gender \& Development}, author = {Zelezny-Green, Ronda}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13552074.2014.889338 2339240:NHF5SVHK 2405685:3QTVANNC}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {63--74}, } @article{zelezny-green_she_2014, title = {She called, she {Googled}, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in {Nairobi}}, volume = {22}, issn = {1355-2074}, shorttitle = {She called, she {Googled}, she knew}, url = {https://doi.org/10.1080/13552074.2014.889338}, doi = {10.1080/13552074.2014.889338}, abstract = {Girls in Kenya commonly face multiple barriers to school attendance. At the same time, mobile phone use is growing throughout the country, and particularly in urban centres including Nairobi. As this technology spreads, the possibility increases of people using mobile phones for their own development purposes, including for education and learning. This article examines mobile phone use by girls at one secondary school in Nairobi, and in particular their attempts to mediate interrupted school attendance using this technology.}, number = {1}, urldate = {2020-07-21}, journal = {Gender \& Development}, author = {Zelezny-Green, Ronda}, month = jan, year = {2014}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13552074.2014.889338 shortDOI: 10/ggtsmq KerkoCite.ItemAlsoKnownAs: 10.1080/13552074.2014.889338 10/ggtsmq 2405685:BB3X32QY}, keywords = {ICT4D, Kenya, \_\_\_working\_potential\_duplicate, gender, girls' education, international education and development, mobile learning, school attendance}, pages = {63--74}, } @article{zelezny-green_she_2014, title = {She called, she {Googled}, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in {Nairobi}}, volume = {22}, issn = {1355-2074}, shorttitle = {She called, she {Googled}, she knew}, doi = {10.1080/13552074.2014.889338}, number = {1}, journal = {Gender \& Development}, author = {Zelezny-Green, Ronda}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13552074.2014.889338 10/ggtsmq 2339240:7QV5Q9GX 2405685:R76HK9LA}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {63--74}, } @article{zelezny-green_potential_2011, title = {The potential impact of mobile-assisted language learning on women and girls in {Africa}: {A} literature review}, volume = {3}, shorttitle = {The {Potential} {Impact} of {Mobile}-{Assisted} {Language} {Learning} on {Women} and {Girls} in {Africa}}, doi = {10.18848/1835-9795/cgp/v03i01/40257}, number = {1}, journal = {Ubiquitous Learning: An International Journal}, author = {Zelezny-Green, Ronda}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.18848/1835-9795/cgp/v03i01/40257 10/ggtsmf 2339240:4YSNRS6G 2405685:MIEIJQ7T}, keywords = {Equity through Access, \_\_\_working\_potential\_duplicate}, } @article{zelezny-green_potential_2011, title = {The {Potential} {Impact} of {Mobile}-{Assisted} {Language} {Learning} on {Women} and {Girls} in {Africa}: {A} {Literature} {Review}}, volume = {3}, issn = {1835-9795}, shorttitle = {The {Potential} {Impact} of {Mobile}-{Assisted} {Language} {Learning} on {Women} and {Girls} in {Africa}}, url = {https://cgscholar.com/bookstore/works/the-potential-impact-of-mobileassisted-language-learning-on-women-and-girls-in-africa}, doi = {10.18848/1835-9795/cgp/v03i01/40257}, number = {1}, urldate = {2021-04-15}, journal = {Ubiquitous Learning: An International Journal}, author = {Zelezny-Green, Ronda}, year = {2011}, note = {zotzenLib.CopiedFrom: 2339240:BUUY4MM8 KerkoCite.ItemAlsoKnownAs: 10.18848/1835-9795/CGP/v03i01/40257 10.18848/1835-9795/cgp/v03i01/40257 2339240:BUUY4MM8 2405685:VJCI6H4Z}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {69--82}, } @article{zelezny-green_potential_2011, title = {The potential impact of mobile-assisted language learning on women and girls in {Africa}: {A} literature review}, volume = {3}, url = {https://www.researchgate.net/publication/265895061_The_Potential_Impact_of_Mobile-assisted_Language_Learning_on_Women_and_Girls_in_Africa_A_Brief_Literature_Review}, doi = {10.18848/1835-9795/CGP/v03i01/40257}, number = {1}, journal = {Ubiquitous Learning: An International Journal}, author = {Zelezny-Green, Ronda}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.18848/1835-9795/CGP/v03i01/40257 2339240:QN6HYJDI 2405685:3WWYI85D}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {69--82}, } @article{zeichner_impact_2018, title = {The impact of cognitive and non-cognitive feedback on students' achievement in a distance learning environment}, volume = {14}, issn = {0973-0559}, url = {https://eric.ed.gov/?id=EJ1179519}, doi = {10.26634/jet.14.4.13976}, abstract = {This paper deals with the field of "feedback intervention" in a distance learning environment. The study examines the influences of two types of feedback: cognitive content-oriented feedback designed to meet the student's cognitive needs relating to the curriculum, and non-cognitive feedback that refers to motivational-affective aspects of the learning process, in the form of axioms relating to the student's ability, on one hand, and the effort that the student puts into the learning process, on the other. The purpose of this study was to examine the differential effect of different types of feedback on the student's coping variables (cognitive assessment), i.e. the sense of threat and challenge, self-efficacy, and achievement. The rationale for choosing feedback axioms for motivation is based on recent theoretical models which focus on students' perceptions and beliefs as elements that affect their learning motivation. The study was conducted on 171 subjects divided into three study groups. Each group received a different type of feedback: content feedback, effort feedback, or ability feedback. The findings indicate that groups which received feedback relating to more than content show improved motivation, an increased sense of challenge and improved achievement in comparison to the group which received content feedback only. Small differences were found between the ability feedback and effort feedback groups.}, language = {en}, number = {4}, urldate = {2022-05-10}, journal = {Journal of Educational Technology}, author = {Zeichner, Orit}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.26634/jet.14.4.13976 2339240:UEWH54QV 2405685:EH3DYMNR}, keywords = {Academic Achievement, Cognitive Processes, Comparative Analysis, Distance Education, Educational Technology, Feedback (Response), High School Students, Learning Processes, Learning Strategies, Mixed Methods Research, Questionnaires, Self Efficacy, Student Attitudes, Student Motivation}, pages = {13--27}, } @phdthesis{zaman_dropout_2014, address = {Dhaka, Bangladesh}, title = {Dropout at primary and secondary level: a challenge to ensure rights to education for the {Government} of {Bangladesh}}, url = {https://core.ac.uk/download/pdf/61807281.pdf}, urldate = {2021-10-25}, school = {Institute of Governance Studies (IGS), BRAC University}, author = {Zaman, Md. Mostafa}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9C2DZWV7 2405685:MWALFWUF}, } @misc{zajicek_how_2019, title = {How solar mini-grids can bring cheap, green electricity to rural {Africa}}, url = {https://odi.org/en/insights/how-solar-mini-grids-can-bring-cheap-green-electricity-to-rural-africa/}, abstract = {Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa.}, language = {en-gb}, urldate = {2021-06-10}, journal = {odi.org}, author = {Zajicek, Charlie}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4VUP32WG 2534378:IT6G3AEW}, } @article{zahra_mode_2018, title = {Mode of tele-communication and software used by children with hearing impairment}, volume = {29}, issn = {ISSN: 0970-938X (Print) {\textbar} 0976-1683 (Electronic)}, url = {https://www.alliedacademies.org/abstract/mode-of-telecommunication-and-software-used-by-children-with-hearing-impairment-9850.html}, doi = {10.4066/biomedicalresearch.29-17-3494}, abstract = {Objective: The study is being conducted to find out mode of tele-communication and software used by children with hearing impairment. Methodology: This cross-sectional study was done at special education centers and schools in Lahore and Sheikhupura. Data was collected from children with hearing impairment by using a questionnaire of 11 items about the modes of tele-communication and software used by children with hearing impairment. Sample size was 362 which was calculated by using online sample size calculator. The population includes male and female children with mild, moderate, severe and profound hearing impairment studying in special education schools of Lahore and Sheikhupura. All these children use hearing aid and have congenital bilateral hearing loss. Results: This study shows that almost 80\% population of children with hearing impairment know about computer and mobile. They also have awareness about the use of computer, Facebook, e-mail etc. In addition, 40 to 50\% children with hearing impairment use Skype, Facebook and e-mail as a communication tool. Conclusion: The conclusion from this study is that most of the children use computer and mobile on daily basis in schools and homes for communication. Mild to moderate hearing loss children benefit from these devices between the ages of 10 to 20 y.}, language = {en}, number = {5}, journal = {Biomedical Research}, author = {Zahra, Arjamand and Khan, Sikander Ghayas and Butt, Ayesha Kamal and Noreen, Hafsa and Saeed, Muhammad Imtiaz and Iftikhar, Nayab}, year = {2018}, note = {Publisher: Biomedical Research KerkoCite.ItemAlsoKnownAs: 10.4066/biomedicalresearch.29-17-3494 2339240:7FCYX428 2339240:XZGUQ9KC 2405685:QFJGZFWK 2405685:U7CFTZ3Q}, } @article{zacharis_multivariate_2015, title = {A multivariate approach to predicting student outcomes in web-enabled blended learning courses}, volume = {27}, url = {https://reader.elsevier.com/reader/sd/pii/S1096751615000391?token=71A6604BF627F83417980F59CCB99968219D2671632EED31E91640D838959C19B09944D83A096DE313AE9F47523E1D0D}, doi = {10.1016/j.iheduc.2015.05.002}, language = {en}, urldate = {2020-07-18}, journal = {Internet and Higher Education}, author = {Zacharis, Nick. Z.}, year = {2015}, doi = {10.1016/j.iheduc.2015.05.002}, note = {shortDOI: 10/f7s7t8 KerkoCite.ItemAlsoKnownAs: 10/f7s7t8 2405685:MRE7B8YM}, pages = {44--53}, } @article{yousafzai_effectiveness_2018, title = {Effectiveness of a youth-led early childhood care and education programme in rural {Pakistan}: {A} cluster-randomised controlled trial}, volume = {13}, issn = {1932-6203}, shorttitle = {Effectiveness of a youth-led early childhood care and education programme in rural {Pakistan}}, url = {https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0208335}, doi = {10.1371/journal.pone.0208335}, abstract = {Background The United Nation’s Sustainable Development Goals encompass lifelong learning from birth to youth to adulthood (Goal 4) and economic opportunities for young people (Goal 8). The targets include improving access to quality early childhood care and education (ECCE) as well as learning and training opportunities for adolescents and youth. Cross-generational models for young children and youth may offer opportunities to address the interconnections between goals and targets for the next generation. We investigated whether an ECCE programme for young children (3.5–6.5 years) delivered by female youth (18–24 years) in rural Pakistan would be effective on children’s school readiness. Methods In partnership with the National Commission for Human Development in Pakistan, we implemented the ‘Youth Leaders for Early Childhood Assuring Children are Prepared for School’ (LEAPS) programme to train female youth to deliver ECCE. The effectiveness of the LEAPS programme on children’s school readiness was evaluated in a cluster-randomised controlled trial. We randomly allocated five clusters (villages) to receive the intervention (n = 170 children) and five clusters to control (n = 170 children). Children’s school readiness was assessed after nine months of intervention exposure using the International Development and Early Learning Assessment tool. Analyses was by intention-to-treat. The trial is registered with ClinicalTrials.gov, number NCT02645162. Findings At endline, the intervention group had significantly higher school readiness scores (n = 166, mean percentage score 59.4, 95\% CI 52.7 to 66.2) compared with the control group (n = 168, mean percentage score 45.5, 95\% CI 38.8 to 52.3). The effect size (Cohen’s d) was 0.3. Conclusion Trained female youth delivered an ECCE programme that was effective in benefitting young children’s school readiness. The cross-generational model is a promising approach to support early child development; however, further evaluation of the model is needed to assess the specific benefits to youth including their skills and economic development.}, language = {en}, number = {12}, urldate = {2023-09-21}, journal = {PLOS ONE}, author = {Yousafzai, Aisha K. and Rasheed, Muneera A. and Rizvi, Arjumand and Shaheen, Fariha and Ponguta, Liliana A. and Reyes, Chin R.}, month = dec, year = {2018}, note = {Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0208335 2339240:PD93RTYY 2405685:ZUGJ62HH}, keywords = {Caregivers, Child development, Children, Human learning, Pakistan, Schools, Supervisors, Teachers}, pages = {1--14}, } @techreport{young_roma_2014, title = {{ROMA}: a guide to policy engagement and influence}, shorttitle = {{ROMA}}, url = {https://www.betterevaluation.org/en/resources/guide/roma_a_guide_to_policy_engagement_and_influence}, abstract = {Excerpt "It is worth noting that ROMA draws heavily on the concepts underpinning Outcome Mapping (OM). Developed in the early 2000s, OM is an approach to fostering change that centres on understanding how different actors behave and how changing the behaviour of one actor fosters change in another (see Box 1). The context within which policy change happens is a complex one, happening with a range of different actors at different levels, as Chapter 1 outlines.}, language = {en}, urldate = {2020-09-24}, institution = {Overseas Development Institute}, author = {Young, John and Shaxson, Louise and Jones, Harry and Hearn, Simon and Datta, Ajoy and Cassidy, Caroline}, month = jun, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WD5Q5VRS 2405685:X2NU57T9}, } @article{young_channeling_2019, title = {Channeling {Fisher}: {Randomization} {Tests} and the {Statistical} {Insignificance} of {Seemingly} {Significant} {Experimental} {Results}*}, volume = {134}, issn = {0033-5533}, shorttitle = {Channeling {Fisher}}, url = {https://doi.org/10.1093/qje/qjy029}, doi = {10.1093/qje/qjy029}, abstract = {I follow R. A. Fisher'sThe Design of Experiments (1935), using randomization statistical inference to test the null hypothesis of no treatment effects in a comprehensive sample of 53 experimental papers drawn from the journals of the American Economic Association. In the average paper, randomization tests of the significance of individual treatment effects find 13\% to 22\% fewer significant results than are found using authors’ methods. In joint tests of multiple treatment effects appearing together in tables, randomization tests yield 33\% to 49\% fewer statistically significant results than conventional tests. Bootstrap and jackknife methods support and confirm the randomization results.}, number = {2}, urldate = {2022-01-16}, journal = {The Quarterly Journal of Economics}, author = {Young, Alwyn}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjy029 2339240:G2QYJFDN 2405685:P6MR9BF6}, pages = {557--598}, } @article{yoshikawa_experimental_2015, title = {Experimental {Impacts} of a {Teacher} {Professional} {Development} {Program} in {Chile} on {Preschool} {Classroom} {Quality} and {Child} {Outcomes}}, volume = {51}, doi = {10.1037/a0038785}, abstract = {We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children.}, number = {5}, journal = {Developmental Psychology}, author = {Yoshikawa, Hirokazu and Snow, Catherine and Barata, Clara and Gomez, Celia and Leyva, Diana and Treviño, Ernesto and Weiland, Christina and Moreno, Lorenzo}, year = {2015}, note = {shortDOI: 10/f632xg KerkoCite.ItemAlsoKnownAs: 10.1037/a0038785 10/f632xg 2405685:J52Y2D26}, pages = {309--322}, } @article{york_one_2019, title = {One step at a time: the effects of an early literacy text-messaging program for parents of preschoolers}, volume = {54}, issn = {0022-166X, 1548-8004}, url = {http://jhr.uwpress.org/content/54/3/537}, doi = {10.3368/jhr.54.3.0517-8756R}, abstract = {Large systematic differences in young children’s home learning experiences have long-term economic consequences. Many parenting programs place significant demands on parents’ time and inundate parents with information. This study evaluates the effects of READY4K!, an eight-month-long text-messaging intervention for parents of preschoolers that targets the behavioral barriers to engaged parenting. We find that READY4K! increased parental involvement at home and school by 0.15 to 0.29 standard deviations, leading to child gains in early literacy of about 0.11 standard deviations. The results point to the salience of behavioral barriers to parenting and the potential for low-cost interventions to reduce these barriers.}, language = {en}, number = {3}, urldate = {2022-03-22}, journal = {Journal of Human Resources}, author = {York, Benjamin N. and Loeb, Susanna and Doss, Christopher}, month = jul, year = {2019}, note = {Publisher: University of Wisconsin Press KerkoCite.ItemAlsoKnownAs: 10.3368/jhr.54.3.0517-8756R 2405685:UV7WIAIX}, keywords = {C93, D91, I21}, pages = {537--566}, } @techreport{yoon_understanding_2018, title = {Understanding the {Potential} of {Digital} {Interventions} to {Support} {English} {Language} {Learners} in {Rwanda}}, url = {http://kitkitschool.com/wp-content/uploads/2019/07/Kitkit-School-Kagina-Rwanda-Case-Study.pdf}, language = {EN}, urldate = {2020-08-27}, institution = {Global Engagement and Empowerment (IGEE) at Yonsei University; Enuma, Inc.}, author = {Yoon, Semee and Kim, Hyunju and Connor, Jacqueline}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:97XT74VX}, } @inproceedings{yi_towards_2019, title = {Towards equitable access to information and opportunity for all: mapping schools with high-resolution {Satellite} {Imagery} and {Machine} {Learning}}, shorttitle = {Towards equitable access to information and opportunity for all}, url = {https://openaccess.thecvf.com/content_CVPRW_2019/html/cv4gc/Yi_Towards_equitable_access_to_information_and_opportunity_for_all_mapping_CVPRW_2019_paper.html}, urldate = {2022-10-28}, author = {Yi, Zhuangfang and Zurutuza, Naroa and Bollinger, Drew and Garcia-Herranz, Manuel and Kim, Dohyung}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DHZ6C2T4 4042040:ATJ89RKU}, pages = {60--66}, } @article{yelkpieri_patronage_2011, title = {Patronage of {Educational} {Broadcasts} and its {Effects} on {Academic} {Growth} of {Students} of {Winneba} and {Apam} {Senior} {High} {Schools} in the {Central} {Region} of {Ghana}.}, volume = {9}, language = {en}, journal = {Academic Leadership: The Online Journal}, author = {Yelkpieri, Daniel and Kweku, Wilson Esia-Donkoh and Kwesi}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MEC2XVT3 2405685:AQ3UTJW3 2405685:XLPMKF4U}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {18}, } @article{yelkpieri_patronage_2011, title = {Patronage of {Educational} {Broadcasts} and its {Effects} on {Academic} {Growth} of {Students} of {Winneba} and {Apam} {Senior} {High} {Schools} in the {Central} {Region} of {Ghana}.}, volume = {9}, language = {en}, journal = {Academic Leadership: The Online Journal}, author = {Yelkpieri, Daniel and Kweku, Wilson Esia-Donkoh and Kwesi}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MEC2XVT3 2405685:AQ3UTJW3 2405685:XLPMKF4U}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {18}, } @article{yelkpieri_patronage_2011, title = {Patronage of {Educational} {Broadcasts} and its {Effects} on {Academic} {Growth} of {Students} of {Winneba} and {Apam} {Senior} {High} {Schools} in the {Central} {Region} of {Ghana}.}, volume = {9}, issn = {1533-7812}, url = {https://scholars.fhsu.edu/alj/vol9/iss1/40}, number = {1}, journal = {Academic Leadership: The Online Journal}, author = {Yelkpieri, Daniel and Kweku, Wilson Esia-Donkoh and Kwesi}, month = jan, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:47E7FV3L 2405685:VVEAXJQI}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{yeba_gender_2012, title = {Gender bias in attitude towards girls in the use of computers in selected schools in central {Africa}}, volume = {2}, url = {http://erepository.uonbi.ac.ke/handle/11295/38205}, number = {1}, journal = {Journal of Continuing, Open and Distance Education}, author = {Yeba, Judith Sama Mouokuio Meno}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GQ2UGHN6 2339240:UFYFPPAS 2405685:9IAHMGKZ 2405685:9L84HEQM}, keywords = {⛔ No DOI found}, pages = {1--22}, } @book{yarrow_securing_2019, title = {Securing learning for children in conflict and crisis}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-1234-7_ch3}, publisher = {World Bank}, author = {Yarrow, Noah and Capek, Maja}, year = {2019}, note = {Publisher: World Bank Publications KerkoCite.ItemAlsoKnownAs: 2339240:CLJU3BUW 2405685:R8XFHX2K}, } @article{yang_computers_2013, title = {Computers and the academic performance of elementary school-aged girls in {China}'s poor communities}, volume = {60}, issn = {0360-1315}, url = {http://www.sciencedirect.com/science/article/pii/S0360131512001972}, doi = {10.1016/j.compedu.2012.08.011}, abstract = {Experts agree that computers and computing play an important role in education. Since the 1980s there has been a debate about gender as it relates to computers and education. However, results regarding gender differences concerning computer use in education are not consistent. In particular there is little work done in China on this issue. Therefore, the overall goal of this paper is to demonstrate whether girls and boys can gain equally from computer-based education in China's elementary schools. To do so we analyze results from three randomized field experiments of a Computer Assisted Learning (CAL) program and One Laptop Per Child (OLPC) program. The field experiments are carried out in three kinds of schools: Shannxi rural public schools; Qinghai minority public schools; and Beijing migrant schools. Although CAL and OLPC have been considered cost effective means to improve learning outcomes, it is not known whether the programs impact girls differently than boys. Our analysis shows that, in fact, there were no differences between female and male students in either the improvement in standardized math test scores or Chinese test scores with either the CAL or OLPC programs. Our study suggests that among disadvantaged students in China's rural areas and migrant communities, there is reason to believe that computer based learning can benefit both girls and boys equally. This finding has possible implications for China's ongoing efforts to integrate computers and computing technologies into the nation's underserved schools.}, language = {en}, number = {1}, urldate = {2020-07-20}, journal = {Computers \& Education}, author = {Yang, Yihua and Zhang, Linxiu and Zeng, Junxia and Pang, Xiaopeng and Lai, Fang and Rozelle, Scott}, month = jan, year = {2013}, note = {shortDOI: 10/f4g6qc KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.08.011 10/f4g6qc 2339240:MK5NR7LT 2405685:6XU8AFCQ 2405685:JJ2NC7PA}, keywords = {Country-specific developments, Elementary education, Evaluation of CAL systems, Gender studies, Teaching/learning strategies}, pages = {335--346}, } @article{yalo_challenges_2012, title = {Challenges and strategies of working with learners with low vision: {Implications} for teacher training}, volume = {7}, issn = {1990-3839}, shorttitle = {Challenges and strategies of working with learners with low vision}, url = {https://academicjournals.org/journal/ERR/article-abstract/75AA9B54702}, doi = {10.5897/ERR10.100}, abstract = {Learners with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a low vision training programme was introduced in Kenya in 1994. However, despite its implementation over the last 15 years, challenges still persist among teachers who work with such learners. The purpose of this study was to document challenges that learners with low vision have on teachers\’ performance when teaching learners with low vision in special primary schools for the visually impaired in Kenya. The study was carried out in 6 schools for the visually impaired respondents in the study including 78 teachers survey through questionnaire and observation. The study established challenges faced by teachers as lack of appropriate devices for learners, lack of adequate training of teachers and lack of regular teacher auditing. Strategies suggested to address the challenges were supply of low vision devices, low vision teams based at each school reconstituted to provide co-ordinated learning support and regular case conferencing be mounted to provide teacher support.}, language = {English}, number = {10}, urldate = {2020-12-10}, journal = {Educational Research and Reviews}, author = {Yalo, J. A. and Indoshi, F. C. and Agak, J. O.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.5897/ERR10.100 2339240:B8RGF7UM 2405685:ZSVGWH7J}, pages = {238--243}, } @article{yadin_soft_2013, title = {Soft {Systems} {Methodology} in an {Educational} {Context}—{Enhancing} {Students} {Perception} and {Understanding}}, issn = {20103654}, url = {http://www.ijeeee.org/index.php?m=content&c=index&a=show&catid=40&id=575}, doi = {10.7763/IJEEEE.2013.V3.258}, abstract = {This study was performed within a graduate course in the Organizational Development and Consulting graduate program. The course draws a comparison between the systems analysis processes used in computing systems (hard systems) and the organizational analysis methodologies applied in soft systems, such as Checklands' Soft Systems Methodology (SSM). Since most students' previous academic experience is in social sciences, abstract concepts related to computing systems were difficult to comprehend. The SSM that is mainly used for unstructured and poorly defined problems was exercised for identifying the students' difficulties. Using SSM for analyzing the students' perceived learning system revealed their specific difficulties, while providing a real life example on using the methodology. After understanding the students' difficulties, the course structure was changed for better addressing these difficulties. This paper describes the course, the methodology and the results obtained after implementing the proposed changes to the course.}, language = {en}, urldate = {2021-01-07}, journal = {International Journal of e-Education, e-Business, e-Management and e-Learning}, author = {Yadin, Aharon}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.7763/IJEEEE.2013.V3.258 2339240:X4PCDH58 2405685:RF8S5YC7}, } @techreport{xprize_global_2019, title = {Global learning {XPRIZE}: {Executive} summary}, url = {https://assets-us-01.kc-usercontent.com/5cb25086-82d2-4c89-94f0-8450813a0fd3/80bc5998-a295-4d8b-8e7b-963c413a4d86/GLEXP_E%20Summary_Draft%2013_August.pdf}, urldate = {2021-01-15}, institution = {XPRIZE}, author = {XPRIZE}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LMHWGYMG 2405685:RF9I68JG}, } @misc{xprize_xprize_2018, title = {{XPRIZE} and {UNESCO}}, url = {https://www.xprize.org/prizes/global-learning/articles/xprize-and-unesco}, abstract = {Four years ago, when we first decided to conduct the field test for the Global learning XPRIZE in Tanzania, we were looking for a partner willing to take a chance on something audacious.}, language = {en}, urldate = {2021-01-22}, journal = {XPRIZE}, author = {{XPRIZE}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UIAH9N9R 2405685:TRKYTHWI}, } @article{xiao_guidance_2017, title = {Guidance on {Conducting} a {Systematic} {Literature} {Review}}, issn = {0739-456X}, url = {https://doi.org/10.1177/0739456X17723971}, doi = {10.1177/0739456x17723971}, abstract = {Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.}, language = {en}, urldate = {2018-05-17}, journal = {Journal of Planning Education and Research}, author = {Xiao, Yu and Watson, Maria}, month = aug, year = {2017}, note = {shortDOI: 10/gcskzk KerkoCite.ItemAlsoKnownAs: 10.1177/0739456x17723971 10/gcskzk 2317526:3SKJWG4Q 2339240:RBCSSTU8 2405685:DHDE9YQJ 2405685:JIQYISQ3 UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c}, keywords = {CitedIn:BIBBTVET}, pages = {0739456X17723971}, } @article{xiao_guidance_2017, title = {Guidance on {Conducting} a {Systematic} {Literature} {Review}}, volume = {39}, issn = {0739-456X}, url = {https://doi.org/10.1177/0739456X17723971}, doi = {10.1177/0739456x17723971}, abstract = {Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.}, language = {en}, urldate = {2018-05-17}, journal = {Journal of Planning Education and Research}, author = {Xiao, Yu and Watson, Maria}, month = aug, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0739456X17723971 10.1177/0739456x17723971 10/gcskzk 2129771:BLTTLZBP 2129771:J8G86BNT 2249382:QJPY7PT8 2317526:3SKJWG4Q 2405685:ES9TENWY 2486141:4SIG3DBK UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c}, keywords = {CitedIn:BIBBTVET}, pages = {0739456X1772397}, } @article{xiao_margins_2018, title = {On the margins or at the center? {Distance} learning in higher education}, volume = {39}, doi = {10.1080/01587919.2018.1429213}, number = {2}, journal = {Distance Education}, author = {Xiao, J}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2018.1429213 2405685:MZ3PW9AG}, pages = {259--274}, } @book{xafiiska_horumarinta_manaahijta_qaabdhismeedka_2017, address = {Mogadishu}, title = {Qaabdhismeedka {Manhajka} {Waxbarashada} {Qaranka} {Soomaaliyeed}}, publisher = {Wasaaradda Waxbarashada, Hiddaha iyo Tacliinta Sare}, author = {Xafiiska Horumarinta Manaahijta}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MME7WFNZ 2405685:LCZ2QZEE}, } @techreport{wright_comprehensive_2018, title = {A {Comprehensive} {Situation} {Analysis} of {Teachers} and the {Teaching} {Profession} in {Sierra} {Leone}: {Final} report presented to the {Teaching} {Service} {Commission}}, url = {https://tsc.gov.sl/wp-content/uploads/2020/11/18-448-Sierra-Leone-Teaching-report-web.pdf}, urldate = {2020-12-04}, institution = {Global Partnership for Education; World Bank}, author = {Wright, Dr. Cream}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9VRVIUE6 2405685:UU3R28HB}, } @techreport{wright_teachers_2017, title = {Teachers and the {Teaching} {Profession} in {Sierra} {Leone}: {A} {Comprehensive} {Situation} {Analysis}}, institution = {TSC}, author = {Wright, Cream}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BPP6QJJT 2405685:K3L9HBBP 2601447:KDYSFZB9}, } @article{wormnaes_audio-described_2013, title = {Audio-described educational materials: {Ugandan} teachers' experiences}, volume = {31}, issn = {0264-6196, 0264-6196}, url = {https://www.researchgate.net/publication/258163041_Audio-described_educational_materials_Ugandan_teachers'_experiences}, doi = {10.1177/0264619613485029}, abstract = {This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.)}, language = {English}, number = {2}, journal = {British Journal of Visual Impairment}, author = {Wormnaes, Siri and Sellaeg, Nina}, month = may, year = {2013}, note = {Publisher: SAGE Publications, 2455 Teller Road, Thousand Oaks, CA 91320 Extra URL: https://journals.sagepub.com/doi/10.1177/0264619613485029 KerkoCite.ItemAlsoKnownAs: 10.1177/0264619613485029 2339240:MJ7J7PHY 2339240:VQQAWR8S 2405685:IR6UNF66 2405685:MKR7J8V3 2405685:W293NXX6 2405685:ZIWCXX7H 2534378:JDCGUHUG 2534378:YXS3JJVS}, keywords = {Access to Education, Audio description, Cultural Relevance, Culturally Relevant Education, ERIC, Current Index to Journals in Education (CIJE), Educational Objectives, Foreign Countries, Higher Education, Inclusion, Instructional Materials, Interviews, Learning Processes, Postsecondary Education, Qualitative Research, Reflection, Student Teachers, Teacher Attitudes, Teacher Education, Teachers, Uganda, Video Technology, Visual Impairments, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098573, \_\_finaldtb, blind universal design, educational material accessible media, teacher training}, pages = {164--171}, } @misc{worldreader_anasoma_2017, title = {Anasoma {Mid}-{Term} {Report}}, url = {https://www.worldreader.org/now/anasoma-mid-term-report/}, abstract = {This report shows the initial findings of the first sprint of the Anasoma Research aimed at identifying barriers of and drivers to female mobile readership in Kenya.}, language = {en-US}, urldate = {2022-03-28}, journal = {Worldreader}, author = {Worldreader and R4D}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9NYR4VUI 2405685:ZQ33H7RV}, } @misc{worldreader_worldreader_2017, title = {Worldreader - {Reports} and {Research} {About} {Mobile} {Reading}}, url = {https://www.worldreader.org/learnings/}, abstract = {We conduct research on our mobile reading programs and publish the results. Download our reports and research about mobile reading in the developing world.}, language = {en-US}, urldate = {2022-03-28}, journal = {Worldreader}, author = {Worldreader}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RVLPDE7E 2405685:ADNE8FE3}, } @misc{worldpop_sierra_2018, title = {Sierra {Leone} population 2020}, url = {https://www.worldpop.org/geodata/summary?id=6429}, doi = {10.5258/SOTON/WP00645}, abstract = {RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076)}, urldate = {2021-09-10}, author = {WorldPop}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.5258/SOTON/WP00645 2339240:2AJ3LMLD 2405685:92787LQS}, keywords = {Population distribution, Population, Dasymetric disaggregation}, } @techreport{world_wide_web_foundation_universal_2018, title = {Universal {Service} and {Access} {Funds}: {An} {Untapped} {Resource} to {Close} the {Gender} {Digital} {Divide}}, url = {https://webfoundation.org/docs/2018/03/Using-USAFs-to-Close-the-Gender-Digital-Divide-in-Africa.pdf}, language = {EN}, urldate = {2020-05-03}, author = {World Wide Web Foundation}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:ZCREHK9S}, } @techreport{world_vision_real-time_2014, title = {Real-{Time} {Evaluation} of {World} {Vision}'s {Response} to the {Syrian} {Crisis}}, language = {en}, author = {World Vision}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T26W5DXY 2405685:KKADCZCN}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Belgium BEL, \_C:Canada CAN, \_C:Finland FIN, \_C:Germany DEU, \_C:Iraq IRQ, \_C:Japan JPN, \_C:Jordan JOR, \_C:Korea XKOR, \_C:Lebanon LBN, \_C:Malaysia MYS, \_C:Norway NOR, \_C:Singapore SGP, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:scheme:1}, pages = {26}, } @misc{world_inequality_database_on_education_wide_united_2017, title = {United {Republic} of {Tanzania}}, url = {https://www.education-inequalities.org/countries/u-r-tanzania#?dimension=all&group=all&year=latest}, urldate = {2021-01-18}, journal = {World Inequality Database on Education (WIDE)}, author = {{World Inequality Database on Education (WIDE)} and {GEM report} and {WIDE}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CMYMESCR 2405685:J3WY8KGS}, } @misc{world_health_organization_ebola_2016, title = {Ebola data and statistics}, url = {https://apps.who.int/gho/data/view.ebola-sitrep.ebola-country-SLE-new-conf-prob-districs-20160511-data?lang=en}, urldate = {2021-09-10}, journal = {WHO}, author = {World Health Organization}, year = {2016}, note = {Publisher: World Health Organization KerkoCite.ItemAlsoKnownAs: 2339240:7VE2AZNA 2405685:YRWRU7UA}, } @misc{world_health_organization_total_2017, title = {Total expenditure on health: {As} a percentage of gross domestic product}, shorttitle = {Total expenditure on health}, url = {https://www.oecd-ilibrary.org/social-issues-migration-health/total-expenditure-on-health_20758480-table1}, doi = {10.1787/20758480-table1}, abstract = {This table includes data on total expenditure on health, as a percentage of gross domestic product. The table is part of the key tables collection on health.}, language = {en}, urldate = {2022-10-20}, publisher = {OECD Publishing}, author = {World Health Organization}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/20758480-table1 2339240:MHK8A9XZ 2405685:W9MBXCLT}, } @techreport{world_health_organization_world_2011, title = {World report on disability}, language = {en}, institution = {World Health Organization}, author = {World Health Organization}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RS9YLJWP 2405685:UDAY94DX}, } @techreport{world_bank_capturing_2019, title = {Capturing {Cost} {Data}}, url = {https://pubdocs.worldbank.org/en/994671553617734574/Capturing-Cost-Data-190314.pdf}, language = {en}, institution = {World Bank}, author = {{World Bank} and {International Rescue Committee}}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IJ5E95SQ 2405685:4DU2PHIC 2405685:ZSZN39Y5}, keywords = {⛔ No DOI found}, pages = {8}, } @techreport{world_bank_group_bangladesh_2019, title = {Bangladesh - {Additional} {Financing} to the {Second} {Reaching} {Out}-of-{School} {Children} {Project} : {Learning} {Opportunities} for {Displaced} {Rohingya} {Children}}, url = {https://documents.worldbank.org/pt/publication/documents-reports/documentdetail/960131568290123486/bangladesh-additional-financing-to-the-second-reaching-out-of-school-children-project-learning-opportunities-for-displaced-rohingya-children}, author = {World Bank Group}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XP8M9YUK 2405685:Z37EUUD9}, } @book{world_bank_group_bangladesh_2016, title = {Bangladesh {Engaging} the {Private} {Sector} in {Education}: {SABER} {Country} {Report} 2016}, shorttitle = {Bangladesh {Engaging} the {Private} {Sector} in {Education}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/26524}, language = {en}, urldate = {2020-10-01}, publisher = {World Bank}, author = {{World Bank Group}}, month = jan, year = {2016}, doi = {10.1596/26524}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/26524 2339240:YEQL3HEG 2405685:8L2579LA}, } @techreport{world_bank_group_bangladesh_2018, address = {Washington, D.C.}, title = {Bangladesh - {Third} {Primary} {Education} {Development} {Program} ({English})}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/757691530821576345/bangladesh-third-primary-education-development-program}, author = {World Bank Group}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XHXPR2HZ 2405685:CTXR6F8P}, } @misc{world_bank_allo_2017, title = {Allô École! {Using} mobile technologies to connect government, teachers, and parents}, url = {https://www.worldbank.org/en/news/feature/2017/11/16/allo-ecole-using-mobile-technologies-to-connect-government-teachers-and-parents}, abstract = {A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC.}, language = {en}, urldate = {2020-08-28}, journal = {World Bank}, author = {{World Bank}}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AALGLPHJ 2405685:JG7HH32A}, keywords = {C: Democratic Republic of Congo}, } @misc{world_bank_automated_2012, title = {Automated teller machines ({ATMs}) (per 100,000 adults) - {Sierra} {Leone}}, url = {https://data.worldbank.org/indicator/FB.ATM.TOTL.P5?locations=SL&most_recent_value_desc=false}, urldate = {2022-01-10}, author = {{World Bank}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EERHMIDA 2405685:IECJPUES 4556019:QB8DZSFF}, } @techreport{world_bank_balochistan_2018, type = {Text/{HTML}}, title = {Balochistan : {Public} {Expenditure} and {Financial} {Accountability} ({PEFA}) {Performance} {Assessment} {Report}}, shorttitle = {Balochistan}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/794111540553782391/Balochistan-Public-Expenditure-and-Financial-Accountability-PEFA-Performance-Assessment-Report}, abstract = {Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report (English)}, language = {en}, urldate = {2022-05-31}, author = {{World Bank}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L5A5V5EV 2405685:7W2RJKJD 4656463:YS22ZIRH}, } @misc{world_bank_bangladesh_2016, title = {Bangladesh: ensuring education for all {Bangladeshis}}, shorttitle = {Bangladesh}, url = {https://projects.worldbank.org/en/results/2016/10/07/ensuring-education-for-all-bangladeshis}, abstract = {Bangladesh has made remarkable gains over the past two decades by ensuring access to education, especially at the primary level and for girls. The country’s net enrollment rate at the primary school level increased from 80 percent in 2000 to 98 percent in 2015.}, language = {en}, urldate = {2019-10-02}, journal = {World Bank}, author = {{World Bank}}, month = oct, year = {2016}, doi = {https://projects.worldbank.org/en/results/2016/10/07/ensuring-education-for-all-bangladeshis}, note = {KerkoCite.ItemAlsoKnownAs: 10/07/ensuring-education-for-all-bangladeshis 2339240:LV2HIFEQ 2405685:NEQZBPBW LV2HIFEQ}, keywords = {Asia, South Asia}, } @techreport{world_bank_bangladesh_2018, title = {Bangladesh - {Quality} {Learning} for {All} {Program} for {Results} : {Environmental} and social system assessment ({English})}, shorttitle = {Bangladesh - {Quality} {Learning} for {All} {Program} for {Results}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail}, abstract = {Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English)}, language = {en}, urldate = {2022-01-16}, author = {{World Bank}}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GMW5LP2I 2405685:555EASFK}, } @misc{world_bank_boosting_2018, title = {Boosting {Prosperity}, {Improving} {Equity} in {North} and {North} {Eastern} {Kenya}}, url = {https://www.worldbank.org/en/news/feature/2018/05/08/boosting-prosperity-improving-equity-in-north-and-north-eastern-kenya}, urldate = {2023-04-04}, author = {World Bank}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9V2IVCR2 2405685:4Y9H2JHW}, } @techreport{world_bank_country_2019, title = {Country {Diagnostic} of {Senegal}}, url = {http://documents.worldbank.org/curated/en/814111559645179494/pdf/Country-Diagnostic-of-Senegal.pdf}, language = {EN}, urldate = {2020-05-03}, author = {World Bank}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:HPZVAMCI}, } @techreport{world_bank_country_2013, title = {Country {Partnership} {Strategy} ({FY2013}–2017) for the {Republic} of {Senegal}}, url = {http://documents1.worldbank.org/curated/en/527551468103763222/pdf/NonAsciiFileName0.pdf}, urldate = {2020-07-16}, author = {World Bank}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YH9WZL9A}, } @misc{world_bank_salvador_2019, title = {El {Salvador} {\textbar} {Data}}, url = {https://data.worldbank.org/country/el-salvador}, urldate = {2021-12-20}, author = {{World Bank}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R3QZYUMR 2405685:ETUARZB7}, } @techreport{world_bank_ending_2019, title = {Ending {Learning} {Poverty}: {What} will it take?}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/32553/142659.pdf?sequence=7&isAllowed=y}, urldate = {2020-07-27}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3VBYYMMW 2405685:IN2IKH2L}, } @techreport{world_bank_etransform_2013, title = {{eTransform} {Ghana} {Project} {Appraisal} {Document}}, url = {http://documents.worldbank.org/curated/en/233911468253466632/pdf/802930PAD0REVI00Box379839B00PUBLIC0.pdf}, urldate = {2020-06-23}, author = {World Bank}, year = {2013}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:88WHYLU8}, } @techreport{world_bank_fiscal_2017, address = {Washington, DC}, title = {Fiscal {Consolidation} to {Accelerate} {Growth} and {Support} {Inclusive} {Development}: {Ghana} {Public} {Expenditure} {Review}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Fiscal {Consolidation} to {Accelerate} {Growth} and {Support} {Inclusive} {Development}}, url = {https://openknowledge.worldbank.org/handle/10986/27558}, abstract = {Ghana has experienced an extended period of robust growth since the early 2000s, supported by a favorable external environment and large investment inflows, particularly in the extractive industries. In 2011, as the start of oil production drove a surge in per capita income, Ghana graduated from low-income to lower-middle-income status. Despite the key role of the extractive industries, recent growth has been relatively inclusive, and Ghana achieved its Millennium Development Goal of halving the poverty rate by 2015. However, macroeconomic conditions have deteriorated since 2012, giving rise to substantial domestic and external imbalances. Although external shocks have underscored Ghana's vulnerability to global commodity and financial markets, the recurring nature of its imbalances reflects deeper structural deficiencies in its macroeconomic policies and public financial management (PFM) framework. A heavy focus on commodity exports has accelerated Ghana's recent growth, but the country's economic outlook increasingly hinges on a narrow range of volatile commodity prices.}, language = {en\_US}, urldate = {2022-04-07}, institution = {World Bank}, author = {{World Bank}}, month = jun, year = {2017}, doi = {10.1596/27558}, note = {Accepted: 2017-07-13T17:23:05Z KerkoCite.ItemAlsoKnownAs: 10.1596/27558 2339240:6Y6XC6DS 2405685:WGP4YFMP}, keywords = {Agricultural Productivity, Fiscal Policy, Health, Macroeconomic Policy, Pay Reform, Public Education, Public Expenditure, Public Financial Management, Public Wages, Revenue Management, Taxation}, } @techreport{world_bank_growth_2018, title = {From {Growth} to {Development}: {Priorities} for {Sustainably} {Reducing} {Poverty} and {Achieving} {Middle}-{Income} {Status} by 2030}, url = {http://documents.worldbank.org/curated/en/585371528125859387/pdf/LBR-SCD-draft-10-06012018.pdf}, urldate = {2020-06-19}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:49S96HEH}, } @techreport{world_bank_gender_2012, address = {Washington D.C.}, title = {Gender {Equality} and {Development}}, url = {https://openknowledge.worldbank.org/handle/10986/4391}, institution = {World Bank Group}, author = {World Bank}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MRXABNXI 2405685:IBS4J2KN}, } @misc{world_bank_government_2018, title = {Government expenditure on education, total (\% of {GDP}) - {South} {Asia}, {Pakistan}, {Afghanistan}, {Bangladesh}, {Bhutan}, {India}, {Maldives}, {Nepal}, {Sri} {Lanka} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?end=2018&locations=8S-PK-AF-BD-BT-IN-MV-NP-LK&name_desc=false&start=1971&view=chart}, urldate = {2020-08-11}, author = {{World Bank}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YTFFFUV4}, } @techreport{world_bank_grant_2011, title = {Grant {Funding} {Proposal} ({FY11}- {Round} 33)}, url = {http://documents1.worldbank.org/curated/en/876931518086538544/pdf/123308-FP-PUBLIC-P130760-Improving-Primary-Education-Outcomes-for-the-Most-Vulnerable-Children-in-Rural-Mongolia-Propoosal-FY11.pdf}, urldate = {2020-08-31}, institution = {World Bank}, author = {World Bank}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4L2Q94DC 2405685:ZS2P84JH}, } @misc{world_bank_ida_2018, title = {{IDA} {Project} {Paper} on a {Proposed} {Additional} {Credit} to the {Republic} of {Senegal} for a {Quality} {Improvement} and {Equity} of {Basic} {Education} {Project}}, url = {http://documents1.worldbank.org/curated/en/176681527996626963/pdf/SENEGAL-PAD-05112018.pdf}, urldate = {2020-07-16}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z7Y4HEQH}, } @misc{world_bank_implementation_2015, title = {Implementation {Completion} and {Results} {Report} for a {Project} to {Improve} {Education} {Quality} in {Malawi}}, url = {https://documents1.worldbank.org/curated/en/841471468185935278/pdf/ICR3612-ICR-P114847-PUBLIC-disclosed-12-23-2015-at-11-30pm-Box394829B.pdf}, urldate = {2022-11-01}, author = {World Bank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K85DTG8S 2405685:FCZDMWUH}, } @techreport{world_bank_implementation_2017, title = {Implementation {Completion} and {Results} {Report} ({TF}-14253, {TF}-14358)}, url = {http://documents1.worldbank.org/curated/en/252081504896630859/pdf/P131120-ICR-SECPO-BOS-09052017.pdf}, language = {EN}, number = {ICR00004233}, urldate = {2020-08-28}, institution = {World Bank Group}, author = {{World Bank}}, month = aug, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:JNSJIRR8}, } @misc{world_bank_incidence_2018, title = {Incidence of malaria (per 1,000 population at risk) - {Sierra} {Leone}, {Sub}-{Saharan} {Africa} (excluding high income) {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SH.MLR.INCD.P3?locations=SL-ZF}, urldate = {2022-01-10}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6RCWKTSF 2405685:7HILUDQR 4556019:XR5GKQEB}, } @misc{world_bank_inclusion_2013, title = {Inclusion {Matters} : {The} {Foundation} for {Shared} {Prosperity}}, url = {http://hdl.handle.net/10986/16195}, abstract = {Today, the world is at a conjuncture where issues of exclusion and inclusion are assuming new significance for both developed and developing countries. The imperative for social inclusion has blurred the distinction between these two stylized poles of development. Countries that used to be referred to as developed are grappling with issues of exclusion and inclusion perhaps more intensely today than they did a decade ago. And countries previously called developing are grappling with both old issues and new forms of exclusion thrown up by growth. Nonlinear demographic transitions, global economic volatility, shifts in the international balance of power, and local political movements have had a large part to play in these shifting sands. These changes make social inclusion more urgent than it was even a decade ago. This report tries to put boundaries around the abstraction that is "social inclusion." Placing the discussion of social inclusion within such global transitions and transformations, the report argues that social inclusion is an evolving agenda. It offers two easy-to-use definitions and a framework to assist practitioners in asking, outlining, and developing some of the right questions that can help advance the agenda of inclusion in different contexts. This report builds on previous analytical work, especially by the World Bank, on themes that touch upon social inclusion, including multidimensional poverty, inequality, equity, social cohesion, and empowerment. There are seven main messages in this report: (1) excluded groups exist in all countries; (2) excluded groups are consistently denied opportunities; (3) intense global transitions are leading to social transformations that create new opportunities for inclusion as well as exacerbating existing forms of exclusion; (4) people take part in society through markets, services, and spaces; (5) social and economic transformations affect the attitudes and perceptions of people. As people act on the basis of how they feel, it is important to pay attention to their attitudes and perceptions; (6) exclusion is not immutable. Abundant evidence demonstrates that social inclusion can be planned and achieved; and (7) moving ahead will require a broader and deeper knowledge of exclusion and its impacts as well as taking concerted action. The report is divided into three parts. Part one is framing the issues. Part two focuses on transitions, transformations, and perceptions. Part three is change is possible.}, language = {English}, publisher = {World Bank}, author = {World Bank}, year = {2013}, } @misc{world_bank_individuals_2017, title = {Individuals using the {Internet} (\% of population)}, url = {https://data.worldbank.org/indicator/IT.NET.USER.ZS}, urldate = {2020-09-08}, author = {World Bank}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UMQQH8LR 2405685:43QGTY44}, } @misc{world_bank_information_2015, type = {Text/{HTML}}, title = {Information and {Communications} {Infrastructure} {Development} {Project}}, url = {https://projects.worldbank.org/en/projects-operations/project-detail/P092965}, abstract = {Information and Communications Infrastructure Development Project}, language = {en}, urldate = {2020-08-31}, journal = {World Bank}, author = {World Bank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:963ATQFC 2405685:Z3QFYK4N}, } @techreport{world_bank_information_2016, title = {Information and {Communications} {Technology} ({ICT}) for {Accountability} in the {Primary} {Education} {Sector} in the {Democratic} {Republic} of the {Congo} ({DRC}): {Interim} {Results}, {Lessons} {Learned}, and the {Way} {Forward}}, language = {EN}, urldate = {2020-07-08}, institution = {World Bank}, author = {{World Bank}}, month = jul, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:56T9G2Y8}, pages = {32}, } @misc{world_bank_is_2019, title = {Is education ready to work in data-intensive environments?}, url = {https://medium.com/world-of-opportunity/is-education-ready-to-work-in-data-intensive-environments-2c7913428f42}, abstract = {The availability of good data can help lead to making good decisions. This is true in education, as it is in other sectors.}, language = {en}, urldate = {2021-02-09}, journal = {Medium}, author = {World Bank}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z34TZSCR 2405685:UTLWYIC3}, } @techreport{world_bank_isr-mongolia_2017, type = {Implementation {Status} \& {Results} {Report}}, title = {{ISR}-{Mongolia}: {Improving} {Primary} {Education} {Outcomes} for the most vulnerable children in rural {Mongolia} ({P130760})}, url = {http://documents1.worldbank.org/curated/en/387011497386576920/pdf/ISR-Disclosable-P130760-06-13-2017-1497386564685.pdf}, number = {P130760}, urldate = {2020-07-28}, institution = {The World Bank}, author = {World Bank}, month = jun, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ES53MBII 2405685:QIRTFDQB}, } @techreport{world_bank_joint_2013, title = {Joint {IDA}-{IFC}-{MIGA} {Country} {Partnership} {Strategy} for the {Republic} of {Senegal}}, url = {http://documents1.worldbank.org/curated/en/176681527996626963/pdf/SENEGAL-PAD-05112018.pdf}, language = {en}, author = {World Bank}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3REHP3V4 2405685:FT6M9626}, } @misc{world_bank_kenya_2019, title = {Kenya {Overview}}, url = {https://www.worldbank.org/en/country/kenya/overview}, abstract = {The World Bank’s work in Kenya supports the government’s Vision 2030 development strategy, which aims to accelerate sustainable growth, reduce inequality, and manage resource scarcity.}, language = {en}, urldate = {2020-07-01}, author = {World Bank}, year = {2019}, note = {Library Catalog: www.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:3KINEYR6}, } @misc{world_bank_learning_2019, title = {Learning poverty}, url = {https://www.worldbank.org/en/topic/education/brief/learning-poverty}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HBB55RC3 2339240:MKW7W6F6 2405685:JL3T5B44 2405685:LM9S4WTM}, } @misc{world_bank_learning_2019, type = {Brief}, title = {Learning poverty}, url = {https://www.worldbank.org/en/topic/education/brief/learning-poverty}, abstract = {This indicator brings together schooling and learning indicators.}, language = {en}, urldate = {2022-05-04}, author = {{World Bank}}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N8466Y2D 2405685:4PIXX9F9}, } @techreport{world_bank_learning_2019, title = {Learning {Poverty} {Brief}}, url = {http://pubdocs.worldbank.org/en/843181571223525631/SAS-LPBRIEF.pdf}, language = {en}, author = {{World Bank}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GBKAU9Q5 2405685:NGEPLHDI 2405685:YBW7KR4Z}, pages = {10}, } @techreport{world_bank_liberia_2016, title = {Liberia {Education} {Sector} {Analysis}}, url = {http://documents1.worldbank.org/curated/en/481011575583469840/pdf/Liberia-Education-Sector-Analysis.pdf}, urldate = {2020-06-25}, author = {World Bank}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5JH5HDGM}, } @techreport{world_bank_liberia_2019, title = {Liberia - {Improving} {Results} in {Secondary} {Education} {Project}}, url = {http://documents.worldbank.org/curated/en/924071562378509179/pdf/Liberia-Improving-Results-in-Secondary-Education-Project.pdf}, urldate = {2020-05-08}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B759A5Q3}, } @misc{world_bank_mobile_2018, title = {Mobile cellular subscriptions (per 100 people)}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2}, urldate = {2020-09-08}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3TFRTW7N 2405685:3ANKPIAG}, } @misc{world_bank_mobile_2018, title = {Mobile cellular subscriptions (per 100 people) - {Sub}-{Saharan} {Africa}}, url = {https://data.worldbank.org/indicator/IT.CEL.SETS.P2?end=2018&locations=ZG&start=1989&view=chart}, urldate = {2020-08-06}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M3IPMEX2 2405685:RYM8GCX3}, } @techreport{world_bank_mongolia_2018, title = {Mongolia: {Systematic} {Country} {Diagnostic}}, url = {http://documents1.worldbank.org/curated/en/576101543874150141/pdf/mongolia-scd-final-version-november-2018-11282018-636792121231072289.pdf}, urldate = {2020-08-31}, institution = {World Bank}, author = {World Bank}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L72JN738 2405685:PBVZ8CDR}, } @techreport{world_bank_mozambique_2015, address = {Washington D.C.}, type = {Working {Paper}}, title = {Mozambique - {Service} delivery indicators: {Mozambique} service delivery indicators ({English})}, url = {http://documents.worldbank.org/curated/en/287341468181503193/Mozambique-service-delivery-indicators}, abstract = {Mozambique service delivery indicators brief;education}, language = {en}, number = {95999}, urldate = {2020-09-17}, institution = {World Bank Group}, author = {{World Bank}}, month = mar, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:IWFGA7SA}, } @techreport{world_bank_nigeria_2018, title = {Nigeria: {Human} {Capital} {Index} {Summary}}, url = {https://databank.worldbank.org/data/download/hci/HCI_2pager_NGA.pdf}, urldate = {2020-07-07}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5IMP2LCD}, } @misc{world_bank_nigeria_2019, title = {Nigeria {\textbar} {Population}}, url = {https://data.worldbank.org/indicator/SP.POP.TOTL?locations=NG}, urldate = {2020-07-07}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GA3Y3TKV}, } @techreport{world_bank_open_2015, title = {Open {Data} {Readiness} {Assessment}: {Sierra} {Leone}}, url = {https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf}, author = {World Bank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GHD8WBJM 2405685:5GLY6KEA}, } @techreport{world_bank_pakistan100_2018, title = {Pakistan@100: {Shaping} the {Future}}, shorttitle = {Pakistan@100}, url = {https://www.worldbank.org/en/region/sar/publication/pakistan100-shaping-the-future}, abstract = {Pakistan@100: Shaping the Future articulates the reforms that are necessary for Pakistan to accelerate and sustain growth, and become an upper middle-income country by 2047, when it turns 100 years old.}, language = {en}, urldate = {2021-02-03}, institution = {World Bank Group}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y86FGE9L 2405685:P22B2TM4}, } @techreport{world_bank_pakistan_2019, title = {Pakistan - {Learning} {Poverty} {Brief}}, url = {https://www.worldbank.org/en/topic/education/brief/learning-poverty}, institution = {World Bank Group}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6NDFBFR9 2405685:9GTWUCR4}, } @techreport{world_bank_population_2019, title = {Population growth (annual \%) - {Pakistan}}, url = {https://data.worldbank.org/indicator/SP.POP.GROW?locations=PK}, urldate = {2021-02-09}, institution = {World Bank Group}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U4A7B3YM 2405685:FR9ZYXYR}, } @techreport{world_bank_population_2019, title = {Population, total - {Pakistan} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.POP.TOTL?locations=PK}, urldate = {2021-02-09}, institution = {World Bank Group}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AEP6WKXX 2405685:B2N4JR6B}, } @techreport{world_bank_poverty_2018, address = {Washington, D.C.}, title = {Poverty and shared prosperity 2018: piecing together the poverty puzzle}, url = {http://hdl.handle.net/10986/30418}, language = {en}, urldate = {2022-03-06}, institution = {World Bank}, author = {{World Bank}}, month = oct, year = {2018}, doi = {10.1596/978-1-4648-1330-6}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1330-6 2339240:D7ILVMJG 2405685:HH839XBS}, } @techreport{world_bank_pre-primary_2017, title = {Pre-{Primary} {Education} in {Mongolia}: {Access}, {Quality} of {Service} {Delivery}, \& {Child} {Development} {Outcomes}}, url = {http://documents1.worldbank.org/curated/en/481101490364915103/pdf/113752-WP-PUBLIC-P152905-QualityJanWithExecMarchclean.pdf}, urldate = {2020-08-31}, institution = {World Bank}, author = {World Bank}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YFVAMIKI 2405685:GSGEB3XV}, } @misc{world_bank_pre-primary_2017, type = {Text/{HTML}}, title = {Pre-primary education in {Mongolia} : access, quality of service delivery, \& child development outcomes - {March} 2017}, shorttitle = {Pre-primary education in {Mongolia}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/481101490364915103/Pre-primary-education-in-Mongolia-access-quality-of-service-delivery-child-development-outcomes-March-2017}, abstract = {Pre-primary education in Mongolia : access, quality of service delivery, \& child development outcomes - March 2017 (English)}, language = {en}, urldate = {2021-08-13}, journal = {World Bank}, author = {World Bank}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:76GTZ5AV 2405685:NLUVPU3Q}, } @misc{world_bank_project_2015, title = {Project {Appraisal} document on a {Global} {Partnership} for {Education} {Fund} grant in the amount of {US}\$88.4 million to the {Republic} of {Kenya} for a primary education development project}, url = {https://www.globalpartnership.org/sites/default/files/kenya_-_wb_-_pad_-_2015.pdf}, urldate = {2021-04-14}, author = {World Bank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P64JSJCL 2405685:P2NM7XXB}, } @misc{world_bank_project_2018, title = {Project {Appraisal} document on a grant from the {Global} {Partnership} for {Education} to the {Republic} of {Madagascar}}, url = {http://documents.worldbank.org/curated/en/517281522548048451/pdf/Madagascar-PAD-P160442-2018-03-12-638pm-03122018.pdf}, urldate = {2020-06-25}, author = {World Bank}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5KKZNPWI}, } @techreport{world_bank_project_2013, title = {Project {Information} {Document} ({PID}) {Concept} {Stage}: {Mongolia} {Education} {Quality} {Reform} {Project}}, url = {http://documents1.worldbank.org/curated/en/988611468060899890/pdf/PID-Print-P148110-12-02-2013-1386030628093.pdf}, number = {PIDC2293}, urldate = {2020-08-31}, institution = {The World Bank}, author = {World Bank}, month = dec, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5SFZINHK 2405685:WRQSXS89}, } @techreport{world_bank_project_2019, title = {Project {Information} {Document} ({PID}): {Sierra} {Leone} {Free} {Education} {Project} ({P167897})}, url = {http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf}, number = {PIDA26770}, urldate = {2020-11-25}, institution = {World Bank Group}, author = {{World Bank}}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6FWAUCW5 2405685:XAKZSJBD}, } @techreport{world_bank_project_2019, title = {Project {Information} {Document}: {Sierra} {Leone} {Free} {Education} {Project}}, url = {http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf}, urldate = {2020-06-25}, author = {World Bank}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:GIC5MV46}, } @misc{world_bank_pupil-teacher_2018, title = {Pupil-teacher ratio, secondary - {Tanzania} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SE.SEC.ENRL.TC.ZS?locations=TZ}, urldate = {2021-11-18}, author = {{World Bank}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7CFGMIVQ 2405685:WLN5WDFI}, } @techreport{world_bank_republic_2013, title = {Republic of {Sierra} {Leone} {Higher} and {Tertiary} {Education} {Sector} {Policy} {Note}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/16787/ACS43930PNT0P10x0379833B00PUBLIC00.pdf?sequence=1&isAllowed=y}, author = {{World Bank}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ANFH2ALH 2405685:QAFBTUE9}, } @techreport{world_bank_revitalizing_2014, title = {Revitalizing {Education} {Development} in {Sierra} {Leone} ({REDISL}) {Project}}, url = {http://documents1.worldbank.org/curated/en/909691468299196446/pdf/879000PAD0P1330018034002000with0MAP.pdf}, urldate = {2020-06-25}, author = {World Bank}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8ISYUKP9}, } @techreport{world_bank_saber_2016, title = {{SABER} {Country} {Report} –{Senegal}: {Engaging} the {Private} {Sector} in {Education}}, url = {http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/CountryReports/EPS/SABER_EPS_Senegal.pdf}, urldate = {2020-06-22}, author = {World Bank}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LIJPA522}, } @misc{world_bank_saber_2014, title = {{SABER} {EMIS} {Questionnaire}}, url = {http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/EMIS/SABER_EMIS_Questionnaire_092414.pdf}, urldate = {2022-04-07}, publisher = {World Bank}, author = {{World Bank}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5UFDVI2T 2405685:CRSPBEB2}, } @techreport{world_bank_secondary_2019, type = {Project {Appraisal} {Document}}, title = {Secondary {Education} {Quality} {Improvemen} {Project} ({SEQUIP})}, url = {http://documents1.worldbank.org/curated/en/299851580138262444/pdf/Tanzania-Secondary-Education-Quality-Improvement-Project-SEQUIP.pdf}, number = {PAD3378}, urldate = {2020-11-19}, institution = {World Bank Group}, author = {{World Bank}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:38JKD79X 2405685:SWHXQAFJ}, } @techreport{world_bank_secondary_2017, title = {Secondary {Education} {Quality} {Improvement} {Program} for {Results} ({SEQUIP}): {Draft} {Environment} and {Social} {Systems} {Assessment} ({ESSA})}, url = {http://documents1.worldbank.org/curated/es/649941513718690532/pdf/Environment-and-social-systems-assessment.pdf}, urldate = {2021-01-18}, institution = {United Republic of Tanzania}, author = {{World Bank}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SZ2HNTCT 2405685:CUWNZ74B}, } @misc{world_bank_secondary_2019, title = {Secondary {Education} {Quality} {Improvement} {Project} ({SEQUIP})}, url = {http://documents.worldbank.org/curated/en/299851580138262444/pdf/Tanzania-Secondary-Education-Quality-Improvement-Project-SEQUIP.pdf}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PX9AA76T 2405685:TGPWHJQ8}, } @techreport{world_bank_service_2013, type = {Text/{HTML}}, title = {Service delivery with more districts in {Uganda} : fiscal challenges and opportunities for reforms: {Public} expenditure review}, shorttitle = {Service delivery with more districts in {Uganda}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/558891468113066344/Service-delivery-with-more-districts-in-Uganda-fiscal-challenges-and-opportunities-for-reforms-public-expenditure-review}, abstract = {Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms - public expenditure review (English)}, language = {en}, urldate = {2022-04-07}, institution = {World Bank}, author = {{World Bank}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W9VCYHFE 2405685:SWC8XSVG}, } @misc{world_bank_sierra_2017, title = {Sierra {Leone} - {Multiple} {Indicator} {Cluster} {Survey} 2017}, url = {https://microdata.worldbank.org/index.php/catalog/3210}, urldate = {2021-09-10}, author = {{World Bank}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:693W742X 2405685:4ULW3LMX}, } @techreport{world_bank_sindh_2017, address = {Washington, DC}, title = {Sindh {Public} {Expenditure} {Review}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/29264}, abstract = {Sindh has the potential to become a high middle-income province in Pakistan, but it lags far behind in terms of economic, social and development indicators. Sindh is also the most industrialized province, resource-rich and endowed with the country’s largest natural gas and coal reserves. In sum, it has the potential to become a high-growth and high-income region. Nonetheless, Sindh has yet to translate this potential into commensurate economic and social development. The province faces major developmental challenges. Sindh’s weak social indicators are partly the result of the inadequate reach and low quality of public service delivery. This Public Expenditure Review focuses on provincial finances and their utilization with the objective of identifying possible reforms to expand the resource envelope and ensure better value for money by improving the management and efficiency of public spending. It includes two important components: (i) a detailed analysis of the major revenue challenges and the various expenditures, including development spending and; (ii) and in-depth assessment of how some of the key government priorities are undertaken, such as education, health, and social protection. The hope is that by better understanding the constraints, reforms can be designed and implemented to maximize Sindh’s potential and promote a more equitable and productive path.}, language = {English}, urldate = {2022-06-09}, institution = {World Bank}, author = {{World Bank}}, month = jun, year = {2017}, doi = {10.1596/29264}, note = {Accepted: 2018-01-30T19:24:09Z KerkoCite.ItemAlsoKnownAs: 10.1596/29264 2339240:FAHE33CI 2405685:DHI4PX3M}, keywords = {Education, Finance, Fiscal Trends, Health, Inequality, Labor Force Participation, Policy, Poverty, Public Expenditure, Public Sector, Social Protection, Vulnerability}, } @techreport{world_bank_smart_2017, title = {Smart {Solutions} to {Improve} {Pakistan}’s {Education}}, url = {https://www.worldbank.org/en/news/feature/2017/02/13/smart-solutions-to-improve-pakistans-education}, abstract = {The Sindh School Monitoring System spreads across 15 districts and to the remotest parts of the province. Plans are underway to expand it to the entire province.}, language = {en}, urldate = {2020-12-21}, institution = {World Bank Group}, author = {World Bank}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KAW9CNNK 2405685:XGH2MPVF}, } @misc{world_bank_systems_2016, type = {Text/{HTML}}, title = {Systems {Approach} for {Better} {Education} {Results} ({SABER})}, url = {https://www.worldbank.org/en/topic/education/brief/systems-approach-for-better-education-results-saber}, abstract = {The Systems Approach for Better Education Results (SABER) was launched by the World Bank in 2011 to produce comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems and the ultimate goal of promoting Learning for All. It allows countries to conduct a thorough inventory of their education policies and institutions based on global best practices, as well as provides decisionmakers and stakeholders at all levels with tools for structured and effective policy dialogue.}, language = {en}, urldate = {2022-06-03}, journal = {World Bank}, author = {{World Bank}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H8DBDBC4 2405685:6XNXEQD5}, } @techreport{world_bank_education_2010, title = {The {Education} {System} in {Malawi}}, url = {https://openknowledge.worldbank.org/handle/10986/5937}, urldate = {2022-10-30}, author = {World Bank}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C8TPFLBY 2405685:PTLTAQEY}, } @misc{world_bank_future_2019, title = {The {Future} of {Work} in {Africa}: {The} {Roles} of {Skills}, {Informality}, and {Social} {Protection} in {Unleashing} the {Promise} of {Digital} {Technologies} for {All}}, shorttitle = {The {Future} of {Work} in {Africa}}, url = {https://www.worldbank.org/en/region/afr/publication/africa-future-of-work}, abstract = {A new World Bank report says Sub-Saharan African countries could benefit from well-harnessed technological adoption.}, language = {en}, urldate = {2022-09-08}, journal = {World Bank}, author = {{World Bank}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WY5ZPXR9 2405685:W8VE6V9D}, } @techreport{world_bank_third_2019, title = {The {Third} {Punjab} {Education} {Sector} {Project} ({PESP} {III})}, url = {http://documents1.worldbank.org/curated/en/422121565181941577/pdf/Pakistan-Third-Punjab-Education-Sector-Project-Mid-Term-Review-Mission-April-23-to-30-2019.pdf}, institution = {World Bank Group}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SLADUHSN 2405685:6K54KZ57}, } @techreport{world_bank_what_2013, title = {The {What}, {Why}, and {How} of the {Systems} {Approach} for {Better} {Education} {Results} ({SABER})}, url = {http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/SABER_Overview_Paper.pdf}, urldate = {2020-07-22}, author = {World Bank}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8IFRAZ4E 2405685:8TPT289N}, keywords = {Systems Framework}, } @misc{world_bank_world_2019, title = {The {World} {Bank} {In} {Zimbabwe}}, url = {https://www.worldbank.org/en/country/zimbabwe/overview}, abstract = {The World Bank's lending program in Zimbabwe is inactive due to arrears, and the role is now limited to technical assistance and analytical work.}, language = {en}, urldate = {2020-06-27}, author = {World Bank}, year = {2019}, note = {Library Catalog: www.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:GGXFDY2S}, } @incollection{world_bank_take_2017, series = {World {Development} {Report}}, title = {To take learning seriously, start by measuring it}, isbn = {978-1-4648-1096-1}, url = {https://elibrary.worldbank.org/doi/10.1596/978-1-4648-1096-1_ch4}, urldate = {2021-02-01}, booktitle = {World {Development} {Report} 2018: {Learning} to {Realize} {Education}'s {Promise}}, publisher = {The World Bank}, author = {World Bank}, month = oct, year = {2017}, doi = {10.1596/978-1-4648-1096-1_ch4}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1096-1\_ch4 2339240:N5G79GAT 2405685:SAHW4P7Y}, pages = {91--104}, } @techreport{world_bank_urban_2019, title = {Urban population - {Pakistan} {\textbar} {Data}}, url = {https://data.worldbank.org/indicator/SP.URB.TOTL?locations=PK}, urldate = {2021-02-09}, institution = {World Bank Group}, author = {World Bank}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:46DZPS2B 2405685:5DQAJU7Q}, } @techreport{world_bank_world_2016, type = {Text/{HTML}}, title = {World {Development} {Report} 2016: {Digital} {Dividends}}, shorttitle = {World {Development} {Report} 2016}, url = {https://www.worldbank.org/en/publication/wdr2016}, abstract = {Information related to the World Development Report 2016: Digital Dividends}, language = {en}, urldate = {2022-11-14}, author = {{World Bank}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DXBL7RFT 2405685:AJ3M8HC2 4656463:BIINHUYK}, } @techreport{world_bank_world_2016, address = {Washington DC, USA}, title = {World {Development} {Report} 2016: {Digital} dividends}, copyright = {Creative Commons Attribution 3.0 IGO license}, shorttitle = {World {Development} {Report} 2016}, url = {https://www.worldbank.org/en/publication/wdr2016}, urldate = {2016-01-30}, institution = {World Bank}, author = {World Bank}, year = {2016}, note = {doi:10.1596/978-1-4648-0671-1 KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0671-1 2339240:CMWF55T4 2339240:WC37LKXM 2405685:P9M8F67G 2405685:XUR5Y48X}, keywords = {AWP2, AWP2-actual}, } @techreport{world_bank_world_2017, type = {Text/{HTML}}, title = {World {Development} {Report} 2017: {Governance} and the {Law}}, shorttitle = {World {Development} {Report} 2017}, url = {https://www.worldbank.org/en/publication/wdr2017}, abstract = {World Development Report 2017: Governance and the Law}, language = {en}, urldate = {2022-04-24}, institution = {World Bank}, author = {{World Bank}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DNQM9DBN 2405685:UD6CN7KH}, } @techreport{world_bank_world_2018, address = {Washington DC}, type = {Flagship {Report}}, title = {World {Development} {Report} 2018: {Learning} to realize education’s promise}, shorttitle = {World {Development} {Report} 2018}, url = {https://www.worldbank.org/en/publication/wdr2018}, abstract = {World Development Report 2018: LEARNING to Realize Education’s Promise}, language = {en}, urldate = {2019-10-18}, institution = {World Bank Group}, author = {{World Bank}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1096-1 2339240:5YCGPE5H 2339240:7URY7SPB 2339240:BFKFTEHP 2339240:HZL7FCFK 2339240:VYNPXJB6 2339240:YM6MIDK7 2405685:7JNTDBCR 2405685:8K4QNUT8 2405685:BF2ZWSJV 2405685:GAYWXIDL 2405685:HQFK65IQ 2405685:HUESCDK5 2405685:JL8R2527 2405685:PZI834WE 2534378:BKV4NR6U}, keywords = {C:Low- and middle-income countries}, } @techreport{woolfrey_leveraging_2013, address = {Cape Town}, title = {Leveraging data in {African} countries: {Curating} government microdata for research}, shorttitle = {Leveraging data in {African} countries}, url = {https://www.researchgate.net/publication/281969484_Leveraging_data_in_African_countries_Curating_government_microdata_for_research}, abstract = {Governments mandate their National Statistics Offices to collect empirical data through censuses and surveys to determine appropriate national policies. Further investigation of this data by academics can help evaluate the effectiveness of government action. In many countries governments have created policies and institutions to share official data with researchers to allow independent evaluation of both the data and the policies informed by the data. In 2009 a survey was undertaken to assess ease of access to government survey microdata in African countries. This investigation revealed that the sharing of African government microdata is constrained by several obstacles. African National Statistics Offices, the main African data producers, have limited resources to curate microdata and ensure its long-term availability. Consequently many African data producers do not follow international best practice with regard to survey data management or make the microdata from official surveys available for research purposes. A further obstacle in Africa is inadequate producer-user communication channels. Concerns around the confidentiality of respondent information also present a barrier to data usage for research, as does the bureaucratic nature of government institutions involved in data production. A follow-up survey undertaken in 2012 examined improvements in data access and other dimensions of data quality in the intervening years, focusing on Statistics Offices participating in a donor project to advance data curation in resource poor countries. The survey showed that the provision of appropriate data curation tools can improve data sharing for policy feedback. However, this is more effective in countries with sound data usage policies driven by African decision-makers who appreciate the role of data utilisation in national development.}, number = {22}, institution = {DataFirst, University of Cape Town}, author = {Woolfrey, Lynn}, month = feb, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2TLBL6P2 2405685:ZMP3MEVM}, } @article{woolf_roadmap_2010, title = {A roadmap for education technology}, author = {Woolf, Beverly Park}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JRU5TLIL 2405685:THRU8AZY}, keywords = {⛔ No DOI found}, } @incollection{woodward_english_2014, address = {London}, title = {English in {Action}: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in {Bangladesh}}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0346251X15000925}, language = {en}, urldate = {2020-08-31}, booktitle = {Innovations {In} {The} {Continuing} {Professional} {Development} {Of} {English} {Language} {Teachers}}, publisher = {British Council}, author = {Woodward, Clare and Griffiths, Malcolm and Solly, Mike}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VLPHGQ5H}, keywords = {C:Bangladesh}, pages = {227--248}, } @misc{woods_baysah_liberia_2018, title = {Liberia launches “getting to best in education” program}, url = {https://www.globalpartnership.org/blog/liberia-launches-getting-best-education-program}, language = {en}, urldate = {2020-06-26}, journal = {Global Partnership for Education}, author = {Woods Baysah, David}, year = {2018}, note = {Library Catalog: www.globalpartnership.org EdTechHub.ItemAlsoKnownAs: 2405685:URWCC77S}, } @techreport{wood_architects_2013, title = {Architects and contractors: political economy analysis of policy research in {Pakistan}}, shorttitle = {Architects and contractors}, url = {https://researchportal.bath.ac.uk/en/publications/architects-and-contractors-political-economy-analysis-of-policy-r}, language = {English}, urldate = {2021-02-03}, institution = {University of Bath}, author = {Wood, Geof}, year = {2013}, note = {Publisher: Sustainable Development Policy Institute KerkoCite.ItemAlsoKnownAs: 2339240:MRWTHMXN 2405685:25WWT72Y}, keywords = {⛔ No DOI found}, } @techreport{wood_protecting_2014, title = {Protecting the {Space} for {Policy} {Research}: {Comparing} {Think} {Tanks} and {Universities} in {South} {Asia}}, shorttitle = {Protecting the {Space} for {Policy} {Research}}, url = {http://www.thinktankinitiative.org/content/protecting-space-policy-research-comparing-think-tanks-and-universities-south-asia}, language = {en}, urldate = {2021-02-10}, institution = {Think Tank Initiative}, author = {Wood, Geof}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AUTXX2T6 2405685:FYWY949N}, } @article{wolfenden_mooc_2017, title = {{MOOC} adaptation and translation to improve equity in participation}, volume = {4}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, issn = {2311-1550}, url = {https://eric.ed.gov/?id=EJ1149178}, doi = {10.56059/jl4d.v4i2.209}, abstract = {There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50\% for each of the two MOOCs.}, language = {en}, number = {2}, urldate = {2020-09-14}, journal = {Journal of Learning for Development}, author = {Wolfenden, Freda and Cross, Simon and Henry, Fiona}, year = {2017}, note = {Publisher: Commonwealth of Learning KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v4i2.209 2339240:5AVZ6N24 2405685:B6HCB8RM 2405685:CPXFIVAY 2405685:NV7NW6T5 2534378:M4U3QCYL 2534378:SPVQ8ST8 2534378:VD62UHJM 2534378:WXPHBJ7Y}, keywords = {Access to Computers, Access to Education, Attitude Measures, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Equal Education, Foreign Countries, Higher Education, India, International Programs, Large Group Instruction, Online Courses, Partnerships in Education, Postsecondary Education, Pretests Posttests, Program Implementation, Questionnaires, Surveys, Teacher Education Programs, Teacher Educators, Technology Uses in Education, United Kingdom, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096064, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {127--142}, } @article{wolfenden_oer_2012, title = {{OER} {Adaptation} and {Reuse} across cultural contexts in {Sub} {Saharan} {Africa}: {Lessons} from {TESSA} ({Teacher} {Education} in {Sub} {Saharan} {Africa})}, volume = {2012}, issn = {1365-893X}, shorttitle = {{OER} {Adaptation} and {Reuse} across cultural contexts in {Sub} {Saharan} {Africa}}, url = {http://jime.open.ac.uk/articles/10.5334/2012-03/}, doi = {10.5334/2012-03}, language = {en}, number = {1}, urldate = {2019-07-16}, journal = {Journal of Interactive Media in Education}, author = {Wolfenden, Freda and Buckler, Alison Sarah Hemmings and Keraro, Fred}, month = mar, year = {2012}, note = {shortDOI: 10/gf5f64 KerkoCite.ItemAlsoKnownAs: 10.5334/2012-03 10/gf5f64 2339240:JII3H25Z 2405685:4AGBND6C 2405685:RF9QA3TD 2534378:5DH4QPVZ 2534378:DXRYWBS8 2534378:TSL8CQT4}, pages = {3}, } @incollection{wolfenden_teacher_2017, address = {Cape Town \& Ottawa}, title = {Teacher educators and {OER} in {East} {Africa}: {Interrogating} pedagogic change}, isbn = {978-1-55250-599-1}, shorttitle = {Teacher educators and {OER} in {East} {Africa}}, url = {https://zenodo.org/record/1094850#.X7UzCGj7Q1I}, abstract = {This study examines the use of Open Educational Resources (OER) in six teacher education institutions in three contrasting East African settings – Mauritius, Tanzania and Uganda – all of which had previous engagement with OER initiatives. Drawing primarily on interviews with teacher educators, the study examines how and when teacher educators engage with OER, the factors that support and constrain sustained OER engagement, and the influence of such engagement on their teaching practice. It seeks to answer the following three research questions: What kinds of OER are teacher educators aware of and how do they access them? How and for what purpose are they using the OER? What intended and enacted pedagogic practices are associated with OER use? The study takes a sociocultural approach, paying attention to the practices of teacher educators and the context and culture of the teacher education institutions within which they work, as well as the national policies relevant to these institutions. Surveys were sent to academic staff at each of the participating institutions who were, or had been, involved in curriculum development work involving OER. Male and female educators from different disciplinary backgrounds and with varying roles and periods of service within the institutions were targeted. From the respondents, selected individuals were asked to participate in semi-structured interviews concerning OER and their pedagogical practices. A total of 58 surveys were completed by teacher educators along with 36 in-depth teacher educator interviews and six institutional stakeholder interviews. The results of the study indicate that teacher educators’ understanding and use of OER is highly fragmented, with little traction at department or institutional level. At all the study sites there was dissonance between the ways in which individual educators are using OER and the dominant institutional values and discourse. There were also numerous structural and cultural factors acting to limit agency with regards to OER use. The demands of curriculum and assessment, professional identity, digital skills, provision of equipment and connectivity, values and weak cultures of collaboration all exerted an influence and enabled or constrained teacher educators’ efforts to achieve agency with OER. For a small number of teacher educators (OER “champions”), OER provides a tool for extending their agency to move towards more participatory practices. In their interviews, several of these educators spoke of the formative role of academic training and many were linked to external OER networks. These elements of historic identity formation influence how they respond to OER, and enhance their confidence to take risks in moving beyond conventional practice. Enabling educators to act in an agentive way with OER is not easy. Moving forward, attention should be given to issues of access so that educators are able to locate and view OER relatively easily and experiment with their use. This study recommends that time be made available for educators to enhance their skills in working digitally and to become familiar with principles of learning design such that these become integral dimensions of their professional identity. It is also argued that extending and deepening engagement with OER requires opportunities for professional dialogue and collaboration to support the development of productive educator identities with OER and transformation of the community’s field of practice.}, language = {eng}, urldate = {2020-11-18}, booktitle = {Adoption and {Impact} of {OER} in the {Global} {South}}, publisher = {African Minds, International Development Research Centre \& Research on Open Educational Resources for Development}, author = {Wolfenden, Freda and Auckloo, Pritee and Buckler, Alison and Cullen, Jane}, year = {2017}, doi = {10.5281/zenodo.1094850}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1094850 2339240:CV3YAJZ6 2405685:T9JSZ9PS}, keywords = {East Africa, Global South, Mauritius, OEP, OER, Open Education, Open Educational Resources, ROER4D, Tanzania, Uganda, \_not\_EdTechHub, \_zenodoOTHER, agency, pedagogy, teacher education}, } @techreport{wolfenden_moving_2017, title = {Moving towards more participatory practice with {Open} {Educational} {Resources} ({OER}): {TESS}-{India} {Academic} {Review}}, shorttitle = {Moving towards more participatory practice with {Open} {Educational} {Resources}}, url = {https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf}, abstract = {The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The findings offer informed guidance on future trajectories for TESS-India activity and support discussions with key stakeholders in each of these states. The overarching goal of TESS-India is to support delivery of quality pedagogic change in teacher education and school classrooms. TESS-India activity is designed to meet identified professional development needs of teachers and teacher educators in each state. Thus it takes a slightly different form in each state, appropriate to local priorities and conditions. The Review focus was similarly differentiated in each state to align to TESS-India activity in that state. The review field work was carried out by academics from the Open University UK and the Head Academic, TESS-India Country Office, between 30 January and 4 February 2017. It adopted an essentially qualitative approach to understand educators’ (trainee teachers, teachers, local teacher educators and DIET faculty) experiences with the TESS-India resources and the influence of this engagement on their pedagogic practice. Data was generated from multiple sources including analysis of key documentation, semi-structured interviews with teachers, teacher educators and policy makers, and classroom observation. Teachers, teacher educators and SRG members were sampled at different locations within each state. The focus of TESS-India activity to date has been to strengthen the existing government (state) educational system at the elementary stage - SCERT, SSA, DIETS, DEO, DPC (SSA), BEO, BRP, BRC, CRCC, HT, Teacher, Child – in alignment with national policies, frameworks and the RTE Act. The project aims at supplementing and complementing GoI and State specific efforts and activities. Although TESS-India has produced original Open Educational Resources (OER) to support educators working in the secondary stage, as yet there is very little evidence of sustained TESS-India activity with this phase of schooling or with the TESS-India School Leader OER. The review findings are therefore focussed on activity at the elementary stage and are reported at different levels of the system in line with the TESS-India theory of change. The report found that use of TESS-India OER is contributing to quality change in classrooms with students and trainee teachers. • SRG members met by the review team were using the TESS-India OER and described how this use was prompting them to experiment with more interactive and participatory practices. • Teachers observed and / or interviewed by the review team were drawing on TESS-India OER to inform their lesson planning and subsequent teaching. Evidence seen by the review team (learning journals and learning plans) indicates that the practices being developed by these teachers are shared by other teachers in the cohort of teachers participating in TESS-India focus district activity. However the innovation in practice and transformation in pedagogy promised by TESS-India OER is still in the early stages and the evidence is highly emergent. But, critically, through engagement with the MOOC and other TESS-India learning resources, policy makers and lead teacher educators (for example SCERT Directors) are changing their thinking about teacher professional development, moving away from cascade models to a focus on continuous professional development and learning of teachers in their classrooms with support from teacher educators/ experts, either virtually or face-to face.}, language = {EN}, institution = {The Open University}, author = {Wolfenden, Freda and Adinolfi, Lina and Cross, Simon and Lee, Clare and Paranjpe, Sandhya and Safford, Kimberly}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AHU462BA 2339240:YXLKRLBI 2405685:34CVA9XF 2405685:GFP5DZJS 2405685:J2QYZC4N 2405685:PNQ2QI9P 2405685:Y9UA4ULS 2534378:H6UD8JMP 2534378:N7WIEWKK 2534378:RF4RFHAF}, keywords = {C: India, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457359, \_\_finaldtb}, pages = {26}, } @article{wolfenden_exploration_2019, title = {An exploration of agency in the localisation of open educational resources for teacher development}, volume = {44}, issn = {1743-9884}, url = {http://oro.open.ac.uk/62250/}, doi = {10.1080/17439884.2019.1628046}, abstract = {This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.}, number = {3}, urldate = {2020-10-27}, journal = {Learning, Media and Technology}, author = {Wolfenden, Freda and Adinolfi, Lina}, month = jul, year = {2019}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17439884.2019.1628046 Extra URL: https://doi.org/10.1080/17439884.2019.1628046 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1628046 2405685:D4SI9BWU 2534378:ALXXMXLY 2534378:ZPP9MH8V}, keywords = {India, Open educational resources (OER), \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457357, \_\_finaldtb, localisation, professional agency}, pages = {327--344}, } @article{wolfenden_tess-india_2015, title = {{TESS}-{India} {OER}: {Collaborative} practices to improve teacher education}, volume = {01}, issn = {2349-6355}, shorttitle = {{TESS}-{India} {OER}}, url = {http://ncte-india.org/ncte_new/?page_id=1703}, abstract = {As the numbers of children attending school in India rises rapidly ensuring a productive learning experience for every student is a huge challenge. Quality is central to the Government of India’s education policy; major education goals recognise that changes in teachers’ classroom practice are critical to improving students’ learning in elementary and secondary schools across India. This paper describes the rationale and pedagogy of an innovative response to these challenges harnessing contemporary ideas on ‘open’, learning and the increasing availability of network technology in the form of a multilingual Open Educational Resources (OER) teacher education toolkit. The main section of the paper then describes the processes for multi-stakeholder participation in the development of the elements of the OER toolkit and the paper concludes with a discussion of the ‘open’ dimension of the project and how this enables ‘local’ authentication and mediation of use of the OER in each of the project states.}, language = {en}, number = {03}, urldate = {2022-05-30}, journal = {Indian Journal of Teacher Education}, author = {Wolfenden, Freda}, month = sep, year = {2015}, note = {Number: 03 KerkoCite.ItemAlsoKnownAs: 2339240:9TYRVKGE 2405685:RYGQCGSQ}, keywords = {⛔ No DOI found}, pages = {33--48}, } @article{wolf_cumulative_2015, title = {Cumulative {Risk} and {Teacher} {Well}-{Being} in the {Democratic} {Republic} of the {Congo}}, volume = {59}, doi = {10.1086/682902}, number = {4}, journal = {Comparative Education Review}, author = {Wolf, Sharon and Torrente, Catalina and McCoy, Marissa and Rasheed, Damira and Aber, J. Lawrence}, year = {2015}, note = {shortDOI: 10/gftr57 KerkoCite.ItemAlsoKnownAs: 10.1086/682902 10/gftr57 2405685:CW48D6C7}, keywords = {C:DRC}, } @article{wolf_preliminary_2015, title = {Preliminary impacts of the “{Learning} to {Read} in a {Healing} {Classroom}” intervention on teacher well-being in the {Democratic} {Republic} of the {Congo}}, volume = {52}, issn = {0742-051X}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X1500116X}, doi = {10.1016/j.tate.2015.08.002}, abstract = {This article examines the impacts of a partial year of implementation of Learning to Read in a Healing Classroom (LRHC), a curricular and social-emotional teacher professional development intervention in southeastern Democratic Republic of the Congo, on teacher professional well-being. Using a cluster-randomized control trial, this study assesses LRHC impacts on a sample of 346 teachers from 64 primary schools. We find statistically significant increases in job dissatisfaction for female teachers and increases in motivation for the least experienced teachers. Implications are discussed for the role of teacher professional development and well-being in improving education in low resource and conflict-affected contexts.}, language = {en}, urldate = {2020-01-29}, journal = {Teaching and Teacher Education}, author = {Wolf, Sharon and Torrente, Catalina and Frisoli, Paul and Weisenhorn, Nina and Shivshanker, Anjuli and Annan, Jeannie and Aber, J. Lawrence}, month = nov, year = {2015}, note = {shortDOI: 10/f7zk3n KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.08.002 10/f7zk3n 2339240:J5TZZGLX 2405685:FVVYBX4Y 2405685:JGP79B9M}, keywords = {Democratic Republic of the Congo, International education, Motivation, Teacher professional development}, pages = {24--36}, } @article{wolf_examining_2019, title = {Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices}, volume = {86}, issn = {0742051X}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0742051X18315853}, doi = {10.1016/j.tate.2019.07.003}, abstract = {We examine second-year impacts of a 1-year pre-primary teacher training and coaching program, delivered with and without parental-awareness meetings, evaluated with a school-level randomized trial. Outcomes included teachers’ professional well-being and classroom practices. Most gains observed during the program year faded out. However, there were small sustained impacts on the implementation of training activities. Counteracting effects of the parental-awareness meetings were evident, with suggestive evidence that teachers in this treatment group displayed lower scores on one dimension of classroom qualitydSupporting Student Expressiondcompared to controls. Implications for professional development and educational quality are discussed.}, language = {en}, urldate = {2020-01-28}, journal = {Teaching and Teacher Education}, author = {Wolf, Sharon and Peele, Morgan E.}, month = nov, year = {2019}, note = {shortDOI: 10/ggjk6c KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2019.07.003 10/ggjk6c 2339240:GB3MPNJU 2405685:M8ZR3GRF}, keywords = {\_proposed-for: Scoping review}, } @techreport{wolf_assessing_2016, title = {Assessing the {Construct} {Validity} of {Save} the {Children}'s {International} {Development} and {Early} {Learning} {Assessment} ({IDELA})}, url = {https://resourcecentre.savethechildren.net/document/assessing-construct-validity-save-childrens-international-development-and-early-learning/}, language = {en}, institution = {Global TIES for Children, New York University, Save the Children}, author = {Wolf, Sharon and Halpin, Peter and Yoshikawa, Hirokazu and Pisani, Lauren and Dowd, Amy Jo and Borisova, Ivelina}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KCP3HCVT 2405685:3YPENLPH}, } @article{wolf_measuring_2017, title = {Measuring school readiness globally: {Assessing} the construct validity and measurement invariance of the {International} {Development} and {Early} {Learning} {Assessment} ({IDELA}) in {Ethiopia}}, volume = {41}, issn = {0885-2006}, shorttitle = {Measuring school readiness globally}, url = {https://www.sciencedirect.com/science/article/pii/S0885200617301357}, doi = {10.1016/j.ecresq.2017.05.001}, abstract = {The post 2015 context for international development has led to a demand for assessments that measure multiple dimensions of children's school readiness and are feasibly administered in low-resource settings. The present study assesses the construct validity of the International Development and Early Learning Assessment (IDELA) developed by Save the Children using data from a sample of children (∼5 years of age; N=682) from rural Ethiopia. The study (a) uses exploratory and confirmatory bi-factor analyses to assess the internal structure of the assessment with respect to four hypothesized domains of school-readiness (Early Numeracy, Early Literacy, Social-Emotional development, and Motor development); (b) uses latent regression to examine concurrent validity of the domains against a limited set of child and family characteristics; and (c) establishes measurement invariance across three focal comparisons (children enrolled in center-based care versus home-based care; girls versus boys; and treatment status in a cluster randomized controlled trial of a center-based program). The results support the conclusion that the IDELA is useful for making inferences about children's school readiness. Implications for future use of the IDELA and similar instruments are discussed.}, language = {en}, urldate = {2022-12-02}, journal = {Early Childhood Research Quarterly}, author = {Wolf, Sharon and Halpin, Peter and Yoshikawa, Hirokazu and Dowd, Amy Jo and Pisani, Lauren and Borisova, Ivelina}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2017.05.001 2339240:PIGF2J6S 2405685:LC8IVTXX}, keywords = {Ethiopia, Factor analysis, Measurement invariance, School readiness, Sub-Saharan Africa}, pages = {21--36}, } @inproceedings{wolf_cluster_2014, title = {Cluster {Randomized} {Trial} of a {Large}-{Scale} {Education} {Initiative} in the {Democratic} {Republic} of {Congo}: {Pilot} {Year} {Impacts} on {Teacher} {Development}.}, shorttitle = {Cluster {Randomized} {Trial} of a {Large}-{Scale} {Education} {Initiative} in the {Democratic} {Republic} of {Congo}}, booktitle = {Society for {Research} on {Educational} {Effectiveness}}, author = {Wolf, Sharon and Aber, John Lawrence and Torrente, Catalina and Rasheed, Damira and McCoy, Marissa}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I4ZJ6JVU 2405685:CBAQWJRH}, keywords = {⛔ No DOI found}, } @techreport{wolf_impacts_2019, title = {The {Impacts} of {Teacher} {Training} and {Parental} {Awareness} on {Kindergarten} {Quality} in {Ghana}}, url = {https://www.poverty-action.org/sites/default/files/publications/QP4G%20Final%20Results_11.15.19.pdf}, urldate = {2020-05-16}, institution = {Innovations for Poverty Action}, author = {Wolf, Sharon and Aber, John Lawrence and Behrman, Jere}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:T5RRAJCQ}, } @article{wolf_experimental_2019, title = {Experimental {Impacts} of the “{Quality} {Preschool} for {Ghana}” {Interventions} on {Teacher} {Professional} {Well}-being, {Classroom} {Quality}, and {Children}’s {School} {Readiness}}, volume = {12}, issn = {1934-5747, 1934-5739}, url = {https://www.tandfonline.com/doi/full/10.1080/19345747.2018.1517199}, doi = {10.1080/19345747.2018.1517199}, abstract = {We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-being, classroom quality, and children’s readiness during one school year. This cluster-randomized trial included 240 schools (teachers N ¼ 444; children N ¼ 3,345, Mage ¼ 5.2) randomly assigned to one of three conditions: teacher training (TT), teacher training plus parental-awareness meetings (TTPA), and controls. The programs incorporated workshops and in-classroom coaching for teachers and video-based discussion groups for parents. Moderate impacts were found on some dimensions of professional well-being (reduced burnout in the TT and TTPA conditions, reduced turnover in the TT condition), classroom quality (increased emotional support/behavior management in the TT and TTPA conditions, support for student expression in the TT condition), and small impacts on multiple domains of children’s school readiness (in the TT condition). The parental-awareness meetings had counteracting effects on child school readiness outcomes. Implications for policy and practice are discussed for Ghana and for early childhood education in low- and middle-income countries.}, language = {en}, number = {1}, urldate = {2020-05-16}, journal = {Journal of Research on Educational Effectiveness}, author = {Wolf, Sharon and Aber, J. Lawrence and Behrman, Jere R. and Tsinigo, Edward}, month = jan, year = {2019}, note = {shortDOI: 10/ggjrcj KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2018.1517199 10/ggjrcj 2339240:S3WAE3PS 2405685:H52RQ6MY 2405685:JXYTEU3W}, keywords = {Ghana, \_\_\_working\_potential\_duplicate, classroom quality, early childhood education, kindergarten, school readiness, teacher training and coaching}, pages = {10--37}, } @techreport{wolf_impacts_2017, title = {The {Impacts} of {Fast} {Track} {Transformational} {Teacher} {Training} in {Ghana}}, url = {https://www.poverty-action.org/sites/default/files/publications/FTTT%20Preliminary%20Results%20v2-2.pdf}, urldate = {2020-05-16}, institution = {Innovations for Poverty Action}, author = {Wolf, Sharon}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FALV664A}, } @misc{wodon_missed_2018, title = {Missed {Opportunities} : {The} {High} {Cost} of {Not} {Educating} {Girls}}, url = {https://openknowledge.worldbank.org/handle/10986/29956}, urldate = {2022-03-28}, author = {Wodon, Quentin and Montenegro, Claudio and Nguyen, Hoa and Onagoruwa, Adenike}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W2AZ9SJ4 2405685:6PCBWPVJ}, } @misc{wodon_supporting_2015, title = {Supporting education in {Nepal}: technology that improves teaching and student learning}, url = {https://blog.rotary.org/2015/08/25/supporting-education-in-nepal/}, language = {en}, urldate = {2020-06-11}, journal = {Rotary International}, author = {Wodon, Quentin}, year = {2015}, note = {Library Catalog: blog.rotary.org KerkoCite.ItemAlsoKnownAs: 2405685:KQGJS773}, } @techreport{wodon_systems_2016, address = {World Bank}, title = {Systems {Approach} for {Better} {Education} {Results} ({SABER}) - {Equity} and {Inclusion} in {Education} {Systems}}, url = {http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/EAI/Framework_SABER_EAI.pdf}, language = {en}, author = {Wodon, Quentin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DXLHIC49 2405685:YWKA9XIH}, keywords = {⛔ No DOI found}, pages = {72}, } @misc{wodon_technology_2015, title = {Technology in the classroom: {Learning} from {OLE} {Nepal}}, url = {https://www.globalpartnership.org/blog/technology-classroom-learning-ole-nepal}, abstract = {A young software engineer returned to his native Nepal to support the introduction of technologies in the classroom. Working with the ministry of education, he learns that it takes time to introduce meaningful change, and that support to teachers in the use of the technology is key.}, language = {en}, journal = {Global Partnership for Education}, author = {Wodon, Quentin}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7GNDXWP6}, } @misc{wise_geekie_2016, title = {Geekie: {Personalized} {Learning} for {All}}, shorttitle = {Geekie}, url = {https://www.wise-qatar.org/project/geekie-personalized-learning-all-brazil/}, abstract = {About the Project This project is one of the 2016 WISE Awards winners. Geekie is an adaptive learning platform that constantly customizes students’ learning experiences instead of providing a single standardized solution to all. Over the last 18 months, the company’s solutions have already helped five million students throughout the country, from all states and […]}, language = {en-US}, urldate = {2022-06-06}, journal = {WISE}, author = {Wise}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q8X7SBD8 2405685:42T7EX4A}, } @article{winthrop_why_2015, title = {Why wait 100 {Years}? {Bridging} the gap in global education}, url = {https://www.brookings.edu/wp-content/uploads/2015/06/global_20161128_100-year-gap.pdf}, urldate = {2022-08-21}, journal = {The Brookings Institution}, author = {Winthrop, Rebecca and McGiveney, Eileen}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QT7J4YGC 2405685:VHKBJ973}, keywords = {⛔ No DOI found}, } @techreport{winthrop_new_2012, address = {Washington, D.C., USA}, title = {A new face of education: {Bringing} technology into the classroom in the developing world}, url = {https://www.brookings.edu/research/a-new-face-of-education-bringing-technology-into-the-classroom-in-the-developing-world/}, institution = {Brookings}, author = {Winthrop, R. and Smith, M.S.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3ZM3DUIC 2405685:G7RGN7JS}, } @article{wilson_ict_2011, title = {{ICT} integration in {Teacher} {Education} - {A} study of {University} of {Education}, {Winneba}}, volume = {15}, journal = {Ghana Journal of Science and Mathematics Education}, author = {Wilson, Kofi Bentum and Ayebi-Arthur, Kofi and Tenkorang, Emmanuel Yamoah}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:69GF7UX5 2405685:9DV5HUJE}, keywords = {⛔ No DOI found}, pages = {1--13}, } @book{wilson-grau_outcome_2018, title = {Outcome {Harvesting}: {Principles}, {Steps}, and {Evaluation} {Applications}}, author = {Wilson-Grau, Ricardo}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GF64D8RN}, } @article{wills_guidelines_2014, title = {Guidelines and good practices for evidence-informed policy-making in a government department}, url = {https://www.odi.org/publications/10604-guidelines-and-good-practices-evidence-informed-policy-making-government-department}, language = {en}, author = {Wills, Alf and Tshangela, Mapula and Shaxson, Louise and Datta, Ajoy and Matomela, Bongani}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IMAHKPPV 2405685:KINXGVFY}, keywords = {⛔ No DOI found}, pages = {19}, } @techreport{williams_great_2016, address = {Reading, Berkshire}, title = {Great expectations: aspiration, uncertainty and schooling in {Rwanda}}, url = {https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3d/3d66b297-0149-4054-b073-0edae8461b69.pdf}, language = {EN}, urldate = {2020-08-24}, institution = {Education Development Trust}, author = {Williams, Timothy P.}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:LHE52G2C}, } @misc{williams_broadband_2013, title = {Broadband “the missing link” in global access to education}, url = {https://en.unesco.org/news/broadband-%E2%80%9C-missing-link%E2%80%9D-global-access-education}, abstract = {New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development.}, language = {en}, urldate = {2020-06-04}, journal = {UNESCO}, author = {Williams, Sue and Parkes, Sarah}, month = feb, year = {2013}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2405685:N8IVNWBY}, } @misc{williams_unfinished_2017, title = {Unfinished development projects in {Ghana}: {Mechanising} collective choice}, shorttitle = {Unfinished development projects in {Ghana}}, url = {https://voxdev.org/topic/infrastructure-urbanisation/unfinished-development-projects-ghana-mechanising-collective-choice}, abstract = {Project non-completion, commonly attributed to corruption or clientelism, is in fact often caused by an inability to prioritise public expenditure}, language = {en}, urldate = {2022-04-07}, journal = {Voxdev}, author = {Williams, Martin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U4IP8MWZ 2405685:A2NZTQ8P 4656463:ZK5ZFFML}, } @incollection{wilkinson_systems_2011, address = {Boston, MA}, title = {Systems {Theory}}, isbn = {978-0-387-79061-9}, url = {https://doi.org/10.1007/978-0-387-79061-9_941}, language = {en}, urldate = {2021-01-04}, booktitle = {Encyclopedia of {Child} {Behavior} and {Development}}, publisher = {Springer US}, author = {Wilkinson, Lee A.}, editor = {Goldstein, Sam and Naglieri, Jack A.}, year = {2011}, doi = {10.1007/978-0-387-79061-9_941}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-0-387-79061-9\_941 2339240:2BP68ISE 2405685:HA89DRWU}, pages = {1466--1468}, } @article{wilkins_liberia_2019, chapter = {News}, title = {Liberia: {Farewell} 2019 - {A} {Review} of {ICT} {Initiatives} in {Liberia}}, shorttitle = {Liberia}, url = {https://allafrica.com/stories/201912310442.html}, language = {en}, urldate = {2020-06-25}, journal = {All Africa}, author = {Wilkins, Darren}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PKSW9KQS}, } @misc{wiley_open_2011, title = {Open {Content}}, url = {http://opencontent.org/definition/}, urldate = {2016-09-28}, author = {Wiley, David}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AH2DB7SR}, } @misc{wikipedia_wikipediatext_2019, title = {Wikipedia:{Text} of {Creative} {Commons} {Attribution}-{ShareAlike} 3.0 {Unported} {License}}, copyright = {Creative Commons Attribution-ShareAlike License}, shorttitle = {Wikipedia}, url = {https://en.wikipedia.org/w/index.php?title=Wikipedia:Text_of_Creative_Commons_Attribution-ShareAlike_3.0_Unported_License&oldid=880226358}, language = {en}, urldate = {2020-07-21}, journal = {Wikipedia}, author = {{Wikipedia}}, month = jan, year = {2019}, note = {Page Version ID: 880226358 KerkoCite.ItemAlsoKnownAs: 2339240:JSYRJYYQ 2405685:8BQ6B427}, } @misc{wikipedia_wikipediawikiproject_2017, title = {Wikipedia:{WikiProject} {Wiki} {Loves} {Women}/{Ghana}}, copyright = {Creative Commons Attribution-ShareAlike License}, shorttitle = {Wikipedia}, url = {https://en.wikipedia.org/w/index.php?title=Wikipedia:WikiProject_Wiki_Loves_Women/Ghana&oldid=766745664}, language = {en}, urldate = {2020-07-21}, journal = {Wikipedia}, author = {{Wikipedia}}, month = feb, year = {2017}, note = {Page Version ID: 766745664 KerkoCite.ItemAlsoKnownAs: 2339240:3T3RZHQT 2405685:7VWJII2A}, } @article{widodo_dual-mode_2013, title = {Dual-mode teacher professional development: challenges and re-visioning future {TPD} in {Indonesia}}, volume = {17}, issn = {13664530}, url = {http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._BIOLOGI/196705271992031-ARI_WIDODO/Dual%20Mode%20Teacher%20Professional%20Development.pdf}, doi = {10.1080/13664530.2013.813757}, abstract = {This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia}, number = {3}, journal = {Teacher Development}, author = {Widodo, Ari and {Riandi}}, year = {2013}, note = {Place: United Kingdom Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=BEI.221367\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2013.813757 2339240:CB38DZV3 2339240:QP2WUG5A 2405685:M5WDVH5K 2405685:REGZ6H9H 2405685:T4TMJ4LR 2534378:9P4LRFZC 2534378:BR8DXZB4 2534378:UHSPASDV 2534378:Z8BCLDYY}, keywords = {CONTINUING education, EDUCATION \& state, EDUCATION -- Forecasting, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational Change, Educational Strategies, Elementary Secondary Education, FORECASTING, Faculty Development, Foreign Countries, HIGHER education, Higher Education, INDONESIA, Indonesia, Information Skills, Instructional Design, Interviews, Models, Needs Assessment, Online instruction, PROFESSIONAL education, Pedagogical Content Knowledge, Postsecondary Education, Professional development, Public policy, Questionnaires, Science Teachers, TEACHER certification, TEACHER development, TEACHER education, Teacher Education, Teacher education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097039, \_\_\_working\_potential\_duplicate, \_\_finaldtb, dual-mode professional development, online training, teacher certification, teacher education, teacher education futures, teacher professional development in Indonesia}, pages = {380--392}, } @article{wickramanayake_social_2018, title = {Social media use by undergraduate students of education in {Nigeria}: a survey}, volume = {36}, issn = {0264-0473}, shorttitle = {Social media use by undergraduate students of education in {Nigeria}}, url = {https://doi.org/10.1108/EL-01-2017-0023}, doi = {10.1108/EL-01-2017-0023}, abstract = {Purpose This paper aims to investigate teacher students’ perceptions, intentions, experiences, attitudes, opinions and barriers concerning social media use and impact of social media on their learning process. Design/methodology/approach A stratified sampling technique was applied to draw the sample, and 242 teacher students were selected as a sample from three higher educational institutions in Gombe State, Nigeria. A questionnaire survey method was used to collect the data. Data analysis was by means of simple and inferential statistics. Findings The students widely used mobile phones to access social media, and social media was extremely popular for education, entertainment and communication among them. Educational and informational communities were also preferred by students to other social media communities. The study further revealed that effective social media usage among students enhanced their different types of skills including learning. Unstable electricity connections, security and privacy issues, internet costs and unreliable internet connections were recorded as some barriers concerning students’ social media use. Originality/value The outcome of this study will be a unique contribution because the pertinent literature provides little evidence or research highlights concerning teacher students’ social media use. Even more, the results of the present study may be a useful resource for university administrators, education policymakers and innovative teachers in universities – especially in developing countries and particularly Nigeria – when considering integration of modern techniques and technologies with university teaching and learning.}, number = {1}, urldate = {2022-08-22}, journal = {The Electronic Library}, author = {Wickramanayake, Lalith and Muhammad Jika, Saidu}, month = jan, year = {2018}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/EL-01-2017-0023 2339240:AGAUINHT 2405685:PISZZ6ZX}, keywords = {Internet-based learning, Media-based teaching, Nigeria, Social media, Teaching students, User studies}, } @article{wicha_animated_2012, title = {An animated dictionary for hearing-impaired students in {Thailand}}, volume = {12}, copyright = {© 2012 The Authors. Journal of Research in Special Educational Needs © 2012 NASEN}, issn = {1471-3802}, url = {https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-3802.2012.01239.x}, doi = {10.1111/j.1471-3802.2012.01239.x}, abstract = {As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches.}, language = {en}, number = {4}, urldate = {2021-03-04}, journal = {Journal of Research in Special Educational Needs}, author = {Wicha, Santichai and Sharp, Bernadette and Sureephong, Pradorn and Chakpitak, Nopasit and Atkins, Anthony}, year = {2012}, note = {\_eprint: https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-3802.2012.01239.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-3802.2012.01239.x 2339240:26Y8P2ER 2405685:SY4KMK35}, keywords = {Hearing-impaired students, language acquisition, total communication with 3D animation}, pages = {234--244}, } @article{wiafe_investigating_2019, title = {Investigating {The} {Benefits} {Of} {Incorporating} {Technology} {In} {Instructional} {Curriculum}: {Pre}-{Service} {Teachers}' {Perspectives} {From} {Ghana}}, volume = {6}, shorttitle = {Investigating {The} {Benefits} {Of} {Incorporating} {Technology} {In} {Instructional} {Curriculum}}, abstract = {The use of technology has gained worldwide recognition in all professions. Teachers have resorted to several technology tools to enhance the work they do in the classroom and to facilitate the understanding of what they teach their students to enhance easy recall and for students to remember what they learn in class. The use of technology tools in the classroom in Ghana has not received much attention from teachers because of challenges with respect to technological infrastructural development. However, with the inclusion of technology in the teacher colleges of education curriculum, new teachers are being trained to incorporate technology into classroom instruction to change the face of teaching and make learners more eager to learn by bringing the understanding of concepts much more clearly to students. The study adopted a mixed method approach to bring to light, the perspectives of teacher trainees and tutors in colleges on the benefits both the teacher and the learner stand to gain in using technologies to deliver instruction in the classroom. It came to light that although there are challenges pre-service teachers tend to face in terms of access to such technologies, they still do their best to include technologies in their lessons whenever possible. This is because of the fact that learners tend to do well on instruction received on lessons delivered using technology as compared to lessons delivered without using technology based on their experience in using both approaches in the classroom. Keywords: Technology, instruction, benefits, curriculum.}, journal = {International Journal of Advanced Research}, author = {Wiafe, Bernard and Akaadom, Bernard}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CALRBHZL 2405685:35ERS5DI}, keywords = {⛔ No DOI found}, pages = {39--47}, } @misc{who_assistive_2019, title = {Assistive technology}, url = {https://www.who.int/news-room/fact-sheets/detail/assistive-technology}, abstract = {WHO fact sheet on assistive technology. Assistive technology enables people to live healthy, productive, independent, and dignified lives, and to participate in education, the labour market and civic life.}, language = {en}, urldate = {2021-03-04}, author = {WHO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3GM7SDTZ 2405685:AAEKD76U}, } @techreport{who_world_2011, title = {World {Report} on {Disability}}, url = {https://www.who.int/teams/noncommunicable-diseases/disability-and-rehabilitation/world-report-on-disability}, author = {WHO}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RAEALDCI 2405685:8AN9JWNI}, } @techreport{who_world_2011, title = {World {Report} on {Disability}}, url = {https://www.who.int/teams/noncommunicable-diseases/disability-and-rehabilitation/world-report-on-disability}, author = {WHO}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RAEALDCI 2405685:8AN9JWNI}, } @article{whitehead_health_2010, title = {Health outcomes in economic evaluation: the {QALY} and utilities}, volume = {96}, issn = {0007-1420, 1471-8391}, shorttitle = {Health outcomes in economic evaluation}, url = {https://academic.oup.com/bmb/article-lookup/doi/10.1093/bmb/ldq033}, doi = {10.1093/bmb/ldq033}, language = {en}, number = {1}, urldate = {2022-03-29}, journal = {British Medical Bulletin}, author = {Whitehead, S. J. and Ali, S.}, month = dec, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/bmb/ldq033 2339240:XNE7TX99 2405685:KM4Q83A4}, pages = {5--21}, } @article{white_why_2012, title = {Why do we care about evidence synthesis? {An} introduction to the special issue on systematic reviews}, volume = {4}, issn = {1943-9342}, shorttitle = {Why do we care about evidence synthesis?}, url = {https://doi.org/10.1080/19439342.2012.711343}, doi = {10.1080/19439342.2012.711343}, abstract = {Systematic reviews are currently in high demand in international development. At least 100 new reviews are ongoing or already completed on a range of topics across the board in international development, many of which were commissioned by policy-making agencies. These new reviews need to be based on answerable questions, using methods of analysis and reporting which are appropriate for social and economic development programmes and relevant to users. This introductory paper lays out why we believe systematic reviews should be an important component of evidence-informed development policy and practice. It concludes by introducing the papers collected in this issue, which aim to demonstrate how reviews can be made to live up to the promises generated around them.}, number = {3}, urldate = {2018-05-17}, journal = {Journal of Development Effectiveness}, author = {White, Howard and Waddington, Hugh}, month = sep, year = {2012}, note = {shortDOI: 10/gf3t4g KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711343 10/gf3t4g 2339240:9ZS4VDFU 2405685:REZFBZQW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, 3ie, CLL:en, Reviewed, impact evaluation, publicImportV1, systematic reviews}, pages = {351--358}, } @techreport{westbrook_pedagogy_2013, type = {Education {Rigorous} {Literature} {Review}}, title = {Pedagogy, {Curriculum}, {Teaching} {Practices} and {Teacher} {Education} in {Developing} {Countries}. {Final} {Report}. {Education} {Rigorous} {Literature} {Review}}, url = {https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedagogy%202013%20Westbrook%20report.pdf?ver=2014-04-24-121331-867}, language = {en}, institution = {Department for International Development}, author = {Westbrook, Jo and Durrani, Naureen and Brown, Rhona and Orr, David and Pryor, John and Boddy, Janet and Salvi, Francesca}, month = dec, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6S4SC63V 2339240:86HQML65 2339240:J3YYVSFV 2405685:5GXLKAP2 2405685:936ICI9F 2405685:C85ZIVDI 2405685:USD5JWDU 2534378:Q8X97V9X}, keywords = {C:Low- and middle-income countries, Read, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {151}, } @article{westbrook_beginning_2015, title = {Beginning to teach inclusively: {An} analysis of newly-qualified teacher pedagogy in lower primary classes in {Tanzania}}, volume = {51}, shorttitle = {Beginning to teach inclusively}, doi = {10.1016/j.tate.2015.05.003}, abstract = {Inclusive pedagogies to support children with disabilities in low-income countries have been neglected, and viewed as ‘specialised’ or optional within teacher education. In contrast, this paper presents details of practices of newly qualified teachers (NQTs) in Tanzania that aim to help all learners to learn even in poorly-resourced schools. It argues that NQTs' positive attitudes and responsibility towards their students can be located in Tanzania's history and their early professional experiences, resulting in an interactionist pedagogy that normalises ‘inclusive’ practices. ‘Learning difficulties’ are relocated from a medical model of disability to a concern with improving teaching and learning for all.}, journal = {Teaching and Teacher Education}, author = {Westbrook, Jo and Croft, Alison}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.05.003 2339240:4FE8DRIX 2405685:KIGAZYMT}, pages = {38--46}, } @book{westbrook_pedagogy_2013, title = {Pedagogy, {Curriculum}, {Teaching} {Practices} and {Teacher} {Education}}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3433}, urldate = {2014-05-28}, author = {Westbrook, J. and Durrani, N and Brown, R}, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:XM6FY2CY 2405685:JKSUKHVL}, } @techreport{west_id_2019, title = {I'd blush if {I} could: closing gender divides in digital skills through education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000367416.page=1}, urldate = {2020-08-05}, institution = {UNESCO}, author = {West, Mark and Kraut, Rebecca and Ei Chew, Han}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GZ2PGRST 2405685:ZQPSPXQG}, } @techreport{west_reading_2014, title = {Reading in the mobile era: a study of mobile reading in developing countries}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000227436}, urldate = {2020-08-11}, institution = {UNESCO}, author = {West, Mark and Chew, Han Ei}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L7AQ4XQK 2405685:UTCWZPFG}, } @techreport{west_reading_2014, title = {Reading in the mobile era}, institution = {UNESCO}, author = {West, Mark and Chew, H.E}, year = {2014}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:HL6QFD6K}, } @article{welham_public_2017, series = {{ODI} {Report}}, title = {Public financial management and health service delivery: {Necessary}, but not sufficient?}, url = {https://cdn.odi.org/media/documents/Public_financial_management_and_health_service_delivery_necessary_but_not_sufficient.pdf}, language = {en}, author = {Welham, Bryn and Hart, Tom and Mustapha, Shakira and Hadley, Sierd}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MZ8HXZ2X 2405685:TQ8T3N8B}, keywords = {⛔ No DOI found}, pages = {56}, } @article{welch_consort-equity_2017, title = {{CONSORT}-{Equity} 2017 extension and elaboration for better reporting of health equity in randomised trials}, volume = {359}, copyright = {Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions}, issn = {0959-8138, 1756-1833}, url = {https://www.bmj.com/content/359/bmj.j5085}, doi = {10.1136/bmj.j5085}, abstract = {{\textless}p{\textgreater}We outline CONSORT-Equity 2017 reporting standards, an extension to the CONSORT (Consolidated Standards of Reporting Trials) statement that aims to improve the reporting of intervention effects in randomised trials where health equity is relevant. Health inequities are unfair differences in health that can be avoided by reasonable action. We defined a randomised trial where health equity is relevant as one that assesses effects on health equity by evaluating an intervention focused on people experiencing social disadvantage or by exploring the difference in the effect of the intervention between two groups (or as a gradient across more than two groups) experiencing different levels of social disadvantage, or both. We held a consensus meeting with diverse potential users from high, middle, and low income countries, including knowledge users such as patients and methodologists. We discussed evidence for each proposed extension item from empirical studies, reviews, key informant interviews, and an online survey, aiming to improve clarity of reporting without imposing undue burden on authors. The new guidance contains equity extensions to 16 items from CONSORT 2010 plus one new item on research ethics reporting, with examples of good practice and a brief explanation and elaboration for each. Widespread uptake of this guidance for the reporting of trials where health equity is relevant will make it easier for decision makers to find and use evidence from randomised trials to reduce unfair inequalities in health.{\textless}/p{\textgreater}}, language = {en}, urldate = {2019-11-07}, journal = {BMJ}, author = {Welch, Vivian A. and Norheim, Ole F. and Jull, Janet and Cookson, Richard and Sommerfelt, Halvor and Tugwell, Peter and Symposium, CONSORT-Equity {and} Boston Equity}, month = nov, year = {2017}, pmid = {29170161}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.j5085 10/ggcjsx 2339240:G5NEM4NZ 2405685:AXTB8AA8}, keywords = {\_C:Bulgaria BGR, \_C:Canada CAN, \_C:India IND, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Mexico MEX, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Thailand THA, \_C:Uganda UGA, \_C:United States USA, \_\_C:scheme:1}, pages = {j5085}, } @article{weichhart_learning_2013, title = {The {Learning} {Environment} as a {Chaotic} and {Complex} {Adaptive} {System}}, volume = {1}, abstract = {Thrivability is a novel concept describing the intention to go beyond sustainability, allowing a system to flourish (Russell, 2010). For a society or organization to be thrivable, educated, responsible acting agents are needed. Traditional education focuses on (efficient) reproduction of existing organised bodies of information (Dewey, 1938). We argue that complex adaptive systems theory and chaos theory provide concepts well suited to inform the design of learning environments, in order to facilitate a thrivable organization. This learning is not linear and externally controlled, but happens in a chaotic, yet guided manner. After discussing the suitability of the theoretical body of these general approaches, we show how a concrete progressive education approach, called the Dalton-Plan pedagogy (Parkhurst, 1923, 2010), implements and supports these elements. By doing so, we show that the Dalton-Plan pedagogy is well suited for education of agents working in and for thrivable organizations. Support for teachers as part of this evolving learning system is provided by an e-learning environment.}, journal = {systems-journal.eu}, author = {Weichhart, Georg}, month = jan, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KM7XZ4YP 2405685:HJMRFUKH}, keywords = {⛔ No DOI found}, pages = {12}, } @article{wei_online_2018, title = {Online learning performance and satisfaction: do perceptions and readiness matter?}, volume = {41}, issn = {0158-7919}, shorttitle = {Online learning performance and satisfaction}, url = {https://doi.org/10.1080/01587919.2020.1724768}, doi = {10.1080/01587919.2020.1724768}, abstract = {The current study proposes a comprehensive structural model to determine whether online learning perceptions and online learning readiness affect students’ online learning performance and course satisfaction. A questionnaire was voluntarily completed by 356 undergraduate students enrolled in a cross-campus, general education, asynchronous online course in Taiwan. The structural equation modeling analyses indicated that students’ computer/Internet self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion score and course satisfaction. Furthermore, it was found that students’ computer/Internet self-efficacy for online learning readiness had a mediated effect not only on online learning perceptions and online discussion score but also on online learning perceptions and course satisfaction. The findings of this research are helpful for both academics and practitioners of online learning to design online courses that particularly emphasize computer/Internet self-efficacy.}, number = {1}, urldate = {2022-09-21}, journal = {Distance Education}, author = {Wei, Huei-Chuan and Chou, Chien}, year = {2018}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1724768 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2020.1724768 2339240:9F3Z2IQ6 2405685:DM4ETZPQ}, keywords = {course satisfaction, learning readiness, online learning perceptions, student performance}, pages = {48--69}, } @article{wegener_virtual_2012, title = {Virtual learning communities: {Success} factors and challenges}, volume = {4}, shorttitle = {Virtual learning communities}, doi = {10.1504/IJTEL.2012.051814}, abstract = {Despite their didactical potential many Virtual Learning Communities VLCs fail in enhancing learning outcomes. Therefore, we synthesise factors most critical for establishing a successful VLC. Applying a structured literature review, we searched for studies dealing with VLCs in the well known databases Business Source Premier, Science Direct and ERIC. We identified, classified and synthesised 64 relevant papers. Results indicate that critical success factors include a strong instructor that acts in different facilitation roles, face-to-face meetings that help establishing social ties and well structured small-group assignments that scaffold the learning process. Main challenges are a lack of common goals, feelings of inhibition and technical problems. Based on the review, we offer concrete advice for instructors building up VLCs. We suggest that future research should focus on the design of methods and tools for instructors to facilitate the learning process in a less resource demanding way.}, journal = {International Journal of Technology Enhanced Learning}, author = {Wegener, R. and Leimeister, Jan Marco}, month = jan, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1504/IJTEL.2012.051814 2405685:8N552RQZ}, pages = {383--397}, } @misc{webswise_how_2016, title = {How to {Develop} an {Acceptable} {Use} {Policy}: {The} {Steps} to {Take}}, shorttitle = {How to {Develop} an {Acceptable} {Use} {Policy}}, url = {https://www.webwise.ie/teachers/acceptable-use-policy/how-to-develop-an-acceptable-use-policy-2/}, abstract = {Creating an AUP is vital for your school, in addressing internet safety issues for students. Here we look at how to develop an Acceptable Use Policy (AUP).}, language = {en-GB}, urldate = {2023-04-03}, journal = {Webwise.ie}, author = {{Webswise}}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RDT95RQ7 2405685:2C5HQJPN}, } @techreport{webster_what_2012, type = {Short {Policy} {Report}}, title = {What influences teachers to change their practice}, url = {https://www.bristol.ac.uk/media-library/sites/cubec/migrated/documents/pr7.pdf}, language = {en}, number = {12/07}, institution = {National Centre for Social Research for Centre for Understanding Behaviour Change}, author = {Webster, Alison and McNeish, Di and Scott, Sara and Maynard, Linda and Haywood}, month = feb, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4ULEWL5G 2405685:FXGUQAAM}, } @article{weatherholt_challenge_2019, title = {Challenge and srivers of over-{Enrollment} in the early years of primary school in {Uganda}}, volume = {51}, issn = {1878-4658}, url = {https://doi.org/10.1007/s13158-019-00238-3}, doi = {10.1007/s13158-019-00238-3}, abstract = {Consistent over-enrollment, together with low official repetition rates, in the early years of school indicates inaccurate reporting of repetition, which may mask the reasons for low primary school completion. Actual repetition rates may be higher and pose issues for teachers through overcrowding of classrooms and issues for governments through inefficient education systems. This research explores repetition rates of students in Primary 1 in Uganda and considers the implications for efficiency and quality of education for the early years of school. The sample comprised 1440 students in Primary 1 classrooms in 120 schools. Interviews were conducted with 1318 caregivers of randomly selected students and 1439 teachers of the same students, and official records from 118 schools were examined to compare age and repetition rates. Findings showed that caregiver- and teacher-reported repetition is much higher than officially reported by schools; that repetition is strongly linked to non-attendance in pre-primary schooling; and that caregivers reported more over-age students, fewer target-age students, and more under-age students than official school records. Policy implications include the need for dialogue around repetition rates and the possible efficiency effects of less-costly, pre-primary education on the total primary schooling cycle.}, language = {en}, number = {1}, urldate = {2022-04-24}, journal = {International Journal of Early Childhood}, author = {Weatherholt, Tara and Jordan, Rachel and Crouch, Luis and Barnett, Ed and Pressley, Jennifer}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-019-00238-3 2339240:3WMYLF8F 2405685:975JWM6R 4656463:2HX448CB}, keywords = {Early childhood, Education efficiency, Low-income countries, Pre-primary education, Repetition}, pages = {23--40}, } @article{watts_ipadican_2012, title = {{iPadiCan}: {Trialling} {iPads} to support primary and secondary students with disabilities}, volume = {27}, abstract = {iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation.}, number = {2}, journal = {Australian Educational Computing}, author = {Watts, Liz and Brennan, Sharon and Phelps, Renata}, year = {2012}, note = {00001 KerkoCite.ItemAlsoKnownAs: 2129771:TACUNXJX 2405685:P3XRUIGA}, keywords = {⛔ No DOI found}, pages = {4--12}, } @misc{watson_understanding_2014, title = {Understanding changing social norms and practices around girls’ education and marriage}, url = {https://cdn.odi.org/media/documents/9572.pdf}, language = {en}, publisher = {ODI}, author = {Watson, Carol}, month = dec, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M8MUQBAI 2405685:4R4VDDM2}, keywords = {⛔ No DOI found}, } @misc{watson_number_2019, title = {Number of pay {TV} households in {Ghana} 2014-2023}, url = {https://www.statista.com/statistics/756362/ghana-number-pay-tv-households/}, abstract = {The timeline presents the number of pay TV households in Ghana from 2014 to 2018, and a forecast thereof until 2023.}, language = {en}, urldate = {2020-09-15}, journal = {Statista}, author = {Watson, Amy}, month = nov, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:WYGSUTLX}, } @misc{watanabe_e-learning_2017, title = {E-learning combats {Southeast} {Asia}'s teacher shortages}, url = {https://asia.nikkei.com/Business/E-learning-combats-Southeast-Asia-s-teacher-shortages}, author = {Watanabe, Sadachika}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IM27KPQ5 2405685:W8B2TNTC}, } @article{wasif_usage_2012, title = {Usage and {Impact} of {ICT} in {Education} {Sector}; {A} {Study} of {Pakistan}}, url = {http://arxiv.org/abs/1206.5132}, abstract = {In many countries, information and communication technology (ICT) has a lucid impact on the development of educational curriculum. This is the era of Information Communication Technology, so to perk up educational planning it is indispensable to implement the ICT in Education sector. Student can perform well throughout the usage of ICT. ICT helps the students to augment their knowledge skills as well as to improve their learning skills. To know with reference to the usage and Impact of ICT in Education sector of Pakistan, we accumulate data from 429 respondents from 5 colleges and universities, we use convenient sampling to accumulate the data from district Rawalpindi of Pakistan. The consequences show that Availability and Usage of ICT improves the knowledge and learning skills of students. This indicates that existence of ICT is improving the educational efficiency as well as obliging for making policies regarding education sector.}, urldate = {2020-12-01}, journal = {arXiv:1206.5132 [cs]}, author = {Wasif, M. Nisar and Munir, Ehsan Ullah and Shad, Shafqat Ali}, month = sep, year = {2012}, note = {arXiv: 1206.5132 KerkoCite.ItemAlsoKnownAs: 2339240:IS8V7XML 2405685:3QNIXXK7}, keywords = {Computer Science - Other Computer Science, ⛔ No DOI found}, } @article{warschauer_balancing_2014, title = {Balancing the {One}-{To}-{One} {Equation}: {Equity} and {Access} in {Three} {Laptop} {Programs}}, volume = {47}, issn = {1066-5684, 1547-3457}, shorttitle = {Balancing the {One}-{To}-{One} {Equation}}, url = {http://www.tandfonline.com/doi/abs/10.1080/10665684.2014.866871}, doi = {10.1080/10665684.2014.866871}, language = {en}, number = {1}, urldate = {2021-02-16}, journal = {Equity \& Excellence in Education}, author = {Warschauer, Mark and Zheng, Binbin and Niiya, Melissa and Cotten, Shelia and Farkas, George}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10665684.2014.866871 2339240:VK4ZIU5N 2405685:JCWRED2L}, pages = {46--62}, } @article{warschauer_can_2010, title = {Can {One} {Laptop} {Per} {Child} {Save} the {World}'s {Poor}?}, volume = {64}, issn = {0022-197X}, url = {https://www.jstor.org/stable/24385184}, abstract = {The One Laptop per Child (OLPC) program is one of the most ambitious educational reform initiatives the world has ever seen. The program has developed a radically new low-cost laptop computer and aggressively promoted its plans to put the computer in the hands of hundreds of millions of children around the world, including in the most impoverished nations. Though fewer than 2 million of OLPC's XO computers have been distributed as of this writing, the initiative has caught the attention of world leaders, influenced developments in the global computer industry and sparked controversy and debate about the best way to improve the lot of the world's poor. With six years having passed since Nicholas Negroponte first unveiled the idea, this paper appraises the program's progress and impact and, in so doing, takes a fresh look at OLPC's assumptions. The paper reviews the theoretical underpinnings of OLPC, analyzes the program's development and summarizes the current state of OLPC deployments around the world. The analysis reveals that provision of individual laptops is a utopian vision for the children in the poorest countries, whose educational and social futures could be more effectively improved if the same investments were instead made on more sustainable and proven interventions. Middle- and high-income countries may have a stronger rationale for providing individual laptops to children, but will still want to eschew OLPC's technocentric vision. In summary, OLPC represents the latest in a long line of technologically utopian development schemes that have unsuccessfully attempted to solve complex social problems with overly simplistic solutions.}, number = {1}, urldate = {2020-07-20}, journal = {Journal of International Affairs}, author = {Warschauer, Mark and Ames, Morgan}, year = {2010}, note = {Publisher: Journal of International Affairs Editorial Board KerkoCite.ItemAlsoKnownAs: 2339240:GXQVYARZ 2405685:9BRCRSSN 2405685:PUTV3LIS}, keywords = {⛔ No DOI found}, pages = {33--51}, } @article{ward_benefits_2013, title = {Benefits and {Limitations} of {iPads} in the {High} {School} {Science} {Classroom} and a {Trophic} {Cascade} {Lesson} {Plan}}, volume = {61}, number = {4}, journal = {Journal of Geoscience Education}, author = {Ward, Nicholas D and Finley, Rachel J and Keil, Richard G and Clay, Tansy G}, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:BSXCKKIW 2405685:I6M28GND}, keywords = {⛔ No DOI found}, pages = {378--384}, } @techreport{war_child_holland_research_2016, title = {Research {Report} for {Phases} {I} and {II} e-{Learning} {Sudan} (2012 – 2015)}, urldate = {2020-06-01}, author = {{War Child Holland} and {Afhad University for Women} and {TNO}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FTDWTUEY 2405685:5JEX4MB2 4803016:9ZSJUXBS}, pages = {41}, } @misc{war_child_canada_interactive_2017, title = {Interactive {Radio} {Instruction} {Brings} {Learning} {Back} to {Eastern} {Democratic} {Republic} of the {Congo}}, author = {{War Child Canada}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GFI37E8B 2405685:SCL744CY}, } @techreport{war_child_cant_2019, title = {Can’t {Wait} to {Learn} {Lebanon}}, author = {War Child}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2DC7K49J 2405685:WGG5SRLK}, } @inproceedings{waqar_redesigning_2019, title = {Redesigning the design: a review of education technology interventions in {Pakistan}}, url = {http://oasis.col.org/bitstream/handle/11599/3273/PCF9_Papers_paper_163.pdf?sequence=1&isAllowed=y}, urldate = {2021-11-10}, author = {Waqar, Yasira and Bokhari, Tahira Batool}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QCA97BYT 2405685:GTK8US66}, keywords = {⛔ No DOI found}, } @article{waqar_technology_2017, title = {Technology {Enters} the {Classroom}: {An} {Evaluation} of {Educational} {Technology} {Initiatives} in {Punjab}}, url = {http://www.nihcr.edu.pk/Latest_English_Journal/pjhc%2038-1,2017/2.%20Technology%20Enters%20the%20Classroom,%20Yasira,%20Tahira.pdf}, abstract = {This article provides a critical review of educational technology initiatives of the Punjab government. The attributes of meaningful learning with technology are used as a criterion to evaluate the benefits of technology initiatives in the education sector. An historical perspective of the integration of technology in Pakistan is given in the beginning to have a clear idea as how technology was introduced in the private schools in 1990s and what are the latest trends in these schools? The initiatives of Punjab government are then elaborated by discussing the following projects: Daanish Schools, School Reform Roadmap, Technology to Improve School Processes and Digitized Textbooks and Intelligent Tutoring System. After an analysis of these initiatives, a review of educational technology initiatives in developing countries is done to compare the successful and not so successful projects of educational technology. The article concludes with suggestions for educationists and policy-makers in Pakistan.}, language = {en}, number = {1}, author = {Waqar, Yasira and Bokhari, Tahira Batool}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZJ2PDNDG 2405685:GESZ38IG}, pages = {19}, } @article{waqar_impact_2013, title = {The {Impact} of {Learning} {Design} on {Student} {Learning} in {Technology} {Integrated} {Lessons}}, volume = {93}, url = {https://www.researchgate.net/publication/273852219_The_Impact_of_Learning_Design_on_Student_Learning_in_Technology_Integrated_Lessons}, doi = {10.1016/j.sbspro.2013.10.119}, abstract = {The purpose of this paper is to investigate the impact of learning design on knowledge transfer in technology integrated lessons where limited technologies are available to students in a third world country. This article includes an evaluation of the learning designs of technology integrated lessons in a private school in Pakistan. Qualitative research methodologies were employed to see the impact of learning design on knowledge transfer of students when similar technologies are used at the same grade level but the learning designs are different. The results revealed that knowledge transfer depends on learning design in technology integrated lessons where limited technologies are available. In third world countries like Pakistan the concept of technology integration in schools is relatively new and the schools do not have access to sophisticated online learning environments like agent based learning or environments where in built scaffolds are provided to students. So technologies like Microsoft office, videos, digital cameras and projector are being used in private schools to improve the teaching and learning experience of students and learning design plays a very important role in knowledge transfer.}, journal = {Procedia - Social and Behavioral Sciences}, author = {Waqar, Yasira}, month = oct, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2013.10.119 2339240:7IYXTSDK 2405685:5JEF7XEX}, pages = {1795--1799}, } @misc{wanzala_laptops_2018, title = {Laptops lie idle in schools on lack of skilled tutors}, url = {https://www.businessdailyafrica.com/bd/economy/laptops-lie-idle-in-schools-on-lack-of-skilled-tutors-2212514}, abstract = {Lower primary public school teachers are not using technology in classrooms due to computer illiteracy.}, language = {en}, urldate = {2021-06-07}, journal = {Business Daily}, author = {Wanzala, Wednesday}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AR3KH7GJ 2405685:E4NM3PEK}, } @article{wanzala_big_2018, title = {Big hurdles thwart {Jubilee}’s laptops plan. {Daily} {Nation}}, url = {https:// www.nation.co.ke/news/Big-hurdles-thwart-Jubilee-s-lapto ps-plan/1056-4676332-9w2jndz/index.html}, author = {Wanzala, O. and Nyamai, E}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H988GKKG 2405685:VITMHW66}, keywords = {⛔ No DOI found}, } @article{wang_overview_2018, title = {An overview of e-learning in {China}: {History}, challenges and opportunities}, volume = {13}, issn = {1745-4999}, shorttitle = {An overview of e-learning in {China}}, url = {https://doi.org/10.1177/1745499918763421}, doi = {10.1177/1745499918763421}, abstract = {The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest.}, language = {en}, number = {1}, urldate = {2021-09-02}, journal = {Research in Comparative and International Education}, author = {Wang, Yan and Liu, Xuan and Zhang, Zhenhong}, month = mar, year = {2018}, note = {Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/1745499918763421 2405685:5RZFNBJU 2534378:WASU4R5U}, keywords = {Challenges, China, ICT in education, e-learning, professional development, successes}, pages = {195--210}, } @article{wang_case_2012, title = {A case study of using an online community of practice for teachers' professional development at a secondary school in {China}}, volume = {37}, issn = {17439884}, url = {https://ur.booksc.org/book/35291105/0cfb69}, doi = {10.1080/17439884.2012.685077}, abstract = {In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]}, language = {English}, number = {4}, journal = {Learning, Media and Technology}, author = {Wang, Qiyun and Lu, Zhiping}, month = dec, year = {2012}, note = {Place: Basingstoke Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1240554543?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.685077 2339240:IW35GJG8 2405685:5KA76IR7 2405685:5UJZ5TUP 2534378:7P96MCEU 2534378:I2ZKMFEE 2534378:TEPS99BX}, keywords = {Case Studies, China, Communities of Practice, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational Practices, Electronic Learning, Electronic Mail, Foreign Countries, Interviews, Learning, Lesson Plans, Mail Surveys, Online instruction, Participant Satisfaction, Pedagogy, Polls \& surveys, Professional Development, Professional development, Secondary Education, Secondary School Teachers, Secondary school teachers, Teacher Surveys, Teaching Methods, Technology Uses in Education, Transformative Learning, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096477, \_\_finaldtb, community of practice, lesson planning, professional development, reflection, technology}, pages = {429--446}, } @techreport{wang_moocs_2018, address = {Beijing, China}, title = {{MOOCs} as an alternative for teacher professional development: examining learner persistence in one {Chinese} {MOOC}}, copyright = {Creative Commons Attribution 4.0 International License: https://creativecommons.org/licenses/by/4.0/.}, url = {http://dl4d.org/wp-content/uploads/2018/05/China-MOOC.pdf}, abstract = {Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15\% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs.}, institution = {Peking University}, author = {Wang, Qiong and Chen, Bodong and Fan, Yizhou and Zhang, Guogang}, year = {2018}, note = {Publisher: Foundation for Information Technology Education and Development, Inc.(FIT-ED) KerkoCite.ItemAlsoKnownAs: 2339240:8MN7IEZ9 2405685:3UKER6KZ 2405685:S4HRXBMD 2534378:KW6CG8KS 2534378:WIIQZEB5}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425977, \_\_finaldtb, tpdsysrev\_potential\_duplicate, ⛔ No DOI found}, } @phdthesis{wandera_continuing_2017, address = {Delaware}, title = {Continuing the {Conversation} {About} {Face}-to-{Face}, {Online}, and {Blended} {Learning} a {Meta}-{Analysis} of {Empirical} {Literature} 2006-2017}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, url = {https://search.proquest.com/docview/1964254197/abstract/47EBE4E7E7ED4154PQ/1}, abstract = {This paper serves two purposes. First, it statistically compares learning outcomes of face-to-face, online and blended learning instruction. Then it looks at the instructional practices that are associated with effective blended and online learning. A meta-analysis of 30 studies, with 3,687 participants, resulted in 36 effect sizes. The contrasts comprised of 21 studies that looked at blended learning vs. face-to-face education, eight contrasts that looked at online learning vs. face-to-face education, and seven contrasts that looked at blended vs. online learning. The observed summary effect size was a small effect size of 0.397 with Confidence Interval (CI) of 0.242 to 0.553, with a Z-total of 5.000, and significant p {\textless}0.000. This implies that the overall effect size in treatment condition (blended or online learning) is 0.397 standard deviations higher than the control condition (face-to-face or online learning). There were eight instructional practices; self-directedness, peer interactions, feedback, multiple learning ways, student orientation, instructor presence, multiple assessments, and accountability. Instructional practices with over 90\% reported in studies included: accountability (100\%), multiple assessments (92\%), feedback (92\%), and multiple learning ways (92\%). All the instructional practices reported according to Cohen (1988) revealed a small average effect size. This meta-analysis recognizes that blended learning will be replacing face-to-face education and results showed a small significant gain in learning outcomes from a previous meta-analysis (Benard, Borokhovski, Schmid, Tamim, \& Abrami, 2014a, 2014b; Means, Toyama, Murphy, \& Baki, 2013; Vo, Zhu, \& Diep, 2017; Zhao, Lei, Yan, Lai, \& Tan, 2005).}, language = {en}, school = {Wilmington University (Delaware)}, author = {Wandera, Silas}, year = {2017}, note = {ISBN: 9780355384215 KerkoCite.ItemAlsoKnownAs: 2405685:HB4YNPAY}, keywords = {Blended learning, Education, Face-to-face, Hybrid learning, Instructional practices, Meta-analysis, Online learning}, } @article{wambugu_massive_2018, title = {Massive {Open} {Online} {Courses} ({MOOCs}) for {Professional} {Teacher} and {Teacher} {Educator} {Development}: {A} {Case} of {TESSA} {MOOC} in {Kenya}}, volume = {6}, issn = {2332-3205}, shorttitle = {Massive {Open} {Online} {Courses} ({MOOCs}) for {Professional} {Teacher} and {Teacher} {Educator} {Development}}, url = {https://eric.ed.gov/?id=EJ1181189}, doi = {10.13189/ujer.2018.060604}, abstract = {This study intends to present a bespoke teacher professional development MOOC designed by Teacher Education for Sub-Saharan Africa (TESSA) team that allows MOOCs to become a viable means offering cost-effective, quality professional teacher development. TESSA is a network of teachers and teacher educators, working to improve classroom teaching in Africa. TESSA MOOC is an innovative approach to capacity building for teacher educators and teachers across Africa. The study presents outputs of an evaluation of TESSA MOOC course undertaken by Kenyan teachers and teacher educators. The experiences of the participants were that the TESSA MOOC was a new but interesting, appealing and flexible course. In addition, the participants were able to learn from one another and what they learnt may impact on their pedagogical skills. Key challenges identified include difficulties in downloading of materials due to lack of internet connectivity and use of ICT phobia for learning. MOOCs represent an untapped potential for teacher professional development that can be a cost and resource effective means to deliver quality education to teachers and teacher educators. Therefore, the teachers and teacher educators may need to exploit this learner based TESSA MOOC to build capacity for teaching.}, language = {en}, number = {6}, urldate = {2021-04-01}, journal = {Universal Journal of Educational Research}, author = {Wambugu, Patriciah W.}, year = {2018}, note = {Publisher: Horizon Research Publishing KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2018.060604 10/gf622k 2339240:FWBVWVA2 2405685:ARBG7E6A}, keywords = {Educational Quality, Faculty Development, Foreign Countries, Information Technology, Online Courses, Teacher Education, Teacher Educators, Teacher Effectiveness}, pages = {1153--1157}, } @article{wambugu_computer_2017, title = {Computer {Laptop} {Project} {Strategy} for {Basic} {Education} {Schools} in {Kenya}}, issn = {2223-4985}, url = {http://repository.mut.ac.ke/handle/123456789/2814}, abstract = {Kenya’s Vision 2030 recognizes the enabling role of Information and Communication Technology (ICT) and anchors some of its key aspirations upon the availability and adoption of computers for schools. The overall objective of this strategy paper is to provide direction for acquisition of equitable and efficient laptop computers to all pupils in public primary schools. The existing education policy on ICT is imbedded in three documents namely; e-Government Strategy, National ICT Policy and Sessional Paper No. 1 of 2005 which is a Policy Framework for Education, Training and Research. There is a need therefore to consolidate these documents into one. The overall objective of the consolidation is to merge and integrate education policy on ICT including the scope, usage, administration and ways to address innovations and attendant Intellectual Property Rights. In the process of strategic planning for utilizing ICT in education, key stakeholders require to be consulted. In addition to the above mentioned, specific stakeholders include the National ICT integration and innovation Centre, Kenya Institute for Curriculum Development, Center for Mathematics, Science and Education in Africa, Teacher Service Commission, Primary Teacher Training Institutions, Universities and the National ICT Steering Committee. The strategy identifies the following as key weaknesses that hamper the implementation of ICT projects: slow integration of ICT in operations and programs; inadequate human and financial resources in some key service areas to meet the rapidly growing work-related demands. In addition there exists lack of appropriate learning facilities and/or infrastructure in some education and training institutions and inadequate number of trainers in modern technology coupled with a mismatch of skills learnt and demands of the labour market. It is also noted that the legal framework is non-harmonized and this inhibits the performance of Ministry of Education, Science and Technology. Further, a number of policy frameworks are yet to be operationalized thus hampering delivery of services. The strategy also identifies a Strategic Model for Laptop Project and an implementation matrix.}, language = {en}, urldate = {2021-05-22}, author = {Wambugu, Geoffrey M. and Ogenga, Stephen and Shikali, Casper and Muliaro, Joseph}, month = may, year = {2017}, note = {Accepted: 2017-09-08T06:46:45Z Publisher: IJICT Journals KerkoCite.ItemAlsoKnownAs: 2339240:2JE4BW6G 2339240:Q7M63VSV 2405685:RXLFLZGW 2405685:Z4L66S4G}, keywords = {⛔ No DOI found}, } @techreport{walter_what_2012, title = {What professional development makes the most difference to teachers?}, language = {en}, institution = {University of Oxford Department of Education}, author = {Walter, Catherine and Briggs, Jessica}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6FD437X4 2405685:RS5JRWCB}, } @article{walsh_potential_2015, title = {The {Potential} of {Mobile} {Phones} to {Transform} {Teacher} {Professional} {Development} to {Build} {Sustainable} {Educational} {Futures} in {Bangladesh}}, volume = {10}, issn = {1858-3431}, url = {https://doi.org/10.1108/AAOUJ-10-01-2015-B005}, doi = {10.1108/AAOUJ-10-01-2015-B005}, abstract = {Futures thinking is used by governments to consider long-term strategic approaches and develop policies and practices that are potentially resilient to future uncertainty. English in Action (EIA), arguably the world's largest English language teacher professional development (TPD) project, used futures thinking to author possible, probable and preferable future scenarios to solve the project's greatest technological challenge: how to deliver audio-visual TPD materials and hundreds of classroom audio resources to 75,000 teachers by 2017. Authoring future scenarios and engaging in possibility thinking (PT) provided us with a taxonomy of question-posing and question-responding that assisted the project team in being creative. This process informed the successful pilot testing of a mobile-phone-based technology kit to deliver TPD resources within an open distance learning (ODL) platform. Taking the risk and having the foresight to trial mobile phones in remote rural areas with teachers and students led to unforeseen innovation. As a result, EIA is currently using a mobile-phone-based technology kit with 12,500 teachers to improve the English language proficiency of 700,000 students. As the project scales up in its third and final phase, we are using the new technology kit — known as the 'trainer in your pocket' — to foster a 'quiet revolution' in the provision of professional development for teachers at scale to an additional 67,500 teachers and nearly 10 million students.}, number = {1}, urldate = {2020-05-19}, journal = {Asian Association of Open Universities Journal}, author = {Walsh, Christopher S and Woodward, Clare and Solly, Mike and Shrestha, Prithvi}, month = jan, year = {2015}, note = {Publisher: Emerald Group Publishing Limited shortDOI: 10/ggx3rj KerkoCite.ItemAlsoKnownAs: 10.1108/AAOUJ-10-01-2015-B005 10/ggx3rj 2405685:6AFZ29KK}, pages = {37--52}, } @techreport{walsh_low_2012, title = {Low {Cost} {Mobile} {Phones} for {Large} {Scale} {Teacher}}, abstract = {Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.}, language = {en}, author = {Walsh, Christopher S and Shaheen, Robina and Power, Tom and Hedges, Claire and Kahtoon, Masuda and Mondol, Sikander}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XPZGL85X}, pages = {9}, } @article{walsh_trainer_2013, title = {The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in {Bangladesh}}, volume = {39}, issn = {1941-5257, 1941-5265}, shorttitle = {The ‘trainer in your pocket’}, url = {http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232}, doi = {10.1080/19415257.2013.766232}, language = {en}, number = {2}, urldate = {2020-05-19}, journal = {Professional Development in Education}, author = {Walsh, Christopher S. and Power, Tom and Khatoon, Masuda and Biswas, Sudeb Kumar and Paul, Ashok Kumar and Sarkar, Bikash Chandra and Griffiths, Malcolm}, month = apr, year = {2013}, note = {shortDOI: 10/gftr32 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 10/gftr32 2405685:WABHFRL5}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {186--200}, } @article{walsh_trainer_2013, title = {The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in {Bangladesh}}, volume = {39}, issn = {1941-5257, 1941-5265}, shorttitle = {The ‘trainer in your pocket’}, url = {http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232}, doi = {10/gftr32}, language = {en}, number = {2}, urldate = {2021-05-07}, journal = {Professional Development in Education}, author = {Walsh, Christopher S. and Power, Tom and Khatoon, Masuda and Biswas, Sudeb Kumar and Paul, Ashok Kumar and Sarkar, Bikash Chandra and Griffiths, Malcolm}, month = apr, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10/gftr32 2339240:CKY3C4AK 2405685:7I9NQ7GL}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {186--200}, } @article{walsh_trainer_2013, title = {The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in {Bangladesh}}, volume = {39}, issn = {1941-5257, 1941-5265}, shorttitle = {The ‘trainer in your pocket’}, url = {http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232}, doi = {10.1080/19415257.2013.766232}, language = {en}, number = {2}, urldate = {2020-05-19}, journal = {Professional Development in Education}, author = {Walsh, Christopher S. and Power, Tom and Khatoon, Masuda and Biswas, Sudeb Kumar and Paul, Ashok Kumar and Sarkar, Bikash Chandra and Griffiths, Malcolm}, month = apr, year = {2013}, note = {shortDOI: 10/gftr32 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 10/gftr32 2405685:WABHFRL5}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {186--200}, } @article{walsh_trainer_2013, title = {The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in {Bangladesh}}, volume = {39}, issn = {1941-5257}, shorttitle = {The ‘trainer in your pocket’}, url = {https://doi.org/10.1080/19415257.2013.766232}, doi = {10.1080/19415257.2013.766232}, abstract = {Examples of mobile phones being used with teachers to provide continuing professional development (CPD) in emerging economies at scale are largely absent from the research literature. We outline English in Action’s (EIA) model for providing 80,000 teachers with CPD to improve their communicative language teaching in Bangladesh over nine years. EIA’s CPD program is delivered face to face and supported through open distance learning (ODL). This innovative model of teacher CPD is supported through peer learning and self-study using a variety of print, audio and video resources. Drawing on the success of EIA’s pilot studies, where internal and external evaluation reported significant improvement in teachers’ and students’ English-language competence after one year, the current phase is using low-cost mobile phones, or the ‘trainer in your pocket’ to deliver CPD to 12,500 teachers through 2015. We believe EIA’s teacher CDP model is best suited to assist the project in achieving one of its primary goals: to increase the English-language proficiency of 12 million students, allowing them to access greater social and economic opportunities in the future. We argue EIA’s use of mobile phones for the provision of teacher CPD – at scale – is timely and replicable in both developed and developing contexts.}, number = {2}, urldate = {2022-08-23}, journal = {Professional Development in Education}, author = {Walsh, Christopher S. and Power, Tom and Khatoon, Masuda and Biswas, Sudeb Kumar and Paul, Ashok Kumar and Sarkar, Bikash Chandra and Griffiths, Malcolm}, month = apr, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19415257.2013.766232 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 2339240:4SYER8H6 2405685:3WMSFI3D}, keywords = {English in Action, communicative language teaching, mobile phones, open distance learning, school-based professional development (SBPD), teachers’ continuing professional development (CPD)}, } @misc{walker_what_2016, title = {What we’re learning about how organisations select {ICT} tools}, url = {https://www.makingallvoicescount.org/blog/learning-organizations-select-ict-tools/}, abstract = {Engine room is working on a framework to help organisations select the appropriate information and technology tools (ICT) for their governance projects.}, language = {en-US}, urldate = {2022-11-18}, journal = {Making All Voices Count}, author = {Walker, Tim}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SWX93TFQ 2405685:GCQ25H4S 4656463:DKUGM8RH}, } @article{wali_assessment_2019, title = {Assessment of accelerated education to catch up with missed school programme in post crisis settings: {Case} study of selected {IDP} camps in {Maiduguri} metropolitan council}, volume = {7}, url = {https://www.researchgate.net/publication/331558901_ASSESSMENT_OF_ACCELERATED_EDUCATION_TO_CATCH_UP_WITH_MISSED_SCHOOL_PROGRAMME_IN_POST_CRISIS_SETTINGS_CASE_STUDY_OF_SELECTED_IDP_CAMPS_IN_MAIDUGURI_METROPOLITAN_COUNCIL}, number = {3}, urldate = {2022-08-26}, journal = {British Journal of Educational Studies}, author = {Wali, Yagana S and Muhammad Ali, Mustapha}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GV95QIPL 2405685:VQUVNDCL}, keywords = {⛔ No DOI found}, pages = {12--18}, } @inproceedings{waistell_using_2019, title = {Using examination and learning assessment data to uncover foundational skill gaps in {Sierra} {Leone}’s secondary schools}, booktitle = {Education technology and data science for inclusive systems}, author = {Waistell, Daniel and De, Sourovi and Ofori Owusu, Diana and Allen, Reg and Sanni, Kayode and Dupigny, Albert}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:J8IWHLVQ}, keywords = {⛔ No DOI found}, } @article{wahyuni_improving_2018, series = {Advances in {Social} {Science}, {Education} and {Humanities} {Research}}, title = {Improving students’ independence and collaboration with blended learning}, volume = {231}, url = {https://www.atlantis-press.com/proceedings/amca-18/25901851}, abstract = {Now that web-based learning has emerged as a major trend in higher education. Many people have opportunities to develop and enhance independent or collaborative learning through a material which can be supported by technology and online learning. This study was aimed at 1) finding out how Blended Learning was implemented to improve students’ independency and collaboration in listening class, 2) finding out how Blended Learning can improve students’ independency and collaboration, 3) finding out students’ response toward the implementation of Blended Learning in listening class. The subjects of this study are an English lecturer and the second semester students of English Dept. which consists of 28 students who are taking Listening Class. The research designs used are descriptive qualitative and quantitative research. The instruments of this study are observation, interview, and open-ended questionnaire with likert scale. The techniques of data analysis for quantitative research uses a simple percentage and qualitative research is with data reduction, data presentation, and conclusion: drawing or verifying. The result of the research showed that 1) the use of blended learning in teaching listening offered ways for lecturer to be more effective in the teaching and learning process, 2) blended learning was able to improve students’ indepedency and collaboration in listening class, and 3) this study demonstrated the positive response for the students.}, language = {en}, journal = {Proceedings of the 5th International Conference on Community Development (AMCA 2018)}, author = {Wahyuni, Erly}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZH6B5L2Z 2405685:Z7MKIL55}, keywords = {⛔ No DOI found}, pages = {613--616}, } @article{wahyuni_ict_2019, title = {{ICT} and {Education} for {Refugees} in {Transit}}, volume = {2}, copyright = {Copyright (c) 2019 Dewi Sari Wahyuni, T Sy Eiva Fatdha}, issn = {2614-2864}, url = {http://journal.altsacentre.org/index.php/SALTeL/article/view/27}, doi = {10.35307/saltel.v2i2.27}, abstract = {Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The problem is these classes are unaligned with the lesson grade in host country formal education institution, which is categorized based on learners’ ages. Moreover, they are placed in separated places (detention centre, interception, community housings) which cost time and fare to get these refugees in one education centre. The alternative solution for handling this situation is by having blended learning, a combination of online learning platform and face-to-face meeting managed by teachers both from the host country and refugees. These students although they are limited by any means, have been familiar with ICT such as Microsoft Office, Photoshop, Multimedia and Internet. The online learning platform will muddle through time and distance in order to support them to take Package A, B, C (National Elementary, Junior and Senior High School Equivalency) tests as these tests are admitted at work and further study in host country as well as their destination countries without age limitation.}, language = {en}, number = {2}, urldate = {2020-04-28}, journal = {SALTeL Journal (Southeast Asia Language Teaching and Learning)}, author = {Wahyuni, Dewi Sari and Fatdha, T. Sy Eiva}, month = aug, year = {2019}, note = {Number: 2 shortDOI: 10/ggsp4n KerkoCite.ItemAlsoKnownAs: 10.35307/saltel.v2i2.27 10/ggsp4n 2339240:PWKDILWA 2405685:VU2VVUBV}, keywords = {Google Scholar/ "blended learning" refugee education, RER theme\_pedagogies and modalities}, pages = {8--14}, } @article{wagner_technology_2010, title = {Technology and {Mother}-{Tongue} {Literacy} in {Southern} {India}: {Impact} {Studies} among {Young} {Children} and {Out}-of-{School} {Youth}}, volume = {6}, shorttitle = {Technology and {Mother}-{Tongue} {Literacy} in {Southern} {India}}, url = {https://repository.upenn.edu/literacyorg_articles/5}, number = {4}, journal = {International Technologies \& International Development}, author = {Wagner, Daniel and Daswani, C. and Karnati, Romilla}, month = jan, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XZ4RH2A2 4042040:XM2RMYLT}, keywords = {⛔ No DOI found}, pages = {23--43}, } @incollection{wagner_technology_2018, address = {Cham}, series = {Educational {Communications} and {Technology}: {Issues} and {Innovations}}, title = {Technology for {Education} in {Low}-{Income} {Countries}: {Supporting} the {UN} {Sustainable} {Development} {Goals}}, isbn = {978-3-319-67657-9}, shorttitle = {Technology for {Education} in {Low}-{Income} {Countries}}, language = {en}, booktitle = {{ICT}-{Supported} {Innovations} in {Small} {Countries} and {Developing} {Regions}: {Perspectives} and {Recommendations} for {International} {Education}}, publisher = {Springer International Publishing}, author = {Wagner, Daniel A. and Lubin, Ian}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8E8TKNM3 2405685:U4P4NXRK}, pages = {51--74}, } @article{wagner_technology_2010, title = {Technology and mother-tongue literacy in {Southern} {India}: {Impact} studies among young children and out-of-school youth}, volume = {6}, abstract = {The present research began with one main question: How can new technologies be effective for poor and illiterate children and youth in developing countries? We addressed this question through a research-based implementation project in India that included the development of local language multimedia software for literacy; a built-in, user-friendly interface; and the use of existing computer infrastructure. Two studies were undertaken in Andhra Pradesh state. One included a sample of youth and young adults who had never gone to school (or dropped out early) in peri-urban Hyderabad, and the other was composed of young second- and third-grade school children in rural West Godavari district. Based on a short-term intervention program, research results demonstrated a modest positive impact on the learning rate in reading with both groups of learners (when compared with control groups without the multimedia intervention). The findings provide support for the view that information and communications technologies for development can assist in promoting literacy among the poorest of the poor. In addition, the present results support the view that the digital divide, as it evolves over time, will only be narrowed when content-based solutions are sensitive to, and built on cultural and linguistic diversity.}, language = {en}, number = {4}, journal = {Information Technology and International Development}, author = {Wagner, Daniel A and Daswani, C J and Karnati, Romilla}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FMDF5K5E 2405685:IT38D8P5}, keywords = {⛔ No DOI found}, pages = {23--43}, } @article{wagner_technology_2010, title = {Technology and mother-tongue literacy in {Southern} {India}: {Impact} studies among young children and out-of-school youth}, volume = {6}, abstract = {The present research began with one main question: How can new technologies be effective for poor and illiterate children and youth in developing countries? We addressed this question through a research-based implementation project in India that included the development of local language multimedia software for literacy; a built-in, user-friendly interface; and the use of existing computer infrastructure. Two studies were undertaken in Andhra Pradesh state. One included a sample of youth and young adults who had never gone to school (or dropped out early) in peri-urban Hyderabad, and the other was composed of young second- and third-grade school children in rural West Godavari district. Based on a short-term intervention program, research results demonstrated a modest positive impact on the learning rate in reading with both groups of learners (when compared with control groups without the multimedia intervention). The findings provide support for the view that information and communications technologies for development can assist in promoting literacy among the poorest of the poor. In addition, the present results support the view that the digital divide, as it evolves over time, will only be narrowed when content-based solutions are sensitive to, and built on cultural and linguistic diversity.}, language = {en}, number = {4}, journal = {Information Technology and International Development}, author = {Wagner, Daniel A and Daswani, C J and Karnati, Romilla}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FMDF5K5E 2405685:IT38D8P5}, keywords = {⛔ No DOI found}, pages = {23--43}, } @book{wagner_learning_2018, title = {Learning as development: {Rethinking} international education in a changing world}, shorttitle = {Learning as development}, url = {https://www.taylorfrancis.com/books/mono/10.4324/9780203115305/learning-development-daniel-wagner}, urldate = {2023-11-26}, publisher = {Routledge}, author = {Wagner, Daniel A.}, year = {2018}, } @techreport{wagner_mobiles_2014, title = {Mobiles for reading: {A} landscape research review}, abstract = {This landscape review takes the broad domain of new information and communications technologies (ICTs) for education, and focuses on the fast-evolving sub-domain of mobiles for reading, or M4R. The 'mobiles' in this review primarily refer to mobile technologies— ICTs that are portable, typically battery powered, and may be connected to cellular networks and/or the Internet. The term 'reading' refers to the joint abilities of understanding and producing written language, for children, youth and adults. This review of M4R focuses primarily on the use of mobile ICTs designed to help children learn to read, practice reading (reading to learn), and acquire a broader range of learning skills that support a literate society.}, language = {en}, institution = {Working Papers (Literacy.org)}, author = {Wagner, Daniel A}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NJ29IR44 2405685:S8V95L6L}, pages = {154}, } @incollection{wagner_technology_2018, address = {Cham}, series = {Educational {Communications} and {Technology}: {Issues} and {Innovations}}, title = {Technology for {Education} in {Low}-{Income} {Countries}: {Supporting} the {UN} {Sustainable} {Development} {Goals}}, isbn = {978-3-319-67657-9}, shorttitle = {Technology for {Education} in {Low}-{Income} {Countries}}, url = {https://doi.org/10.1007/978-3-319-67657-9_3}, abstract = {Information and communications technologies (ICTs) are increasingly available, even in developing countries, leading to a number of pressing questions. Will ICTs for education (ICT4E) improve learning and educational quality? Might they increase the ‘digital divide’ with negative consequences for equity? What can ICT4E offer to help assist in the achievement of the new UN Sustainable Development Goals? The present review addresses these questions and uses of ICT4E in developing countries. First, a short overview is provided of how ICT4E intersects with the learning outcomes and the quality of education, including contemporary perceptions of what does and does not work in ICT4E. Second, an ICT4E framework is suggested as a way to reconceptualize the parameters currently in use that will lead to more effective ICT4E design solutions. Third, ICT projects in four key education subsectors – early childhood, basic as well as secondary education, and teacher education – help to disaggregate where and how interventions have been made in recent years. Finally, a set of investment domains in ICT4E is described, along with a set of specific suggestions to advance the field. The paper concludes with the suggestion that measurable, sustainable, and scalable design solutions in ICT4E are the best way to assist in achieving the UN Sustainable Development Goals.}, language = {en}, urldate = {2019-12-09}, booktitle = {{ICT}-{Supported} {Innovations} in {Small} {Countries} and {Developing} {Regions}: {Perspectives} and {Recommendations} for {International} {Education}}, publisher = {Springer International Publishing}, author = {Wagner, Daniel A.}, editor = {Lubin, Ian}, year = {2018}, doi = {10.1007/978-3-319-67657-9_3}, note = {shortDOI: 10/ggdg92 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-67657-9\_3 10/ggdg92 2339240:HXI33IQS 2339240:XDL85AWH 2339240:YJ69VD9B 2405685:DIB9X6BQ 2405685:PRNWIW8H 2405685:W82YLLHF}, keywords = {Design solution, Framework, ICT4E, Learning, Technology, UN SDGs}, pages = {51--74}, } @book{wagner_learning_2018, title = {Learning as {Development}: {Rethinking} {International} {Education} in a {Changing} {World}}, url = {https://books.google.co.uk/books/about/Learning_as_Development.html?id=xssrDwAAQBAJ&redir_esc=y}, author = {Wagner, Daniel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B59KLITC 2339240:X5JC7XCM 2405685:K3NHBWTP}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{wagner_learning_2018, title = {Learning as {Development}: {Rethinking} {International} {Education} in a {Changing} {World}}, shorttitle = {Learning as {Development}}, author = {Wagner, Daniel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M2BTPEMX}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{wagner_learning_2018, title = {Learning as {Development}: {Rethinking} {International} {Education} in a {Changing} {World}}, shorttitle = {Learning as {Development}}, author = {Wagner, Daniel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M2BTPEMX}, keywords = {\_\_\_working\_potential\_duplicate}, } @incollection{wagner_technology_2016, address = {London}, title = {Technology for education in low-income countries: {Assisting} the {UN} {Sustainable} {Development} {Goals}}, url = {https://www.researchgate.net/publication/312021203_TECHNOLOGY_FOR_EDUCATION_IN_LOW-INCOME_COUNTRIES_Assisting_the_UN_Sustainable_Development_Goals}, booktitle = {{ICT}-{Supported} {Innovations} in {Small} {Countries} and {Developing} {Regions}}, publisher = {Springer}, author = {Wagner, Daniel}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:77JY2FRU 2405685:73WHWAGC}, } @techreport{wagner_learning_2018, address = {Paris}, title = {Learning at the bottom of the pyramid: {Science}, measurement, and policy in low-income countries}, url = {http://www.iiep.unesco.org/en/learning-bottom-pyramid-4608}, institution = {UNESCO-IIEP}, editor = {Wagner, D.A. and Wolf, S. and Boruch, R.F.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V2ADC4RW 2405685:CH8XANB6}, } @techreport{wagner_smaller_2011, address = {Paris/Washington}, title = {Smaller, quicker, cheaper: {Improving} learning assessments in developing countries}, url = {http://unesdoc.unesco.org/images/0021/002136/213663e.pdf}, institution = {UNESCO-IIEP/FTI-Global Partnership for Education}, author = {Wagner, D.A.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ELML3MJU 2405685:9HDWFJL8}, } @misc{wageningen_university_and_research_licenses_2018, title = {Licenses for open material}, url = {https://www.wur.nl/en/Library/Teachers/OER/Licenses-for-open-material.htm}, abstract = {Open materials are any material provided with an open license. You can use an open license to indicate what other people are allowed to do with your work.}, language = {en-us}, urldate = {2020-08-19}, journal = {WUR}, author = {Wageningen University {and} Research}, month = nov, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:JAX76AQP}, } @article{waddington_how_2012, title = {How to do a good systematic review of effects in international development: a tool kit}, volume = {4}, issn = {1943-9342, 1943-9407}, shorttitle = {How to do a good systematic review of effects in international development}, url = {http://www.tandfonline.com/doi/abs/10.1080/19439342.2012.711765}, doi = {10.1080/19439342.2012.711765}, language = {en}, number = {3}, urldate = {2018-01-19}, journal = {Journal of Development Effectiveness}, author = {Waddington, Hugh and White, Howard and Snilstveit, Birte and Hombrados, Jorge Garcia and Vojtkova, Martina and Davies, Philip and Bhavsar, Ami and Eyers, John and Koehlmoos, Tracey Perez and Petticrew, Mark and Valentine, Jeffrey C. and Tugwell, Peter}, month = sep, year = {2012}, note = {shortDOI: 10/gftr66 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711765 10/gftr66 2339240:9SUYHN2U 2405685:5TBR9BT9 UA-2dba826a-34ad-40f0-ae9b-959792b2e7e}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, 3ie, DL4D cited, Reviewed, \_\_\_working\_potential\_duplicate, auto\_merged, publicImportV1}, pages = {359--387}, } @article{waddington_what_2018, title = {What have we learned after ten years of systematic reviews in international development?}, volume = {10}, issn = {1943-9342, 1943-9407}, url = {https://www.tandfonline.com/doi/full/10.1080/19439342.2018.1441166}, doi = {10.1080/19439342.2018.1441166}, abstract = {The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the first decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis.}, language = {en}, number = {1}, urldate = {2018-04-07}, journal = {Journal of Development Effectiveness}, author = {Waddington, Hugh and Masset, Edoardo and Jimenez, Emmanuel}, month = jan, year = {2018}, note = {shortDOI: 10/gf5f7j KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1441166 10/gf5f7j 2339240:NQXMMWG7 2405685:SSJWH27S UA-e9af1e1b-7cd7-4efa-a8ad-391a3c96f523}, keywords = {Reviewed}, pages = {1--16}, } @misc{vyas_low_2014, title = {Low learning outcomes in primary schools in {India}}, url = {https://qrius.com/low-learning-outcomes-in-primary-schools-in-india/}, abstract = {By Ankit Vyas, declining quality of primary education is leading to low learning outcomes creating unskilled labour reflecting inefficiencies of the system.}, language = {en-GB}, urldate = {2021-11-10}, journal = {Qrius}, author = {Vyas, Ankit}, month = jan, year = {2014}, note = {Section: Policy KerkoCite.ItemAlsoKnownAs: 2339240:DEN5N7PW 2405685:S7M6GLV7}, } @book{vujcich_policy_2013, address = {Oxford, UK}, series = {Working paper}, title = {Policy and practice on language of instruction in {Ethiopian} school: findings from the {Young} {Lives} school survey}, isbn = {978-1-909403-21-5}, shorttitle = {Policy and practice on language of instruction in {Ethiopian} school}, language = {en}, number = {108}, publisher = {Young Lives}, author = {Vujcich, Daniel}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KY64TSCW 2405685:EW67EJNZ}, keywords = {Ethiopia, Language, Native language and education, Teachers, Teaching}, } @misc{vso_unlocking_2019, title = {Unlocking {Talent} {Through} {Technology} {Malawi}}, url = {https://www.vso.ie/fighting-poverty/where-we-fight-poverty/malawi/unlocking-talent-through-technology}, language = {en}, urldate = {2023-06-22}, author = {{VSO}}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5A6J5JZU 2405685:LPRCAQI5}, } @article{voogt_collaborative_2015, title = {Collaborative design as a form of professional development}, volume = {43}, doi = {10.1007/s11251-014-9340-7}, number = {2}, journal = {Instructional science}, author = {Voogt, Joke and Laferriere, Therese and Breuleux, Alain and Itow, Rebecca C. and Hickey, Daniel T. and McKenney, Susan}, year = {2015}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11251-014-9340-7 2339240:T29XMDGU 2405685:YLC97CYN}, pages = {259--282}, } @article{voogt_towards_2015, title = {Towards design-based approaches for {ICT} integration in {African} education}, volume = {24}, url = {https://www.researchgate.net/publication/282849117_Towards_design-based_approaches_for_ICT_integration_in_African_education}, doi = {10.1080/1475939X.2015.1099564}, number = {5}, urldate = {2020-10-27}, journal = {Technology, Pedagogy and Education}, author = {Voogt, J and Tondeur, J}, year = {2015}, note = {Extra URL: https://www.tandfonline.com/doi/full/10.1080/1475939X.2015.1099564 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1099564 2339240:KWKRIKHB 2405685:4A93QIU2}, } @article{vogel_review_2012, title = {Review of the use of ‘{Theory} of {Change}’ in international development}, language = {en}, author = {Vogel, Isabel}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8WP9VPAU 2405685:ASUJZSHI}, keywords = {⛔ No DOI found}, pages = {86}, } @techreport{vodafone_foundation_real_2018, title = {Real girls, real lives, connected: {A} global study of girls’ access and usage of mobile, told through 3000 voices.}, url = {https://static1.squarespace.com/static/5b8d51837c9327d89d936a30/t/5bbe7bd6085229cf6860f582/1539210418583/GE_VO_Full_Report.pdf}, institution = {Vodafone Foundation}, author = {Vodafone Foundation}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3PIDJ4Q7 2339240:4X6NX5DF 2405685:6IXNFYTS 2405685:HF2CK86W 2405685:V5WB4PZA}, } @article{vo_effect_2017, title = {The effect of blended learning on student performance at course-level in higher education: {A} meta-analysis}, volume = {53}, issn = {0191-491X}, shorttitle = {The effect of blended learning on student performance at course-level in higher education}, url = {http://www.sciencedirect.com/science/article/pii/S0191491X16300931}, doi = {10.1016/j.stueduc.2017.01.002}, abstract = {The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. A meta-analysis (k=51 effect sizes) was conducted to perform a statistical synthesis of studies contrasting student performance in BL conditions with traditional classroom instruction. We include disciplines and instructors’ end-of-course evaluation method as moderating variables. The results show that BL demonstrates a small summary effect (g+=0.385, p{\textless}0.001) compared to traditional teaching methods A significantly higher mean effect size was found in STEM disciplines (g+=0.496) compared to that of non-STEM disciplines (g+=0.210). Nevertheless, the weighted mean effect sizes reveal no significant differences regarding of end-of-course assessment methods, namely one-moment and multiple-component assessment. The finding confirms that BL is significantly associated with greater learning performance of STEM-disciplined students than with traditional classroom practice. Accordingly, discussion concerning the findings and implications for future research are elaborated.}, language = {en}, urldate = {2020-07-18}, journal = {Studies in Educational Evaluation}, author = {Vo, Hien M. and Zhu, Chang and Diep, Nguyet A.}, month = jun, year = {2017}, note = {shortDOI: 10/gg5s29 KerkoCite.ItemAlsoKnownAs: 10/gg5s29 2405685:97BFACYR 2405685:M5BCLDHV 2405685:W85AQYZA}, keywords = {Blended learning, Discipline, Higher education, Meta-analysis, Student performance}, pages = {17--28}, } @article{viriyapong_facing_2013, title = {Facing the challenges of the {One}-{Tablet}-{Per}-{Child} policy in {Thai} primary school education.}, volume = {4}, doi = {10.14569/ijacsa.2013.040928}, number = {9}, journal = {International Journal of Advanced Computer Science \& Applications}, author = {Viriyapong, Ratchada and Harfield, Antony}, year = {2013}, note = {00000 shortDOI: 10/gf62ht KerkoCite.ItemAlsoKnownAs: 10/gf62ht 2129771:5SZI5Q55 2405685:AQIFQCBV}, } @article{vilakati_implementation_2014, title = {The implementation of {ICT} educational policy in selected schools in {Swaziland}}, volume = {27}, number = {4}, journal = {UNISWA Research Journal}, author = {Vilakati, Nokuthula}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RE7ETRJG 2339240:WJ2J7DT4 2405685:E2955IEW 2405685:WRGRM4VG}, keywords = {Equity of Access, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {86--99}, } @misc{vila_thematic_2017, title = {Thematic brief gender, education and training {\textbar} {Capacity4dev}}, url = {https://europa.eu/capacity4dev/public-gender/documents/thematic-brief-gender-education-and-training}, urldate = {2022-02-01}, author = {Vila, Blerina}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7VY9AHTJ 2405685:GLK8QDVU}, } @techreport{vian_per_2012, title = {Per diem policy analysis toolkit}, url = {https://www.gov.uk/research-for-development-outputs/per-diem-policy-analysis-toolkit}, language = {en}, urldate = {2022-11-18}, author = {Vian, T and Sabin, L}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ELXCWXLH 2405685:4GC6763N 4656463:D6D4H9TF}, } @techreport{viamo_aenn_2019, title = {{AENN} {Data} {Utilisation} + {Dashboard} {Co}-creation {Workshop} {Report}}, language = {EN}, urldate = {2020-07-08}, author = {{Viamo}}, month = apr, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:W3YICELF}, pages = {26}, } @book{verhulst_open_2017, title = {Open data in developing economies: {Toward} building an evidence base on what works and how}, shorttitle = {Open {Data} in {Developing} {Economies}}, url = {https://poseidon01.ssrn.com/delivery.php?ID=086103007084118100095021003101127069000031020044032070010082070112002006077006085100034041051001058005046075105095121113003066009054033038035013016091082012029070093065094093073111067022025006082125085122098122109005003116107072092097012068085125085&EXT=pdf&INDEX=TRUE}, abstract = {In essence, the book seeks to answer the following key questions: • What makes open data uniquely relevant to developing economies? • How can the impact of open data in developing economies be captured and evidence be developed? • How can open data be leveraged as a new asset for development?}, language = {en}, urldate = {2020-12-16}, publisher = {African Minds}, author = {Verhulst, Stefaan and Young, Andrew}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZL77F34U 2405685:SDFDCJHD}, keywords = {Andrew Young, Open Data in Developing Economies: Toward Building an Evidence Base on What Works and How, SSRN, Stefaan Verhulst}, } @article{venkat_what_2015, title = {What do we know about primary teachers’ mathematical content knowledge in {South} {Africa}? {An} analysis of {SACMEQ} 2007}, volume = {41}, issn = {07380593}, shorttitle = {What do we know about primary teachers’ mathematical content knowledge in {South} {Africa}?}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059315000152}, doi = {10.1016/j.ijedudev.2015.02.002}, abstract = {There is consensus in the international mathematics teacher education literature that teachers should, at the most basic level, have mastery of the content knowledge they are required to teach. In this paper we test this assumption empirically by analyzing the South African SACMEQ 2007 mathematics teacher test data which tested 401 grade 6 mathematics teachers from a nationally representative sample of primary schools. With items matched to curriculum grade bands, findings indicate that 79\% of grade 6 mathematics teachers showed content knowledge levels below the grade 6/7 band, and that the few teachers with higher-level content knowledge are highly inequitably distributed.}, language = {en}, urldate = {2020-05-15}, journal = {International Journal of Educational Development}, author = {Venkat, Hamsa and Spaull, Nic}, month = mar, year = {2015}, note = {shortDOI: 10/gfw2sk KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.02.002 10/gfw2sk 2405685:6HJTTDI9}, pages = {121--130}, } @techreport{venalainen_evaluation_2019, type = {Evaluation {Report}}, title = {Evaluation of {Inclusive} {Basic} {Education} in the {UNICEF} {Country} {Programmes} 2012-2016 and 2017-2021}, url = {https://www.unicef.org/evaldatabase/files/UNICEF_MONGOLIA_FINAL_REPORT_2019.pdf}, urldate = {2020-08-31}, institution = {UNICEF}, author = {Venäläinen, Raisa and Chultemsuren, Tamir and Tsendendamba, Batsugar}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PMGRMUMI 2405685:S2JMNIPP}, } @misc{vegas_how_2019, title = {How ed-tech can help leapfrog progress in education}, url = {https://www.brookings.edu/research/how-ed-tech-can-help-leapfrog-progress-in-education/}, abstract = {This brief analyzes the use of ed-tech innovations around the world.}, language = {en-US}, urldate = {2021-05-04}, journal = {Brookings}, author = {Vegas, Emiliana and Ziegler, Lauren and Zerbino, Nicolas}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LH87HU6C 2405685:D9VNFXR8}, } @article{vavrus_comparative_2012, title = {Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in {Tanzania}}, volume = {56}, issn = {0010-4086, 1545-701X}, shorttitle = {Comparative pedagogies and epistemological diversity}, url = {https://www.researchgate.net/publication/259711400_Comparative_Pedagogies_and_Epistemological_Diversity_Social_and_Materials_Contexts_of_Teaching_in_Tanzania}, doi = {10.1086/667395}, abstract = {This article examines how epistemological differences regarding knowledge production and material differences in the conditions of teaching influence teachers’ and teacher educators’ understandings of learner-centered pedagogy. Emerging from a 5-year collaboration between teams of US and Tanzanian teacher educators, the research focuses on six Tanzanian secondary schools whose teachers participated in a workshop on learner-centered pedagogy and pedagogical content knowledge. We find that teachers’ views of knowledge production are profoundly shaped by the cultural, economic, and social contexts in which they teach. We conclude not only that teachers’ working conditions are important contextual factors in comparative studies of schooling but that the conditions themselves need to be conceptualized more fully in theories of knowledge production and global/local reforms of teacher education.}, language = {en}, number = {4}, urldate = {2021-05-26}, journal = {Comparative Education Review}, author = {Vavrus, Frances and Bartlett, Lesley}, month = nov, year = {2012}, note = {Extra URL: https://www.journals.uchicago.edu/doi/10.1086/667395 KerkoCite.ItemAlsoKnownAs: 10.1086/667395 2339240:3HI6ILD9 2405685:E6MNXDVH 2405685:Q9B7WUKH 2405685:ZKQCX7CV 2534378:6JTIABX8}, pages = {634--658}, } @book{vartanian_secondary_2011, title = {Secondary data analysis}, isbn = {978-0-19-538881-7}, abstract = {In recent decades, social work and other social science research disciplines have become increasingly reliant on large secondary data sets, which have increased in both number and accessibility. When starting a new research project, how does one determine whether to use a secondary data set? Which of the thousands available should be used? This invaluable and expertly written guide provides an in-depth introduction to 29 of the most widely used data sets in social work, such as the Early Childhood Longitudinal Study, the National Health and Nutrition Examination Survey, and the U.S. Census. This book also examines the years covered by these cross-sectional and longitudinal data sets, the units of analysis, and the sample sizes.Readers will learn where to find the data and the key variables contained within, and how to use them in SAS and Stata. Screen shots guide researchers through data sets in a step-by-step process: how to download the data, how to merge it with other data sets, and how to program it when necessary. Each section also profiles studies that have used the respective data sets, giving researchers a clear feel for the depth and range of questions that a given data source can be used to answer, like the use of government data to explore issues ranging from pathways out of poverty to the relationship between marital dissolution and women's health and well-being.Exceptionally well calibrated and filled with real-world examples, this pocket guide will give beginning and advanced researchers a comprehensive understanding of these data sets that they can use in their research on clinical, policy, and other types studies.}, language = {en}, publisher = {Oxford University Press, USA}, author = {Vartanian, Thomas P.}, year = {2011}, note = {Google-Books-ID: ra0RDAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:AIX54RN4 2405685:48TA9BWR}, keywords = {Political Science / Public Policy / Social Services \& Welfare, Science / General, Social Science / Social Work}, } @techreport{varkey_foundation_global_2018, title = {Global {Parents}' {Survey} 2018: {India} findings}, url = {https://www.varkeyfoundation.org/media/3735/17-091869-01-varkey-foundation-gps_india-pack_230218_iuo-v2.pdf}, abstract = {The biggest and most comprehensive survey of parents’ hopes, fears and aspirations around the world.}, language = {en}, urldate = {2022-07-02}, author = {{Varkey Foundation}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WPJX5GYE 2405685:EJQDGXAH}, } @article{van_wessel_narrative_2018, title = {Narrative {Assessment}: {A} new approach to evaluation of advocacy for development}, volume = {24}, issn = {1356-3890, 1461-7153}, shorttitle = {Narrative {Assessment}}, url = {http://journals.sagepub.com/doi/10.1177/1356389018796021}, doi = {10.1177/1356389018796021}, abstract = {This article proposes an approach to monitoring and evaluating advocacy that integrates theory of change and storytelling. This approach, called Narrative Assessment, addresses the feasibility of objectivity and evidence in the complex context of advocacy and proposes an evaluation methodology rooted in alternative conceptualizations of rigour and of evaluator roles. The approach centres on practical judgment and the construction and examination of stories through interaction between advocates and monitoring and evaluation specialists. The article discusses how Narrative Assessment can be useful in the evaluation of advocacy in terms of (1) monitoring and evaluation specialists’ orientation toward programmes; (2) the interpretation of outcomes; (3) the assessment of outcome relevance; (4) reflection and learning and (5) the communication of programme results. The approach builds on lessons drawn from evaluation of eight advocacy programmes in international development.}, language = {en}, number = {4}, urldate = {2023-05-19}, journal = {Evaluation}, author = {Van Wessel, Margit}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1356389018796021 2405685:NP2UV9LT}, pages = {400--418}, } @misc{van_soest_sector_2015, title = {Sector learning and adaptive management}, shorttitle = {Briefing notes series - {Building} blocks for sustainability}, url = {https://www.ircwash.org/resources/sector-learning-and-adaptive-management}, abstract = {Sector learning refers to the processes and mechanisms in place at sector level to ensure that actors are capable of jointly reflecting on current service delivery and identifying problems, developing solutions, and spreading successes. Sector learning goes hand in hand with adaptive management, a structured process of translating learning into action.}, language = {English}, publisher = {IRC}, author = {van Soest, A and Carriger, S and Casella, D and Wells, C and Silva, D}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7NY6X2F6 2405685:GB3SUSAS}, } @article{van_geert_dynamic_2015, title = {Dynamic systems theory: a tool for understanding development and education}, shorttitle = {Dynamic systems theory}, journal = {URL: https://www. gse. harvard. edu/usableknowledge/(дата обращения 15.01. 2015)}, author = {Van Geert, Paul and Steenbeek, Henderien}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AVEXK8NE 2405685:QV5Q42XF}, keywords = {⛔ No DOI found}, } @article{van_de_kuilen_policy_2019, title = {Policy adoption of learner-centred pedagogy in {Rwanda}: {A} case study of its rationale and transfer mechanisms}, volume = {67}, issn = {0738-0593}, shorttitle = {Policy adoption of learner-centred pedagogy in {Rwanda}}, url = {https://www.sciencedirect.com/science/article/pii/S0738059318305480}, doi = {10.1016/j.ijedudev.2019.03.004}, abstract = {This study explores why and how learner-centred pedagogy (LCP) as a policy has been adopted in Rwanda, despite ample evidence of the failure of LCP in developing countries. The case of Rwanda, as a late adopter, shows that at this stage of pedagogy diffusion the influence of global mechanisms and actors has been amplified. This study draws upon interviews with key stakeholders and relevant documents during the 2011–2016 period. The transfer process is examined by analysing the rationale offered and mechanisms deployed by the Rwandan government and aid agencies.}, language = {en}, urldate = {2022-10-20}, journal = {International Journal of Educational Development}, author = {van de Kuilen, Hester S. and Altinyelken, Hulya Kosar and Voogt, Joke M. and Nzabalirwa, Wenceslas}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2019.03.004 2405685:Y8VHDCAP}, keywords = {Competence-based education, Curriculum reform, Education policy transfer, Learner-centred pedagogy, Policy adoption, Rwanda}, pages = {64--72}, } @book{valters_theories_2014, title = {Theories of {Change} in {International} {Development}: {Communication}, {Learning}, or {Accountability}?}, shorttitle = {Theories of {Change} in {International} {Development}}, abstract = {Critically analysing assumptions is a much needed endeavour in international development policy and practice: existing management tools rarely encourage critical thinking and there are considerable political, organisational and bureaucratic constraints to the promotion of learning throughout the sector. The Theory of Change approach – an increasingly popular management tool and discourse in development – hopes to change some of that. This approach explicitly aims to challenge and change implicit assumptions in world views and programme interventions in the lives of others, yet little is known about the extent to which it really does so. This paper provides a much needed analysis of how Theories of Change are used in the day-to-day practice of an international development organisation, The Asia Foundation. They use the approach in three ways: to communicate, to learn and to be held accountable, which each exist in some tension with each other. Creating Theories of Change was often found to be a helpful process by programme staff, since it provided a greater freedom to explain and analyse programme interventions. However, the introduction of the approach also had some troubling effects, for example, by creating top-down accounts of change which spoke more to donor interests than to the ground realities of people affected by these interventions. Ultimately, this paper argues that while a Theory of Change approach can create space for critical reflection, this requires a much broader commitment to learning from individuals, organisations, and the development sector itself.}, author = {Valters, Craig}, month = aug, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PV2LFWGU 2405685:M3EQF58T}, } @book{valkenburg_plugged_2017, title = {Plugged in: {How} media attract and affect youth}, author = {Valkenburg, Patti and Piotrowski, J.T.}, month = apr, year = {2017}, note = {Journal Abbreviation: Plugged In: How Media Attract and Affect Youth Pages: 328 Publication Title: Plugged In: How Media Attract and Affect Youth KerkoCite.ItemAlsoKnownAs: 2405685:X2BPQXLC}, } @article{valk_using_2010, title = {Using mobile phones to improve educational outcomes: {An} analysis of evidence from {Asia}}, volume = {11}, issn = {1492-3831}, shorttitle = {Using mobile phones to improve educational outcomes}, url = {http://www.irrodl.org/index.php/irrodl/article/view/794}, doi = {10.19173/irrodl.v11i1.794}, abstract = {Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways: 1) in improving access to education, and 2) in promoting new learning. Analysis of the projects indicates that while there is important evidence of mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning.}, language = {en}, number = {1}, urldate = {2020-05-19}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Valk, John-Harmen and Rashid, Ahmed T. and Elder, Laurent}, month = mar, year = {2010}, note = {shortDOI: 10/gf5f5b KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v11i1.794 10/gf5f5b 2339240:F5U9J9FX 2405685:I6IN2PZY 2405685:UM2C54QN}, keywords = {distance learning, educational outcomes, information and communication technologies, mobile learning, mobile phones, new learning}, pages = {117--140}, } @techreport{valiente_1-1_2010, type = {{OECD} {Education} {Working} {Papers}}, title = {1-1 in {Education}: {Current} {Practice}, {International} {Comparative} {Research} {Evidence} and {Policy} {Implications}}, url = {https://www.oecd-ilibrary.org/content/paper/5kmjzwfl9vr2-en}, number = {No. 44}, institution = {OECD}, author = {Valiente, Oscar}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G8QNGWQP 2405685:WPNQTDQZ}, } @article{uygan_effects_2016, title = {Effects of teaching activities via {Google} {Sketchup} and concrete models on spatial skills of preservice mathematics teachers}, volume = {7}, issn = {1309-4653}, url = {https://www.researchgate.net/publication/311974589_Effects_of_Teaching_Activities_via_Google_Sketchup_and_Concrete_Models_on_Spatial_Skills_of_Preservice_Mathematics_Teachers}, doi = {10.16949/turkbilmat.273993}, abstract = {The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3-Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic-year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: "Developments", which measures skills to visualize a 3D object based on its surface development; "Rotations", which measures skills to mentally rotate 3D objects; and "Views", which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the "Views" part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group.}, language = {English}, number = {3}, journal = {Turkish Journal of Computer and Mathematics Education}, author = {Uygan, Candaş and Kurtuluş, Aytaç}, year = {2016}, note = {Place: Trabzon Publisher: Karadeniz Technical University Distance Education Research and Application Center Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1939845232?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.16949/turkbilmat.273993 10.17762/turcomat.v7i3.137 2339240:FCLY6UI8 2405685:3B7VIPGE 2405685:GZBKA7TG 2534378:3DVEZFYW 2534378:Q95V6E5Z}, keywords = {Colleges \& universities, Concretes, Group dynamics, Mathematical analysis, Mathematical models, Mathematics, Skills, Studies, Teachers, Teaching, Three dimensional models, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098421, \_\_finaldtb, ⚠️ Invalid DOI}, pages = {510--535}, } @techreport{uwezo_are_2016, address = {Nairobi}, type = {Uwezo {Kenya} {Sixth} {Learning} {Assessment} {Report}}, title = {Are {Our} {Children} {Learning}?}, copyright = {Copyright Twaweza East Africa 2016}, url = {https://learningportal.iiep.unesco.org/en/library/are-our-children-learning-2016-uwezo-kenya-sixth-learning-assessment-report}, institution = {Twaweza East Africa}, author = {{Uwezo}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8P9EDHXN 2405685:N3RG9SY9}, } @techreport{uwezo_uwezo_2014, title = {Uwezo: {Annual} {Plan} 2014}, url = {http://www.uwezo.net/wp-content/uploads/2012/08/Uwezo-Annual-Plan-2014.pdf}, urldate = {2020-09-16}, institution = {Twaweza}, author = {{Uwezo}}, month = mar, year = {2014}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:V2GLZ83W}, } @techreport{usaid_2018_2019, title = {2018 {Civil} {Society} {Organization} {Sustainability} {Index} - for {Asia} 5th {Edition} – {December} 2019}, url = {https://www.fhi360.org/sites/default/files/media/documents/resource-csosi-2018-report-asia.pdf}, author = {USAID}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SA6U2LEK 2405685:3ILYUE9N}, } @techreport{usaid_aprender_2017, type = {Final {Report}}, title = {Aprender a {Ler} ({ApaL})}, url = {https://www.worlded.org/WEIInternet/resources/publication/display.cfm?txtGeoArea=INTL&id=18554&thisSection=Resources}, language = {EN}, urldate = {2020-07-08}, institution = {World Education, Inc.}, author = {{USAID}}, month = jan, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:NQEMMZAP}, pages = {50}, } @misc{usaid_early_2017, title = {Early {Grade} {Reading} and {Mathematics} {Project} ({RAMP})}, url = {https://www.usaid.gov/jordan/fact-sheets/early-grade-reading-and-mathematics-project-ramp}, abstract = {The main goal of RAMP is to support the efforts of USAID Jordan and the MOE in instituting reading and mathematics teaching and learning methodologies, policy and practices within schools, communities and government entities that focus on improving learning outcomes for reading in Arabic and math in grades K‐3 for all public schools in Jordan.}, language = {en}, urldate = {2020-06-30}, author = {USAID}, year = {2017}, note = {Library Catalog: www.usaid.gov KerkoCite.ItemAlsoKnownAs: 2405685:2ACE4JAM}, } @misc{usaid_early_2019, title = {Early {Grade} {Reading} {Study} {II} ({EGRS} {II})}, url = {https://www.edu-links.org/about/education-programs/early-grade-reading-study-ii-egrs-ii}, abstract = {The activity team works in partnership with the Department of Basic Education to evaluate the efficacy and cost-effectiveness of interventions focused on improving the performance of grade 1 and 2 learners in the subject English First Additional Language.}, language = {en}, urldate = {2020-06-30}, author = {USAID}, year = {2019}, note = {Library Catalog: www.edu-links.org KerkoCite.ItemAlsoKnownAs: 2405685:FPWA6KU3}, } @techreport{usaid_education_2016, title = {Education {Data} for {Decision} {Making} ({EDDATA} {II}): {Key} achievements and lessons learned: {Final} report}, url = {https://www.globalreadingnetwork.net/sites/default/files/media/file/Core%20Final%20Report_16Dec2016_0.pdf}, urldate = {2022-06-06}, institution = {USAID}, author = {{USAID}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4SQ6VP6A 2405685:XN24ZV8L 4656463:XETCQ946}, } @misc{usaid_education_2016, title = {Education data for decision making ({EDDATA} {II}): key achievements and lessons learned; final report {\textbar} {Unesco} {IIEP} {Learning} {Portal}}, url = {https://learningportal.iiep.unesco.org/es/biblioteca/education-data-for-decision-making-eddata-ii-key-achievements-and-lessons-learned-final}, urldate = {2022-07-01}, author = {{USAID}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3G58VNBC 2486141:3DJREXE9}, } @misc{usaid_egra_2016, title = {{EGRA} {Toolkit}}, url = {https://static1.squarespace.com/static/55c4e56fe4b0852b09fa2f29/t/56e0633545bf213c2b5269e5/1457546040584/EGRA+Toolkit+Second+Edition_March_8_2016+.pdf}, author = {{USAID}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BJTZCDIF 2486141:MKPBRC7K}, } @misc{usaid_improving_2019, title = {Improving {Education} {Opportunities} {USAID} {Senegal} {Fact} {Sheet}}, url = {https://www.usaid.gov/sites/default/files/documents/1860/Improving_Education_Opportunities_USAID_Senegal_Fact_Sheet_Feb_2019_final_508.pdf}, urldate = {2020-06-22}, author = {USAID}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BVBHJWJC}, } @misc{usaid_malawi_2018, title = {{MALAWI} {NATIONAL} {READING} {PROGRAM} {BASELINE} {ASSESSMENT}}, url = {https://pdf.usaid.gov/pdf_docs/PA00T3Q5.pdf}, urldate = {2023-04-20}, author = {USAID}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3K76PDGT 2405685:ZVFGHAT3}, } @misc{usaid_malawi_2011, title = {Malawi {Teacher} {Professional} {Development} {Support} {Program}: {Baseline} {Report}}, url = {https://pdf.usaid.gov/pdf_docs/PA00HVSP.pdf}, urldate = {2022-10-31}, author = {USAID}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UVTM7PAJ 2405685:ECQAAQQY}, } @techreport{usaid_nigeria_2018, title = {Nigeria {Demographic} and {Health} {Survey}}, url = {https://dhsprogram.com/pubs/pdf/FR359/FR359.pdf}, urldate = {2020-07-07}, author = {USAID}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QAUYU3RE}, } @misc{usaid_nigeria_2015, title = {Nigeria: {Malaria} {Indicator} {Survey} ({MIS})}, url = {https://dhsprogram.com/pubs/pdf/MIS20/MIS20.pdf}, urldate = {2020-07-07}, author = {USAID}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TEP64F2B}, } @techreport{usaid_philippines_2017, title = {Philippines: {National} {Demographic} and {Health} {Survey}}, url = {https://dhsprogram.com/pubs/pdf/FR347/FR347.pdf}, urldate = {2020-07-14}, author = {USAID}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:QZ78I9H4}, } @techreport{usaid_tanzania_2015, address = {Washington DC, USA}, title = {Tanzania {TZ21} 2015 endline reading fluency progress brief - {Kiswahili}}, url = {https://pdf.usaid.gov/pdf_docs/PBAAK230.pdf}, urldate = {2021-03-08}, institution = {USAID}, author = {USAID}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KJYBBRS7 2405685:N8ZCBCKQ}, } @techreport{usaid_taonga_2010, title = {Taonga {Market} {Programme} {Review}}, url = {http://idd.edc.org/sites/idd.edc.org/files/Zambia%20QUESTT%20IRI.pdf}, language = {EN}, author = {USAID}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EYIXUSM9 2405685:WX47KHBN}, pages = {2}, } @techreport{usaid_technology_2010, title = {Technology {Tools} for {Teaching} and {Training} {Results}}, url = {http://idd.edc.org/sites/idd.edc.org/files/T4%20Results.pdf}, urldate = {2020-08-12}, author = {USAID}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q7SYHPXZ 2405685:38SBFY8Y}, } @article{usaid_usaid_2017, title = {{USAID} {Advancing} {Nutrition} {Gender} {Equality} {Strategy} ({August} 2019)}, language = {en}, author = {USAID}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9LTYMFLE 2405685:4NTVT6MU}, pages = {34}, } @article{usaid_usaid_2018, title = {{USAID} {Impact} {Evaluation} of the {Makhalidwe} {Athu} {Project} ({Zambia}): {Endline} {Report}}, language = {en}, author = {USAID}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z8P3HQYW 2405685:55JTUQBV}, keywords = {⛔ No DOI found}, pages = {139}, } @article{unwin_digital_2010, title = {Digital learning management systems in {Africa}: myths and realities}, volume = {25}, issn = {0268-0513}, shorttitle = {Digital learning management systems in {Africa}}, url = {https://doi.org/10.1080/02680510903482033}, doi = {10.1080/02680510903482033}, abstract = {This paper reports on a survey of 358 respondents across 25 African countries into their usage of learning management systems. It concludes that while there are some enthusiastic advocates of such systems, the reality is that most African educators as yet have little knowledge about, or interest in, their usage. There remain very considerable infrastructural constraints to be overcome before they can be widely adopted for open and distance learning across the continent, and there is still reluctance in many institutions to develop systems that can enable learning resources to be made available in this way. This does not mean that the potential of high‐quality digital learning management systems should be ignored in Africa, but rather that much more sustained work needs to be done in human capacity development and infrastructural provision if African learners are truly to benefit from the interactive learning experiences that such systems can deliver.}, number = {1}, urldate = {2019-10-28}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Unwin, Tim and Kleessen, Beate and Hollow, David and Williams, James B. and Oloo, Leonard Mware and Alwala, John and Mutimucuio, Inocente and Eduardo, Feliciana and Muianga, Xavier}, month = feb, year = {2010}, note = {shortDOI: 10/cdqw26 KerkoCite.ItemAlsoKnownAs: 10/cdqw26 2339240:RR3PWQF9 2405685:MUXPSWA7}, keywords = {Africa, ICT, LMS, OER, universities}, pages = {5--23}, } @article{unwin_future_2019, title = {The {Future} {Use} of {Technology} in {Education} and {Learning} in the {Commonwealth}}, volume = {108}, issn = {0035-8533}, url = {https://doi.org/10.1080/00358533.2019.1634891}, doi = {10.1080/00358533.2019.1634891}, abstract = {Modern Information and Communication Technologies (ICTs) have increasingly been used in education systems and for learning across the world over the last quarter of a century, and are frequently seen as being an important means of delivering the Sustainable Development Goals (SDGs), especially SDG4. However, rhetoric about their potential benefits has often led to uncritical adoption of inappropriate and costly technologies, that have not benefited the poorest and most marginalised. This contribution explores likely uses of such technologies in Commonwealth education systems in the future, and what needs to be done so that these do indeed benefit everyone, rather than just the privileged with access to the latest technologies. It begins with an overview of existing Commonwealth initiatives, and then explores how ICT use for learning throughout the life-cycle is likely to change over the next decade. The next section suggests how Commonwealth organisations can best support governments and citizens in ensuring equitable distribution of relevant learning opportunities and mitigating the negative aspects of technology use. In conclusion, it advocates for the need to focus especially on the poorest and most marginalised, and it highlights the challenges of a future in which machines and humans are ever more intertwined.}, number = {4}, urldate = {2019-10-08}, journal = {The Round Table}, author = {Unwin, Tim}, month = jul, year = {2019}, note = {shortDOI: 10/gf9kk8 KerkoCite.ItemAlsoKnownAs: 10.1080/00358533.2019.1634891 10/gf9kk8 2339240:LBNLWGJJ 2405685:EJDDKWXT}, keywords = {Commonwealth, Education, Qualitative Research, commentary, future, marginalisation, technology}, pages = {447--458}, } @techreport{unterhalter_interventions_2014, address = {London}, title = {Interventions to enhance girls' education and gender equality: {Education} rigorous literature review}, url = {https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Girls'%20education%202014%20Unterhalter%20report.pdf?ver=2015-12-08-165815-117}, institution = {Department for International Development}, author = {Unterhalter, Elaine and North, Amy and Arnot, Madeleine and Lloyd, Cynthia and Moletsane, Lebo and Murphy-Graham, Erin and Parkes, Jenny and Saito, Mioko}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GSN37EPX 2405685:MJFFTV6X}, } @techreport{unterhalter_transforming_2012, type = {Report}, title = {Transforming education for girls in {Tanzania} and {Nigeria}: {Cross} country analysis of endline research studies}, copyright = {open}, shorttitle = {Transforming {Education} for {Girls} in {Tanzania} and {Nigeria}}, url = {https://discovery.ucl.ac.uk/id/eprint/10018923/}, abstract = {This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice.}, language = {eng}, urldate = {2021-01-19}, institution = {ActionAid}, author = {Unterhalter, Elaine and Heslop, Jo}, year = {2012}, note = {Num Pages: 18 Publication Title: ActionAid KerkoCite.ItemAlsoKnownAs: 2339240:4FGB56K3 2405685:53CECDLI}, } @misc{university_246_2010, title = {246 6 {Accessibility} and {Utilization} of {ICTs} {Among} {Secondary} {School} {Teachers} in {Kenya}}, url = {/paper/246-6-ACCESSIBILITY-AND-UTILIZATION-OF-ICTS-AMONG-University/5be038cebb212a2c01d4ce3f25cc02ba3c5beec9}, abstract = {This paper looks at levels of access and extent of use of Information and Communication Technologies (ICTs) among teachers in selected Kenyan secondary schools. For the past few years, an assortment of ICTs such as computers, lap tops, projectors, printers, e-blackboards and mobile phones have been available to teachers for use in integration of teaching and learning in schools. The paper attempts to establish how many teachers have access to the schools’ computers, their ICT literacy skills level and the level of ICT integration in subjects taught. The findings show that the use of ICT and its integration in the teaching and learning in secondary education is getting more widespread; and increasingly used among teachers as a means of communication and for information searching. Access rates for teachers have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies have been suggested on how to utilize ICT to improve educational outcomes and recommendations given, on issues that touch on ICT access and infrastructure; human resources and training, policy environment, financing and ICT investment, curriculum development and locally relevant content.}, language = {en}, urldate = {2021-03-23}, author = {University, G.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FR7DD5E8 2405685:8Z2L4L66}, } @misc{university_of_melbourne_university_2017, title = {University of {Melbourne} to issue recipient-owned blockchain records}, url = {https://www.unimelb.edu.au/newsroom/news/2017/october/university-of-melbourne-to-issue-recipient-owned-blockchain-records}, author = {University of Melbourne}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZYEUR4P3 2405685:PUAUNHCB}, } @misc{university_of_cambridge_oer4schools_2015, title = {The {OER4Schools} {Professional} {Learning} {Resource}}, url = {https://oer.educ.cam.ac.uk/wiki/OER4Schools}, author = {University of Cambridge}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8ZWGJ8CR 2405685:TTUA28K9}, } @techreport{universalia_final_2019, title = {Final {Report} - {SENEGAL}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-04-summative-evaluation-of-gpe-country-level-support-to-education-senegal.pdf}, language = {en}, author = {Universalia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QHLV2XP3}, pages = {161}, } @techreport{united_states_embassy_in_nigeria_nigeria_2012, title = {Nigeria {Fact} {Sheet}}, url = {https://photos.state.gov/libraries/nigeria/487468/pdfs/Nigeria%20overview%20Fact%20Sheet.pdf}, urldate = {2020-07-07}, author = {United States Embassy in Nigeria}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:65X2HYUP}, } @misc{united_nations_general_assembly_general_2018, title = {General {Assembly} {Designates} 7 {April} {International} {Day} of {Reflection} on 1994 {Genocide} against {Tutsi} in {Rwanda}, {Amending} {Title} of {Annual} {Observance} {\textbar} {Meetings} {Coverage} and {Press} {Releases}}, url = {https://www.un.org/press/en/2018/ga12000.doc.htm}, urldate = {2020-08-26}, journal = {United Nations: Media Coverage and Press Releases}, author = {{United Nations General Assembly}}, month = jan, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:YYZVG5YV}, } @misc{unicourses_myunisa_2018, title = {{MyUnisa} {Digi}-{Band}}, url = {https://unicourses.co.za/myunisa-digi-band/}, abstract = {The my Unisa Digi-band is a device that allows students to store an offline, yet updatable , copy of their myUnisa group site on a flash drive}, language = {en-US}, urldate = {2020-08-16}, journal = {University Courses}, author = {{unicourses}}, month = jul, year = {2018}, note = {Section: MyUNISA KerkoCite.ItemAlsoKnownAs: 2405685:8YQA3IFU}, } @misc{unicef_assistive_2015, title = {Assistive {Technology} for {Children} with {Disabilities}: {Creating} {Opportunities} for {Education}, {Inclusion} and {Participation} {A} discussion paper}, url = {https://www.unicef.org/disabilities/files/Assistive-Tech-Web.pdf}, urldate = {2020-01-23}, publisher = {WHO}, author = {UNICEF and WHO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9UTPS624 2405685:DPLSVVT4}, } @techreport{unicef_monitoring_2016, address = {Geneva}, title = {Monitoring {Education} {Participation}: {Framework} for {Monitoring} {Children} and {Adolescents} who are {Out} of {School} or at {Risk} of {Dropping} {Out}}, url = {http://uis.unesco.org/sites/default/files/documents/monitoring-education-participation.pdf}, number = {Volume 1}, urldate = {2020-11-10}, institution = {UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States}, author = {{UNICEF} and {UNESCO Institute for Statistics}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EMDB5K4K}, } @techreport{unicef_global_2018, title = {Global {Initiative} on {Out}-of-{School} {Children}: {Tanzania} {Country} {Report}}, url = {https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf}, author = {UNICEF and Government of Tanzania and UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4BFXL5NI 2405685:IRZRMTPE}, } @techreport{unicef_punjab_2018, title = {Punjab: {Multiple} {Indicator} {Cluster} {Survey} 2016/17}, url = {https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Pakistan%20%28Punjab%29/2017-2018/Survey%20findings/MICS%20SFR_Final_English.pdf}, author = {UNICEF and Government of Punjab}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7W8AP5X9 2405685:XK4IAVDW}, } @techreport{unicef_khyber_2018, title = {Khyber {Pakhtunkhwa}: {Multiple} {Indicator} {Cluster} {Survey} 2016/17}, url = {https://mics-surveys-prod.s3.amazonaws.com/MICS5/South%20Asia/Pakistan%20%28Khyber%20Pakhtunkhwa%29/2016-2017/Final/Pakistan%202016-17%20MICS%20%28Khyber%20Pakhtunkhwa%29%20Final%20Report_English.pdf}, author = {UNICEF and Government of Khyber Pakhtunkhwa}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QHN39WFF 2405685:IJITUQF4}, } @techreport{unicef_tanzania_education_2018, title = {Education budget brief 2018: {Tanzania}}, url = {https://www.unicef.org/tanzania/media/1236/file/UNICEF-Tanzania-2018-Education-Budget-Brief.pdf}, urldate = {2021-01-30}, institution = {UNICEF}, author = {UNICEF Tanzania}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:49BTPG9F 2405685:2ZZD2LFN}, } @misc{unicef_sudan_learning_2017, title = {Learning {Director}'s {Training} {Manual}}, author = {{UNICEF Sudan}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NNQ3CEBF 2405685:RDU7FPCF}, } @misc{unicef_sudan_learning_2017, title = {Learning directors toolbox}, author = {{UNICEF Sudan}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CMXS8ZMI 2405685:RNBJZZFD}, } @techreport{unicef_rosa_gender_2018, title = {Gender {Responsive} {Communication} for {Development}: {Guidance}, {Tools} and {Resources}}, url = {https://www.unicef.org/rosa/media/1786/file}, author = {UNICEF ROSA}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A9LXC4RW 2405685:EU6MP9JM}, } @techreport{unicef_esaro_social_2016, title = {A social and behaviour change agenda for inclusion and equity in education}, url = {https://www.unicef.org/esa/media/1756/file/UNICEF-ESA-2016-Program-Brief-Education-Inclusion.pdf}, urldate = {2022-02-23}, author = {UNICEF ESARO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RND853QN 2405685:6PBKDWDI}, } @misc{unicef_eastern_and_southern_africa_region_addressing_2016, title = {Addressing social norms and gender in support of equity in education}, url = {https://www.unicef.org/esa/media/1741/file/UNICEF-ESA-2016-Program-Brief-Education-Social-Norms.pdf}, urldate = {2021-10-07}, author = {{UNICEF Eastern and Southern Africa Region}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SG6H9W5B 2405685:DAVJ78NX}, } @techreport{unicef_child_2010, address = {New York}, title = {Child disciplinary practices at home: evidence from a range of low- and middle-income countries}, shorttitle = {Child disciplinary practices at home}, url = {https://data.unicef.org/resources/child-disciplinary-practices-at-home-evidence-from-a-range-of-low-and-middle-income-countries/}, abstract = {The UNICEF report on Child Disciplinary Practices at Home addresses the development of a national research agenda on violence against children across settings where violence occurs.}, language = {en-US}, urldate = {2022-03-12}, author = {{UNICEF}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F5YZWV5X 2405685:QD3QIADQ}, } @techreport{unicef_child_2011, title = {Child {Safety} {Online}: {Global} challenges and strategies}, shorttitle = {Child {Safety} {Online}}, url = {https://www.unicef-irc.org/publications/650-child-safety-online-global-challenges-and-strategies.html}, abstract = {The Internet, mobile phones and other electronic media provide children and young people with levels of access to information, culture, communication and entertainment impossible to imagine just 20 years ago. With many of their extraordinary benefits}, language = {en}, urldate = {2022-06-20}, institution = {Innocenti Publications}, author = {UNICEF}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J7VDW7KX 2339240:L8PZGXME 2405685:7QGM7K3Z 2405685:BDPZFDTK}, } @misc{unicef_day_2016, title = {Day of the {Girl} {Child} - 2016}, url = {https://weshare.unicef.org/CS.aspx?VP3=SearchResult&ALID=2AMZIFM2ONZ}, urldate = {2021-10-07}, author = {{UNICEF}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YPVKV9FR 2405685:ITLXFDVB}, } @techreport{unicef_digital_2019, title = {Digital literacy for children — 10 things to know}, url = {https://www.unicef.org/globalinsight/documents/digital-literacy-children-10-things-know}, abstract = {Digital literacy goes beyond technical know-how. It refers to the knowledge, skills and attitudes that allow children to be both safe and empowered in an increasingly digital world. This encompasses their play,  participation, socializing, searching and learning through digital technologies. What constitutes digital literacy will vary according to children’s age, local culture and context.   Children need to be digitally literate even when they are not online. Facial scanning and artificial intelligence-based profiling increasingly affect children’s lives. Children’s schooling, social welfare and future job opportunities may depend on how well they understand the digital world around them.   Digital literacy is a growing part of any approach to skills development. It features in UNICEF’s framework which seeks to prepare children and adolescents for school, work and life. In addition to digital literacy, other interconnected skills for UNICEF are: foundational skills (literacy and numeracy); transferable skills (also known as life skills, 21st-century skills or soft skills); and job-specific skills (technical and vocational skills).   Tools to develop and assess digital literacy are proliferating. A number of digital competence frameworks have been developed by both international agencies and companies. Frameworks are a necessary starting point as they define the boundaries of what constitutes digital literacy and inform curricula and assessments. Despite using a range of labels (e.g. digital literacy, skills, citizenship), they broadly converge around the idea of a set of competencies that include technical as well as transferable skills, such as communication and problem solving.   Yet most existing tools place little emphasis on children. Digital literacy definitions usually focus on citizens of all ages and not on children specifically. UNICEF believes there is a need to focus more on digital literacy for children, who have unique needs. In this area, there is a slow change from a risk and safety paradigm towards rights-based approaches that favour expression, play and development.   Few programmes operate at scale or have been evaluated for impact. One contributing factor is the lack of global consensus and standards that makes it difficult for governments and other stakeholders to design and implement comparative and cost-effective initiatives, especially within developing countries.   Similarly, UNICEF programmes would benefit from greater coordination. While UNICEF has delivered a range of digital literacy programmes at the request of governments, a survey of 40 initiatives carried out by 37 Country Offices shows they are not well coordinated with each other, and knowledge is not systematically generated or shared about efficacy and impact.   Implementing digital literacy is not easy. According to the Country Offices surveyed, key barriers to digital literacy programming are: lack of teachers’ and trainers’ capacity; lack of ICT infrastructure; low connectivity (especially for remote areas); and a lack of understanding from decision-makers. The Country Offices are asking for policy development support, digital literacy frameworks, curriculum guidelines and practical tools, such as training manuals and toolkits.   Some existing digital literacy frameworks or tools suit UNICEF well. These include the DigComp framework of the European Commission and the Digital Kids Asia-Pacific framework developed by the UNESCO Asia and Pacific Regional Office in Bangkok. If using existing digital literacy frameworks, UNICEF can add value by focusing on children.   Digital literacy programmes should be context-driven. Implementing digital literacy programmes effectively requires more than simply importing a good programme from elsewhere. Beyond choosing a framework, an integrated approach to digital literacy involves undertaking a preliminary diagnostic review of the local context, developing operationalization guidelines and conducting impact assessments.}, language = {en}, urldate = {2022-04-24}, author = {{UNICEF}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DAVC5T72 2405685:LGV5JGFE}, } @techreport{unicef_early_2019, title = {Early {Literacy} and {Multilingual} {Education} in {South} {Asia}}, url = {https://www.unicef.org/rosa/media/3036/file/Early%20literacy%20and%20multilingual%20education%20in%20South%20Asia.pdf}, author = {UNICEF}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YPILCB6K 2405685:BIML6DRG}, } @techreport{unicef_every_2019, title = {Every child learns: {UNICEF} education strategy 2019–2030}, url = {https://www.unicef.org/reports/UNICEF-education-strategy-2019-2030}, abstract = {UNICEF education strategy 2019–2030}, language = {en}, urldate = {2021-07-22}, author = {UNICEF}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ZGVZ22B 2405685:LTZFWSMN}, } @techreport{unicef_every_2019, address = {New York, NY}, title = {Every child learns: {UNICEF} education strategy 2019-2030}, url = {https://www.unicef.org/media/59856/file/UNICEF-education-strategy-2019-2030.pdf}, institution = {United Nations Children's Fund}, author = {UNICEF}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3EKFXYT2 2405685:4FYKRPLC}, } @misc{unicef_ghana_2018, title = {Ghana ({GHA}) - {Demographics}, {Health} \& {Infant} {Mortality}}, url = {https://data.unicef.org/country/gha/}, journal = {UNICEF DATA}, author = {{UNICEF}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WD54HQ5J 2405685:CHPXFS6Y}, } @misc{unicef_girlforce_2018, title = {{GirlForce}: {Skills}, education and training for girls now}, shorttitle = {{GirlForce}}, url = {https://data.unicef.org/resources/girlforce-brochure/}, abstract = {A generation of girls risk being left outside the labour force or trapped in vulnerable or low quality employment, due to a lack of skills, absence of quality jobs, and gendered expectations of their roles as caregivers. The brochure uses the most recent data to call attention to the fact that despite significant investment by the global community in the education of girls, girls are not moving into the workforce in high numbers.}, language = {en-US}, urldate = {2021-12-31}, journal = {UNICEF DATA}, author = {{UNICEF}}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SKDPTTBR 2405685:4MV2C9LG}, } @misc{unicef_human_2018, title = {Human {Centred} {Design} ({HCD})}, url = {https://www.unicef.org/innovation/hcd}, abstract = {Creating solutions for children using the Human Centred Design approach}, language = {en}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T5LVBKBU 2405685:YXJKZA5U}, } @misc{unicef_human_2011, title = {Human {Rights}-based {Approach} to {Programming}}, url = {https://sites.unicef.org/policyanalysis/rights/}, abstract = {A human rights-based approach is a conceptual framework for the process of human development that is normatively based on international human rights standards and operationally directed to promoting and protecting human rights.}, urldate = {2022-04-28}, journal = {UNICEF}, author = {{UNICEF}}, month = oct, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q4BNRITK 2405685:V424BQ63}, } @techreport{unicef_including_2019, title = {Including {Everyone} {Strengthening} the {Collection} and {Use} of {Data} {About} {Persons} with {Disabilities} in {Humanitarian} {Situations}}, url = {https://data.unicef.org/resources/including-everyone-strengthening-the-collection-and-use-of-data-about-persons-with-disabilities-in-humanitarian-situations/}, author = {UNICEF}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4ACZGLC4 2405685:LPKBXGZH}, } @techreport{unicef_joint_2019, type = {Final {Evaluation} {Report}}, title = {Joint {Evaluation} of {Myanmar} {Non}-{Formal} {Middle} {School} {Education}-{Equivalency} {Pilot} {Programme}}, url = {https://www.unicef.org/evaldatabase/files/Myanmar_NFMSE_Evaluation_Final_Report_2019.pdf}, urldate = {2020-08-31}, institution = {UNICEF}, author = {UNICEF}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DJDVLBPV 2405685:E4Z8N6RR}, } @misc{unicef_ministry_2017, title = {Ministry of {Education} joins {UN} in launching {Back} to {School} campaign}, url = {https://www.unicef.org/lebanon/press-releases/ministry-education-joins-un-launching-back-school-campaign}, abstract = {The Ministry of Education and Higher Education and UN Agencies launch this year’s Back to School campaign celebrating school heroes.}, language = {en}, urldate = {2020-08-18}, author = {UNICEF}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3235DFU2 2405685:WLUHIHF2}, } @techreport{unicef_multiple_2019, title = {Multiple {Indicator} {Cluster} {Survey} {Findings} {Report}: {Zimbabwe}}, url = {https://www.unicef.org/zimbabwe/media/2536/file/Zimbabwe%202019%20MICS%20Survey%20Findings%20Report-31012020_English.pdf}, urldate = {2020-06-27}, author = {UNICEF}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:XBYY45NG}, } @techreport{unicef_out--school_2013, title = {Out-of-{School} {Children} in the {Balochistan}, {Khyber} {Pakhtunkhwa}, {Punjab} and {Sindh} {Provinces} of {Pakistan}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/pakistan-oosc-report-2013-en.pdf}, author = {UNICEF}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LLT687MS 2405685:WUSWNI3X}, } @misc{unicef_raising_2018, title = {Raising {Learning} {Outcomes}: the opportunities and challenges of {ICT} for learning}, url = {https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/UNICEF-AKF-IU-2018-ICT-Education-WCAR-ESAR-Appendix2.pdf}, urldate = {2021-12-21}, author = {{UNICEF}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LNSWMQXE 2405685:CKNQ44SZ}, } @techreport{unicef_raising_2018, title = {Raising learning outcomes : the opportunities and challenges of {ICT} for learning - {Appendix} {II}}, url = {https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/UNICEF-AKF-IU-2018-ICT-Education-WCAR-ESAR-Appendix2.pdf}, urldate = {2020-07-18}, author = {UNICEF}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UJDD2YKJ}, } @misc{unicef_revised_2018, title = {Revised {Evaluation} {Policy} of {UNICEF}}, url = {https://www.unicef.org/evaluation/media/1411/file/Revised%20Policy%202018%20(Interactive).pdf}, urldate = {2022-04-25}, author = {{UNICEF}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VVWZ9GCS 2405685:43DILDZZ}, } @techreport{unicef_sierra_2017, title = {Sierra {Leone} {Multiple} {Indicator} {Cluster} {Survey}}, url = {https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf}, urldate = {2020-06-25}, author = {UNICEF}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6T7FE548}, } @book{unicef_situation_2014, address = {Dhaka}, title = {Situation analysis on children with disabilities in {Bangladesh} 2014}, isbn = {978-984-8969-19-9}, language = {en}, publisher = {UNICEF Bangladesh}, editor = {UNICEF}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8PZV39B2 2405685:N5JYZLXV}, keywords = {Bangladesh, Children with disabilities}, } @techreport{unicef_out--school_2018, address = {New York}, title = {The {Out}-of-{School} {Children} {Initiative} ({OOSCI})}, url = {https://www.unicef.org/evaldatabase/files/Formative_Evaluation_of_the_Out-of-School_Children_Initiative_OOSCI.pdf}, number = {Evaluation Report, February 2018}, urldate = {2020-01-23}, institution = {UNICEF}, author = {UNICEF}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9WQBZ8CN 2405685:YGK8YT6I}, } @misc{unicef_state_2015, title = {The {State} of the {World}’s {Children} 2015}, url = {https://sowc2015.unicef.org/}, language = {en-US}, urldate = {2021-12-31}, journal = {The State of the World’s Children 2015: Reimagine the future}, author = {{UNICEF}}, month = nov, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IBR4DL2A 2405685:UPD2FIB9}, } @misc{unhcr_vasyr_2017, title = {{VASYR} 2017: {Vulnerability} {Assessment} of {Syrian} {Refugees} in {Lebanon} - {Lebanon}}, shorttitle = {{VASYR} 2017}, url = {https://reliefweb.int/report/lebanon/vasyr-2017-vulnerability-assessment-syrian-refugees-lebanon}, abstract = {English Assessment on Lebanon about Coordination, Education and more; published on 15 Dec 2017 by UNHCR, UNICEF and 2 other organizations}, language = {en}, urldate = {2020-09-29}, journal = {ReliefWeb}, author = {UNHCR and UNICEF and WFP}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MWTUTINK 2405685:MJ4CQADU}, } @misc{unhcr_unhcr_2018, title = {{UNHCR} {Global} {Trends} 2018}, url = {https://www.unhcr.org/statistics/unhcrstats/5d08d7ee7/unhcr-global-trends-2018.html}, language = {en}, urldate = {2019-10-18}, journal = {UNHCR}, author = {{UNHCR}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YY746BJB 2405685:RMY4LZ2G KTRIE8EK}, } @misc{ungei_guidance_2018, title = {Guidance for developing gender-responsive education sector plans {\textbar} {Documents} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/content/guidance-developing-gender-responsive-education-sector-plans}, abstract = {The Guidance developed by GPE and UNGEI, with support from UNICEF, has been designed to help deliver on the commitment of the Sustainable Development Goals and Education 2030 to achieve gender equality in education. The tool will help developing countries put in place gender-sensitive policies, plans and learning environments, with a view to transform the way education systems function.}, language = {en}, urldate = {2022-02-01}, author = {UNGEI and {GPE} and {UNICEF}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3944PGWD 2405685:Y8VSWY9V}, } @techreport{unesco_more_2017, type = {Fact {Sheet}}, title = {More than {One}-{Half} of {Children} and {Adolescents} {Are} {Not} {Learning} {Worldwide}}, url = {http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf}, abstract = {This paper presents the first estimates for a key target of Sustainable Development Goal 4, which requires primary and secondary education that lead to relevant and effective learning outcomes. By developing a new methodology and database, the UIS has produced a global snapshot of the learning situation facing children and adolescents who are in school and out. The data show the critical need to improve the quality of education while expanding access to ensure that no one is left behind. The paper also discusses the importance of benchmarking and the concept of minimum proficiency levels.}, number = {46}, urldate = {2021-10-11}, institution = {UNESCO}, author = {{UNESCO} and {UIS}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6DUGFLZZ 2405685:XXKMEP2N 2534379:JTT2VS2Q}, } @incollection{unesco_technological_2011, address = {Paris}, title = {The {Technological}, {Economic}, and {Social} {Contexts} for {Educational} {ICT} {Policy}}, booktitle = {Transforming education: the power of {ICT} policies}, publisher = {UNESCO}, author = {UNESCO and Kozma, Robert B.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W6QPK38G 2405685:47SEME47}, pages = {3--18}, } @techreport{unesco-uis_new_2019, title = {New methodology shows that 258 million {Children}, {Adolescents} and {Youth} are out of school}, url = {http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf}, number = {Fact Sheet No. 56}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO-UIS}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VXZWG9VF 2405685:3NXMC26R}, } @misc{unesco_institute_for_statistics_6_2017, type = {{UNESCO} {Institute} for {Statistics} ({UIS})}, title = {6 out of 10 children and adolescents are not learning a minimum in reading and math}, url = {http://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math}, abstract = {New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....}, language = {eng}, urldate = {2019-10-18}, journal = {News, Sustainable Development Goals}, author = {{UNESCO Institute for Statistics}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FKXXB57A 2339240:RAUM4LW3 2405685:6JL699EJ 2405685:MX5FKZEQ 2405685:W4Z4CGM6 2534378:RREZYYRL 6JL699EJ RAUM4LW3}, } @techreport{unesco_institute_for_statistics_global_2014, title = {Global {Initiative} on {Out}-of-{School} {Children}: {Regional} {Report}, {West} and {Central} {Africa}}, url = {http://uis.unesco.org/sites/default/files/documents/out-of-school-children-west-central-africa-regional-report-education-2014-en.pdf}, urldate = {2020-06-22}, author = {UNESCO Institute for Statistics}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XBHKNRQL}, } @techreport{unesco_institute_for_statistics_ict_2016, title = {{ICT} in education statistics: shifting from regional reporting to global monitoring;progress made, challenges encountered, and the way forward}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245572}, urldate = {2020-05-08}, author = {UNESCO Institute for Statistics}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A4UYLKQ4 2405685:BGVXSVGS}, } @book{unesco_institute_for_statistics_information_2015, title = {Information and {Communication} {Technology} ({ICT}) in {Education} in sub-{Saharan} {Africa}: {A} comparative analysis of basic e-readiness in schools. {Information} {Paper} {No}. 25}, isbn = {978-92-9189-178-8}, shorttitle = {Information and {Communication} {Technology} ({ICT}) in {Education} in sub-{Saharan} {Africa}}, url = {http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-sub-saharan-africa-2015-en.pdf}, language = {en}, urldate = {2020-05-17}, publisher = {UNESCO Institute for Statistics}, author = {{UNESCO Institute for Statistics}}, month = aug, year = {2015}, doi = {10.15220/978-92-9189-178-8-en}, note = {shortDOI: 10/ghgnfg KerkoCite.ItemAlsoKnownAs: 10.15220/978-92-9189-178-8-en 10/ghgnfg 2405685:39HQ5W36 2405685:C49GKVD7}, } @techreport{unesco_institute_for_statistics_more_2017, type = {Fact {Sheet}}, title = {More {Than} {One}-{Half} of {Children} and {Adolescents} {Are} {Not} {Learning} {Worldwide}}, url = {http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf}, number = {46}, urldate = {2020-08-03}, author = {UNESCO Institute for Statistics}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z46N8L4J 2405685:CLD9CXJY}, } @techreport{unesco_institute_for_statistics_new_2019, title = {New methodology shows that 258 million children, adolescents and youth are out of school}, url = {http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf}, institution = {UNESCO Institute for Statistics}, author = {{UNESCO Institute for Statistics}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8NSWCYW9 2405685:G6XBUYV2}, } @misc{unesco_institute_for_statistics_sustainable_2018, title = {Sustainable {Development} {Goal} 4 : 4.a.1 {Proportion} of schools with access to basic facilities, all schools}, url = {http://data.uis.unesco.org/index.aspx?queryid=3483}, urldate = {2020-06-29}, author = {UNESCO Institute for Statistics}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ED23IPAV}, } @misc{unesco_institute_for_statistics_uis_2018, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2020-07-01}, author = {UNESCO Institute for Statistics}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D63GEHHY 2405685:IZ8998MR 2405685:WTPRBCKB}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{unesco_institute_for_statistics_uis_2018, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, urldate = {2020-07-01}, author = {UNESCO Institute for Statistics}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D63GEHHY 2405685:IZ8998MR 2405685:WTPRBCKB}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unesco_institute_for_statistics_uis_2018, title = {{UIS} {Statistics}}, url = {http://data.uis.unesco.org/#}, author = {UNESCO Institute for Statistics}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7M5AJBD8 2405685:6GUIM4K7}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{unesco-iiep_education_2014, title = {Education sector analysis methodological guidelines}, url = {https://www.globalpartnership.org/sites/default/files/uni-_esa_guide_en_vol1_batmd.pdf}, abstract = {The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in developing countries. Volume 1 of the guidelines discusses the context for the development of the education sector, enrollment, internal efficiency, out-of-school children, cost and financing, quality, system capacity and management, external efficiency and equity.}, language = {en}, number = {1}, urldate = {2021-06-23}, author = {{UNESCO-IIEP} and {World Bank} and {UNICEF} and {Global Partnership for Education}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JEZ8LW9X 2339240:R2HMFCUX 2405685:24DM6GFV 2405685:HCLG4ULQ}, } @techreport{unesco-iiep_education_2019, title = {Education sector analysis methodological guidelines. {Vol}. 2: {Sub}-sector specific analysis}, shorttitle = {Education sector analysis methodological guidelines. {Vol}. 2}, url = {https://www.iiep.unesco.org/en/publication/education-sector-analysis-methodological-guidelines-vol-2-sub-sector-specific-analysis}, abstract = {The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of the guidelines is to strengthen national capacities in order that Government teams can conduct education sector analyses with progressively less external support.}, language = {en}, number = {2}, urldate = {2022-12-29}, author = {{UNESCO-IIEP} and {World Bank} and {UNICEF} and {Global Partnership for Education}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BRN5TXIS}, } @misc{unesco_global_2018, title = {A {Global} {Framework} of {Reference} on {Digital} {Literacy} {Skills} for {Indicator} 4.4.2}, url = {http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F3FGM4MU 2405685:YTZK5L7Z}, } @techreport{unesco_guide_2017, address = {Paris, France}, title = {A guide for ensuring inclusion and equity in education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000248254}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MNRGCNLS 2405685:W3TNNLQB}, } @techreport{unesco_lifeline_2018, title = {A {Lifeline} to learning: leveraging mobile technology to support education for refugees}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000261278}, urldate = {2020-06-02}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EAK955WV 2405685:IEZPLWN9 2405685:JX9L4RWA}, } @techreport{unesco_lifeline_2018, title = {A {Lifeline} to learning: leveraging mobile technology to support education for refugees; 2018 - 261278eng.pdf}, url = {https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000261278&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_f0bd49d7-366c-45b4-b2bf-7cd143e6bc36%3F_%3D261278eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000261278/PDF/261278eng.pdf#%5B%7B%22num%22%3A29%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C0%2C671%2C0%5D}, urldate = {2020-06-04}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:483NMVU8}, } @techreport{unesco_access_2019, title = {Access to information: {A} {New} {Promise} for {Sustainable} {Development}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000371485}, urldate = {2022-06-14}, author = {UNESCO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TIQ7G37D 2405685:XQQP38SL}, } @techreport{unesco_analyzing_2017, title = {Analyzing and {Utilizing} {Assessment} {Data} for {Better} {Learning} {Outcomes}}, url = {https://img.asercentre.org/docs/Publications/Other%20Publications/analyzingandutilizingassessmentdataforbetterlearningoutcomes.pdf}, urldate = {2021-05-05}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G6ZY4973 2405685:9STIZJCN}, } @misc{unesco_broadband_2013, title = {Broadband “the missing link” in global access to education}, url = {https://en.unesco.org/news/broadband-%E2%80%9C-missing-link%E2%80%9D-global-access-education}, abstract = {New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development.}, language = {en}, urldate = {2020-09-24}, author = {UNESCO}, month = feb, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LFW4CTLN 2405685:6J5F2H5H}, } @misc{unesco_chile_2016, title = {Chile}, url = {http://uis.unesco.org/en/country/cl}, abstract = {...}, language = {eng}, urldate = {2022-06-06}, author = {UNESCO}, month = nov, year = {2016}, note = {Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:QLE4E9IH 2405685:P5XV58Y6}, } @misc{unesco_cracking_2017, title = {Cracking the code: girls' and women's education in science, technology, engineering and mathematics ({STEM}) - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000253479}, urldate = {2021-12-14}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZYAMHNPT 2405685:5BXPUUTA}, } @misc{unesco_education_2016, title = {Education 2030: {Incheon} {Declaration} and {Framework} for {Action} for the implementation of {Sustainable} {Development} {Goal} 4: {Ensure} inclusive and equitable quality education and promote lifelong learning}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245656}, urldate = {2019-10-23}, publisher = {UNESCO}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJCJGSAX 2339240:DAUTLPDE 2405685:PHY6NTZ3}, } @misc{unesco_education_2015, title = {Education {For} {All} national review: {Bangladesh}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000230507}, urldate = {2021-04-26}, author = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y6BD7X9X 2405685:MGHEJJ7F}, } @techreport{unesco_efa_2010, address = {Paris, France}, title = {{EFA} {Global} {Monitoring} {Report} 2010: {Reaching} the marginalized}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000186606}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GBLL8LEK 2405685:I3MDE3UF}, } @misc{unesco_enhancing_2017, title = {Enhancing {Liberia} {Teacher} {Education} {Project} through {ICT} {Pedagogy}}, url = {https://en.unesco.org/fieldoffice/abuja/teachereducation}, language = {en}, author = {UNESCO}, year = {2017}, note = {Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:MRS7JKBU 2405685:ZBXPPYDP}, } @misc{unesco_enhancing_2018, title = {Enhancing social inclusion through innovative mobile learning in {Uruguay}: case study by the {UNESCO}-{Fazheng} project on best practices in mobile learning - {UNESCO} {Biblioteca} {Digital}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000366324}, urldate = {2021-12-21}, author = {{UNESCO}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XAJJS9ZC 2405685:WU8A4HM4}, } @techreport{unesco_exploiter_2017, address = {Hamburg, Allemagne}, title = {Exploiter le potentiel des {TIC} : {Programmes} efficaces d'alphabétisation et de numératie utilisant la radio, la télévision, la téléphonie mobile, les tablettes et les ordinateurs}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000247467/PDF/247467fre.pdf.multi}, urldate = {2020-07-14}, institution = {UNESCO Institute for Lifelong Learning}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PWHDHPIG}, } @book{unesco_financing_2011, title = {Financing {Education} in sub-{Saharan} {Africa} : {Meeting} the {Challenges} of {Expansion}, {Equity} and {Quality}}, isbn = {978-92-9189-097-2}, shorttitle = {Financing {Education} in sub-{Saharan} {Africa}}, url = {http://uis.unesco.org/sites/default/files/documents/financing-education-in-sub-saharan-africameeting-the-challenges-of-expansion-equity-and-quality-en_0.pdf}, language = {en}, urldate = {2020-01-14}, publisher = {UNESCO Institute for Statistics}, author = {{UNESCO}}, year = {2011}, doi = {10.15220/978-92-9189-079-2-en}, note = {shortDOI: 10/ghgnfb KerkoCite.ItemAlsoKnownAs: 10.15220/978-92-9189-079-2-en 10/ghgnfb 2339240:EYQZXG2M 2405685:DSSCT5P9}, } @techreport{unesco_fixing_2015, title = {Fixing the {Broken} {Promise} of {Education} for {All}: {Findings} from the {Global} {Initiative} on {Out}-of-{School} {Children}}, author = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W7YWANUA}, } @techreport{unesco_global_2017, address = {Paris}, title = {Global {Education} {Monitoring} {Report} 2017/8: {Accountability} in education - meeting our commitments}, url = {https://en.unesco.org/gem-report/report/2017/accountability-education}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6ZCGI6X6 2405685:79FHCTA5}, } @techreport{unesco_global_2018, address = {Paris}, title = {Global education monitoring report, 2019: {Migration}, displacement and education: building bridges, not walls}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265866}, urldate = {2019-10-23}, institution = {UNESCO}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K99KZM4I 2405685:DNDZKA6X}, } @techreport{unesco_ict_2017, title = {{ICT} {Transforming} {Education} in {Africa}}, author = {UNESCO}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:XF84DCD2}, } @techreport{unesco_ict_2019, address = {France}, type = {Periodical}, title = {{ICT} {Transforming} {Education} in {Africa} {UNESCO}-{KFIT} project update, {January}-{March} 2019 - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000367858}, language = {EN}, number = {10069}, urldate = {2020-07-07}, institution = {UNESCO}, author = {{UNESCO}}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:E6JTI753}, pages = {13}, } @misc{unesco_if_2016, title = {If you don't understand, how can you learn?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243713}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z58YQUQS 2405685:A6SE7Z9X}, } @misc{unesco_if_2016, title = {If you don't understand, how can you learn?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243713}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z58YQUQS 2405685:A6SE7Z9X}, } @techreport{unesco_if_2016, address = {Paris}, title = {If you don't understand, how can you learn?}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000243713}, number = {Policy Paper 24}, institution = {UNESCO}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QK94J4GE 2405685:RN3HK9KQ}, } @techreport{unesco_incheon_2015, title = {Incheon {Declaration} and {Framework} for {Action} for the implementation of {Sustainable} {Development} {Goal} 4: {Ensure} inclusive and equitable quality education and promote lifelong learning opportunities for all}, url = {http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf}, author = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I73N2HK2 2405685:HAUSH5C6}, } @book{unesco_information_2013, title = {Information and {Communication} {Technology} ({ICT}) in {Education} in {Five} {Arab} {States}. {Information} paper}, isbn = {978-92-9189-127-6}, url = {http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-five-arab-states-a-comparative-analysis-of-ict-integration-and-e-readiness-in-schools-en_0.pdf}, language = {en}, publisher = {UNESCO Institute for Statistics}, author = {UNESCO}, year = {2013}, note = {OCLC: 7354004415 KerkoCite.ItemAlsoKnownAs: 2339240:KMAU59ZN 2405685:JXKRRG5B}, } @misc{unesco_measuring_2017, title = {Measuring {Gender} {Equality} in {Science} and {Engineering} : {The} {SAGA} {Toolkit}}, url = {https://repositorio.minedu.gob.pe/handle/20.500.12799/5727}, urldate = {2021-12-13}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RSVH2MRM 2405685:76CAR4GW}, } @techreport{unesco_mtb_2018, title = {{MTB} {MLE} resource kit: {Including} the excluded: promoting multilingual education}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000246278/PDF/246278eng.pdf.multi}, urldate = {2023-02-10}, institution = {UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific}, author = {{UNESCO}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6DDNXJL5 4042040:8ELXSA85}, } @misc{unesco_new_2019, title = {New {Methodology} {Shows} that 258 {Million} {Children}, {Adolescents} and {Youth} {Are} {Out} of {School}}, author = {{UNESCO}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DFK8M42B 4042040:6Q4K3URI}, } @misc{unesco_out--school_2016, title = {Out-of-{School} {Children} and {Youth}}, url = {https://uis.unesco.org/en/topic/out-school-children-and-youth}, abstract = {About 258 million children and youth are out of school, according to UIS data for the school year ending in 2018. The total includes 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age....}, language = {eng}, urldate = {2022-10-28}, author = {{UNESCO}}, month = nov, year = {2016}, note = {Last Modified: 2020-01-16 KerkoCite.ItemAlsoKnownAs: 2405685:6MYLJ6PF 4042040:MWCR7BIW}, } @misc{unesco_pricing_2015, title = {Pricing the right to education: the cost of reaching new targets by 2030 ({Education} for {All} {Global} {Monitoring} {Report}. {Policy} {Paper} 18; {July} 2015 update).}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000232197}, urldate = {2019-10-18}, author = {UNESCO}, year = {2015}, note = {UNESCO (2015) Pricing the right to education: The cost of reaching new targets by 2030. Education for All Global Monitoring Report, Policy Paper, no. 18. KerkoCite.ItemAlsoKnownAs: 2339240:ED2EZSXD 2405685:ZTNCL6FI}, } @misc{unesco_proportion_2018, title = {Proportion of schools with access to basic facilities, all schools}, url = {http://data.uis.unesco.org/index.aspx?queryid=3483}, urldate = {2020-06-25}, author = {UNESCO}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:ZV8MELAV}, } @misc{unesco_regional_2010, title = {Regional overview: {Latin} {America} and the {Caribbean}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000186524/PDF/186524eng.pdf.multi}, urldate = {2022-04-19}, author = {UNESCO}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EYU2PU5A 2405685:4W5YEBIW}, } @misc{unesco_right_2019, title = {Right to education handbook}, url = {https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000366556&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_2691991b-d5ca-4449-a0c6-0f638a350b19%3F_%3D366556eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000366556/PDF/366556eng.pdf#1474_19_ED_handbook_right_to_ED_INT_E.indd%3A.48984%3A499}, language = {English}, urldate = {2022-08-21}, publisher = {UNESCO}, author = {UNESCO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6YQ6VKH6 2405685:PFS3CXZ3}, } @techreport{unesco_supporting_2017, title = {Supporting teachers with mobile technology: lessons drawn from {UNESCO} projects in {Mexico}, {Nigeria}, {Senegal} and {Pakistan}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000251511}, urldate = {2020-12-09}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4IAYBJDP 2405685:STDAPH7E}, } @book{unesco_teaching_2014, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Teaching and learning: achieving quality for all}, isbn = {978-92-3-104255-3 92-3-104255-6}, shorttitle = {Teaching and learning}, url = {http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/}, language = {English}, publisher = {UNESCO Publishing}, author = {{UNESCO}}, editor = {Rose, Pauline}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DVL44GZ9 2405685:P42UPESW Global Monitoring Report}, keywords = {AWP2, AWP2-actual, CitedIn:AKFC, CitedIn:OER4S-TPE-HHH2, CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, EfA, GMR, RPF-May-2016}, } @misc{unesco_world_2019, title = {The world is off track in achieving the global education goal, {SDG4}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000368935}, urldate = {2019-10-18}, publisher = {UNESCO}, author = {UNESCO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MY93PCGX 2405685:UVVIK4X9}, } @misc{unesco_world_2016, title = {The world needs almsot 69 million new teachers tp reach the 2030 education goals ({UIS} {Fact} {Sheet} n. 39)}, url = {http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost-69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf}, publisher = {UNESCO}, author = {UNESCO}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y4UIYEHI 2405685:TC8PNFAI}, } @misc{unesco_training_2019, title = {Training {Trainers} on {Gender} {Responsive} {Pedagogy} {\textbar} {UNESCO}-{IICBA}}, url = {http://www.iicba.unesco.org/?q=node/337}, urldate = {2021-06-11}, author = {UNESCO}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:89V62T8K 2405685:6D3Y4NWN}, } @techreport{unesco_unesco_2018, title = {{UNESCO} {Competency} {Framework} for {Teachers} {Version} 3.}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265721}, urldate = {2021-03-04}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LVCY3IUH 2405685:XCXJLMM8}, } @techreport{unesco_unesco_2018, address = {Paris}, title = {{UNESCO} {ICT} {Competency} {Framework} for {Teachers}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265721}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZPQ2D4G4 2405685:NK8TPJ4U}, } @techreport{unesco_unesco_2018, title = {{UNESCO} {ICT} competency framework for teachers version 3}, shorttitle = {{UNESCO} {ICT} {Competency} {Framework} for {Teachers}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000265721}, abstract = {UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed]}, language = {en}, author = {{UNESCO}}, year = {2018}, note = {OCLC: 1159401124 KerkoCite.ItemAlsoKnownAs: 2339240:W9EGCLNP 2405685:MVMETXA2}, keywords = {auto\_merged}, } @book{unesco_unesco_2018, title = {{UNESCO} {ICT} {Competency} {Framework} for {Teachers}: version 3.}, isbn = {978-92-3-100285-4}, shorttitle = {{UNESCO} {ICT} {Competency} {Framework} for {Teachers}}, abstract = {UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed]}, language = {en}, author = {{UNESCO}}, year = {2018}, note = {OCLC: 1159401124 KerkoCite.ItemAlsoKnownAs: 2339240:3NK2YLT8 2405685:NCYG7P2A}, } @book{unesco_unesco_2011, title = {{UNESCO} {ICT} {COMPETENCY} {FRAMEWORKFOR} {TEACHERS}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000213475}, publisher = {UNESCO}, author = {UNESCO}, year = {2011}, note = {zotzenLib.CopiedFrom: 2339240:MVI5VWVN KerkoCite.ItemAlsoKnownAs: 2339240:MVI5VWVN 2405685:4MAR8W2A}, keywords = {⛔ No DOI found}, } @misc{unesco_unesco_2019, title = {{UNESCO} schools give hope to {Syrian} refugees in {Lebanon}}, url = {https://en.unesco.org/news/unesco-schools-give-hope-syrian-refugees-lebanon}, abstract = {“Enrolling in this school gave me hope,” says Asma Al Ahmad who fled the conflict in the Syrian Arab Republic and found refuge in the Bekaa region of Lebanon. The 16-year-old girl was deprived of education for two years, living in a refugee camp in Saadnayel. Last year, she was offered the opportunity to resume her education at a middle school established by UNESCO to provide educational complementary support programmes for young displaced Syrians. "I hope I will have a future and succeed in life, she says.}, language = {en}, urldate = {2020-09-22}, author = {UNESCO}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HNS7B2C2 2405685:FLTIDLD3}, } @misc{unesco_unesco_2013, title = {{UNESCO} {\textbar} {Statistics} on {Radio}}, url = {http://www.unesco.org/new/en/unesco/events/prizes-and-celebrations/celebrations/international-days/world-radio-day-2013/statistics-on-radio/}, urldate = {2020-07-14}, author = {UNESCO}, year = {2013}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:XHCDHLWU}, } @misc{unesco_what_2019, title = {What makes a good classroom? {New} {UIS} data on school conditions}, shorttitle = {What makes a good classroom?}, url = {https://en.unesco.org/news/what-makes-good-classroom-new-uis-data-school-conditions}, abstract = {New data from the UNESCO Institute for Statistics (UIS) reveal serious disparities in the schooling conditions facing children and teachers – from access to electricity, clean drinking water and single sex-toilets to Internet access and computers. Classroom conditions are key in providing a quality education for all. For children who struggle to enrol in school, for example due to poverty or discrimination on the grounds of gender or disability, poor school conditions can further undermine their chances of a quality education. What are the new data looking at?}, language = {en}, urldate = {2020-11-25}, journal = {UNESCO}, author = {{UNESCO}}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4DRK8RBZ 2405685:PT5I7FT5}, } @techreport{unesco_world_2011, title = {World {Data} on {Education}: {Bhutan}}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bhutan.pdf}, author = {{UNESCO}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CWJSELZ2}, } @misc{unesco_worldreader_2014, title = {Worldreader - {Data} on {Mobile} {Reading} in {Africa} and {Asia}}, url = {https://www.worldreader.org/learnings/mobile-reading/}, abstract = {See pie charts, graphs, and more from UNESCO's report on Worldreader's users. Study conducted in partnership with Nokia.}, language = {en-US}, urldate = {2022-05-25}, journal = {Worldreader}, author = {UNESCO}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z3AW9RCX 2405685:FG7YCHIZ}, } @techreport{unesco_youth_2012, address = {Paris, France}, title = {Youth and skills: {Putting} education to work}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000218003}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {UNESCO}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3EUDIQ9U 2405685:R2TILTNN}, } @book{unesco_youth_2012, title = {Youth and skills: putting education to work, {EFA} global monitoring report, 2012}, copyright = {CC BY-SA 3.0 IGO}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000218003}, language = {EN}, urldate = {2020-09-18}, author = {{UNESCO}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N8AHZTDF 2534378:ESWRX9FN}, } @techreport{uneca_final_2015, type = {Conference {Paper}}, title = {Final {Version} adopted by the {High} {Level} {Conference} on {Data} {Revolution} – {A} side event of the 8th {AU}-{ECA} {Conference} of {Ministers}}, url = {https://www.cgdev.org/sites/default/files/Africa-Data-Consensus.pdf}, language = {English}, urldate = {2022-04-01}, institution = {United Nations Economic Commission for Africa}, author = {UNECA}, month = mar, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:476PRYPF 2405685:T842KJLB}, } @techreport{undp_human_2018, title = {Human {Development} {Indices} and {Indicators}: 2018 {Statistical} {Update}: {Senegal}}, language = {en}, author = {UNDP}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ENN9MWVG}, } @techreport{undp_inequalities_2019, title = {Inequalities in {Human} {Development} in the 21st {Century}}, url = {https://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/RWA.pdf}, author = {UNDP}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V6TNP72D 2405685:9TDAZW6S}, } @techreport{undp_inequalities_2019, title = {Inequalities in {Human} {Development} in the 21st {Century}, {Ghana}}, url = {http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/GHA.pdf}, urldate = {2020-06-23}, author = {UNDP}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:HDRIMSCU}, } @techreport{undp_inequalities_2019, type = {Human {Development} {Report}}, title = {Inequalities in {Human} {Development} in the 21st {Century}, {Kenya}}, url = {http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/KEN.pdf}, urldate = {2020-07-01}, author = {UNDP}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:392IVFST}, } @techreport{undp_inequality_2019, title = {Inequality in {Human} {Development} in the 21st {Century}, {Jordan}}, url = {http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/JOR.pdf}, urldate = {2020-06-30}, author = {UNDP}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3EEM6V4S}, } @misc{un_sustainable_2019, title = {Sustainable {Development} {Knowledge} {Platform}}, url = {https://sustainabledevelopment.un.org/}, urldate = {2019-10-23}, author = {UN}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XX8K6IWH 2405685:8JT6YXRS 8JT6YXRS}, } @article{ullah_impacts_2014, title = {The impacts of electronic media on academic performance of female student}, volume = {2}, issn = {2348 0386}, url = {http://ijecm.co.uk/wp-content/uploads/2014/09/2922.pdf}, abstract = {This study investigates the impacts of electronic media on academic performance of female students in university of agriculture Peshawar Pakistan using questionnaire as a tool for obtaining data while Frequencies distribution of data was conducted to know comprehensively about data layout. It targeted 152 female students between 20 to 25 years age. The study recorded the respondent’s consumption patterns, level of viewing, preferred channels, favorite watching time, respondents residents pattern and marital status. Two third of the sample size opined that electronic media help in cognitive development of students. Furthermore majority of the respondents 105(59.0\%) believed that electronic media help in solving academic problems of the students. Apart from these positive effects negative impacts of electronic media outweigh the positive impacts; like 80.2\% of the respondents argued that electronic media negatively affect female academic performance. Similarly a sizable sample size were of the view that electronic media leads young female towards delinquencies. 120 (78/9\%) disclosed that excessive use of electronic media cause low academic grades. This study recommended that female viewers are required to be alert regarding the use of electronic media. Efforts should be made for the enhancement of media literacy at mass level. There is need for improving the quality of programs contents for student’s especially female viewers. Keywords: Electronic media, performance, literacy, academic performance}, number = {9}, journal = {International Journal of Economics, Commerce and Management}, author = {Ullah, Shakir and Ali, Madad and Nisar, Muhammad and Farid, Tahir and Ali, Iqtidar and Alam, Sadiq}, month = sep, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3QJJBBMD 2405685:4AC8WZQC}, keywords = {⛔ No DOI found}, } @techreport{ukfiet_research_2019, title = {Research on children with disabilities influences education policy in {Pakistan}}, url = {https://www.ukfiet.org/2019/research-on-children-with-disabilities-influences-education-policy-in-pakistan/}, abstract = {This impact story was written and produced by the Impact Initiative for International Development Research – a collaboration between the REAL Centre, University of Cambridge and the Institute of Development Studies, University of Sussex. You can download and read the full impact story here.  According to new research generated by the Research for Equitable Access […]}, language = {en-GB}, urldate = {2021-02-15}, institution = {UKFIET: The Education and Development Forum}, author = {UKFIET and Education, 2019 {\textbar} and Disabilities {\textbar} 0}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HLAR6CJT 2405685:PEJWTXNK}, } @misc{uk_data_protection_act_data_2018, title = {Data {Protection} {Act} 2018}, url = {https://www.legislation.gov.uk/ukpga/2018/12/contents/enacted}, language = {eng}, urldate = {2022-06-14}, author = {UK Data Protection Act}, year = {2018}, note = {Publisher: Queen's Printer of Acts of Parliament KerkoCite.ItemAlsoKnownAs: 2339240:HNU89ZMS 2405685:JDHA3K3Q}, } @misc{uis_out_2014, title = {Out of school children}, url = {http://uis.unesco.org/apps/visualisations/oosci-data-tool/index-en.html#en/cover}, abstract = {Millions of children are excluded from school because of poverty, gender and where they live. Closing the gap is vital if we are to achieve Education for All. Data from the Initiative on Out-of-School Children explains: on.unesco.org/oosci-global}, language = {en}, urldate = {2020-01-27}, author = {UIS}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W3W568QG 2405685:REV73QTI REV73QTI}, } @misc{uis_sustainable_2019, type = {Database}, title = {Sustainable {Development} {Goal} 4 : 4.c.1 {Proportion} of teachers who have received at least the minimum organized teacher training}, url = {http://data.uis.unesco.org/index.aspx?queryid=3487}, urldate = {2019-12-09}, journal = {Sustainable Development Goal 4}, author = {UIS}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NHPAFI8E 2405685:3FRX2EUN}, } @inproceedings{uchidiuno_designing_2018, address = {New York, NY, USA}, series = {{COMPASS} '18}, title = {Designing appropriate learning technologies for school vs home settings in {Tanzanian} rural villages}, isbn = {978-1-4503-5816-3}, url = {https://doi.org/10.1145/3209811.3209881}, doi = {10.1145/3209811.3209881}, abstract = {Smartphone- and tablet-based learning systems are often posited as solutions for closing early literacy gaps between rural and urban regions in emerging economies. These systems are often developed based on experiences with students in urban contexts, limiting their success rates with children from rural areas who have had little to no prior exposure to technology. To explore how such technologies are used in different learning contexts, we deployed an early literacy learning application in school and home settings in a rural village in Tanzania. We use Rogoff's theory of instructional models to understand and describe the interaction between learners, adults, and peers. We found that in the presence of a school teacher, the instructional model was primarily "adult-run" where information was almost entirely disseminated by the teacher, while in home settings, the instructional model was similar to a "community-of-learners" model where children collaborate with other peers and adults to achieve their learning goals. We use these instructional models to surface six themes of support and scaffolding that were expressed differently across settings, and discuss the benefits and drawbacks of the instructional models observed in providing support across these themes.}, urldate = {2020-11-18}, booktitle = {Proceedings of the 1st {ACM} {SIGCAS} {Conference} on {Computing} and {Sustainable} {Societies}}, publisher = {Association for Computing Machinery}, author = {Uchidiuno, Judith and Yarzebinski, Evelyn and Madaio, Michael and Maheshwari, Nupur and Koedinger, Ken and Ogan, Amy}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3209811.3209881 2339240:CSDUPUSQ 2405685:TA6G2B8G}, keywords = {Early Literacy, Educational Technology, Sub-Saharan Africa}, pages = {1--11}, } @misc{ubongo_new_2016, title = {New {Ubongo} {Kids} {Audio} {Stories}}, url = {https://www.ubongo.org/new-ubongo-kids-audio-stories/}, abstract = {Ubongo Kids recently launched a new mobile service: audio stories told by favourite characters from the show!  Mobile phones are common in East Africa, and audio platforms are extremely popular with users of all ages.  With Ubongo Mobile, children are rewarded for answering questions correctly with incoming songs to their phones from Mama Ndege andRead more}, urldate = {2020-09-01}, journal = {Ubongo}, author = {{Ubongo}}, month = feb, year = {2016}, note = {Section: Blog EdTechHub.ItemAlsoKnownAs: 2405685:RH2E923S}, } @misc{us_embassy_in_kenya_tusome_2016, title = {Tusome and {USAID} {Improve} {Access} to {Education}}, url = {https://answers-embed.covid19.state.gov.pagescdn.com}, language = {en}, urldate = {2021-06-07}, author = {U.S. Embassy in Kenya}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YB98PRXU 2405685:D9UIV9GZ}, } @article{us_department_of_education_data_2015, title = {Data {Governance} and {Stewardship}}, abstract = {Successful data management requires a proactive approach to addressing stakeholders’ needs for high-quality data, while protecting the privacy of individual respondents. To accomplish this, organizations are advised to develop and implement a comprehensive data governance program. A sound governance program will help organizations to improve their decisionmaking and improve efficiency of operations through establishing a coordinated response to common issues, such as data access controls and staff training; standardizing data definitions and processes; and implementing a holistic approach to mitigating data security risks.}, language = {en}, author = {U.S. Department of Education}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JD3JVUN2 2405685:YP2J6X8N}, keywords = {⛔ No DOI found}, pages = {7}, } @inproceedings{tyers_gender_2012, title = {A gender digital divide? {Women} learning {English} through {ICTs} in {Bangladesh}}, url = {https://www.researchgate.net/publication/288199499_A_gender_digital_divide_Women_learning_English_through_ICTs_in_Bangladesh}, booktitle = {{CEUR} {Workshop} {Proceedings}. 955. 94-100.}, author = {Tyers, A}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YQWH7XU4 2405685:6YTLB5YY}, keywords = {⛔ No DOI found}, } @techreport{twining_edusummit_2011, address = {Paris}, title = {{EDUsummIT} 2011 report from {TWG3}: teacher professional development}, url = {http://oro.open.ac.uk/30220/1/Twining%20et%20al%202011%20EDUsummIT%20TWG3%20Report.pdf}, language = {en}, institution = {UNESCO}, author = {Twining, Peter and Albion, Peter and Knezek, Don}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E272UVBQ 2405685:PUNUJQ3I 2405685:TT2AEKHE 2534378:T48EQGLU}, } @article{twining_moving_2013, title = {Moving education into the digital age: the contribution of teachers' professional development}, volume = {29}, issn = {1365-2729}, shorttitle = {Moving education into the digital age}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12031}, doi = {10.1111/jcal.12031}, abstract = {This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.}, language = {en}, number = {5}, urldate = {2020-09-01}, journal = {Journal of Computer Assisted Learning}, author = {Twining, P. and Raffaghelli, J. and Albion, P. and Knezek, D.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12031 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12031 2339240:Q58NA4JQ 2405685:AQTVKM4U 2405685:GF53869U 2405685:HQMJZWT7 2534378:DKXRGCIE 2534378:NESJ6YZV}, keywords = {ICT, IT, digital age, policy recommendations, practitioner research, teacher professional development, transformation}, pages = {426--437}, } @techreport{twawezaorg_preparing_2018, title = {Preparing the next generation: {Ugandans}’ experiences and opinions on education}, url = {https://www.twaweza.org/uploads/files/SautiUg-EducationWeb.pdf}, language = {EN}, number = {Brief No. 8}, urldate = {2020-07-07}, author = {{Twaweza.org}}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A3KL8UY3 2405685:CRTF5LT7 2405685:RGKCA3G7}, keywords = {⛔ No DOI found}, pages = {16}, } @misc{twaweza_east_africa_are_2019, title = {Are our children learning? {Uwezo} {Tanzania} learning assessment report 2019 {\textbar} {Unesco} {IIEP} {Learning} {Portal}}, url = {https://learningportal.iiep.unesco.org/en/library/are-our-children-learning-uwezo-tanzania-learning-assessment-report-2019}, urldate = {2021-05-22}, author = {Twaweza East Africa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AL7LX9CJ 2405685:7KQIECHH}, } @misc{twaweza_east_africa_uwezo_2015, title = {Uwezo participating countries - {Uwezo} {Learning} {Assessment} - {Overview}}, url = {http://nada.uis.unesco.org/nada/en/index.php/catalogue/179}, urldate = {2022-07-09}, author = {{Twaweza East Africa}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E4JUA2XG 2486141:G495CXFK}, } @techreport{twaweza_dar_2012, title = {Dar es {Salaam} {Primary} {Schools}: {Do} parents act to improve child learning?}, url = {https://www.twaweza.org/uploads/files/MB%20parents_engagement_pupils%20FINAL.pdf}, urldate = {2021-02-04}, institution = {Twaweza Brief No. 5}, author = {{Twaweza}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TG9E4XPS 2405685:NTGZWCJQ}, } @misc{twaweza_uwezo_2015, title = {Uwezo data - {Household} data}, url = {https://twaweza.org/go/uwezodatasets}, author = {{Twaweza}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3AC639LX 2405685:Y3M7U3JA}, } @techreport{turrent_teacher_2012, address = {Education Development Trust}, title = {The teacher salary system in {Sierra} {Leone}}, url = {https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3b/3b936954-5bde-4a23-b5c3-14117f7a2af5.pdf}, urldate = {2022-05-16}, author = {Turrent, Victoria}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:57MI994B 2129771:EDZ7UPYF 2339240:HPKYUKLY 2339240:K8K3HH88 2405685:JYDRFRHV 2405685:YMKMBLNW 4556019:2UB9U5R4}, keywords = {C:Sierra Leone, \_C:Sierra Leone SLE, ⛔ No DOI found}, pages = {24}, } @misc{turnio_fundza_2019, title = {{FunDza} launches on {WhatsApp} to bring reading into the lives of young {South} {Africans}}, url = {https://www.turn.io/news/qabxlke0k3sw47trkczy646yn3z2fv}, abstract = {FunDza Literacy Trust has partnered with Turn.io to launch FunDza on WhatsApp to get its already popular reading content into the hands of thousands of new readers.}, language = {en-US}, urldate = {2020-07-07}, journal = {turn}, author = {{turn.io}}, month = sep, year = {2019}, note = {Library Catalog: www.turn.io EdTechHub.ItemAlsoKnownAs: 2405685:P48BZAHG}, } @article{tuluce_scrutinizing_2016, title = {Scrutinizing practicum for a more powerful teacher education: a longitudinal study with pre-service teachers}, volume = {16}, issn = {1303-0485, 1303-0485}, url = {https://files.eric.ed.gov/fulltext/EJ1101176.pdf}, doi = {10.12738/estp.2016.1.0207}, abstract = {This study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their university-based methodology courses directly after delivering the micro-lessons and retrospectively after their practicum experience. The participants of this study were 13 pre-service English language teachers studying at a foundation university in Istanbul, Turkey. The same data collection methodology was adapted before and after the practicum to gain a deeper understanding of the learning stemming from school-based practicum. The data for the study came from pre- and post-self-evaluation reports as well as pre- and post-focus-group interviews that had been collected based on the pre-service teachers' video-recorded microteaching simulations. The findings indicate that pre-service teachers commented on the same pedagogical, psychological, and physical factors they had noticed regarding their micro-lesson before and after the practicum. However, some qualitative changes were detected in their views over time as they had become more learner-oriented and had developed a more reflective view of teaching following the practicum. These findings have implications for the impact of practicum for future teacher education programs.}, language = {English}, number = {1}, journal = {Educational Sciences: Theory and Practice}, author = {Tülüce, Serdar Hande and Çeçen, Sevdeger}, month = feb, year = {2016}, note = {Publisher: Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871571396?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2016.1.0207 2339240:AESWNP5A 2405685:8BT7QT4R 2534378:CULKT9D2 2534378:IWBXDRHW 2534378:N5T6GPE5}, keywords = {Attitude Change, Case Studies, ERIC, Current Index to Journals in Education (CIJE), English (Second Language), Focus Groups, Foreign Countries, Higher Education, Language Teachers, Learning Processes, Longitudinal Studies, Microteaching, Physical Characteristics, Postsecondary Education, Practicums, Preservice Teacher Education, Preservice Teachers, Pretests Posttests, Professional Development, Psychological Patterns, Qualitative Research, Reflective Teaching, Second Language Instruction, Self Concept, Self Evaluation (Individuals), Simulation, Student Teacher Attitudes, Teaching Methods, Transformative Learning, Turkey (Istanbul), Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096126, \_\_finaldtb}, } @inproceedings{tuhkala_technology_2018, title = {Technology comprehension: {Scaling} making into a national discipline}, shorttitle = {Technology comprehension}, doi = {10.1145/3213818.3213828}, booktitle = {Proceedings of the {Conference} on {Creativity} and {Making} in {Education}}, author = {Tuhkala, Ari and Wagner, Marie-Louise and Nielsen, Nick and Iversen, Ole Sejer and Kärkkäinen, Tommi}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3213818.3213828 2339240:EQ638APZ 2405685:TRVMCJDJ}, pages = {72--80}, } @article{tsoli_interactive_2018, title = {Interactive voice response interventions targeting behaviour change: a systematic literature review with meta-analysis and meta-regression}, volume = {8}, issn = {2044-6055, 2044-6055}, shorttitle = {Interactive voice response interventions targeting behaviour change}, url = {https://bmjopen.bmj.com/lookup/doi/10.1136/bmjopen-2017-018974}, doi = {10.1136/bmjopen-2017-018974}, abstract = {Objective  A number of promising automated behaviour change interventions have been developed using advanced phone technology. This paper reviewed the effectiveness of interactive voice response (IVR)-based interventions designed to promote changes in specific health behaviours. Methods  A systematic literature review of papers published between January 1990 and September 2017 in MEDLINE, CINAHL, Embase, PsycINFO, SCOPUS and the Cochrane Central Register of Controlled Trials (CENTRAL) was conducted. From the total of 2546 papers identified, 15 randomised control trials (RCTs) met the eligibility criteria and were included in a random effects metaanalysis. Meta-regression analysis was used to explore whether behaviour change techniques (BCTs) that were used in the interventions were associated with intervention effectiveness. Results  Meta-analysis of 15 RCTs showed that IVRbased interventions had small but significant effects on promoting medication adherence (OR=1.527, 95\% CI 1.207 to 1.932, k=9, p=0.000) and physical activity (Hedges’ g=0.254, 95\% CI 0.068 to 0.439, k=3, p=0.007). No effects were found for alcohol (Hedges’ g=−0.077, 95\% CI −0.162 to 0.007, k=4, p=0.073) or diet (Hedges’ g=0.130, 95\% CI −0.088 to 0.347, k=2, p=0.242). In the medication adherence studies, multivariable meta-regression including six BCTs explained 100\% of the observed variance in effect size, but only the BCT ‘information about health consequences’ was significantly associated with effect size (β=0.690, SE=0.199, 95\% CI 0.29 to 1.08, p=0.000). Conclusion  IVR-based interventions appear promising in changing specific health behaviours, such as medication adherence and physical activity. However, more studies are needed to elucidate further the combination of active components of IVR interventions that make them effective and test their feasibility and effectiveness using robust designs and objective outcome measures.}, language = {en}, number = {2}, urldate = {2021-10-11}, journal = {BMJ Open}, author = {Tsoli, Stergiani and Sutton, Stephen and Kassavou, Aikaterini}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmjopen-2017-018974 2339240:I4ZKZKPE 2405685:R8UUUA96}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, pages = {e018974}, } @article{tsoli_interactive_2018, title = {Interactive voice response interventions targeting behaviour change: a systematic literature review with meta-analysis and meta-regression}, volume = {8}, issn = {2044-6055, 2044-6055}, shorttitle = {Interactive voice response interventions targeting behaviour change}, url = {https://bmjopen.bmj.com/lookup/doi/10.1136/bmjopen-2017-018974}, doi = {10.1136/bmjopen-2017-018974}, abstract = {Objective  A number of promising automated behaviour change interventions have been developed using advanced phone technology. This paper reviewed the effectiveness of interactive voice response (IVR)-based interventions designed to promote changes in specific health behaviours. Methods  A systematic literature review of papers published between January 1990 and September 2017 in MEDLINE, CINAHL, Embase, PsycINFO, SCOPUS and the Cochrane Central Register of Controlled Trials (CENTRAL) was conducted. From the total of 2546 papers identified, 15 randomised control trials (RCTs) met the eligibility criteria and were included in a random effects metaanalysis. Meta-regression analysis was used to explore whether behaviour change techniques (BCTs) that were used in the interventions were associated with intervention effectiveness. Results  Meta-analysis of 15 RCTs showed that IVRbased interventions had small but significant effects on promoting medication adherence (OR=1.527, 95\% CI 1.207 to 1.932, k=9, p=0.000) and physical activity (Hedges’ g=0.254, 95\% CI 0.068 to 0.439, k=3, p=0.007). No effects were found for alcohol (Hedges’ g=−0.077, 95\% CI −0.162 to 0.007, k=4, p=0.073) or diet (Hedges’ g=0.130, 95\% CI −0.088 to 0.347, k=2, p=0.242). In the medication adherence studies, multivariable meta-regression including six BCTs explained 100\% of the observed variance in effect size, but only the BCT ‘information about health consequences’ was significantly associated with effect size (β=0.690, SE=0.199, 95\% CI 0.29 to 1.08, p=0.000). Conclusion  IVR-based interventions appear promising in changing specific health behaviours, such as medication adherence and physical activity. However, more studies are needed to elucidate further the combination of active components of IVR interventions that make them effective and test their feasibility and effectiveness using robust designs and objective outcome measures.}, language = {en}, number = {2}, urldate = {2021-10-11}, journal = {BMJ Open}, author = {Tsoli, Stergiani and Sutton, Stephen and Kassavou, Aikaterini}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmjopen-2017-018974 2339240:I4ZKZKPE 2405685:R8UUUA96}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {e018974}, } @article{tsafnat_systematic_2014, title = {Systematic review automation technologies}, volume = {3}, doi = {10.1186/2046-4053-3-74}, language = {en}, journal = {Systematic Reviews}, author = {Tsafnat, G. and Glasziou, P. and Choong, M.K.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-3-74 2405685:A55PHVHK 2486141:NEQZBEG2}, keywords = {\_Added-ailr-2024}, pages = {1--15}, } @article{trust_2017_2017, title = {2017 {ISTE} {Standards} for {Educators}: {From} {Teaching} {With} {Technology} to {Using} {Technology} to {Empower} {Learners}}, url = {https://www.tandfonline.com/doi/full/10.1080/21532974.2017.1398980}, doi = {10.1080/21532974.2017.1398980}, author = {Trust, Torrey}, year = {2017}, note = {zotzenLib.CopiedFrom: 2339240:IMV3R3GJ KerkoCite.ItemAlsoKnownAs: 10.1080/21532974.2017.1398980 2339240:IMV3R3GJ 2339240:MZ6JSZCQ 2405685:ESPE96KG 2405685:I4QVUNPR}, } @article{truong_language_2012, title = {Language of {Instruction}: {Unlocking} {Effectiveness} of {Education} and {Sustainable} {Development} in {Sub}-{Saharan} {Africa}}, abstract = {The choice of the language of instruction in Sub-Saharan Africa (SSA) is a fundamental educational issue with ramifications for educational access and effectiveness and ultimately national development. Indigenous SSA languages have suffered devaluation in colonial and post-colonial SSA education, and this devaluation alienates the majority of SSA people, thus preventing them from participating in their own economic and political growth. Developmental policies that neglect to utilize local people’s talents and knowledge are failed policies. The language of instruction, specifically the use of the first or native language (L1) as the medium of instruction, is the key to unlocking these talents and knowledge because doing so will foster knowledge acquisition and preservation of SSA cultures and identities. This will in turn liberate SSA from neocolonialism and pave the way to true progress.}, language = {en}, author = {Truong, Natasha}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UP85LX5E 4042040:8537XWIR}, keywords = {⛔ No DOI found}, pages = {17}, } @misc{trucano_20_2017, title = {20 innovative edtech projects from around the world}, url = {https://blogs.worldbank.org/edutech/20-innovative-edtech-projects-around-world}, abstract = {Also available in: Español {\textbar} Français what did I miss? For the past two decades, I've worked on issues at the intersection of the education and technology sectors in middle- and low-income countries and emerging markets around the world. It's been a fascinating job: Over the past 20 years, I've ...}, language = {en}, journal = {World Bank Blogs}, author = {Trucano, Mike}, month = nov, year = {2017}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:RFEH3I9Z 2405685:DRDBILAR 2405685:LQIXHMGY}, } @misc{trucano_10_2012, title = {10 tendances des technologies appliquées à l’éducation dans les pays en développement}, url = {https://blogs.worldbank.org/fr/voices/10-tendances-des-technologies-appluqu-es-l-ducation-dans-les-pays-en-d-veloppement}, language = {fr}, urldate = {2020-06-04}, journal = {World Bank Blogs}, author = {Trucano, Michael and Hawkins, Robert and Jimenez, Carla}, year = {2012}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:H4YCEVBX}, } @techreport{trucano_building_2016, address = {Washington, DC}, type = {Working {Paper}}, title = {Building and {Sustaining} {National} {ICT} {Education} {Agencies}: {Lessons} from {International} {Experiences}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Building and {Sustaining} {National} {ICT} {Education} {Agencies}}, url = {https://openknowledge.worldbank.org/handle/10986/26086}, abstract = {National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.}, language = {en\_US}, urldate = {2022-12-29}, institution = {World Bank}, author = {Trucano, Michael and Dykes, Gavin}, year = {2016}, doi = {10.1596/26086}, note = {Accepted: 2017-02-17T20:34:58Z KerkoCite.ItemAlsoKnownAs: 10.1596/26086 2405685:PB3NAB8I}, keywords = {Education Agencies, Education Policy, ICT Education, Ict}, } @misc{trucano_10_2013, title = {10 principles to consider when introducing {ICTs} into remote, low-income educational environments}, url = {https://blogs.worldbank.org/edutech/10-principles-consider-when-introducing-icts-remote-low-income-educational-environments}, abstract = {there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ...}, language = {en}, urldate = {2020-06-03}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = jul, year = {2013}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:5I5XNP44 2339240:7ENMXVAZ 2339240:7TDXW2WT 2339240:M7NFMPY5 2405685:23SM2GHY 2405685:2KLF59UJ 2405685:BJSJWEMM 2405685:EJG6JBSL 2405685:EY7WAUHY 2405685:MDR3XLXP 2405685:N584ISNZ 2405685:RCHYAVL3 2405685:SVDWLWHS 2405685:XED3H9S7 4656463:P4BDEDD3 4656463:YXDWWIE2}, } @misc{trucano_10_2013, title = {10 principles to consider when introducing {ICTs} into remote, low-income educational environments}, url = {https://blogs.worldbank.org/edutech/10-principles-consider-when-introducing-icts-remote-low-income-educational-environments}, abstract = {there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ...}, language = {en}, urldate = {2022-06-27}, author = {Trucano, Michael}, month = jul, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4QHLLY7H 4042040:MXSNKXZ5}, } @misc{trucano_20_2017, title = {20 projets {EdTech} innovants à travers le monde}, url = {https://blogs.worldbank.org/fr/voices/20-projets-edtech-innovants-a-travers-le-monde}, abstract = {Cette page en : English {\textbar} Español {\textbar} العربية J’étudie depuis deux décennies des aspects à l’intersection entre les secteurs de l’éducation et de la technologie dans les pays à revenu faible ou intermédiaire et émergents. C’est un travail fascinant : au cours des 20 dernières années, j’ai été consultant, évaluateur ou ...}, language = {fr}, urldate = {2020-07-14}, journal = {Banque Mondiale Blogs}, author = {Trucano, Michael}, year = {2017}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:GVJPHTDH}, } @misc{trucano_different_2013, title = {A different approach to scaling up educational technology initiatives}, url = {https://blogs.worldbank.org/edutech/scaling-up}, abstract = {the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ...}, language = {en}, urldate = {2023-10-18}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IVMT5ZJ9 2405685:SAJGS54E}, } @misc{trucano_different_2013, title = {A different approach to scaling up educational technology initiatives}, url = {https://blogs.worldbank.org/edutech/scaling-up}, abstract = {the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ...}, language = {en}, urldate = {2021-02-23}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FJEJAEUD}, } @misc{trucano_education_2014, title = {Education \& {Technology} in an {Age} of {Pandemics} (revisited)}, url = {https://blogs.worldbank.org/edutech/education-technology-age-pandemics-revisited}, language = {en}, urldate = {2020-08-14}, journal = {World Bank Blogs - EduTech: Exploring the use of new technologies in education}, author = {Trucano, Michael}, month = sep, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IKZIIVK9}, } @misc{trucano_interactive_2010, type = {Worldbank.org}, title = {Interactive {Radio} {Instruction} : a successful permanent pilot project?}, shorttitle = {Interactive {Radio} {Instruction}}, url = {https://blogs.worldbank.org/edutech/iri}, abstract = {Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...}, language = {en}, urldate = {2021-11-02}, author = {Trucano, Michael}, month = may, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5WTDA9AE 2405685:SYEHVF8F}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{trucano_interactive_2010, title = {Interactive {Radio} {Instruction} : {A} {Successful} {Permanent} {Pilot} {Project}?}, shorttitle = {Interactive {Radio} {Instruction}}, url = {https://blogs.worldbank.org/edutech/iri}, abstract = {Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...}, language = {en}, urldate = {2021-10-11}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = nov, year = {2010}, note = {Published on EduTech KerkoCite.ItemAlsoKnownAs: 2339240:ZGSQFML6 2405685:B6SMKH4J}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{trucano_interactive_2010, title = {Interactive {Radio} {Instruction} : {A} {Successful} {Permanent} {Pilot} {Project}?}, shorttitle = {Interactive {Radio} {Instruction}}, url = {https://blogs.worldbank.org/edutech/iri}, abstract = {Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...}, language = {en}, urldate = {2021-10-11}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = nov, year = {2010}, note = {Published on EduTech KerkoCite.ItemAlsoKnownAs: 2339240:ZGSQFML6 2405685:B6SMKH4J}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{trucano_mapping_2012, title = {Mapping {Open} {Educational} {Resources} {Around} {The} {World}}, url = {https://blogs.worldbank.org/edutech/mapping-oer}, abstract = {In the decade since the term 'open education resources' was formally identified and adopted by UNESCO, related "teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution" have been slowly but surely creeping into ...}, language = {en}, urldate = {2022-12-29}, author = {Trucano, Michael}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XII9NCPC}, } @techreport{trucano_saber-ict_2016, address = {Washington D.C.}, title = {{SABER}-{ICT} {Framework} {Paper} for {Policy} {Analysis}: {Documenting} national educational technology policies around the world and their evolution over time}, copyright = {Creative Commons Attribution 3.0 IGO license}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/26107/112899-WP-SABER-ICTframework-SABER-ICTno01.pdf?sequence=1&isAllowed=y}, language = {en}, number = {1}, urldate = {2020-07-22}, institution = {World Bank}, author = {Trucano, Michael}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3PPF8KE9 2339240:AIGS72SB 2339240:JDMJCIUE 2339240:NAM93CI5 2339240:SL666BQC 2339240:T48NXYSZ 2339240:ZNW3YE69 2405685:2YKFUKI7 2405685:382A98KH 2405685:6Z2B93A4 2405685:76N9EBXB 2405685:FCIYXGTF 2405685:HWBZM4P8 2405685:IV8GLIXL}, keywords = {Systems Framework, \_\_\_working\_potential\_duplicate}, } @misc{trucano_universal_2015, title = {Universal {Service} {Funds} \& connecting schools to the {Internet} around the world}, url = {https://blogs.worldbank.org/edutech/universal-service-funds-connecting-schools-internet-around-world}, language = {en}, urldate = {2020-04-28}, author = {Trucano, Michael}, month = feb, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:NSLD39FX}, } @misc{trucano_will_2015, title = {Will technology replace teachers? {No}, but ...}, shorttitle = {Will technology replace teachers?}, url = {https://blogs.worldbank.org/edutech/tech-and-teachers}, abstract = {In the future, will a machine replace me and smash other machines on my behalf? I've worked on, advised and evaluated educational technology projects in dozens of countries over the past fifteen years, mainly in middle and low income countries. As anyone who works intimately with information and communication technologies (ICTs) on ...}, language = {en}, urldate = {2022-05-27}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = feb, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PYU7LYHD 2405685:YBKF26IA}, } @misc{trucano_worst_2010, title = {Worst practice in {ICT} use in education}, url = {https://blogs.worldbank.org/edutech/worst-practice}, abstract = {In business and in international development circles, much is made about the potential for 'learning from best practice'. Considerations of the use of educational technologies offer no exception to this impulse. That said, 'best practice' in the education sector is often a rather elusive concept (at best! some informed observers would say it ...}, language = {en}, urldate = {2021-02-23}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = apr, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5KWQPQ8G}, keywords = {auto\_merged}, } @misc{trucano_zero-rating_2016, title = {Zero-rating educational content on the {Internet}}, url = {https://blogs.worldbank.org/edutech/zero-rating-educational-content-internet}, language = {en}, urldate = {2020-04-28}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EFI3EFFU 2405685:47WQJRBV 2405685:TGETQ347}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{trucano_interactive_2010, title = {Interactive {Radio} {Instruction} : {A} {Successful} {Permanent} {Pilot} {Project}?}, shorttitle = {Interactive {Radio} {Instruction}}, url = {https://blogs.worldbank.org/edutech/iri}, abstract = {Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...}, language = {en}, urldate = {2020-04-21}, author = {Trucano, M.}, year = {2010}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:SIMZJ8BB 2405685:KZ8XDZND}, keywords = {Commitment, Cost, Equity \& access, \_\_\_working\_potential\_duplicate}, } @book{trotter_seeking_2014, address = {Cape Town, South Africa}, title = {Seeking impact and visibility: {Scholarly} communication in {Southern} {Africa}}, publisher = {African Mind}, author = {Trotter, H. and Kell, C. and Willmers, M. and Gray, E. and King, T.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GZ7V8LL8 2405685:GKVWPVD8}, } @misc{trombetta_lebanon_2018, title = {Lebanon - {Media} {Landscape}}, url = {http://www.databank.com.lb/docs/Media%20Landscape%202018.pdf}, urldate = {2020-09-08}, author = {Trombetta, Lorenzo}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZZL7UPM8 2405685:UIACR9QG}, } @article{tripney_technical_2013, title = {Technical and vocational education and training ({TVET}) for young people in low- and middle-income countries: a systematic review and meta-analysis}, volume = {5}, issn = {1877-6345}, shorttitle = {Technical and vocational education and training ({TVET}) for young people in low- and middle-income countries}, url = {http://ervet-journal.springeropen.com/articles/10.1186/1877-6345-5-3}, doi = {10.1186/1877-6345-5-3}, abstract = {The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.}, language = {en}, number = {1}, urldate = {2018-08-01}, journal = {Empirical Research in Vocational Education and Training}, author = {Tripney, Janice S and Hombrados, Jorge G}, year = {2013}, note = {shortDOI: 10/gf62zx KerkoCite.ItemAlsoKnownAs: 10.1186/1877-6345-5-3 10/gf62zx 2317526:ZDA23HGH 2339240:T35VA5TJ 2405685:RC3867EU UA-ef9e8a77-a2ae-48e7-aee2-7ad36c907bed}, keywords = {-AB-Review, -AB-Review-SSA, -RQAsummary, -codedOrSummarised, -review, C:Kenya, CLL:en, FF1.1/3, FF2.2, FF2.7.a, interesting, keyReview en, onLongList, retain\_obsolete, revofrevSummarisedSeptember2018, summarised}, pages = {3}, } @article{tripathi_slum_2019, title = {Slum children: barrier faced by children in accessing primary education}, volume = {01}, url = {https://uijrt.com/articles/v1/i2/UIJRTV1I20005.pdf}, abstract = {Children are mostly recognised by the society as diamond gift from the God, as jewellers cleaves the diamond from other unwanted and rough pieces. In the same way, parents of the children cleave off unwanted thoughts, societal behaviour and environment from the life of the society so that brilliancy of children luminous in the world. The responsibility of parents as well as government of country is to make availability of healthy and friendly environment for the learning of the children. The slum children’s faces lots of barriers and hurdles in accessing and attaining the education. The education is the eminent phase of socialising the child. Education is a power to accelerate skills and talents among children. Education helps to transform the living conditions and thinking ability of children. The right to education is not only the right to access education but also the right to receive an education of good quality. Education must be available and accessible but also acceptable and adaptable. The most of the slum children are indulging their precious time in doing labour, earning a coin, fighting daily from the challenges of life and wandering here a there for having a meal. The children are no doubt a tribute from Almighty but they should be preserve and nurture very sensitively in span of life. Urban children face a particularly complex set of challenges affecting their development and the fulfilment of their rights. The worst consequences of urbanisation, industrialisation and modernisation give birth to diverse group of children in urban areas like slum children, runaway children, working children, street children, orphan child. These children spend their precious time as rag picker, construction workers, factory workers, child beggars, migrant labourer, sex worker and domestic workers in swanky lifestyle of cities. These un-notified and homeless children are far from the reach of the policies of the government and even not noticed by the policy maker of the government. These children are deprived from their rights of survival, rights of protection, rights of development and rights of participation. These children even fight for their basic necessities of life.}, language = {en}, number = {02}, journal = {United International Journal for Research \& Technology}, author = {Tripathi, Alpica}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QFXBURV4 2405685:WPJAASED}, keywords = {⛔ No DOI found}, pages = {35--41}, } @article{traxler_students_2010, title = {Students and mobile devices}, volume = {18}, doi = {10.1080/09687769.2010.492847}, number = {2}, journal = {Research in Learning Technology}, author = {Traxler, John}, year = {2010}, note = {00037 shortDOI: 10/crbzh7 KerkoCite.ItemAlsoKnownAs: 10/crbzh7 2129771:2WEAG4L8 2405685:UQVSEMXV}, } @book{traxler_making_2011, address = {Bristol}, series = {Discussions in education}, title = {Making mobile learning work: case studies of practice}, isbn = {978-1-907207-30-3}, url = {http://escalate.ac.uk/8250}, publisher = {ESCalate, HEA Subject Centre for Education, University of Bristol}, author = {Traxler, J. and Wishart, J.}, month = apr, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4H3PMF2K 2405685:E7FQNGFX}, } @techreport{trani_disability_2017, title = {Disability in and {Around} {Urban} {Areas} of {Sierra} {Leone}}, url = {https://www.researchgate.net/publication/320757193_Disability_in_and_Around_Urban_Areas_of_Sierra_Leone}, author = {Trani, Jean-Francois and Bah, Osman and Bailey, Nicki and Browne, Joyce and Groce, Nora and Kett, Maria}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FSQFJ72I}, } @techreport{trako_making_2019, title = {Making great strides yet a learning crisis remains in {Tanzania}: {Results} of the {SDI} and {SABER} service delivery surveys}, url = {http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/AFR/Tanzania/SDI/Tanzania-SDI_SABER%20SD%20Report_Oct7.pdf}, urldate = {2021-01-18}, institution = {The World Bank}, author = {Trako, Iva and Molina, Ezequiel and Asim, Salman}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SNZ3GBER 2405685:V4XEV62U}, } @techreport{touqeer_technology_2019, title = {Technology is transforming governance in {Pakistan}}, url = {https://blogs.worldbank.org/endpovertyinsouthasia/technology-transforming-governance-pakistan}, abstract = {Punjab Excise and Taxation Service Center. Photo: World Bank Technology is changing our world faster than ever before. And Pakistan, home to more than 64 million internet users and 62 million people connected to mobile data, is no exception. As they’ve become more digital-savvy, Pakistanis are now expecting better digital ...}, language = {en}, urldate = {2021-02-10}, institution = {World Bank Group}, author = {Touqeer, Irum and Rontoyanni, Clelia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EELM2PKK 2405685:FM2QXUDY}, } @techreport{torgerson_affordable_2016, title = {Affordable online maths tuition: {Evaluation} report and executive summary.}, shorttitle = {Affordable online maths tuition}, url = {https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Affordable_Maths.pdf}, institution = {Education Endowment Foundation}, author = {Torgerson, Carole and Ainsworth, Hannah and Buckley, Hannah and Hampden-Thompson, Gillen and Hewitt, Catherine and Humphry, Deborah and Jefferson, Laura and Mitchell, Natasha and Torgerson, David}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BEA4Y4D2 2405685:J3GWGJX9}, keywords = {⛔ No DOI found}, } @incollection{torgerson_need_2012, title = {The {Need} for {Randomised} {Controlled} {Trials} in {Educational} {Research}}, isbn = {978-0-203-12382-9}, url = {https://www.taylorfrancis.com/chapters/edit/10.4324/9780203123829-29/need-randomised-controlled-trials-educational-research-carole-torgerson-david-torgerson}, abstract = {The first use of RCTs in education is uncertain. In the last century the use of the design pre-dated its use in medicine by at least a decade (although medical trials may have been undertaken in the 19th century). Forsetlund and colleagues (2007) identified two education trials conducted by Walters in 1931 and 1932, which predated the 1944 and 1948 medical trials run by the UK's Medical Research Council by more than a decade. The early interest in RCTs among some educational researchers was not sustained. Other, less robust, designs to demonstrate educational effectiveness were pursued. For example, quasi-experimental studies were often preferred, being relatively inexpensive, rapid to conduct and often able to generate politically attractive conclusions. However, their results are inherently less reliable than the results from RCTs as their internal validity is always potentially confounded by variables offering alternative explanations.}, language = {en}, urldate = {2022-12-07}, booktitle = {The {Need} for {Randomised} {Controlled} {Trials} in {Educational} {Research}}, publisher = {Routledge}, author = {Torgerson, Carole J. and Torgerson, David J.}, month = feb, year = {2012}, doi = {10.4324/9780203123829-29}, note = {Publication Title: Education Matters KerkoCite.ItemAlsoKnownAs: 10.4324/9780203123829-29 2339240:7V9M7RGA 2405685:HM97GX3U}, pages = {203--214}, } @article{tonui_investigation_2016, title = {An {Investigation} into {Implementation} of {ICT} in {Primary} {Schools}, in {Kenya}, in the {Light} of {Free} {Laptops} at {Primary} {One} {A} {Case} {Study} of {Teachers} {Implementing} {ICT} into {Their} {Teaching} {Practice}}, abstract = {Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley region of Kenya. It examines views in pertinent literature as well as teachers’ perceptions of the benefits of integrating ICT into teaching-learning, the success factors and obstacles encountered in their endeavours to do this. Conclusions are drawn and suggestions made to address the challenges and improve on the use of ICT for teaching-learning in teaching institutions.}, language = {en}, journal = {Journal of Education and Practice}, author = {Tonui, Betty and Kerich, E and Koross, R}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RL8BR95I 2405685:SWCURERR}, keywords = {⛔ No DOI found}, pages = {5}, } @misc{tonui_investigation_2018, title = {An {Investigation} into {Implementation} of {ICT} in {ECD} and {Primary} {Schools}, in the {Light} of {Free} {Laptops} at {Primary} {One}: a case study of teachers implementing {ICT} into their teaching practice}, shorttitle = {An {Investigation} into {Implementation} of {ICT} in {ECD} and {Primary} {Schools}, in the {Light} of {Free} {Laptops} at {Primary} {One}}, url = {/paper/An-Investigation-into-Implementation-of-ICT-in-ECD-Tonui-Kerich/d421f77fc7806b74ed70d1304ad055cca01da7d7}, abstract = {Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley}, language = {en}, urldate = {2021-06-03}, author = {Tonui, Betty C. and Kerich, E. and Koross, R. and J, K. and Moi, Too}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CHUK8BFL 2405685:CD7SSBUP}, } @article{tonks_opening_2013, title = {"{Opening}" a new kind of high school: {The} story of the open high school of {Utah}}, volume = {14}, doi = {10.19173/irrodl.v14i1.1345}, abstract = {The use of online learning at the primary and secondary school level is growing exponentially in the United States. Much of this growth is with full-time online schools, most of whichare operated by for-profit companies that use proprietary online course content. In this article we trace the development of, and philosophy behind, a full-time online school that uses open access software and open educational resources for course content. As more nations begin to put in place plans for primary and secondary education in the event of natural disasters (e.g., the Christchurch earthquakes) or pandemics (e.g., avian flu or H1N1), the availability of open online content is of critical importance.}, number = {1}, journal = {International Review of Research in Open and Distance Learning}, author = {Tonks, De Laina and Weston, Sarah and Wiley, David and Barbour, Michael K}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v14i1.1345 2405685:AUZ2QTB5}, keywords = {Cyber school, K-12 online learning, Open education, Virtual school}, pages = {255--271}, } @article{tondeur_understanding_2017, title = {Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence}, volume = {65}, issn = {1042-1629, 1556-6501}, shorttitle = {Understanding the relationship between teachers’ pedagogical beliefs and technology use in education}, url = {http://link.springer.com/10.1007/s11423-016-9481-2}, doi = {10.1007/s11423-016-9481-2}, abstract = {This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.}, language = {en}, number = {3}, urldate = {2021-05-29}, journal = {Educational Technology Research and Development}, author = {Tondeur, Jo and van Braak, Johan and Ertmer, Peggy A. and Ottenbreit-Leftwich, Anne}, month = jun, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-016-9481-2 10/gbgzn4 2339240:ZFEQC5I7 2405685:HIV77NKT}, pages = {555--575}, } @article{tondeur_getting_2013, title = {Getting inside the black box of technology integration in education: {Teachers} stimulated recall of classroom observations}, volume = {29}, doi = {10.14742/ajet.16}, number = {3}, journal = {Australasian Journal of Educational Technology}, author = {Tondeur, J. and Kershaw, L. and Vanderlinde, R. and van Braak, J.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.16 2405685:Z7PYZBH7}, pages = {434--449}, } @article{tolley_intervention_2012, title = {An intervention study of instructional methods and student engagement in large classes in {Thailand}}, volume = {53}, url = {https://reader.elsevier.com/reader/sd/pii/S0883035512000432?token=499AE21B7C81C429CD96678BD85D16D0AFCA10797622F2662CF6A06B27EE3E228CF0F30F35951E9CE83C49088377D180}, doi = {10.1016/j.ijer.2012.05.003}, language = {en}, urldate = {2020-05-10}, journal = {International Journal of Educational Research}, author = {Tolley, Leigh and Johnson, Laurene and Koszalka, Tiffany}, year = {2012}, note = {shortDOI: 10/ggvk3n KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2012.05.003 10/ggvk3n 2339240:J76P33YH 2405685:2QG2SP3Z}, } @article{toh_ict_2011, title = {{ICT} reform initiatives in {Singapore} schools: a complexity theory perspective}, volume = {12}, issn = {1876-407X}, shorttitle = {{ICT} reform initiatives in {Singapore} schools}, url = {https://doi.org/10.1007/s12564-010-9130-0}, doi = {10.1007/s12564-010-9130-0}, abstract = {The past two decades have witnessed an exponential growth in the use of technology in our daily life. Notwithstanding its phenomenal influence, the use of technology in education remains sporadic and disjointed. The promise that technology will bring deep-seated changes in the way that educators teach and students learn remains, disappointedly, elusive. This paper argues that the lack of systemic frame of reference may have explanatory power over such less than impressive performance of ICT in education. Tracing the trajectory of Singapore’s ICT-related policies in the educational sector, this paper adopts the complexity lens to study the systemic policy changes that are imbued in the different stages of Singapore’s ICT-based reforms. In particular, the paper delves into the three constructs of complexity theory: self-organisation, coevolution and fitness landscape. By juxtaposing the interdependencies of these three concepts against the backdrop of Singapore’s educational landscape, the paper contends that the complexity theory perspective has the potential to help policymakers understand the dynamic and complex nature of reforms so as to devise multi-faceted solutions that will address the concerns of all key stakeholders in the learning ecology. Implications for policymaking are also discussed.}, language = {en}, number = {3}, urldate = {2020-12-07}, journal = {Asia Pacific Education Review}, author = {Toh, Yancy and So, Hyo-Jeong}, month = sep, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12564-010-9130-0 2339240:L7HAM2DI 2405685:PK3ZLTY5}, pages = {349--357}, } @techreport{tofaris_research_2019, title = {Research on {Children} with {Disabilities} {Influences} {Education} {Policy} in {Pakistan}}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14502}, language = {en}, urldate = {2021-02-15}, institution = {REAL Centre, University of Cambridge and The Impact Initiative}, author = {Tofaris, Elizabeth and Bari, Faisal and Malik, Rabea}, year = {2019}, doi = {10.35648/20.500.12413/11781/ii333}, note = {KerkoCite.ItemAlsoKnownAs: 10.35648/20.500.12413/11781/ii333 2339240:5PXUHZI5 2405685:UZRF9Y2H}, } @article{toepfer_management_2016, title = {Management of {Vehichle} {Architecture} {Parameters}}, language = {en}, author = {Toepfer, F and Naumann, T}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8SLGFT58 2405685:3PEZQSSD}, keywords = {⛔ No DOI found}, pages = {10}, } @techreport{tobin_using_2015, title = {Using large-scale assessments of students' learning to inform education policy: insights from the {Asia}-{Pacific} region}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000235469}, urldate = {2021-05-05}, institution = {UNESCO}, author = {Tobin, Mollie and Lietz, Petra and Nugroho, Dita and Vivekanandan, Ramya and Nyamkhuu, Tserennadmid}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SY5CA68X 2405685:E7VTYLJL}, } @techreport{tobin_using_2015, title = {Using large-scale assessments of students' learning to inform education policy: insights from the {Asia}-{Pacific} region}, shorttitle = {Using large-scale assessments of students' learning to inform education policy}, institution = {UNESCO}, author = {Tobin, Mollie and Lietz, Petra and Nugroho, Dita and Vivekanandan, Ramya and Nyamkhuu, Tserennadmid}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LE5RI5V9 2486141:XFLQF2AP}, } @book{timss_grade_2013, address = {Boston, MA}, title = {Grade 4 {Mathematics} 2011 {Assessment} {Items}}, isbn = {38331.0513.86070312}, url = {https://nces.ed.gov/timss/pdf/TIMSS2011_G4_Math.pdf}, urldate = {2021-10-11}, publisher = {TIMSS \& PIRLS International Study Center, International Association for the Evaluation of Educational Achievement (IEA)}, author = {{TIMSS}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PNTQ6PGN 2405685:F48PU96X}, } @misc{time_is_2014, title = {Is it possible to wire the world? {Meet} the guy who has a plan to make it happen.}, url = {https://time.com/130477/internet-human-right/}, journal = {Time}, author = {Time}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XPRZ7KC8 2405685:KR9XDJJZ}, } @techreport{tilley_local_2014, title = {Local {Government} {Authority} ({LGA}) fiscal inequities and the challenges of 'disadvantaged' {LGAs} in {Tanzania}}, url = {https://odi.org/en/publications/local-government-authority-lga-fiscal-inequities-and-the-challenges-of-disadvantaged-lgas-in-tanzania/}, abstract = {It has for some time been widely recognised that some fiscal transfers to Local Government Authorities (LGAs) are very unevenly distributed – in particular government recurrent transfers, most notably those for the payment of salaries, Personal Emoluments (PE). The objective of this study is to analyse progress, achievements and challenges of the current strategies for addressing inequalities of recurrent grant allocations across LGAs.}, language = {en-gb}, urldate = {2022-04-07}, author = {Tilley, Helen and Williamson, Tim and Long, Cathal and Sola, Nazar and Maziku, Alloyce and Tobias, Julia}, month = oct, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TIUT9N6X 2405685:KQX49VNY 4656463:BJN37HZX}, } @techreport{tilley_10_2017, type = {Briefing/policy papers}, title = {10 things to know about how to influence policy with research}, url = {https://odi.org/en/publications/10-things-to-know-about-how-to-influence-policy-with-research/}, abstract = {10 things you need to know if you want to use research to influence policy.}, language = {en-gb}, urldate = {2022-09-10}, institution = {Overseas Development Institute (ODI)}, author = {Tilley, Helen and Shaxson, Louise and Rea, Joanna and Ball, Louise and Young, John}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GEXS74ZT 2405685:2BUUIYQY}, } @article{tikly_education_2019, title = {Education for sustainable development in {Africa}: a critique of regional agendas}, volume = {20}, issn = {1876-407X}, shorttitle = {Education for sustainable development in {Africa}}, url = {https://doi.org/10.1007/s12564-019-09600-5}, doi = {10.1007/s12564-019-09600-5}, abstract = {Education is often perceived in policy agendas as playing a transformative role in realising sustainable development and the SDGs on the continent. The assumption is based, however, on an insufficiently critical understanding of the historical role of education in supporting unsustainable development. The article provides a critical account of the relationship between education policy and sustainable development in Africa as an aspect of the postcolonial condition, i.e. as an aspect of the colonial legacy and of Africa’s position in relation to contemporary processes of globalisation. It is argued that if education is to play a transformative role in relation to sustainable development then education policy needs to be fundamentally re-oriented and harnessed to wider processes of economic, cultural and political transformation in the interests of social and environmental justice.}, language = {en}, number = {2}, urldate = {2020-12-15}, journal = {Asia Pacific Education Review}, author = {Tikly, Leon}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12564-019-09600-5 2405685:UUXGULFV}, pages = {223--237}, } @article{tikly_towards_2011, title = {Towards a framework for researching the quality of education in low‐income countries}, volume = {47}, issn = {0305-0068, 1360-0486}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050068.2011.541671}, doi = {10.1080/03050068.2011.541671}, language = {en}, number = {1}, urldate = {2023-05-19}, journal = {Comparative Education}, author = {Tikly, Leon}, month = feb, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2011.541671 2405685:P5529NJL}, pages = {1--23}, } @inproceedings{tiguryera_teacher_2019, address = {San Francisco, CA}, title = {Teacher {Training} {Delivery} {Mode} {Research}}, publisher = {USAID, RTI}, author = {Tiguryera, Scholastica}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WI5IJ7ZS 2405685:S546AYYY}, keywords = {⛔ No DOI found}, } @techreport{tidemand_situational_2018, address = {Dar es Salaam}, title = {Situational {Analysis}: {UNICEF} {Tanzania} {Decentralization} and {Local} {Governance} {Support} {Strategy} ({Mainland} and {Zanzibar})}, url = {https://www.unicef.org/tanzania/media/1491/file/DeLOG-Assessment-Stocktake.pdf}, language = {en}, institution = {UNICEF}, author = {Tidemand, Per}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8SKV6WNN 2405685:9R6YB5WZ 4656463:R6KD25EU}, } @incollection{thurlow_instructional_2013, title = {Instructional and assessment accommodations in the 21st century.}, isbn = {978-1-4129-0728-6}, url = {https://uk.sagepub.com/en-gb/eur/the-sage-handbook-of-special-education/book237524}, booktitle = {The {SAGE} {Handbook} of {Special} {Education}: {Two} {Volume} {Set}.}, author = {Thurlow, M}, editor = {Florian, L}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HHLQ7XS4 2405685:QCATQYFU}, } @techreport{thukral_supporting_2019, type = {Baseline {Report} {Final}}, title = {Supporting {Adolescent} {Girls} {Education} in {Zimbabwe}}, url = {https://girlseducationchallenge.org/media/swvdgiu0/sage-lngb-baseline-evaluation.pdf}, institution = {School-to-School International}, author = {Thukral, H and Conrad, L and Laesecke, A and Reeves, A and Sibal, M and Zasoski, L}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RS9XM7XC 2405685:PVRJTG4H}, } @techreport{thompson_summative_2019, title = {Summative {GPE} country program evaluation}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2019-07-summative-gpe-country-program-evaluation-south-sudan.pdf}, language = {en}, number = {Batch 4, Country 9: Republic of South Sudan}, author = {Thompson, Dale E}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6QEDUC5K 2405685:FCYV6JLI 4803016:ET9CKE5Z}, pages = {181}, } @misc{thomas_exclusion_2013, title = {Exclusion from education: {The} {Economic} {Cost} of {Out} of {School} {Children} in 20 {Countries}}, url = {https://educateachild.org/sites/default/files/attachments/R4D_EAC_smallres.pdf}, urldate = {2020-01-27}, publisher = {Educate a Child; Results for Develpoment}, author = {Thomas, Milan and Burnett, Nicholas}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X7MV2JRJ 2405685:XJX65WUX}, } @article{thilakaratne_systematic_2019, title = {A {Systematic} {Review} on {Literature}-based {Discovery}: {General} {Overview}, {Methodology}, \& {Statistical} {Analysis}}, volume = {52}, issn = {0360-0300}, shorttitle = {A {Systematic} {Review} on {Literature}-based {Discovery}}, url = {https://dl.acm.org/doi/10.1145/3365756}, doi = {10.1145/3365756}, abstract = {The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research.}, number = {6}, urldate = {2024-01-18}, journal = {ACM Computing Surveys}, author = {Thilakaratne, Menasha and Falkner, Katrina and Atapattu, Thushari}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3365756 2405685:VSAB6MHU 2486141:7P3SZUP3 2486141:FKA6GEWK}, keywords = {LBD, Literature-based discovery, hypotheses generation, knowledge discovery, literature mining, systematic review, text mining}, pages = {129:1--129:34}, } @techreport{theirworld_safe_2018, title = {Safe {Schools}: {The} {Hidden} {Crisis}}, url = {http://s3.amazonaws.com/theirworld-site-resources/Reports/Theirworld-Report-Safe-Schools-December-2018.pdf}, author = {Theirworld}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6VHH3JXF 2405685:8LFD5GBU}, } @techreport{the_william__flora_hewlett_foundation_learning_2014, title = {{LEARNING} to improve {LEARNING}: {Lessons} from {Early} {Primary} {Interventions} and {Evaluations} in {India} and {Sub}-{Saharan} {Africa}}, url = {https://www.globalreadingnetwork.net/sites/default/files/media/file/2014-02-14_Learning%20to%20Improve%20Learning%20Synthesis%20for%20Publishing_Edited_0.pdf}, urldate = {2020-07-07}, author = {{The William \& Flora Hewlett Foundation}}, month = feb, year = {2014}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:4QKUVYQV}, pages = {14}, } @misc{the_punjab_transparency_and_right_to_information_act_punjab_2013, title = {The {Punjab} {Transparency} and {Right} to {Information} {Act} 2013}, url = {http://punjablaws.gov.pk/laws/2547.html}, urldate = {2022-06-14}, author = {The Punjab Transparency {and} Right to Information Act}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:685NNGIN 2405685:TUNY9ZNI}, } @misc{the_personal_data_protection_bill_personal_2019, title = {The {Personal} {Data} {Protection} {Bill} 2019}, url = {http://164.100.47.4/BillsTexts/LSBillTexts/Asintroduced/373_2019_LS_Eng.pdf}, urldate = {2022-06-15}, author = {The Personal Data Protection Bill}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q2TCIVX4 2405685:WLGITJRI}, } @misc{the_open_university_openlearn_2017, title = {{OpenLearn} {Create}}, url = {https://www.open.edu/openlearncreate/}, urldate = {2020-06-26}, author = {The Open University}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2ELM9ZWY}, } @techreport{the_national_treasury_and_planning_third_2018, title = {Third {Medium} {Term} {Plan} 2018-2022}, url = {http://vision2030.go.ke/inc/uploads/2019/01/THIRD-MEDIUM-TERM-PLAN-2018-2022.pdf}, author = {The National Treasury {and} Planning}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FG8UXQP8}, } @article{the_nation_nigeria_nigerias_2018, title = {Nigeria’s disappointing investment in education}, url = {https://thenationonlineng.net/nigerias-disappointing-investment-education/}, abstract = {For as far as most Nigerians can remember, this country has been proudly referred to as the Giant of Africa. The appellation was earned by virtue of Nigeria’s intimidating size and population. However, the country is fast losing the respect, not only in Africa but across the globe. The factors responsible for this are not […]}, language = {en-US}, author = {The Nation (Nigeria)}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UQVFDECB}, } @misc{the_massachusetts_institute_of_technology_framework_2016, title = {A {Framework} for {Evaluating} {Appropriateness} of {Educational} {Technology} use in {Global} {Development} {Programs}}, url = {https://www.google.com/search?q=A+FRAMEWORK+FOR+EVALUATING+APPROPRIATENESS+OF+EDUCATIONAL+TECHNOLOGY+USE+IN+GLOBAL+DEVELOPMENT+PROGRAMS+mit+usaid&oq=A+FRAMEWORK+FOR+EVALUATING+APPROPRIATENESS+OF+EDUCATIONAL+TECHNOLOGY+USE+IN+GLOBAL+DEVELOPMENT+PROGRAMS+mit+usaid&aqs=chrome..69i57j69i64l3j69i60.341j0j4&sourceid=chrome&ie=UTF-8}, urldate = {2020-12-15}, author = {The Massachusetts Institute of Technology and The Indian Institute of Management}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XWYLMJFY 2405685:2T64GBU3}, } @techreport{the_international_commission_on_financing_global_education_opportunity_learning_2016, title = {The learning generation: {Investing} in education for a changing world}, url = {https://report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_Report.pdf}, institution = {Education Commission}, author = {The International Commission on Financing Global Education Opportunity}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RMV9AGAL 2405685:34BX9Z5G}, } @misc{the_global_e-waste_statistics_partnership_statistics_2019, title = {Statistics}, url = {https://globalewaste.org/statistics/}, abstract = {Continent / Region / Country statistics}, language = {en-US}, urldate = {2022-04-12}, journal = {E-Waste in Africa}, author = {The Global E-Waste Statistics Partnership}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D3C55V34 2405685:GNE5FSXL}, } @misc{the_gazette_of_pakistan_18th_2010, title = {18th {Amendment}}, url = {https://na.gov.pk/uploads/documents/1302138356_934.pdf}, urldate = {2022-06-15}, author = {The Gazette of Pakistan}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WRFZU3KY 2405685:HEDDQYSB}, } @techreport{the_education_commission_learning_2016, title = {The learning generation: investing in education for a changing world}, url = {https://report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_Report.pdf}, urldate = {2021-10-03}, author = {{The Education Commission}}, month = sep, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V38KXCY9 2405685:HWYYANS4}, } @article{the_economist_pakistan_2018, title = {Pakistan is home to the most frenetic education reforms in the world}, issn = {0013-0613}, url = {https://www.economist.com/briefing/2018/01/04/pakistan-is-home-to-the-most-frenetic-education-reforms-in-the-world}, urldate = {2020-07-20}, author = {{The Economist}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QAD6S9AH}, keywords = {auto\_merged}, } @misc{the_asia_foundation_lets_2019, title = {Let’s {Read}}, url = {https://asiafoundation.org/publication/lets-read/}, author = {The Asia Foundation}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HM8MTIIC 2405685:Y4NFIS88}, } @article{templier_transparency_2018, title = {Transparency in literature reviews: an assessment of reporting practices across review types and genres in top {IS} journals}, volume = {27}, issn = {0960-085X}, shorttitle = {Transparency in literature reviews}, url = {https://doi.org/10.1080/0960085X.2017.1398880}, doi = {10.1080/0960085X.2017.1398880}, abstract = {The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field.}, number = {5}, urldate = {2024-01-18}, journal = {European Journal of Information Systems}, author = {Templier, Mathieu and Paré, Guy}, month = sep, year = {2018}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/0960085X.2017.1398880 KerkoCite.ItemAlsoKnownAs: 10.1080/0960085X.2017.1398880 2405685:Q276HLE3 2486141:87GPNG7X 2486141:NU76JNZC 2486141:RWR6BN8D 2486141:YMRZDEHX}, keywords = {Literature reviews, assessment, reporting, transparency, trustworthiness}, pages = {503--550}, } @misc{telenor_unicef_2019, title = {{UNICEF} and {Telenor} {Group} extend global partnership to reduce inequalities among children}, url = {https://www.telenor.com/media/press-release/unicef-and-telenor-group-extend-global-partnership-to-reduce-inequalities-among-children/}, abstract = {(FORNEBU, 31 January 2019) – UNICEF and Telenor Group today announced an agreement to extend their long-running global partnership for another three years – through 2021. Launched in 2014, the partnership delivers large-scale global projects which leverage Telenor’s digital platforms to reduce inequalities and enhance children and young people’s skills for the digital future.}, language = {en}, urldate = {2022-04-25}, journal = {Telenor Group}, author = {{Telenor}}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5M2TEFLZ 2405685:MIYADBNX}, } @misc{telecommunications_regulatory_commission_ict_2018, title = {{ICT} {Facts} \& {Opportunities} in {Jordan}}, url = {https://trc.gov.jo/EchoBusV3.0/SystemAssets/ICT%20Facts%20&%20Opportunities%20in%20Jordan_SM.PDF}, urldate = {2020-06-30}, author = {Telecommunications Regulatory Commission}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4L359ZS5}, } @article{techaraungrong_design_2017, title = {The design and testing of multimedia for teaching arithmetic to deaf learners}, volume = {22}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-015-9441-1}, doi = {10.1007/s10639-015-9441-1}, abstract = {The purpose of the study reported on in this paper was to design and test multimedia for deaf and hard of hearing (DHH) learners. The study focused on counting, addition and subtraction with grade one (age 7) DHH learners in Thailand. The multimedia created for the study was informed by design considerations for DHH learners of arithmetic and aimed to minimize cognitive load. Testing took place over a period of 16 weeks during which learners alternated between 2 and 3 week sessions of one hour per day with multimedia (numbers 1–10) versus 2–3 week sessions of one hour per day with the teacher (numbers 11–20). Results of the design included features such as non-essential use of text, reliance on non-symbolic objects, user control, and signals to relevant content. Results of testing showed that learning with multimedia resulted in higher scores than learning with the teacher (Z = 4.545, p = 0.000). Post-intervention interviews highlighted the role of motivation, ease of comprehension and independent learner control of the multimedia. The conclusion highlighted the need for multimedia design principles that reflect a more inclusionary focus on children with special needs such as those featured in this study.}, language = {en}, number = {1}, urldate = {2020-12-10}, journal = {Education and Information Technologies}, author = {Techaraungrong, Piyaporn and Suksakulchai, Surachai and Kaewprapan, Wacheerapan and Murphy, Elizabeth}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9441-1 2339240:CZT5XWYH 2405685:DK3Y33G7}, pages = {215--237}, } @techreport{teaching_service_commission_comprehensive_2018, title = {A {Comprehensive} {Situation} {Analysis} of {Teachers} and the {Teaching} {Profession} in {Sierra} {Leone}: {Final} report presented to the {Teaching} {Service} {Commission}}, url = {https://tsc.gov.sl/reports/}, urldate = {2020-12-15}, institution = {Global Partnership for Education}, author = {{Teaching Service Commission}}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CFRE6D4Q}, pages = {en}, } @misc{teaching_at_the_right_level_implementation_2018, title = {Implementation {Models}: {Evidence} and lessons from randomised evaluations}, url = {https://www.teachingattherightlevel.org/wp-content/uploads/2018/09/Implementation-Models.pdf}, language = {en}, publisher = {Teaching at the Right Level}, author = {Teaching at the Right Level}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6KK73UIE 2405685:HW3W3AAR}, } @misc{teacher_development_programme_teacher_2019, title = {Teacher {Development} {Programme} {End} of {Programme} {Report}}, url = {https://www.tdpnigeria.org/assets/resources/pre-service/research-and-evidence/Programme%20Reports/TDP%20End%20of%20Programme%20Report.pdf}, urldate = {2022-08-23}, author = {{Teacher Development Programme}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YREGV4VF 2405685:AIWDTWHX}, } @article{taylor_estimating_2016, title = {Estimating the impact of language of instruction in {South} {African} primary schools: {A} fixed effects approach}, volume = {50}, issn = {0272-7757}, shorttitle = {Estimating the impact of language of instruction in {South} {African} primary schools}, url = {https://www.sciencedirect.com/science/article/pii/S027277571630022X}, doi = {10.1016/j.econedurev.2016.01.003}, abstract = {For many children around the world, access to higher education and the labour market depends on becoming fluent in a second language. In South Africa, the majority of children do not speak English as their first language but are required to undertake their final school-leaving examinations in English. Most schools offer mother-tongue instruction in the first three grades of school and then transition to English as the language of instruction in the fourth grade. Some schools use English as the language of instruction from the first grade. In recent years a number of schools have changed their policy, thus creating within-school, cross-grade variation in the language of instruction received in the early grades. Using longitudinal data from the population of South African primary schools and a fixed-effects approach, we find that mother tongue instruction in the early grades significantly improves English acquisition, as measured in grades 4, 5 and 6.}, language = {en}, urldate = {2022-06-10}, journal = {Economics of Education Review}, author = {Taylor, Stephen and von Fintel, Marisa}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2016.01.003 2405685:RSHGZ25V 4042040:N7L4HVF6}, keywords = {Education, Fixed effects, Language of learning and teaching, South Africa}, pages = {75--89}, } @techreport{tawileh_digital_2018, title = {{DIGITAL} {LEARNING} {INNOVATIONS} {FOR} {SYRIAN} {REFUGEES} {AND} {HOST} {COMMUNITIES} {EXTERNAL} {EVALUATION} {REPORT} .pdf}, abstract = {This report presents the key findings of the Digital Learning Innovations project implemented by the International Education Association (IEA) to test the potential of technological and pedagogical innovations to improve the quality and accessibility of learning in and outside the classroom for Syrian refugee children and host communities in Lebanon and Jordan, with a primary focus on children ages 14 to 18. The project had two components, the first was implemented in Lebanon at 41 schools and led by IEA, and the second was implemented in Jordan at 14 UNICEF-affiliated Makani centres and led by Birzeit University.}, author = {Tawileh}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J8FCHKI4 2405685:6CQ9G32M}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_pedagogies and modalities}, } @article{tawafak_systematic_2019, title = {A systematic review of personalized learning: comparison between {E}-{Learning} and learning by coursework program in {Oman}}, volume = {14}, shorttitle = {A systematic review of personalized learning}, doi = {10.3991/ijet.v14i09.10421}, abstract = {There is a need for several applications and technologies in the higher education institutions in Oman to enhance the educational process. This systematical study investigates the simultaneous influence of technology implementation with e-learning and traditional coursework program instruction on the enhancement and development of assessment method for undergraduates in different programs. This paper aims to analyze the current articles that handle with the learning process and compare between the understanding and acceptance of E-Learning mechanism and traditional coursework method of teaching for improving assessment method and evaluation of academic performance. The method works on the benefits of increasing E-Learning process for educational skills as an assistance tool with faculty material and class discussion. In this study, surveys were distributed to two different universities and college in Oman to assess their satisfaction of learning model. The findings of this paper assisted the model that may help to improve both the teaching method and academic performance of student learning outcomes.}, number = {9}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, author = {Tawafak, Ragad and Romli, Awanis and Iqbal Malik, Sohail and Alnaseeri, Mohanaad and Alfarsi, Ghaliya}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v14i09.10421 2339240:7WIRDBU5 2405685:NW3WGQ5N}, pages = {93--104}, } @techreport{tauson_edtech_2018, title = {{EdTech} for {Learning} in {Emergencies} and {Displaced} {Settings}: {A} rigorous review and narrative synthesis}, shorttitle = {{EdTech} for {Learning} in {Emergencies} and {Displaced} {Settings}}, url = {https://resourcecentre.savethechildren.net/node/13238/pdf/edtech-learning.pdf}, abstract = {Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries.}, language = {en}, urldate = {2020-03-30}, institution = {Save The Children}, author = {Tauson, Michaelle and Stannard, Luke}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CX7MJW5R 2339240:FBAM53IG 2339240:FBCFVAEE 2339240:FHZXSRXI 2339240:G8GRKFFX 2339240:KL87UZMA 2339240:RHDU25IK 2339240:SLJGQQ9G 2405685:28WH3URF 2405685:6QS8CQ9G 2405685:9ZFQ6L5J 2405685:CMAMJWTI 2405685:H2SWIIEB 2405685:JJQTKVY2 2405685:KETBQUYZ 2405685:KLHB3S5G 2405685:PF7AX4UZ 2405685:X2N4NZRQ 2534378:WMLTBU37}, keywords = {IMPORT\_FROM\_DFID\_RITE, Important, Read, \_THEME: Teacher Professional Development, \_\_\_working\_potential\_duplicate, auto\_merged}, } @article{tatar_conceptual_2016, title = {Conceptual understanding of definite integral with {GeoGebra}}, volume = {33}, issn = {07380569}, url = {https://www.researchgate.net/publication/304002585_Conceptual_Understanding_of_Definite_Integral_with_GeoGebra}, doi = {10.1080/07380569.2016.1177480}, abstract = {This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.}, language = {English}, number = {2}, journal = {Computers in the Schools}, author = {Tatar, Enver and Zengin, Yilmaz}, year = {2016}, note = {Place: New York Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1797266405?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2405685:BPKXJCAS 2534378:B2LVIZIL 2534378:HHXXSZS8 2534378:LCRTTW4I}, keywords = {Computer Assisted Instruction, Computer Software, Computer assisted instruction--CAI, Computer-assisted instruction (CAI), ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Educational Technology, Foreign Countries, GeoGebra, Mathematics, Mathematics Education, Mathematics teachers, Mixed Methods Research, Program Effectiveness, Questionnaires, Secondary Education, Secondary School Mathematics, Student Attitudes, Teacher Education Programs, Turkey, Wilcoxon Matched Pairs Signed Ranks Test, \_\_:import:01, \_\_:match:final, \_\_:study\_id:2098412, \_\_finaldtb, achievement, definite integral}, pages = {120--132}, } @article{tatar_conceptual_2016, title = {Conceptual understanding of definite integral with {GeoGebra}}, volume = {33}, issn = {07380569}, url = {https://www.researchgate.net/publication/304002585_Conceptual_Understanding_of_Definite_Integral_with_GeoGebra}, doi = {10.1080/07380569.2016.1177480}, abstract = {This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.}, language = {English}, number = {2}, journal = {Computers in the Schools}, author = {Tatar, Enver and Zengin, Yilmaz}, year = {2016}, note = {Place: New York Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1797266405?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2405685:BPKXJCAS 2534378:B2LVIZIL 2534378:HHXXSZS8 2534378:LCRTTW4I}, keywords = {Computer Assisted Instruction, Computer Software, Computer assisted instruction--CAI, Computer-assisted instruction (CAI), ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Educational Technology, Foreign Countries, GeoGebra, Mathematics, Mathematics Education, Mathematics teachers, Mixed Methods Research, Program Effectiveness, Questionnaires, Secondary Education, Secondary School Mathematics, Student Attitudes, Teacher Education Programs, Turkey, Wilcoxon Matched Pairs Signed Ranks Test, \_\_:import:01, \_\_:match:final, \_\_:study\_id:2098412, \_\_finaldtb, achievement, definite integral}, pages = {120--132}, } @article{tatar_conceptual_2016, title = {Conceptual understanding of definite integral with {GeoGebra}}, volume = {33}, doi = {10.1080/07380569.2016.1177480}, abstract = {This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.}, journal = {Computers in the Schools}, author = {Tatar, Enver and Zengin, Yılmaz}, month = apr, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2339240:RFF77FWI 2405685:HKM9RVSU}, } @article{tatar_conceptual_2016, title = {Conceptual understanding of definite integral with {GeoGebra}}, volume = {33}, doi = {10.1080/07380569.2016.1177480}, abstract = {This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.}, journal = {Computers in the Schools}, author = {Tatar, Enver and Zengin, Yılmaz}, month = apr, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2339240:RFF77FWI 2405685:HKM9RVSU}, } @book{tashakkori_sage_2010, address = {Los Angeles}, edition = {2nd ed}, title = {Sage handbook of mixed methods in social \& behavioral research}, isbn = {978-1-4129-7266-6}, url = {https://methods.sagepub.com/book/sage-handbook-of-mixed-methods-social-behavioral-research-2e}, publisher = {SAGE Publications}, editor = {Tashakkori, Abbas and Teddlie, Charles}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BE9HCCSW 2405685:B7JM4898}, keywords = {Handbooks, Research Methodology, Social sciences, etc, manuals}, } @misc{tas_when_2014, title = {When disadvantages don’t add up: {On} gender, ethnicity and education}, shorttitle = {When disadvantages don’t add up}, url = {https://blogs.worldbank.org/developmenttalk/when-disadvantages-don-t-add-gender-ethnicity-and-education}, abstract = {We often think that all women are in some way subjected to gender-based discrimination, and indeed, there is wealth of evidence to support this belief. The same can be said about ethnic minorities and other social groups—indigenous peoples, refugees, sexual minorities, the poor, immigrants, and people living with HIV/AIDS—who may ...}, language = {en}, urldate = {2020-06-03}, journal = {World Bank Blogs}, author = {Tas, Emcet O. and Reimao, Maria}, year = {2014}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:M88XD3FX}, } @article{tariq_mobile_2016, title = {A {Mobile} {Application} to {Improve} {Learning} {Performance} of {Dyslexic} {Children} with {Writing} {Difficulties}}, volume = {19}, issn = {1176-3647}, url = {http://www.jstor.org/stable/jeductechsoci.19.4.151}, abstract = {A neurological learning disability, termed as Dyslexia, is characterized by difficulties in various aspects of writing skills making the individuals unable to develop age-appropriate and ability-appropriate functional skills. In Pakistan, lack of dyslexia awareness and remedial education training restrains the remediation of dyslexic children at early stages. There also exist noticeable affordance and accessibility issues concerning the remedial help and assistive technology adoption. In this research, we have developed a mobile learning application for android-powered devices that targets developmental progression and usability requirements of dyslexic children with writing difficulties. Our center of interest was to improve introductory writing skills of dyslexic children along with consistent evaluation of their learning performance to highlight the weak areas of learning process. To achieve this objective, we have designed a Writers Learning Algorithm (WLA) based on computational model of learning. We assessed the effectiveness and usability of the developed application in collaboration with dyslexic students as well as remedial teachers at selected dyslexia institutions in Pakistan. The preliminary assessment results concluded that application has justified its role in terms of representation, evaluation and optimization of writing proficiency of young dyslexic writers.}, number = {4}, urldate = {2020-12-10}, journal = {Journal of Educational Technology \& Society}, author = {Tariq, Rabbia and Latif, Seemab}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:57XXB33D 2405685:P9XMQ9MX}, keywords = {⛔ No DOI found}, pages = {151--166}, } @techreport{tarawallie_sierra_2015, title = {Sierra {Leone} research and knowledge systems: a rapid literature review}, url = {https://www.inasp.info/sites/default/files/2018-04/Country%20profile%20%E2%80%93%20Sierra%20Leone.pdf}, institution = {INASP}, author = {Tarawallie, Mamoud Idriss}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:83QNDI62 2405685:8PAQ6CIE}, } @book{tao_transforming_2016, address = {New York, NY}, title = {Transforming teacher quality in the {Global} {South}: using capabilities and causality to re-examine teacher performance}, isbn = {978-1-137-49545-7}, shorttitle = {Transforming teacher quality in the {Global} {South}}, url = {bit.ly/3BIuk8zbit.ly/3BIuk8z}, abstract = {A common story of teachers from the Global South portrays them as deficient, unreliable and unprofessional. However, this book uses an innovative Capability Approach/Critical Realist lens to reveal the causal links between teachers' constrained capabilities and their 'criticised' behaviours and offer nuanced, creative strategies for improvements.}, language = {en}, publisher = {Palgrave Macmillan}, author = {Tao, Sharon}, month = apr, year = {2016}, note = {Google-Books-ID: kbPtCwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:IX6V82MK 2405685:B9ZP36MT}, keywords = {Education / Comparative, Education / Educational Policy \& Reform / General, Education / General, Education / Professional Development, Education / Teacher Training \& Certification, Social Science / Anthropology / Cultural \& Social, Social Science / Developing \& Emerging Countries, Social Science / General, Social Science / Sociology / General}, } @article{tao_using_2014, title = {Using the {Capability} {Approach} to improve female teacher deployment to rural schools in {Nigeria}}, volume = {39}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059314000911}, doi = {10.1016/j.ijedudev.2014.08.011}, abstract = {This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.}, language = {en}, urldate = {2022-07-04}, journal = {International Journal of Educational Development}, author = {Tao, Sharon}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.08.011 2339240:SMUG3D2K 2405685:CP2Y8GYI}, pages = {92--99}, } @article{tang_research_2018, title = {Research on deep learning techniques in breaking text-based {Captchas} and designing image-based {Captcha}}, volume = {13}, issn = {1556-6021}, doi = {10.1109/TIFS.2018.2821096}, abstract = {The ability of hackers to infiltrate computer systems using computer attack programs and bots led to the development of Captchas or Completely Automated Public Turing Tests to Tell Computers and Humans Apart. The text Captcha is the most popular Captcha scheme given its ease of construction and user friendliness. However, the next generation of hackers and programmers has decreased the expected security of these mechanisms, leaving websites open to attack. Text Captchas are still widely used, because it is believed that the attack speeds are slow, typically two to five seconds per image, and this is not seen as a critical threat. In this paper, we introduce a simple, generic, and fast attack on text Captchas that effectively challenges that supposition. With deep learning techniques, our attack demonstrates a high success rate in breaking the Roman-character-based text Captchas deployed by the top 50 most popular international websites and three Chinese Captchas that use a larger character set. These targeted schemes cover almost all existing resistance mechanisms, demonstrating that our attack techniques are also applicable to other existing Captchas. Does this work then spell the beginning of the end for text-based Captcha? We believe so. A novel image-based Captcha named Style Area Captcha (SACaptcha) is proposed in this paper, which is based on semantic information understanding, pixel-level segmentation, and deep learning techniques. Having demonstrated that text Captchas are no longer secure, we hope that our proposal shows promise in the development of image-based Captchas using deep learning techniques.}, number = {10}, journal = {IEEE Transactions on Information Forensics and Security}, author = {Tang, Mengyun and Gao, Haichang and Zhang, Yang and Liu, Yi and Zhang, Ping and Wang, Ping}, month = oct, year = {2018}, note = {Conference Name: IEEE Transactions on Information Forensics and Security KerkoCite.ItemAlsoKnownAs: 10.1109/TIFS.2018.2821096 2339240:HKNAN37V 2405685:4GMXQAMG}, keywords = {CAPTCHAs, Captcha, Character recognition, Computer security, Image segmentation, Machine learning, Resistance, convolutional neural network, deep learning, image-based, security, text-based}, pages = {2522--2537}, } @phdthesis{taner_digital_2018, title = {Digital {Literacies} for {International} {Teacher} {Education}: a {Ghanaian} perspective}, copyright = {Creative Commons Attribution Non Commercial No Derivatives 4.0 International, Creative Commons Attribution Non Commercial No Derivatives 4.0 International, Creative Commons Attribution Non Commercial No Derivatives 4.0 International, Creative Commons Attribution Non Commercial No Derivatives 4.0 International}, shorttitle = {Digital {Literacies} for {International} {Teacher} {Education}}, url = {http://oro.open.ac.uk/id/eprint/54964}, abstract = {Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.}, language = {en}, urldate = {2021-02-03}, school = {The Open University}, author = {Taner, Lisa}, year = {2018}, note = {Publisher: The Open University KerkoCite.ItemAlsoKnownAs: 2339240:HMVJWSZ2 2405685:4IUVXWK9}, keywords = {\_\_\_working\_potential\_duplicate}, } @phdthesis{taner_digital_2018, title = {Digital {Literacies} for {International} {Teacher} {Education}: a {Ghanaian} perspective}, copyright = {Creative Commons Attribution Non Commercial No Derivatives 4.0 International, Creative Commons Attribution Non Commercial No Derivatives 4.0 International, Creative Commons Attribution Non Commercial No Derivatives 4.0 International, Creative Commons Attribution Non Commercial No Derivatives 4.0 International}, shorttitle = {Digital {Literacies} for {International} {Teacher} {Education}}, url = {http://oro.open.ac.uk/id/eprint/54964}, abstract = {Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.}, language = {en}, urldate = {2021-02-03}, school = {The Open University}, author = {Taner, Lisa}, year = {2018}, note = {Publisher: The Open University KerkoCite.ItemAlsoKnownAs: 2339240:HMVJWSZ2 2405685:4IUVXWK9}, keywords = {\_\_\_working\_potential\_duplicate}, } @phdthesis{taner_digital_2018, type = {{MRes}}, title = {Digital literacies for international teacher education: a {Ghanaian} perspective}, shorttitle = {Digital literacies for international teacher education}, url = {http://oro.open.ac.uk/54964/}, abstract = {Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.}, urldate = {2019-11-19}, school = {The Open University}, author = {Taner, Lisa}, year = {2018}, note = {http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UNPAN57F 2534378:GVRULWW2 2534378:SQKD29GI}, keywords = {\_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Education management, \_THEME: Open systems, \_THEME: School management, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426091, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, } @phdthesis{taner_digital_2018, type = {{MRes}}, title = {Digital literacies for international teacher education: a {Ghanaian} perspective}, shorttitle = {Digital literacies for international teacher education}, url = {http://oro.open.ac.uk/id/eprint/54964}, school = {The Open University}, author = {Taner, Lisa}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NV7LHQV7 2405685:6IFVXFGH}, } @phdthesis{taner_digital_2018, type = {{MRes}}, title = {Digital literacies for international teacher education: a {Ghanaian} perspective}, shorttitle = {Digital literacies for international teacher education}, url = {http://oro.open.ac.uk/54964/}, abstract = {Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.}, urldate = {2019-11-19}, school = {The Open University}, author = {Taner, Lisa}, month = apr, year = {2018}, note = {http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UFXME9DD}, keywords = {THEME: Curriculum and resources, THEME: Education management, THEME: Open systems, THEME: School management, THEME: Teacher Professional Development, \_Source:Intuitive, \_\_\_working\_potential\_duplicate}, } @phdthesis{taner_digital_2018, type = {{MRes}}, title = {Digital literacies for international teacher education: a {Ghanaian} perspective}, shorttitle = {Digital literacies for international teacher education}, url = {http://oro.open.ac.uk/54964/}, abstract = {Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.}, urldate = {2019-11-19}, school = {The Open University}, author = {Taner, Lisa}, month = apr, year = {2018}, note = {http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UFXME9DD}, keywords = {THEME: Curriculum and resources, THEME: Education management, THEME: Open systems, THEME: School management, THEME: Teacher Professional Development, \_Source:Intuitive, \_\_\_working\_potential\_duplicate}, } @article{tandika_pre-primary_2019, title = {Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in {Tanzania}}, volume = {121}, issn = {2398-5348}, doi = {10.1108/ILS-01-2019-0009}, abstract = {Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodology/approach Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes. Findings The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm. Research limitations/implications The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities. Practical implications Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power. Social implications Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities}, language = {eng}, number = {1/2}, journal = {Information and learning science}, author = {Tandika, Pambas Basil and Ndijuye, Laurent Gabriel}, year = {2019}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-01-2019-0009 2339240:T4KLPYB6 2405685:TZWTRL92}, keywords = {Information and communication technology, Learning and quality instruction, Pre-primary education, Preparedness, Teaching}, pages = {79--94}, } @techreport{tan_eskwela_2010, title = {{eSkwela}: {ICT} for alternative learning system}, url = {https://www.seiservices.com/APEC/WikiFiles/9.3.pdf}, institution = {APEC ICT4D Expo}, author = {Tan, Maria Melizza}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W2AZQGMQ 2405685:K9ST6RTJ}, } @article{tamim_what_2011, title = {What {Forty} {Years} of {Research} {Says} {About} the {Impact} of {Technology} on {Learning} {A} {Second}-{Order} {Meta}-{Analysis} and {Validation} {Study}}, volume = {81}, doi = {10.3102/0034654310393361}, abstract = {This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison. An extensive literature search and a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, encompassing 1,055 primary studies. The random effects mean effect size of 0.35 was significantly different from zero. The distribution was heterogeneous under the fixed effects model. To validate the second-order meta-analysis, 574 individual independent effect sizes were extracted from 13 out of the 25 meta-analyses. The mean effect size was 0.33 under the random effects model, and the distribution was heterogeneous. Insights about the state of the field, implications for technology use, and prospects for future research are discussed.}, journal = {Review of Educational Research}, author = {Tamim, Rana and Bernard, Robert and Borokhovski, Eugene and Abrami, Philip and Schmid, Richard}, month = mar, year = {2011}, note = {shortDOI: 10/cg7r89 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654310393361 10/cg7r89 2405685:VFERDKE8}, pages = {4--28}, } @article{tamim_blended_2018, title = {Blended {Learning} for {Learner} {Empowerment}: {Voices} from the {Middle} {East}}, volume = {50}, issn = {1539-1523, 1945-0818}, shorttitle = {Blended {Learning} for {Learner} {Empowerment}}, url = {https://www.tandfonline.com/doi/full/10.1080/15391523.2017.1405757}, doi = {10.1080/15391523.2017.1405757}, language = {en}, number = {1}, urldate = {2020-07-21}, journal = {Journal of Research on Technology in Education}, author = {Tamim, Rana M.}, month = jan, year = {2018}, note = {shortDOI: 10/gg5s28 KerkoCite.ItemAlsoKnownAs: 10/gg5s28 2405685:WJST56EU}, pages = {70--83}, } @article{talukder_teacher_2015, title = {Teacher {Training} {Program} through {Distance} {Education} in {Bangladesh} {Open} {University}: {The} {Challenges} of {Using} {ICT}}, volume = {1}, abstract = {Bangladesh Open University is the only public university in the country that imparts education in an open and distance mode. Since the establishment of this university in 1992, it has been providing teacher education and training throughout Bangladesh. Teaching is one of the most challenging professions today in Bangladesh where knowledge is expanding rapidly and modern technologies are attracting teachers to learn how to use these technologies in their teaching. Hence, the demand of teacher training is increasing day by day. Since teacher training program is an important issue in Bangladesh, it could be done through distance education using Information and Communication Technology (ICT). The present study attempts to find out the challenges of using ICT in teacher training program and provides a possible solution to it. A mixed-method approach was adopted by using a questionnaire, observation and semi-structured interviews with the faculty members of BOU. The findings show that, when teacher training program integrates ICT, it encounters a challenging operational environment – curriculum, skilled people, and infrastructures of the university, limitation of time and cost of the program.}, number = {2}, journal = {St. Theresa Journal of Humanities and Social Sciences}, author = {Talukder, M}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8UTGMBWB 2405685:INU9GQQU}, keywords = {⛔ No DOI found}, } @book{tahira_ict_2013, address = {Valenica}, title = {Ict {Integration} in {Teacher} {Education}: {Pakistan} "{Attitude} of {Prospective} {Teachers} {Towards} {Ict}"}, isbn = {978-84-616-3847-5}, shorttitle = {Ict {Integration} in {Teacher} {Education}}, abstract = {The integration of information and communication technologies can help to strengthen teachers and students, but the success of any initiatives to integrate technology in an educational program depends strongly upon the support and attitudes of people involved such as students or teachers. This study aimed to investigate the use of computers in teacher education institutes of Punjab, Pakistan. It measured the attitude of prospective teachers towards the use of ICT and identified barriers faced by prospective teachers in use of ICT. Loyd Gressard Computer Attitude Scale (Loyd and Gressard, 1984, 1985) was administered among 250 M. Ed level prospective teachers from 5-public sector universities of Punjab, Pakistan. This instrument captured the prospective teacher's attitude in four dimensions of ICT. These dimensions were computer anxiety, confidence with computers, liking computers and attitude toward the usefulness of computers. Moreover some open ended questions were also included to identify the barriers faced by prospective teachers in the use of ICT. The overall attitude of the prospective teachers towards the use of ICT was measured by applying simple descriptive statistical technique such as mean score. Further, comparison of attitude of male and female prospective teachers was made by applying inferential statistical technique such as t-test. All prospective teachers showed highly positive attitude towards ICT. Moreover female prospective teachers were found to be more anxious than male. Male prospective teachers were found more confident in using computers. Prospective teachers pointed out a lot of barriers faced by them in the use of ICT.}, language = {English}, publisher = {Iated-Int Assoc Technology Education \& Development}, author = {Tahira, Syeda Samina and Saadi, Azhar Mumtaz}, editor = {Chova, L. G. and Martinez, A. L. and Torres, I. C.}, year = {2013}, note = {Pages: 5131-5137 Publication Title: 6th International Conference of Education, Research and Innovation (iceri 2013) WOS:000347240605031 KerkoCite.ItemAlsoKnownAs: 2339240:QPVE6YP9 2405685:YI352IKZ}, keywords = {Information Communication Technology, Teacher Education, attitude, barriers in the use of ICT, computer anxiety, computer attitudes, confidence with computers, liking computers, usefulness of computers, validation}, } @techreport{t-tel_professional_development_programme_oer_2016, title = {{OER} {Guidance} for {Colleges}}, copyright = {Creative Commons Attribution 4.0.}, url = {https://docs.opendeved.net/lib/3B42MMRX/download/BGTEPSML/Ha%C3%9Fler_2016_Open%20Educational%20Resources%20Guide%20for%20Colleges%20of%20Education.pdf}, urldate = {2020-08-19}, institution = {Ministry of Education (Ghana)}, author = {{T-TEL Professional Development Programme}}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:VCK4YCEW}, } @techreport{t-tel_professional_development_programme_open_2016, title = {Open {Educational} {Resources}: {Guidance} for {College} of {Education}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/3B42MMRX/download/BGTEPSML/Ha%C3%9Fler_2016_Open%20Educational%20Resources%20Guide%20for%20Colleges%20of%20Education.pdf}, language = {EN}, institution = {Ministry of Education (Ghana)}, author = {{T-TEL Professional Development Programme}}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:4G26UDAG}, } @techreport{t-tel_professional_development_programme_t-tels_2016, title = {T-{TEL}'s {Terms}, {Messages} and {Communications} {Guide}}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://www.t-tel.org/files/docs/COMMS%20GUIDE%20FINAL.pdf}, urldate = {2020-09-01}, institution = {Ministry of Education (Ghana)}, author = {{T-TEL Professional Development Programme}}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7GKEEIDQ}, } @techreport{t-tel_professional_development_programme_theme_2016, title = {Theme 5: {Teaching} and {Learning} {Materials} ({Professional} {Development} {Guide} {For} {Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://www.t-tel.org/files/docs/Learning%20Hub/B.Ed.%20materials,%20resources%20and%20reading/Theme%205%20Teaching%20and%20Learning%20Materialss%20-%20Professional%20Development%20Guide%20for%20Student%20Teachers.pdf}, urldate = {2020-09-01}, institution = {Ministry of Education (Ghana)}, author = {{T-TEL Professional Development Programme}}, month = dec, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:Q6V7CX64}, } @techreport{t-tel_annual_2019, title = {Annual {Survey} of {Progress} and {Achievement}}, url = {https://t-tel.org/download/year-4-t-tel-annual-survey-of-progress-achievement_1st-october-2018-30th-september-2019/?wpdmdl=4177&refresh=613b1dbcb6d241631264188}, language = {en}, author = {{T-TEL}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8MWHYQCT 2405685:PSLM9PT6}, } @techreport{t-tel_midline_2017, title = {Midline survey: {Transforming} teacher education and learning}, url = {https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/T-TEL%20MIDLINE%20REPORT.pdf}, urldate = {2020-07-03}, author = {{T-TEL}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MJM6PHCK 2405685:UMGJ8LUJ}, } @inproceedings{saebones_towards_2015, title = {Towards a disability inclusive education}, url = {https://inee.org/system/files/resources/Towards%20A%20Disability%20Inclusive%20Education.pdf}, booktitle = {Proceedings of the {Background} paper for the {Oslo} {Summit} on {Education} for {Development}, {Oslo}, {Norway}}, author = {Sæbønes, Ann-Marit and Bieler, Rosangela Berman and Baboo, Nafisa and Banham, Louise and Singal, Nidhi and Howgego, Catherine and McClain-Nhlapo, Charlotte Vuyiswa and Riis-Hansen, Trine Cecilie and Dansie, Grant Angus}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5WJ5WXQ2 2405685:T8QSH6TA}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {6--7}, } @techreport{saebones_towards_2015, address = {Oslo, Norway}, title = {Towards a {Disability} {Inclusive} {Education}}, url = {https://www.usaid.gov/sites/default/files/documents/1865/Oslo_Ed_Summit_DisabilityInclusive_Ed.pdf}, institution = {Oslo Summit on Education for Development}, author = {Sæbønes, Ann-Marit and Bieler, Rosangela Berman and Baboo, Nafisa and Banham, Louise and Singal, Nidhi and Howgego, Catherine and McClain-Nhlapo, Charlotte Vuyiswa and Riis-Hansen, Trine Cecilie and Dansie, Grant Angus}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JPKX5XBG 2339240:SSMZBC9V 2405685:3AIMPPZI 2405685:LDMG6PB8}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {21}, } @article{szaszi_systematic_2018, title = {A {Systematic} {Scoping} {Review} of the {Choice} {Architecture} {Movement}: {Toward} {Understanding} {When} and {Why} {Nudges} {Work}}, volume = {31}, copyright = {Copyright © 2017 John Wiley \& Sons, Ltd.}, issn = {1099-0771}, shorttitle = {A {Systematic} {Scoping} {Review} of the {Choice} {Architecture} {Movement}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/bdm.2035}, doi = {10.1002/bdm.2035}, abstract = {In this paper, we provide a domain-general scoping review of the nudge movement by reviewing 422 choice architecture interventions in 156 empirical studies. We report the distribution of the studies across countries, years, domains, subdomains of applicability, intervention types, and the moderators associated with each intervention category to review the current state of the nudge movement. Furthermore, we highlight certain characteristics of the studies and experimental and reporting practices that can hinder the accumulation of evidence in the field. Specifically, we found that 74\% of the studies were mainly motivated to assess the effectiveness of the interventions in one specific setting, while only 24\% of the studies focused on the exploration of moderators or underlying processes. We also observed that only 7\% of the studies applied power analysis, 2\% used guidelines aiming to improve the quality of reporting, no study in our database was preregistered, and the used intervention nomenclatures were non-exhaustive and often have overlapping categories. Building on our current observations and proposed solutions from other fields, we provide directly applicable recommendations for future research to support the evidence accumulation on why and when nudges work. Copyright © 2017 John Wiley \& Sons, Ltd.}, language = {en}, number = {3}, urldate = {2024-02-14}, journal = {Journal of Behavioral Decision Making}, author = {Szaszi, Barnabas and Palinkas, Anna and Palfi, Bence and Szollosi, Aba and Aczel, Balazs}, year = {2018}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/bdm.2035 KerkoCite.ItemAlsoKnownAs: 10.1002/bdm.2035 2339240:9FYGW8H7 2405685:AAZQY2V4}, keywords = {behavioral interventions, choice architecture, nudge, public policy, review}, pages = {355--366}, } @article{syrjamaki_enhancing_2017, title = {Enhancing peer interaction: an aspect of a high-quality learning environment in {Finnish} early childhood special education}, volume = {32}, issn = {0885-6257, 1469-591X}, shorttitle = {Enhancing peer interaction}, url = {https://www.tandfonline.com/doi/full/10.1080/08856257.2016.1240342}, doi = {10.1080/08856257.2016.1240342}, language = {en}, number = {3}, urldate = {2021-08-31}, journal = {European Journal of Special Needs Education}, author = {Syrjämäki, Marja and Sajaniemi, Nina and Suhonen, Eira and Alijoki, Alisa and Nislin, Mari}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/08856257.2016.1240342 2339240:KX7AIXX6 2405685:UBAETY3T}, pages = {377--390}, } @article{symonds_death_2010, title = {Death of mixed methods? {Or} the rebirth of research as a craft}, volume = {23}, issn = {0950-0790}, shorttitle = {Death of mixed methods?}, url = {https://doi.org/10.1080/09500790.2010.483514}, doi = {10.1080/09500790.2010.483514}, abstract = {The classification by many scholars of numerical research processes as quantitative and other research techniques as qualitative has prompted the construction of a third category, that of ‘mixed methods’, to describe studies that use elements from both processes. Such labels might be helpful in structuring our understanding of phenomena. But they can also inhibit our activities when they serve as inaccurate or limiting descriptors. Based on the observation that mixed methods are fast becoming a common research approach in the social sciences, this paper questions whether the assumptions that are used and perpetuated by mixed methods are valid. The paper calls for a critical change in how we perceive research, in order to better describe actual research processes. A ‘core’ design typology of the mechanisms underlying research structures and processes is posited to encourage creative thinking around alternatives to the three purported paradigms of quantitative, qualitative and mixed methods. This ‘return to basics’ seeks to encourage new and innovative research designs to emerge, and suggests a rebirth of research from the ashes of mixed methods.}, number = {2}, urldate = {2019-11-05}, journal = {Evaluation \& Research in Education}, author = {Symonds, Jennifer E. and Gorard, Stephen}, month = jun, year = {2010}, note = {shortDOI: 10/fkx8x7 KerkoCite.ItemAlsoKnownAs: 10.1080/09500790.2010.483514 10/fkx8x7 2339240:VLHNF2T5 2405685:K7FDAWK7}, keywords = {mixed methods, paradigm, qualitative, quantitative, research methods, research philosophy}, pages = {121--136}, } @misc{symantec_symantec_2010, title = {Symantec {Global} {Internet} {Security} {Threat} {Report}: {Trends} for 2009}, url = {https://web.archive.org/web/20100804203739/http://eval.symantec.com/mktginfo/enterprise/white_papers/b-whitepaper_internet_security_threat_report_xv_04-2010.en-us.pdf}, urldate = {2022-08-10}, author = {{Symantec}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:22R2IIX6 2405685:NA7VYN8H}, } @article{sylla_benefits_2013, title = {The benefits of school mapping}, volume = {31}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000223453}, number = {1}, urldate = {2022-11-01}, author = {Sylla, K and Tournier, B}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EKY3HCEB 4042040:KRRXYHVK}, pages = {4--5}, } @techreport{swarts_tanzania_2010, title = {Tanzania: {ICT} in education: situational analysis}, copyright = {http://creativecommons.org/licenses/by-nc-sa/3.0/}, url = {https://www.tanzania.go.tz/egov_uploads/documents/Situational_Analysis_Tanzania_sw.pdf}, urldate = {2022-02-02}, institution = {Global e-Schools and Communities Initiative}, author = {Swarts, Patti and Wachira, Esther Mwiyeria}, month = jul, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XU5IA928 2405685:U7N7RKXP}, } @techreport{swai_effects_2013, title = {The {Effects} of {Incentive} {Initiatives} on {Teacher} {Retention} in {Tanzania}: {A} {Case} of the {Rukwa} {Region}}, url = {https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1034&context=cie_capstones}, institution = {University of Massachusetts Amherst}, author = {Swai, Anna Every}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A7PKCAEG 2405685:LMMTKRX8}, } @article{swaffield_using_2013, series = {13th {International} {Educational} {Technology} {Conference}}, title = {Using {Mobile} {Phone} {Texting} to {Support} the {Capacity} of {School} {Leaders} in {Ghana} to {Practise} {Leadership} for {Learning}}, volume = {103}, issn = {1877-0428}, url = {http://www.sciencedirect.com/science/article/pii/S1877042813039049}, doi = {10.1016/j.sbspro.2013.10.459}, abstract = {Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country.}, language = {en}, urldate = {2020-05-19}, journal = {Procedia - Social and Behavioral Sciences}, author = {Swaffield, Sue and Jull, Stephen and Ampah-Mensah, Alfred}, month = nov, year = {2013}, note = {shortDOI: 10/gf7gsh KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2013.10.459 10/gf7gsh 2339240:6QNXM9T9 2339240:C993QBLL 2405685:38U7QI2P 2405685:V3PRBKSK 2405685:XNAPWJG9 2405685:XNBYZ9E9}, keywords = {Ghana, Leadership for Learning, SMS, headteachers, mobile phone, professional development, school leaders, text messages}, pages = {1295--1302}, } @incollection{swaffield_supporting_2017, address = {Singapore}, title = {Supporting {Headteachers} in a {Developing} {Country}}, volume = {38}, isbn = {978-981-10-3652-1 978-981-10-3654-5}, url = {http://link.springer.com/10.1007/978-981-10-3654-5_17}, urldate = {2020-03-10}, booktitle = {Life in {Schools} and {Classrooms}}, publisher = {Springer Singapore}, author = {Swaffield, Sue}, editor = {Maclean, Rupert}, year = {2017}, doi = {10.1007/978-981-10-3654-5_17}, note = {Series Title: Education in the Asia-Pacific Region: Issues, Concerns and Prospects KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-10-3654-5\_17 2339240:WIJ9JWZF 2405685:5FFWHPKV}, pages = {277--291}, } @article{susantini_using_2018, title = {Using instructional video to improve awareness of scientific approach in science classroom}, volume = {19}, url = {https://www.eduhk.hk/apfslt/download/v19_issue1_files/susantini.pdf}, doi = {https://www.eduhk.hk/apfslt/download/v19_issue1_files/susantini.pdf}, abstract = {Instructional videos have been developed to engage pre-service teachers to learn how to teach scientific approach in science classroom. This study aimed to improve preservice teachers' awareness of scientific approach in science classroom through instructional video along with their responses. Thirty two pre-service science teachers from Universitas Negeri Surabaya, Surabaya, Indonesia, participated in this study and observed two different instructional videos using video-analysis worksheet supplemented by the supervisor. In response to the instructional video, results showed that pre-service teachers noticed well about application of scientific approach in inquiry-based teaching and cooperative learning models. Pre-service teachers also showed positive views about the instructional videos and became a reflection for their own future teaching actions and practices. Supplementation of the video-analysis worksheet during the implementation and peer-discussion among preservice teachers can be used to improve pre-service teachers' awareness as well as to provide clear exemplary about how to integrate scientific approach at each phase of inquiry-based teaching and cooperative learning models. This study implies that the present instructional videos and followed-up video-analysis task are adequate to facilitate pre-service teachers to understand what to do in actual classroom in terms of applying scientific approach as envisioned by Indonesia curriculum reform.}, language = {English}, number = {1}, journal = {Asia-Pacific Forum on Science Learning and Teaching}, author = {Susantini, Endang and Faizah, Ulfi and Yonata, Bertha and Kurniasari, Ika and {Suryanti}}, month = jun, year = {2018}, note = {Publisher: Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong KerkoCite.ItemAlsoKnownAs: 2339240:BN9QC37H 2339240:LBY74V36 2405685:DVSNFSAI 2405685:S42A5QRW 2534378:JX3N56UR 2534378:JZI7NCMR 2534378:WYRLILRV}, keywords = {Active Learning, Biology, Chemistry, Classrooms, Cooperative Learning, Cooperative learning, Curricula, ERIC, Current Index to Journals in Education (CIJE), Educational technology, Foreign Countries, Higher Education, Hypotheses, Indonesia, Inquiry, Inquiry method, Instructional Material Evaluation, Mathematics, Models, Pedagogy, Preservice Teacher Education, Preservice Teachers, Professional development, Science Instruction, Science Teachers, Science education, Sciences: Comprehensive Works, Scientific Methodology, Student Attitudes, Students, Teacher education, Teaching Methods, Teaching methods, Video Technology, Video recordings, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097317, \_\_finaldtb, ⚠️ Invalid DOI, ⛔ No DOI found}, pages = {1--22}, } @book{suryahadi_assessment_2013, address = {Jakarta}, series = {Working paper}, title = {Assessment of policies to improve teacher quality and reduce teacher absenteeism}, isbn = {978-602-7901-09-4}, language = {en}, publisher = {SMERU Research Institute}, author = {Suryahadi, Asep and Sambodho, Prio}, collaborator = {Social Monitoring {and} Early Response Unit (Indonesia)}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SHUK26YV 2339240:7JW2DYF5 2405685:RTYA9G4P 4556019:9P4UH786}, } @article{suresh_babu_importance_2018, title = {Importance of e-learning in higher education: a study}, volume = {2}, url = {https://www.academia.edu/36868903/IMPORTANCE_OF_E_LEARNING_IN_HIGHER_EDUCATION_A_STUDY}, abstract = {This study investigates the importance of using e-learning in teaching in higher education. In the institutions of higher education, the issue of utilizing modern information and communication technologies ICT) for teaching and learning is very important. This study gives a scholarly background to the study by reviewing some contributions made by various researchers and the institutions on the concept of e-learning, particularly its usage in teaching and learning in higher educational institutions. It looks at the scope, importance, the role elearning plays in higher educational institutions and the advantages and disadvantages of its adoption and implementation in higher education.}, language = {en}, number = {5}, journal = {International Journal of Research Culture Society}, author = {Suresh Babu, G. and Sridevi, K.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W5NFPK3J 2405685:ZMXT6JIP}, keywords = {⛔ No DOI found}, pages = {84--88}, } @article{suppiah_insights_2019, title = {Insights on {ESL} student teachers reflecting collaboratively online}, volume = {48}, issn = {01287729}, url = {https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus}, abstract = {The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.}, language = {English}, number = {2}, journal = {The English Teacher}, author = {Suppiah, Shubashini and Wah, (PhD), Lee Kean and Swanto, (PhD), Suyansah and Lajium, (PhD), Denis Andrew}, month = aug, year = {2019}, note = {Place: Seri Kembangan Publisher: Malaysian English Language Teaching Association (MELTA) KerkoCite.ItemAlsoKnownAs: 2405685:N9ZPHXCW 2534378:DFCJXPJ2 2534378:VI3TK6EI 2534378:VWP4487Z}, keywords = {Collaboration, Distance learning, English as a second language--ESL, Linguistics, Malaysia, Problem solving, Professional development, Reflective practice, Researchers, Social research, Student teachers, Teacher education, Teaching, Web 2.0, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095770, \_\_finaldtb, ⛔ No DOI found}, pages = {82--99}, } @article{suppiah_insights_2019, title = {Insights on {ESL} {Student} {Teachers} {Reflecting} {Collaboratively} {Online} {Shubashini} {Suppiah} {Institute} of {Teacher} {Education} {Gaya} {Campus}}, volume = {ISSN-2716-6406}, url = {https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus}, abstract = {The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.}, author = {Suppiah, Shubashini and Lee, S and Swanto, K and Lajium, S}, month = aug, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KIIH2XNR}, pages = {82--99}, } @article{sun_tale_2017, title = {A tale of two communication tools: {Discussion}-forum and mobile instant-messaging apps in collaborative learning}, volume = {49}, issn = {1467-8535}, shorttitle = {A tale of two communication tools}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12571}, doi = {10.1111/bjet.12571}, abstract = {Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {British Journal of Educational Technology}, author = {Sun, Zhong and Lin, Chin-Hsi and Wu, Minhua and Zhou, Jianshe and Luo, Liming}, year = {2017}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:9996TBZS 2405685:6XQNSME6}, } @article{sun_tale_2017, title = {A tale of two communication tools: {Discussion}-forum and mobile instant-messaging apps in collaborative learning}, volume = {49}, issn = {1467-8535}, shorttitle = {A tale of two communication tools}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12571}, doi = {10.1111/bjet.12571}, abstract = {Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {British Journal of Educational Technology}, author = {Sun, Zhong and Lin, Chin-Hsi and Wu, Minhua and Zhou, Jianshe and Luo, Liming}, year = {2017}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:9996TBZS 2405685:6XQNSME6}, } @article{sun_tale_2018, title = {A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning}, volume = {49}, issn = {0007-1013, 0007-1013}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571}, doi = {10.1111/bjet.12571}, abstract = {Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.}, language = {English}, number = {2}, journal = {British Journal of Educational Technology}, author = {Sun, Zhong and Lin, Chin-Hsi and Wu, Minhua and Zhou, Jianshe and Luo, Liming}, month = mar, year = {2018}, note = {Publisher: Wiley-Blackwell, 350 Main Street, Malden, MA 02148 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013524047?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:PKJIVPW8 2405685:EPP6N37E 2405685:IARRK6UB 2534378:L8X5Q62N 2534378:UH8EAVTI 2534378:UIYLRWUW}, keywords = {Applications programs, China, Collaborative learning, Collaborative virtual environments, Communication, Computer Mediated Communication, Computer Software, Computer assisted instruction--CAI, Content Analysis, Content analysis, Cooperative Learning, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational technology, Foreign Countries, Handheld Devices, Higher Education, Learning, Network Analysis, Network analysis, Preferences, Preservice Teachers, Social Networks, Social factors, Student Attitudes, Student Surveys, Synchronous Communication, Telecommunications, Tools, Undergraduate Students, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096807, \_\_finaldtb}, pages = {248--261}, } @article{sun_tale_2018, title = {A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning}, volume = {49}, issn = {0007-1013, 0007-1013}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571}, doi = {10.1111/bjet.12571}, abstract = {Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.}, language = {English}, number = {2}, journal = {British Journal of Educational Technology}, author = {Sun, Zhong and Lin, Chin-Hsi and Wu, Minhua and Zhou, Jianshe and Luo, Liming}, month = mar, year = {2018}, note = {Publisher: Wiley-Blackwell, 350 Main Street, Malden, MA 02148 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013524047?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:PKJIVPW8 2405685:EPP6N37E 2405685:IARRK6UB 2534378:L8X5Q62N 2534378:UH8EAVTI 2534378:UIYLRWUW}, keywords = {Applications programs, China, Collaborative learning, Collaborative virtual environments, Communication, Computer Mediated Communication, Computer Software, Computer assisted instruction--CAI, Content Analysis, Content analysis, Cooperative Learning, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational technology, Foreign Countries, Handheld Devices, Higher Education, Learning, Network Analysis, Network analysis, Preferences, Preservice Teachers, Social Networks, Social factors, Student Attitudes, Student Surveys, Synchronous Communication, Telecommunications, Tools, Undergraduate Students, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096807, \_\_finaldtb}, pages = {248--261}, } @article{sullivan_getting_2011, title = {Getting off the “{Gold} {Standard}”: {Randomized} controlled trials and education research}, volume = {3}, issn = {1949-8349}, shorttitle = {Getting {Off} the “{Gold} {Standard}”}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3179209/}, doi = {10.4300/JGME-D-11-00147.1}, number = {3}, urldate = {2022-12-05}, journal = {Journal of Graduate Medical Education}, author = {Sullivan, Gail M}, month = sep, year = {2011}, pmid = {22942950}, pmcid = {PMC3179209}, note = {KerkoCite.ItemAlsoKnownAs: 10.4300/JGME-D-11-00147.1 2339240:QSGWTB3B 2405685:ATRPH2NB}, pages = {285--289}, } @article{sullivan_systematic_2016, title = {A {Systematic} {Review} of {School}-{Based} {Social}-{Emotional} {Interventions} for {Refugee} and {War}-{Traumatized} {Youth}}, volume = {86}, doi = {10.3102/0034654315609419}, abstract = {Refugees often experience significant psychological distress, but many do not receive necessary services. Among children and youth, most mental health services are provided by schools, so schools are an important service provider for young refugees. We conducted a systemic literature review to synthesize and evaluate the existing research on school-based interventions to improve mental health or social-emotional functioning of students who are refugees, asylum seekers, or immigrants with war trauma. Three types of school-based interventions were identified: cognitive behavioral therapy, creative expression, and multitiered or multimodal models. The review identified several interventions with positive effects, as well as multiple interventions that had null or negative effects. We address the implications of this body of intervention research for practice and research.}, number = {2}, journal = {Review of Educational Research}, author = {Sullivan, Amanda L and Simonson, Gregory R}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315609419 2405685:6RLK9Z2D 2405685:P8H8TNUJ}, keywords = {cognitive behavioral therapy, creative expression therapy, intervention, refugee, school}, pages = {503--530}, } @article{suleman_role_2012, title = {Role of {Educational} {Technology} in {Public} and {Private} {Institutes} at {Secondary} {School} {Level} in {District} {Karak} ({Khyber} {Pukhtunkhwa}) {Pakistan}}, volume = {2}, copyright = {Copyright (c)}, issn = {2164-4063}, url = {http://www.macrothink.org/journal/index.php/ijld/article/view/2337}, doi = {10.5296/ijld.v2i5.2337}, abstract = {Educational technology plays a fundamental role in enhancing teaching learning process. It has facilitated instructional process and made it more productive, dynamic and effective. Therefore the study was conducted to explore the role of educational technology in public and private institutes in district Karak (Khyber Pukhtunkhwa) Pakistan in comparative perspectives. The main objectives of the study were: to compare the availability of educational technology in public and private institutions at secondary level; to compare the usability of educational technology in public and private institutions at secondary level and to know the usefulness of educational technology in public and private institutions at secondary level. All the heads, teachers and students in public and private secondary schools in district Karak constituted the population of the study. In order to ensure adequate sample, 60 heads, 180 teachers and 600 students serving and studying in public and private sectors at secondary school level in District Karak were selected randomly. The study was delimited to the selected male public and private secondary schools. The study was also delimited to those technologies which are commonly used. The study was descriptive in nature therefore, the researchers decided to develop questionnaire for the collection of data. A single questionnaire was developed for the whole sample. Pilot testing was conducted to know the weakness, misconceptions and ambiguities of the questions. After conduction of pilot testing, the questionnaire was revised and then its final version was prepared in the light of valuable suggestions of the heads, teachers and students. The researchers personally visited to the respective sample and distributed the questionnaires among the heads, teachers and students in public and private secondary schools. In this way data was collected. After the collection of data, the data was organized, tabulated and analyzed. The researchers decided to apply chi-square for the statistical treatment of the data. Therefore, chi square was applied to compare the responses of the sample. After analysis of the data, it was concluded that educational technologies are not available in both sectors. Some technologies are available in minor amount but these technologies are not used in both public and private sectors. Key Words:Educational Technology, Availability of Educational Technology, Usability of Educational Technology, Importance of Educational Technology}, language = {en}, number = {5}, urldate = {2020-11-27}, journal = {International Journal of Learning and Development}, author = {Suleman, Qaiser and Hussain, Ishtiaq and Akhtar, Zaitoon}, month = sep, year = {2012}, note = {Number: 5 KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v2i5.2337 2339240:FP59Z7RX 2405685:7K6FNXL5}, pages = {39--56}, } @article{suleman_comparative_2013, title = {A {Comparative} {Study} of {Online} and {Directly} {Selected} {Secondary} {School} {Teachers} {Regarding} {Teaching} {Proficiency} and {Classroom} {Management} in {Kohat} {Division}, {Pakistan}}, volume = {3}, copyright = {Copyright (c)}, issn = {2164-4063}, url = {http://www.macrothink.org/journal/index.php/ijld/article/view/4130}, doi = {10.5296/ijld.v3i3.4130}, abstract = {Secondary school teachers occupy the most critical and crucial position in the entire education system (Suleman, et al, 2011a). The purpose of the study was to compare the performance of online and directly selected secondary school teachers regarding teaching proficiency and classroom Management. All the students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. Only 600 students studying at secondary school level in Kohat Division were selected as sample randomly. The study was delimited to only male students at secondary school level. The study was descriptive type and questionnaire was used as research instrument. Data was collected through personal visits. After the collection of data, it was organized, tabulated, analyzed and interpreted. The statistical tools i.e. means, standard deviation and differences of means were computed for each variable. Significance of difference between the mean values of the responses of students about online and directlly selected secondary school teachers were tested at 0.05 levels by applying t-test. After statisitcal analysis of the data, the researchers conclduded that the overall performance of the directly selected secondary school teachers was better and satisfactory. They were found to have the knowledge of teaching methods and the ability to control classroom disruptive behaviour. Conversely, the overall performance of the online selected secondary school teachers was poor and unsatisfactory. They have no knowledge of teaching methodologies and subject mastery. They were found unable to manage classroom disruptive behaviour and other related activities. Based on findings, it was strongly recommended that a special professional training programme should be arranged to the existing online selected SSTs in teaching methodologies and classroom management to equip them with the modern teaching methods and techniques of managing classroom behaviour so that they become able to perform their duties effectively.}, language = {en}, number = {3}, urldate = {2020-11-27}, journal = {International Journal of Learning and Development}, author = {Suleman, Qaiser and Hussain, Ishtiaq}, month = aug, year = {2013}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v3i3.4130 2339240:MKBAFBWM 2405685:856AQDD2}, pages = {230--252}, } @article{suleman_effectiveness_2013, title = {Effectiveness of {Educational} {Technology} in {Strengthening} {Student}’s {Achievement} in {English} at {Secondary} {School} {Level} in {Kohat} {Division} ({Pakistan})}, volume = {3}, copyright = {Copyright (c)}, issn = {2164-4063}, url = {http://www.macrothink.org/journal/index.php/ijld/article/view/3154}, doi = {10.5296/ijld.v3i1.3154}, abstract = {It is a reality that educational technology plays a remarkable role in strengthening and facilitating instructional process. Educational technologies are useful and effective in maximizing educational attainment at each level. The purpose of the study was to explore the effectiveness of educational technology in strengthening students’ achievement in English at secondary school level. All the students at secondary school level in Kohat Division constituted the population of the study. The study was delimited to the students of Govt. High School Khurram (Karak). The study was further delimited to the students of 9th class. Forty students of 9th class were selected as sample. Sample students were divided into two groups i.e. control group and experimental group on the basis of pre-test. Each group was comprised of 20 students. The study was experimental in nature therefore pre-test and post-test research design was used as research instrument. Statistical tools i.e. the mean, standard deviation and differences of means were computed for each group. Significance of difference between the mean scores of both the experimental and control groups on the variable of pre-test and post test scores was tested at 0.05 levels by applying t-test. After statistical analysis of the data, the researchers arrived at the conclusions that educational technology plays a vital role in teaching of English at secondary level. Educational technologies were found to be more effective and successful in teaching of English. The students of experimental group showed unexpected and astonishing performance as compared to the students of control group. On the basis of the findings, it is strongly recommended that availability of educational technologies should be ensured and utilized at secondary school level. KEYWORDS: Effectiveness; Educational Technology; Students’ Achievement; English; Secondary Level}, language = {en}, number = {1}, urldate = {2020-12-14}, journal = {International Journal of Learning and Development}, author = {Suleman, Qaiser and Hussain, Dr Ishtiaq}, month = jan, year = {2013}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v3i1.3154 2339240:S5GYSUUJ 2405685:QSSIVAQQ}, pages = {121--131}, } @article{suleman_effects_2014, title = {Effects of {Classroom} {Physical} {Environment} on the {Academic} {Achievement} {Scores} of {Secondary} {School} {Students} in {Kohat} {Division}, {Pakistan}}, volume = {Volume 4}, doi = {10.5296/ijld.v4i1.5174}, abstract = {The purpose of the paper was to examine the effects of classroom physical environment on the academic achievement scores of secondary school students. All the students studying at secondary school level in Kohat Division,Pakistanconstituted the population of the study. The study was delimited to the students of class 09 of Govt. High School Khurram (Karak). Forty students from class 09 of the same school were selected as sample through simple random sampling technique. The study was experimental in nature and therefore “Pre-test-Post-test Equivalent Groups Design” was used. Statistical data was collected through pre-test and post-test technique. Statistical tools i.e., mean, standard deviation and differences of means were calculated for each group. Significance of the difference between the mean scores of the experimental and control groups was tested at 0.05 level of confidence by applying t-test. After analysis, it was concluded that classroom favorable environment has a significant positive effect on the academic achievement scores of secondary school students. The students of experimental group showed better performance as compared to the students of control group. Based on findings, it was recommended that classroom physical environment should be well-organized, equiped and facilitated.}, number = {Number 1}, journal = {International Journal of Learning and Development}, author = {Suleman, Dr}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v4i1.5174 2339240:HDPJSP7U 2405685:45VD29E9}, } @article{suleman_role_2011, title = {Role of {Educational} {Technology} at {Primary} {School} {Level} {In} {District} {Karak} ({Khyber} {Pukhtunkhwa}) {Pakistan}}, volume = {1}, abstract = {The study was conducted to explore the role of educational technology at primary school level in District Karak (Khyber Pukhtunkhwa). The main objectives of the study were; to investigate the availability, usability and importance of educational technology; and to investigate whether primary school teachers are for the effective use of technologies for teaching learning process. The study was descriptive in nature. All the teachers and students at primary level in District Karak constituted the population of the study. Only three hundred and sixty six (366) primary school teachers; and two thousand and two students (2002) of primary schools (@ of 25\% and 5\% respectively) were selected randomly as sample of the study. The study was descriptive in nature. Two different questionnaires were prepared for teachers and students for the collection of data. After analysis of data, the researcher arrived at results that educational technology is very useful for the effective teaching learning process at primary level. It was found that educational televisions, radios, film strips, flip charts, VCRs, overhead projectors, multimedia projectors, educational softwares, computers, and internet facilities were not available in schools. Majority of the teachers were not using the available technology in their teaching learning process. It was also found that teachers were not trained for the effective utilization of educational technology.}, journal = {International Journal of Academic Research in Business and Social Sciences}, author = {Suleman, Dr}, month = nov, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BEJSKZSX 2405685:V4FIB68W}, keywords = {⛔ No DOI found}, pages = {2222--6990}, } @book{suleiman_will_2015, title = {Will the '2014 {Education} and {Training} {Policy}' prepare {Tanzanian} children to face challenges of the 21st century?: {HakiElimu} position paper on the education and training policy 2014}, isbn = {978-9987-18-047-9}, shorttitle = {Will the '2014 {Education} and {Training} {Policy}' prepare {Tanzanian} children to face challenges of the 21st century?}, language = {English}, publisher = {HakiElimu}, author = {Suleiman, Sumra and Boniventura, Godfrey and Kalage, John and Mihayo, Robert and {HakiElimu (Tanzania)}}, year = {2015}, note = {OCLC: 979565177 KerkoCite.ItemAlsoKnownAs: 2339240:2HPG6P28 2405685:MLVVXIJ4}, } @article{suleiman_effect_2017, title = {Effect of {Computer}-{Based} {Blended} {Learning} {Strategy} on {Secondary} {School} {Chemistry} {Students}� {Retention} in {Individualised} and {Collaborative} {Learning} {Settings} in {Minna}, {Nigeria}}, abstract = {This study investigated effects of Computer-based blended learning strategy on Secondary School Chemistry students retention in individualised and collaborative learning settings in Minna, Niger State, Nigeria. The study adopted a quazi-experimental design and three research questions and three null hypotheses were formulated to guide the study. Multi-staged sampling procedure was used to select a total of 120 (71 female \& 49 male) students from three co-educational schools within the study area. The selected students were randomly assigned to experimental group I (Computer based blended learning in individualised setting) experimental group II (Computer based blended learning in collaborative setting) and the control group (lecture method). A multiple-choice question items on Chemistry that was developed, validated by the Chemistry experts was pilot-tested and a reliability coefficient of 0.74 was obtained using test re-test method. The achievement test was administered as instrument for data collection to students as pre-test, post-test and retention test. The data obtained from the administration of research instruments were analysed using Analysis of Covariance (ANCOVA) statistics. The results indi-cated that Computer Based Blended learning strategy improved students retention in chemistry in collaborative learning settings better than in individualized learning setting and in lecture method. It was therefore recommended among others that students should be exposed to Computer based blended learning strategy in collaborative learning setting in order to aid their retention of chemistry concepts.}, journal = {Bulgarian Journal of Science and Education Policy}, author = {Suleiman, M.S. and Salaudeen, B.M. and Falode, O.C.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6B7NFJCR 2339240:ULUMSA5N 2405685:6XMNB8R3}, keywords = {⛔ No DOI found}, } @misc{subosa_re-orienting_2018, title = {Re-orienting {Education} {Management} {Information} {Systems} ({EMIS}) towards inclusive and equitable quality education and lifelong learning}, url = {https://www.openemis.org/wp-content/uploads/2018/05/UNESCO_Re-orienting_Education_Management_Information_Systems_EMIS_towards_inclusive_and_equitable_quality_education_and_lifelong_learning_2018_en.pdf}, urldate = {2022-09-29}, publisher = {UNESCO}, author = {Subosa, Miguel and West, Mark}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NQY6M74N}, } @article{suaka_head_2018, title = {Head {Teachers}' {Professional} {Management} {Needs} and {Concerns}: {Evidence} from an {Educational} {District} in {Ghana}.}, volume = {6}, shorttitle = {Head {Teachers}' {Professional} {Management} {Needs} and {Concerns}}, doi = {10.30918/aerj.61.18.002}, number = {1}, journal = {African Educational Research Journal}, author = {Suaka, Peter Lonyian and Kuranchie, Alfred}, year = {2018}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.30918/aerj.61.18.002 2339240:IGTX2QT7 2405685:WGSSFT34}, pages = {20--29}, } @article{styles_randomised_2018, title = {Randomised controlled trials ({RCTs}) in education research – methodological debates, questions, challenges}, volume = {60}, issn = {0013-1881}, url = {https://doi.org/10.1080/00131881.2018.1500194}, doi = {10.1080/00131881.2018.1500194}, number = {3}, urldate = {2022-12-07}, journal = {Educational Research}, author = {Styles, Ben and Torgerson, Carole}, month = jul, year = {2018}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00131881.2018.1500194 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2018.1500194 2339240:RAXWGWMW 2405685:VW9BMID8}, pages = {255--264}, } @article{sturm_design_2019, title = {Design {Principles} for {Systematic} {Search} {Systems}: {A} {Holistic} {Synthesis} of a {Rigorous} {Multi}-cycle {Design} {Science} {Research} {Journey}}, volume = {61}, issn = {1867-0202}, shorttitle = {Design {Principles} for {Systematic} {Search} {Systems}}, url = {https://doi.org/10.1007/s12599-018-0569-6}, doi = {10.1007/s12599-018-0569-6}, abstract = {Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts.}, language = {en}, number = {1}, urldate = {2024-01-19}, journal = {Business \& Information Systems Engineering}, author = {Sturm, Benjamin and Sunyaev, Ali}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12599-018-0569-6 2405685:6ZC2C36J 2486141:I75MLBTJ 2486141:UNR5E4GB}, keywords = {Design principles, Design science research, Information retrieval, Literature review, Systematic literature searches, Systematic search systems, \_Added-ailr-2024}, pages = {91--111}, } @article{stubbe_e-learning_2016, title = {E-{Learning} {Sudan}, {Formal} {Learning} for {Out}-of-{School} {Children}}, volume = {14}, url = {https://www.researchgate.net/publication/303789660_E-learning_Sudan_formal_learning_for_out-of-school_children}, abstract = {E-Learning Sudan (ELS) is a custom-built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote village, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest–posttest control group quasi-experimental design. In Pilot I, 67 children in three remote villages, aged used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education.. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received informal education in out-of-school centers. The results of the analysis on the pretest–posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of control group data and EGMA (internationally validates Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest that the implementation of ELS can greatly benefit learning for out-of-school children like in Sudan.}, language = {en}, number = {2}, author = {Stubbé, Hester and Badri, Aiman and Telford, Rebecca}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UITLPRXD 2405685:HB5E9U2Q 4803016:M4K47HKG}, pages = {14}, } @phdthesis{stubbe_designing_2018, type = {Dissertation}, title = {Designing learning opportunities for the hardest to reach - {Game}-based mathematics learning for out-of-school children in {Sudan}}, copyright = {Open Access (free)}, url = {http://localhost/handle/1874/369718}, abstract = {Worldwide, 61 million children are not in school. Despite many campaigns and initiatives, this number has not decreased over the last 10 years. There is a growing recognition that especially the most marginalised children will not be reached by simply expanding the current education system. Innovative education technology, coupled with a context specific approach, could provide opportunities. This thesis describes a project that attempts to provide education for hard to reach children. To support children to learn, without additional instruction from teachers, it was decided to design and develop a mathematics game, targeting children in Sudan with no ready access to education (in remote areas, nomadic or Internally Displaced People). The overall question of this thesis is: How can children in remote villages in Sudan learn mathematics from playing a mathematics game without additional instruction from teachers? As there was no existing curriculum-based, Arabic mathematics game, a new game had to be designed. Following a research-based approach, a set of requirements for a mathematics game that could reach these children was identified. Then the mathematics game was designed, developed and evaluated. To study whether children in remote villages in Sudan can learn mathematics from playing the game autonomously, two pilots were carried out. Pilot I focused on the question whether out-of-school children in remote villages in Sudan can learn mathematics from playing the game at all. Following positive results, sustained learning was studied in pilot II; a longer pilot, including more children and more, diverse, learning objectives. The question whether children can learn can be answered with a wholehearted ’yes’. Children who played the game have learned as much as, and probably more than, children in the control groups (no education in the same period; informal education in the same period). The set of requirements that was identified and the careful game design have resulted in a mathematics game that is engaging and motivating for the target population, leading to significant learning results. Unintentionally, even the flexibility of the game-based learning approach was proven: children only played an average 2-3 days a week instead of the planned five days a week and still increased their test scores significantly. This shows that skipping a few days a week, or even a whole week once in a while, does not get in the way of learning. Finally, the influence of child-related and context factors on learning effect was studied. The distance to the nearest primary school, self-esteem and self-efficacy showed positive correlations with test results, with a medium effect. At the same time, self-esteem has increased during the pilot. For the Sudan game, this does not mean immediate changes are necessary. When taking the game to a school context, changes should be made. At the same time, the design process and the game components can and have been used to adapt the game. The mathematics game has been adapted for Lebanon and Jordan, with Syrian refugees in mind. In addition, a literacy game for Sudan and Jordan was designed and developed.}, language = {en}, urldate = {2020-05-07}, author = {Stubbé, Hester}, month = aug, year = {2018}, note = {Accepted: 2018-09-21T16:26:53Z ISBN: 9789039370070 Publisher: Utrecht University Volume: 98? KerkoCite.ItemAlsoKnownAs: 2339240:BZ4B3PJS 2405685:UM3SWTHU}, } @techreport{stuart_defining_2017, address = {London, UK}, title = {Defining 'leave no one behind'}, url = {https://odi.org/en/publications/defining-leave-no-one-behind/}, institution = {Overseas Development Institute}, author = {Stuart, Elizabeth and Samman, Emma}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3RBJYYZ2 2405685:2EE927XT}, } @book{stroh_systems_2015, address = {White River Junction, VT}, title = {Systems thinking for social change}, publisher = {Chelsea Green Publishing}, author = {Stroh, David Peter}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7BPMQULJ 2405685:6FCQS7KJ}, } @book{stroh_systems_2015, title = {Systems thinking for social change: {A} practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results}, shorttitle = {Systems thinking for social change}, publisher = {Chelsea Green Publishing}, author = {Stroh, David Peter}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FWDQ65WJ 2405685:XJUQJL7M}, } @phdthesis{stone_professional_2012, title = {A {Professional} {Development} {Program} for the {Mother} {Tongue}-{Based} {Teacher}: {Addressing} {Teacher} {Perceptions} and {Attitudes} {Towards} {MTBMLE}}, language = {en}, school = {University of Massachusetts Amherst}, author = {Stone, Rebecca J Paulson}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9CAEQJCZ 4042040:KDCL2XKB}, } @article{stone_computer-adaptive_2011, title = {Computer-{Adaptive} {Testing} for {Students} with {Disabilities}: {A} {Review} of the {Literature}}, volume = {2011}, issn = {23308516}, shorttitle = {{COMPUTER}-{ADAPTIVE} {TESTING} {FOR} {STUDENTS} {WITH} {DISABILITIES}}, url = {https://onlinelibrary.wiley.com/doi/10.1002/j.2333-8504.2011.tb02268.x}, doi = {10.1002/j.2333-8504.2011.tb02268.x}, abstract = {There has been an increased interest in developing computer-adaptive testing (CAT) and multistage assessments for K-12 accountability assessments. The move to adaptive testing has been met with some resistance by those in the field of special education who express concern about routing of students with divergent profiles (e.g., some students with math-based learning disabilities may have difficulty with basic computation but not high level problem solving) and poor performance on early test questions. This paper consists of a literature review focusing on adaptive testing issues for students with disabilities in the K-12 sector. While it is clear that there are issues that will present obstacles to administering accountability tests adaptively to students with disabilities, this synthesis of research and policy developments with respect to this topic will be useful both for development of research agendas and to inform states that are currently using or are considering moving to CAT.}, language = {en}, number = {2}, urldate = {2022-06-17}, journal = {ETS Research Report Series}, author = {Stone, Elizabeth and Davey, Tim}, month = dec, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/j.2333-8504.2011.tb02268.x 2339240:A69MIC83 2405685:UQW6AGZS}, pages = {i--24}, } @misc{stommel_critical_2014, title = {Critical {Digital} {Pedagogy}: a {Definition}}, shorttitle = {Critical {Digital} {Pedagogy}}, url = {https://hybridpedagogy.org/critical-digital-pedagogy-definition/}, abstract = {We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use).}, language = {en}, urldate = {2020-09-10}, journal = {Hybrid Pedagogy}, author = {Stommel, Jesse}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3QHFMD2Y 2405685:YH4DACU8 2486141:CJVXDLLV}, } @article{stoeger_effectiveness_2013, title = {The effectiveness of a one-year online mentoring program for girls in {STEM}}, volume = {69}, issn = {0360-1315}, url = {https://www.sciencedirect.com/science/article/pii/S0360131513002091}, doi = {10.1016/j.compedu.2013.07.032}, abstract = {Although the performance of girls in science, technology, engineering, and mathematics (STEM) is continually improving and is no longer below that of boys in most domains, girls' interests in STEM and participation rates are still too low. Online mentoring may help ameliorate this situation. To test this assumption, a one-year personal mentoring program for eleven to eighteen-year-old female college-preparatory students was evaluated. Mentee and mentor communicate with one another and with other program participants via email, online chat, and forums. To measure program effectiveness, we randomly assigned participants (N = 312) to either a treatment group (N = 208) or a waiting-list control group (N = 104). We collected questionnaire data at three points in time. In comparison to the waiting-list group, the treatment-group participants showed greater levels of desirable short-term and long-term developments. Our findings indicate various advantages for online mentoring for promoting girls' interests in STEM.}, language = {en}, urldate = {2022-03-28}, journal = {Computers \& Education}, author = {Stoeger, Heidrun and Duan, Xiaoju and Schirner, Sigrun and Greindl, Teresa and Ziegler, Albert}, month = nov, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.07.032 2339240:GAQ5VMX2 2405685:JIDERX7N}, keywords = {Evaluation, Gender, Mentoring, Online learning, STEM}, pages = {408--418}, } @article{stockard_effectiveness_2018, title = {The {Effectiveness} of {Direct} {Instruction} {Curricula}: {A} {Meta}-{Analysis} of a {Half} {Century} of {Research}}, volume = {88}, issn = {0034-6543}, shorttitle = {The {Effectiveness} of {Direct} {Instruction} {Curricula}}, url = {https://doi.org/10.3102/0034654317751919}, doi = {10.3102/0034654317751919}, abstract = {Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students.}, language = {en}, number = {4}, urldate = {2020-05-18}, journal = {Review of Educational Research}, author = {Stockard, Jean and Wood, Timothy W. and Coughlin, Cristy and Rasplica Khoury, Caitlin}, month = aug, year = {2018}, note = {Publisher: American Educational Research Association shortDOI: 10/gftkwf KerkoCite.ItemAlsoKnownAs: 10.3102/0034654317751919 10/gftkwf 2405685:N5D4AFRF}, pages = {479--507}, } @article{stewart_evidence_2019, title = {The evidence ecosystem in {South} {Africa}: growing resilience and institutionalisation of evidence use}, volume = {5}, copyright = {2019 The Author(s)}, issn = {2055-1045}, shorttitle = {The evidence ecosystem in {South} {Africa}}, url = {https://www.nature.com/articles/s41599-019-0303-0}, doi = {10.1057/s41599-019-0303-0}, abstract = {The evidence-informed approach to policy-making and implementation is, at its core, about better decisions for a better future. It is focused on the effective use of scarce resources, on avoiding harm and maximising good. It is grounded in principles of equity and equality, of accountability and transparency. Given these characteristics, for those of us who work in this field, there is arguably a moral, economic, social and political case for paying closer attention to evidence-informed decision-making ecosystems in the South. Evidence-based policy and implementation, or evidence-informed decision-making in line with the most recent thinking, is often framed from two inter-related but limited perspectives: first, it is viewed as an approach that has originated from ‘developed’ Northern countries, and second, it is conceptualised as a technical intervention. However, there has been a shift in how the approach is conceived, moving away from assumptions that it is an intervention implemented from outside, from the North, for the benefit of the South. As part of this shift, certain initiatives in Africa have gained greater momentum. It is in acknowledging that there are different ways to think (epistemic diversity) about Southern evidence-informed decision-making, that this work has arisen. It seizes on the opportunity to view evidence-informed decision-making in a new light, exploring the evidence ecosystems in the South as systems strongly influenced by, but not defined by, Northern stimuli, including, but not limited to, technical interventions. This work set out to describe the evidence ecosystem in South Africa. In doing so, it finds that the ecosystem is increasingly resilient despite some limitations. It has strong structural foundations, includes many diverse organisations, is supported by not inconsiderable investment, is enabled by growing and significant capacity, contains iterations and innovations, and last but not least, incorporates complexity that gives the ecosystem resilience. The work demonstrates, through its focus on South Africa’s evidence ecosystem, that the global movement has much to learn from the South.}, language = {en}, number = {1}, urldate = {2020-09-29}, journal = {Palgrave Communications}, author = {Stewart, Ruth and Dayal, Harsha and Langer, Laurenz and van Rooyen, Carina}, month = aug, year = {2019}, note = {Number: 1 Publisher: Palgrave KerkoCite.ItemAlsoKnownAs: 10.1057/s41599-019-0303-0 2339240:572SM7LP 2405685:HPSP9B6K}, pages = {1--12}, } @phdthesis{stewart_cultivating_2015, type = {Ph.{D}.}, title = {Cultivating a personal learning network that leads to professional change}, url = {https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change}, abstract = {Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online.}, language = {English}, school = {Northcentral University}, author = {Stewart, Benjamin L.}, year = {2015}, note = {ISBN: 978-1-339-39148-9 Publication Title: ProQuest Dissertations and Theses 3746019 Loc in Archive 1758252241 KerkoCite.ItemAlsoKnownAs: 2405685:TCB3AT84 2534378:8ZJEL8UE 2534378:HG5HYUVR}, keywords = {0444:Foreign language education, 0449:Educational leadership, 0710:Educational technology, Actor-network theory, Complexity, Content analysis, Education, Educational leadership, Educational technology, English, Foreign Language, Learning, Personal learning network, Polls \& surveys, Teacher education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096277, \_\_finaldtb}, } @article{stewart_cultivating_2015, title = {Cultivating a {Personal} {Learning} {Network} that {Leads} to {Professional} {Change}}, url = {https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change}, abstract = {Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about}, urldate = {2022-08-22}, author = {Stewart, Benjamin L}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LTYD65AU 2405685:N45ZAWC5}, keywords = {⛔ No DOI found}, } @article{stewart_cultivating_2015, title = {Cultivating a {Personal} {Learning} {Network} that {Leads} to {Professional} {Change}}, url = {https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change}, abstract = {Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about}, urldate = {2022-08-22}, author = {Stewart, Benjamin L}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LTYD65AU 2405685:N45ZAWC5}, keywords = {⛔ No DOI found}, } @article{stephens_accelerating_2011, title = {Accelerating {STEM} capacity: {A} complex adaptive system perspective}, volume = {100}, shorttitle = {Accelerating {STEM} capacity}, doi = {10.1002/j.2168-9830.2011.tb00020.x}, number = {3}, journal = {Journal of Engineering Education}, author = {Stephens, Rick and Richey, Michael}, year = {2011}, note = {Publisher: Blackwell Publishing Ltd. KerkoCite.ItemAlsoKnownAs: 10.1002/j.2168-9830.2011.tb00020.x 2339240:YKEEYYLJ 2405685:9A6MHRTV}, pages = {417}, } @article{stell_kefalas_systems_2011, title = {On systems thinking and the systems approach}, volume = {67}, doi = {10.1080/02604027.2011.585911}, number = {4-5}, journal = {World Futures}, author = {“Stell” Kefalas, Asterios G.}, year = {2011}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/02604027.2011.585911 2339240:LP6DGVF9 2405685:6MU35TTS}, pages = {343--371}, } @incollection{steiner-khamsi_teachers_2015, title = {Teachers and {Teacher} {Education} {Policies}}, isbn = {978-1-4725-1068-6}, abstract = {'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.}, language = {en}, booktitle = {Education and {International} {Development}: {An} {Introduction}}, publisher = {Bloomsbury Publishing}, author = {Steiner-Khamsi, Gita}, editor = {McCowan, Tristan and Unterhalter, Elaine}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:62ZBHJUB 2405685:4KKLPE26}, keywords = {Education / Comparative, Education / Multicultural Education}, } @article{steeves_interrogating_2017, title = {Interrogating {Gender} {Divides} in {Technology} for {Education} and {Development}: the {Case} of the {One} {Laptop} per {Child} {Project} in {Ghana}}, volume = {52}, issn = {1936-6167}, shorttitle = {Interrogating {Gender} {Divides} in {Technology} for {Education} and {Development}}, url = {https://doi.org/10.1007/s12116-017-9245-y}, doi = {10.1007/s12116-017-9245-y}, abstract = {The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.}, language = {en}, number = {2}, urldate = {2020-07-20}, journal = {Studies in Comparative International Development}, author = {Steeves, Leslie and Kwami, Janet}, month = jun, year = {2017}, note = {shortDOI: 10/ggtsmj KerkoCite.ItemAlsoKnownAs: 10.1007/s12116-017-9245-y 10/ggtsmj 2339240:DKVPCJ4N 2405685:EBIDU596 2405685:EHX857GT}, keywords = {C: Ghana}, pages = {174--192}, } @incollection{steeves_ict4d_2012, title = {{ICT4D}, gender divides, and development: {The} case of {Ghana}}, shorttitle = {{ICT4D}, gender divides, and development}, booktitle = {Development {Communication} in {Directed} {Social} {Change}: {A} {Reappraisal} of {Theories} and {Approaches}. {Singapore}: {Asian} {Media} {Information} and {Communication} {Centre} ({AMIC})}, author = {Steeves, H. Leslie and Kwami, Janet D.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DVKZHCPQ 2405685:3EEDT3VP}, keywords = {Equity of Access, ⛔ No DOI found}, pages = {199--217}, } @techreport{steer_primary_2014, title = {Primary {Education} {Finance} for {Equity} and {Quality}}, language = {en}, institution = {Brookings}, author = {Steer, Liesbet and Rabbani, Fazle and Parker, Adam}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TEXB67QA 2405685:9CD9SC23 4656463:SMDP5B8R}, pages = {104}, } @article{stearns_motivating_2013, title = {Motivating students to offer their best: evidence based effective course design}, volume = {61}, issn = {8756-7555}, shorttitle = {Motivating students to offer their best}, url = {https://doi.org/10.1080/87567555.2013.809328}, doi = {10.1080/87567555.2013.809328}, abstract = {Sometimes we question whether students are incapable or capable and/or willing or unwilling in regards to their academics. This study determined where students lie in regards to these concepts and showed one example of motivating students to do their best via course design, in this particular case by the use of a writing process model.}, number = {4}, urldate = {2021-11-10}, journal = {College Teaching}, author = {Stearns, Susan A.}, month = oct, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/87567555.2013.809328 KerkoCite.ItemAlsoKnownAs: 10.1080/87567555.2013.809328 2339240:EF69M7DI 2405685:ZQ7IH9JT}, keywords = {course design, effective teaching, higher education, process writing, student motivation}, pages = {127--130}, } @techreport{statistics_sierra_leone_sierra_2017, title = {Sierra {Leone} 2015 population and housing census: {Thematic} report on poverty and durables}, url = {https://www.statistics.sl/images/StatisticsSL/Documents/Census/2015/sl_2015_phc_thematic_report_on_poverty_and_durables.pdf}, urldate = {2021-09-15}, institution = {Statistics Sierra Leone}, author = {Statistics Sierra Leone}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YKBEPH82 2405685:MPV2GIIW}, } @techreport{statistics_sierra_leone_sierra_2018, address = {Freetown, Sierra Leone}, type = {Survey {Findings} {Report}}, title = {Sierra {Leone} {Multiple} {Indicator} {Cluster} {Survey} 2017}, url = {https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf}, urldate = {2020-11-25}, institution = {Statistics Sierra Leone}, author = {{Statistics Sierra Leone}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7794TCGJ 2405685:N9SALPUS}, } @techreport{statistics_sierra_leone_sierra_2017, address = {Freetown, Sierra Leone}, title = {Sierra {Leone} {Multiple} {Indicator} {Cluster} {Survey} 2017, survey findings report}, url = {https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf}, urldate = {2021-09-10}, institution = {Statistics Sierra Leone}, author = {Statistics Sierra Leone}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SMX372XG 2405685:EP6QPCSW}, } @article{star_online_report_over_2019, title = {Over 6 lakh slum dwellers in {Dhaka}: minister}, shorttitle = {Over 6 lakh slum dwellers in {Dhaka}}, url = {https://www.thedailystar.net/city/6-lakh-slum-dwellers-in-dhaka-1757827}, abstract = {Local Government Division minister Tazul Islam informs the parliament that around 6.46 lakh people are now living in around 3,394 slums in Dhaka.}, language = {en}, urldate = {2021-10-25}, journal = {The Daily Star}, author = {{Star Online Report}}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8C33Q5YU 2405685:YQPTMS7R}, } @techreport{stanfield_edtech_2018, title = {{EdTech} innovations in {Tanzania}: {Investigating} student and teacher perceptions}, language = {en}, institution = {Human Development Innovation Fund (HDIF)}, author = {Stanfield, Dr James and Calder, Geoff and Mlowe, Oscar and Kaemdin, Muzafar}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AKPTK4A9 2405685:SWU8HFJG}, keywords = {⛔ No DOI found}, pages = {25}, } @article{sriprakash_erasures_2019, title = {The erasures of racism in education and international development: re-reading the ‘global learning crisis’}, shorttitle = {The erasures of racism in education and international development}, url = {https://www.tandfonline.com/doi/abs/10.1080/03057925.2018.1559040}, abstract = {(2019). The erasures of racism in education and international development: re-reading the ‘global learning crisis’. Compare: A Journal of Comparative and International Education. Ahead of Print.}, language = {en}, urldate = {2019-01-23}, journal = {Compare: A Journal of Comparative and International Education}, author = {Sriprakash, Arathi and Tikly, Leon and Walker, Sharon}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SP8G9VKP}, keywords = {⛔ No DOI found}, } @article{spiro_guided_2011, title = {Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme}, volume = {30}, issn = {0729-4360, 0729-4360}, url = {https://www.researchgate.net/publication/254267313_Guided_Interaction_as_Intercultural_Learning_Designing_Internationalisation_into_a_Mixed_Delivery_Teacher_Education_Programme}, doi = {10.1080/07294360.2011.598453}, abstract = {In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)}, language = {English}, number = {5}, journal = {Higher Education Research and Development}, author = {Spiro, Jane}, year = {2011}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964187791?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2405685:FNNHR2FS 2534378:88QV3D8K 2534378:CYTXXWCR}, keywords = {Asia, ERIC, Current Index to Journals in Education (CIJE), Education Majors, Europe, Foreign Countries, Foreign Students, Higher Education, Interaction, Latin America, Masters Degrees, Middle East, Multicultural Education, Personal Narratives, Private Sector, Southeast Asia, Student Teachers, Teacher Education Programs, United Kingdom, Virtual Classrooms, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097655, \_\_finaldtb}, pages = {635--646}, } @article{spiro_guided_2011, title = {Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme}, volume = {30}, issn = {0729-4360, 0729-4360}, url = {https://www.researchgate.net/publication/254267313_Guided_Interaction_as_Intercultural_Learning_Designing_Internationalisation_into_a_Mixed_Delivery_Teacher_Education_Programme}, doi = {10.1080/07294360.2011.598453}, abstract = {In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)}, language = {English}, number = {5}, journal = {Higher Education Research and Development}, author = {Spiro, Jane}, year = {2011}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964187791?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2405685:FNNHR2FS 2534378:88QV3D8K 2534378:CYTXXWCR}, keywords = {Asia, ERIC, Current Index to Journals in Education (CIJE), Education Majors, Europe, Foreign Countries, Foreign Students, Higher Education, Interaction, Latin America, Masters Degrees, Middle East, Multicultural Education, Personal Narratives, Private Sector, Southeast Asia, Student Teachers, Teacher Education Programs, United Kingdom, Virtual Classrooms, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097655, \_\_finaldtb}, pages = {635--646}, } @article{spiro_guided_2011, title = {Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme}, volume = {30}, issn = {0729-4360}, shorttitle = {Guided interaction as intercultural learning}, url = {https://doi.org/10.1080/07294360.2011.598453}, doi = {10.1080/07294360.2011.598453}, abstract = {In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective.}, number = {5}, urldate = {2022-08-22}, journal = {Higher Education Research \& Development}, author = {Spiro, Jane}, month = oct, year = {2011}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/07294360.2011.598453 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2339240:H56WBEPQ 2405685:89HZUWSP}, keywords = {home student experience, intercultural competences, international competences, savoir être, task design for internationalization, teacher development, teacher reflection}, } @article{spiro_guided_2011, title = {Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme}, volume = {30}, issn = {0729-4360}, shorttitle = {Guided interaction as intercultural learning}, url = {https://doi.org/10.1080/07294360.2011.598453}, doi = {10.1080/07294360.2011.598453}, abstract = {In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective.}, number = {5}, urldate = {2022-08-22}, journal = {Higher Education Research \& Development}, author = {Spiro, Jane}, month = oct, year = {2011}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/07294360.2011.598453 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2339240:H56WBEPQ 2405685:89HZUWSP}, keywords = {home student experience, intercultural competences, international competences, savoir être, task design for internationalization, teacher development, teacher reflection}, } @misc{spier_early_2019, title = {Early {Years} {Preschool} {Program} {Impact} {Evaluation} 2018, {Midline} {Survey}}, url = {https://microdata.worldbank.org/index.php/catalog/study/BGD_2018_EYPP-ML_v01_M}, doi = {10.48529/ASWC-7R84}, urldate = {2022-07-04}, publisher = {World Bank, Development Data Group}, author = {Spier, Elizabeth}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.48529/ASWC-7R84 2405685:4Q6ZLDXY 2486141:PHAA4RZ7}, } @techreport{sperling_what_2016, title = {What {Works} in {Girls}' {Education}: {Evidence} for the {World}'s {Best} {Investment}}, url = {https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/}, language = {en}, institution = {Brookings}, author = {Sperling, Gene B and Winthrop, Rebecca}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KUMJG28Y 2405685:CEY8QISY 2405685:R57EPJVH}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {338}, } @techreport{sperling_what_2016, title = {What {Works} in {Girls}' {Education}: {Evidence} for the {World}'s {Best} {Investment}}, url = {https://www.brookings.edu/wp-content/uploads/2016/07/whatworksingirlseducation1.pdf}, language = {en}, author = {Sperling, Gene B and Winthrop, Rebecca}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EC6FU7J3 2405685:GPHF8G9P}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {338}, } @techreport{sperling_what_2016, title = {What {Works} in {Girls}' {Education}: {Evidence} for the {World}'s {Best} {Investment}}, url = {https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/}, language = {en}, institution = {Brookings}, author = {Sperling, Gene B and Winthrop, Rebecca}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KUMJG28Y 2405685:CEY8QISY 2405685:R57EPJVH}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {338}, } @techreport{sperling_what_2016, title = {What {Works} in {Girls}' {Education}: {Evidence} for the {World}'s {Best} {Investment}}, url = {https://www.brookings.edu/wp-content/uploads/2016/07/whatworksingirlseducation1.pdf}, language = {en}, author = {Sperling, Gene B and Winthrop, Rebecca}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EC6FU7J3 2405685:GPHF8G9P}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {338}, } @book{sperling_what_2016, title = {What {Works} in {Girls}' {Education}: {Evidence} for the {World}'s {Best} {Investment}}, shorttitle = {What {Works} in {Girls}' {Education}}, url = {https://www.jstor.org/stable/10.7864/j.ctt17w8hh8}, abstract = {Hard-headed evidence on why the returns from investing in girls are so high that no nation or family can afford not to educate their girls. Gene Sperling, author of the seminal 2004 report published by the Council on Foreign Relations, and Rebecca Winthrop, director of the Center for Universal Education, have written this definitive book on the importance of girls' education. As Malala Yousafzai expresses in her foreword, the idea that any child could be denied an education due to poverty, custom, the law, or terrorist threats is just wrong and unimaginable. More than 1,000 studies have provided evidence that high-quality girls' education around the world leads to wide-ranging returns: Better outcomes in economic areas of growth and incomes Reduced rates of infant and maternal mortality Reduced rates of child marriage Reduced rates of the incidence of HIV/AIDS and malaria Increased agricultural productivity Increased resilience to natural disasters Women's empowerment \textit{What Works in Girls' Education} is a compelling work for both concerned global citizens, and any academic, expert, nongovernmental organization (NGO) staff member, policymaker, or journalist seeking to dive into the evidence and policies on girls' education.}, urldate = {2021-05-24}, publisher = {Brookings Institution Press; JSTOR}, author = {Sperling, G. B. and Winthrop, Rebecca and Kwauk, Christina}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BL725JDJ 2534379:7N6L5FU4}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{spencer_daughters_2016, title = {Daughters of the {Nile}: {Egyptian} women changing their world}, isbn = {978-1-4438-9457-9}, url = {https://books.google.co.uk/books?id=oOmbDAEACAAJ}, urldate = {2022-05-10}, publisher = {Cambridge Scholars Publishing}, author = {Spencer, S.I.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZR4EGXPQ 2405685:J2EGTGIH 8836279:4NUAEXU7 8836279:NHFYJUTP 8836279:QG95BB97 8836279:RWYRBVNY 8836279:YN2PEZKN}, } @article{spector_editorial_2015, title = {An editorial on replication studies and scaling up efforts}, volume = {63}, issn = {1556-6501}, url = {https://doi.org/10.1007/s11423-014-9364-3}, doi = {10.1007/s11423-014-9364-3}, abstract = {This editorial calls for the submission of replication studies, meta-analyses, and reports of large-scale impact studies to any section of ETR\&D.}, language = {en}, number = {1}, urldate = {2021-02-24}, journal = {Educational Technology Research and Development}, author = {Spector, J. Michael and Johnson, Tristan E. and Young, Patricia A.}, month = feb, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-014-9364-3 2339240:IALYW5HK 2405685:FW79IDCD}, pages = {1--4}, } @techreport{south_african_book_development_council_national_2016, title = {National survey into the reading and book reading behaviour of adult {South} {Africans}}, url = {https://sabookcouncil.co.za/wp-content/uploads/Final-Report-NRS-2016.pdf}, abstract = {This study was commissioned and managed bythe South African Book Development Council as part of the Growth and Development Strategy for the South African Book Sector.}, language = {EN}, urldate = {2020-07-08}, institution = {TNS; The DG Murray Trust}, author = {{South African Book Development Council}}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:4JBYQMKU}, pages = {104}, } @book{south_africa_curriculum_2011, address = {Pretoria, South Africa}, title = {Curriculum and assessment policy statement {English} home language. {Foundation} phase {Grades} {R}-3 {Grades} {R}-3}, isbn = {978-1-4315-0400-8}, url = {https://www.education.gov.za/LinkClick.aspx?fileticket=D86-onzL9kg%3D&tabid=571&portalid=0&mid=1560}, language = {English}, publisher = {Department of Basic Education}, author = {{South Africa} and {Department of Basic Education}}, year = {2011}, note = {OCLC: 795890502 KerkoCite.ItemAlsoKnownAs: 2339240:D8U9PCU7 2405685:PAAWE23K}, } @techreport{solomon_what_2019, title = {What do {Tanzanian} parents want from primary schools—and what can be done about it?}, url = {https://www.riseprogramme.org/publications/what-do-tanzanian-parents-want-primary-schools-and-what-can-be-done-about-it-0}, urldate = {2021-02-02}, institution = {Research on Improving Systems of Education (RISE)}, author = {Solomon, Samuel and Zeitlin, Andrew}, year = {2019}, doi = {10.35489/BSG-RISE-RI_2019/009}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI\_2019/009 2129771:WRWFX4LH 2339240:MKH7QA3N 2405685:3Y9DDX62 2405685:89L48PRQ}, } @article{sofo_investigating_2018, title = {Investigating the self-reported professional development activities of school leaders in {Ghanaian} rural basic schools}, volume = {44}, issn = {1941-5257, 1941-5265}, url = {https://www.tandfonline.com/doi/full/10.1080/19415257.2017.1359795}, doi = {10.1080/19415257.2017.1359795}, language = {en}, number = {4}, urldate = {2020-03-10}, journal = {Professional Development in Education}, author = {Sofo, Francesco and Abonyi, Usman Kojo}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2017.1359795 2339240:HNS48A2C 2405685:I9W5G33L}, pages = {521--538}, } @inproceedings{soffel_what_2016, title = {What are the 21st-century skills every student needs}, volume = {10}, url = {http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf}, booktitle = {World {Economic} {Forum}}, author = {Soffel, Jenny}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9SZUAU2A 2405685:KPS8LRXA 2486141:DWUAZ7XC}, keywords = {⛔ No DOI found}, } @techreport{society_for_the_advancement_of_education_sahe_learning_2016, title = {Learning {While} {You} {Teach} {Project} {Report}}, url = {http://www.sahe.org.pk/wp-content/uploads/2021/02/Learning-While-You-Teach-LWYT-Report.pdf}, author = {Society for the Advancement of Education (SAHE) and Institute of Development \& Economic Alternatives (IDEAS)}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FLFLIANS 2405685:MJ7TDCW5}, } @techreport{sobhy_expensive_2019, title = {Expensive {Classrooms}, {Poor} {Learning}: {The} {Imperatives} of {Reforming} {School} {Construction} in {Egypt}}, url = {https://pure.mpg.de/rest/items/item_3219461/component/file_3219462/content}, urldate = {2022-04-07}, institution = {Alternative Policy Solutions}, author = {Sobhy}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TDXJZ3NX 2405685:RTUVJKMS 4656463:RJ4BGGQV}, } @techreport{snyder_simple_2013, type = {{OECD} {Education} {Working} {Papers}}, title = {The {Simple}, the {Complicated}, and the {Complex}: {Educational} {Reform} {Through} the {Lens} of {Complexity} {Theory}}, shorttitle = {The {Simple}, the {Complicated}, and the {Complex}}, url = {https://www.oecd-ilibrary.org/education/the-simple-the-complicated-and-the-complex-educational-reform-through-the-lens-of-complexity-theory_5k3txnpt1lnr-en}, abstract = {This paper explores the nature of complexity theory and its applications for educational reform. It briefly explains the history of complexity theory and identifies the key concepts of complex adaptive systems, and then moves on to define the differences between simple, complicated, and complex approaches to educational reform. Special attention is given to work currently underway in the fields of healthcare, emergency management and ecology that draws on complexity theory to build more resilient and robust response systems capable of adapting to changing needs and of identifying key pressure points in the system. Finally, this paper presents several examples of educational reform programmes undertaken worldwide that have implemented complexity theory principles to achieve positive results. It also recommends involving multiple stakeholders across the different levels of governance structure, increasing lateral knowledge-sharing between schools and districts, and transforming policy interventions to bring greater flexibility to the reform process. This move toward feedback-driven adaptive reform allows for better targeting of programmes to specific contexts and may prove a key way forward for educational policymakers.}, language = {en}, number = {96}, urldate = {2020-12-18}, author = {Snyder, Sean}, month = dec, year = {2013}, doi = {10.1787/5k3txnpt1lnr-en}, note = {Series: OECD Education Working Papers Volume: 96 zotzenLib.CopiedFrom: 2339240:4NV7VJ5R KerkoCite.ItemAlsoKnownAs: 10.1787/5k3txnpt1lnr-en 2339240:4NV7VJ5R 2405685:86KPU7TF}, } @techreport{snilstveit_interventions_2015, title = {Interventions for improving learning outcomes and access to education in low- and middle- income countries: a systematic review {\textbar} 3ie}, url = {https://www.3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access}, urldate = {2019-11-05}, author = {Snilstveit, Birte and Stevenson, Jennifer and Phillips, Daniel and Vojtkova, Martina and Gallagher, Emma and Schmidt, Tanja and Jobse, Hannah and Geelen, Maisie and Pastorello, Maria Grazia and Eyers, John}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GW2FC6EG 2405685:R68ITM25}, } @techreport{snilstveit_interventions_2015, type = {Education}, title = {Interventions for improving learning outcomes and access to education in low- and middleincome countries: {A} systematic review}, url = {https://www.3ieimpact.org/sites/default/files/2019-01/SR24-education-review_2.pdf}, number = {Systematic Review 24}, urldate = {2022-08-26}, institution = {International Initiative for Impact Evaluation}, author = {Snilstveit, Birte and Stevenson, Jennifer and Phillips, Daniel and Vojtkova, Martina and Gallagher, Emma and Schmidt, Tanja and Jobse, Hannah and Geelen, Maisie and Grazia Pastorello, Maria}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9EA7KUXQ 2405685:FKHIT7B6}, } @techreport{snilstveit_impact_2016, title = {The impact of education programmes on learning and school participation in low- and middle-income countries}, url = {http://3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access}, language = {en}, urldate = {2020-05-19}, institution = {International Initiative for Impact Evaluation (3ie)}, author = {Snilstveit, Birte and Stevenson, Jennifer and {International Initiative for Impact Evaluation (3ie)} and Menon, Radhika and {International Initiative for Impact Evaluation (3ie)} and Phillips, Daniel and {International Initiative for Impact Evaluation (3ie)} and Gallagher, Emma and {International Initiative for Impact Evaluation (3ie)} and Geleen, Maisie and {Maxwell Stamp} and Jobse, Hannah and {Independent Consultant} and Schmidt, Tanja and {Independent Consultant} and Jimenez, Emmanuel and {International Initiative for Impact Evaluation (3ie)}}, month = sep, year = {2016}, doi = {10.23846/SRS007}, note = {Edition: 2016 shortDOI: 10/gfw2ms KerkoCite.ItemAlsoKnownAs: 10.23846/SRS007 10/gfw2ms 2339240:RTHHWHNM 2405685:3JIX5S35 2405685:ADCACG5E}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{smith_lost_2018, title = {A {Lost} {Generation}: {Syrian} {Refugees} and the {Right} to {Education} in {Turkey}}, volume = {42}, url = {http://offcampus.ihu.edu.tr/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edshol&AN=edshol.hein.journals.frdint42.8&site=eds-live}, number = {1}, journal = {Fordham International Law Journal}, author = {Smith, Tyler J}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LBKNUFFU}, keywords = {International Law, New York, ⛔ No DOI found}, pages = {127--152}, } @article{smith_gpe_2018, title = {{GPE} 2020 {Country}-level {Prospective} {Evaluations}}, language = {en}, author = {Smith, Prepared Matthew and Fenning, Christine}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ABNU7B8 2405685:DQGKVE9A}, keywords = {⛔ No DOI found}, pages = {163}, } @techreport{smith_new_2011, address = {Oxford}, title = {New technologies in cash transfer programming and humanitarian assistance}, url = {https://oxfamilibrary.openrepository.com/bitstream/handle/10546/558591/rr-new-technologies-cash-transfer-010111-en.pdf?sequence=6&isAllowed=y}, institution = {The Cash Learning Partnership}, author = {Smith, Gabrielle and Macauslan, Ian and Butters, Saul and Tromme, Mathieu}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FRZPF8JM 2405685:AU78TASE}, } @incollection{slade_short_2018, title = {Short message service ({SMS})–based remote support and teacher retention of training gains in {Malawi}}, shorttitle = {Cultivating {Dynamic} {Educators}}, url = {https://bit.ly/3r82ePY}, abstract = {This book responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (also referred to as "teacher behavior change"). The book responds to important questions that are fundamental to improving teaching quality by influencing teaching practice. These questions include: How do we provide high-quality training at scale? How do we ensure that training transfers to change in practice? What methods are most cost-effective? How do we know what works? The book includes case studies describing different approaches to teacher behavior change and illustrates how specific implementation choices were made for each context. Individual chapters document lessons learned as well as methodologies used for discerning lessons. The key conclusion is that no single effort is enough on its own; teacher behavior change requires a system-wide view and concerted, coordinated inputs from a range of stakeholders. This book contains the following chapters: (1) Understanding and Influencing Teacher Behavior Change: Editorial Introduction (Sarah Pouezevara); (2) Changing Teacher Educators' Conceptions and Practices Around Literacy Instruction: Lessons from Teacher Educators' Professional Development Experiences in Ethiopia (Dawit Mekonnen, Marion Fesmire, Adrienne Barnes, Stephen Backman, and Flavia Ramos-Mattoussi); (3) School Leadership and Early Grade Reading: Examining the Evidence in Zambia (Mitchell Rakusin and Guy Bostock); (4) Making Sense of Teacher In-Service Training in the Philippines (Nancy Clark-Chiarelli and Bonita Cabiles); (5) Short Message Service (SMS)-Based Remote Support and Teacher Retention of Training Gains in Malawi (Timothy S. Slade, Scott Kipp, Stirling Cummings, and Kondwani Nyirongo); (6) Relationships Between Coach Support and Teachers' Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA) (Karon Harden, Alison Pflepsen, and Simon King); (7) Using Activity Theory to Understand Teacher Peer Learning in Indonesia (Sarah Pouezevara, Feiny Sentosa, and Tifa Asrianti); (8) Teacher Motivation and Behavior Change: Results of the Teacher Motivation Diagnostic Tool in Northern India (Molly Hamm-Rodríguez, Emily Richardson, and Jarret Guajardo); and (9) Once More Up the Mountain: The Promise of High-Quality Teaching Depends on Behavior Change (Lee E. Nordstrum). Contains a section about the contributors and an index. (Individual chapters contain references.) [Erin Newton compiled this volume.]}, booktitle = {Cultivating dynamic educators: case studies in teacher behavior change in {Africa} and {Asia}}, publisher = {RTI Press}, author = {Slade, Timothy S. and Kipp, Scott and Cummings, Stirling and Nyirongo, Kondwani}, editor = {Pouezevara, Sarah}, year = {2018}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:2M2HXSJN 2405685:SNDDADWB 2405685:SNTV94NA 2534378:7FFHYISA 2534378:ASX6DAFV 2534378:WH9M9DZM}, keywords = {\_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:3123693, \_\_finaldtb, ⛔ No DOI found}, pages = {131--167}, } @techreport{skidmore_top_2019, type = {Preliminary {Results} {Brief}}, title = {Top {Marks} for {Rising} in {Final} {Year} {Liberia} {Evaluation}}, url = {https://www.risingacademies.com/blog/2019/leapyear4}, abstract = {The final report of a randomised controlled trial of Liberia’s flagship education reform has praised Rising Academies for producing “a consistently positive pattern of results across learning, access, and safety dimensions.” The three year ‘gold standard’ evaluation of the Liberia Education Adv}, language = {en-GB}, urldate = {2020-09-11}, institution = {Center for Global Development; Innovations for Poverty Action}, author = {Skidmore, Paul}, month = dec, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FMWA647M}, } @article{skeldon_migration_2012, title = {Migration transitions revisited: {Their} continued relevance for the development of migration theory}, volume = {18}, doi = {10.1002/psp.667}, number = {2}, journal = {Population, Space and Place}, author = {Skeldon, R.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/psp.667 2339240:H9KN6VZ2 2405685:YKSWRPY7}, pages = {154--166}, } @techreport{sita_sita_2019, title = {{SITA} {Group} {CSR} {Report} 2019}, url = {https://www.sita-group.cn/globalassets/docs/surveys--reports/sita-csr-report-2019.pdf}, abstract = {Towards a Sustainable Future}, urldate = {2020-08-28}, author = {{SITA}}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:GWT7IX55}, } @article{sirin_digital_2018, title = {Digital game-based education for {Syrian} refugee children: {Project} {Hope}}, volume = {13}, url = {http://web.a.ebscohost.com.proxy.lib.odu.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=05426479-491b-453c-90d3-fa57bd747d07%40sessionmgr4008}, doi = {10.1080/17450128.2017.1412551}, abstract = {Turkey is the top refugee-hosting country in the world, with more than three million registered Syrian refugees. An international research team was the first to document the educational and mental health needs of Syrian refugee children, finding that an overwhelming majority are not enrolled in school in Turkey, partly as a result of language barriers, and that about half suffer from Post-traumatic stress disorder (PTSD) and/or depression. The present study was designed as an innovative intervention using an online, game-based learning intervention for refugee children, named Project Hope. Data gathered from a controlled field experiment show significant improvements in Turkish language acquisition, coding, executive functioning and overall sense of hopefulness. Implications for policy, practice and research are discussed.}, number = {1}, journal = {Vulnerable Children and Youth Studies}, author = {Sirin, Selcuk and Plass, Jan L and Homer, Bruce D and Vatanartiran, Sinem and Tsai, Tzuchi}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17450128.2017.1412551 2405685:9KFC2Y5W}, keywords = {Digital games, Executive functions, Game-based curriculum, Mental health, Refugee children, Syrian Refugees}, pages = {7--18}, } @techreport{sinno-lai_usaid_2018, title = {{USAID} {Tusome} {Pamoja} annual report}, url = {https://pdf.usaid.gov/pdf_docs/PA00TQHD.pdf}, language = {en}, institution = {USAID}, author = {Sinno-Lai, Felice}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DA7SZL88 2405685:G2HZJK7M}, keywords = {⛔ No DOI found}, } @article{singh_factors_2019, title = {Factors affecting cloud computing adoption in the {Indian} school education system}, volume = {24}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-019-09878-3}, doi = {10.1007/s10639-019-09878-3}, abstract = {Cloud computing is becoming a leading trend worldwide, due to its enhanced reliability, scalability, flexibility, availability and processing throughput. However, the decision related to adoption of the cloud computing model is often complicated by challenges and uncertainties about the expected business value and its overall impact on the organisation. Till date, different contemporary technology acceptance theories and models have been used to test and validate adoption chances of cloud computing at organisational and individual levels. However, no experimental study has been conducted to provide a holistic evaluation of the determinants of cloud computing in the Asian world particularly in the context of the Indian school education system. Due to lack of such studies, we propose a theoretical model based on the TOE framework to explain the role of technological, organisational and environmental factors on the adoption of cloud computing in the Indian school education system. The data was collected from fifty-six 56 randomly selected secondary schools through questionnaire based survey to examine the relationship between the variables employing 5-points Likert scale. Reliability and validity measures were used to establish the quality and the usefulness of the collected data. In addition multi co-linearity test was also conducted. In order to test the research hypothesis, multiple regression analysis was conducted. The results indicate that relative advantage, compatibility, and complexity representing technological factors; top management support representing organisational factors; and competitive pressure, external expertise and attitude towards change representing environmental factors were found to have an positive and significant influence on the adoption of cloud computing services in the Indian school education system. The findings have a great significance since they can provide knowledge about cloud computing factors as well as insights and directions to the education policy planners and decision makers for successful adoption of cloud computing technology in India.}, language = {en}, number = {4}, urldate = {2020-01-29}, journal = {Education and Information Technologies}, author = {Singh, Jewan and Mansotra, Vibhakar}, month = jul, year = {2019}, note = {shortDOI: 10/ggjpd8 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-09878-3 10/ggjpd8 2339240:CHA5JH65 2405685:LJBW3Q45}, pages = {2453--2475}, } @article{singh_student_2016, title = {Student data protection in a {South} {African} {ODL} university context: risks, challenges and lessons from comparative jurisdictions}, volume = {37}, issn = {0158-7919}, shorttitle = {Student data protection in a {South} {African} {ODL} university context}, url = {https://doi.org/10.1080/01587919.2016.1184397}, doi = {10.1080/01587919.2016.1184397}, abstract = {Personal information is among the most significant assets for businesses today, and clear transactional rules are becoming increasingly important. Organizations, including universities, are charged with more responsibility than ever to protect the personal information used during the course of their business, specifically student data. The paper provides a broad contextual overview of the effects of data protection rules and presents a succinct, easy to digest introduction to the complex, often technical arena of student data management for universities. It highlights specific legal and ethical considerations on which universities, and particularly open distance learning institutions, will need to focus in order to ensure legislative and ethical compliance. Given the absence of precedent in South Africa, a comparative policy and practice review was applied to analyze available international legislation governing data privacy and protection to establish some of the trends, risks, and best practices.}, number = {2}, urldate = {2021-02-08}, journal = {Distance Education}, author = {Singh, Divya and Ramutsheli, Mashamaite Peterlia}, month = may, year = {2016}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2016.1184397 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2016.1184397 2339240:GRG9RPT6 2405685:PXNL4WU6}, keywords = {Data management systems, data privacy, rights of students, sharing of student data, university student data protection}, pages = {164--179}, } @misc{singh_understanding_2018, title = {Understanding the {EdTech} {Product} {Landscape}}, url = {https://medium.com/the-edtech-world/edtech-landscape-743716608675}, abstract = {EdTech is expanding. Today you can find an app to learn almost anything. This is causing EdTech landscape to evolve \& diversify.}, language = {en}, urldate = {2021-04-19}, journal = {Medium}, author = {Singh, Ashmeet}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WEWQUGFR 2405685:K8FCGJW3}, } @techreport{singal_inclusive_2017, title = {Inclusive {Quality} {Education} for {Children} with {Disabilities}}, url = {https://www.wise-qatar.org/app/uploads/2019/04/rr.6.2017_cambridge.pdf}, language = {en}, number = {RR.6.2017}, institution = {World Innovation Summit for Education \& University of Cambridge}, author = {Singal, Nidhi and Ware, Hannah and Bhutani, Sweta Khanna}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4ZA5WMI7 2339240:VS2APB8E 2339240:WALVDQHQ 2405685:B7XYHF4V 2405685:G784RVFY 2405685:UHVMVWIX}, pages = {88}, } @book{singal_education_2018, title = {Education and {Disability} in the {Global} {South}: {New} {Perspectives} from {Africa} and {Asia}}, isbn = {978-1-4742-9121-7}, shorttitle = {Education and {Disability} in the {Global} {South}}, abstract = {Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments.}, language = {en}, publisher = {Bloomsbury Publishing}, author = {Singal, Nidhi and Lynch, Paul and Johansson, Shruti Taneja}, month = dec, year = {2018}, note = {Google-Books-ID: get1DwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:DZELW96T 2405685:9MZNXBIX}, keywords = {Education / Educational Policy \& Reform / General, Education / Inclusive Education, Education / Special Education / General}, } @article{singal_education_2019, title = {Education and {Disability} in the {Global} {South}: new perspectives from {Africa} and {Asia}. {London}: {Bloomsbury} {Publishing}.}, volume = {46}, issn = {1467-8578}, shorttitle = {Singal, {N}., {Lynch}, {P}. \& {Johansson}, {S}. {T}. (eds) (2019) {Education} and {Disability} in the {Global} {South}}, url = {http://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8578.12292}, doi = {10.1111/1467-8578.12292}, language = {en}, number = {4}, urldate = {2020-12-10}, journal = {British Journal of Special Education}, author = {Singal, Nidhi and Lynch, P and Johansson, S. T}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1467-8578.12292 2339240:EVTHNM88 2405685:3M6AJUNM}, pages = {511--512}, } @article{singal_education_2016, title = {Education of children with disabilities in {India} and {Pakistan}: {Critical} analysis of developments in the last 15 years}, volume = {46}, issn = {1573-9090}, shorttitle = {Education of children with disabilities in {India} and {Pakistan}}, url = {https://doi.org/10.1007/s11125-016-9383-4}, doi = {10.1007/s11125-016-9383-4}, abstract = {This article presents an analysis of key developments in educational policies and strategies, since 2000, in relation to the education of children with disabilities in India and Pakistan. It responds to a set of specific questions focused on factors that have shaped the increased emphasis on education of children with disabilities, how national policies and programmes respond to their needs, and their current educational status. The article draws on analysis of official policies, various programme documents, and empirical research evidence. It concludes by reflecting on the two main foci for future work in relation to the education of children with disabilities.}, language = {en}, number = {1}, urldate = {2020-04-03}, journal = {PROSPECTS}, author = {Singal, Nidhi}, month = mar, year = {2016}, note = {shortDOI: 10/gftstb KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-016-9383-4 10/gftstb 2339240:UC62U9Y7 2405685:V4R3ZU7R}, pages = {171--183}, } @misc{singal_what_2018, title = {What works? {The} case of inclusive education {\textbar} {Unesco} {IIEP} {Learning} {Portal}}, shorttitle = {What works?}, url = {http://learningportal.iiep.unesco.org/en/blog/what-works-the-case-of-inclusive-education}, abstract = {The Sustainable Development Goals with their commitment to ensuring all young people will have access to good quality primary and lower secondary education by 2030 have spearheaded an increased focus on children with disabilities. The SDGs explicit mention of persons with disabilities, across education and other goals have resulted in intense discussions on how to make these commitments a reality.}, language = {en}, urldate = {2020-04-03}, author = {Singal, Nidhi}, month = nov, year = {2018}, note = {Library Catalog: learningportal.iiep.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:FHDY4ZTC 2405685:IJ7WBNAN IJ7WBNAN}, } @incollection{singal_entry_2013, edition = {Second}, title = {Entry, engagement and empowerment: {Dilemmas} for inclusive education in an {Indian} context.}, booktitle = {The {Sage} {Handbook} of {Special} {Education}}, publisher = {SAGE Publications}, author = {Singal, N and Florian, L}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6ZNPUAW5 2405685:BQE39QTV}, pages = {203--216}, } @techreport{sims_characteristics_2018, type = {Working paper}, title = {Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out}, url = {https://improvingteaching.co.uk/characteristics-cpd/.}, abstract = {Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subject-specific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions.}, language = {en}, author = {Sims, Sam and Fletcher-Wood, Harry}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2VB6UKTN 2405685:75VHL4AH 2405685:UH59JRDH}, keywords = {C:International, CitedIn:OER4Schools-HHH3-A, ⛔ No DOI found}, pages = {25}, } @article{simpson_creating_2015, title = {Creating a {Data} {Analysis} {Plan}: {What} to {Consider} {When} {Choosing} {Statistics} for a {Study}}, volume = {68}, issn = {0008-4123}, shorttitle = {Creating a {Data} {Analysis} {Plan}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4552232/}, number = {4}, urldate = {2022-01-05}, journal = {The Canadian Journal of Hospital Pharmacy}, author = {Simpson, Scot H}, year = {2015}, pmid = {26327705}, pmcid = {PMC4552232}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LQR5JM4P 2405685:8E9Y8CL3}, pages = {311--317}, } @techreport{simpson_behavioural_2019, title = {Behavioural {Innovation}: embracing behavioural science for lasting impact}, url = {https://medium.com/hellobrink-co/behavioural-innovation-embracing-behavioural-science-for-lasting-impact-85d1d78688f4}, institution = {Brink}, author = {Simpson, Lea}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PCJXFRIC 2405685:ILLVHDH4}, } @misc{simpson_five_2019, title = {Five starting points on innovation for the {EdTech} {Hub} – {The} {EdTech} {Hub}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2019/10/23/five-starting-points-on-innovation-for-the-edtech-hub/}, language = {en-GB}, urldate = {2019-10-23}, journal = {EdTech Hub}, author = {Simpson, Lea}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XCJNWSVR XCJNWSVR}, keywords = {F:Blog post, LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{simkulet_informed_2019, title = {Informed consent and nudging}, volume = {33}, copyright = {© 2018 John Wiley \& Sons Ltd}, issn = {1467-8519}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bioe.12449}, doi = {10.1111/bioe.12449}, abstract = {In order to avoid patient abuse, under normal situations before performing a medical intervention on a patient, a physician must obtain informed consent from that patient, where to give genuine informed consent a patient must be competent, understand her condition, her options and their expected risks and benefits, and must expressly consent to one of those options. However, many patients refrain from the option that their physician believes to be best, and many physicians worry that their patients make irrational healthcare decisions, hindering their ability to provide efficient healthcare for their patients. Some philosophers have proposed a solution to this problem: they advocate that physicians nudge their patients to steer them towards their physician's preferred option. A nudge is any influence designed to predictably alter a person's behavior without limiting their options or giving them reasons to act. Proponents of nudging contend that nudges are consistent with obtaining informed consent. Here I argue that nudging is incompatible with genuine informed consent, as it violates a physician's obligation to tell their patients the truth, the whole truth, and nothing but the truth during adequate disclosure.}, language = {en}, number = {1}, urldate = {2024-02-23}, journal = {Bioethics}, author = {Simkulet, William}, year = {2019}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bioe.12449 KerkoCite.ItemAlsoKnownAs: 10.1111/bioe.12449 2339240:QV33NIH3 2405685:4GJDPR2X}, keywords = {bullshit, decision-making, informed consent, libertarian paternalism, lying, nudging, professional ethics, truth-telling}, pages = {169--184}, } @misc{silver_1_2019, title = {1. {Use} of smartphones and social media is common across most emerging economies}, url = {https://www.pewresearch.org/internet/2019/03/07/use-of-smartphones-and-social-media-is-common-across-most-emerging-economies/}, abstract = {Large majorities in the 11 emerging and developing countries surveyed either own or share a mobile phone, and in every country it is much more common to}, language = {en-US}, urldate = {2020-09-08}, journal = {Pew Research Center}, author = {Silver, Laura and Smith, Aaron and Johnson, Courtney and Jiang, JingJing and Anderson, Monica and Rainie, Lee}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BNUHV8IL 2405685:ZQ6UX9B6}, } @techreport{silver_internet_2018, title = {Internet {Connectivity} {Seen} as {Having} {Positive} {Impact} on {Life} in {Sub}-{Saharan} {Africa}}, url = {https://www.pewresearch.org/global/2018/10/09/internet-connectivity-seen-as-having-positive-impact-on-life-in-sub-saharan-africa/#table}, language = {EN}, institution = {Pew Research Center}, author = {Silver, Laura and Johnson, Courtney}, month = oct, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BRQSIYV5}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{silver_internet_2018, title = {Internet connectivity seen as having positive impact on life in sub-{Saharan} {Africa}}, url = {https://www.pewresearch.org/global/2018/10/09/majorities-in-sub-saharan-africa-own-mobile-phones-but-smartphone-adoption-is-modest/}, abstract = {Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a}, language = {en-US}, urldate = {2020-09-15}, journal = {Pew Research Center's Global Attitudes Project}, author = {Silver, Laura and Johnson, Courtney}, month = oct, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:H282TBDA}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{silver_majorities_2018, title = {Majorities in sub-{Saharan} {Africa} own mobile phones, but smartphone adoption is modest}, url = {https://www.pewresearch.org/global/2018/10/09/majorities-in-sub-saharan-africa-own-mobile-phones-but-smartphone-adoption-is-modest/}, abstract = {Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a}, language = {en-US}, urldate = {2020-06-23}, journal = {Pew Research Center's Global Attitudes Project}, author = {Silver, L and Johnson, C}, year = {2018}, note = {Library Catalog: www.pewresearch.org Section: Publications EdTechHub.ItemAlsoKnownAs: 2405685:HK8TBZ3W}, } @misc{sikri_justice_2018, title = {Justice {K}.{S}.{Puttaswamy}({Retd}) vs {Union} {Of} {India} on 26 {September}, 2018}, url = {https://indiankanoon.org/doc/127517806/}, author = {Sikri, A}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WBELH9R9 2405685:SIQIWIMV}, } @misc{sightsavers_inclusive_2018, title = {Inclusive teaching and learning for children with visual impairments: {Teachers} {Guide}}, url = {https://www.sightsavers.org/wp-content/uploads/2018/09/Teachers-guide-CWVI_Senegal-2.pdf}, author = {Sightsavers}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:66VH5PEA 2405685:BBNR2MHC}, } @misc{sierra_leone_education_innovation_challenge_sierra_2019, title = {Sierra {Leone} invests \$1.5 million to bring education innovation to schools for better learning outcomes}, url = {https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/}, abstract = {A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Sierra Leone Education Innovation Challenge}, year = {2019}, note = {Library Catalog: www.dsti.gov.sl EdTechHub.ItemAlsoKnownAs: 2405685:XUALMEQ5}, } @inproceedings{siegmund_views_2015, title = {Views on {Internal} and {External} {Validity} in {Empirical} {Software} {Engineering}}, volume = {1}, doi = {10.1109/ICSE.2015.24}, abstract = {Empirical methods have grown common in software engineering, but there is no consensus on how to apply them properly. Is practical relevance key? Do internally valid studies have any value? Should we replicate more to address the tradeoff between internal and external validity? We asked the community how empirical research should take place in software engineering, with a focus on the tradeoff between internal and external validity and replication, complemented with a literature review about the status of empirical research in software engineering. We found that the opinions differ considerably, and that there is no consensus in the community when to focus on internal or external validity and how to conduct and review replications.}, booktitle = {2015 {IEEE}/{ACM} 37th {IEEE} {International} {Conference} on {Software} {Engineering}}, author = {Siegmund, Janet and Siegmund, Norbert and Apel, Sven}, month = may, year = {2015}, note = {ISSN: 1558-1225 KerkoCite.ItemAlsoKnownAs: 10.1109/ICSE.2015.24 2405685:ZMSHI8HJ}, keywords = {Bibliographies, Computer languages, Context, Guidelines, History, Software engineering, Standards}, pages = {9--19}, } @article{siddiqui_problems_2017, title = {Problems of drop-out students in {Indian} slum}, volume = {3}, copyright = {Copyright (c) 2017 International Education and Research Journal}, issn = {2454-9916}, doi = {http://ierj.in/journal/index.php/ierj/article/view/883}, abstract = {The purpose of this paper is to find out the problems of drop-out students at elementary level, specially living in slum areas of India. Educational facility at elementary level and its relationship with infrastructural facilities is the main focus of this paper. Paper highlights the role of government to improve elementary education in slum areas of the country with special focus on drop-out students. Paper is mainly based on primary and secondary data/ information. Study has taken a total sample of 50 households (25 from each district) by using random sampling technique in the urban areas namely- Madiyaon slum of Lucknow in Uttar Pradesh and Dharavi slum of Mumbai in Maharashtra. Intensive interviews have been conducted to procure purpose full information. The numbers of upper primary schools were found half of the primary schools in slum areas. Acording to RTE Act no students could be stop or retained in any class of primary section. To stop drop out situation at elementary level of education, paper recommends opening more government upper primary schools in the slum areas. Due to limited sample size, the research results may lack generalisation. Therefore, researchers and research institutions are encouraged to test the proposed propositions further. Dropping out from elementary education in slum areas are an unexplored area of research which has been covered in this paper.}, language = {en}, number = {5}, urldate = {2021-10-25}, journal = {International Education and Research Journal}, author = {Siddiqui, Tarannum}, month = may, year = {2017}, note = {Number: 5 KerkoCite.ItemAlsoKnownAs: 2339240:HJCCKF7J 2405685:W2QT6EH2}, keywords = {Elementary education in slum areas., Indian slums, Problems of drop-out students, ⛔ No DOI found}, pages = {139--144}, } @article{siddiqui_using_2019, title = {Using secondary data in education research}, doi = {https://sru.soc.surrey.ac.uk/SRU68.pdf}, language = {en}, number = {68}, journal = {Social Research Update}, author = {Siddiqui, Nadia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EILE8N78 2405685:EZTM6SAR}, keywords = {⚠️ Invalid DOI}, } @techreport{siddique_educating_2018, title = {Educating 21,000+ {Children} {Through} the {SABAQ} {Initiative}}, language = {en}, institution = {SABAQ}, author = {Siddique, Ruba}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BPQ2T5WD}, keywords = {auto\_merged}, pages = {19}, } @article{siddique_developing_2018, title = {Developing {Adaptive} {E}-{Learning} {Environment} {Using} {Cognitive} and {Noncognitive} {Parameters}:}, copyright = {© The Author(s) 2018}, shorttitle = {Developing {Adaptive} {E}-{Learning} {Environment} {Using} {Cognitive} and {Noncognitive} {Parameters}}, url = {https://journals.sagepub.com/doi/10.1177/0735633118769433}, doi = {10.1177/0735633118769433}, abstract = {The falling learning outcome is one of the major challenges faced by most of the educational systems. Adaptive educational systems (AESs) are viewed as catalyst...}, language = {en}, urldate = {2020-12-01}, journal = {Journal of Educational Computing Research}, author = {Siddique, Ansar and Durrani, Qaiser S. and Naqvi, Husnain A.}, month = apr, year = {2018}, note = {Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0735633118769433 2339240:9LEPY9XD 2405685:BF7H6LZK}, } @article{siddaway_how_2019, title = {How to {Do} a {Systematic} {Review}: {A} {Best} {Practice} {Guide} for {Conducting} and {Reporting} {Narrative} {Reviews}, {Meta}-{Analyses}, and {Meta}-{Syntheses}}, volume = {70}, issn = {1545-2085}, shorttitle = {How to {Do} a {Systematic} {Review}}, doi = {10.1146/annurev-psych-010418-102803}, abstract = {Systematic reviews are characterized by a methodical and replicable methodology and presentation. They involve a comprehensive search to locate all relevant published and unpublished work on a subject; a systematic integration of search results; and a critique of the extent, nature, and quality of evidence in relation to a particular research question. The best reviews synthesize studies to draw broad theoretical conclusions about what a literature means, linking theory to evidence and evidence to theory. This guide describes how to plan, conduct, organize, and present a systematic review of quantitative (meta-analysis) or qualitative (narrative review, meta-synthesis) information. We outline core standards and principles and describe commonly encountered problems. Although this guide targets psychological scientists, its high level of abstraction makes it potentially relevant to any subject area or discipline. We argue that systematic reviews are a key methodology for clarifying whether and how research findings replicate and for explaining possible inconsistencies, and we call for researchers to conduct systematic reviews to help elucidate whether there is a replication crisis.}, language = {eng}, journal = {Annual Review of Psychology}, author = {Siddaway, Andy P. and Wood, Alex M. and Hedges, Larry V.}, year = {2019}, pmid = {30089228}, note = {shortDOI: 10/gftjxg KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-psych-010418-102803 10/gftjxg 2339240:XIMFRKVQ 2405685:QWKJ9FR4}, keywords = {Guidelines as Topic, Humans, Meta-Analysis as Topic, Publication Bias, Reviewed, Systematic Reviews as Topic, evidence, guide, meta-analysis, meta-synthesis, narrative, systematic review, theory}, pages = {747--770}, } @article{shuja_effect_2019, title = {Effect of {M}-{Learning} on {Students}' {Academic} {Performance} {Mediated} by {Facilitation} {Discourse} and {Flexibility}}, volume = {11}, issn = {2073-7904}, url = {https://eric.ed.gov/?id=EJ1245700}, abstract = {Conventional classroom instruction had already been transformed in to electronic mode of teaching and learning. Use of mobile technology is evolving in global and local context, as in Pakistan. Gaining insights from Media Richness Theory, the study intends to examine how m-learning pedagogy, opens up avenues for students' learning and enhances their educational performance, endorsed by facilitation discourse and flexibility. In this cross-sectional study, data was collected from students in Private Universities in Lahore Pakistan. Drawing results from structural equation modelling, findings revealed that use of mobile devices is on great demand for providing flexible and discussion-oriented learning to students and lifts up their academic output. Facilitation discourse and flexibility play a robust intervening role in producing pronounced impact of m-learning on learners' effectiveness.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {Knowledge Management \& E-Learning}, author = {Shuja, Aleema and Qureshi, Ijaz A. and Schaeffer, Donna M. and Zareen, Memoona}, month = jun, year = {2019}, note = {Publisher: Laboratory of Knowledge Management \& E-Learning KerkoCite.ItemAlsoKnownAs: 2339240:9C84A8N2 2405685:HYP2M2IS}, keywords = {Academic Achievement, College Students, Discussion (Teaching Technique), Distance Education, Educational Technology, Foreign Countries, Handheld Devices, Private Colleges, Productivity, Teacher Role, Technology Uses in Education, Telecommunications, ⛔ No DOI found}, pages = {158--200}, } @inproceedings{shrestha_open-source_2011, title = {Open-source platform: exploring the opportunities for offline mobile learning}, shorttitle = {Open-source platform}, doi = {10.1145/2037373.2037476}, booktitle = {Proceedings of the 13th {International} {Conference} on {Human} {Computer} {Interaction} with {Mobile} {Devices} and {Services}}, author = {Shrestha, Sujan and Moore, John and Nocera, José Abdelnour}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/2037373.2037476 2405685:CIHRP4GP 2405685:KRHB5FXL}, pages = {653--658}, } @article{shrestha_teacher_2012, title = {Teacher professional development using mobile technologies in a large-scale project: lessons learned from {Bangladesh}}, volume = {2}, shorttitle = {Teacher professional development using mobile technologies in a large-scale project}, doi = {10.4018/ijcallt.2012100103}, number = {4}, journal = {International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)}, author = {Shrestha, Prithvi}, year = {2012}, note = {Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/ijcallt.2012100103 10/gftr3z 2339240:6D45UDBE 2405685:SU6CDMZY 2534378:KGBGU7A7 2534378:LQMP437N}, pages = {34--49}, } @article{shrestha_english_2013, title = {English {Language} {Classroom} {Practices}: {Bangladeshi} {Primary} {School} {Children}’s {Perceptions}}, volume = {44}, url = {https://doi.org/10.1177/0033688213488466}, doi = {10.1177/0033688213488466}, abstract = {English language teaching (ELT) has been investigated from various angles including how English language teachers perceive what happens in an ELT classroom. How primary school English language learners perceive their experiences of ELT is rarely reported in the published literature, particularly from developing countries such as Bangladesh. This article reports on a study that examined Bangladeshi primary school learners’ experience of English language classroom practices in which technology-enhanced communicative language teaching activities were promoted through a project called English in Action (EIA). EIA is a large-scale 9-year long international English language development project in Bangladesh, funded by the UK government. A semi-structured group interview was conducted with 600 Grade 3 students from different regions of Bangladesh. The findings showed that the learners found communicative language learning activities such as dialogue and role play more effective than translation and memorizing grammar rules for learning English, although they enjoyed reciting and drills. The results also showed that these learners’ English teachers tended to mix both traditional and communicative approaches in their lessons. The paper critiques EIA and argues that any major language development project needs to consider the local context and learners’ views on language learning for its success.}, number = {2}, journal = {RELC Journal}, author = {Shrestha, P}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0033688213488466 10/gkm64m 2339240:LWI8RXJE 2405685:2V2WHBZB}, pages = {147--162}, } @article{shohel_teachers_2010, title = {Teachers’ professional development through the {English} in action secondary teaching and learning programme in {Bangladesh}: {Experience} from the {UCEP} schools}, volume = {2}, issn = {18770428}, shorttitle = {Teachers’ professional development through the {English} in action secondary teaching and learning programme in {Bangladesh}}, url = {https://linkinghub.elsevier.com/retrieve/pii/S1877042810009341}, doi = {10/bfg65g}, abstract = {This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training.}, language = {en}, number = {2}, urldate = {2021-04-16}, journal = {Procedia - Social and Behavioral Sciences}, author = {Shohel, M and Banks, F and Banks, F}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10/bfg65g 2339240:M5TKZEV8 2405685:LQTN958P}, pages = {5483--5494}, } @article{shohel_teachers_2010, title = {Teachers’ professional development through the {English} in {Action} {Secondary} {Teaching} and {Learning} {Programme} in {Bangladesh}: experience from the {UCEP} schools}, volume = {2}, shorttitle = {Teachers’ professional development through the {English} in {Action} secondary teaching and learning programme in {Bangladesh}}, url = {https://www.researchgate.net/publication/222568736_Teachers'_professional_development_through_the_English_in_action_secondary_teaching_and_learning_programme_in_Bangladesh_Experience_from_the_UCEP_schools}, doi = {10.1016/j.sbspro.2010.03.894}, abstract = {This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training}, number = {2}, journal = {Procedia-Social and Behavioral Sciences}, author = {Shohel, M. Maruf C and Banks, Frank}, year = {2010}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2010.03.894 2339240:WE7Z36DR 2405685:VDJRNRTI 2534378:A22MYIWP 2534378:HS2WT9YY 2534378:Q2THK4LH}, keywords = {EiA Intervention, Experiential Learning, Secondary Teaching and Learning Programme, Teachers’ Professional Development, UCEP-Bangladesh, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457264, \_\_finaldtb}, } @article{shohel_introducing_2010, title = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}: teacher perspectives}, volume = {25}, issn = {0268-0513, 0268-0513}, url = {https://www.researchgate.net/publication/47705071_Introducing_mobile_technology_for_enhancing_Teaching_and_Learning_in_Bangladesh_Teacher_perspectives}, doi = {10.1080/02680513.2010.511953}, abstract = {This paper reviews the themes emerging from Bangladeshi teachers' experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies-enhanced supported open distance learning programme of professional development in English-language teaching. This paper presents evidence arising from semi-structured interviews carried out with teachers from a pre-pilot study for the English in Action project. The teachers participating in this study reflect upon six months' experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text-book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods). (Contains 1 table and 1 figure.)}, language = {English}, number = {3}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Shohel, M. Mahruf C. and Power, Tom}, month = nov, year = {2010}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/815957037?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2339240:9GRACLAU 2405685:BFA3BZUN 2534378:HMHCMR9X 2534378:KT2WCVFZ 2534378:QXQHZY9I 2534378:UJQAALFW 2534378:ZJT5CTY3}, keywords = {BANGLADESH, Bangladesh, COMPUTER assisted language instruction, COMPUTERS in education, CONTINUING education, Computer Assisted Instruction, DISTANCE education, Developing Nations, Digital audio players, Distance Education, Distance learning, ENGLISH language -- Study \& teaching -- Foreign speakers, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational Development, Educational Technology, Educational technology, Elementary Secondary Education, English (Second Language), English in Action support model, English language, Foreign Countries, Handheld Devices, Higher Education, Inservice Teacher Education, Interviews, LANGUAGE teachers, Language instruction, Multimedia Instruction, OPEN learning, Open Universities, Pilot Projects, Postsecondary Education, Professional development, Program Descriptions, Program Development, Program Effectiveness, Protocol Materials, SECONDARY education, Second Language Instruction, Secondary Education, Secondary School Teachers, Studies, TEACHER development, TEACHERS -- Attitudes, TELEMATICS, Teacher Attitudes, Teachers, Technology Integration, United Kingdom, Video Technology, \_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098161, \_\_\_working\_potential\_duplicate, \_\_finaldtb, auto\_merged, mobile learning, mobile technology, technology intervention}, pages = {201--215}, } @article{shohel_introducing_2010, title = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}: teacher perspectives}, volume = {25}, issn = {0268-0513}, shorttitle = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}}, url = {https://doi.org/10.1080/02680513.2010.511953}, doi = {10.1080/02680513.2010.511953}, abstract = {This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).}, number = {3}, urldate = {2020-05-16}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Shohel, M. Mahruf C. and Power, Tom}, month = nov, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02680513.2010.511953 shortDOI: 10/brrchv KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2405685:EEAEL6VW 2405685:UTNGW9R7}, keywords = {Bangladesh, C:Bangladesh, English in Action support model, \_\_\_working\_potential\_duplicate, mobile learning, mobile technology, technology intervention}, pages = {201--215}, } @article{shohel_introducing_2010, title = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}: teacher perspectives}, volume = {25}, issn = {0268-0513}, shorttitle = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}}, url = {https://doi.org/10.1080/02680513.2010.511953}, doi = {10.1080/02680513.2010.511953}, abstract = {This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).}, number = {3}, urldate = {2020-05-16}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Shohel, M. Mahruf C. and Power, Tom}, month = nov, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02680513.2010.511953 shortDOI: 10/brrchv KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2405685:EEAEL6VW 2405685:UTNGW9R7}, keywords = {Bangladesh, C:Bangladesh, English in Action support model, \_\_\_working\_potential\_duplicate, mobile learning, mobile technology, technology intervention}, pages = {201--215}, } @article{shohel_using_2012, title = {Using technology for enhancing teaching and learning in {Bangladesh}: challenges and consequences}, volume = {37}, issn = {1743-9884}, shorttitle = {Using technology for enhancing teaching and learning in {Bangladesh}}, url = {https://doi.org/10.1080/17439884.2012.671177}, doi = {10.1080/17439884.2012.671177}, abstract = {The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts.}, number = {4}, urldate = {2019-11-05}, journal = {Learning, Media and Technology}, author = {Shohel, M. Mahruf C. and Kirkwood, Adrian}, month = dec, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 10/gf5f6w 2339240:IVHSIR7Q 2405685:9ATXKXTE}, keywords = {Bangladesh, THEME: Curriculum and resources, THEME: Open systems, THEME: Teacher Professional Development, \_Source:Intuitive, teachers’ professional development, teaching and learning, technology, technology-poor contexts, the}, pages = {414--428}, } @article{shohel_school-based_2012, title = {School-based teachers’ professional development through technology-enhanced learning in {Bangladesh}}, volume = {16}, issn = {1366-4530}, url = {https://doi.org/10.1080/13664530.2012.668103}, doi = {10.1080/13664530.2012.668103}, abstract = {To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers’ teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology-enhanced support systems impact on classroom practice and help teachers’ professional development. Using the case of a pre-pilot intervention in the Underprivileged Children’s Educational Programs schools, it explores the teachers’ professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers’ professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context.}, number = {1}, urldate = {2020-09-28}, journal = {Teacher Development}, author = {Shohel, M. Mahruf C. and Banks, Frank}, month = feb, year = {2012}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13664530.2012.668103 KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2012.668103 10/gf5f6p 2339240:QYT78QZJ 2405685:AJFFY6AZ 2534378:EYTQ9C76 2534378:ILM8S5MC 2534378:L6R23M7S 2534378:PXRSVU2M 2534378:TBRE94GM 2534378:U2JMZZFP}, keywords = {AUDIOVISUAL education, BANGLADESH, Bangladesh, COMPUTER assisted instruction, ENGLISH language -- Study \& teaching -- Foreign speakers, Education--Teaching Methods And Curriculum, Educational technology, LANGUAGE teachers, Learning, PROFESSIONAL education, Professional development, SECONDARY school teachers, TEACHER development, TEACHERS -- Attitudes, Teacher education, UCEP-Bangladesh, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099954, \_\_\_working\_potential\_duplicate, hand-held device, school-based, teachers' professional development, teachers’ professional development, technology-enhanced learning}, pages = {25--42}, } @techreport{shkabatur_check_2012, address = {Washington D.C.}, title = {Check my school: {A} case study on citizen's monitoring of the education sector in the {Philippines}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/23031/Check0my0schoo0r0in0the0Philippines.pdf?sequence=1&isAllowed=y}, institution = {World Bank Group}, author = {Shkabatur, Jennifer}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KC39FKTL 2405685:Q3BVDSZZ}, } @article{sheppard_reading_2011, title = {Reading with {iPads}–the difference makes a difference}, volume = {11}, number = {3}, journal = {Education Today}, author = {Sheppard, Dale}, year = {2011}, note = {00019 KerkoCite.ItemAlsoKnownAs: 2129771:VH94HH8M 2405685:2CPBXQ3R}, pages = {12--15}, } @article{shepler_understanding_2017, title = {Understanding {Sierra} {Leonean} and {Liberian} teachers’ views on discussing past wars in their classrooms}, volume = {53}, issn = {0305-0068}, url = {https://doi.org/10.1080/03050068.2017.1338641}, doi = {10.1080/03050068.2017.1338641}, abstract = {Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives.}, number = {3}, urldate = {2020-12-15}, journal = {Comparative Education}, author = {Shepler, Susan and Williams, James H.}, month = jul, year = {2017}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03050068.2017.1338641 KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2405685:9FVX5LB3}, keywords = {Education, Liberia, Sierra Leone, teachers, teaching about conflict, transitional justice}, pages = {418--441}, } @article{shephard_what_2017, title = {What curriculum? {Which} methods? {A} cluster randomized controlled trial of social and financial education in {Rwanda}}, volume = {82}, shorttitle = {What curriculum?}, doi = {10.1016/j.childyouth.2017.09.011}, journal = {Children and youth services review}, author = {Shephard, Daniel D. and Kaneza, Yves V. and Moclair, Paul}, year = {2017}, note = {shortDOI: 10/gftrqj KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2017.09.011 10/gftrqj 2339240:SL34NDUR 2405685:UMN6NXXF}, pages = {310--320}, } @incollection{sharples_theory_2010, title = {A theory of learning for the mobile age}, booktitle = {Medienbildung in neuen {Kulturräumen}}, publisher = {Springer}, author = {Sharples, Mike and Taylor, Josie and Vavoula, Giasemi}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UCZH8HRH 2405685:WXPCE8AT}, pages = {87--99}, } @article{sharmin_computer-aided_2011, title = {Computer-{Aided} {Learning} and {Mentoring} for {Improvement} of {Teaching} {Quality}: {An} {Assessment} of {BRAC} {Interventions}}, issn = {1556-5068}, shorttitle = {Computer-{Aided} {Learning} and {Mentoring} for {Improvement} of {Teaching} {Quality}}, url = {https://www.ssrn.com/abstract=2923676}, doi = {10.2139/ssrn.2923676}, abstract = {Methods and materials 3 Research area and sampling 3 Variables 4 Data collection techniques and tools 4 Field operation 4 Ethical consideration 4 Data management and analysis 4 Results 5 Computer-aided learning (CAL) 5 Mentoring 10 Conclusion}, language = {en}, urldate = {2021-06-10}, journal = {SSRN Electronic Journal}, author = {Sharmin, Nazia and Roy, Goutam}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2923676 10/gkm64r 2339240:UPMNTBZ3 2405685:UUD9ZMX7}, } @misc{shapshak_this_2015, title = {This {BRCK} {Will} {Revolutionize} {Education} {In} {Africa}}, url = {https://www.forbes.com/sites/tobyshapshak/2015/09/22/this-brck-will-revolutionize-education-in-africa/}, abstract = {In a scene not unlike classrooms around the world, the faces of 40 children glow from the light of their tablets as their teacher leads them through the morning's lesson. Except this happened yesterday inside a converted shipping container in a low-income area of Kenya, in a country where the price [...]}, language = {en}, urldate = {2020-08-26}, journal = {Forbes}, author = {Shapshak, Toby}, month = sep, year = {2015}, note = {Section: Tech KerkoCite.ItemAlsoKnownAs: 2339240:C43YEZGM 2405685:F48ZHXRT}, } @article{shapley_evaluating_2010, title = {Evaluating the {Implementation} {Fidelity} of {Technology} {Immersion} and its {Relationship} with {Student} {Achievement}}, volume = {9}, issn = {1540-2525}, url = {http://napoleon.bc.edu/ojs/index.php/jtla/article/view/1609}, abstract = {In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement.}, number = {4}, urldate = {2015-05-01}, journal = {The Journal of Technology, Learning and Assessment}, author = {Shapley, Kelly S. and Sheehan, Daniel and Maloney, Catherine and Caranikas-Walker, Fanny}, month = mar, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NJE58HBR 2405685:HMXQHGHR}, keywords = {⛔ No DOI found}, } @techreport{shamsuna_ahmed_highlightsbreakdown_2019, title = {Highlights/{Breakdown} of the 2020 {Approved} {Budget}}, author = {Shamsuna Ahmed, Zainab}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PWJ5P7HV}, } @techreport{shadrach_realising_2016, title = {Realising {Affordable} {Internet} in {Bangladesh}: {A} {Case} {Study}}, url = {https://a4ai.org/research/case-study-realising-affordable-internet-in-bangladesh/}, institution = {Alliance for Affordable Internet A4AI}, author = {Shadrach, B.}, month = jun, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FYPZUJF2 2405685:PPY8SALG}, } @article{serpell_how_2017, title = {How the study of cognitive growth can benefit from a cultural lens}, volume = {12}, doi = {10.1177/1745691617704419}, number = {5}, journal = {Perspectives on Psychological Science}, author = {Serpell, Robert}, year = {2017}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/1745691617704419 2339240:BWYB54UG 2405685:RMB9AGH6}, pages = {889--899}, } @article{serdyukov_innovation_2017, title = {Innovation in education: what works, what doesn’t, and what to do about it?}, volume = {10}, issn = {2397-7604}, shorttitle = {Innovation in education}, url = {https://doi.org/10.1108/JRIT-10-2016-0007}, doi = {10.1108/JRIT-10-2016-0007}, abstract = {Purpose The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. Design/methodology/approach The paper is based on a literature survey and author research. Findings US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning. Practical implications Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education. Social implications Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society. Originality/value Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.}, number = {1}, urldate = {2021-02-26}, journal = {Journal of Research in Innovative Teaching \& Learning}, author = {Serdyukov, Peter}, month = jan, year = {2017}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JRIT-10-2016-0007 2339240:H2BGZB69 2405685:R3REETEJ}, keywords = {Educational technology, Implementation, Innovation, Time efficiency}, pages = {4--33}, } @misc{serbic_introduction_2019, title = {Introduction to {Systematic} {Reviews}}, urldate = {2019-12-11}, author = {Serbic, Danijela}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QZ275HD2 2405685:NQ9IFWKD QZ275HD2}, } @techreport{seppala_information_2016, title = {The information society and {ICT} sector development project in {Tanzania}}, language = {en}, institution = {TANZICT}, author = {Seppälä, Teemu}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JZEC9FWF 2405685:NLT5HWL6}, pages = {7}, } @techreport{seo_school_2017, title = {Do {School} {Electrification} and {Provision} of {Digital} {Media} {Deliver} {Educational} {Benefits}? {First}-year {Evidence} from 164 {Tanzanian} {Secondary} {Schools}}, language = {en}, number = {E-40308-TZA-2}, institution = {University of Chicago}, author = {Seo, Hee Kwon}, month = sep, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9XWPHF2H 2405685:DPI4T7LU}, pages = {44}, } @book{sen_politics_2014, address = {Oxford}, title = {The {Politics} of {Inclusive} {Development}}, url = {https://global.oup.com/academic/product/the-politics-of-inclusive-development-9780198722564?cc=gb&lang=en&}, urldate = {2022-10-03}, publisher = {Oxford University Press}, author = {Sen, Kunan and Bukenya, Badru and Hickey, Sam}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F8WVVV9B 2405685:R5IMFQZZ 4656463:2SJUSYNR}, } @book{selwyn_is_2016, address = {Cambridge}, title = {Is {Technology} {Good} for {Education}?}, isbn = {978-0-7456-9650-8}, abstract = {Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether.}, language = {en}, publisher = {Polity Press}, author = {Selwyn, Neil}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8V492M8U 2339240:I3N8C2AF 2405685:7IFH6594 2405685:7KFUNTHW 2405685:83Q4T29I 2405685:98EGSRBG 2534378:CZN4UQJE}, keywords = {Social Science / Popular Culture, Social Science / Sociology / General, \_\_\_working\_potential\_duplicate, auto\_merged}, } @article{selwyn_minding_2016, title = {Minding our language: why education and technology is full of bull**** … and what might be done about it}, volume = {41}, issn = {1743-9884}, shorttitle = {Minding our language}, url = {https://www.semanticscholar.org/paper/Minding-our-language%3A-why-education-and-technology-Selwyn/a0a187c5de0e7246d58df95e8e9c6f779a5566e3}, doi = {10.1080/17439884.2015.1012523}, number = {3}, urldate = {2019-09-20}, journal = {Learning, Media and Technology}, author = {Selwyn, Neil}, month = jul, year = {2016}, note = {Extra URL: https://doi.org/10.1080/17439884.2015.1012523 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2015.1012523 10/gf9nv5 2339240:3PWH37HP 2405685:NT57U744 2534378:VU6K2AYK}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {437--443}, } @article{selwyn_minding_2016, title = {Minding our language: why education and technology is full of bullshit … and what might be done about it}, volume = {41}, issn = {1743-9884}, shorttitle = {Minding our language}, url = {https://doi.org/10.1080/17439884.2015.1012523}, doi = {10.1080/17439884.2015.1012523}, number = {3}, urldate = {2019-09-20}, journal = {Learning, Media and Technology}, author = {Selwyn, Neil}, month = jul, year = {2016}, note = {shortDOI: 10/gf9nv5 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2015.1012523 10/gf9nv5 2339240:3PWH37HP 2339240:HZWQTQU6 2405685:74BCG3AI 2405685:V9FLJKWX}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {437--443}, } @incollection{selwyn_technology_2015, address = {Basingstoke and St. Martins, New York}, title = {Technology and education – {Why} it's crucial to be critical}, url = {https://www.academia.edu/7771394/Technology_and_education_-_why_its_crucial_to_be_critical}, booktitle = {Critical {Perspectives} on {Technology} and {Education}}, publisher = {Palgrave Macmillan}, author = {Selwyn, Neil}, editor = {Bulfin, S. and Johnson, N.F. and Rowan, L.}, year = {2015}, note = {EdTechHub.Copy: 2129771:U9469F98 KerkoCite.ItemAlsoKnownAs: 2129771:U9469F98 2339240:95AXL9DA 2339240:ZM8NHUYV 2405685:5I386Z22 2405685:N27GWJBG}, pages = {245--255}, } @article{selwyn_ten_2012, title = {Ten suggestions for improving academic research in education and technology}, volume = {37}, issn = {1743-9884}, url = {https://doi.org/10.1080/17439884.2012.680213}, doi = {10.1080/17439884.2012.680213}, number = {3}, urldate = {2019-09-20}, journal = {Learning, Media and Technology}, author = {Selwyn, Neil}, month = sep, year = {2012}, note = {shortDOI: 10/gf9nv3 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.680213 10/gf9nv3 2339240:VQBSA24V 2405685:4WXGG2TD}, pages = {213--219}, } @article{seid_does_2016, title = {Does learning in mother tongue matter? {Evidence} from a natural experiment in {Ethiopia}}, volume = {55}, issn = {02727757}, shorttitle = {Does learning in mother tongue matter?}, url = {https://linkinghub.elsevier.com/retrieve/pii/S027277571530282X}, doi = {10.1016/j.econedurev.2016.08.006}, language = {en}, urldate = {2022-06-08}, journal = {Economics of Education Review}, author = {Seid, Yared}, month = dec, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2016.08.006 2405685:4V2U38WZ 4042040:WIYKRWBE}, pages = {21--38}, } @article{seid_impact_2019, title = {The impact of learning first in mother tongue: {Evidence} from a natural experiment in {Ethiopia}}, volume = {51}, issn = {0003-6846, 1466-4283}, shorttitle = {The impact of learning first in mother tongue}, url = {https://www.tandfonline.com/doi/full/10.1080/00036846.2018.1497852}, doi = {10.1080/00036846.2018.1497852}, language = {en}, number = {6}, urldate = {2022-06-08}, journal = {Applied Economics}, author = {Seid, Yared}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/00036846.2018.1497852 2405685:CYI57FGE 4042040:Z62RLKMM}, pages = {577--593}, } @techreport{scutt_teacher_2019, title = {Teacher {CPD}: {International} trends, opportunities and challenges}, url = {http://viscountnelson.net/wp/wp-content/uploads/2019/12/CCT-Publication-CPD-Report-.pdf#page=60}, urldate = {2020-08-19}, institution = {Chartered College of Teaching}, author = {Scutt, Cat and Baeyer, Sarah}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:36UKQ92L}, keywords = {C:International}, } @book{scott_international_2017, edition = {1}, title = {The {International} {Encyclopedia} of {Organizational} {Communication}}, isbn = {978-1-118-95560-4 978-1-118-95556-7}, url = {https://onlinelibrary.wiley.com/doi/book/10.1002/9781118955567}, language = {en}, urldate = {2021-01-05}, publisher = {Wiley}, editor = {Scott, Craig R. and Barker, James R. and Kuhn, Timothy and Keyton, Joann and Turner, Paaige K. and Lewis, Laurie K.}, month = feb, year = {2017}, doi = {10.1002/9781118955567}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/9781118955567 2339240:MUXQBC59 2405685:F7A8XMF2}, } @article{schweisfurth_learner-centred_2011, title = {Learner-centred education in developing country contexts: {From} solution to problem?}, volume = {31}, doi = {10.1016/j.ijedudev.2011.03.005}, language = {EN}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, year = {2011}, note = {shortDOI: 10/cnfz43 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.005 10/cnfz43 2405685:LDEHPJCR}, pages = {425--432}, } @book{schweisfurth_learner-centred_2013, title = {Learner-centred education in international perspective: {Whose} pedagogy for whose development?}, isbn = {978-0-415-60072-9}, shorttitle = {Learner-centred {Education} in {International} {Perspective}}, abstract = {Is learner-centred education appropriate for all societies and classrooms? Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation. In the light of these debates, is LCE still a good development 'bet'? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one? The book is divided into three key parts: - Learner-centred Education as a Global Phenomenon - Learner-centred Education in Lower and Middle-income Countries - Lessons and Resolutions This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies.}, language = {en}, publisher = {Routledge}, author = {Schweisfurth, Michele}, year = {2013}, note = {Google-Books-ID: E0p0jeZNIIYC KerkoCite.ItemAlsoKnownAs: 2339240:VXYIEQEU 2405685:F9YR4IYI}, keywords = {Education / General}, } @article{schweisfurth_learner-centred_2015, title = {Learner-centred pedagogy: {Towards} a post-2015 agenda for teaching and learning}, volume = {40}, issn = {0738-0593}, shorttitle = {Learner-centred pedagogy}, url = {http://www.sciencedirect.com/science/article/pii/S0738059314001084}, doi = {10.1016/j.ijedudev.2014.10.011}, abstract = {Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.}, language = {en}, urldate = {2020-09-06}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = jan, year = {2015}, note = {shortDOI: 10/f65t73 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 10/f65t73 2129771:P3WMASAB 2339240:7FAWYW8S 2339240:IWUNNNQV 2405685:44GP3DG6 2405685:57MFW2KZ 2534378:ENK8YVXP}, keywords = {Learner-centred education, Pedagogy, Post-2015, \_\_\_working\_potential\_duplicate}, pages = {259--266}, } @article{schweisfurth_learner-centred_2015, title = {Learner-centred pedagogy: towards a post-2015 agenda for teaching and learning}, volume = {40}, issn = {0738-0593}, shorttitle = {Learner-centred pedagogy}, url = {https://daneshyari.com/article/preview/6841325.pdf}, doi = {10.1016/j.ijedudev.2014.10.011}, abstract = {Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.}, language = {en}, urldate = {2020-09-06}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = jan, year = {2015}, note = {Extra URL (?): https://www.sciencedirect.com/science/article/abs/pii/S0738059314001084?via\%3Dihub KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:7FAWYW8S 2405685:ISKC55X6 2534378:ENK8YVXP}, keywords = {Learner-centred education, Pedagogy, Post-2015, \_\_\_working\_potential\_duplicate}, pages = {259--266}, } @article{schweisfurth_learner-centred_2015, title = {Learner-centred pedagogy: {Towards} a post-2015 agenda for teaching and learning}, volume = {40}, issn = {0738-0593}, shorttitle = {Learner-centred pedagogy}, url = {https://www.sciencedirect.com/science/article/pii/S0738059314001084}, doi = {10.1016/j.ijedudev.2014.10.011}, abstract = {Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.}, language = {en}, urldate = {2022-05-27}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:9ITNETF8 2405685:BX2PV4ZZ}, keywords = {Learner-centred education, Pedagogy, Post-2015}, pages = {259--266}, } @article{schweik_world_2018, title = {World {Librarians}: {A} {Peer}-to-{Peer} {Commons} for {Closing} the {Global} {Digital} {Divide}}, volume = {6}, copyright = {Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access ). All third-party images reproduced on this journal are shared under Educational Fair Use. For more information on Educational Fair Use , please see this useful checklist prepared by Columbia University Libraries . All copyright of third-party content posted here for research purposes belongs to its original owners. Unless otherwise stated all references to characters and comic art presented on this journal are ©, ® or ™ of their respective owners. No challenge to any owner’s rights is intended or should be inferred.}, issn = {2162-3309}, shorttitle = {World {Librarians}}, url = {http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2249/}, doi = {1535742082}, abstract = {The Journal of Librarianship and Scholarly Communication seeks to share useful innovations, both in thought and in practice, with the aim of encouraging scholarly exchange and the subsequent benefits that are borne of scrutiny, experimentation and debate. As modes of scholarly communication, the technologies and economics of publishing and the roles of libraries evolve, it is our hope that the work shared in the journal will inform practices that strengthen librarianship and that increase access to the "common Stock of Knowledge."JLSC is particularly interested in the intersection of librarianship and publishing and the resulting role of libraries in both content dissemination and content creation. Related areas of interest include new methods for the dissemination of information and information exchange; the theory and practice of the organization, use and curation of information; and issues related to the review, credentialing, reputation and impact of scholarly work.}, language = {eng}, number = {2}, urldate = {2020-09-15}, journal = {Journal of Librarianship and Scholarly Communication}, author = {Schweik, Charlie and Smith, Jeremy and Meyer, Carl}, month = aug, year = {2018}, note = {Number: 2 Publisher: Pacific University Libraries KerkoCite.ItemAlsoKnownAs: 2405685:SNL2WFXW}, keywords = {⚠️ Invalid DOI}, pages = {eP2249}, } @book{schwartz_remedial_2012, title = {Remedial {Education} {Programs} to {Accelerate} {Learning} for {All}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/26824}, language = {en}, urldate = {2020-07-15}, publisher = {World Bank}, author = {Schwartz, Analice C.}, month = may, year = {2012}, doi = {10.1596/26824}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/26824 2339240:6BCEXU44 2405685:3957D5SB}, } @book{schwartz_remedial_2012, series = {Global {Partnership} for {Education} {Working} {Paper} {Series} on {Learning}}, title = {Remedial {Education} {Programs} to {Accelerate} {Learning} for {All}}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/26824}, urldate = {2022-08-25}, publisher = {World Bank}, author = {Schwartz, Analice C.}, month = may, year = {2012}, doi = {10.1596/26824}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/26824 2339240:KXDYXF58 2339240:Q455N3RS 2405685:KKLY53KW}, keywords = {CHILD LABOR, CLASS SIZE, CURRICULUM, DISADVANTAGED GROUPS, EDUCATIONAL OUTCOMES, EMPLOYMENT, ETHNIC MINORITIES, HIGHER EDUCATION, HUMAN RESOURCES, LITERACY, ORPHANS, QUALITY OF EDUCATION, READING, SCHOOLS, SECONDARY EDUCATION, SOCIAL SKILLS, TEACHER TRAINING, TEXTBOOKS, UNIVERSAL PRIMARY EDUCATION, UNIVERSITIES, VULNERABLE GROUPS, YOUTH}, } @techreport{schwab_global_2019, title = {The {Global} {Competitiveness} {Report}}, language = {en}, institution = {World Economic Forum}, author = {Schwab, Klaus}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CU6VHKQI}, } @techreport{schwab_global_2019, title = {The {Global} {Competitiveness} {Report} 2019}, url = {http://www3.weforum.org/docs/WEF_TheGlobalCompetitivenessReport2019.pdf}, language = {en}, institution = {World Economic Forum}, author = {Schwab, Klaus}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3ITY5U7T}, keywords = {auto\_merged, ⛔ No DOI found}, pages = {666}, } @book{schurr_design_2013, title = {Design {Thinking} for {Educators}}, url = {https://designthinkingforeducators.com/design-thinking/}, language = {en}, author = {Schurr, Michael}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MIZAQAF8 2447227:RRF4465C 261495:HPJKGN4A}, } @techreport{schulze_final_2019, title = {Final {Evaluation} {Report}: {Evaluation} of {Africa} {Educational} {Trust}’s {Speak} {Up} {II} in {South} {Sudan}}, url = {https://africaeducationaltrust.org/wp-content/uploads/2014/10/Speak-Up-II-Final-Evaluation.pdf}, urldate = {2020-04-04}, institution = {African Education Trust}, author = {Schulze, Charles}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5AX82WHH 2405685:FWQJFXQN}, } @techreport{school-to-school_international_sts_graphogame_2017, title = {{GraphoGame} {Teacher} {Training} {Service}: evaluation report}, url = {https://allchildrenreading.org/wp-content/uploads/2019/07/Agora-Center-Project-Evaluation.pdf}, institution = {Agora Center, University of Jyväskylä, Finland}, author = {{School-to-School International (STS)}}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8P66C3HW 2534378:UCQXQMML 2534378:WG2ZS8CL}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425917, \_\_\_working\_potential\_duplicate, \_\_finaldtb, auto\_merged}, } @article{schmiedel_topic_2019, title = {Topic modeling as a strategy of inquiry in organizational research: {A} tutorial with an application example on organizational culture}, volume = {22}, doi = {10.1177/1094428118773858}, language = {en}, number = {4}, journal = {Organizational Research Methods}, author = {Schmiedel, T. and Müller, O and Brocke, J.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1094428118773858 2405685:E5FNF8J8 2486141:L8RC8FY4}, keywords = {\_Added-ailr-2024}, pages = {941--968}, } @article{schmidt_ngos_2014, title = {{NGOs} as a framework for an education in and through music: is the third sector viable?}, volume = {32}, issn = {0255-7614}, shorttitle = {{NGOs} as a framework for an education in and through music}, url = {https://doi.org/10.1177/0255761413488707}, doi = {10.1177/0255761413488707}, abstract = {This article presents a selected view of a research project developed in Brazil. The focus of the project was to investigate the modus operandi of 18 NGOs (Non-Governmental Organizations) and their relationship to the development of educational curricula and practices in music. Further, it provides an analysis of NGOs as an opportunity to learn alternative pathways for teaching and learning in music education. A methodology based upon notions of “place-centered education” (Gruenewald \& Smith, 2008) was used as a tool to “sense making” as well as to address the interaction with the drastically different propositions observed in three major cities in the country; namely Salvador, Rio de Janeiro and Porto Alegre. Interviews, observations, and audio-video documentation helped form a picture of how initiatives to educate in and through music can be powerfully divergent in their modes of production, but interestingly connected in their emphasis upon 1) self-generated knowledge; 2) intersections between local musical-cultural practices and global aesthetic needs; and 3) politically conscious music education leadership; 4) pedagogical practices situated inside a larger social framework. The article concludes by offering a conceptual model that places the possibilities encountered in this “third-sector.”}, language = {en}, number = {1}, urldate = {2021-10-25}, journal = {International Journal of Music Education}, author = {Schmidt, Patrick}, month = feb, year = {2014}, note = {Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/0255761413488707 2339240:BBKIJKZV 2405685:GDJETS23}, keywords = {alternative models, complex critical pedagogy, non-governmental organizations, place-based education}, pages = {31--52}, } @book{schleicher_building_2011, series = {International {Summit} on the {Teaching} {Profession}}, title = {Building a high-quality teaching profession: lessons from around the world}, isbn = {978-92-64-09843-5 978-92-64-11304-6}, shorttitle = {Building a high-quality teaching profession}, url = {https://www.oecd-ilibrary.org/education/building-a-high-quality-teaching-profession_9789264113046-en}, language = {en}, urldate = {2021-09-02}, publisher = {OECD}, author = {Schleicher, Andreas}, month = nov, year = {2011}, doi = {10.1787/9789264113046-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/9789264113046-en 2405685:KHTXBDEZ 2534378:I7ZW5U83}, } @book{schleicher_world_2018, address = {Paris}, title = {World {Class}: {How} to build a 21st-century school system, {Strong} {Performers} and {Successful} {Reformers} in {Education}}, language = {EN}, publisher = {OECD Publishing}, author = {Schleicher, Andreas}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7YF6CXDZ}, } @article{schiemer_teaching_2013, title = {Teaching children with disabilities: {ICTs} in {Bangkok} and {Addis} {Ababa}}, volume = {7}, issn = {1750-497X}, shorttitle = {Teaching children with disabilities}, url = {https://doi.org/10.1108/17504971311328026}, doi = {10.1108/17504971311328026}, abstract = {Purpose – This paper intends to explore the levels of availability and restrictions in relation to the use of ICTs (information and communication technologies) for educating children with disabilities in Thailand's and Ethiopia's capitals. Design/methodology/approach – In the course of an international research project, parents and teachers of children with different disabilities, the children themselves and further experts were interviewed about barriers and facilitators in the children's educational environment. For this paper only selected interviews focusing on sensory disabilities were analysed regarding the above mentioned areas of using ICTs. Findings – ICTs are available in the respective cities. The levels of restrictions related to the socio‐economic situation in the two cities vary accordingly but show the same overall limitations. The intensity and kind of use of ICTs is strongly related to resources, the educational actors' awareness and knowledge. Originality/value – Approaching the topic of ICTs in relation to disability might not be new, neither is the contextualisation with the Majority World. However, the combination of the three aspects against the background of current global developments (e.g. the growing gap between the poor and the rich) reveals the importance of taking a closer look at special needs education and ICTs in the Majority World. This opens the floor for discussion on how inclusion of the most marginalised groups in education affects development in general.}, number = {2/3}, urldate = {2020-12-10}, journal = {Multicultural Education \& Technology Journal}, author = {Schiemer, Margarita and Proyer, Michelle and Ahamer, Gilbert}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/17504971311328026 2339240:V5YTXAA5 2405685:2KZYYG9Y}, keywords = {Children, Children with disabilities, Comparative research, Disabilities, Education, Ethiopia, ICTs, Majority World, Thailand}, pages = {99--112}, } @article{scherer_why_2015, title = {Why people use and don’t use technologies: {Introduction} to the special issue on assistive technologies for cognition/cognitive support technologies}, volume = {37}, issn = {1878-6448}, doi = {10.3233/NRE-151264}, abstract = {This special issue focuses on assistive technologies for cognition/cognitive support technologies as well as the ways in which individuals are assessed and trained in their use. We provide eleven diverse articles that give information on products, why they are used and not used, and best professional practices in service provision. Our goal is to highlight a broad topic that has received limited research investigation and offer an insight into how different countries and programs are promoting access to and use of assistive technologies for cognition/cognitive support technologies}, number = {3}, journal = {NeuroRehabilitation}, author = {Scherer, Marcia J. and Federici, Stefano}, year = {2015}, note = {Publisher: IOS Press KerkoCite.ItemAlsoKnownAs: 10.3233/NRE-151264 2339240:RXAAUBQE 2405685:AKMUZPJ4}, keywords = {Assistive technology devices, Matching Person and Technology Model, abandonment, assistive technology services, brain injury, cognitive support technologies, nonuse}, pages = {315--319}, } @book{savoia_alberto_pretotype_2011, title = {Pretotype {It}: {Make} sure you are building the right it before you build it right}, url = {http://www.pretotyping.org/uploads/1/4/0/9/14099067/pretotype_it_2nd_pretotype_edition-2.pdf}, author = {{Savoia, Alberto}}, month = oct, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NJTENVD2 2405685:QYUB3B6L}, } @misc{save_the_children_edtech_2018, title = {{EdTech} for {Learning} in {Emergencies} and {Displaced} {Settings}: {A} rigorous review and narrative synthesis}, shorttitle = {{EdTech} for {Learning} in {Emergencies} and {Displaced} {Settings}}, url = {https://resourcecentre.savethechildren.net/library/edtech-learning-emergencies-and-displaced-settings-rigorous-review-and-narrative-synthesis}, abstract = {Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries.}, language = {en}, urldate = {2020-05-29}, journal = {Resource Centre}, author = {{Save the Children}}, month = mar, year = {2018}, note = {Library Catalog: resourcecentre.savethechildren.net KerkoCite.ItemAlsoKnownAs: 2339240:ISB9H8CV 2405685:R6FFWHM5 4803016:VD3EZWEN}, } @misc{save_the_children_tiyende_2017, title = {Tiyende! {Let}’s {Walk}!}, url = {https://blog.savethechildren.org/2017/06/tiyende-lets-walk.html}, abstract = {Singilton Phiri Interactive Radio Instruction Specialist Save the Children in Malawi June 16, 2017 Before the introduction of sponsorship in rural Zomba in Malawi, walking...Read the full article...}, language = {EN}, author = {Save the Children}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2DF274TB 2405685:IEJHUQ7J}, } @article{sattar_inclusive_2017, title = {Inclusive education: determinants of schooling in urban slums of {Islamabad}, {Pakistan}}, volume = {7}, copyright = {http://creativecommons.org/licenses/by/2.0/}, issn = {2166-5451}, shorttitle = {Inclusive education}, doi = {http://article.sapub.org/10.5923.j.sociology.20170701.06.html}, abstract = {This paper seeks to identify the factors determining school enrollment in slum localities of Islamabad, Pakistan. A quantitative research design with the survey method was adopted to obtain data from household heads. The sample was consisted of 220 respondents. The data was collected with convenient sampling technique. A structured questionnaire was prepared as a tool for data collection. The data was analyzed with logistic regression model on STATA 0.9 software. The results disclosed that child’s gender, household income and household head’s education are important factors determining school enrollment in slum localities of Islamabad, Pakistan.}, language = {en}, number = {1}, urldate = {2021-10-25}, journal = {American Journal of Sociological Research}, author = {Sattar, Usman and Zhang, Dunfu}, year = {2017}, note = {Publisher: Scientific \& Academic Publishing KerkoCite.ItemAlsoKnownAs: 2339240:GI7I2TIY 2405685:J74TQ4KK}, keywords = {⛔ No DOI found}, pages = {39--44}, } @techreport{sattar_nigeria_2019, title = {Nigeria : {A} {Short} {Update} on {Poverty} and {Shared} {Prosperity}}, url = {http://documents1.worldbank.org/curated/en/636531549879664295/pdf/NIGERIA-Poverty-Briefing-Note.pdf}, urldate = {2020-07-07}, institution = {World Bank}, author = {Sattar, Sarosh and Kalam Azad, Abul}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XHKAC398}, } @techreport{sarpong_liberia_2016, title = {Liberia {ICT} {Policy} 2017-2021: {Initial} {Stakeholders} {Consultation}}, url = {https://1e8q3q16vyc81g8l3h3md6q5f5e-wpengine.netdna-ssl.com/wp-content/uploads/2017/02/Liberia-ICT-Plan-Final-Presentation-_112016.pdf}, urldate = {2020-05-08}, institution = {Alliance for Affordable Internet}, author = {Sarpong, Eleanor}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DRS892WA}, } @article{sarowardy_issues_2019, title = {The {Issues} and {Challenges} of {Using} {Multimedia} at a {District} {Level}, {Specialized} {Girls}’ {College} in {Bangladesh}}, volume = {10}, issn = {2151-4755, 2151-4771}, url = {http://www.scirp.org/journal/doi.aspx?DOI=10.4236/ce.2019.107110}, doi = {10/gj37jg}, abstract = {The use of multimedia in imparting education has inevitably been trendy owing to its multifold benefits which have been established and reinvestigated as inseparable teaching aid and tool in teaching-learning process. But This technological assisting component cannot be accorded in many of the institutions of Bangladesh due to several internal as well as external factors. This paper aims to highlight the emerging factors that beset in the institution of Bangladesh. This institutional study on the issues and challenges of using of multimedia in a district (urban area) level girls’ college projects a thorough realization of the difficulties what this types of attributive colleges face in Bangladesh. The resource constraint, the lack of motivation of the teachers, the lack of expert human resource, the insufficient digital tools and lack of multimedia-enabled class environment are found to be barriers and some guiding directives are also imposed in this paper that emerges through the interviews of the teachers and the Vice principal. Thus, the paper, in a miniature effort, tries to lay out the challenges the college of Bangladesh faces and highlight some remedial ways to cope up the challenges.}, language = {en}, number = {07}, urldate = {2021-06-11}, journal = {Creative Education}, author = {Sarowardy, Muhammad Hasan and Halder, Deb Proshad}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10/gj37jg 2339240:M5B3GAH9 2405685:LDBLDTX5}, pages = {1507--1524}, } @misc{sarkar_generation_2019, title = {Generation {Unlimited}: {Investing} for and with {Young} {People}}, url = {https://www.unicef.org/rosa/media/5661/file/urmila-sarkar-presentation-2019.pdf.pdf}, urldate = {2022-04-29}, author = {Sarkar, Urmila}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6R8V7X9Q 2405685:YB8WZC3W}, } @article{sari_online_2012, title = {Online learning community: {A} case study of teacher professional development in {Indonesia}}, volume = {23}, shorttitle = {Online learning community}, doi = {10.1080/14675986.2012.664755}, abstract = {This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a 'conventional way', hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life and work environment. The pedagogical transformation of a teacher can be facilitated through teacher professional development. Recent studies show that OLC holds great promise in improving teachers' professional practice. This paper presents key results of the introduction and trialling of OLC with Indonesian teachers and teacher educators between 2009 and 2010 and aims to explore the feasibility of this model to support professional development of teachers in this era. The social learning interactions among community members were examined using Scardamalia's Twelve Socio-Cognitive Determinants of Knowledge Building and Hoftsede's Cultural Dimension Review for Indonesia.}, journal = {Intercultural Education}, author = {Sari, Eunice}, month = feb, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14675986.2012.664755 2339240:L9YC4RVC 2405685:W2R874SP}, } @techreport{santos_effect_2017, title = {The effect of the {Ebola} crisis on the education system’s contribution to post-conflict sustainable peacebuilding in {Liberia}}, url = {https://educationanddevelopment.files.wordpress.com/2016/06/liberia-report_march2017_lowres.pdf}, language = {en}, institution = {University of Sussex}, author = {Santos, Ricardo and Novelli, Mario}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AP5EZQWH 2405685:RQEVUD7C}, } @article{santos-hermosa_repositories_2017, title = {Repositories of {Open} {Educational} {Resources}: {An} {Assessment} of {Reuse} and {Educational} {Aspects}}, volume = {18}, copyright = {Copyright (c) 2017 Gema Santos-Hermosa, Núria Ferran-Ferrer, Ernest Abadal}, issn = {1492-3831}, shorttitle = {Repositories of {Open} {Educational} {Resources}}, url = {http://www.irrodl.org/index.php/irrodl/article/view/3063}, doi = {10.19173/irrodl.v18i5.3063}, language = {en}, number = {5}, urldate = {2019-03-26}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Santos-Hermosa, Gema and Ferran-Ferrer, Núria and Abadal, Ernest}, month = aug, year = {2017}, note = {shortDOI: 10/gfvhh5 KerkoCite.ItemAlsoKnownAs: 10/gfvhh5 2405685:I7X5IXI2}, keywords = {OER, evaluation, higher education, open educational resources, repositories, reuse}, } @techreport{santana_cbm_2015, title = {{CBM} {Position} {Paper} {Audiology}}, language = {en}, author = {Santana, Diego and Castellanos, Patricia and Tesni, Siân}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DACEMLMD 2405685:E8WXE7W4}, keywords = {⛔ No DOI found}, pages = {18}, } @article{sanner_paying_2014, title = {Paying {Per} {Diems} for {ICT4D} {Project} {Participation}: {A} {Sustainability} {Challenge}}, volume = {10}, issn = {1544-7529}, shorttitle = {Paying {Per} {Diems} for {ICT4D} {Project} {Participation}}, url = {https://itidjournal.org/index.php/itid/article/view/1215}, abstract = {The article highlights the contradictory role per diem payments play in swiftly attracting local participation in ICT for Development (ICT4D) projects, while undermining long-term capacity building and sustainability with such efforts. We discuss sustainability challenges endemic to ICT4D projects in light of our case study findings from a mobile phone–based intervention in a public health management information system (HMIS) in Malawi. We explore these challenges at multiple levels of analysis by drawing on the neo-institutional notion of “institutional logics.” For practitioners and policy makers, the article offers suggestions on how to counter some of the pitfalls associated with the use of per diems to incentivize ICT4D project participants. The study contributes to the institutional logics perspective by exploring empirically the intricate interdependence between two mutually reinforcing, yet seemingly incongruent institutional logics of development project impact and aid entitlement.}, number = {2}, urldate = {2023-05-25}, journal = {Information Technologies \& International Development}, author = {Sanner, Terje Aksel and Sæbø, Johan Ivar}, month = jun, year = {2014}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2405685:E495PJBF}, keywords = {⛔ No DOI found}, pages = {pp. 33--47}, } @techreport{sankoh_education_2016, title = {Education in {Emergencies} {Endline} {Evaluation} {Report} – {Sierra} {Leone}}, institution = {Girls' Education Challenge, UK Aid}, author = {Sankoh, Didan and Cowan, Emma}, month = jun, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:G2I2A3Y5}, } @article{sankardas_ipad_2017, title = {{iPad}: efficacy of electronic devices to help children with autism spectrum disorder to communicate in the classroom}, volume = {32}, copyright = {© 2017 NASEN}, issn = {1467-9604}, shorttitle = {{iPad}}, url = {https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-9604.12160}, doi = {10.1111/1467-9604.12160}, abstract = {Children with Autism Spectrum Disorder (ASD) are known to have difficulty in social communication, with research indicating that children with ASD fail to develop functional speech (Lord and Rutter, 1994). Over the years a number of Augmented and Alternate Communication (AAC) devices have been used with children with ASD to overcome this barrier and to facilitate communication. This article examines an Indian AAC tool called AVAZ (meaning sound), which is the first of its kind in India. The project reported also looks at the effectiveness of using AVAZ and the use of iPads by children with ASD in the classroom. Additionally, the article examines the suitability of using iPads for all learners in the spectrum. Twenty children between the ages of 4 and 10 years were selected to trial the use of AVAZ. They received three sessions weekly of 45 minutes over a period of 10 weeks. The feedback of the special educators who trained the children was analysed. The findings of this small scale study indicates that the children preferred using the AVAZ app and the iPad to pen and paper. Huguenin (2004) too indicated similar reports in using Information and Communication Technology (ICT) in enhancing children's motivation to learn and communicate. The trainers felt it could be used as an educational tool, and many more educational concepts could be added. Research also suggests that ICT can be used as a tool to tutor for educational purpose (Means, 1994). The AVAZ app could be recommended to children with ASD who are included in mainstream schools. This study was conducted at Sankalp, a special school in Tamil Nadu, Chennai.}, language = {en}, number = {2}, urldate = {2021-03-04}, journal = {Support for Learning}, author = {Sankardas, Sulata Ajit and Rajanahally, Jayashree}, year = {2017}, note = {\_eprint: https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9604.12160 KerkoCite.ItemAlsoKnownAs: 10.1111/1467-9604.12160 2339240:B3KGPHPK 2405685:R92QINFG}, keywords = {alternate and augmented communication, autism spectrum disorder, information and communication technology, social communication}, pages = {144--157}, } @article{sangra_building_2012, title = {Building an inclusive definition of e-learning: {An} approach to the conceptual framework}, volume = {13}, issn = {1492-3831}, shorttitle = {Building an inclusive definition of e-learning}, url = {http://www.irrodl.org/index.php/irrodl/article/view/1161}, doi = {10.19173/irrodl.v13i2.1161}, abstract = {E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests.}, language = {en}, number = {2}, urldate = {2021-08-05}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Sangrà, Albert and Vlachopoulos, Dimitrios and Cabrera, Nati}, month = apr, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1161 10/gfdb7r 2339240:M75M3X48 2405685:SW8QT9ZX}, pages = {145--159}, } @article{sangra_learning_2019, title = {Learning ecologies through a lens: {Ontological}, methodological and applicative issues. {A} systematic review of the literature}, volume = {50}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, shorttitle = {Learning ecologies through a lens}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12795}, doi = {10.1111/bjet.12795}, abstract = {The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co-citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology-enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on-site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design-based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society.}, language = {en}, number = {4}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Sangrá, Albert and Raffaghelli, Juliana Elisa and Guitert‐Catasús, Montse}, year = {2019}, note = {shortDOI: 10/gf5f7h KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12795 10/gf5f7h 2339240:B3XDZLNT 2405685:64NV5INX}, keywords = {Reviewed}, pages = {1619--1638}, } @article{sandelowski_mapping_2012, title = {Mapping the {Mixed} {Methods}-{Mixed} {Research} {Synthesis} {Terrain}}, volume = {6}, doi = {10.1177/1558689811427913}, abstract = {Mixed methods-mixed research synthesis is a form of systematic review in which the findings of qualitative and quantitative studies are integrated via qualitative and/or quantitative methods. Although methodological advances have been made, efforts to differentiate research synthesis methods have been too focused on methods and not focused enough on the defining logics of research synthesis-each of which may be operationalized in different ways-or on the research findings themselves that are targeted for synthesis. The conduct of mixed methods-mixed research synthesis studies may more usefully be understood in terms of the logics of aggregation and configuration. Neither logic is preferable to the other nor tied exclusively to any one method or to any one side of the qualitative/quantitative binary. © The Author(s) 2012.}, number = {4}, journal = {Journal of Mixed Methods Research}, author = {Sandelowski, Margarete and Voils, Corrine I. and Leeman, Jennifer and Crandell, Jamie L.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1558689811427913 2405685:QCKXRTKE 2405685:QWALTZQ5}, keywords = {\_\_\_working\_potential\_duplicate, aggregation, configuration, mixed research synthesis, systematic review}, pages = {317--331}, } @article{sandefur_political_2015, title = {The political economy of bad data: {Evidence} from {African} survey and administrative statistics}, volume = {51}, issn = {0022-0388}, shorttitle = {The {Political} {Economy} of {Bad} {Data}}, url = {https://doi.org/10.1080/00220388.2014.968138}, doi = {10.1080/00220388.2014.968138}, abstract = {Across multiple African countries, discrepancies between administrative data and independent household surveys suggest official statistics systematically exaggerate development progress. We provide evidence for two distinct explanations of these discrepancies. First, governments misreport to foreign donors, as in the case of a results-based aid programme rewarding reported vaccination rates. Second, national governments are themselves misled by frontline service providers, as in the case of primary education, where official enrolment numbers diverged from survey estimates after funding shifted from user fees to per pupil government grants. Both syndromes highlight the need for incentive compatibility between data systems and funding rules.}, number = {2}, urldate = {2022-04-07}, journal = {The Journal of Development Studies}, author = {Sandefur, Justin and Glassman, Amanda}, month = feb, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00220388.2014.968138 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2014.968138 2339240:ATP89MMQ 2405685:EHZXJTYM 4656463:NTFGA7D5}, pages = {116--132}, } @article{sancho-gil_moving_2019, title = {Moving beyond the predictable failure of {Ed}-{Tech} initiatives}, volume = {45}, issn = {1743-9884}, url = {https://doi.org/10.1080/17439884.2019.1666873}, doi = {10.1080/17439884.2019.1666873}, abstract = {The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.}, number = {1}, urldate = {2020-01-23}, journal = {Learning, Media and Technology}, author = {Sancho-Gil, Juana M. and Rivera-Vargas, Pablo and Miño-Puigcercós, Raquel}, month = sep, year = {2019}, note = {EdTechHub.Copy: 2129771:L5ZJ7VXE shortDOI: 10/ggcdkp KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 10/ggcdkp 2129771:L5ZJ7VXE 2339240:CXEEHC7A 2339240:K8RVQM7G 2339240:R8SA4YDH 2339240:WW9JKI74 2405685:5ACMB7FC 2405685:FNPABIIG 2405685:K3CJ25QT 2405685:Q2EVH3HK}, keywords = {Educational change, digital technology corporations, educational challenges, educational policies, school improvement}, pages = {1--15}, } @techreport{samuel_hall_innovating_2018, title = {Innovating mobile solutions for refugees in {East} {Africa}: {Opportunities} and barrier to using mobile technology and the internet in {Kakuma} refugee camp and {Nakivale} refugee settlement}, url = {https://static1.squarespace.com/static/5cfe2c8927234e0001688343/t/5d1f1b83bfecef0001fb6621/1562319758732/Innovating_mobile_soultions_report_2018.pdf}, institution = {Samuel Hall}, author = {Samuel Hall}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HSWNA5KZ 2405685:JMG6YZPN}, } @techreport{sampson_edtech_2019, title = {The {EdTech} {Lab} {Series}: {Insights} from rapid evaluations of {EdTech} products}, url = {https://centralsquarefoundation.org/wp-content/uploads/EdTech%20Lab%20Report_November%202019.pdf}, language = {EN}, urldate = {2020-08-21}, institution = {Central Square Foundation}, author = {Sampson, Rob and Johnson, Doug and Somanchi, Anmol and Barton, Hannah and Joshi, Ruchika and Seth, Madhav and Shotland, Marc}, month = jul, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:4L2N52EL}, } @techreport{samji_pdia_2018, title = {{PDIA} toolkit: {A} {DIY} {Approach} to {Solving} {Complex} {Problems}}, url = {https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf}, urldate = {2022-12-09}, institution = {Center for International Development at Harvard University}, author = {Samji, Salimah and Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GBLLAZ5S 2405685:425N6YDL}, } @article{salloum_factors_2019, title = {Factors affecting the {E}-learning acceptance: {A} case study from {UAE}}, volume = {24}, issn = {1360-2357, 1573-7608}, shorttitle = {Factors affecting the {E}-learning acceptance}, url = {http://link.springer.com/10.1007/s10639-018-9786-3}, doi = {10.1007/s10639-018-9786-3}, abstract = {The main objective of this article is to study the factors that affect university students’ acceptance of E-learning systems. To achieve this objective, we have proposed a new model that aims to investigate the impact of innovativeness, quality, trust, and knowledge sharing on E-learning acceptance. Data collection has taken place through an online questionnaire survey, which was carried out at The British University in Dubai (BUiD) and University of Fujairah (UOF) in the UAE. There were 251 students participated in this study. Data were analyzed using SmartPLS and SPSS. The Structural Equation Modelling (SEM) has been used to validate the proposed model. The outcomes revealed that knowledge sharing and quality in the universities have a positive influence on E-learning acceptance among the students. Innovativeness and trust were found not to significantly affect the E-learning system acceptance. By identifying the factors that influence the E-learning acceptance, it will be more useful to provide better services for E-learning. Other implications are also presented in the study.}, language = {en}, number = {1}, urldate = {2021-08-05}, journal = {Education and Information Technologies}, author = {Salloum, Said A. and Al-Emran, Mostafa and Shaalan, Khaled and Tarhini, Ali}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9786-3 10/gmfk2x 2339240:MM9G52U9 2405685:SHKQ2S7Z}, pages = {509--530}, } @article{saleem_technological_2019, title = {Technological {Hazards} in {Classroom} {Instruction}: {Rebooting} the {School} {Education} {System} in {Pakistan}}, volume = {Volume 39}, url = {http://pjss.bzu.edu.pk/website/journal/article/5ed12246219ad/page}, abstract = {The classroom instruction had undergone radical changes since the introduction of computers in the 1990s for educational purposes. New techniques and methods of classroom instruction and student-teacher interaction have emerged. The use of ICTs has put forward new prospects for the teachers as well as students. But, the introduction of these media and methods has made it difficult for the teachers to collaborate efficiently with the ever-changing classroom applications. The present study is an effort to disinter the status of the use ICTs for classroom instruction. For this purpose a questionnaire consisting of most common interactive social media apps and classroom instructional materials was used to collect data from the elementary level school teachers. The analysis of data revealed that the teachers are rarely using these apps and materials during their classroom instruction. Moreover, no training had ever been arranged for the teachers to help them use these apps and materials. It is, therefore, recommended that extensive teacher training is needed to enable the teachers for the effective use of ICTs in the classroom. School education cannot be made successful unless the whole system is rebooted through effective measures and productive use of ICTs.}, language = {en}, number = {Issue 2}, author = {Saleem, Khalid and Farid, Shahid and Atiq, Hira}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:23MDID4M 2405685:8JGH8ESN}, keywords = {⛔ No DOI found}, } @book{saldana_coding_2015, title = {The coding manual for qualitative researchers}, publisher = {Sage}, author = {Saldana, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q7PLZS6Q}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @book{saldana_coding_2015, title = {The coding manual for qualitative researchers}, publisher = {Sage}, author = {Saldana, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q7PLZS6Q}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{salami_inclusive_2014, title = {Inclusive early childhood education in {Nigeria}: the journey so far}, volume = {15}, shorttitle = {Inclusive early childhood education in {Nigeria}}, number = {2}, journal = {The Journal of International Association of Special Education}, author = {Salami, Ishola Akindele}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I8MLFP73 2405685:FVLMEIML}, keywords = {⛔ No DOI found}, pages = {118--126}, } @article{salam_ict_2017, title = {{ICT} and students' performance in {Pakistan}}, volume = {36}, issn = {0167-2533}, doi = {10.3233/HSM-17118}, abstract = {Traditionally, education emphasizes on the use of textbooks for the acquisition of knowledge. However, educational settings around the world are now emphasizing on digital curricula that promote competences and performance. The purpose of this article is to examine the impact of use of Information and Communication Technology (ICT) on students' performance. Knowing the importance of ICT for education, the private schools of Pakistan emphasize the use of ICT; however, public schools lag behind in the ICT infrastructure, thereby producing a digital divide. This research conducted a survey with 150 public and private school students of Peshawar District, in the KP province of Pakistan. The results show that the use of ICT acts as a catalyst for improving the quality of education and the students' performance. The study's findings can benefit policy makers who design ICT-based curricula and provide ICT infrastructure for public schools. Moreover, the study's results can help narrow the current digital divide, by providing a high-quality education to public school students.}, language = {English}, number = {4}, journal = {Human Systems Management}, author = {Salam, Shafaq and Yang, Mengke and Shaheen, Aliya and Movahedipour, Mahmood and Zeng, Jianqiu}, year = {2017}, note = {Place: Amsterdam Publisher: Ios Press WOS:000416674900002 KerkoCite.ItemAlsoKnownAs: 10.3233/HSM-17118 2339240:EDXEVSJ2 2405685:2MKGHWUI}, keywords = {Public schools, comparative analysis, impact of ICT, performance, private, private schools, public-schools, skills}, pages = {277--284}, } @article{salam_effect_2015, title = {The effect of using {Teams} {Games} {Tournaments} ({TGT}) cooperative technique for learning mathematics in secondary schools of {Bangladesh}}, volume = {4}, doi = {10.17583/redimat.2015.1519}, number = {3}, journal = {Journal of Research in Mathematics Education}, author = {Salam, Abdus and Hossain, Anwar and Rahman, Shahidur}, year = {2015}, note = {shortDOI: 10/ggjhr6 KerkoCite.ItemAlsoKnownAs: 10.17583/redimat.2015.1519 10/ggjhr6 2339240:IT93WMC2 2405685:G7CDSHGB}, pages = {271--287}, } @article{saito_not_2017, title = {Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information}, volume = {18}, issn = {1462-3943}, shorttitle = {Not just for special occasions}, url = {https://doi.org/10.1080/14623943.2017.1361921}, doi = {10.1080/14623943.2017.1361921}, abstract = {Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs.}, number = {6}, urldate = {2022-08-22}, journal = {Reflective Practice}, author = {Saito, Eisuke and Khong, Thi Diem Hang}, month = nov, year = {2017}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/14623943.2017.1361921 KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2339240:UPNEHQVJ 2405685:8CQU3AHD}, keywords = {Reflective practice, Vietnam, critical reflection, professional learning, teacher professional development, vide-flection}, } @article{saito_not_2017, title = {Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information}, volume = {18}, issn = {14623943}, url = {https://www.researchgate.net/publication/319067859_Not_just_for_special_occasions_supporting_the_professional_learning_of_teachers_through_critical_reflection_with_audio-visual_information}, doi = {10.1080/14623943.2017.1361921}, abstract = {Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER]}, number = {6}, journal = {Reflective Practice}, author = {Saito, Eisuke and Khong, Thi Diem Hang}, month = dec, year = {2017}, note = {Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=126003617\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2405685:BC5IPJP7 2534378:8GYBJJ8Z 2534378:R2HCJDDM}, keywords = {ADULTS, AUDIOVISUAL aids in education, AUDIOVISUAL materials, CRITICAL thinking studies, DATA analysis software, DESCRIPTIVE statistics, EDUCATION, FOCUS groups, INTERVIEWING, PROFESSIONAL education, PROFESSIONAL employee training, REFLECTION (Philosophy), RESEARCH funding, Reflective practice, SCHOOL administrators, TEACHER training, TEACHING, THEMATIC analysis, VIETNAM, Vietnam, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099873, \_\_finaldtb, critical reflection, professional learning, teacher professional development, vide-flection}, pages = {837--851}, } @article{sailors_supporting_2014, title = {Supporting {Change} in {Literacy} {Instruction} in {Malawi}}, volume = {49}, issn = {1936-2722}, url = {https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.70}, doi = {10.1002/rrq.70}, abstract = {In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.}, language = {en}, number = {2}, urldate = {2020-05-10}, journal = {Reading Research Quarterly}, author = {Sailors, Misty and Hoffman, James V. and Pearson, P. David and McClung, Nicola and Shin, Jaran and Phiri, Liveness Mwale and Saka, Tionge}, year = {2014}, note = {shortDOI: 10/ggvk3t KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.70 10/ggvk3t 2339240:FPRQN6RV 2405685:IVTVDACJ}, keywords = {Adult, C:Malawi, Childhood, Coaching, Decoding, Discussion, Early childhood, English as a second language, English for speakers of other languages, English language learners, English learners, Experimental, Fairy tales, Family literacy, Home language, Home-school connections, In-service, Instructional models, Language learners, Literature, Literature-based instruction, Oral language, Parental involvement, Phonics, Program evaluation, Reading strategies, Research methodology, School based, Sight words, Sociocultural, Socioeconomic factors, Strategies, Supplementary resources, Teacher education, Textbooks, and materials, folk tales, methods, phonemic awareness, phonological awareness, professional development, quasi-experimental, word recognition}, pages = {209--231}, } @article{sailin_improving_2018, title = {Improving {Student} {Teachers}' {Digital} {Pedagogy} through {Meaningful} {Learning} {Activities}}, volume = {15}, issn = {1675-8110}, url = {https://eric.ed.gov/?id=EJ1201692}, doi = {10.32890/mjli2018.15.2.6}, abstract = {Purpose: This study aims to examine the attributes of meaningful learning that student teachers perceived as enabling them to improve their digital pedagogy. It is concerned with how the meaningful learning activities help to prepare student teachers to successfully integrate digital technologies in their future teaching practice. Methodology: This study adopted a qualitative research design and was underpinned by a meaningful learning theory as the theoretical and analytical framework. A total of 24 final year student teachers participated in this study. Data were mainly collected through student teachers' reflections regarding their learning experience. Thematic analysis was utilized to analyze and present the findings. Findings: The findings offer some important insights into how the learning activities carried out in this Scholarship of Teaching and Learning (SoTL) project have directly and indirectly accelerated the acquisition of all the five attributes of meaningful learning. The findings of this study reveal that meaningful learning activities contribute to the improvement of the student teachers' knowledge of and skills in using Web 2.0. This improvement has boosted their confidence to integrate digital pedagogy in future teaching practices. The findings also indicate that although student teachers value their experiences in meaningful learning activities, they have some concerns regarding firstly, their capacities in applying digital pedagogy and secondly, the practicality of integrating Web 2.0 tools in the school setting because of several inherent limitations. Significance: Meaningful learning activities when incorporated into teacher training programmes will expose student teachers to authentic experiences which will be beneficial for their own learning and future teaching practice.}, language = {en}, number = {2}, urldate = {2021-06-11}, journal = {Malaysian Journal of Learning and Instruction}, author = {Sailin, Siti Nazuar and Mahmor, Noor Aida}, month = dec, year = {2018}, note = {Publisher: Universiti Utara Malaysia Press KerkoCite.ItemAlsoKnownAs: 10.32890/mjli2018.15.2.6 2339240:I5SE5VEN 2405685:UTJAKN83}, keywords = {Educational Technology, Foreign Countries, Learning Activities, Preservice Teachers, Self Esteem, Student Attitudes, Teaching Methods, Technological Literacy, Technology Integration, Technology Uses in Education, Web 2.0 Technologies}, pages = {143--173}, } @article{saigal_demonstrating_2012, title = {Demonstrating a situated learning approach for in-service teacher education in rural {India}: {The} {Quality} {Education} {Programme} in {Rajasthan}}, volume = {28}, doi = {10.1016/j.tate.2012.05.007}, abstract = {Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just ‘deliverers’ of syllabus material. This article examines innovations in teacher support in Rajasthan's government schools through the ‘Quality Education Program.’ Drawing on qualitative research of collaborative learning processes, the paper discusses two support strategies used by the program: professional dialogic interactions and modeling of pedagogic strategies, which paralleled introductory or developmental phases within a ‘collaborative apprenticeship model’ of teacher professional development. In doing so, the paper outlines the potential of situated, collaborative approaches for Indian in-service teacher education and education development reform, more broadly.}, language = {EN}, number = {7}, journal = {Teaching and Teacher Education}, author = {Saigal, Anju}, month = oct, year = {2012}, note = {shortDOI: 10/f37ckq KerkoCite.ItemAlsoKnownAs: 10/f37ckq 2405685:62L4J6HD}, pages = {1009--1017}, } @incollection{saenz_rodriguez_co-creation_2017, address = {Cape Town \& Ottawa}, title = {Co-creation of {OER} by teachers and teacher educators in {Colombia}}, url = {https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/56823/IDL-56823.pdf?sequence=2&isAllowed=y}, abstract = {This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.}, booktitle = {Adoption and impact of {OER} in the {Global} {South}}, publisher = {African Minds, International Development Research Centre \& Research on Open Educational Resources for Development}, author = {Sáenz Rodríguez, María del Pilar and Pino, Ulises Hernandez and Hernández, Yoli Marcela}, editor = {Hodgkinson-Williams, Cheryl and Arinto, Patricia B.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IE3G3WQ2 2534378:5D4ABB2L 2534378:5MYHLPNC}, keywords = {\_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:3123702, \_\_finaldtb, auto\_merged}, pages = {143--185}, } @incollection{saenz_rodriguez_co-creation_2017, address = {Cape Town \& Ottawa}, title = {Co-creation of {OER} by teachers and teacher educators in {Colombia}}, url = {https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/56823/IDL-56823.pdf?sequence=2&isAllowed=y}, abstract = {This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.}, booktitle = {Adoption and impact of {OER} in the {Global} {South}}, publisher = {African Minds, International Development Research Centre \& Research on Open Educational Resources for Development}, author = {Sáenz Rodríguez, María del Pilar and Pino, Ulises Hernandez and Hernández, Yoli Marcela}, editor = {Hodgkinson-Williams, Cheryl and Arinto, Patricia B.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RMLB5C8D 2405685:GYQNF2V9 2534378:5D4ABB2L 2534378:5MYHLPNC}, keywords = {\_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:3123702, \_\_finaldtb}, pages = {143--185}, } @article{sabourin_student_2015, title = {Student {Privacy} and {Educational} {Data} {Mining}: {Perspectives} from {Industry}.}, shorttitle = {Student {Privacy} and {Educational} {Data} {Mining}}, journal = {International Educational Data Mining Society}, author = {Sabourin, Jennifer and Kosturko, Lucy and FitzGerald, Clare and McQuiggan, Scott}, year = {2015}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:5WBXKK7D 2405685:9G4Y3W7D}, keywords = {⛔ No DOI found}, } @misc{sabiiti_olpc_2019, title = {From {OLPC} {XO} to {Positivo}: {Rwanda} {Sets} the {Bar} {Higher}}, shorttitle = {From {OLPC} {XO} to {Positivo}}, url = {https://www.ktpress.rw/2019/11/from-olpc-xo-to-positivo-rwanda-sets-the-bar-higher/}, abstract = {Rwanda is set to distribute a new model computers that will change the ways in which primary school children learn and practice information communication and technology (ICT) lessons under the one laptop per child (OLPC) program. This move comes ahead of the review of the four year-ICT in educati}, language = {en-US}, urldate = {2020-08-17}, journal = {KT PRESS}, author = {Sabiiti, Daniel}, month = nov, year = {2019}, note = {Section: National KerkoCite.ItemAlsoKnownAs: 2339240:3Z6DZUAX 2405685:UUK9XLDP}, } @techreport{sabates_cost-effectiveness_2018, title = {Cost-effectiveness with equity: {Raising} learning for marginalised girls through {Camfed}'s programme in {Tanzania}}, shorttitle = {Cost-effectiveness with equity}, url = {https://zenodo.org/record/1247315#.YAlyUOj7Q1I}, abstract = {This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning.}, urldate = {2021-01-21}, institution = {Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018)}, author = {Sabates, Ricardo and Rose, Pauline and Delprato, Marcos and Alcott, Benjamin}, year = {2018}, doi = {10.5281/zenodo.1247315}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1247315 2339240:844SXSWR 2339240:NJNE53N8 2405685:PGA6QWXT 2405685:VQQK7F6G}, keywords = {\_\_\_working\_potential\_duplicate, \_not\_EdTechHub}, } @article{sabates_school_2013, title = {School drop out in {Bangladesh}: insights using panel data}, volume = {33}, issn = {07380593}, shorttitle = {School drop out in {Bangladesh}}, url = {http://dspace.bracu.ac.bd/xmlui/handle/10361/7273}, doi = {10.1016/j.ijedudev.2012.09.007}, abstract = {This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4-15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home.}, language = {en}, number = {3}, urldate = {2021-10-25}, journal = {International Journal of Educational Development}, author = {Sabatés, Ricardo and Hossain, Altaf and Lewin, Keith M.}, year = {2013}, note = {Accepted: 2016-12-19T10:39:39Z Publisher: © 2012 Elsevier Ltd. KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.09.007 2339240:DQCCLUX4 2405685:JWHUF3GA}, pages = {225--232}, } @techreport{sabarwal_better_2018, address = {Washington, DC}, type = {Working {Paper}}, title = {Better {Than} {Most}: {Teacher} {Beliefs} about {Effort} and {Ability} in {Uganda}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Better {Than} {Most}}, url = {https://openknowledge.worldbank.org/handle/10986/29846}, abstract = {Do teachers have accurate beliefs about their effort and ability? This paper explores this through a survey experiment in public-private partnership schools in Uganda, wherein teacher self-beliefs are contrasted with their beliefs about other teachers in the same school. The study finds that, on average, teachers tend to rate ability, effort, and job satisfaction more positively for themselves than for other teachers. This tendency is called high relative self-regard. The study finds no systematic evidence of high relative self-regard around perceptions of student engagement quality and available support structures. More experienced teachers are less likely to exhibit high relative self-regard, while teachers showing low effort are more likely to exhibit it. This is analogous to the Dunning-Kruger effect in psychology, except respondents rate themselves as better than most (not better than average) and variation is explored over effort (not cognitive ability). High relative self-regard is less pronounced in owner-managed public-private partnership schools, suggesting that when principle-agent problems are less severe, schools find ways to correct for inaccurate teacher self-beliefs. These results provide suggestive evidence of cognitive biases that help teachers rationalize suboptimal effort in the classroom. This in turn points to the importance of providing objective feedback to teachers about their effort and performance as one potential way to improve their performance. Teacher self-beliefs are important areas of intervention because they are likely to affect how teachers optimize their effort and training investments. Self-beliefs are also likely to affect how teachers respond to changes in incentive and accountability regimes.}, language = {English}, urldate = {2022-06-06}, institution = {World Bank}, author = {Sabarwal, Shwetlena and Kacker, Kanishka and Habyarimana, James}, month = may, year = {2018}, doi = {10.1596/1813-9450-8440}, note = {Accepted: 2018-05-16T20:43:41Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8440 2339240:JKYKI677 2405685:K7ZQLSVC 4656463:N4JI739Y}, keywords = {Absenteeism, Accountability, Education, Incentives, Public-Private Partnerships, Self-Belief, Self-Regard, Subjective Assessment, Teacher Effectiveness, Teaching Effort}, } @book{sabarwal_permanent_2014, series = {Policy research working paper : {WPS}}, title = {The permanent input hypothesis : the case of textbooks and (no) student learning in {Sierra} {Leone}}, shorttitle = {The permanent input hypothesis}, language = {eng}, publisher = {Washington, DC : World Bank, Education Global Practice Group \& Africa Region, Office of the Chief Economist}, author = {Sabarwal, Shwetlena and Evans, David K. and Marshak, Anastasia}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QFBK2Z4L}, } @techreport{saavedra_targeted_2017, type = {Technical {Note}}, title = {Targeted {Remedial} {Education}: {Experimental} {Evidence} from {Peru}}, abstract = {Improving learning among low-achieving students is a challenge in education. We present results from the first randomized experiment of an inquiry-based remedial science education program for low-performing elementary students in a developing-country setting. Third-grade students in 48 low-income public elementary schools in Metropolitan Lima who score at the bottom half of their school distribution in a science test taken at the beginning of the school year are randomly assigned to receive up to 16 remedial science tutoring sessions of 90 minutes each. Control group compliance with assignment is close to perfect. Treatment group compliance is 40 percent, equivalent to 4.5 tutoring sessions, or a 4 percent increase in total science instruction time. Despite the low treatment intensity, students assigned to the remedial sessions score 0.12 standard deviations higher on a science endline test, with all gains concentrated among boys. We find no evidence of remedial education producing within-student spillovers to other subject areas (math or reading) or spillovers on other students in the classroom. We conclude that low-intensity remedial education can have an effect on science learning among low-achieving students.}, language = {en}, number = {1317}, institution = {Inter-American Development Bank}, author = {Saavedra, Juan E and Näslund-Hadley, Emma and Alfonso, Mariana}, month = sep, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZKLEFGM9 2405685:RAJ7SP2W}, pages = {43}, } @misc{rwanda_podium_ict_2017, title = {{ICT} : {Rwanda} and {Republic} of {Korea} {Sign} \$7 {Million} to {Support} {IT} {Development} in {Schools}}, url = {https://www.rwanda-podium.org/index.php/actualites/politique/2194-ict-rwanda-and-republic-of-korea-sign-7-million-to-support-it-development-in-schools}, urldate = {2020-08-17}, author = {Rwanda Podium}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QIZE7MEZ 2405685:D7XKSB9D}, } @techreport{rwanda_ministry_of_ict_and_innovation_smart_2015, title = {Smart {Rwanda} 2020 {Master} {Plan}}, url = {https://minict.gov.rw/fileadmin/Documents/Strategy/SMART_RWANDA_MASTER_PLA N_FINAL.pdf}, author = {Rwanda Ministry of ICT {and} Innovation}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FF43PZDS 2405685:BVP9XRQF}, } @techreport{rwanda_ministry_of_finance_and_economic_planning_7_2017, title = {7 {Years} {Government} {Programme}: {National} {Strategy} for {Transformation} ({NST1})}, url = {http://www.minecofin.gov.rw/fileadmin/National_Strategy_For_Trsansformation_-NST1.pdf}, author = {Rwanda Ministry of Finance {and} Economic Planning}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L6T236SC 2405685:6UGDFDT5}, } @techreport{rwanda_ministry_of_education_2018_2018, title = {2018 {Education} {Statistics}}, url = {http://197.243.16.104/~mineduc/newweb/fileadmin/user_upload/pdf_files/2018_Rw anda_Education_Statistics.pdf}, author = {Rwanda Ministry of Education}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6Y4BYIXW 2405685:79VSZ8IK}, } @techreport{rwanda_ministry_of_education_education_2018, title = {Education {Sector} {Strategic} {Plan} 2018/2019 to 2023/2024}, url = {. https://mineduc.gov.rw/fileadmin/Documents/Research%20documents/Education_S ector_Strategic_Plan_2018_2024.pdf}, author = {Rwanda Ministry of Education}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9XMY2WSD 2405685:3D9H3LJM}, } @techreport{rwanda_ministry_of_education_ict_2016, title = {{ICT} in {Education} {Policy}}, url = {https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/ICT_in_Education_Policy_ap proved.pdf}, author = {Rwanda Ministry of Education}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EYDJ6TT7 2405685:7U2U9JTH}, } @techreport{rwanda_ministry_of_education_implementation_2016, title = {Implementation {Framework} for {ICT} in {Education}}, url = {https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/ICT_in_Education_Implementation_plan_April12016_approved.pdf}, author = {Rwanda Ministry of Education}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G8GXTWI6 2405685:2WZHZDW2}, } @techreport{rwanda_ministry_of_education_official_2018, title = {Official {Gazette} nº 39 of 24/09/2018}, url = {https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/Laws-New-Uploads/Educati on_Laws/ITEGEKO_NO_36-2018_RYO_KU_WA_29-06-2018_RIGENA_IMITUNGANYIRIZ E_Y_UBUREZI.pdf}, author = {Rwanda Ministry of Education}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6AKZ4W8V 2405685:HRLP2ZG3}, } @misc{rwanda_information_society_authority_welcome_2019, title = {Welcome to {RISA}}, url = {https://www.risa.rw/home/}, urldate = {2020-08-17}, author = {Rwanda Information Society Authority}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LEYR6F9X 2405685:AUKXWKYX}, } @misc{rwanda_education_board_e-learning_2019, title = {e-{Learning} {Platform}}, url = {https://elearning.reb.rw/}, urldate = {2020-08-17}, author = {Rwanda Education Board}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TBU3AFWV 2405685:8L4ZNNUC}, } @misc{rwanda_education_board_rwanda_2018, title = {Rwanda {Education} {Board}}, url = {http://www.reb.rw/home/}, urldate = {2020-08-17}, author = {Rwanda Education Board}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UGHSR9YR 2405685:LC9M6P39}, } @article{russell-rose_2dsearch_2019, title = {{2Dsearch}: {Facilitating} reproducible and valid searching in evidence synthesis}, volume = {24}, language = {en}, number = {Suppl 1}, journal = {BMJ Evidence-Based Medicine}, author = {Russell-Rose, T and Shokraneh, F}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N4IU2ZAD 2486141:NFPZ7TMZ}, keywords = {⛔ No DOI found}, pages = {36}, } @article{rugut_teachers_2013, title = {Teachers and {Students} {Perceptions} on the {Utilisation} of {Educational} {Media} in {Teaching} and {Learning} {History} and {Government} in {Secondary} {Schools} in {Kenya}}, volume = {5}, abstract = {The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p{\textless}0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.}, language = {en}, number = {9}, author = {Rugut, Eunice and Role, Jesse}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JXQX3HRX 2405685:A4NGYYZT}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, pages = {8}, } @article{rugut_teachers_2013, title = {Teachers and {Students} {Perceptions} on the {Utilisation} of {Educational} {Media} in {Teaching} and {Learning} {History} and {Government} in {Secondary} {Schools} in {Kenya}}, volume = {5}, abstract = {The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p{\textless}0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.}, language = {en}, number = {9}, author = {Rugut, Eunice and Role, Jesse}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JXQX3HRX 2405685:A4NGYYZT}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {8}, } @article{rugut_teachers_2016, title = {Teachers and {Students} {Perceptions} on the {Utilisation} of {Educational} {Media} in {Teaching} and {Learning} {History} and {Government} in {Secondary} {Schools} in {Kenya}}, url = {https://www.ijsr.net/get_abstract.php?paper_id=16091605}, abstract = {Call for Papers - International Journal of Science and Research (IJSR) is a Fully Refereed - Peer Reviewed International Journal. Notably, it is a Referred, Highly Indexed, Online International Journal with High Impact Factor.}, language = {English}, urldate = {2021-05-22}, journal = {International Journal of Science and Research (IJSR)}, author = {Rugut, Eunice and Jesse, Role}, year = {2016}, note = {Publisher: International Journal of Science and Research (IJSR) KerkoCite.ItemAlsoKnownAs: 2339240:VSUACQ2E 2405685:HCBCP5Q7}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @misc{rugut_teachers_2016, title = {Teachers and {Students} {Perceptions} on the {Utilisation} of {Educational} {Media} in {Teaching} and {Learning} {History} and {Government} in {Secondary} {Schools} in {Kenya}}, url = {/paper/Teachers-and-Students-Perceptions-on-the-of-Media-Rugut-Role/9dfbf49a6114cd817acbdc76d2fa06ed80fe9779}, abstract = {The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p\<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools.}, language = {en}, urldate = {2021-06-15}, author = {Rugut, E. and Role, Jesse}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PACAH3T8 2405685:LPWMW2HA}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{ruggeri_behavioral_2019, title = {Behavioral {Insights} for {Public} {Policy}: {Concepts} and {Cases}}, isbn = {978-1-351-05254-2}, shorttitle = {Behavioral {Insights} for {Public} {Policy}}, abstract = {https://www.routledge.com/Behavioral-Insights-for-Public-Policy-Concepts-and-Cases/Ruggeri/p/book/9781138484238 The first decades of the 21st century have offered a remarkable shift in how policies are made as well as who designs them. Until this period, advisory boards for local, regional, and national policy strategies largely comprised economists, lawyers, and financial experts. These panels made recommendations based on standing theory and, in some cases, subject-matter expertise, such as energy or healthcare. What has changed is how the behavioral sciences, largely psychology, have been embraced within these groups, thanks largely to extensive evidence from empirical research in how populations save, spend, eat, exercise, and work. While the application to policy may have contemporary versions, the behavioral side of economic theory itself is not new. Relevant insights on this go at least as far back as the 18th century with Daniel Bernoulli and Adam Smith, and continued steadily over the next two centuries with significant works from the likes of Wilhelm Wundt, Herbert Simon, and Roald Coase, among many others. However, how it came to be is perhaps more critical than merely who drove it. In each of these waves, a major shift in thinking was often preceded by empirical study that either attempted to explain how humans apply logic, or by surprising deviations from what appears to be rational. This textbook covers a range of topics from the origins of policy through to how recent advances in theory and practice have shifted our thinking on outcomes for society. Each section, including the fundamentals of behavioral sciences, policy development and evaluation, and all of the domains – economic, health, energy, education, workplace – cover examples of how behavioral insights are being used to address some of the most critical challenges we face. The cases and concepts presented in this book demonstrate the considerable value, both realized and potential, in studying as well as implementing behavioral insights into a variety of policy domains. We are still very much in the early days of this field, which means that these are merely fundamentals for educating and inspiring future generations of researchers, policymakers, and government leaders. As progress continues, how ultimate goals relevant to society are defined and targeted will become an increasingly important refrain amongst those involved in developing them. In these ways, we can consistently align our approaches with the most critical matters of local, national, and global communities: our safety, our stability, and our well-being.}, author = {Ruggeri, Kai and Jarke, Hannes and Berkessel, Jana and Benzerga, Amel and Hlavova, Renata and Immonen, Johanna and Kunz, Marvin and Ojinaga Alfageme, Olatz and Paul, Alessandro and Plohl, Nejc and Prinz, Gerhard and Steinnes, Kamilla and Stuhlreyer, Julia and Sundström, Felicia and Cavassini, Filippo and Gelashvili, Amiran and Naru, Faisal and Thielen, Frederick and Achterberg, Jascha and Zupan, Zorana}, month = jan, year = {2019}, doi = {10.4324/9781351052542}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781351052542 2339240:PQJRBDLC 2405685:7ZNIPA98}, } @article{rudolph_establishing_2014, title = {Establishing a {Safe} {Container} for {Learning} in {Simulation}: {The} {Role} of the {Presimulation} {Briefing}}, volume = {9}, issn = {1559-2332}, shorttitle = {Establishing a {Safe} {Container} for {Learning} in {Simulation}}, url = {https://journals.lww.com/01266021-201412000-00002}, doi = {10.1097/SIH.0000000000000047}, abstract = {Summary Statement In the absence of theoretical or empirical agreement on how to establish and maintain engagement in instructor-led health care simulation debriefings, we organize a set of promising practices we have identified in closely related fields and our own work. We argue that certain practices create a psychologically safe context for learning, a so-called safe container. Establishing a safe container, in turn, allows learners to engage actively in simulation plus debriefings despite possible disruptions to that engagement such as unrealistic aspects of the simulation, potential threats to their professional identity, or frank discussion of mistakes. Establishing a psychologically safe context includes the practices of (1) clarifying expectations, (2) establishing a “fiction contract” with participants, (3) attending to logistic details, and (4) declaring and enacting a commitment to respecting learners and concern for their psychological safety. As instructors collaborate with learners to perform these practices, consistency between what instructors say and do may also impact learners’ engagement.}, language = {en}, number = {6}, urldate = {2023-04-28}, journal = {Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare}, author = {Rudolph, Jenny W. and Raemer, Daniel B. and Simon, Robert}, month = dec, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1097/SIH.0000000000000047 2339240:UFFPVQIC 2405685:EATC2IG8}, pages = {339--349}, } @article{ruble_goal_2012, title = {Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism.}, volume = {42}, issn = {1573-3432}, url = {https://doi.org/10.1007/s10803-012-1446-7}, doi = {10.1007/s10803-012-1446-7}, abstract = {Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality.}, language = {en}, number = {9}, urldate = {2023-09-21}, journal = {Journal of Autism and Developmental Disorders}, author = {Ruble, Lisa and McGrew, John H. and Toland, Michael D.}, month = sep, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10803-012-1446-7 2339240:C2EDPDSD 2405685:VQ4QIXEN}, keywords = {Autism, Goal attainment scaling, Outcome measurement, Psychosocial intervention, Randomized controlled trials, Reliability}, pages = {1974--1983}, } @article{rubagiza_introducing_2011, series = {Education {Quality} for {Social} {Justice}}, title = {Introducing {ICT} into schools in {Rwanda}: {Educational} challenges and opportunities}, volume = {31}, issn = {0738-0593}, shorttitle = {Introducing {ICT} into schools in {Rwanda}}, url = {http://www.sciencedirect.com/science/article/pii/S0738059310000866}, doi = {10.1016/j.ijedudev.2010.06.004}, abstract = {The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT.}, number = {1}, urldate = {2019-09-20}, journal = {International Journal of Educational Development}, author = {Rubagiza, Jolly and Were, Edmond and Sutherland, Rosamund}, month = jan, year = {2011}, note = {shortDOI: 10/fbzpsx KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.06.004 10/fbzpsx 2339240:598XB2ZB 2339240:XMRM5J74 2405685:DP4TMVIX 2405685:QHGK2FVA}, keywords = {Curriculum, Education, ICT, Rwanda, Social justice}, pages = {37--43}, } @article{rubagiza_introducing_2011, title = {Introducing {ICT} into schools in {Rwanda}: {Educational} challenges and opportunities}, volume = {31}, issn = {0738-0593}, shorttitle = {Introducing {ICT} into schools in {Rwanda}}, doi = {10.1016/j.ijedudev.2010.06.004}, number = {1}, journal = {International Journal of Educational Development}, author = {Rubagiza, Jolly and Were, Edmond and Sutherland, Rosamund}, month = jan, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.06.004 2339240:KZWZNYJD 2405685:SGQ638Q2}, pages = {37--43}, } @article{rubagiza_introducing_2011, title = {Introducing {ICT} into schools in {Rwanda}: {Educational} challenges and opportunities}, volume = {31}, issn = {0738-0593}, shorttitle = {Introducing {ICT} into schools in {Rwanda}}, doi = {10.1016/j.ijedudev.2010.06.004}, number = {1}, journal = {International Journal of Educational Development}, author = {Rubagiza, Jolly and Were, Edmond and Sutherland, Rosamund}, month = jan, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.06.004 2339240:KZWZNYJD 2405685:SGQ638Q2}, pages = {37--43}, } @article{ruan-iu_assessing_2019, title = {Assessing {Early} {Childhood} {Fluid} {Reasoning} in {Low}- and {Middle}-{Income} {Nations}: {Validity} of the {Wechsler} {Preschool} and {Primary} {Scale} of {Intelligence} {Across} {Seven} {MAL}-{ED} {Sites}}, issn = {0734-2829}, shorttitle = {Assessing {Early} {Childhood} {Fluid} {Reasoning} in {Low}- and {Middle}-{Income} {Nations}}, url = {https://doi.org/10.1177/0734282919850040}, doi = {10.1177/0734282919850040}, abstract = {An adapted version of the Wechsler Preschool and Primary Scale of Intelligence—Third Edition (WPPSI-III) was administered to assess cognitive functioning among 1,253 5-year-old children from the Malnutrition and Enteric Disease (MAL-ED) study—an international, multisite study investigating multiple aspects of child development. In this study, the factor structure and invariance of the WPPSI-III were examined across seven international research sites located in Bangladesh, Brazil, India, Nepal, Pakistan, South Africa, and Tanzania. Using a multiple indicator multiple cause (MIMIC) modeling approach, the findings supported the validity of a fluid reasoning dimension (comprised of block design, matrix reasoning, and picture completion subscales) across each of the seven sites, although the scores were noninvariant. Accordingly, these scores are recommended for research purposes and understanding relationships between variables but not for mean comparisons or clinical purposes.}, language = {en}, urldate = {2019-12-06}, journal = {Journal of Psychoeducational Assessment}, author = {Ruan-Iu, Linda and Pendergast, Laura L. and Rasheed, Muneera and Tofail, Fahmida and Svensen, Erling and Maphula, Angelina and Roshan, Reeba and Nahar, Baitun and Shrestha, Rita and Williams, Brittney and Schaefer, Barbara A. and Scharf, Rebecca and Caulfield, Laura E. and Seidman, Jessica and Murray-Kolb, Laura E.}, month = may, year = {2019}, note = {shortDOI: 10/ggd57h KerkoCite.ItemAlsoKnownAs: 10.1177/0734282919850040 10/ggd57h 2339240:24DRAS7L 2405685:JVQJPXK3}, pages = {0734282919850040}, } @misc{rti_international_assessing_2018, title = {Assessing social and emotional learning in {Tanzania}: an interview with {Matthew} {Jukes}}, url = {https://rti-intl-dev.medium.com/assessing-social-and-emotional-learning-in-tanzania-an-interview-with-matthew-jukes-523e93f0922}, abstract = {Social emotional learning is likely to be strongly influenced by culture, but global variation has yet to be captured because much of the…}, language = {en}, urldate = {2021-06-06}, journal = {Medium}, author = {{RTI International}}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5FZ522XC 2405685:RHBSN9NZ}, } @misc{rti_international_assistance_2016, title = {Assistance to {Basic} {Education}: {All} {Children} {Reading} ({ABE}-{ACR}) {Findings} {Report}, {Tanzania} {National} {Early} {Grade} {Reading} {Assessment} ({EGRA})}, url = {https://ierc-publicfiles.s3.amazonaws.com/public/resources/FdngsRpt_TZNtnlEGRA_08-Nov2016_FNL.pdf}, publisher = {USAID}, author = {{RTI International}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PUJTAPK3 2405685:UREJ4GII}, } @misc{rti_international_tangerine_2016, title = {Tangerine® – {Mobile} {Learning} {Assessments} {Made} {Easy}}, url = {https://www.rti.org/impact/tangerine-mobile-learning-assessments-made-easy}, abstract = {Since 2010, improving early grade reading has been a top priority for RTI and for many bilateral and multilateral donors, including the U.S. Agency for International Development (USAID), The World Bank, UK Aid and others. In support of this work and to improve upon paper forms of assessment, RTI developed a mobile assessment and coaching tool we dubbed Tangerine. Open source for all users, Tangerine is a first-of-its-kind software application optimized for offline data collection on low-cost Android tablets.}, language = {en}, urldate = {2020-07-07}, journal = {RTI}, author = {{RTI International}}, month = apr, year = {2016}, note = {Library Catalog: www.rti.org EdTechHub.ItemAlsoKnownAs: 2405685:S8WJWDX2}, } @misc{rti_international_primary_2014, title = {The {Primary} {Math} and {Reading} {Initiative} ({PRIMR})}, url = {https://pdf.usaid.gov/pdf_docs/pa00k285.pdf}, author = {RTI International}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T6UNHNPW 2405685:QI3HHJQZ}, } @misc{rti_international_tusome_2016, title = {Tusome {Early} {Grade} {Reading} {Activity}}, url = {https://www.rti.org/impact/tusome-early-grade-reading-activity}, abstract = {Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale.}, language = {en}, urldate = {2020-03-30}, journal = {RTI}, author = {RTI International}, month = dec, year = {2016}, note = {Library Catalog: www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:XNM3FD3A 2405685:GEG6RSZ3 2405685:NNFW4F3L GEG6RSZ3}, } @misc{rti_international_tusome_2016, title = {Tusome {Early} {Grade} {Reading} {Activity}}, url = {https://www.rti.org/impact/tusome-early-grade-reading-activity}, abstract = {Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale.}, language = {en}, urldate = {2020-07-07}, journal = {RTI}, author = {{RTI International}}, month = dec, year = {2016}, note = {Library Catalog: www.rti.org EdTechHub.ItemAlsoKnownAs: 2405685:TQJGJK6H}, } @article{roy_bangladesh_2018, title = {Bangladesh: {Using} open school data to improve transparency and accountability}, url = {https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000265930&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_15dce750-ee4d-4737-a225-94446b3b4488%3F_%3D265930eng.pdf&updateUrl=updateUrl1385&ark=/ark:/48223/pf0000265930/PDF/265930eng.pdf.multi&fullScreen=true&locale=en#%5B%7B%22num%22%3A83%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2Cnull%2Cnull%2C0%5D}, language = {en}, author = {Roy, Dipu and Miah, Abu Said Juel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4NX242AQ 2405685:N27R4JLA}, keywords = {⛔ No DOI found}, pages = {76}, } @article{roy_promoting_2014, title = {Promoting proper education for sustainability: {An} exploratory study of {ICT} enhanced {Problem} {Based} {Learning} in a developing country}, volume = {10}, abstract = {One of the goals of education is to create responsible citizens who can adequately understand the problems faced by their societies and who can then act to help solve them. Such behaviour can be fostered through proper education that facilitates expert knowledge about social issues, nurtures the ability to think critically and learns the skills needed to pro-actively search for possible solutions. Through this study we aimed to develop an Information and Communication Technologies (ICT) supported pedagogical framework, Children as Agents of Social Change (CASC), as a possible vehicle to facilitate appropriate education about social issues. This article analyses the first implementation of the CASC framework carried out at schools in Tanzania. Forest fires in Tanzania are often caused by human activity and education about this pressing problem needs to be provisioned on a large scale. However, due to a lack of teachers and teacher expertise, this is not the reality. With help of the local community, we created a locally contextualised video supported by a Problem Based Learning (PBL) solution to connect local forest experts with school students. These students then creatively conducted PBL activities in order to help solve local environmental and conservation problems. Data was collected through pre- and post-tests of control-experimental groups and teacher interviews. Results suggest that the participants were enlightened as to a variety of active problem solving possibilities and that they ranked the CASC methodology as an effective approach to sustainability.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Roy, Amit and Kihoza, Patrick and Suhonen, Jarkko and Vesisenaho, Mikko and Tukiaianen, Markku}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5GKMYQUW 2405685:Z66ECXW6}, keywords = {⛔ No DOI found}, pages = {70--90}, } @inproceedings{roy_promoting_2012, title = {Promoting education for sustainable development by using {ICT} enhanced problem based learning in a developing country}, doi = {10.1109/T4E.2012.27}, abstract = {One of the goals of education is to create responsible citizens who can understand and respond to problems in their societies adequately. Such acts of responsibility may need knowledge, ability to think critically about the problem and some action towards a possible solution. Previous research shows that forest fires in Tanzania are serious social problem. Adequate education about this problem does not take place because of lack of number of teachers required and lack of qualification among the teachers. This study used ICT media to connect the expertise of local environmental officers to school students who creatively conducted projects-based-learning activities to solve local environmental conservation problems. These projects when followed by student presentations encourage and ensure that students learn about the problem well. Amix-method research approach shows that the use of video for learning and providing environmental education was ranked as being very effective by participants.}, booktitle = {2012 {IEEE} {Fourth} {International} {Conference} on {Technology} for {Education}}, author = {Roy, A. and Kihoza, P. and Suhonen, J. and Vesisenaho, M.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/T4E.2012.27 2339240:WTAN6JY9 2405685:893YEBWF}, keywords = {Communities, Educational institutions, Fires, ICT enhanced problem based learning, ICT media, ICT supported pedagogical model, ICT4D, ICT4E, Project Based Learning, Reflection, Sociology, Vegetation, computer aided instruction, developing country, environmental education, environmental science computing, information technology, interactive video, learning videos, local environmental conservation problems, local environmental officers, problem solving, problems in developing world, projects-based-learning activity, responsible citizens, school students, social awareness, social issues, student presentations, sustainable development, technical presentation}, pages = {98--104}, } @article{roumell_evolution_2016, title = {The evolution of {U}.{S}. e-learning policy: a content analysis of the {National} {Education} {Technology} {Plans}}, volume = {30}, issn = {0895-9048, 1552-3896}, shorttitle = {The evolution of u.s. e-learning policy}, url = {http://journals.sagepub.com/doi/10.1177/0895904814550070}, doi = {10.1177/0895904814550070}, abstract = {The purpose of this study was threefold: to expand on existing reviews of 20 years of educational technology policy in the United States, to perform an empirical content analysis of the four National Education Technology Plan (NETP) documents issued by the Department of Education since 1996, and to provide a dialectic analysis of the evolution of U.S. e-learning policy. The content analysis revealed that, as the United States aims to reestablish its leadership role internationally, with a focus on global competitiveness, a sense of urgency is communicated in the development of e-learning policy and general education reform over time throughout each of the NETP documents, justifying the need for increased funding and support for federal level initiative in terms of educational technology policy. Through a dialectical analysis, endemic tensions within the NETP discourse become apparent in the competing visions of education as a means of both conferring economic fluency and mobility to individuals within the society.}, language = {en}, number = {2}, urldate = {2021-08-05}, journal = {Educational Policy}, author = {Roumell, Elizabeth Anne and Salajan, Florin Daniel}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0895904814550070 10/f78gbn 2339240:WA9YL47X 2405685:CZ4SK8UI}, pages = {365--397}, } @article{roumell_erichsen_comparative_2014, title = {A comparative analysis of e-learning policy formulation in the {European} {Union} and the {United} {States}: discursive convergence and divergence}, volume = {58}, issn = {0010-4086, 1545-701X}, shorttitle = {A comparative analysis of e-learning policy formulation in the european union and the united states}, url = {https://www.journals.uchicago.edu/doi/10.1086/674095}, doi = {10.1086/674095}, language = {en}, number = {1}, urldate = {2021-08-12}, journal = {Comparative Education Review}, author = {Roumell Erichsen, Elizabeth and Salajan, Florin D.}, month = feb, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/674095 10/wgm 2339240:7GEPUMQR 2405685:JBM25S44}, pages = {135--165}, } @article{rossing_ilearning_2012, title = {{iLearning}: the future of higher education? {Student} perceptions on learning with mobile tablets}, volume = {12}, url = {https://files.eric.ed.gov/fulltext/EJ978904.pdf}, doi = {https://files.eric.ed.gov/fulltext/EJ978904.pdf}, abstract = {The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even studentfaculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University – Purdue University Indianapolis (IUPUI) has experimented with the use of iPads in the classroom. This paper includes the preliminary results of a study on student impressions of mobile technology in the classroom. The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments.}, language = {en}, number = {2}, journal = {Journal of the Scholarship of Teaching and Learning}, author = {Rossing, Jonathan P and Miller, Willie M and Cecil, Amanda K and Stamper, Suzan E}, month = jun, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QJIY5G7U 2405685:5KFU9S7S}, keywords = {⚠️ Invalid DOI}, pages = {1--26}, } @misc{ross_difference_2018, title = {The difference between economic and financial analysis for {WASH} services}, url = {https://washeconomics.com/2018/12/18/the-difference-between-economic-and-financial-analysis/}, abstract = {The distinction between economic analysis and financial analysis is not always straightforward. In this post I try to clarify this. Definitions I have previously defined WASH economics as “the stud…}, language = {en}, urldate = {2021-05-21}, journal = {WASHeconomics.com}, author = {Ross, Ian}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RI9C4FHT 2405685:QWR4ZRBS}, } @incollection{ross_independent_2017, address = {Rotterdam}, title = {Independent {Samples} {T}-{Test}}, isbn = {978-94-6351-086-8}, url = {https://doi.org/10.1007/978-94-6351-086-8_3}, abstract = {An independent samples t-test compares the means of two groups. The data are interval for the groups. There is not an assumption of normal distribution (if the distribution of one or both groups is really unusual, the t-test will not give good results with unequal sample sizes), but there is an assumption that the two standard deviations are equal. If the sample sizes are equal or very similar in size, even that assumption is not critical.}, language = {en}, urldate = {2023-09-21}, booktitle = {Basic and {Advanced} {Statistical} {Tests}: {Writing} {Results} {Sections} and {Creating} {Tables} and {Figures}}, publisher = {SensePublishers}, author = {Ross, Amanda and Willson, Victor L.}, editor = {Ross, Amanda and Willson, Victor L.}, year = {2017}, doi = {10.1007/978-94-6351-086-8_3}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-6351-086-8\_3 2339240:IKQCCA5R 2405685:QB7ZG9XP}, pages = {13--16}, } @article{rosendal_languages_2010, title = {Languages in competition in {Rwanda}: {Who} is winning on the linguistic market?}, url = {tandfonline.com/doi/abs/10.1080/10228195.2010.516007}, doi = {10.1080/10228195.2010.516007}, author = {Rosendal, Tove}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZILHHSVY 4042040:CCB7GAQE}, } @article{rosekrans_education_2012, title = {Education reform for the expansion of mother-tongue education in {Ghana}}, volume = {58}, doi = {10.1007/s11159-012-9312-6}, number = {5}, journal = {International Review of Education}, author = {Rosekrans, Kristin and Sherris, Arieh and Chatry-Komarek, Marie}, year = {2012}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2405685:2HT4PVM3 4042040:QNQ7QUH9}, pages = {593--618}, } @incollection{rose_developing_2019, address = {Singapore}, title = {Developing {Inclusive} {Education} {Policy} in {Sierra} {Leone}: {A} {Research} {Informed} {Approach}}, isbn = {978-981-13-5961-3}, url = {https://link.springer.com/chapter/10.1007/978-981-13-5962-0_21}, urldate = {2020-12-15}, booktitle = {Inclusion, {Equity} and {Access} for {Individuals} with {Disabilities}.}, publisher = {Palgrave Macmillan}, author = {Rose, R. and Garner, P. and Farrow, B.}, year = {2019}, note = {https://doi.org/10.100/ 978-981-13-5962-0\_21 KerkoCite.ItemAlsoKnownAs: 2405685:AMF2AQAE}, } @techreport{rose_identifying_2018, address = {Cambridge}, title = {Identifying {Disability} {In} {Household} {Surveys}: {Evidence} {On} {Education} {Access} {And} {Learning} {For} {Children} {With} {Disabilities} {In} {Pakistan}}, copyright = {Open Access}, shorttitle = {Identifying {Disability} {In} {Household} {Surveys}}, url = {https://www.educ.cam.ac.uk/centres/real/downloads/REAL%20Policy%20Doc%20Disability%20Pakistan%20A4%2013pp_FINAL.pdf}, abstract = {This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.}, language = {en}, number = {Research and Policy Paper 18/1}, urldate = {2020-12-15}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Rose, Pauline and Singal, Nidhi and Bari, Faisal and Malik, Rabea and Kamran, Sahar}, year = {2018}, doi = {10.5281/ZENODO.1247087}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.1247087 2339240:88XND2WW 2339240:ERJED7M9 2339240:FW5AFH9B 2405685:8GIBGBHT 2405685:99VDZTLG 2405685:WUWYE7JH}, keywords = {\_not\_EdTechHub, \_zenodoOTHER}, } @techreport{rose_mapping_2019, title = {Mapping the landscape of education research by scholars based in sub-{Saharan} {Africa} {Insights} from the {African} {Education} {Research} {Database}}, url = {https://zenodo.org/record/3242314#.XTB-POhKg2w}, abstract = {This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region.}, urldate = {2019-07-18}, institution = {Zenodo}, author = {Rose, Pauline and Downing, Pheobe and Asare, Samuel and Mitchell, Rafael}, month = jun, year = {2019}, doi = {10.5281/zenodo.3242314}, note = {shortDOI: 10/ggjnpx KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3242314 10/ggjnpx 2339240:PEDMUGX2 2339240:QGS6S4IS 2405685:JA5F2U7R 2405685:ZM2IB7JE}, keywords = {Reviewed, \_zenodoOTHER}, } @article{rose_literature_2019, title = {Literature search protocol for the {Evidence} hub: {Education} partnerships between the state and non-state sector.}, shorttitle = {Literature search protocol for the {Evidence} hub}, url = {https://zenodo.org/record/2677613#.XSdQYohKg2w}, doi = {10.5281/zenodo.2677613}, abstract = {This methodological note provides an overview of a joint project to catalogue the research evidence on collaborations between the state and non-state sector in education in low income, lower-middle and upper-middle income countries. This document outlines the search protocol for the literature search, data extraction, and the development of the database.}, urldate = {2019-07-11}, author = {Rose, P and Downing, P}, month = may, year = {2019}, doi = {10.5281/zenodo.2677613}, note = {shortDOI: 10/ggkzr2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2677613 10/ggkzr2 2339240:FTG4QDZF 2405685:CA7UBFY3}, keywords = {Secondary Review, \_zenodoOTHER}, } @article{roschelle_online_2016, title = {Online mathematics homework increases student achievement}, volume = {2}, doi = {10.1177/2332858416673968}, number = {4}, journal = {AERA open}, author = {Roschelle, Jeremy and Feng, Mingyu and Murphy, Robert F. and Mason, Craig A.}, year = {2016}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/2332858416673968 2339240:RARYNH8D 2405685:DPK8FXPF}, pages = {2332858416673968}, } @article{rosas_whos_2010, title = {Who’s teaching math to our most needy students? {A} descriptive study}, volume = {33}, issn = {0888-4064}, shorttitle = {Who’s teaching math to our most needy students?}, url = {https://doi.org/10.1177/0888406409357537}, doi = {10.1177/0888406409357537}, abstract = {The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a “highly qualified teacher.” Research supports that teachers’ content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition, accountability reports indicate that the special education population did not meet the adequate yearly progress in reading and mathematics as required under NCLB. The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. Results of this study indicate a disconnect between the participants’ beliefs and perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test—Practice Eighth Grade Mathematics.}, language = {en}, number = {2}, urldate = {2021-11-10}, journal = {Teacher Education and Special Education}, author = {Rosas, Clarissa and Campbell, Lisa}, month = may, year = {2010}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0888406409357537 2339240:7V955V2Q 2405685:YHKAEKGD}, keywords = {math, special education, standardized tests, teacher’s perception}, pages = {102--113}, } @techreport{romero_can_2017, address = {Washington D.C.}, title = {Can outsourcing improve {Liberia}'s schools? {Preliminary} results from {Year} {One} of a three-year randomized evaluation of partnership schools for {Liberia}}, url = {https://www.cgdev.org/sites/default/files/partnership-schools-for-liberia.pdf}, number = {Working Paper 462}, institution = {Center for Global Development}, author = {Romero, Mauricio and Sandefur, Justin and Sandholtz, Wayne Aaron}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QJIFN6VT 2405685:Y9HDVTEZ}, } @techreport{romero_beyond_2018, title = {Beyond {Short}-{Term} {Learning} {Gains}: {The} {Impact} of {Outsourcing} {Schools} in {Liberia} after {Three} {Years} [long report]}, abstract = {After one year, outsourcing the management of ninety-three randomly-selected government primary schools in Liberia to eight private operators led to modest learning gains (Romero, Sandefur, \& Sandholtz, in press). In this paper, we revisit the program two years later. After the first year, treatment effects on learning gains plateaued (e.g., the intention-to-treat effect on English was .18σ after one year, and .16σ after three years, equivalent to 4 words per minute additional reading fluency for the cohort that started in first grade). Looking beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points from a base of 51\%), but increased dropout (by 3.3 percentage points from a base of 15\%) and failed to reduce sexual abuse. Behind these average effects, the identity of the contractor mattered. Despite facing similar contracts and settings, some providers produced uniformly positive results, while others present stark trade-offs between learning gains, access to education, child safety, and financial sustainability.}, language = {en}, number = {521}, institution = {Centre for Global Development}, author = {Romero, Mauricio and Sandefur, Justin}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DGLM6PKR}, pages = {56}, } @techreport{romero_beyond_2019, type = {Preliminary {Results} {Brief}}, title = {Beyond {Short}-{Term} {Learning} {Gains}: {The} {Impact} of {Outsourcing} {Schools} in {Liberia} after {Three} {Years} [short report]}, language = {en}, institution = {Instituto Tecnológico Autónomo de México; Center for Global Development}, author = {Romero, Mauricio and Sandefur, Justin}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N2C8L4D6}, pages = {4}, } @techreport{roman_moving_2014, title = {Moving from the margins: {Mainstreaming} persons with disabilities in {Pakistan}}, url = {https://www.britishcouncil.org/sites/default/files/moving_from_the_margins_final.pdf}, author = {Roman, Stephan and Bartel-Ellis, Fiona and Upton, Peter}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3JIYWZTZ 2405685:7E968F8H}, } @misc{rolla_protecting_2017, title = {Protecting the right to education for refugees}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000251076}, abstract = {With over 20.7 million people who are currently refugees, challenges are numerous in relation to access, quality, and equity. Yet education plays a key role in ensuring refugees can fully develop themselves, find a job and contribute to society. UNESCO has produced this paper which analyze how to protect and enforce the right to education of refugees.}, language = {English}, urldate = {2022-08-21}, publisher = {UNESCO}, author = {Rolla, Moumné and Sakai, Leticia}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:73IS39YE 2405685:F27HGIPA}, } @techreport{rohwerder_assistive_2018, address = {Brighton, UK}, title = {Assistive technologies in developing countries}, url = {https://assets.publishing.service.gov.uk/media/5af976ab40f0b622d4e9810f/Assistive_technologies_in_developing-countries.pdf}, language = {en}, number = {K4D Helpdesk Report}, institution = {Institute of Developing Studies}, author = {Rohwerder, Brigitte}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YSWH7PEF 2405685:NLB4KHWQ}, keywords = {⛔ No DOI found}, pages = {24}, } @article{rohs_moocs_2015, title = {{MOOCs} and the claim of education for all: {A} disillusion by empirical data}, volume = {16}, copyright = {Copyright International Review of Research in Open and Distance Learning Nov 2015}, issn = {14923831}, shorttitle = {{MOOCs} and the claim of education for all}, url = {http://search.proquest.com/docview/1770070648/abstract/28DB32F24ED7450FPQ/1}, doi = {10.19173/irrodl.v16i6.2033}, abstract = {MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.}, language = {English}, number = {6}, urldate = {2016-09-27}, journal = {International Review of Research in Open and Distance Learning}, author = {Rohs, Matthias and Ganz, Mario}, month = nov, year = {2015}, note = {shortDOI: 10/gdzzn3 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i6.2033 10/gdzzn3 2129771:49G4433U 2405685:TEX35CCG}, keywords = {Access to education, C: International, Digital Divide, Distance learning, Education, MOOCs, Socioeconomic factors, \_\_\_working\_potential\_duplicate}, } @article{rohs_moocs_2015, title = {{MOOCs} and the claim of education for all: {A} disillusion by empirical data}, copyright = {Copyright International Review of Research in Open and Distance Learning Nov 2015}, shorttitle = {{MOOCs} and the claim of education for all}, url = {https://search.proquest.com/docview/1770070648/abstract/9C08F54AFB1A4C50PQ/1}, abstract = {MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.}, language = {English}, urldate = {2020-07-31}, author = {Rohs, Matthias and Ganz, Mario}, month = nov, year = {2015}, note = {Publisher: International Review of Research in Open and Distance Learning KerkoCite.ItemAlsoKnownAs: 2339240:HLQJXJFY 2405685:LKC8KJG6}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{rohs_moocs_2015, title = {{MOOCs} and the claim of education for all: {A} disillusion by empirical data}, copyright = {Copyright International Review of Research in Open and Distance Learning Nov 2015}, shorttitle = {{MOOCs} and the claim of education for all}, url = {https://search.proquest.com/docview/1770070648/abstract/9C08F54AFB1A4C50PQ/1}, abstract = {MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.}, language = {English}, urldate = {2020-07-31}, author = {Rohs, Matthias and Ganz, Mario}, month = nov, year = {2015}, note = {Publisher: International Review of Research in Open and Distance Learning KerkoCite.ItemAlsoKnownAs: 2339240:HLQJXJFY 2405685:LKC8KJG6}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{rogers_reducing_2018, title = {Reducing student absences at scale by targeting parents’ misbeliefs}, volume = {2}, issn = {2397-3374}, url = {https://www.nature.com/articles/s41562-018-0328-1}, doi = {10.1038/s41562-018-0328-1}, language = {en}, number = {5}, urldate = {2024-02-14}, journal = {Nature Human Behaviour}, author = {Rogers, Todd and Feller, Avi}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-018-0328-1 2339240:X3BLNPAB 2405685:7HVGZF7V}, pages = {335--342}, } @techreport{rogers_country_2018, title = {Country {Overview}: {Bangladesh}}, url = {https://data.gsmaintelligence.com/research/research/research-2018/country-overview-bangladesh}, institution = {GSMA}, author = {Rogers, Mike}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JVDAQ8RC 2405685:V38NVLIS}, } @techreport{roger_federer_foundation_interactive_2016, title = {Interactive {Learning} and {Teaching}: {Zonal} {In}-{Service} {Coordinators} {Facilitation} {Guide}}, url = {http://iact.info/pdfs/iAct-Facilitator-Guide.pdf}, urldate = {2020-08-05}, author = {Roger Federer Foundation}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UPZURRY7 2405685:5E9G3LET}, } @article{rodriguez_ict_2012, title = {{ICT} for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools}, volume = {21}, shorttitle = {{ICT} for education}, doi = {10.1080/1475939x.2012.720415}, number = {3}, journal = {Technology, Pedagogy and Education}, author = {Rodríguez, Patricio and Nussbaum, Miguel and Dombrovskaia, Lioubov}, year = {2012}, note = {Publisher: Taylor \& Francis zotzenLib.CopiedFrom: 2339240:2EDMC2JD KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2012.720415 10.1080/1475939x.2012.720415 2339240:2EDMC2JD 2405685:9DB6K5UX}, pages = {291--315}, } @techreport{rodriguez_evaluacion_2019, title = {Evaluacion de {Impacto}. {Proyecto}: {Rompiendo} {Estereotipos}, {STEM} es para chicas}, url = {http://enorbita.org/wp-content/uploads/2019/08/En-Orbita-Evaluacion-de-Impacto.pdf}, urldate = {2022-01-19}, author = {Rodriguez, Lucina and Rivera, Antonella and Orjeda Fernandez, Gisella and Caillaux Icochea, Marcela and Quiroz Zafra, Sofia}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XFFE7CUZ 2405685:6XPUURQU}, } @techreport{rodd_tsome_2018, title = {Tsome {Pamoja} {Tanzania}}, url = {https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=0CAIQw7AJahcKEwiQjKn7lp6AAxUAAAAAHQAAAAAQAg&url=https%3A%2F%2F2017-2020.usaid.gov%2Fsites%2Fdefault%2Ffiles%2Fdocuments%2F1860%2F2018-10-29_Tusome_Pamoja.pdf&psig=AOvVaw2-MQh7idbYWsvzSsG4aGji&ust=1689973146684751&opi=89978449}, language = {en}, institution = {USAID}, author = {Rodd, Alastair}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3ZTGLMSR 2405685:L39KA6UH 4656463:7EL935BU}, pages = {2}, } @techreport{robinson_school_2010, title = {School perspectives on collaborative inquiry: lessons learned from {New} {York} {City}, 2009-2010}, shorttitle = {School perspectives on collaborative inquiry}, url = {https://repository.upenn.edu/cpre_researchreports/59/}, abstract = {The New York City Department of Education has supported collaborative inquiry as a potentially powerful process for helping administrators and teachers use student data to improve instruction and raise student achievement. Beginning with a pilot project in 2006, teams of teachers have learned to work together to diagnose the needs of students who have not been successful in their classrooms and to develop strategies to improve their learning. Collaborative inquiry sits at the heart of the Department's larger Children First initiative and aims to help educators close the achievement gap in their schools. Each year New York City schools have engaged higher proportions of faculty in the inquiry work. The goal is at least 90\% participation in collaborative inquiry. The purpose of this research report is to share lessons learned about the conditions, structures, relationships, and leadership practice that support teacher participation in inquiry. The report also presents perceived benefits of collaborative inquiry as reported by school leaders and teachers. Data come from site visits to 13 schools actively engaged in collaborative inquiry. The research team conducted 213 interviews with principals, assistant principals, instructional support staffs, and teachers participating in inquiry and 37 observations of inquiry team meetings.}, author = {Robinson, Marian and Passantino, Claire and Acerra, Marsha and Bae, Lauren and Tiehen, Katie and Pido, Eric and Kannapel, Patricia and Duffy, Mark and Langland, Connie}, month = nov, year = {2010}, doi = {10.12698/cpre.2010.rr67}, note = {KerkoCite.ItemAlsoKnownAs: 10.12698/cpre.2010.rr67 2339240:82799NQS 2405685:E9I3MCKX}, } @techreport{robillard_no_2015, address = {Cambridge, MA}, title = {Do {No} {Harm} teaching case study: {Cité} {Soleil}. {Reference} for workshop participants}, url = {https://www.cdacollaborative.org/wp-content/uploads/2016/01/Do-No-Harm-Teaching-Case-Study-Cite%CC%81-Soleil-Reference-for-Workshop-Participants.pdf}, language = {en}, institution = {CDA Collaborative Learning Projects}, author = {Robillard, Sabina Carlson}, month = may, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CBIIBYQ8 2405685:WFMXANTK}, keywords = {⛔ No DOI found}, } @inproceedings{roberts_connecting_2015, address = {Beijing, China}, title = {Connecting africa using the {TV} white spaces: from research to real world deployments}, isbn = {978-1-4673-6762-2}, shorttitle = {Connecting africa using the {TV} white spaces}, url = {http://ieeexplore.ieee.org/document/7114729/}, doi = {10.1109/LANMAN.2015.7114729}, abstract = {More than 4 billion people are not connected to the Internet. This is either because there is no infrastructure or because Internet access is not affordable. This digital divide is extreme in Africa. At Microsoft, we have been investigating various technologies to bridge this divide. In this paper we describe our research around the TV White Spaces, and how we have leveraged it, and worked with our partners to connect communities in Kenya, Tanzania, Ghana, Botswana, Namibia and South Africa.}, language = {en}, urldate = {2020-09-25}, booktitle = {The 21st {IEEE} {International} {Workshop} on {Local} and {Metropolitan} {Area} {Networks}}, publisher = {IEEE}, author = {Roberts, Sidney and Garnett, Paul and Chandra, Ranveer}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/LANMAN.2015.7114729 2339240:CEDDLEIY 2405685:5QX7YZNE}, pages = {1--6}, } @incollection{roberts-lewis_e-learning_2015, title = {E-{Learning} as a {Vehicle} for the {Development} of {Rural} {Girls} in {Ghana}, {West} {Africa}}, url = {https://books.google.co.uk/books?hl=en&lr=&id=f_rbBgAAQBAJ&oi=fnd&pg=PA47&dq=E-Learning+as+a+Vehicle+for+the+Development+of+Rural+Girls+in+Ghana,+West+Africa&ots=telpKl3F5M&sig=liMg3MPx4Vo16-7Jzb4V_O8_QYs#v=onepage&q=E-Learning%20as%20a%20Vehicle%20for%20the%20Development%20of%20Rural%20Girls%20in%20Ghana%2C%20West%20Africa&f=false}, booktitle = {Information {Communication} {Technology} ({ICT}) {Integration} to {Educational} {Curricula}: {A} {New} {Direction} for {Africa}}, publisher = {University Press of America}, author = {Roberts-Lewis, Kristie and Orok, Michael E.}, editor = {Nwokeafor, Cosmas Uchenna}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y7JA2LUJ 2405685:N239WAEJ}, keywords = {Equity through Access, ⛔ No DOI found}, pages = {47--65}, } @book{ritchhart_making_2011, address = {San Francisco, CA}, edition = {First edition}, title = {Making {Thinking} {Visible}: {How} to {Promote} {Engagement}, {Understanding}, and {Independence} for {All} {Learners}}, isbn = {978-0-470-91551-6}, shorttitle = {Making {Thinking} {Visible}}, abstract = {"Visible Thinking is a research-based approach to teaching thinking that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is an extensive and adaptable collection of practices that include thinking routines and the documentation of student thinking. The routines are a central element of the practical, functional and accessible nature of Visible Thinking. Thinking routines are easy to use mini-strategies that are repeatedly used in the classroom. They are a small set of questions or a short sequence of steps that can be used across various grade levels and content. Each routine targets a different type of thinking and by bringing their own content, teachers can integrate the routines into the fabric of their classrooms. Thinking Routines help direct student thinking and structure classroom discussion. Thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon"--}, publisher = {Jossey-Bass}, author = {Ritchhart, Ron and Church, Mark and Morrison, Karin}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LBY7LB9L}, keywords = {Cognition in children, Critical thinking, EDUCATION / Teaching Methods \& Materials / General, Study and teaching, Thought and thinking}, } @techreport{rise_rise_2019, title = {{RISE} in {Nigeria}: {Non}-technical {Research} {Overview}}, url = {https://www.riseprogramme.org/sites/www.riseprogramme.org/files/attachments/Nigeria%20CRT%20non%20tech%20summary%20.pdf}, urldate = {2020-07-07}, author = {RISE}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LXSP52B2}, } @article{rigby_how_2016, chapter = {Technology}, title = {How software that learns as it teaches is upgrading {Brazilian} education}, issn = {0029-7712}, url = {https://www.theguardian.com/technology/2016/jan/10/geekie-educational-software-brazil-machine-learning}, abstract = {Teaching algorithms aim to change Brazilian education for ever – but where does the teacher fit into the classroom of tomorrow?}, language = {en-GB}, urldate = {2022-06-06}, journal = {The Observer}, author = {Rigby, Claire}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KZEEKM4I 2405685:THX2NQE2}, keywords = {Americas, Brazil, Computing, Education, Schools, Software, Technology}, } @book{ries_lean_2011, title = {The {Lean} {Startup}: {How} {Today}'s {Entrepreneurs} {Use} {Continuous} {Innovation} to {Create} {Radically} {Successful} {Businesses}}, shorttitle = {The {Lean} {Startup}}, abstract = {Most startups fail. But many of those failures are preventable. The Lean Startup is a new approach being adopted across the globe, changing the way companies are built and new products are launched. Eric Ries defines a startup as an organization dedicated to creating something new under conditions of extreme uncertainty. This is just as true for one person in a garage or a group of seasoned professionals in a Fortune 500 boardroom. What they have in common is a mission to penetrate that fog of uncertainty to discover a successful path to a sustainable business. The Lean Startup approach fosters companies that are both more capital efficient and that leverage human creativity more effectively. Inspired by lessons from lean manufacturing, it relies on “validated learning,” rapid scientific experimentation, as well as a number of counter-intuitive practices that shorten product development cycles, measure actual progress without resorting to vanity metrics, and learn what customers really want. It enables a company to shift directions with agility, altering plans inch by inch, minute by minute. Rather than wasting time creating elaborate business plans, The Lean Startup offers entrepreneurs—in companies of all sizes—a way to test their vision continuously, to adapt and adjust before it’s too late. Ries provides a scientific approach to creating and managing successful startups in a age when companies need to innovate more than ever.}, author = {Ries, Eric}, month = sep, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QP9JBFUG 2405685:CDNIKUQA}, } @techreport{rideout_zero_2011, title = {Zero to eight: children’s media use in {America}}, url = {https://www.commonsensemedia.org/research/past-research-reports}, institution = {Common Sense Media}, author = {Rideout, Victoria}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MGXQDSRW 2405685:YNS83P4D}, } @article{riconscente_results_2013, title = {Results {From} a {Controlled} {Study} of the {iPad} {Fractions} {Game} {Motion} {Math}}, volume = {8}, doi = {10.1177/1555412013496894}, number = {4}, journal = {Games and Culture}, author = {Riconscente, Michelle M}, year = {2013}, note = {00001 shortDOI: 10/gf62jj KerkoCite.ItemAlsoKnownAs: 10/gf62jj 2129771:TGCRE2G3 2405685:XCA5SYZ5}, pages = {186--214}, } @inproceedings{richter_culture_2014, title = {Culture, {Gender} and {Technology} {Enhanced} {Learning}: {Female} and {Male} {Students}' {Perceptions} across three {Countries}}, abstract = {With the on-going “Learning Culture Survey”, we aim to foster the implementation of culture-sensitive education. The motivation of this study is based on the need of a better understanding of the reasons for intercultural conflicts in education. These issues are particularly pertinent to international learning scenarios, such as in urban education, or Internet-based e-Learning. The results of this research are geared towards a development of activities that prevent students from losing their initial learning motivation. With our standardized questionnaire, we collected and analysed data from Germany, Ghana, and South Korea. In such a comparative culture-related analysis, the population is usually considered as a whole, regardless of the respondents’ socio-cultural differences and assuming a single representative value per item. In this paper, we first analyse and discuss the results of our questionnaire' section “Gender Issues”. Afterwards, we analyse the overall questionnaire data to focus on the extent to which female and male students’ answers differed. Finally, we engage in a discussion to what degree these differences impact the design of e-Learning scenarios.}, language = {en}, booktitle = {International {Conference} e-{Learning}}, author = {Richter, Thomas and Zelenkauskaite, Asta}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:596DFMY8 2405685:628HTQMZ}, keywords = {⛔ No DOI found}, pages = {10}, } @book{richardson_teachers_2018, title = {Teachers of {Refugees}: {A} {Review} of the {Literature}}, isbn = {978-1-909437-95-1}, shorttitle = {Teachers of {Refugees}}, url = {https://eric.ed.gov/?id=ED588878}, abstract = {The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]}, language = {en}, urldate = {2020-04-29}, publisher = {Education Development Trust}, author = {Richardson, Emily}, year = {2018}, note = {Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2339240:KDEC9GDD 2405685:B3J76PXB}, keywords = {Google Scholar/ teacher "professional development" AND refugees AND technology, RER theme\_supporting educators}, } @book{reynolds_systems_2010, address = {London}, title = {Systems {Approaches} to {Managing} {Change}: {A} {Practical} {Guide}}, isbn = {978-1-84882-808-7 978-1-84882-809-4}, shorttitle = {Systems {Approaches} to {Managing} {Change}}, url = {http://link.springer.com/10.1007/978-1-84882-809-4}, language = {en}, urldate = {2021-03-08}, publisher = {Springer London}, editor = {Reynolds, Martin and Holwell, Sue}, year = {2010}, doi = {10.1007/978-1-84882-809-4}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-84882-809-4 2339240:C85WP28D 2405685:CXWZRP2E}, } @incollection{resta_issues_2018, address = {Cham, Switzerland}, series = {Springer {International} {Handbooks} of {Education}}, title = {Issues and challenges related to digital equity: an overview}, url = {https://www.crires.ulaval.ca/sites/default/files/full-text/resta2018_referenceworkentry_issuesandchallengesrelatedtodi.pdf}, booktitle = {Second handbook of information technology in primary and secondary education}, publisher = {Springer}, author = {Resta, P. and Laferriere, T. and McLaughlin, R. and Kouraogo, A.}, editor = {Voogt, J. and Knezek, G. and Christensen, R. and Lai, K-W.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E9MB5XWP 2534378:3WPUWF8D}, pages = {987--1004}, } @misc{republic_of_malawi_malawi_2013, title = {Malawi {National} {ICT} {Policy} 2013}, url = {https://macra.mw/download/malawi-ict-policy-2013/}, language = {en-US}, urldate = {2022-11-01}, journal = {MACRA}, author = {Republic of Malawi}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LMKCNSPM 2405685:C83SEI43}, } @techreport{republic_of_kenya_ministry_of_education_national_2017, address = {Nairobi, Kenya}, title = {National {Pre}-{Primary} {Education} {Policy} 2017}, url = {https://repository.kippra.or.ke/handle/123456789/560}, institution = {Republic of Kenya Ministry of Education}, author = {Republic of Kenya Ministry of Education}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6B9E6N5V 2405685:AE5QA6PC}, } @techreport{republic_of_kenya_ministry_of_education_national_2018, address = {Nairobi, Kenya}, title = {National {Pre}-primary {Education} {Policy} {Standard} {Guidelines}}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/pre-primary_policy_guidelines_11_1.pdf}, institution = {Republic of Kenya Ministry of Education}, author = {Republic of Kenya Ministry of Education}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2Z8TGS6P 2405685:C35JRU97}, } @misc{republic_of_kenya_data_2019, title = {The {Data} {Protection} {Act} ({No}. 24 of 2019)}, url = {http://kenyalaw.org/kl/fileadmin/pdfdownloads/Acts/2019/TheDataProtectionAct__No24of2019.pdf}, author = {Republic of Kenya}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VXRC7SDS 2405685:K8JBSFIZ}, } @article{reporters_sesame_2017, title = {Sesame {Street} to introduce new character - a muppet with autism}, issn = {0307-1235}, url = {https://www.telegraph.co.uk/news/2017/03/20/sesamestreets-new-muppet-aims-reduce-stigma-autism/}, abstract = {Children's show Sesame Street is to introduce a new character with autism.}, language = {en-GB}, urldate = {2020-03-25}, journal = {The Telegraph}, author = {Reporters, Telegraph}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6JGMXWVH 2405685:NQUEKZ37}, keywords = {Children, News, Standard, Television}, } @article{reinders_towards_2010, title = {Towards a classroom pedagogy for learner autonomy: a framework of independent language learning skills}, volume = {35}, issn = {1835517X}, shorttitle = {Towards a classroom pedagogy for learner autonomy}, url = {http://ro.ecu.edu.au/ajte/vol35/iss5/4}, doi = {10.14221/ajte.2010v35n5.4}, abstract = {In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the classroom (Alford \& Pachler, 2007; Benson, 2000; Breen, 2001; Conacher \& Kelly-Holmes, 2007). However, in practice it is not always clear how to support learners in this role, and how to ensure they are ready to assume it. This paper explores some of the teaching aspects related to the development of learner autonomy and proposes a framework of skills that could be used by teachers as a guide to increasing learner responsibility. Although this framework was developed in the context of language education, its underlying theories apply to all educational settings.}, language = {en}, number = {5}, urldate = {2021-08-05}, journal = {Australian Journal of Teacher Education}, author = {Reinders, Hayo}, month = jan, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.14221/ajte.2010v35n5.4 10/gj3s8t 2339240:X9MKNXMG 2405685:ZLGSPJQE}, pages = {40--55}, } @article{rehn_specific_2018, title = {The specific skills required of teachers who deliver {K}–12 distance education courses by synchronous videoconference: implications for training and professional development}, volume = {27}, url = {https://doi.org/10.1080/1475939X.2018.1483265}, doi = {10.1080/1475939X.2018.1483265}, abstract = {The purpose of this research is to identify the specific skills required of videoconference teachers who teach K–12 distance education courses. Many schools and educational districts worldwide are using videoconference technology to deliver courses to students as an economic solution when they cannot afford specialised teachers at remote locations. However, teachers are rarely trained to use this instructional technology and must therefore translate their experience in face-to-face and/or online teaching to this alternative medium. The collective case study used observations and interviews of eight teachers across five schools to identify the specific skills required to teach in a way that they perceived as successful in a videoconference class. It was found that teachers are largely under-prepared with strategies to project presence, develop relationships, foster interaction, manage the course and teach content across a distance when the screen is the main tool of connection. The authors offer a path to improvement that involves supporting teacher action research, creating communities of inquiry and developing teaching quality standards specific to videoconference.}, number = {4}, journal = {Technology, Pedagogy and Education}, author = {Rehn, Nicki and Maor, Dorit and McConney, Andrew}, year = {2018}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2018.1483265 2405685:FP425A4V}, keywords = {K–12, Videoconferencing, distance education, instructional technology, teacher roles}, pages = {417--429}, } @article{regan_ethical_2019, title = {Ethical challenges of edtech, big data and personalized learning: twenty-first century student sorting and tracking}, volume = {21}, issn = {1572-8439}, shorttitle = {Ethical challenges of edtech, big data and personalized learning}, url = {https://doi.org/10.1007/s10676-018-9492-2}, doi = {10.1007/s10676-018-9492-2}, abstract = {With the increase in the costs of providing education and concerns about financial responsibility, heightened consideration of accountability and results, elevated awareness of the range of teacher skills and student learning styles and needs, more focus is being placed on the promises offered by online software and educational technology. One of the most heavily marketed, exciting and controversial applications of edtech involves the varied educational programs to which different students are exposed based on how big data applications have evaluated their likely learning profiles. Characterized most often as ‘personalized learning,’ these programs raise a number of ethical concerns especially when used at the K-12 level. This paper analyzes the range of these ethical concerns arguing that characterizing them under the general rubric of ‘privacy’ oversimplifies the concerns and makes it too easy for advocates to dismiss or minimize them. Six distinct ethical concerns are identified: information privacy; anonymity; surveillance; autonomy; non-discrimination; and ownership of information. Particular attention is paid to whether personalized learning programs raise concerns similar to those raised about educational tracking in the 1950s. The paper closes with discussion of three themes that are important to consider in ethical and policy discussions.}, language = {en}, number = {3}, urldate = {2021-02-19}, journal = {Ethics and Information Technology}, author = {Regan, Priscilla M. and Jesse, Jolene}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10676-018-9492-2 2339240:NEA7QTCT 2405685:8LCYHU7L}, pages = {167--179}, } @techreport{ref_ref_2019, title = {Ref 2019: {Panel} {Criteria} and {Working} {Methods}}, url = {https://www.ref.ac.uk/media/1084/ref-2019_02-panel-criteria-and-working-methods.pdf}, urldate = {2019-12-12}, author = {{REF}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F93TEKLT 2405685:7VLNWDHY F93TEKLT}, } @article{reeve_how_2013, title = {How students create motivationally supportive learning environments for themselves: {The} concept of agentic engagement}, volume = {105}, doi = {10.1037/a0032690}, number = {3}, journal = {Journal of Educational Psychology}, author = {Reeve, Johnmarshall}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1037/a0032690 2339240:I46QQPET 2405685:2TMEVEBX}, pages = {579}, } @book{reeve_understanding_2018, address = {Hoboken, NJ}, edition = {Seventh edition}, title = {Understanding motivation and emotion}, isbn = {978-1-119-36760-4}, url = {https://www.wiley.com/en-us/Understanding+Motivation+and+Emotion%2C+7th+Edition-p-9781119367604}, publisher = {John Wiley \& Sons, Inc}, author = {Reeve, Johnmarshall}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:47HHZF9P 2405685:7NNWB84L}, keywords = {Emotions, Motivation (Psychology), Personality and motivation}, } @misc{rees_how_2018, title = {How {Geospatial} {Technology} {Changed} over {Time}}, url = {https://medium.com/soar-earth/how-geospatial-technology-changed-over-time-a128565aa89c}, abstract = {Geospatial technology has changed significantly over the years. It started in a scientific environment and has gotten a wider adoption over…}, language = {en}, urldate = {2022-10-29}, journal = {Soar}, author = {Rees, Eric van}, month = sep, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:787ZSFLE 4042040:Y968VLN5}, } @article{redempta_e-learning_2012, title = {An {E}-{Learning} {Approach} to {Secondary} {School} {Education}”: {E}-{Readiness} {Implications} in {Kenya}}, volume = {3}, abstract = {Information and Communication Technology (ICT) has the potential to enhance access, quality, and effectiveness in education. This paper examines the E-readiness implication on the adoption of e-learning in secondary schools in Kenya. The paper provides an opportunity for reflection on e-learning adoption and the potential role ICT can plays in education. The review has established that up to date, less than 10\% of secondary schools in Kenya offer computer studies as a subject in the curriculum despite its perceived potential. The few schools that have an ICT programme limit the number of candidates who take up the subject considering it a specialty irrespective its being an essential subject as other compulsory subjects like Mathematics and Languages. Whereas the processing of information to build knowledge is one of the essential literacy skills vital for the workforce in the 21st century, it is often overlooked in current educational practices. the question of ereadiness of Kenyan schools cannot be overlooked if Kenya plans to use education as a platform for becoming an e-society of the 21st century as envisaged in Vision 2030.Therefore, it is imperative that E-Readiness issues be effectively addressed lest new technology introduced further marginalizes the already deprived Kenyan children. Desktop review of relevant literature was guided by Current Situation Analysis (CSA) which is equivalent to Strength, Weakness, Opportunities and Threats (SWOT) Analysis.}, language = {en}, number = {16}, journal = {Journal of Education and Practice}, author = {Redempta, Kiilu}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QGAYFNJL 2405685:74DSLY4X}, keywords = {⛔ No DOI found}, pages = {7}, } @misc{punie_european_2017, title = {European {Framework} for the {Digital} {Competence} of {Educators}: {DigCompEdu}}, url = {https://publications.jrc.ec.europa.eu/repository/handle/JRC107466}, abstract = {The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The...}, language = {en}, urldate = {2022-12-29}, publisher = {Publications Office of the European Union, Luxembourg}, author = {Redecker, Christine}, editor = {Punie, Yves}, year = {2017}, doi = {10.2760/178382 (print),10.2760/159770 (online)}, note = {KerkoCite.ItemAlsoKnownAs: 10.2760/178382 2405685:4BRG6XX2}, } @misc{recc_promoting_2016, title = {Promoting {Family} and {Teacher}’s {Engagement} {Through} {Nudges}}, url = {https://treccprogram.org/en/project/eduq/}, abstract = {Eduq+ is a nudgebot, a technology product aimed at encouraging parents’ engagement in their children’s school life.}, language = {en-US}, urldate = {2022-06-06}, journal = {TRECC}, author = {RECC}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZRZ4ILET 2405685:TVME3BSU}, } @incollection{read_teaching_2015, series = {Directions in {Development} - {Human} {Development}}, title = {Teaching and {Learning} {Materials} {Financing}}, isbn = {978-1-4648-0572-1}, url = {https://doi.org/10.1596/978-1-4648-0572-1_ch5}, abstract = {Suggests that no single universal cause behind the persistent under-financing of textbook provision in Sub-Saharan Africa (SSA) countries exists, but some common components include, (1) the pressure on teaching and learning materials (TLM) budgets caused by rapid enrollment growth; (2) the repeated tendency for curriculum designers to make decisions without taking into account the cost implications on the system as a whole; (3) the failure of development partner (DP) support to addressed affordability and sustainability issues; (4) the misunderstanding of ministries of education (MOEs) and DPs concerning manufacturing versus textbook cost as well as textbook versus system cost; (5) the lack of review and management of the nature and extent of fund diversion, fund misappropriation, piracy, and price mark-ups in undermining allocated TLM funding; and (6) the lack of monitoring, inspection, supervision, and financial audit systems necessary to ensure that all links in the financing and supply chain operate effectively.}, urldate = {2022-08-21}, booktitle = {Where {Have} {All} the {Textbooks} {Gone}?: {Toward} {Sustainable} {Provision} of {Teaching} and {Learning} {Materials} in {Sub}-{Saharan} {Africa}}, publisher = {The World Bank}, author = {Read, Tony}, month = jul, year = {2015}, doi = {10.1596/978-1-4648-0572-1_ch5}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0572-1\_ch5 2339240:KH9KW2WE 2405685:ZZ9HPXR7}, pages = {99--120}, } @incollection{read_potential_2015, series = {Directions in {Development} - {Human} {Development}}, title = {The potential impact of {Information} and {Communication} {Technology} solutions on textbook provision}, isbn = {978-1-4648-0572-1}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-0572-1_ch12}, urldate = {2020-11-18}, booktitle = {Where {Have} {All} the {Textbooks} {Gone}?: {Toward} {Sustainable} {Provision} of {Teaching} and {Learning} {Materials} in {Sub}-{Saharan} {Africa}}, publisher = {The World Bank}, author = {Read, Tony}, year = {2015}, doi = {10.1596/978-1-4648-0572-1_ch12}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0572-1\_ch12 2339240:5GHMGUU3 2405685:K6XTVJXB}, pages = {187--206}, } @misc{read_education_2017, title = {Education data in four charts}, shorttitle = {Information for accountability}, url = {https://www.brookings.edu/blog/education-plus-development/2017/03/24/education-data-in-four-charts/}, abstract = {In four charts, Lindsay Read and Tamar Manuelyan Atinc detail the quality and public availability of data from education ministries.}, language = {en-US}, urldate = {2020-12-18}, journal = {Brookings Institute}, author = {Read, Lindsay and Atinc, Tamar Manuelyan}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N8V7NCR2 2405685:XS97H6KR}, } @techreport{read_information_2017, title = {Information for accountability: {Transparency} and citizen engagement for improved service delivery in education systems}, shorttitle = {Information for accountability}, url = {https://www.brookings.edu/research/information-for-accountability-transparency-and-citizen-engagement-for-improved-service-delivery-in-education-systems/}, abstract = {In a new report, Lindsay Read and Tamar Manuelyan Atinc shares insights into the nuanced relationship between information and accountability as it relates to improving service delivery in education systems.}, language = {en-US}, urldate = {2020-12-18}, institution = {Brookings Institute}, author = {Read, Lindsay and Atinc, Tamar Manuelyan}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W3SI8U89 2405685:46VBQ7KV}, } @techreport{read_investigations_2017, address = {Washington D.C.}, title = {Investigations into using data to improve learning: {Philippines} case study}, url = {https://www.brookings.edu/wp-content/uploads/2017/03/global-20170307-philippines-case-study.pdf}, institution = {Global Economy and Development at Brookings}, author = {Read, Lindsay and Atinc, Tamar Manuelyan}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CY4FPYE7 2405685:MDKQZGJ4}, } @misc{razzaq_community-supported_2015, title = {Community-supported models for girls’ education in diverse contexts in {Pakistan}: {Key} issues for policy and practice}, shorttitle = {Community-supported models for girls’ education in diverse contexts in {Pakistan}}, url = {https://www.brookings.edu/research/community-supported-models-for-girls-education-in-diverse-contexts-in-pakistan-key-issues-for-policy-and-practice/}, abstract = {Jamila Razzaq explores three models of community-supported education—in a state of fragility, in a socially conservative area experiencing resistance to girls’ education, and in an urban slum area—to explain the diverse reality of girls' education in Pakistan. She presents a set of recommendations to the government to establish complementary frameworks for promoting girls’ education and recommends a process framework to NGOs that is suitable for establishing flexible and responsive education service models.}, language = {en-US}, urldate = {2022-01-02}, journal = {Brookings}, author = {Razzaq, Jamila}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IBNFYH5Z 2405685:DAQ5IBXP}, } @article{razzak_global_2019, title = {Global, regional and national burden of emergency medical diseases using specific emergency disease indicators: analysis of the 2015 {Global} {Burden} of {Disease} {Study}}, volume = {4}, copyright = {© Author(s) (or their employer(s)) 2019. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.. This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.}, issn = {2059-7908}, shorttitle = {Global, regional and national burden of emergency medical diseases using specific emergency disease indicators}, url = {https://gh.bmj.com/content/4/2/e000733}, doi = {10.1136/bmjgh-2018-000733}, abstract = {{\textless}h3{\textgreater}Objective{\textless}/h3{\textgreater} {\textless}p{\textgreater}There are currently no metrics for measuring population-level burden of emergency medical diseases (EMDs). This study presents an analysis of the burden of EMDs using two metrics: the emergency disease mortality rate (EDMR) and the emergency disease burden (EDB) per 1000 population at the national, regional and global levels.{\textless}/p{\textgreater}{\textless}h3{\textgreater}Methods{\textless}/h3{\textgreater} {\textless}p{\textgreater}We used the 1990 and 2015 Global Burden of Disease Study for morbidity and mortality data on 249 medical conditions in 195 countries. Thirty-one diseases were classified as ‘emergency medical diseases’ based on earlier published work. We developed two indicators, one focused on mortality (EDMR) and the other on burden (EDB). We compared the EDMR and EDB across countries, regions and income groups and compared these metrics from 1990 to 2015.{\textless}/p{\textgreater}{\textless}h3{\textgreater}Results{\textless}/h3{\textgreater} {\textless}p{\textgreater}In 2015, globally, there were 28.3 million deaths due to EMDs. EMDs contributed to 50.7\% of mortality and 41.5\% of all burden of diseases. The EDB in low-income countries is 4.4 times that of high-income countries. The EDB in the African region is 273 disability-adjusted life years (DALYs) per 1000 compared with 100 DALYs per 1000 in the European region. There has been a 6\% increase in overall mortality due to EMDs from 1990 to 2015. Globally, injuries (22\%), ischaemic heart disease (17\%), lower respiratory infections (11\%) and haemorrhagic strokes (7\%) made up about 60\% of EMDs in 2015.{\textless}/p{\textgreater}{\textless}h3{\textgreater}Conclusion{\textless}/h3{\textgreater} {\textless}p{\textgreater}Globally, EMDs contributed to more than half of all years of life lost. There is a significant disparity between the EDMR and EDB between regions and socioeconomic groups at the global level.{\textless}/p{\textgreater}}, language = {en}, number = {2}, urldate = {2021-06-08}, journal = {BMJ Global Health}, author = {Razzak, Junaid and Usmani, Mohammad Farooq and Bhutta, Zulfiqar A.}, month = mar, year = {2019}, pmid = {30997158}, note = {Publisher: BMJ Specialist Journals Section: Research KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2018-000733 2339240:74NSEPBV 2405685:5V7P8KVF}, pages = {e000733}, } @inproceedings{raza_possible_2017, title = {Possible {Potential} of {Facebook} to {Enhance} {Learners}' {Motivation} in {Mobile} {Learning} {Environment}}, url = {https://eric.ed.gov/?id=ED579200}, abstract = {Facebook is world's leading social network, 29\% of its active members represent Pakistan. This study utilized Facebook for teachers' in-service training. Thirty teachers from different parts of Pakistan took part in this training that lasted for ten weeks. The researcher tested the impact of three independent variables namely: social interactions, quality of experiences and behavior on learners' motivation (dependent variable). The hypothesis of this study propose a positive impact of independent variables on the dependent variable, the research was able to prove the hypothesis. [For the complete proceedings, see ED579190.]}, language = {en}, urldate = {2020-12-01}, publisher = {International Association for the Development of the Information Society}, author = {Raza, Mehwish}, month = apr, year = {2017}, note = {Publication Title: International Association for Development of the Information Society KerkoCite.ItemAlsoKnownAs: 2339240:6KMFB2TP 2405685:5FSFA5SK}, keywords = {Educational Technology, Elementary School Teachers, Elementary Schools, Foreign Countries, Handheld Devices, Hypothesis Testing, Interaction, Likert Scales, Pretests Posttests, Private Schools, Questionnaires, Social Media, Statistical Analysis, Student Motivation, Teacher Attitudes, Technology Uses in Education, Telecommunications, Training}, } @techreport{rawal_gpe_2018, title = {{GPE} 2020 {Country}-level {Prospective} {Evaluations}: {First} annual {Report} {Kenya}}, language = {en}, author = {Rawal, Prepared Shenila and Aslam, Monazza and Outhred, Rachel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XN28CFK6}, keywords = {⛔ No DOI found}, } @techreport{raudonyte_use_2019, type = {{UNESCO} {IIEP} {Working} {Paper}}, title = {Use of learning assessment data in education policy-making {\textbar} {IIEP}-{UNESCO}}, url = {http://www.iiep.unesco.org/en/publication/use-learning-assessment-data-education-policy-making}, urldate = {2021-05-05}, institution = {UNESCO IIEP}, author = {Raudonyte, Ieva}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VJAGTN84 2405685:GLNRL2JL}, } @article{rashid_computer_2017, title = {Computer {Assisted} {Language} {Learning} in {Pakistan}: {Teachers}' {Perspectives}}, volume = {14}, issn = {1738-3102}, shorttitle = {Computer {Assisted} {Language} {Learning} in {Pakistan}}, doi = {10.18823/asiatefl.2017.14.4.16.802}, language = {English}, number = {4}, journal = {Journal of Asia Tefl}, author = {Rashid, Shaista}, year = {2017}, note = {Place: Gwangju Publisher: Asia Tefl WOS:000429931900016 KerkoCite.ItemAlsoKnownAs: 10.18823/asiatefl.2017.14.4.16.802 2339240:4FN4JLRF 2405685:K47U7R9B}, pages = {802--808}, } @techreport{rashid_language_2018, title = {Language, {Teaching} and {Learning} in {Punjab} {Schools}: {Are} we on the right track to`destination {English}’?}, url = {http://www.sahe.org.pk/wp-content/uploads/2021/02/Language-Teaching-and-Learning-in-Punjab-Schools.pdf}, language = {en}, author = {Rashid, Abbas and Ahmed, Sanaa}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G8DGAM9C 2405685:6B6DMEX7}, } @article{rashid_efficacy_2013, title = {Efficacy of {Think} {Tanks} in {Influencing} {Public} {Policies}: {The} {Case} of {Bangladesh}}, volume = {21}, url = {https://www.tandfonline.com/doi/abs/10.1080/02185377.2013.793561?needAccess=true&journalCode=rasi20}, doi = {10.1080/02185377.2013.793561}, abstract = {This article analyzes contextual and organizational challenges and constraints faced by think tanks in Bangladesh. It argues that while think tanks have been visible in the policy discourse through fostering policy debates and advocating policy proposals, their direct impact on policy outcomes remains limited. Think tanks’ research findings are often interpreted through the prism of politics. A number of think tanks are institutionally weak and face challenges in funding, attracting researchers, and retaining research focus. Think tanks can potentially focus attention to the wider policy community, and emphasize intermediate influences, such as, building capacity, wider networking and interacting with a broader base of policy-makers, in order to be effective and relevant in the policy discussions.}, number = {1}, journal = {Asian Journal of Political Science}, author = {Rashid, A}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02185377.2013.793561 10/gkm64g 2339240:RD5SJH6B 2405685:C45YLVIG}, } @misc{rasbey_first_2018, title = {First {50Mb}/s {Internet} connection put online}, url = {http://www.businessnews.com.lb/cms/Story/StoryDetails/6655/First-50Mb/s-Internet-connection-put-online}, abstract = {460,000 users to be connected to fiber optics in one year}, language = {en-US}, urldate = {2020-09-30}, journal = {BusinessNews.com.lb}, author = {Rasbey, Samer}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KCV97U56 2405685:APNEZW26}, } @misc{rapidsms_u-report_2013, title = {U-report: {Rapid} {SMS}}, url = {https://www.rapidsms.org/projects/ureport/}, urldate = {2020-09-16}, author = {RapidSMS}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FZNZL6J7}, keywords = {sub-Saharan Africa}, } @article{raphael_pre-service_2017, title = {Pre-service teachers’ self-efficacy beliefs towards educational technologies integration in {Tanzania}}, volume = {4}, abstract = {This study examines pre-service teachers’ (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational technologies into the classroom.}, language = {en}, number = {2}, journal = {Journal of Learning for Development}, author = {Raphael, Christina and Mtebe, Joel S}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:32MHLE8L 2405685:VBEEQVMR}, keywords = {⛔ No DOI found}, pages = {196--210}, } @article{rana_shift_2018, title = {A shift from traditional pedagogy in {Nepali} rural primary schools? {Rural} teachers' capacity to reflect {ICT} policy in their practice}, volume = {14}, issn = {1814-0556, 1814-0556}, url = {https://www.researchgate.net/publication/330181660_A_shift_from_traditional_pedagogy_in_Nepali_Rural_Primary_Schools_Rural_teachers'_capacity_to_reflect_ICT_policy_in_their_practice}, abstract = {Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.}, language = {English}, number = {3}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Rana, Karna and Greenwood, Janinka and Fox-Turnbull, Wendy and Wise, Stuart}, year = {2018}, note = {Publisher: International Journal of Education and Development using Information and Communication Technology, University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados KerkoCite.ItemAlsoKnownAs: 2405685:T6EJ9BDE 2534378:H2JFVWZQ 2534378:P4PFEH9F 2534378:RWLKMDIV 2534378:SYALBK7W 2534378:YJFPUL5N}, keywords = {Computer Uses in Education, Conventional Instruction, Curricula, ERIC, Current Index to Journals in Education (CIJE), Education, Educational Change, Educational technology, Elementary Education, Elementary School Teachers, Elementary Schools, Elementary schools, Foreign Countries, Learning, Nepal, Pedagogy, Rural Schools, Rural areas, Rural schools, School environment, Teacher Attitudes, Teacher education, Teaching, Teaching Experience, Technology Integration, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095916, \_\_finaldtb, ⛔ No DOI found}, pages = {149--166}, } @article{ramos-ramirez_videogame_2019, title = {Videogame to support the teaching of reading to deaf children using gamification}, url = {https://search.proquest.com/scholarly-journals/videogame-support-teaching-reading-deaf-children/docview/2348877991/se-2?accountid=201395}, number = {E23}, journal = {Revista Ibérica de Sistemas e Tecnologias de Informação}, author = {Ramos-Ramirez, Rancés and Mauricio, David}, year = {2019}, note = {ISBN: 1646-9895 Publisher: Associação Ibérica de Sistemas e Tecnologias de Informacao KerkoCite.ItemAlsoKnownAs: 2339240:D2F5H3MW 2405685:HDA26ARZ}, keywords = {⛔ No DOI found}, pages = {145--157}, } @article{rammutloa_distance_2013, title = {From {Distance} {Learning} and {ODL} to {ODeL}: {Unisa} {Library}’s journey to transformation and innovation}, shorttitle = {From {Distance} {Learning} and {ODL} to {ODeL}}, author = {Rammutloa, Modiehi Winnie}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CF4G2BHS}, keywords = {⛔ No DOI found}, } @article{ramanaik_education_2018, title = {Education, poverty and "purity" in the context of adolescent girls' secondary school retention and dropout: {A} qualitative study from {Karnataka}, southern {India}}, volume = {13}, issn = {1932-6203}, shorttitle = {Education, poverty and "purity" in the context of adolescent girls' secondary school retention and dropout}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6124724/}, doi = {10.1371/journal.pone.0202470}, abstract = {Background Gender-related norms and poverty remain important structural barriers to secondary school attendance among adolescent girls in southern India. We analyse how gender norms interact with family deprivation and dynamics to result in girls dropping out of school; we identify the main facilitators of school retention and changes to gender socialisation. Methods Longitudinal qualitative case studies with 36 girls were nested within a cluster randomized trial to evaluate the Samata intervention targeting adolescent girls in Bagalkote and Vijayapura districts in northern Karnataka. We used two rounds of in-depth interviews, conducted in 2014 at a time when respondents were in 8th standard at the age of 13 to 14 and sixteen months later. We combined thematic and narrative analyses. Results Our study found that poverty and socioeconomic realities at the household level strongly affect conformity with discriminatory gender practices such as restricting girls’ mobility. The value placed on education by parents clearly differentiates the regular school goers from those frequently absent and others who dropped out. With active encouragement of the girls’ educational and career aspirations, parents engendered the girl’s agency to communicate openly both at home and at school, allowing subtle changes to gender performance while resisting the pressure of social sanctions. In contrast, where educational aspirations were weak, parents invested more intensely in enforcing correct performance of gender, prioritising her well-being by aiming to secure her future in a good marriage. Among poorer families, girls’ domestic duties came at the cost of schooling with concerns about protecting her sexual purity predominating. Conclusions In contexts where a strong gender ideology of virginity before marriage rules, subtle shifts in harmful gender practices are possible. Interventions aiming to improve education need to target the most deprived families, focussing on trust building through open communication.}, number = {9}, urldate = {2020-05-17}, journal = {PLoS ONE}, author = {Ramanaik, Satyanarayana and Collumbien, Martine and Prakash, Ravi and Howard-Merrill, Lottie and Thalinja, Raghavendra and Javalkar, Prakash and Murthy, Srikanta and Cislaghi, Ben and Beattie, Tara and Isac, Shajy and Moses, Stephen and Heise, Lori and Bhattacharjee, Parinita}, month = sep, year = {2018}, pmid = {30183747}, pmcid = {PMC6124724}, note = {shortDOI: 10/gd6jwg KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0202470 10/gd6jwg 2405685:Z8HRZP6T}, } @book{ramalingam_aid_2013, address = {Oxford}, edition = {Illustrated edition}, title = {Aid on the {Edge} of {Chaos}: {Rethinking} {International} {Cooperation} in a {Complex} {World}}, isbn = {978-0-19-957802-3}, shorttitle = {Aid on the {Edge} of {Chaos}}, abstract = {It is widely recognised that the foreign aid system - which today involves every country in the world - is in need of drastic change. But there are conflicting opinions as to what is needed. Some call for dramatic increases in resources, to meet long-overdue commitments, and to scale up what is already being done around the world. Others point to the flaws in aid, and bang the drum for cutting it altogether - and argue that the fate of poor and vulnerable people be best placed in the hands of markets and the private sector. Meanwhile, growing numbers are suggesting that what is most needed is the creative, innovative transformation of how aid works. Aid on the Edge of Chaos is firmly in the third of these camps. In this ground-breaking book, Ben Ramalingam shows that the linear, mechanistic models and assumptions on which foreign aid is built would be more at home in early twentieth century factory floors than in the dynamic, complex world we face today. All around us, we can see the costs and limitations of dealing economies and societies as if they are analogous to machines. The reality is that such social systems have far more in common with ecosystems: they are complex, dynamic, diverse and unpredictable. Many thinkers and practitioners in science, economics, business, and public policy have started to embrace more 'ecologically literate' approaches to guide both thinking and action, informed by ideas from the 'new science' of complex adaptive systems. Inspired by these efforts, there is an emerging network of aid practitioners, researchers, and policy makers who are experimenting with complexity-informed responses to development and humanitarian challenges. This book showcases the insights, experiences, and often remarkable results from these efforts. From transforming approaches to child malnutrition, to rethinking processes of economic growth, from building peace to combating desertification, from rural Vietnam to urban Kenya, Aid on the Edge of Chaos shows how embracing the ideas of complex systems thinking can help make foreign aid more relevant, more appropriate, more innovative, and more catalytic. Ramalingam argues that taking on these ideas will be a vital part of the transformation of aid, from a post-WW2 mechanism of resource transfer, to a truly innovative and dynamic form of global cooperation fit for the twenty-first century.}, language = {English}, publisher = {Oxford University Press}, author = {Ramalingam, Ben}, month = oct, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JI2589JZ}, } @incollection{rakusin_school_2018, title = {School leadership and early grade reading: {Examining} the evidence in {Zambia}}, booktitle = {Cultivating {Dynamic} {Educators}: {Case} {Studies} in {Teacher} {Behavior} {Change} in {Africa} and {Asia}. {RTI} {Press} {Publication} {BK}-0022-1809.}, author = {Rakusin, M and Bostock}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4DM4ULGQ 2405685:R2HB5B8Z}, } @techreport{raja_bridging_2016, title = {Bridging the disability divide through digital technologies}, url = {http://pubdocs.worldbank.org/en/123481461249337484/WDR16-BP-Bridging-the-Disability-Divide-through-Digital-Technology-RAJA.pdf}, urldate = {2020-08-06}, institution = {World Bank}, author = {Raja, Deepti Samant}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XCJL7Q5E 2405685:LYZ2PUQ4}, } @techreport{rahman_bangladesh_2019, address = {Bangladesh}, title = {Bangladesh {Tertiary} {Education} {Sector} {Review}}, url = {https://documents1.worldbank.org/curated/en/303961553747212653/pdf/Bangladesh-Tertiary-Education-Sector-Review-Skills-and-Innovation-for-Growth.pdf}, institution = {World Bank}, author = {Rahman, T and Nakata, S and Nagashima, Y and Rahman, M and Sharma, U and Rahman, M.A.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WMUIJ9VC 2405685:VCP3HEWK}, } @article{rahman_english_2019, title = {English language teaching in {Bangladesh} today: {Issues}, outcomes and implications}, volume = {9}, issn = {2229-0443}, shorttitle = {English language teaching in {Bangladesh} today}, url = {https://languagetestingasia.springeropen.com/articles/10.1186/s40468-019-0085-8}, doi = {10.1186/s40468-019-0085-8}, abstract = {Given the significance of English in the global world, English language teaching in Bangladesh has become subject to a supreme concern in maintaining economic growth and developing a skilled workforce. In this article, several barriers have been discussed based on a critical analysis of published materials. This review article covers several key issues such as the status of English in the country; English in education policies; factors affecting the implementation of communicative language teaching curriculum, method, and materials in Bangladesh; validity of the current assessment and its washback effect on English language teaching in Bangladesh; and current situation of teachers’ professional development. The article concluded with language policy and planning implications for policymakers, curriculum and material developers, public exams’ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.}, language = {en}, number = {1}, urldate = {2021-04-18}, journal = {Language Testing in Asia}, author = {Rahman, Mohammad Mosiur and Islam, Md Shaiful and Karim, Abdul and Chowdhury, Takad Ahmed and Rahman, Muhammad Mushfiqur and Seraj, Prodhan Mahbub Ibna and Singh, Manjet Kaur Mehar}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s40468-019-0085-8 10/gg398d 2339240:6DJW9B5P 2339240:T5V5WJQJ 2405685:EH4KT3RK 2405685:VUKTNAHY}, pages = {9}, } @phdthesis{rahim_female_2017, title = {Female {Teachers}' {Perceptions} of {Quality} {Education} for {Adolescent} {Girls} in {Rural} {Bangladesh}: {A} {Case} {Study}}, url = {https://www.proquest.com/docview/1935998704}, abstract = {The education of adolescent girls in Bangladesh must be pursued with the right combination of technology, practicality, and cultural sensitivity to achieve, among other objectives, the objectives of Millennium Development Goals (MDGs). The problem this study address is despite the availability of mobile-based curricula, such as video, mobile phones, and Short Message System (SMS) technology, female teachers in rural areas are not trained to plan and deliver curricula using mobile platforms. The purpose of this qualitative single case study is to explore barriers associated with female teachers’ training of the use of mobile-based technology in rural areas in Bangladesh. The sample is, randomly selected a minimum of eight local female teachers who had been teaching at least for two years in a rural school in Bangladesh. The data were collected to determine the local teachers’ perception on establishing quality education through virtual (email, mobile phone, IMO, zoom or Skype) interviews administered to these 8 local female teachers. The researcher gathered data from the local female teachers’ point of view based on their motivation to receive training in becoming proficient in English and the use of mobile technology in teaching. A content analysis tool was used for analyzing, interpreting, coding, and categorizing textual data where themes identified based on a comprehensive classification system. The findings from the data analysis would aid schools in recruiting, training, and retaining local female teachers to provide quality education to the adolescent girls. The data from the single case study provided information as to the use of mobile and web technologies in teaching and learning while local female teachers gain proficiency in the English language. The insight gained from this single case study may help develop future technology budgets, infrastructure, and curriculum needs. The findings from research revealed that the rural Bangladeshi school teachers noted that there is limited use of videos in the classrooms for teaching due to, in some parts, the lack of training by school administrators on strategies to use videos in their teaching. Some barriers to the use of videos is due to the lack of Internet connection, the lack of knowledge on the proper use of videos in their teaching, and the lack of administrators’ support for this type of curriculum change in the schools.}, author = {Rahim, N}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MKU6GYRJ 2405685:VDGJUDEZ}, } @techreport{ragatz_use_2015, address = {Jakarta}, title = {The {Use} of {Video} in {Teacher} {Professional} {Development} {Design}, {Implementation} and {Impact} {Evaluation} of an {Innovative} {In}-service {Course} for {Mathematics} {Teachers} in {Indonesia}}, url = {https://documents1.worldbank.org/curated/en/694951467993733305/pdf/106210-WP-P102259-PUBLIC.pdf}, urldate = {2022-08-23}, institution = {World Bank}, author = {Ragatz, Andrew B. and Sugiarti, Susie and Iskandar, Susiana}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YYLBDFVL 2405685:8WVE9V2U}, } @misc{radjou_genius_2017, title = {The genius of frugal innovation}, url = {https://ideas.ted.com/the-genius-of-frugal-innovation/}, abstract = {Human creativity is a natural, infinitely renewable resource — and it’s coming up with smart, cheap solutions to people’s biggest problems. Strategist Navi Radjou explains.}, language = {en}, urldate = {2020-08-11}, journal = {ideas.ted.com}, author = {Radjou, Navi}, month = mar, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:7P3V4G3G}, } @techreport{radhakrishnan_teachers_2018, title = {Teachers as {Guides}: {The} role of teachers in the facilitation of technology-mediated learning in an alternative education setting in western {Kenya}}, shorttitle = {Teachers as {Guides}}, url = {https://docs.lib.purdue.edu/aseeil-insectionconference/2018/k12ol/4/}, language = {en}, urldate = {2021-03-19}, institution = {Purdue University}, author = {Radhakrishnan, Dhinesh and DeBoer, Jennifer and Kimani, Samuel}, year = {2018}, doi = {10.5703/1288284316852}, note = {KerkoCite.ItemAlsoKnownAs: 10.5703/1288284316852 2339240:6MVFIILP 2405685:9HDGMXSH}, } @techreport{queen_rania_foundation_qrf_2018, title = {{QRF} {Fact} {Sheet}: {Gender} and {Education} in {Jordan}}, url = {https://www.qrf.org/sites/default/files/2019-07/gender_and_education_in_jordan_en_condensed.pdf}, author = {Queen Rania Foundation}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RUNH35PJ}, } @misc{queen_rania_foundation_student_2017, title = {The {Student} {Attitudes} {Survey}}, author = {Queen Rania Foundation}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MR6MF28B}, } @techreport{quattri_child_2016, title = {Child labour and education: a survey of slum settlements in {Dhaka}}, url = {https://www.refworld.org/docid/5853f8bb4.html}, language = {en}, urldate = {2021-10-25}, institution = {Overseas Development Institute (ODI)}, author = {Quattri, Maria and Watkins, Kevin}, month = dec, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5CM599U7 2405685:992VL32B}, } @article{quaife_how_2018, title = {How well do discrete choice experiments predict health choices? {A} systematic review and meta-analysis of external validity}, volume = {19}, issn = {1618-7601}, shorttitle = {How well do discrete choice experiments predict health choices?}, url = {https://doi.org/10.1007/s10198-018-0954-6}, doi = {10.1007/s10198-018-0954-6}, abstract = {Discrete choice experiments (DCEs) are economic tools that elicit the stated preferences of respondents. Because of their increasing importance in informing the design of health products and services, it is critical to understand the extent to which DCEs give reliable predictions outside of the experimental context. We systematically reviewed the literature of published DCE studies comparing predictions to choices made in reality; we extracted individual-level data to estimate a bivariate mixed-effects model of pooled sensitivity and specificity. Eight studies met the inclusion criteria, and six of these gave sufficient data for inclusion in a meta-analysis. Pooled sensitivity and specificity estimates were 88\% (95\% CI 81, 92\%) and 34\% (95\% CI 23, 46\%), respectively, and the area under the SROC curve (AUC) was 0.60 (95\% CI 0.55, 0.64). Results indicate that DCEs can produce reasonable predictions of health-related behaviors. There is a great need for future research on the external validity of DCEs, particularly empirical studies assessing predicted and revealed preferences of a representative sample of participants.}, language = {en}, number = {8}, urldate = {2021-05-03}, journal = {The European Journal of Health Economics}, author = {Quaife, Matthew and Terris-Prestholt, Fern and Di Tanna, Gian Luca and Vickerman, Peter}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10198-018-0954-6 2405685:6UTTG9K5}, pages = {1053--1066}, } @inproceedings{quaicoe_factors_2015, address = {Lilongwe, Malawi}, title = {Factors determining digital divide in {Ghana}'s basic schools}, isbn = {978-1-905824-51-9}, url = {http://ieeexplore.ieee.org/document/7190518/}, doi = {10.1109/istafrica.2015.7190518}, abstract = {This paper explores the concept of digital divide (DD) in Ghana’s basic schools in Sekondi-Takoradi Metropolis in Western Region. We tested the ICT culture variables as well as school location factor in respect to school’s digital divide. A survey sample contained 17 regional city schools from three different locations – central city in the region, towns away from the central city, and village schools. The survey instrument was developed with ten ICT culture variables. The variables in the instrument met the Cronbach’s Alpha threshold value of α = 0.70. Data was analysed with Descriptive statistics, Hierarchical Cluster analysis, Independent t-test, and Canonical discriminant analysis. We found that school location did not determine the schools DD, nonetheless the schools were digitally divided, – 2 clusters were found among schools. This DD was determined by certain ICT culture variables: Teacher’s ICT competences and the usage of ICT in Teacher’s professional practice were paramount.}, language = {en}, urldate = {2020-03-17}, booktitle = {2015 {IST}-{Africa} {Conference}}, publisher = {IEEE}, author = {Quaicoe, James Sunney and Pata, Kai}, month = may, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/istafrica.2015.7190518 10/ggn3wz 2339240:H83HTANQ 2405685:XZBJRR36}, pages = {1--8}, } @article{qasem_blended_2016, title = {Blended {Learning} {Approach} to {Develop} the {Teachers}’ {TPACK}}, volume = {7}, issn = {1309517X}, url = {https://www.cedtech.net/article/blended-learning-approach-to-develop-the-teachers-tpack-6176}, doi = {10.30935/cedtech/6176}, abstract = {A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.}, language = {en}, number = {3}, urldate = {2020-05-29}, journal = {Contemporary Educational Technology}, author = {Qasem, Arwa Ahmad Abdo and Viswanathappa, Gandla}, month = sep, year = {2016}, note = {shortDOI: 10/gg26df KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6176 10/gg26df 2339240:JARNFB99 2405685:CAKUBZNG 2405685:JNGNZCFI 2405685:R6GN9UGF 2534378:245NY58C 2534378:A54BPCIJ 2534378:M6L5C695 2534378:NXMUR56C 4803016:X5X5C56N}, keywords = {Blended Learning, Computer Assisted Instruction, Control Groups, ERIC, Current Index to Journals in Education (CIJE), Experimental Groups, Foreign Countries, Higher Education, Information Technology, Instructional Design, Instructional Effectiveness, Knowledge Level, Likert Scales, Online Courses, Pedagogical Content Knowledge, Postsecondary Education, Preservice Teachers, Pretests Posttests, Quasiexperimental Design, Science Teachers, Secondary Education, Secondary School Teachers, Technological Literacy, Technology Uses in Education, Trainees, Yemen, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096173, \_\_finaldtb}, pages = {264--276}, } @article{qadri_performance_2017, title = {Performance {Oriented} {Information} and {Communication} {Technology} ({ICT}): {Model} for {Education} {Purpose} in {Pakistan}. {A} {Bahawalpur} {District} {Case} {Study}}, volume = {17}, issn = {1738-7906}, shorttitle = {Performance {Oriented} {Information} and {Communication} {Technology} ({ICT})}, abstract = {Information technology brought a dramatic change in our society. In third world countries such as Pakistan is also trying to get involve this technology in every field of life. In this decade, information technology is being used in several disciplines such as education, health, agriculture and business etc. It has given a positive impact on all of these disciplines especially E-banking, E-learning and E-commerce etc. This study focuses the implementation of information and communication technology (ICT) framework to boost the progress of different less develops areas in Pakistan. This study also describes the complete methodology with all of its benefits and constraints on implementation and also proposed a framework to improve the efficiency and accuracy in education department in primary to higher level in Bahawalpur district and its five sub districts (tehsil) and also take the case study of The Islamia University Bahawalpur within city sub campuses by utilizing the successful implementation of information and communication technology for the betterment of education.}, language = {English}, number = {4}, journal = {International Journal of Computer Science and Network Security}, author = {Qadri, Salman and Shah, Rehan Ali and ul Rehman, Muzammil and Ullah, Saleem and Shah, Ali Nawaz and Ali, Muhammad Zaman and Ahmed, Muhammad Munawer}, month = apr, year = {2017}, note = {Place: Seoul Publisher: Int Journal Computer Science \& Network Security-Ijcsns WOS:000411617300049 KerkoCite.ItemAlsoKnownAs: 2339240:73XAL6FN 2405685:XNN6758Y}, keywords = {E-Classes, ICT Infrastructure, IT-Centers, Information and Communication Technology, integration, teachers, ⛔ No DOI found}, pages = {370--374}, } @article{qadir_study_2018, title = {A {Study} of the {Usefulness} of {Punjab} {IT} {Labs} {Project} in {Schools} of {Punjab}, {Pakistan} as {Perceived} by {Students}}, volume = {21}, number = {2}, journal = {Journal of Education Research}, author = {Qadir, Muhammad Javid and Hameed, Abdul}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EDE72K59}, keywords = {⛔ No DOI found}, } @misc{pwc_making_2019, title = {Making sense of bitcoin, cryptocurrency and blockchain}, url = {https://www.pwc.com/us/en/industries/financial-services/fintech/bitcoin-blockchain-cryptocurrency.html}, author = {PwC}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P8J8VMLH 2405685:S5J77WM6}, } @techreport{pwc_policy_2010, title = {Policy {Coherence} in the {Application} of {ICTs} for {Education}}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_1031.pdf}, author = {PwC}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZHCMFJ8L 2405685:PUJTD7DD}, } @techreport{punton_how_2016, type = {Literature {Review} for the {Building} {Capacity} to {Use} {Research} {Evidence} ({BCURE}) {Programme}}, title = {How can capacity development promote evidence-informed policy making?}, url = {https://www.itad.com/wp-content/uploads/2020/02/BCURE-Literature-Review-FINAL-010416-1.pdf}, abstract = {How can capacity development promote evidenceinformed decision making? This review discusses the messy, complex nature of evidence use in policy processes; casts a spotlight on some of the individual, interpersonal, organisational and institutional factors that promote and constrain use of evidence; and examines the primary evidence base to investigate what works to build the capacity of decision makers to use evidence, for whom, in what circumstances, and why.}, language = {en-GB}, urldate = {2022-09-09}, author = {Punton, Melanie}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UL2BJWHE 2405685:CJNYYRKP}, } @inproceedings{pulse_lab_jakarta_data_2014, title = {Data {Innovation} for {Policymaking}}, url = {https://www.unglobalpulse.org/wp-content/uploads/old_site/Proceedings%20Data%20Innovation%20Conference.pdf}, author = {Pulse Lab Jakarta}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZEBZVJHJ 2405685:56LPJUQ3}, keywords = {⛔ No DOI found}, } @article{psaki_measuring_2018, title = {Measuring {Gender} {Equality} in {Education}: {Lessons} from {Trends} in 43 {Countries}}, volume = {44}, issn = {1728-4457}, shorttitle = {Measuring {Gender} {Equality} in {Education}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/padr.12121}, doi = {10.1111/padr.12121}, language = {en}, number = {1}, urldate = {2020-05-17}, journal = {Population and Development Review}, author = {Psaki, Stephanie R. and McCarthy, Katharine J. and Mensch, Barbara S.}, year = {2018}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/padr.12121 SHORTDOI: 10/ggx3q9 shortDOI: 10/ggx3q9 KerkoCite.ItemAlsoKnownAs: 10.1111/padr.12121 10/ggx3q9 2405685:FNSXZD9G}, pages = {117--142}, } @article{psacharopoulos_returns_2018, title = {Returns to investment in education: a decennial review of the global literature}, volume = {26}, issn = {0964-5292}, shorttitle = {Returns to investment in education}, url = {https://doi.org/10.1080/09645292.2018.1484426}, doi = {10.1080/09645292.2018.1484426}, abstract = {In the 60-plus year history of returns to investment in education estimates, there have been several compilations in the literature. This paper updates Psacharopoulos and Patrinos and reviews the latest trends and patterns based on 1120 estimates in 139 countries from 1950 to 2014. The private average global return to a year of schooling is 9\% a year. Private returns to higher education increased, raising issues of financing and equity. Social returns to schooling remain high. Women continue to experience higher average returns to schooling, showing that girls’ education remains a priority.}, number = {5}, urldate = {2022-04-01}, journal = {Education Economics}, author = {Psacharopoulos, George and Patrinos, Harry Anthony}, month = sep, year = {2018}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09645292.2018.1484426 KerkoCite.ItemAlsoKnownAs: 10.1080/09645292.2018.1484426 2339240:A766YX3S 2405685:8W6KPXBB}, keywords = {C13, J31, Returns to schooling, investments in education}, pages = {445--458}, } @techreport{pryor_what_2012, address = {London}, title = {What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? {Protocol}}, language = {en}, institution = {EPPI-Centre, Social Science Research Unit, Institute of Education, University of London}, author = {Pryor, John and Westbrook, Jo and Adu-Yeboah, Christine and Orr, David and Durrani, Naureen}, month = jul, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AXK7CQ2A 2405685:NG2DIRTE}, } @misc{promethean_blog_why_2016, title = {Why is flipped learning so popular in schools?}, url = {https://resourced.prometheanworld.com/flipped-learning-popular-schools/}, abstract = {With flipped learning, students can save any questions for the classroom, ensuring that help and support is available exactly when it's needed.}, language = {en-GB}, urldate = {2022-09-07}, journal = {ResourcED: Promethean Blog}, author = {{Promethean Blog}}, month = sep, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I38346EV 2405685:3S55AGQU}, } @misc{project_ray_project_2018, title = {Project {RAY} for the visually impaired {\textbar} {Smartphones} for {Blind}, {Cell} {Phones} for {Visually} {Impaired}}, url = {https://project-ray.com/}, language = {en-US}, urldate = {2022-06-26}, author = {Project Ray}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KGLHH6G9 2405685:8A26E6LT}, } @techreport{proctor_complexity_2019, type = {Thinkpiece}, title = {Complexity and {Considerations} in {Delivering} {Adaptive} {Learning} {Digital} {Services}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.edtechhub.org/lib/XU7B7DHZ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Proctor, Jamie}, year = {2019}, doi = {10.5281/zenodo.4561896}, note = {ZenodoArchiveID: 4561896 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4561896 2339240:M4PBAXK6 2405685:XU7B7DHZ}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen, \_zenodo:submitted, \_zenodoETH}, } @techreport{pritchett_girls_2017, address = {Washington D.C.}, type = {Policy {Paper}}, title = {Girls’ {Schooling} and {Women}’s {Literacy}: {Schooling} {Targets} {Alone} {Won}’t {Reach} {Learning} {Goals}}, url = {https://www.cgdev.org/sites/default/files/girls-schooling-womens-literacy-targets-alone-reach-learning-goals.pdf}, abstract = {Using the Demographic and Health Survey (DHS) data on the ability of women at various levels of schooling attainment to read a simple sentence, we show that reaching universal completion of grade six among girls would not bring the world anywhere close to the goal of universal female literacy. These calculations are based on the empirical relationship between grades completed and ability to read, a descriptive ‘learning profile.’ The large literature on schooling and life outcomes suggests simple correlations are a reasonable guide to causal effects, and the typical concern is over-estimation of the true return to schooling—implying our calculations using a descriptive and not causal learning profile are a best-case scenario. This best case is often not at all good: the learning profile is so weak in Nigeria that even if all women had completed grade six, adult female illiteracy would only have fallen from 58 percent to 53 percent. In contrast, children in many other countries do learn to read in much higher numbers and enrolling outof-school girls would dramatically reduce illiteracy. For instance, in Ethiopia the same calculations yield a reduction in illiteracy from 82 to 25 percent. But across nearly 50 developing countries with available data our calculations suggest 40 percent of women would be illiterate even if all women completed at least grade six. Achieving new Sustainable Development Goal targets of universal literacy and numeracy will require both achievement of universal schooling and dramatic improvements in the learning profile in most developing countries.}, language = {en}, number = {104}, institution = {Center for Global Development}, author = {Pritchett, Lant and Sandefur, Justin}, month = feb, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LLUAG3S5 2405685:54UN375J}, pages = {20}, } @book{pritchett_building_2017, title = {Building {State} {Capability}: {Evidence}, {Analysis}, {Action}}, shorttitle = {Building {State} {Capability}}, url = {https://bsc.cid.harvard.edu/building-state-capability-evidence-analysis-action}, abstract = {"Building State Capability: Evidence, Analysis, Action" provides evidence of the capability shortfalls that currently exist in many countries, analyses this evidence and identifies capability traps that hold many governments back—particularly related to isomorphic mimicry and premature load-bearing.}, language = {en}, urldate = {2022-06-06}, author = {Pritchett, Lant and Andrews, Matt and Woolcock, Michael}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PI9N59BE 2405685:23NKUBAX 4656463:J3ERMP4G}, } @techreport{pritchett_creating_2015, title = {Creating {Education} {Systems} {Coherent} for {Learning} {Outcomes}: {Making} the {Transition} from {Schooling} to {Learning}}, url = {https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/RISE_WP-005_Pritchett_1.pdf}, abstract = {Existing systems of education have some elements promoting learning as an objective, but are mainly coherent as systems only around enrollment targets. This paper builds an accountability framework of actors and the four design elements of accountability (delegation, financing, information and motivation) to emphasize that effectiveness in promoting learning requires systems of education that are coherent, in two ways. First, each accountability relationship has to be coherent across its elements, that is, the delegation of what agents are asked to do has to be coherent with the financing, information, and motivation, rather than "pay for one thing and expect another." Second, the relationships have to be coherent across relationships of accountability. That is, if teachers are accountable both to their employer and indirectly to parents/students/communities, then if these two have very different objectives the accountability of teachers will be made incoherent. Such incoherence can explain why small changes in the "right" direction (towards that of high performing systems or demonstrated in other contexts) might consistently fail even where a directed and coherent reform could have major impact.}, language = {en}, institution = {Rise Programme}, author = {Pritchett, Lant}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2A6I8LQN 2339240:Y8SPCGYJ 2405685:2P79XJ32 2405685:5BZQCFZR 2405685:ANBB56PV}, keywords = {Systems Framework, ⛔ No DOI found}, pages = {47}, } @article{pritchett_randomizing_2019, title = {Randomizing {Development}: {Method} or {Madness}?}, abstract = {An important argument for the increased use of randomized control trial methods in development is that the evidence from these studies will encourage the uptake of effective programs and projects (both through discouraging ineffective projects and improving design of new projects) and this will lead to reduced poverty and improved human well-being. However, cross-national evidence shows that the four-fold transformation of national development, to higher productivity economies, to more responsive states, the more capable organizations and administration and to more equal social treatment produces gains in poverty and human well-being that are orders of magnitude bigger than the best that can be hoped from better programs. Arguments that RCT research is a good (much less “best”) investment depend on both believing in an implausibly low likelihood that non-RCT research can improve progress national development and believing in an implausibly large likelihood that RCT evidence improves outcomes.}, language = {en}, author = {Pritchett, Lant}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9MD7M5KH 2447227:RULPAH4C}, keywords = {⛔ No DOI found}, pages = {32}, } @misc{pritchett_risks_2018, type = {Center for {Global} {Development}}, title = {The {Risks} of {Dangerous} {Dashboards} in {Basic} {Education}}, url = {https://www.cgdev.org/publication/risks-dangerous-dashboards-in-basic-education}, abstract = {Many countries’ systems of basic education are in “stall” condition. A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and contains information on whether individuals can answer simple arithmetic questions. Figure 1, showing the relationship between the level of schooling and the probability of answering a typical question correctly, has two shocking results.}, language = {en}, urldate = {2022-10-03}, author = {Pritchett, Lant}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WSRJUJ6P 2405685:P73TZVX8 4656463:5YUF223J}, } @techreport{pritchett_risks_2014, address = {Helsinki}, title = {The risks to education systems from design mismatch and global isomorphism}, url = {https://www.wider.unu.edu/sites/default/files/wp2014-039.pdf}, number = {WIDER Working Paper 2014/039}, institution = {World Institute for Development Economics Research}, author = {Pritchett, Lant}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HX4SEQAP 2405685:NJSELUEX}, } @techreport{pritchett_research_2015, type = {working paper}, title = {Research on {Improving} {Systems} of {Education} ({RISE}): {Creating} {Education} {Systems} {Coherent} for {Learning} {Outcomes}: {Making} the {Transition} from {Schooling} to {Learning}}, url = {https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/RISE_WP-005_Pritchett_1.pdf}, number = {RISE-­WP-­15/005}, urldate = {2018-03-28}, author = {Pritchett, L.}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MYBSZSWU 2405685:9UFDN67Z 261495:XF7ZTBDH}, keywords = {IMPORT\_FROM\_DFID\_RITE}, } @misc{principles_for_digital_development_tangerine_2014, title = {Tangerine: {Mobile} {Assessments} {Made} {Easy}}, shorttitle = {Tangerine}, url = {https://digitalprinciples.org/es/resource/tangerine-mobile-assessments-made-easy/}, abstract = {Overview Tangerine is an open source software application initially designed to collect and analyze reading and mathematics assessment data in primary schools (typically grades one through four), most commonly in low-income countries. Data collectors use the Tangerine platform on mobile devices like tablets and smartphones to administer the Early Grade Reading Assessment (EGRA) and Early […]}, language = {es-ES}, urldate = {2022-07-01}, journal = {Principles for Digital Development}, author = {{Principles for Digital Development}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QEIGLPYR 2486141:M9GDVCTE}, } @techreport{price_inclusive_2018, title = {Inclusive and special education approaches in developing countries}, url = {https://assets.publishing.service.gov.uk/media/5c6ac403ed915d4a39787401/373_Inclusive_and_Special_Education_Approaches.pdf}, language = {en}, institution = {Institute of Development Studies}, author = {Price, Roz}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7AUCVAJC 2405685:ICKQU7NT}, keywords = {⛔ No DOI found}, pages = {20}, } @article{price_making_2011, title = {Making a difference with smart tablets}, volume = {39}, number = {1}, journal = {Teacher Librarian}, author = {Price, Amy}, year = {2011}, note = {00017 KerkoCite.ItemAlsoKnownAs: 2129771:4Y6MYCNP 2405685:L7LER484}, keywords = {⛔ No DOI found}, pages = {31--34}, } @article{prew_using_2010, title = {Using {School} {Performance} {Data} to {Drive} {School} and {Education} {District} {Office} {Accountability} and {Improvement}: {The} {Case} of {Ghana}}, volume = {38}, issn = {1741-1432, 1741-1440}, shorttitle = {Using {School} {Performance} {Data} to {Drive} {School} and {Education} {District} {Office} {Accountability} and {Improvement}}, url = {http://journals.sagepub.com/doi/10.1177/1741143210379057}, doi = {10.1177/1741143210379057}, abstract = {Distance-education delivery through interactive television (ITV) is an effective means of providing instruction to learners. There are many advantages, such as the ability to provide immediate feedback and personal participation. To be effective, however, ITV requires structured planning and development, making the use of instructional design principles imperative. The following recommendations are made for training teachers about ITV: (1) provide an overview of the technology and how it works; (2) provide hands-on guided practice; (3) incorporate effective elements of instruction; (4) conduct periodic follow-up inservice training; (5) train with teachers who volunteer; (6) establish the amount of time needed to prepare and teach ITV courses; (7) provide experiences with other faculty members; (8) incorporate strategies for adding visual components to audio courses; and (9) use strategies that encourage group cohesion and student motivation. Teachers must adapt instruction to meet the varied needs of students, as both teachers and students adjust to the demands of the medium. (SLD)}, language = {en}, number = {6}, urldate = {2020-03-10}, journal = {Educational Management Administration \& Leadership}, author = {Prew, Martin and Quaigrain, Kenneth}, month = nov, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1741143210379057 2339240:9TECQ3XW 2339240:B69V3DI4 2339240:I36JR8HH 2339240:KFCB2CF4 2339240:P3P7F6JT 2339240:WQMTDPZY 2405685:T9RRA5JY}, keywords = {Delivery Systems, Distance Education, Educational Planning, Educational Technology, Educational Television, Feedback, Graduate Study, Higher Education, Information Transfer, Instructional Design, Instructional Effectiveness, Interactive Television, Student Motivation, Teacher Attitudes, Teacher Education, Teaching Methods, Technological Advancement, Telecourses, Training, search\_string\_27b}, pages = {728--744}, } @techreport{presidents_office_regional_administration_and_local_government_pre-primary_2016, title = {Pre-primary, primary and secondary education statistics in brief}, url = {https://s3-eu-west-1.amazonaws.com/s3.sourceafrica.net/documents/118112/Tanzania-Pre-Primary-Primary-and-Secondary.pdf}, urldate = {2020-11-18}, institution = {The United Republic of Tanzania}, author = {{President's Office, Regional Administration and Local Government}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8P6JZQ3I 2405685:G4RMGCYT}, } @inproceedings{preciado-babb_incorporating_2012, title = {Incorporating the {iPad} in the mathematics classroom}, doi = {10.1109/educon.2012.6201195}, booktitle = {Global {Engineering} {Education} {Conference} ({EDUCON}), 2012 {IEEE}}, publisher = {IEEE}, author = {Preciado-Babb, AP}, year = {2012}, note = {00006 shortDOI: 10/gf62hj KerkoCite.ItemAlsoKnownAs: 10/gf62hj 2129771:ZELCHDIM 2405685:NQAMVVPS}, pages = {1--5}, } @article{prasad_unfamiliar_2018, title = {Unfamiliar technology: {Reaction} of international students to blended learning}, volume = {112}, url = {https://reader.elsevier.com/reader/sd/pii/S0360131518300757?token=5981A38C256276CCA57B9CFDF81FF05DC0F7F99C48ABB052640F0585BD5D9FB11BED0363B2F5B96C5F042005BCE67364}, doi = {10.1016/j.compedu.2018.03.016}, language = {en}, urldate = {2020-07-18}, journal = {Computers \& Education}, author = {Prasad, P.W.C. and Angelika, Maag and Redestowicz, Margaret and Hoe, Lau Siong}, year = {2018}, doi = {10.1016/j.compedu.2018.03.016}, note = {shortDOI: 10/gdmg97 KerkoCite.ItemAlsoKnownAs: 10/gdmg97 2405685:HHQ58WFJ}, pages = {92--103}, } @misc{praill_navitas_2018, title = {Navitas {Ventures} releases {Global} {EdTech} {Ecosystems} 1.0 – {Navitas} {Insights}}, url = {https://insights.navitas.com/navitas-ventures-releases-global-edtech-ecosystems-1-0/}, language = {en-US}, urldate = {2022-12-09}, author = {Praill, Tim}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UULA5GNW 2405685:LKBLYR4T}, } @incollection{pradhan_impact_2018, address = {Singapore}, title = {Impact of {Education} on {Labour} {Market} {Outcomes} in {Rural} and {Urban} {India}}, isbn = {9789811314148}, url = {https://doi.org/10.1007/978-981-13-1414-8_8}, abstract = {This paper examines the returns to education with respect to three labour market outcomes namely wages, employment and occupation using the National Sample Survey Office (NSSO) 68th round (2011–12) data. Wage equation (without selection bias) results point to the fact that returns to education increase at an increasing rate as the level of education increases and the impact of education is found relatively higher in the case of urban than rural areas. In case of employment, the study finds that compared to illiterates, the chances of higher educated people going to agriculture sector is less. This is true even in the case of rural areas whereas the interactive variable (education with rural dummy) is found negatively associated with employment in agriculture sector. Occupation results suggest that there is a strong association between higher education (under graduate and graduate and above) with professional occupations and less with agriculture and fishery and unskilled occupations, suggesting the need for improving education and creating quality employment opportunities in the rural areas that may help in arresting the growing urban burden.}, language = {en}, urldate = {2021-06-23}, booktitle = {Reflecting on {India}’s {Development}: {Employment}, {Skill} and {Health}}, publisher = {Springer}, author = {Pradhan, K. C. and Parida, P. C. and Sarangi, Tapas}, editor = {{NILERD}}, year = {2018}, doi = {10.1007/978-981-13-1414-8_8}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-13-1414-8\_8 2339240:22I8PCDJ 2405685:8FWZU7FX}, keywords = {Education, Employment, India, Occupation, Urban-rural gap, Wages}, pages = {153--174}, } @article{power_english_2012, title = {English in action: school based teacher development in {Bangladesh}}, volume = {23}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539}, doi = {10.1080/09585176.2012.737539}, language = {en}, number = {4}, urldate = {2020-05-15}, journal = {The Curriculum Journal}, author = {Power, Tom and Shaheen, Robina and Solly, Mike and Woodward, Clare and Burton, Sonia}, month = dec, year = {2012}, note = {shortDOI: 10/gftr33 KerkoCite.ItemAlsoKnownAs: 10/gftr33 2405685:2298G5YZ}, keywords = {C:Bangladesh}, pages = {503--529}, } @article{power_english_2012, title = {English in action: school based teacher development in {Bangladesh}}, volume = {23}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539}, doi = {10.1080/09585176.2012.737539}, language = {en}, number = {4}, urldate = {2020-05-15}, journal = {The Curriculum Journal}, author = {Power, Tom and Shaheen, Robina and Solly, Mike and Woodward, Clare and Burton, Sonia}, month = dec, year = {2012}, note = {shortDOI: 10/gftr33 KerkoCite.ItemAlsoKnownAs: 10/gftr33 2405685:2298G5YZ}, keywords = {C:Bangladesh}, pages = {503--529}, } @article{power_english_2012, title = {English in action: school based teacher development in {Bangladesh}}, volume = {23}, issn = {1469-3704}, shorttitle = {English in action}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539}, doi = {10.1080/09585176.2012.737539}, abstract = {In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some confidence by Government development agencies, such as the UK Department for International Development (DFID). SBTD has a long history stemming from ideas of school-based curriculum development, which underlay the ideas on teacher-as-researcher, and is typically advocated in the developed world based on a view of the teacher as a professional. How might such notions play out, and to what effect, in LEDC contexts? This article examines the issues at stake in introducing SBTD in LEDCs, by examining: the nature of the evidence for various forms of teacher development, the nature of SBTD in particular and the evidence for its effectiveness. The latter issues will be illustrated through examination of English in Action (EIA, www.eiabd.com), a large-scale SBTD programme for primary and secondary English language (EL) teachers serving government schools across Bangladesh.}, language = {en}, number = {4}, urldate = {2022-08-23}, journal = {The Curriculum Journal}, author = {Power, Tom and Shaheen, Robina and Solly, Mike and Woodward, Clare and Burton, Sonia}, year = {2012}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1080/09585176.2012.737539 KerkoCite.ItemAlsoKnownAs: 10.1080/09585176.2012.737539 2339240:VTZ8NAVX 2405685:U3Z382B7}, keywords = {Bangladesh, English in Action, School Based Teacher Development, technologies}, } @techreport{power_eia_2017, address = {Dhaka, Bangladesh}, title = {{EIA} {School}-based teachers development}, institution = {English In Action}, author = {Power, Tom and McCormick, Robert and Eyres, Ian}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U389PI47 2405685:GRPSWZKB}, } @misc{power_quasi-experimental_2017, type = {Other}, title = {A {Quasi}-{Experimental} {Study} of the {Classroom} {Practices} of {English} {Language} {Teachers} and the {English} {Language} {Proficiency} of {Students}, in {Primary} and {Secondary} {Schools} in {Bangladesh}}, url = {http://www.eiabd.com/publications/research-publications/qe-qs-studies.html}, abstract = {English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study. The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts. Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers. The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts.}, language = {en}, urldate = {2022-08-23}, author = {Power, Tom and McCormick, Robert and Asbeek-Brusse, Elsbeth}, year = {2017}, note = {Place: Dhaka, Bangladesh Publisher: English in Action (EIA) KerkoCite.ItemAlsoKnownAs: 2339240:5ASMY75P 2405685:GJV2BMAG}, } @inproceedings{power_evidence-based_2019, title = {Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities}, copyright = {https://creativecommons.org/licenses/by-sa/4.0/}, url = {http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y}, language = {EN}, publisher = {Commonwealth of Learning (COL)}, author = {Power, Tom and Hedges, C and McCormick, R and Rahman, S}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6ETY8HWG 2405685:26U2C9E5 2405685:FV3V5JDR 2405685:U22CW5TA 2534378:3GHKQTE7}, keywords = {C:Poor and marginalised communities, ⛔ No DOI found}, } @incollection{power_approaches_2019, address = {London}, title = {Approaches to teacher professional development in low-to-middle-income countries}, url = {https://bit.ly/3r82ePY}, abstract = {This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design.}, booktitle = {Sustainable {English} language teacher development at scale: lessons from {Bangladesh}}, publisher = {Bloomsbury Academic}, author = {Power, Tom}, year = {2019}, note = {Extra URL: http://oro.open.ac.uk/57052/ KerkoCite.ItemAlsoKnownAs: 2339240:D5ABKQWT 2405685:5G9NIHEU 2405685:KJGDVY5F 2405685:P8GU4VUJ 2405685:W9CSF5TT 2534378:3KFFQRC7 2534378:RSWZTN7D}, keywords = {Important, Read}, pages = {47--65}, } @techreport{power_educational_2014, title = {Educational {Technology} {Topic} {Guide}}, shorttitle = {{EdTech} {Topic} {Guide}}, url = {http://www.heart-resources.org/topic/educational-technology/}, urldate = {2014-10-20}, institution = {Health and Education Advice Resource Team}, author = {Power, Tom}, collaborator = {Gater, Rosalind and Grant, Catherine and Winters, Niall}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:U82KRZAA 2405685:2H3AHYUN 2405685:9CIM8GVA}, keywords = {CitedIn:OER4Schools-HHH3, Important, lit review}, } @incollection{power_new_2012, address = {London, UNITED KINGDOM}, title = {The 'new' new technology: {Exploiting} the potential of mobile communications and open educational resources}, isbn = {978-1-136-20580-4}, url = {http://ebookcentral.proquest.com/lib/cam/detail.action?docID=1024661}, urldate = {2020-08-06}, booktitle = {Teacher {Education} and the {Challenge} of {Development}: {A} {Global} {Analysis}}, publisher = {Taylor \& Francis Group}, author = {Power, Tom}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NJMUBYRW}, keywords = {Economic development -- Effect of education on -- Developing countries., Teachers -- Training of -- Developing countries., Teaching -- Developing countries.}, } @techreport{power_evaluation_2017, title = {An {Evaluation} of {Computer} {Aided} {Learning} ({BRAC}-{CAL}) in {Secondary} {Schools} in {Bangladesh}.}, url = {http://oro.open.ac.uk/57054/}, number = {73}, institution = {BRAC Research and Evaluation Division}, author = {Power, T and Babu, R and Chowdhury, T}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HY6ESF47 2405685:7BA7PQLP}, } @article{power_redistribution_2012, title = {From redistribution to recognition to representation: social justice and the changing politics of education}, volume = {10}, url = {https://www.tandfonline.com/doi/abs/10.1080/14767724.2012.735154}, doi = {10.1080/14767724.2012.735154}, number = {4}, journal = {Globalisation, Societies and Education}, author = {Power, Sally}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14767724.2012.735154 2339240:HPL47QPI 2405685:5AUSY5FM}, pages = {473--492}, } @article{powell_effects_2010, title = {Effects of an {Early} {Literacy} {Professional} {Development} {Intervention} on {Head} {Start} {Teachers} and {Children}}, volume = {102}, doi = {10.1037/a0017763}, number = {2}, journal = {Journal of Educational Psychology}, author = {Powell, Douglas and Diamond, Karen and Burchinal, Margaret}, year = {2010}, note = {shortDOI: 10/cgt5m7 KerkoCite.ItemAlsoKnownAs: 10.1037/a0017763 10/cgt5m7 2405685:BYGJSXSA}, } @techreport{pouezevara_scaling_2019, title = {Scaling {Access} \& {Impact}: {Realizing} the {Power} of {EdTech}}, url = {https://ierc-publicfiles.s3.amazonaws.com/public/resources/Scaling_Access_Impact_Realizing_Power_of_%20EdTech.pdf}, urldate = {2021-05-21}, institution = {Omidyar Network}, author = {Pouezevara, Sarah and Valdivia, Ignacio Jara and Michalec, Mike and Amalia, Talitha and Fleischmann, Sybille}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GZZQHMNZ 2405685:CAXD8U9H}, } @techreport{pouezevara_uganda_2019, title = {Uganda {Impact} {Study} {Report}}, url = {https://shared.rti.org/content/uganda-impact-study-report-tangerinecoach}, urldate = {2022-08-22}, institution = {RTI International}, author = {Pouezevara, Sarah and Brunette, Tracy and Jordan, Rachel and Nakyejwe, Deborah}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8WCG9GLK 2405685:39FUDM2P}, } @inproceedings{pouezevara_revisiting_2015, title = {Revisiting the ‘m’ in m-learning: {Making} the most of mobile environments for teaching and learning in developing countries}, shorttitle = {Revisiting the ‘m’ in m-learning}, url = {https://www.learntechlib.org/primary/p/152173/}, abstract = {Educational innovations in developing countries are expanding due to pressure to achieve quality outcomes at scale and changing markets, where mobile devices are increasingly affordable. m-Learning as a concept has existed prior to the acceleration of these forces, but has gained increasing attention because of them. Growth in mobile phone ownership in developing countries has made mobile-phone enabled education (a form of e-learning) commonplace in formal and informal education. This paper draws on a broad review of existing m-learning programs to illustrate how instructional strategies...}, language = {en}, urldate = {2021-08-13}, publisher = {Association for the Advancement of Computing in Education (AACE)}, author = {Pouezevara, Sarah}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RG9QU4C7 2405685:Z75LSJUL}, pages = {1350--1360}, } @book{poth_innovation_2018, title = {Innovation in {Mixed} {Methods} {Research}: {A} {Practical} {Guide} to {Integrative} {Thinking} with {Complexity}}, isbn = {978-1-5264-5373-0}, shorttitle = {Innovation in {Mixed} {Methods} {Research}}, abstract = {Explaining both why and how to use mixed methods for discovering solutions to complex research problems, this guide gives readers the tools to adapt approaches to suit their own research conditions. Written in a warm, encouraging tone and packed with helpful diagrams and visual organizers, it provides an easy-to-follow map to the mixed methods process, covering everything from ‘what is mixed methods research?’ to framing, integrating, and describing a complexity-sensitive mixed methods approach. Features include: Key questions to navigate the important concepts of each chapter Practice alerts to provide practical tips on working in the field Chapter check-ins to assess development of key skills Further reading to expand and deepen knowledge of mixed methods practices An annotated glossary to get to grips with foundational terms and revise for exams Supported throughout by real-world examples and advice from the author and other mixed methods experts, this book helps readers succeed in their projects and think innovatively about the methods they use.}, language = {en}, publisher = {SAGE Publications Limited}, author = {Poth, Cheryl N.}, month = oct, year = {2018}, note = {Google-Books-ID: 661vDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:4UFUNNYC 2339240:LGF86DD7 2405685:GYD8JF6F}, keywords = {Reference / Research, Social Science / Methodology}, } @article{porter_blended_2014, title = {Blended learning in higher education: {Institutional} adoption and implementation}, volume = {75}, issn = {0360-1315}, shorttitle = {Blended learning in higher education}, url = {http://www.sciencedirect.com/science/article/pii/S0360131514000451}, doi = {10.1016/j.compedu.2014.02.011}, abstract = {Relatively little of the current research on blended learning (BL) addresses institutional adoption issues. Additional research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. The authors conducted a prior study in which they proposed a framework for institutional BL adoption (Graham, Woodfield, \& Harrison, 2012), identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. The current study applies this adoption framework to 11 U. S. institutions participating in a Next Generation Learning Challenge (NGLC) grant and attempting to transition from an awareness/exploration of BL to the adoption/early implementation phase. The study also compares U.S. institutional strategy, structure, and support approaches to BL adoption and identifies patterns and distinctions.}, language = {en}, urldate = {2020-07-20}, journal = {Computers \& Education}, author = {Porter, Wendy W. and Graham, Charles R. and Spring, Kristian A. and Welch, Kyle R.}, month = jun, year = {2014}, note = {shortDOI: 10/f524zd KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2014.02.011 10/f524zd 2405685:RV5CZZHV}, keywords = {Distance education and telelearning, Post-secondary education, Teaching/learning strategies}, pages = {185--195}, } @techreport{popova_teacher_2018, title = {Teacher {Professional} {Development} around the {World}: {The} {Gap} between {Evidence} and {Practice}}, shorttitle = {Teacher {Professional} {Development} around the {World}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-8572}, language = {EN}, urldate = {2020-05-15}, institution = {World Bank}, author = {Popova, Anna and Evans, David K. and Breeding, Mary E. and Arancibia, Violeta}, month = aug, year = {2018}, doi = {10.1596/1813-9450-8572}, note = {shortDOI: 10/ghgngf KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8572 10/ghgngf 2339240:XS7TPHW4 2405685:RJX4M8AM 2405685:SQ5CWK8Q 2486141:U6AFHNPF}, keywords = {C:Low- and middle-income countries}, } @book{popova_training_2016, series = {Policy {Research} {Working} {Papers}}, title = {Training {Teachers} on the {Job}: {What} {Works} and {How} to {Measure} {It}}, shorttitle = {Training {Teachers} on the {Job}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7834}, language = {en}, urldate = {2020-05-16}, publisher = {World Bank}, author = {Popova, Anna and Evans, David K. and Arancibia, Violeta}, month = sep, year = {2016}, doi = {10.1596/1813-9450-7834}, note = {shortDOI: 10/gftsst KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7834 10/gftsst 2339240:C3T3XHZP 2405685:9TQFMR8Y}, keywords = {C:Low- and middle-income countries}, } @techreport{pope_playbook_2019, title = {Playbook: {Government} as {Platform}}, shorttitle = {Playbook}, url = {https://ash.harvard.edu/publications/playbook-government-platform}, author = {Pope, Richard}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R7R7PJV9 2405685:EEWJPVKT 4656463:EKD46ZDX}, } @techreport{polonetsky_student_2014, title = {Student data: {Trust}, transparency, and the role of consent}, shorttitle = {Student data}, institution = {Future of Privacy Forum (FPF)}, author = {Polonetsky, Jules and Jerome, Joseph}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FEQJ64GR 2405685:TDSJ46XQ}, keywords = {⛔ No DOI found}, } @article{polly_reexamining_2010, title = {Reexamining technology’s role in learner-centered professional development}, volume = {58}, issn = {1556-6501}, url = {https://doi.org/10.1007/s11423-009-9146-5}, doi = {10.1007/s11423-009-9146-5}, abstract = {The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.}, language = {en}, number = {5}, urldate = {2020-08-12}, journal = {Educational Technology Research and Development}, author = {Polly, Drew and Hannafin, Michael J.}, month = oct, year = {2010}, note = {shortDOI: 10/fwd4wz KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9146-5 10/fwd4wz 2405685:E28QZPQQ}, pages = {557--571}, } @article{polly_reexamining_2010, title = {Reexamining technology’s role in learner-centered professional development}, volume = {58}, issn = {1556-6501}, url = {http://galleries.lakeheadu.ca/uploads/4/0/5/9/4059357/technologys_role_in_pd.pdf}, doi = {10.1007/s11423-009-9146-5}, abstract = {The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.}, language = {en}, number = {5}, urldate = {2020-08-12}, journal = {Educational Technology Research and Development}, author = {Polly, Drew and Hannafin, Michael J.}, month = oct, year = {2010}, note = {Extra URL: https://doi.org/10.1007/s11423-009-9146-5 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9146-5 2339240:F24I3ZNF 2405685:87VETGDX}, } @article{pollitt_method_2012, title = {The method of {Adaptive} {Comparative} {Judgement}}, volume = {19}, issn = {0969-594X}, url = {https://doi.org/10.1080/0969594X.2012.665354}, doi = {10.1080/0969594X.2012.665354}, abstract = {Adaptive Comparative Judgement (ACJ) is a modification of Thurstone’s method of comparative judgement that exploits the power of adaptivity, but in scoring rather than testing. Professional judgement by teachers replaces the marking of tests; a judge is asked to compare the work of two students and simply to decide which of them is the better. From many such comparisons a measurement scale is created showing the relative quality of students’ work; this can then be referenced in familiar ways to generate test results. The judges are asked only to make a valid decision about quality, yet ACJ achieves extremely high levels of reliability, often considerably higher than practicable operational marking can achieve. It therefore offers a radical alternative to the pursuit of reliability through detailed marking schemes. ACJ is clearly appropriate for performances like writing or art, and for complex portfolios or reports, but may be useful in other contexts too. ACJ offers a new way to involve all teachers in summative as well as formative assessment. The model provides strong statistical control to ensure quality assessment for individual students. This paper describes the theoretical basis of ACJ, and illustrates it with outcomes from some of our trials.}, number = {3}, urldate = {2022-06-24}, journal = {Assessment in Education: Principles, Policy \& Practice}, author = {Pollitt, Alastair}, month = aug, year = {2012}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/0969594X.2012.665354 KerkoCite.ItemAlsoKnownAs: 10.1080/0969594X.2012.665354 2339240:DVE7RJRI 2405685:2658RB3T}, keywords = {Space, scale and languages: identity construction of cross-boundary students in a multilingual university in Hong Kong, The method of Adaptive Comparative Judgement, assessment methods, judgement, marking, reliability}, pages = {281--300}, } @techreport{policy_planning_research_and_communication_division_governmen_of_papua_new_guinea_report_2012, title = {Report on the {Implementation} of the {Tuition} {Fee} {Free} ({TFF}) {Report}}, url = {https://www.education.gov.pg/documents/TFF%20Policy%20Report.pdf}, urldate = {2022-11-13}, author = {{Policy, Planning, Research and Communication Division, Governmen of Papua New Guinea}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CQSEJWFX}, } @article{poirier_spotlight_2019, title = {A {Spotlight} on {Lack} of {Evidence} {Supporting} the {Integration} of {Blended} {Learning} in {K}-12 {Education}: {A} {Systematic} {Review}}, volume = {11}, copyright = {Access limited to members}, issn = {1941-8647}, shorttitle = {A {Spotlight} on {Lack} of {Evidence} {Supporting} the {Integration} of {Blended} {Learning} in {K}-12 {Education}}, url = {https://www.igi-global.com/article/a-spotlight-on-lack-of-evidence-supporting-the-integration-of-blended-learning-in-k-12-education/236079}, doi = {10.4018/IJMBL.2019100101}, language = {en}, number = {4}, urldate = {2020-07-18}, journal = {International Journal of Mobile and Blended Learning (IJMBL)}, author = {Poirier, Mark and Law, Jeremy M. and Veispak, Anneli}, year = {2019}, note = {Publisher: IGI Global shortDOI: 10/ghgn4q KerkoCite.ItemAlsoKnownAs: 10/ghgn4q 2405685:VPKA2Y2U}, pages = {1--14}, } @misc{pocinki_social_2017, title = {Social skills matter, but how do we measure and grow them in the classroom?}, url = {https://www.brookings.edu/blog/social-mobility-memos/2017/06/02/social-skills-matter-but-how-do-we-measure-and-grow-them-in-the-classroom/}, abstract = {Most researchers and parents agree that effective social and emotional skills are essential to a child’s development and success as an adult. But how much do we know about these skills, how to meas…}, language = {en-US}, urldate = {2020-01-13}, journal = {Brookings}, author = {Pocinki, Allegra and Reeves, Richard V.}, month = jun, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CVDKETAH 2339240:QQU5KEGG 2405685:BHUQXSDN 2405685:CB5U3YZ7 BHUQXSDN CVDKETAH}, } @techreport{plaut_bringing_2015, address = {Washington, D.C.}, title = {Bringing {Learning} to {Light}: {The} {Role} of {Citizen}-{Led} {Assessments} in {Shifting} the {Education} {Agenda}}, shorttitle = {Bringing {Learning} to {Light}}, url = {https://r4d.org/resources/bringing-learning-light-role-citizen-led-assessments-shifting-education-agenda/}, abstract = {"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained}, language = {en-US}, urldate = {2020-07-06}, institution = {Results for Development}, author = {Plaut, Daniel and Jamieson Eberhardt, Molly}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WNM4VGH5 2405685:8N72DLST 2405685:9ARZFX56}, } @book{plano_clark_mixed_2015, title = {Mixed methods research: {A} guide to the field}, volume = {3}, isbn = {1-4833-4713-3}, url = {https://us.sagepub.com/en-us/nam/mixed-methods-research/book241462}, publisher = {Sage Publications}, author = {Plano Clark, Vicki L. and Ivankova, Nataliya V.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2INJ8RSM 2405685:VBAN9UA4}, } @techreport{plan_international_uk_left_2019, title = {Left out, left behind: adolescent girls’ secondary education in crises}, url = {https://www.planinternational.nl/uploaded/2019/06/Left-out-Left-behind-report.pdf?x65987}, urldate = {2021-10-03}, author = {{Plan International UK}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZBUBLI5A 2405685:PRP5JTIX}, } @techreport{plan_international_ebola_2015, title = {Ebola: beyond the health emergency}, url = {https://www.plan.ie/wp-content/uploads/2015/03/GLO-Ebola-Final-IO-Eng-Feb15.pdf}, language = {EN}, institution = {Plan International}, author = {Plan International}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F57ZHP2V 2339240:WVDVNVSN 2405685:EFDBLXYH 2405685:GKT9E9YG}, } @techreport{plan_international_education_2016, title = {Education {Needs} {Assessment} {Report} - {Sierra} {Leone}}, author = {Plan International}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FPBLY982 2486141:T8M7TVMD}, } @inproceedings{pixel_comparative_2015, address = {Florence, Italy}, title = {A comparative study of blended learning versus traditional teaching in middle school science}, isbn = {978-88-6292-620-1}, url = {https://books.google.com.pk/books?hl=en&lr=&id=5-fVCgAAQBAJ&oi=fnd&pg=PA436&dq=blended+learning+Pakistan+school&ots=p0qAsr5udJ&sig=mHbqpwVXE27V5MhA9xBi05l4jpg&redir_esc=y#v=onepage&q=blended%20learning%20Pakistan%20school&f=false}, language = {en}, publisher = {libreriauniversitaria.it Edizioni}, author = {Pixel}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T8SG7GWJ 2405685:KNI5GMUJ}, keywords = {Education / Philosophy, Theory \& Social Aspects}, } @inproceedings{pittarello_castor_2012, title = {{CASTOR}: learning to create context-sensitive and emotionally engaging narrations in-situ}, booktitle = {Proceedings of the 11th {International} {Conference} on {Interaction} {Design} and {Children}}, publisher = {ACM}, author = {Pittarello, Fabio and Bertani, Luca}, year = {2012}, note = {00003 KerkoCite.ItemAlsoKnownAs: 2129771:HAUJKVS3 2405685:ATM9LKLU}, keywords = {⛔ No DOI found}, pages = {1--10}, } @article{pitchford_interactive_2018, title = {Interactive {Apps} {Promote} {Learning} of {Basic} {Mathematics} in {Children} {With} {Special} {Educational} {Needs} and {Disabilities}}, volume = {9}, issn = {1664-1078}, url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00262/full}, doi = {10.3389/fpsyg.2018.00262}, abstract = {Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few studies have measured extent of learning for SEND pupils when using interactive apps, so it has yet to be determined if this technology is effective at raising attainment for these pupils. We report the first observational study of a group of 33 pupils with SEND from two primary schools in Malawi that are implementing a new digital technology intervention which uses touch-screen tablets to deliver interactive apps designed to teach basic mathematical skills. The apps contain topics that align to the national curriculum. To assess learning gains, rate of progress (minutes per topic) for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression revealed extent of disability significantly predicted progress rate. Further exploratory correlations revealed pupils with moderate to severe difficulties with hearing and/or language made slower progress through the apps than those with greater functionality in these two domains because the use of verbal instructions within the apps limited their capacity to learn. This original quantitative analysis demonstrates that interactive apps can raise learning standards in pupils with SEND but may have limited utility for pupils with severe difficulties. Software modifications are needed to address specific areas of difficulty preventing pupils from progressing.}, language = {English}, urldate = {2020-12-10}, journal = {Frontiers in Psychology}, author = {Pitchford, Nicola J. and Kamchedzera, Elizabeth and Hubber, Paula J. and Chigeda, Antonie L.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2018.00262 2339240:DUN6JGMK 2339240:UQ8D45IR 2405685:7WAJ6HEZ 2405685:JSQPF627}, keywords = {Interactive apps, Mathematics, Special educational needs and disabilities, primary school, tablet technology}, } @article{pitchford_interactive_2019, title = {Interactive apps prevent gender discrepancies in early‐grade mathematics in a low‐income country in sub‐{Sahara} {Africa}}, volume = {22}, url = {https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12864}, number = {5}, urldate = {2021-01-19}, journal = {Developmental Science}, author = {Pitchford, Nicola J. and Chigeda, Antonie and Hubber, Paula J.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IDAICQ4J 2405685:DUCHF4J8}, keywords = {⛔ No DOI found}, pages = {1--14}, } @article{pitchford_interactive_2019, title = {Interactive apps prevent gender discrepancies in early-grade mathematics in a low-income country in sub-{Saharan} {Africa}}, volume = {22}, copyright = {© 2019 The Authors. Developmental Science Published by John Wiley \& Sons Ltd.}, issn = {1467-7687}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12864}, doi = {10.1111/desc.12864}, abstract = {Globally, gender differences are reported in the early acquisition of reading and mathematics as girls tend to outperform boys in reading, whereas boys tend to outperform girls in mathematics. This can have long-term impact resulting in an under-representation of girls in Science, Technology, Engineering and Mathematics subjects. Recent research suggests that sociocultural factors account for differences across genders in the acquisition of these foundational skills. In this study, we investigated whether a new technology-based intervention, that included activities accessible to both boys and girls, can reduce gender differences from emerging during the early primary school years. The novel instructional method used in this study employed apps developed by onebillion© delivered individually through touch-screen tablets. Over a series of experiments conducted in Malawi, a low-income country in sub-Sahara Africa, we found that when children were exposed to standard pedagogical practice typical gender differences emerged over the first grade (Experiment 1). In contrast, boys and girls learnt equally well with the new interactive apps designed to support the learning of mathematics (Experiment 2) and reading (Experiment 3). When implemented at the start of primary education, before significant gender discrepancies become established, this novel technology-based intervention can prevent significant gender effects for mathematics. These results demonstrate that different instructional practices influence the emergence of gender disparities in early mathematics. Digital interventions can mitigate gender differences in countries where standard pedagogical instruction typically hinders girls from acquiring early mathematical skills at the same rate as boys. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=55x-6hhAY9M\&feature=youtu.be}, language = {en}, number = {5}, urldate = {2020-03-30}, journal = {Developmental Science}, author = {Pitchford, Nicola J. and Chigeda, Antonie and Hubber, Paula J.}, year = {2019}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.12864 shortDOI: 10/gf62gt KerkoCite.ItemAlsoKnownAs: 10.1111/desc.12864 10/gf62gt 2339240:EKD2MTYC 2339240:N2E537Q2 2339240:YWPSSQ8L 2405685:7V9ZSCAY 2405685:HVQMEY57 2405685:LTX7M323}, keywords = {education, gender inequity, mathematics, reading, tablet technology}, pages = {1--14}, } @article{pitchford_development_2015, title = {Development of early mathematical skills with a tablet intervention: a randomized control trial in {Malawi}}, volume = {6}, issn = {1664-1078}, shorttitle = {Development of early mathematical skills with a tablet intervention}, url = {http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00485/abstract}, doi = {10.3389/fpsyg.2015.00485}, abstract = {Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage.}, language = {English}, urldate = {2015-04-28}, journal = {Frontiers in Psychology}, author = {Pitchford, Nicola J.}, year = {2015}, note = {shortDOI: 10/f7chs2 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00485 10/f7chs2 2129771:JKQZXRI4 2339240:9JLFSKL8 2339240:JBNHVDFI 2339240:T5JKI3Z2 2339240:VHWCDGSL 2339240:XG5MYJGE 2405685:FRZ847WF 2405685:GQ3CW5G9 2405685:ILEWWQGE 2405685:KZAT29AX 2405685:PT9BHI7C 2405685:VDSNMXIP}, keywords = {Evaluation, Mathematics, Tablets, Technology, \_\_\_working\_potential\_duplicate, intervention, primary school, randomized control trial}, pages = {485}, } @techreport{pitchford_unlocking_2014, title = {Unlocking {Talent}: {Evaluation} of a tablet-based {Masamu} intervention in a {Malawian} {Primary} {School}}, url = {https://onebillion.org.uk/downloads/unlocking-talent-final-report.pdf}, urldate = {2014-09-03}, author = {Pitchford, Nicola}, month = feb, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:LHCZDTV2 2405685:PASJQ9GL}, } @article{pisani_developing_2018, title = {Developing and validating the {International} {Development} and {Early} {Learning} {Assessment} ({IDELA})}, volume = {91}, issn = {0883-0355}, url = {https://www.sciencedirect.com/science/article/pii/S0883035518301885}, doi = {10.1016/j.ijer.2018.06.007}, abstract = {Evidence about the importance of stimulation and learning in childhood has been mounting in recent years, culminating with the inclusion of early childhood development in the 2015 Sustainable Development Goals. In following, there is a need for reliable measurement of early learning and development at local, national, and global levels. None of the existing tools designed to measure learning and development at the pre-primary level have been proven to be appropriate and feasible in diverse national contexts, as well as psychometrically rigorous. Therefore, Save the Children developed the International Development and Early Learning Assessment (IDELA) from 2011–2015. This paper presents evidence from the IDELA validation process including internal consistency, inter-rater reliability, test-retest reliability and concurrent validity.}, language = {en}, urldate = {2022-11-29}, journal = {International Journal of Educational Research}, author = {Pisani, Lauren and Borisova, Ivelina and Dowd, Amy Jo}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2018.06.007 2339240:2282V67A 2405685:Y3BWXKFI}, keywords = {Assessment, Early childhood development, Early childhood education, Learning}, pages = {1--15}, } @misc{pisa_programme_2018, title = {The {Programme} for {International} {Student} {Assessment} ({PISA})}, url = {https://www.oecd.org/pisa/publications/PISA2018_CN_ARG.pdf}, author = {PISA}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YJ8VIUGL 2405685:3H4AYIBF}, } @article{piper_identifying_2018, title = {Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides}, volume = {106}, shorttitle = {Identifying the essential ingredients to literacy and numeracy improvement}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X18300287?via%3Dihub}, doi = {10.1016/j.worlddev.2018.01.018}, journal = {World Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie and Dubeck, Margaret and Jepkemei, Evelyn and King, Simon J.}, year = {2018}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 2339240:W6C7ZW2X 2405685:53C9AZ8Q 2405685:RIK9NWV4 2534378:E5TCHLS4 2534378:QFTE8W6H}, keywords = {Africa, Literacy, Numeracy, Program evaluation, Randomized controlled trial, Reading, \_\_\_working\_potential\_duplicate}, pages = {324--336}, } @article{piper_identifying_2018, title = {Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides}, volume = {106}, shorttitle = {Identifying the essential ingredients to literacy and numeracy improvement}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X18300287?via%3Dihub}, doi = {10.1016/j.worlddev.2018.01.018}, journal = {World Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie and Dubeck, Margaret and Jepkemei, Evelyn and King, Simon J.}, year = {2018}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 2339240:W6C7ZW2X 2405685:53C9AZ8Q 2405685:RIK9NWV4 2534378:E5TCHLS4 2534378:QFTE8W6H}, keywords = {Africa, Literacy, Numeracy, Program evaluation, Randomized controlled trial, Reading, \_\_\_working\_potential\_duplicate}, pages = {324--336}, } @article{piper_does_2016, title = {Does technology improve reading outcomes? {Comparing} the effectiveness and cost-effectiveness of {ICT} interventions for early grade reading in {Kenya}}, volume = {49}, issn = {0738-0593}, shorttitle = {Does technology improve reading outcomes?}, url = {http://www.sciencedirect.com/science/article/pii/S0738059316300293}, doi = {10.1016/j.ijedudev.2016.03.006}, abstract = {Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.}, language = {en}, urldate = {2019-11-21}, journal = {International Journal of Educational Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons and Kwayumba, Dunston and Strigel, Carmen}, year = {2016}, note = {EdTechHub.Copy: 2129771:QHYYISLI shortDOI: 10/f8t8wn KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.006 10/f8t8wn 2129771:QHYYISLI 2339240:45CT95ZX 2339240:59F29QUS 2339240:AKA34H48 2339240:ERJRDYGR 2339240:JWWGS2FM 2339240:VHERHC8U 2339240:W2IRHE4N 2405685:6GPCWMKY 2405685:DH6QGZK3 2405685:DSJ268AF 2405685:HNU98RFR 2405685:NAH85KGQ 2405685:RJ64GDLT 2405685:T6BQBZK6 2405685:Y3YWXGDF 2534378:DA5UA4C3 2534378:IQ2QU9ZM 2534378:NFIYL9F6}, keywords = {Education policy, International education, Kenya, Literacy, Reading, Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457283, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {204--214}, } @article{piper_examining_2018, title = {Examining the secondary effects of mother-tongue literacy instruction in {Kenya}: {Impacts} on student learning in {English}, {Kiswahili}, and mathematics}, volume = {59}, issn = {07380593}, shorttitle = {Examining the secondary effects of mother-tongue literacy instruction in {Kenya}}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059317302225}, doi = {10.1016/j.ijedudev.2017.10.002}, language = {en}, urldate = {2022-06-11}, journal = {International Journal of Educational Development}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons and Kwayumba, Dunston and Oyanga, Arbogast}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2017.10.002 2405685:RN8DGSVY 4042040:BQCK8KIK}, pages = {110--127}, } @article{piper_teacher_2015, title = {Teacher coaching in {Kenya}: {Examining} instructional support in public and nonformal schools}, volume = {47}, issn = {0742-051X}, shorttitle = {Teacher coaching in {Kenya}}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X15000025}, doi = {10.1016/j.tate.2015.01.001}, abstract = {Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.}, urldate = {2015-03-19}, journal = {Teaching and Teacher Education}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons}, month = apr, year = {2015}, note = {shortDOI: 10/f63z7b KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.01.001 10/f63z7b 2339240:76EQG2NV 2405685:LM7EYD5E 2405685:WU59KPEH 261495:QBFNURGR}, keywords = {AWP2, C:Kenya, CitedIn:AKFC, CitedIn:OER4Schools-HHH3-B, Coaching, Instruction, Kenya, Literacy, PRIMR, professional development}, pages = {173--183}, } @article{piper_implementing_2016, title = {Implementing mother tongue instruction in the real world: {Results} from a medium-scale randomized controlled trial in {Kenya}}, volume = {60}, issn = {0010-4086}, shorttitle = {Implementing {Mother} {Tongue} {Instruction} in the {Real} {World}}, url = {https://www.journals.uchicago.edu/doi/abs/10.1086/688493}, doi = {10.1086/688493}, abstract = {Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groups—the base PRIMR program teaching literacy in English and Kiswahili and the PRIMR-MT program, which taught literacy in English, Kiswahili, and mother tongue—in two different language environments. Implementation of the MT program faced challenges because many educators were not speakers of the languages, some communities resisted mother tongue instruction, and some areas were more language heterogeneous. Effect sizes on MT literacy averaged between 0.3 and 0.6 standard deviations. The base PRIMR program also increased MT learning outcomes in some measures but had smaller effects than the PRIMR-MT program in oral reading fluency and comprehension.}, number = {4}, urldate = {2022-04-20}, journal = {Comparative Education Review}, author = {Piper, Benjamin and Zuilkowski, Stephanie S. and Ong’ele, Salome}, month = nov, year = {2016}, note = {Publisher: The University of Chicago Press KerkoCite.ItemAlsoKnownAs: 10.1086/688493 2405685:LXC5KVML 4042040:N6P4YDEN}, pages = {776--807}, } @article{piper_mathematics_2018, title = {Mathematics from the {Beginning}: {Evaluating} the {Tayari} {Preprimary} {Program}’s {Impact} on {Early} {Mathematics} {Skills}}, volume = {5}, shorttitle = {Mathematics from the {Beginning}}, number = {3}, journal = {Global Education Review}, author = {Piper, Benjamin and Sitabkhan, Yasmin and Nderu, Evangeline}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2K55E3J4 2405685:7NRLGDDC}, keywords = {⛔ No DOI found}, pages = {57--81}, } @article{piper_mathematics_2018, title = {Mathematics from the beginning: {Evaluating} the {Tayari} preprimary program’s impact on early mathematics skills}, volume = {5}, copyright = {Copyright (c) 2018 Global Education Review}, issn = {2325-663X}, shorttitle = {Mathematics from the {Beginning}}, url = {https://ger.mercy.edu/index.php/ger/article/view/434}, abstract = {Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program. Tayari is a preprimary intervention in Kenya (2014–2019) that prepares children aged four and five for entry into primary school through materials for students, training for teachers, and continuous in-classroom support. Evidence points to the long-term benefits of developing an early foundation in mathematics. The few preprimary mathematics studies in sub-Saharan Africa have not described the instructional methodology in enough detail to add to our knowledge of best practices. The Tayari methodology was built on the Kenyan government’s preprimary syllabus to produce instruction that was developmentally sequenced, linked to out-of-school experiences, and supportive of children’s number sense. Tayari is evaluated using a randomized controlled trial (RCT) and collection of longitudinal data from 2,957 children in treatment and control schools at three time points. Pupil assessment items were drawn from a growing body of research on preprimary numeracy in developing contexts, plus instruments and techniques from the Measuring Early Learning and Quality Outcomes (MELQO) program (UNESCO, UNICEF, Brookings Institution, \& World Bank Group, 2017). The endline impact evaluation of the longitudinal RCT results showed statistically significant effects in the numeracy tasks of producing sets, identifying numbers, and naming shapes, while revealing no initial effects in the areas of oral and mental addition. We present recommendations for Tayari’s improvement in terms of mathematics instruction, as well as preprimary policy implications for Kenya and similar contexts.}, language = {en}, number = {3}, urldate = {2022-12-02}, journal = {Global Education Review}, author = {Piper, Benjamin and Sitabkhan, Yasmin and Nderu, Evangeline}, month = oct, year = {2018}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2339240:NZYMKPRM 2405685:FE8S3EHI}, keywords = {Sub-Saharan Africa, ⛔ No DOI found}, pages = {57--81}, } @techreport{piper_effectiveness_2018, title = {Effectiveness of {Teachers}’ {Guides} in the {Global} {South}: {Scripting}, {Learning} {Outcomes}, and {Classroom} {Utilization}}, shorttitle = {Effectiveness of {Teachers}’ {Guides} in the {Global} {South}}, url = {https://www.rti.org/rti-press-publication/effectiveness-teachers-guides-global-south}, abstract = {This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.}, language = {en}, urldate = {2020-05-17}, institution = {RTI Press}, author = {Piper, Benjamin and Sitabkhan, Yasmin and Mejia, Jessica and Betts, Kellie}, month = may, year = {2018}, doi = {10.3768/rtipress.2018.op.0053.1805}, note = {shortDOI: 10/ggjrfk KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.op.0053.1805 10/ggjrfk 2339240:G6QUKYB2 2405685:8N3DSXF9 2405685:BX25H7CF 2405685:NLYSQ2ZG 2534378:AJ5Q28IL}, } @article{piper_identifying_2018, title = {Identifying the essential ingredients to literacy and numeracy improvement: {Teacher} professional development and coaching, student textbooks, and structured teachers’ guides}, volume = {106}, issn = {0305-750X}, shorttitle = {Identifying the essential ingredients to literacy and numeracy improvement}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0305750X18300287}, doi = {10.1016/j.worlddev.2018.01.018}, abstract = {Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with specific ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the benefits of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically significant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries.}, language = {en}, urldate = {2019-10-03}, journal = {World Development}, author = {Piper, Benjamin and Simmons Zuilkowski, Stephanie and Dubeck, Margaret and Jepkemei, Evelyn and King, Simon J.}, month = jun, year = {2018}, note = {EdTechHub.Copy: 2129771:3IIW96ZB shortDOI: 10/gftrqf KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 10/gftrqf 2129771:3IIW96ZB 2339240:AUEREUTT 2339240:NNWXI67C 2339240:QWI89XDJ 2339240:X37484JK 2405685:37II7RPP 2405685:4PBTS4CP 2405685:5LADY8ET 2405685:L36BGXMK 2405685:PT6BTPEC}, keywords = {Africa, C:Kenya, Literacy, Numeracy, Program Evaluation, Program evaluation, Quantitative, Randomized controlled trial, Reading, Teacher Professional Development, \_\_\_working\_potential\_duplicate, numeracy, randomized control trial}, pages = {324--336}, } @article{piper_improving_2016, title = {Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in {Kenya}}, volume = {8}, issn = {1943-9342, 1943-9407}, shorttitle = {Improving procedural and conceptual mathematics outcomes}, url = {https://www.tandfonline.com/doi/full/10.1080/19439342.2016.1149502}, doi = {10.1080/19439342.2016.1149502}, abstract = {To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a differences-in-differences analytic strategy. The mathematics intervention produced modest, statistically significant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These findings have relevant policy implications in Kenya given an impending national mathematics programme.}, language = {en}, number = {3}, urldate = {2020-01-28}, journal = {Journal of Development Effectiveness}, author = {Piper, Benjamin and Ralaingita, Wendi and Akach, Linda and King, Simon}, month = jul, year = {2016}, note = {shortDOI: 10/gftrqc KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2016.1149502 10/gftrqc 2339240:9H3B7D35 2405685:SUWZCIEL}, pages = {404--422}, } @article{piper_improving_2016, title = {Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in {Kenya}}, volume = {8}, issn = {1943-9342}, shorttitle = {Improving procedural and conceptual mathematics outcomes}, url = {https://doi.org/10.1080/19439342.2016.1149502}, doi = {10.1080/19439342.2016.1149502}, abstract = {To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a differences-in-differences analytic strategy. The mathematics intervention produced modest, statistically significant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These findings have relevant policy implications in Kenya given an impending national mathematics programme.}, number = {3}, urldate = {2021-08-31}, journal = {Journal of Development Effectiveness}, author = {Piper, Benjamin and Ralaingita, Wendi and Akach, Linda and King, Simon}, month = jul, year = {2016}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2016.1149502 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2016.1149502 2339240:U483WVFF 2405685:J47PXP4U}, keywords = {Kenya, Numeracy, elementary school, instruction, international education, mathematics}, pages = {404--422}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a national education system}, volume = {13}, issn = {1814-0556, 1814-0556}, url = {http://ijedict.dec.uwi.edu/viewarticle.php?id=2353}, abstract = {Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.}, language = {en}, number = {3}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:58E7TTX7 2339240:BKA9N5C4 2405685:3TIEJDV8 2405685:7L6V38N5 2405685:8NPF9AFB 2405685:IB7ASVMU 2534378:6WZ3BZFJ 2534378:A9KF6S9G 2534378:J2U5DHN3 2534378:QRRUK48B 2534378:WAL7Y23P 2534378:YIC9AUDV 2534378:ZPTKHLIH}, keywords = {Accountability, C:Kenya, Classrooms, Clinical trials, Developing countries--LDCs, Digital divide, Digital literacy, ERIC, Current Index to Journals in Education (CIJE), Education, Education reform, Educational Practices, Educational Quality, Educational Technology, Educational technology, Foreign Countries, Handheld Devices, Initiatives, Intervention, Interviews, Kenya, Learning, Literacy, Literacy programs, Literature reviews, Maine, National Surveys, Observation, Outcomes of Education, Portugal, Quality, Questionnaires, Reading, Schools, Software, South Korea, Statistical Analysis, Statistical Significance, Students, Teachers, Teaching, Technology Uses in Education, Telecommunications, Texas, Turkey, Uruguay, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096038, \_\_finaldtb, ⛔ No DOI found}, pages = {57--79}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a national education system}, volume = {13}, issn = {1814-0556, 1814-0556}, url = {http://ijedict.dec.uwi.edu/viewarticle.php?id=2353}, abstract = {Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.}, language = {en}, number = {3}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:58E7TTX7 2339240:BKA9N5C4 2405685:3TIEJDV8 2405685:7L6V38N5 2405685:8NPF9AFB 2405685:IB7ASVMU 2534378:6WZ3BZFJ 2534378:A9KF6S9G 2534378:J2U5DHN3 2534378:QRRUK48B 2534378:WAL7Y23P 2534378:YIC9AUDV 2534378:ZPTKHLIH}, keywords = {Accountability, C:Kenya, Classrooms, Clinical trials, Developing countries--LDCs, Digital divide, Digital literacy, ERIC, Current Index to Journals in Education (CIJE), Education, Education reform, Educational Practices, Educational Quality, Educational Technology, Educational technology, Foreign Countries, Handheld Devices, Initiatives, Intervention, Interviews, Kenya, Learning, Literacy, Literacy programs, Literature reviews, Maine, National Surveys, Observation, Outcomes of Education, Portugal, Quality, Questionnaires, Reading, Schools, Software, South Korea, Statistical Analysis, Statistical Significance, Students, Teachers, Teaching, Technology Uses in Education, Telecommunications, Texas, Turkey, Uruguay, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096038, \_\_finaldtb, ⛔ No DOI found}, pages = {57--79}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a {National} {Education} {System}}, volume = {13}, issn = {1814-0556}, shorttitle = {Implementing large-scale instructional technology in {Kenya}}, url = {https://www.learntechlib.org/p/182157/}, abstract = {Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality, which is used by the education system to monitor education quality. The tablets program helps coaches to...}, language = {en}, number = {3}, urldate = {2022-07-01}, journal = {International Journal of Education and Development using ICT}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, month = dec, year = {2017}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:AM3KBAP6 2405685:UKTDQWEN}, keywords = {⛔ No DOI found}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a {National} {Education} {System}}, volume = {13}, issn = {1814-0556}, shorttitle = {Implementing large-scale instructional technology in {Kenya}}, url = {https://www.learntechlib.org/p/182157/}, abstract = {Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality, which is used by the education system to monitor education quality. The tablets program helps coaches to...}, language = {en}, number = {3}, urldate = {2022-06-29}, journal = {International Journal of Education and Development using ICT}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, month = dec, year = {2017}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2405685:R3U2G3YM 2486141:5ZICUTPI}, keywords = {⛔ No DOI found}, } @misc{piper_primary_2014, title = {The {Primary} {Math} and {Reading} {Initiative} ({PRIMR})}, url = {https://pdf.usaid.gov/pdf_docs/pa00k285.pdf}, author = {Piper, Benjamin and Kwayumba, Dunston}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X6IDGLM6 2405685:IN2QIICJ}, } @article{piper_kenyas_2015, title = {Kenya’s {ICT} policy in practice: {The} effectiveness of tablets and e-readers in improving student outcomes}, volume = {2}, issn = {2326-3873}, shorttitle = {Kenya’s {ICT} policy in practice}, url = {https://preserve.lehigh.edu/fire/vol2/iss1/2/}, doi = {10.18275/fire201502011025}, abstract = {Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.}, language = {en}, number = {1/2}, journal = {FIRE: Forum for International Research in Education}, author = {Piper, Benjamin and Jepkemei, Evelyn and Kwayumba, Dunston and Kibukho, Kennedy}, year = {2015}, note = {shortDOI: 10/ggjkvv KerkoCite.ItemAlsoKnownAs: 10.18275/fire201502011025 10/ggjkvv 2339240:APPT498R 2339240:D5IHJW9H 2339240:E5GA8GCG 2339240:EK3GAM3J 2339240:G6TBKSGI 2339240:IYCXFMIU 2405685:5IT5XZNT 2405685:DAU3FLGU 2405685:H9RNSJQE 2405685:J45J4EMF 2405685:V6F62IW5 2405685:WVNEPIB3 2405685:Y4AUMNW2 2534378:73A9DFAH 2534378:8Y5PJAGB 2534378:P2EJKSKD}, keywords = {African Languages, Control Groups, Cost Effectiveness, ERIC, Current Index to Journals in Education (CIJE), Educational Policy, Educational Practices, Elementary Secondary Education, English (Second Language), Experimental Groups, Foreign Countries, Handheld Devices, Intervention, Kenya, Literacy, Outcomes of Education, Program Effectiveness, Randomized Controlled Trials, Reading Achievement, Student Improvement, Technology Uses in Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096974, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {3--18}, } @article{piper_pro-poor_2015, title = {Pro-{Poor} {PRIMR}: {Improving} {Early} {Literacy} {Skills} for {Children} from {Low}-{Income} {Families} in {Kenya}}, volume = {12}, issn = {1814-6627}, shorttitle = {Pro-{Poor} {PRIMR}}, doi = {10.1080/18146627.2015.1036566}, abstract = {Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many poor children. The Primary Math and Reading (PRIMR) Initiative was designed to support the learning gains of Class 1 and 2 pupils in seven counties across Kenya. PRIMR uses a randomised controlled trial design to establish the effect of its intervention and employs basic literacy measures to estimate causal effects. This study shows that PRIMR has been effective for children from low-income families and that early literacy interventions can mitigate socio-economic effects. The findings suggest that efforts to improve literacy outcomes for the poor should begin early in primary school. Strategies for ensuring that instruction is equitable across socio-economic status are advocated.}, language = {en}, number = {1}, urldate = {2021-09-06}, journal = {Africa Education Review}, author = {Piper, Benjamin and Jepkemei, Evelyn and Kibukho, Kennedy}, year = {2015}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2015.1036566 2339240:PG45F94W 2405685:772V2TVY}, keywords = {Achievement Gains, Causal Models, Control Groups, Early Intervention, Early Reading, Educational Improvement, Effect Size, Emergent Literacy, Experimental Groups, Foreign Countries, Grade 1, Grade 2, Low Income Students, Oral Reading, Poverty, Randomized Controlled Trials, Reading Comprehension, Reading Fluency, Reading Tests, Regression (Statistics), School Effectiveness, Skill Development, Socioeconomic Status}, pages = {67--87}, } @article{piper_scaling_2018, title = {Scaling up successfully: {Lessons} from {Kenya}’s {Tusome} national literacy program}, volume = {19}, issn = {1389-2843, 1573-1812}, shorttitle = {Scaling up successfully}, url = {https://doi.org/10.1007/s10833-018-9325-4}, doi = {10.1007/s10833-018-9325-4}, abstract = {Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.}, language = {en}, number = {3}, urldate = {2020-04-02}, journal = {Journal of Educational Change}, author = {Piper, Benjamin and Destefano, Joseph and Kinyanjui, Esther M. and Ong’ele, Salome}, month = aug, year = {2018}, note = {shortDOI: 10/gf6298 KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 10/gf6298 2339240:HUMPM4BM 2339240:LT7INWTK 2339240:PM36I7JC 2339240:S7I52VEN 2339240:YTWJW5GH 2405685:2YJ8XQDL 2405685:NC6R6NWC 2405685:TFDLRYCG 2405685:UXBBCZIX 2405685:VERKPHLS 2405685:X7T5JCV4}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {293--321}, } @article{piper_scaling_2018, title = {Scaling up successfully: {Lessons} from {Kenya}’s {Tusome} national literacy program}, volume = {19}, issn = {1573-1812}, shorttitle = {Scaling up successfully}, url = {https://doi.org/10.1007/s10833-018-9325-4}, doi = {10.1007/s10833-018-9325-4}, abstract = {Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.}, language = {en}, number = {3}, urldate = {2021-05-17}, journal = {Journal of Educational Change}, author = {Piper, Benjamin and Destefano, Joseph and Kinyanjui, Esther M. and Ong’ele, Salome}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 10/gf6298 2339240:3W37ZTWQ 2405685:ME5VHAM9}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {293--321}, } @article{piper_scaling_2018, title = {Scaling up successfully: {Lessons} from {Kenya}’s {Tusome} national literacy program}, volume = {19}, issn = {1573-1812}, shorttitle = {Scaling up successfully}, url = {https://doi.org/10.1007/s10833-018-9325-4}, doi = {10.1007/s10833-018-9325-4}, abstract = {Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.}, language = {en}, number = {3}, urldate = {2022-12-07}, journal = {Journal of Educational Change}, author = {Piper, Benjamin and Destefano, Joseph and Kinyanjui, Esther M. and Ong’ele, Salome}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 2339240:X8L2E7PR 2405685:TQU6RKR4}, keywords = {Evaluation, Implementation, Literacy, National, Reading, Reform, Systems}, pages = {293--321}, } @article{piper_reading_2015, title = {Reading {Skill} {Transfer} across {Languages}: {Outcomes} from {Longitudinal} {Bilingual} {Randomized} {Control} {Trials} in {Kenya} and {Haiti}.}, shorttitle = {Reading {Skill} {Transfer} across {Languages}}, journal = {Society for Research on Educational Effectiveness}, author = {Piper, Benjamin and Bulat, Jennae and Johnston, Andrew}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VTSTD8ZH 2405685:N8H5282W}, keywords = {⛔ No DOI found}, } @article{piper_multilingual_2016, title = {Multilingual {Literacy} {Skill} {Development} in {Kenya}: {Results} from {Medium} {Scale} {Randomized} {Controlled} {Trials}.}, shorttitle = {Multilingual {Literacy} {Skill} {Development} in {Kenya}}, journal = {Society for Research on Educational Effectiveness}, author = {Piper, Benjamin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WUXXIKSF 2405685:BJJQHSKH}, keywords = {⛔ No DOI found}, } @misc{piper_implementing_2017, title = {Implementing large scale instructional technology in {Kenya} {\textbar} {RTI}}, url = {https://www.rti.org/publication/implementing-large-scale-instructional-technology-kenya}, urldate = {2021-04-01}, author = {Piper, Ben and Oyanga, A and Meija, J and Pouezevara, S}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EDUQCBQZ 2405685:6JAG9EUA}, } @techreport{piper_b_usaidkenya_2014, address = {USA}, title = {{USAID}/{Kenya} {Primary} {Math} and {Reading} ({PRIMR}) {Initiative}: {Kisumu} {Information} and {Communication} {Technology} ({ICT}) {Intervention}. {Endline} {Report}.}, url = {https://www.eddataglobal.org/countries/index.cfm?fuseaction=pubDetail&ID=664}, institution = {Research Triangle Institute (RTI)}, author = {{Piper, B.} and {Kwayumba, D.}}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:ILKMBDCW 2405685:7K6TGAXF}, } @incollection{pinto-prades_qaly-based_2016, title = {{QALY}-based cost-effectiveness analysis}, isbn = {978-0-19-932581-8}, url = {https://web.law.duke.edu/sites/default/files/centers/clepp/Pinto_Herrero_Abellan_OHB%20of%20Well-Being%20v2_0.docx}, booktitle = {The {Oxford} {Handbook} of {Well}-{Being} and {Public} {Policy}}, publisher = {Oxford University Press}, author = {Pinto-Prades,, J. L and Herrero, C and Abellán, J. M}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XLRKBCZ4}, pages = {160--92}, } @article{pima_factors_2019, title = {Factors that motivate teachers to use {ICT} in teaching: {A} case of {Kaliua} {District} secondary schools in {Tanzania}}, volume = {5}, url = {https://files.eric.ed.gov/fulltext/EJ1214272.pdf}, number = {1}, urldate = {2020-11-18}, journal = {The International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Pima, John Marco}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q6SW4TNI 2405685:9C6V9Q5Q}, keywords = {⛔ No DOI found}, pages = {175--189}, } @misc{pilkington_digital_2019, title = {‘{Digital} welfare state’: big tech allowed to target and surveil the poor, {UN} is warned}, shorttitle = {‘{Digital} welfare state’}, url = {http://www.theguardian.com/technology/2019/oct/16/digital-welfare-state-big-tech-allowed-to-target-and-surveil-the-poor-un-warns}, abstract = {UN’s rapporteur on extreme poverty says in devastating account big tech companies are being allowed to go unregulated in ‘human rights free-zones’}, language = {en}, urldate = {2021-01-20}, journal = {the Guardian}, author = {Pilkington, Ed}, month = oct, year = {2019}, note = {Section: Technology KerkoCite.ItemAlsoKnownAs: 2339240:8GAAFX6C 2405685:F8TY9WN2}, } @book{pichler_cast_2012, title = {{CAST} methods in modelling: {Computer} aided systems theory for the design of intelligent machines}, shorttitle = {{CAST} methods in modelling}, publisher = {Springer Science \& Business Media}, author = {Pichler, Franz and Schwaertzel, Heinz}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SRTSWLJ5 2405685:27MVUU9X}, } @incollection{phillips_contextualising_2016, title = {Contextualising the {Use} of {Digital} {Technologies}}, isbn = {978-1-137-52461-4}, abstract = {This chapter reflects on the often uncritical debates about educational policy and the use of digital technologies by schoolteachers that have persisted over the past 30 years. Most commentators have tended to approach digital technology in unrealistic terms—either as having the potential to completely transform schools for the better or herald their imminent demise. This chapter examines these polarised ways of thinking, highlighting a failure to account for the complex, compromised and often ‘messy’ realities of classroom technology used by schoolteachers. This argument emphasises that critical considerations of the knowledge required by teachers and the context in which they work are necessary to understand the complexity of teachers’ technology (non) use. Discussion in the second half of the chapter highlights the need to reconsider ‘knowledge’ and ‘context’ as contested terms that are pivotal in examining educational technology policy and practice. Through the introduction of technological, pedagogical and content knowledge (TPACK) framework, the reader is provided with a theoretical lens through which the notions of knowledge and context can be critically explored.}, author = {Phillips, Michael}, month = jan, year = {2016}, doi = {10.1057/978-1-137-52462-1_1}, note = {KerkoCite.ItemAlsoKnownAs: 10.1057/978-1-137-52462-1\_1 2339240:SK4VPZTF 2405685:XAYZRBZW}, pages = {1--28}, } @article{philipsen_improving_2019, title = {Improving teacher professional development for online and blended learning: a systematic meta-aggregative review}, volume = {67}, issn = {1556-6501}, shorttitle = {Improving teacher professional development for online and blended learning}, url = {https://www.researchgate.net/publication/330690661_Improving_teacher_professional_development_for_online_and_blended_learning_a_systematic_meta-aggregative_review}, doi = {10.1007/s11423-019-09645-8}, abstract = {In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.}, language = {en}, number = {5}, urldate = {2021-05-28}, journal = {Educational Technology Research and Development}, author = {Philipsen, Brent and Tondeur, Jo and Pareja Roblin, Natalie and Vanslambrouck, Silke and Zhu, Chang}, month = oct, year = {2019}, note = {Extra URL: https://doi.org/10.1007/s11423-019-09645-8 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-019-09645-8 2405685:BVQU5XV8 2534378:4WR2J4Z5}, pages = {1145--1174}, } @misc{pew_how_2013, title = {How teachers are using technology at home and in their classrooms}, url = {https://www.pewresearch.org/internet/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/}, journal = {Pew Research}, author = {Pew}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9U3BWEQ6 2405685:JP7AHUZH}, } @article{peugh_practical_2010, title = {A practical guide to multilevel modeling}, volume = {48}, issn = {0022-4405}, doi = {10.1016/j.jsp.2009.09.002}, abstract = {Collecting data from students within classrooms or schools, and collecting data from students on multiple occasions over time, are two common sampling methods used in educational research that often require multilevel modeling (MLM) data analysis techniques to avoid Type-1 errors. The purpose of this article is to clarify the seven major steps involved in a multilevel analysis: (1) clarifying the research question, (2) choosing the appropriate parameter estimator, (3) assessing the need for MLM, (4) building the level-1 model, (5) building the level-2 model, (6) multilevel effect size reporting, and (7) likelihood ratio model testing. The seven steps are illustrated with both a cross-sectional and a longitudinal MLM example from the National Educational Longitudinal Study (NELS) dataset. The goal of this article is to assist applied researchers in conducting and interpreting multilevel analyses and to offer recommendations to guide the reporting of MLM analysis results. (PsycINFO Database Record (c) 2016 APA, all rights reserved)}, number = {1}, journal = {Journal of School Psychology}, author = {Peugh, James L.}, year = {2010}, note = {Place: Netherlands Publisher: Elsevier Science KerkoCite.ItemAlsoKnownAs: 10.1016/j.jsp.2009.09.002 2339240:PZ2Y7AVZ 2405685:FZH78CSI}, keywords = {Classrooms, Data Collection, Schools, Simulation}, pages = {85--112}, } @techreport{pettersson_equip-tanzania_2017, title = {{EQUIP}-{Tanzania} {Impact} {Evaluation}. {Final} {Baseline} {Technical} {Report}, {Volume} {I}: {Results} and {Discussion}}, url = {https://www.opml.co.uk/files/Publications/8383-assessing-equip-t/baseline-impact-evaluation-vol.1.pdf?noredirect=1}, language = {en}, institution = {Oxford Policy Management}, author = {Pettersson, Gunilla and Rawle, Georgina and Outhred, Rachel and Brockerhoff, Stephanie and Nugroho, Dita and Kveder, Andrej and Beavis, Adrian and Ruddle, Nicola and Jasper, Paul and Wills, Gabrielle}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D6FABJW8 2405685:SUXHMYIJ 4656463:MMB95YWB}, pages = {174}, } @article{perry_television_2011, title = {Television, {Language}, and {Literacy} {Practices} in {Sudanese} {Refugee} {Families}: "{I} learned how to spell {English} on {Channel} 18"}, volume = {45}, issn = {0034-527X}, shorttitle = {Television, {Language}, and {Literacy} {Practices} in {Sudanese} {Refugee} {Families}}, url = {https://www.jstor.org/stable/40997767}, abstract = {This ethnographic study explored the ways in which media, particularly television, connected with English language and literacy practices among Sudanese refugees in Michigan. Three families with young children participated in this study. Data collection included participant observation, interviews, and collection of artifacts over 18 months, with a focus on television events as the units of analysis. Data analysis focused on television practices connected with literacy practices for adults and children. Results indicated that television offered important cultural connections with participants' beliefs, values, and attitudes regarding their Sudanese heritage, the new U.S. context, and religious practices. Both adults and children believed television was an important resource for learning and recognized potential problems with too much viewing. Most significantly, analysis suggested important connections between television practices and the development of both English language abilities for all family members and the development of real-world literacy practices, especially for the children.}, number = {3}, urldate = {2020-06-01}, journal = {Research in the Teaching of English}, author = {Perry, Kristen H. and Moses, Annie M.}, year = {2011}, note = {Publisher: National Council of Teachers of English KerkoCite.ItemAlsoKnownAs: 2339240:5PKJ7ENQ 2405685:IKLTTJQD 4803016:LPTQMX59}, keywords = {⛔ No DOI found}, pages = {278--307}, } @article{perry_increasing_2015, title = {Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom: do {iPads} help?}, volume = {32}, issn = {0738-0569}, shorttitle = {Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom}, url = {https://doi.org/10.1080/07380569.2015.1036650}, doi = {10.1080/07380569.2015.1036650}, abstract = {Teachers are increasingly integrating mobile digital technology into the classroom. The purpose of this study was to assess the effect of incorporating iPads in a secondary-level geometry course on academic achievement, student engagement, self-efficacy, and meta-cognitive self-regulation. Students in the iPad-using classroom experienced lower levels of geometry proficiency scores, higher levels of off-task behaviors, and similar levels of self-efficacy and meta-cognitive self-regulation compared to the non-iPad group. However, the results may have been affected by several latent variables that can be controlled for in future research.}, number = {2}, urldate = {2021-11-09}, journal = {Computers in the Schools}, author = {Perry, David R. and Steck, Andy K.}, month = apr, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/07380569.2015.1036650 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2015.1036650 2339240:ETEX73PV 2405685:VGP5L86E}, keywords = {geometry, iPad, meta-cognitive self-regulation, mobile technology, self-efficacy}, pages = {122--143}, } @incollection{peroni_digital_2018, address = {Cham}, series = {{TELe}-{Health}}, title = {The {Digital} {Divide}}, isbn = {978-3-319-72763-9}, url = {https://doi.org/10.1007/978-3-319-72763-9_13}, abstract = {The digital divide, at a worldwide level, as well as at a regional level, is still a reality. However, over the last few years, the Internet and digital technologies have spread surprisingly fast, above all in their use through mobile telephone networks, and they have new users every year, even in the less developed countries, like in Africa. The installation of new underwater optic fibre cables surrounding Africa, with an increasing capacity for data transmission, has brought down the costs of interconnection with the global Internet backbones. Up to a few years ago, these connections were only possible through the satellite network, which are far more expensive for the local providers, and these high costs inevitably affect the end users. These services can now be offered at prices that more and more people can afford in Africa, which was and still is the continent that is most affected by the phenomenon of the digital divide.}, language = {en}, urldate = {2021-02-15}, booktitle = {Multidisciplinary {Teleconsultation} in {Developing} {Countries}}, publisher = {Springer International Publishing}, author = {Peroni, M. and Bartolo, Michelangelo}, editor = {Bartolo, Michelangelo and Ferrari, Fabio}, year = {2018}, doi = {10.1007/978-3-319-72763-9_13}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-72763-9\_13 2339240:NYK2NP72 2405685:UZEU9WRL}, keywords = {Digital divide, Optic fibre connections, Satellite Internet connection}, pages = {101--109}, } @techreport{perlman_robinson_millions_2016, title = {Millions learning: {Scaling} up quality education in developing countries}, shorttitle = {Millions learning}, url = {https://www.brookings.edu/wp-content/uploads/2016/04/final-millions-learning-report.pdf}, language = {en-US}, urldate = {2019-11-07}, institution = {Brookings Institute}, author = {Perlman Robinson, Jenny and Winthrop, Rebecca}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J2IAEMDB 2405685:N4ZAERGR J2IAEMDB}, } @techreport{pereznieto_mitigating_2017, title = {Mitigating threats to girls’ education in conflict-affected contexts: current practice}, shorttitle = {Mitigating threats to girls’ education in conflict-affected contexts}, url = {https://www.odi.org/publications/11013-mitigating-threats-girls-education-conflict-affected-contexts-current-practice}, abstract = {This report, co-produced by ODI and UNGEI, investigates girls’ access to education in conflict settings}, language = {en}, urldate = {2020-08-05}, author = {Pereznieto, Paola and Magee, Arran and Fyles, Nora}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SVUVZWB3 2405685:JGHJRCA2}, } @article{perasso_100_2017, chapter = {World}, title = {100 {Women}: '{We} can't teach girls of the future with books of the past'}, shorttitle = {100 {Women}}, url = {https://www.bbc.com/news/world-41421406}, abstract = {Research suggests women are either written off or portrayed in stereotypes roles in primary school textbooks from all over the world.}, language = {en-GB}, urldate = {2021-12-14}, journal = {BBC News}, author = {Perasso, Valeria}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HUV4BCCS 2405685:3U8HFCSX}, } @misc{penuel_review_2016, title = {Review of '{Continued} progress: {Promising} evidence on personalized learning'}, url = {http://nepc.colorado.edu/thinktank/review-personalized-learning}, urldate = {2021-11-09}, publisher = {National Education Policy Center}, author = {Penuel, William R. and Johnson, Raymond}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AL5MKB7P 2405685:VAQ7NI7E}, } @article{penuel_negotiating_2013, title = {Negotiating problems of practice in research–practice design partnerships}, volume = {115}, issn = {0161-4681}, url = {https://doi.org/10.1177/016146811311501404}, doi = {10.1177/016146811311501404}, abstract = {This chapter focuses on how researchers and practitioners negotiate the focus of their joint work within design-based implementation research (DBIR). Studying and facilitating successful negotiation of the problems that become the focus of work and the search for solutions is important for developing DBIR, because of its commitment to focusing on persistent problems of practice from multiple stakeholders’ perspectives. Case studies of two different research–practice partnerships provide a context for exploring two different perspectives on negotiation. In one case study, the notion of partnerships as forms of cultural exchange across institutional boundaries that differ with respect to goals, norms, and practices is used to analyze a design partnership focused on repurposing curriculum units in elementary science. In the second case study, the concept of framing as developed in social movement theory is used to illuminate issues of status and authority within a partnership between a district and researchers. The chapter concludes by describing the contributions of each perspective to an understanding of how teams jointly negotiate the focus of their work and by providing some recommendations for how teams can do so successfully.}, language = {en}, number = {14}, urldate = {2023-10-12}, journal = {Teachers College Record}, author = {Penuel, William R. and Coburn, Cynthia E. and Gallagher, Daniel J.}, month = dec, year = {2013}, note = {Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501404 2339240:SYWMCASG 2405685:TPCFE4PT}, pages = {237--255}, } @article{penuel_organizing_2011, title = {Organizing research and development at the intersection of learning, implementation, and design}, volume = {40}, issn = {0013-189X, 1935-102X}, url = {http://edr.sagepub.com/cgi/doi/10.3102/0013189X11421826}, doi = {10.3102/0013189x11421826}, language = {en}, number = {7}, urldate = {2016-08-30}, journal = {Educational Researcher}, author = {Penuel, W. R. and Fishman, B. J. and Haugan Cheng, B. and Sabelli, N.}, month = oct, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189x11421826 10/b6c3vr 2129771:9MT6Q4IT 2339240:7FWMXGD5 2405685:LNFPUK3V 2486141:AD27KCRG 261495:5F7GU6XV}, pages = {331--337}, } @techreport{pellini_notes_2019, title = {Notes for the political economy analysis design workshop for the {Strengthening} the {Use} of {Evidence} for {Development} {Impact} ({SEDI}) project in {Pakistan}}, institution = {ODI}, author = {Pellini, Arnaldo and Shaxson, Louise and Rocha Menocal, A}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VYJAG3A6 2405685:EVI6J4R5}, } @book{pellini_knowledge_2018, title = {Knowledge, {Politics} and {Policymaking} in {Indonesia}}, isbn = {9789811301674}, url = {https://www.springer.com/gp/book/9789811301667}, abstract = {This edited volume examines key questions about evidence-informed policymaking in Indonesia. It draws on insights and evidence acquired through the implementation of the Knowledge Sector Initiative, a donor-funded programme that aims to increase the demand for and use of evidence in policymaking in Indonesia. Featuring contributions from academics, policy researchers, policymakers and development practitioners, the volume will deepen readers’ understanding of how knowledge and politics shape the policymaking process in Indonesia. As such, it will be of interest to Indonesian and international researchers, academics, students, practitioners and policymakers concerned with various aspects of evidence-informed policymaking research and processes. In particular, regional and international development practitioners and development partners interested in learning from Indonesia’s efforts to improve how evidence is used to address key development challenges will find this volume valuable.}, language = {en}, publisher = {Springer}, author = {Pellini, Arnaldo and Prasetiamartati, Budiati and Nugroho, Kharisma Priyo and Jackson, Elisabeth and Carden, Fred}, month = jun, year = {2018}, note = {Google-Books-ID: jSVhDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:LFFYGQRP 2405685:G6K9FGDK}, keywords = {Political Science / Political Process / General, Political Science / Public Affairs \& Administration, Political Science / Public Policy / General, Social Science / Developing \& Emerging Countries, Social Science / Sociology / General}, } @incollection{pellini_governance_2011, title = {Governance {Reforms} in three {South} {East} {Asian} countries: the {Role} of {Research}-based {Evidence} in {Promoting} {Innovations}}, url = {https://www.worldcat.org/title/innovative-trends-in-public-governance-in-asia/oclc/758834774}, booktitle = {Innovation {Trends} in {Public} {Governance} in {Asia}}, publisher = {IOS Press}, author = {Pellini, Arnaldo and Bachtiar, P.P and Alician, M.D and Nguyen, Thi Thu Hang}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2H9V56D5 2405685:MGYGFCJ2}, } @techreport{pellini_assessing_2012, title = {Assessing the policy influence of research: {A} case study of governance research in {Viet} {Nam}}, url = {https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/7687.pdf}, language = {en}, institution = {Overseas Development Institute}, author = {Pellini, Arnaldo and Anderson, James H and Tran, Huong Thi Lan and Irvine, Renwick}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F58FH7TK 2405685:QTTE2VHQ}, pages = {8}, } @article{pegrum_m_oakley_g__faulkner_r_schools_2013, title = {Schools going mobile: {A} study of the adoption of mobile handheld technologies in {Western} {Australian} independent schools.}, volume = {29}, number = {1}, journal = {Australasian Journal of Educational Technology}, author = {{Pegrum, M., Oakley, G., \& Faulkner, R.}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FRV5EY6P 2405685:NWQ38UTS}, } @article{pedersen_school-cooperation_2015, title = {School-cooperation {Kenya} - {Norway}: friendship and learning through social media?}, shorttitle = {School-cooperation {Kenya} - {Norway}}, url = {https://hiof.brage.unit.no/hiof-xmlui/handle/11250/278514}, language = {eng}, urldate = {2021-05-22}, journal = {86 s.}, author = {Pedersen, Hege}, month = mar, year = {2015}, note = {Accepted: 2015-03-05T11:59:13Z KerkoCite.ItemAlsoKnownAs: 2339240:PRIMQ47B 2405685:P6RCUCY9}, keywords = {⛔ No DOI found}, } @article{patterson_predictive_2017, title = {The {Predictive} {Validity} of a {Text}-{Based} {Situational} {Judgment} {Test} in {Undergraduate} {Medical} and {Dental} {School} {Admissions}}, volume = {92}, issn = {1938-808X}, doi = {10.1097/ACM.0000000000001630}, abstract = {PROBLEM: Situational judgment tests (SJTs) can be used to assess the nonacademic attributes necessary for medical and dental trainees to become successful practitioners. Evidence for SJTs' predictive validity, however, relates predominantly to selection in postgraduate settings or using video-based SJTs at the undergraduate level; it may not be directly transferable to text-based SJTs in undergraduate medical and dental school selection. This preliminary study aimed to address these gaps by assessing the validity of the UK Clinical Aptitude Test (UKCAT) text-based SJT. APPROACH: Study participants were 218 first-year medical and dental students from four UK undergraduate schools who completed the first UKCAT text-based SJT in 2013. Outcome measures were educational supervisor ratings of in-role performance in problem-based learning tutorial sessions-mean rating across the three domains measured by the SJT (integrity, perspective taking, and team involvement) and an overall judgment of performance-collected in 2015. OUTCOMES: There were significant correlations between SJT scores and both mean supervisor ratings (uncorrected r = 0.24, P {\textless} .001; corrected r = 0.34) and overall judgments (uncorrected rs = 0.16, P {\textless} .05; corrected rs = 0.20). SJT scores predicted 6\% of variance in mean supervisor ratings across the three nonacademic domains. NEXT STEPS: The results provide evidence that a well-designed text-based SJT can be appropriately integrated, and add value to, the selection process for undergraduate medical and dental school. More evidence is needed regarding the longitudinal predictive validity of SJTs throughout medical and dental training pathways, with appropriate outcome criteria.}, language = {eng}, number = {9}, journal = {Academic Medicine: Journal of the Association of American Medical Colleges}, author = {Patterson, Fiona and Cousans, Fran and Edwards, Helena and Rosselli, Anna and Nicholson, Sandra and Wright, Barry}, year = {2017}, pmid = {28296651}, note = {shortDOI: 10/gbwnzw KerkoCite.ItemAlsoKnownAs: 10/gbwnzw 2405685:K3F6TWDN}, keywords = {College Admission Test, Education, Dental, Education, Medical, Undergraduate, Female, Humans, Judgment, Male, Predictive Value of Tests, Reproducibility of Results, School Admission Criteria, Surveys and Questionnaires, United Kingdom, Young Adult}, pages = {1250--1253}, } @article{patterson_evaluations_2012, title = {Evaluations of situational judgement tests to assess non-academic attributes in selection}, volume = {46}, issn = {1365-2923}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2923.2012.04336.x}, doi = {10.1111/j.1365-2923.2012.04336.x}, abstract = {Medical Education 2012: 46: 850–868 Objectives This paper presents a systematic review of the emerging international research evidence for the use of situational judgement tests (SJTs) for testing important non-academic attributes (such as empathy, integrity and resilience) in selection processes. Methods Several databases (e.g. MEDLINE, PsycINFO, Web of Science) were searched to retrieve empirical studies relating to SJTs published between 1990 and 2010. Personal contact with experts in the field was made to identify any unpublished research or work in progress to obtain the most current material. Finally, reference lists were checked to access other relevant journal articles and further research. All research studies were required to meet specific inclusion criteria selected by two independent reviewers. Results Over 1000 citations were identified during the initial literature search; following the review of abstracts, full-text copies of 76 articles were retrieved and evaluated. A total of 39 articles that adequately met the inclusion criteria were included in the final review. The research evidence shows that, compared with personality and IQ tests, SJTs have good levels of reliability, predictive validity and incremental validity for testing a range of professional attributes, such as empathy and integrity. Conclusions SJTs can be designed to test a broad range of non-academic constructs depending on the selection context. As a relatively low-fidelity assessment, SJTs are a cost-efficient methodology compared with high-fidelity assessments of non-academic attributes, such as those used in objective structured clinical examinations. In general, SJTs are found to demonstrate less adverse impact than IQ tests and are positively received by candidates. Further research is required to explore theoretical developments and the underlying construct validity of SJTs.}, language = {en}, number = {9}, urldate = {2020-06-17}, journal = {Medical Education}, author = {Patterson, Fiona and Ashworth, Victoria and Zibarras, Lara and Coan, Philippa and Kerrin, Maire and O’Neill, Paul}, year = {2012}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2923.2012.04336.x shortDOI: 10/f37fc9 KerkoCite.ItemAlsoKnownAs: 10/f37fc9 2405685:2LTPTJHB 2405685:WDJGKHTC}, pages = {850--868}, } @techreport{patrinos_global_2018, address = {Washington, D.C.}, type = {Policy {Research} working paper}, title = {Global {Dataset} on {Education} {Quality} : {A} {Review} and {Update} (2000-2017)}, shorttitle = {Global {Dataset} on {Education} {Quality}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/390321538076747773/Global-Dataset-on-Education-Quality-A-Review-and-Update-2000-2017}, language = {en}, number = {WPS8592}, urldate = {2021-07-26}, institution = {World Bank Group}, author = {Patrinos, Harry Anthony and Angrist, Noam}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IB5T4GSH 2405685:MCNGDVIH}, } @techreport{pathways_for_prosperity_commission_managing_2019, title = {Managing education in the digital age: {Policy} brief}, url = {https://pathwayscommission.bsg.ox.ac.uk/sites/default/files/2019-09/Positive_disruption_policy_brief_on_education.pdf}, urldate = {2020-03-30}, author = {Pathways for Prosperity Commission}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4JH3AW9R 2405685:25L92L73}, } @techreport{pathways_for_prosperity_commission_positive_2019, title = {Positive disruption: health and education in a digital age}, shorttitle = {Positive disruption}, url = {https://pathwayscommission.bsg.ox.ac.uk/positive-disruption}, abstract = {Positive disruption: health and education in a digital age offers guidance on how digital technologies can be used to improve the lives of people in developing countries, while keeping a careful eye on the limitations and risks of focusing solely on hardware over people and processes. Technology is not a silver bullet and history is littered with poor investments in this area. To ensure health and education services are effective, efficient and equitable, governments need to be wise with their choices.}, language = {en}, urldate = {2020-03-30}, author = {Pathways for Prosperity Commission}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GGB2D6PB 2405685:BB5GTZSI}, pages = {1--91}, } @techreport{pathways_for_prosperity_commission_digital_2019, title = {The digital roadmap: {How} developing countries can get ahead}, url = {https://pathwayscommission.bsg.ox.ac.uk/digital-roadmap}, institution = {Pathways for Prosperity Commission}, author = {Pathways for Prosperity Commission}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FD8HG5C4 2405685:I4ZZB6W6}, } @article{patchan_effect_2014, title = {The effect of blended instruction on accelerated learning}, volume = {25}, issn = {1475-939X}, url = {https://www.academia.edu/19583322/The_effect_of_blended_instruction_on_accelerated_learning}, abstract = {The effect of blended instruction on accelerated learning}, language = {en}, number = {3}, urldate = {2020-07-22}, journal = {Technology, Pedagogy and Education}, author = {Patchan, Melissa M. and Schunn, Christian D. and Sieg, Wilfried and McLaughlin, Dawn}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4UL4WATW}, keywords = {⛔ No DOI found}, pages = {1--18}, } @article{patchan_effect_2016, title = {The effect of blended instruction on accelerated learning}, volume = {25}, doi = {10.1080/1475939x.2015.1013977}, number = {3}, journal = {Technology, Pedagogy and Education}, author = {Patchan, Melissa M. and Schunn, Christian D. and Sieg, Wilfried and McLaughlin, Dawn}, year = {2016}, note = {Publisher: Taylor \& Francis shortDOI: 10/gg26gz KerkoCite.ItemAlsoKnownAs: 10/gg26gz 2405685:I4ETKDNQ}, pages = {269--286}, } @article{patchan_effect_2016, title = {The effect of blended instruction on accelerated learning}, volume = {25}, doi = {10.1080/1475939x.2015.1013977}, number = {3}, journal = {Technology, Pedagogy and Education}, author = {Patchan, Melissa M. and Schunn, Christian D. and Sieg, Wilfried and McLaughlin, Dawn}, year = {2016}, note = {Publisher: Taylor \& Francis shortDOI: 10/gg26gz KerkoCite.ItemAlsoKnownAs: 10/gg26gz 2405685:I4ETKDNQ}, pages = {269--286}, } @article{pasha_growth_2018, title = {Growth and inequality in {Pakistan}: {Agenda} for reforms}, url = {http://library.fes.de/pdf-files/bueros/pakistan/15252-20190411.pdf}, language = {en}, author = {Pasha, Hafiz A.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M3EJG7NR 2405685:KY6UZSNI}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{pasha_growth_2018, title = {Growth and {Inequality} in {Pakistan} {Volume} 1}, url = {http://library.fes.de/pdf-files/bueros/pakistan/14113.pdf}, institution = {Friedrich-Ebert-Stiftung (FES)}, author = {Pasha, Hafiz A.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:79JJREYZ 2405685:T46URBJB}, } @techreport{pasha_growth_2018, title = {Growth and inequality in {Pakistan}: {Agenda} for reforms}, language = {en}, author = {Pasha, Hafiz}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FGMD32KH}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{pasanen_how_2016, title = {How to design a monitoring and evaluation framework for a policy research project}, url = {https://www.odi.org/publications/10284-how-design-monitoring-and-evaluation-framework-policy-research-project}, abstract = {This guidance note aims to support the first steps in designing and structuring the monitoring and evaluation framework for a policy research project.}, language = {en}, urldate = {2020-09-23}, institution = {ODI}, author = {Pasanen, Tiina and Shaxson, Louise}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SXCVRR2Y 2405685:WDQNRU88}, } @article{pasanen_supporting_2019, title = {Supporting adaptive management}, language = {en}, author = {Pasanen, Tiina and Barnett, Inka}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YFAJNMFU 2405685:VGV37LM7}, keywords = {⛔ No DOI found}, pages = {32}, } @article{parvin_effectiveness_2015, title = {The {Effectiveness} of {Using} {Technology} in {English} {Language} {Classrooms} in {Government} {Primary} {Schools} in {Bangladesh}}, volume = {2}, issn = {2326-3873}, url = {https://preserve.lehigh.edu/fire/vol2/iss1/5}, doi = {10/gkm64q}, abstract = {Across the globe, governments of different countries have recognized the importance and value of digital technologies in language learning. This article is based on the pilot project of Save the Children using information and communication technology (ICT) in education. Through this initiative, interactive multimedia software based on national curriculum of English Class 4 were developed and tested in selected government primary schools. The pre-intervention survey indicated that the teachers do not have the language competence to confidently facilitate English classes using the Communicative Language Teaching (CLT) approach. The results of the project showed that the use of audio-visual content has strong potential for enhancing and promoting interactive language classes. However, the success of the program depends on how the technology is designed and implemented and how the teachers are trained to use it.}, language = {en}, number = {1}, urldate = {2021-06-10}, journal = {FIRE: Forum for International Research in Education}, author = {Parvin, Ruxana Hossain and Salam, Shaikh Flint}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10/gkm64q 2339240:5MMI3MEV 2405685:B5DM3N9I}, } @article{parvin_conceptual_2017, title = {A conceptual framework of virtual interactive teacher training through open and distance learning for the remote areas english teachers of bangladesh}, volume = {18}, issn = {1302-6488}, url = {http://dergipark.gov.tr/doi/10.17718/tojde.285813}, doi = {10.17718/tojde.285813}, abstract = {Since we are living in the information age and the importance of the need for communication among people of different cultures is increasing day by day in the globalizing world, people need to learn the languages of different cultures, particularly English, which is the common language of this global communication. This need for learning English requires trained qualified teachers of English. A scan of those who are teaching English in schools of Bangladesh reveals that most of them are very limited in both English skills and teaching methodologies for English. This situation is exacerbated when one moves into the rural areas. Most of the teachers are staying far away from the teachers’ training colleges and also for different constraint like administrative, financial, time constraint and were also unable to receive any training due to family problems. So Distance Education has a great demand to them. ICT is an effective media of distance education. For many years, universities with a significant commitment to distance and open education institutions have been at the forefront of adopting new technologies to increase access to education and training opportunities. Information and Communications Technology (ICT) is an umbrella term that includes all technologies for the manipulation and communication of information. Bangladesh Open University (BOU) is till now belonging to the second generation of distance education model but due to the enhancement of technology in Bangladesh, BOU can proceed further. The main purpose of this study is to identify a suitable technology for developing a virtual interactive teachers’ training program for the disadvantaged English teachers of Bangladesh. Respondents were selected through random sampling and data were analyzed using both descriptive statistics and quantitative themes. From the opinion of the secondary English teachers their access and acceptability on ICT was identified and also a need analysis was done. It is hoped that the result of this study will encourage the policy makers to implement new ODL approaches for the training of disadvantaged rural English teachers.}, language = {en}, number = {1}, urldate = {2021-05-26}, journal = {Turkish Online Journal of Distance Education}, author = {Parvin, Irene}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.285813 10/gkm637 2339240:B2I9JZNJ 2405685:Q55R8HVA}, pages = {157--157}, } @article{parvez_measuring_2019, title = {Measuring {Effectiveness} of {Mobile} {Application} in {Learning} {Basic} {Mathematical} {Concepts} {Using} {Sign} {Language}}, doi = {10.3390/su11113064}, abstract = {Technology plays an important role in our society, especially in the field of education. It is quite regrettable that people, particularly the deaf, still face a lot of challenges in acquiring an education. Their learning methods are different as compared to hearing people. They use Sign Language (SL) rather than natural language to communicate and learn. They are required to put a lot of effort into learning different concepts using conventional pedagogies. Therefore, there is a dire need for some assistive technology to improve their learn-ability and understandability. In the present study, 192 deaf participants aged 5–10 years were sampled from two special child institutes. The objective of the present study was to determine the effectiveness of a mobile interface through a developed mobile application for learning basic mathematical concepts using Pakistan Sign Language (PSL). The present study bridges the gap between the technology-based method and conventional teaching methods, which are used for teaching mathematical concepts using PSL. The participants were divided into two groups, that is, one group learned through conventional methods (flash cards and board) and the other group through the developed mobile application. The difference in the performance of both the groups was evaluated by conducting quizzes. The quiz results were analyzed by the Z-test and ANOVA. The findings revealed that the Experimental Group (EG) participants, who were instructed by our mobile application showed higher proficiency in the quizzes as compared to the Control Group (CG). EG participants performed better than CG by 12\% in the quizzes. A gender based difference was also observed for the quiz scores. Male participants in category C (word problem learning) performed 2.7\% better than females in the EG and 2.5\% better in the CG. Moreover, a significant difference was also observed in the time taken by participants in both groups to complete the quizzes. CG participants took 20 min longer than EG participants to complete the quizzes. The results of the ANOVA showed that the quiz scores were directly affected by the mode of teaching used for participants in both groups.}, language = {en}, author = {Parvez, Komal and Khan, Muzafar and Iqbal, Javed and Tahir, Muhammad and Alghamdi, Ahmed and Alqarni, Mohammed and Alzaidi, Amer Awad and Javaid, Nadeem}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su11113064 2339240:PJGV4NQP 2405685:A5XR2HFD}, pages = {20}, } @book{partridge_good_2011, address = {Strawberry Hills NSW}, title = {Good {Practice} {Report}: {Blended} {Learning}.}, isbn = {978-1-921856-81-5}, shorttitle = {Good {Practice} {Report}}, abstract = {This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate.}, language = {en}, publisher = {Australian Learning and Teaching Council (ALTC)}, author = {Partridge, Helen and Ponting, Deborah and McCay, Meryl}, year = {2011}, note = {OCLC: 7831821412 KerkoCite.ItemAlsoKnownAs: 2405685:CBHXFBX7}, keywords = {C:Australia}, } @misc{parliament_of_malaysia_personal_2010, title = {Personal {Data} {Protection} {Act} 2010}, url = {https://www.pdp.gov.my/jpdpv2/assets/2019/09/Personal-Data-Protection-Act-2010.pdf}, urldate = {2022-06-14}, author = {Parliament of Malaysia}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7N4Z6LX7 2405685:HDBUTEEF}, } @book{parker_learning_2019, title = {Learning through play at school: a study of playful integrated pedagogies that foster childrenâs holistic skills development in the primary school classroom.}, isbn = {978-87-999589-6-2}, shorttitle = {Learning through play at school}, abstract = {This scoping study seeks to understand the role and impact of learning through play at school. The evidence supporting learning through playâs positive impact on child development is strong. Yet many education systems have reduced opportunities for playful learning and increased emphasis on didactic and structured approaches to learning for school readiness and achievement. A re-calibration is needed, as experts have established that play supports the development of early literacy and numeracy skills while also cultivating childrenâs social, emotional, physical and creative skills. Eight pedagogical approaches are identified, namely active learning, collaborative and cooperative learning, experiential learning, guided discovery learning, inquiry-based learning, problem-based learning, project-based learning, and Montessori education. These pedagogies can altogether create learning experiences for children that are meaningful, actively engaging, iterative, socially interactive and joyful. [Abstract]}, language = {en}, author = {Parker, Rachel and Thomsen, Bo Stjerne}, year = {2019}, note = {OCLC: 1090691142 KerkoCite.ItemAlsoKnownAs: 2405685:IXNY2CV5}, } @book{parkay_curriculum_2014, edition = {10}, title = {Curriculum leadership: readings for developing quality educational programs}, shorttitle = {Curriculum leadership}, url = {https://books.google.co.uk/books?id=riugMAEACAAJ&newbks=0&hl=en&source=newbks_fb&redir_esc=y}, publisher = {Prentice Hall}, author = {Parkay, Forrest and Anctil, Eric and Hass, Glen}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6EV6RXZC 2405685:BM9L62CI}, keywords = {⛔ No DOI found}, } @article{pardamean_assessing_2012, title = {Assessing user acceptance toward blog technology using the {UTAUT} model}, volume = {6}, issn = {1998-0159}, url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.4427&rep=rep1&type=pdf}, abstract = {Blogs are among the many commonly used technologies for education and learning. They are also both conversational technologies and constructivist learning tools. Their interactive, collaborative, user-friendly, and instant archival features have transformed blogs into effective tools for enhancing case-based teaching methods in the asynchronous nature of the online environment. This study investigated the student populace’s acceptance of the blog technology through the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. UTAUT integrates eight theories from social psychology and sociology in order to examine the effects of major factors on behavioral intention and actual use of blog to learn e-business course materials and topic discussions. The results showed that both social influence and performance expectancy had a significant relationship with behavioral intention, whereas effort expectancy did not. In this study, behavioral intention did not have a significant relationship with actual usage level of blogs as a learning tool.}, language = {en}, number = {1}, journal = {International Journal of Mathematics and Computers in Simulation}, author = {Pardamean, Bens and Susanto, Mario}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QX33CKMX 2405685:QDHQ7BL5}, keywords = {⛔ No DOI found}, pages = {203--212}, } @article{papaioannou_literature_2010, title = {Literature searching for social science systematic reviews: consideration of a range of search techniques}, volume = {27}, copyright = {© 2009 The authors. Journal compilation © 2009 Health Libraries Group}, issn = {1471-1842}, shorttitle = {Literature searching for social science systematic reviews}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00863.x}, doi = {10.1111/j.1471-1842.2009.00863.x}, abstract = {Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references.}, language = {en}, number = {2}, urldate = {2024-01-18}, journal = {Health Information \& Libraries Journal}, author = {Papaioannou, Diana and Sutton, Anthea and Carroll, Christopher and Booth, Andrew and Wong, Ruth}, year = {2010}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00863.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00863.x 2405685:8DNWJW52 2486141:9NRSNVM9 2486141:CSZNDTJB}, keywords = {\_TBC for use ailr-2024}, pages = {114--122}, } @misc{panigrahi_indian_2019, title = {The {Indian} state of {Odisha} publishes online dictionaries in 21 indigenous languages}, url = {https://globalvoices.org/2019/10/19/the-indian-state-of-odisha-publishes-online-dictionaries-in-21-indigenous-languages/}, author = {Panigrahi, S}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BHHGYFPQ 2405685:4LYCFA2P}, } @techreport{pane_continued_2015, title = {Continued progress: promising evidence on personalized learning}, shorttitle = {Continued progress}, url = {https://www.rand.org/pubs/research_reports/RR1365.html}, abstract = {Students at schools that offer personalized ways to learn (e.g., competency-based progression, flexible learning environments) made significant gains in mathematics and reading. Also, the lowest-performing students made substantial gains relative to their peers.}, language = {en}, urldate = {2020-05-13}, institution = {RAND Corporation}, author = {Pane, John F. and Steiner, Elizabeth D. and Baird, Matthew D. and Hamilton, Laura S.}, year = {2015}, note = {Publisher: RAND Corporation KerkoCite.ItemAlsoKnownAs: 2339240:ERGVRY23 2405685:KI6SCG6B}, keywords = {Potential Usefulness: M}, } @inproceedings{pandey_tiblo_2011, address = {New York, NY, USA}, series = {{DESIRE} '11}, title = {Tiblo: a tangible learning aid for children with dyslexia}, isbn = {978-1-4503-0754-3}, shorttitle = {Tiblo}, url = {https://doi.org/10.1145/2079216.2079247}, doi = {10.1145/2079216.2079247}, abstract = {Dyslexia is a learning disability, which affects the ability to read and spell correctly. Special schools for children with dyslexia focus on individual growth, learning and psychological difficulties faced by the child. In this paper, we describe the design, development and testing of Tiblo (Tangible Interactive BLOcks), a tangible learning aid for children with dyslexia in the age group of 8 to 12 years. Tiblo has been specifically designed keeping in mind the psychological and emotional effects of dyslexia. We explain the process and results of an ethnographic study conducted at a school for children with dyslexia; the resulting concept development and prototyping. Further, we outline the testing process with the students at the school and the results of the same. The results showed that the children have a greater engagement in their classroom activities and there is an improvement in their retention abilities on using Tiblo. Also, they had a very strong sense of attachment and ownership towards the blocks and like to personalize it. This was in sharp contrast with other digital learning aids which offer a symptomatic and subject specific approach to aiding children with dyslexia and hence do not develop a personal one to one relationship with the child.}, urldate = {2020-12-10}, booktitle = {Procedings of the {Second} {Conference} on {Creativity} and {Innovation} in {Design}}, publisher = {Association for Computing Machinery}, author = {Pandey, Sumit and Srivastava, Swati}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/2079216.2079247 2339240:99N4A4R8 2405685:ACZ65MR7}, keywords = {collaborative learning, design case study, dyslexia, emotional design, interaction design, learning aids, play and learn, tangible user interfaces}, pages = {211--220}, } @article{palalas_design_2015, title = {A design based research framework for implementing a transnational mobile and blended learning solution}, volume = {7}, doi = {10.4018/ijmbl.2015100104}, abstract = {The article proposes a modified Design-Based Research (DBR) framework which accommodates the various socio-cultural factors that emerged in the longitudinal PA-HELP research study at Central University College (CUC) in Ghana, Africa. A transnational team of stakeholders from Ghana, Canada, and the USA collaborated on the development, implementation, and subsequent modification of the DBR framework. The recommended framework is a result of lessons learned during this project in Ghana and as such, it is shaped by the need to be responsive to the local cultural and contextual contingencies. The article offers practical recommendations on the implementation of a mobile learning project in a cross-cultural setting, and provides a discussion of the salient cultural factors and the corresponding culturally-sensitive adaptations needed in the design research process. The Cross-Culture Design-Based Research (CC-DBR) framework is proposed to inform future transcultural m-learning studies.}, number = {4}, journal = {International Journal of Mobile and Blended Learning (IJMBL)}, author = {Palalas, Agnieszka and Berezin, Nicole and Gunawardena, Charlotte and Kramer, Gretchen}, year = {2015}, note = {Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015100104 10/ggn3w3 2339240:UURH3JJF 2405685:SR6TDQ4M}, pages = {57--74}, } @techreport{pakistan_telecommunications_authority_pta_2019, title = {{PTA} {Annual} {Report}}, url = {https://www.pta.gov.pk/assets/media/pta_ann_rep_2019_27032020.pdf}, urldate = {2020-06-11}, author = {Pakistan Telecommunications Authority}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8YV2FKZ7}, } @misc{pakistan_telecommunications_authority_telecom_2019, title = {Telecom {Indicators}}, url = {https://www.pta.gov.pk/en/telecom-indicators}, urldate = {2020-06-11}, author = {Pakistan Telecommunications Authority}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XTYU35HU}, } @techreport{pakistan_telecommunication_authority_annual_2019, title = {Annual {Report} 2019}, url = {https://www.pta.gov.pk/assets/media/pta_ann_rep_2019_27032020.pdf}, urldate = {2020-07-21}, author = {{Pakistan Telecommunication Authority}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J3DYL6EV 2405685:2B6LEWB7 2405685:3DRT5K3E}, } @misc{pakistan_telecommunication_authority_telecom_2019, title = {Telecom {Indicators} {\textbar} {PTA}}, url = {https://www.pta.gov.pk/en/telecom-indicators}, urldate = {2020-07-21}, author = {{Pakistan Telecommunication Authority}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8RXYUZE7 2405685:TEM3B6ES 2405685:VBDQ6XBI}, } @inproceedings{pakarinen_designing_2013, title = {Designing {OLPC} learning environments: {A} case on 1:1 pedagogy in rural {Tanzania}}, shorttitle = {Designing {OLPC} learning environments}, doi = {10.1109/AFRCON.2013.6757660}, abstract = {In the past two decades computers have become a standard educational tool in the industrialized countries. Recently, equipping each student with a personal device (one-to-one computing, OLPC) has been enthusiastically advocated for developing countries, too. However, despite a number of pioneering research studies, broader analyses of pedagogical, technical, and organizational aspects of one-to-one computing in developing countries are largely missing. In this participatory action research in a rural Tanzanian primary school, we identified a number of pedagogical elements that were beneficial for teaching and utilizing ICT in the classroom. We pinpointed exploratory and self-regulated learning, group problem solving, and constructive principles as facilitators of learning within the one-to-one computing paradigm in this context. Our results show that the introduction of children's computers also triggered a number of changes in dynamics both within the school but also outside the school.}, booktitle = {2013 {Africon}}, author = {Pakarinen, S. and Apiola, M. and Moisseinen, N. and Tedre, M.}, year = {2013}, note = {ISSN: 2153-0033 KerkoCite.ItemAlsoKnownAs: 10.1109/AFRCON.2013.6757660 2339240:W653CXZ9 2405685:8SFQ3SZ7}, keywords = {Context, Educational institutions, ICT utilization, Interviews, Materials, OLPC learning environment, Portable computers, Tanzania, computer aided instruction, constructive principles, educational institutions, educational tool, exploratory learning, group problem solving, information and communications technology, learning facilitators, one-to-one computing, organizational aspect, participatory action research, pedagogical aspect, pedagogical elements, pedagogy, rural primary school, self-regulated learning, teaching, technical aspect}, pages = {1--5}, } @incollection{pai_reconstructing_2016, address = {City University of New York (CUNY)}, title = {Reconstructing education in post-conflict {Sierra} {Leone}}, url = {https://academicworks.cuny.edu/nc_pubs/87}, booktitle = {Security, {Education} and {Development} in {Contemporary} {Africa}}, publisher = {Guttman Community College}, author = {Pai, Grace}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:83TRVQZR}, } @article{paat_working_2013, title = {Working with immigrant children and their families: {An} application of {Bronfenbrenner}'s ecological systems theory}, volume = {23}, shorttitle = {Working with immigrant children and their families}, doi = {10.1080/10911359.2013.800007}, number = {8}, journal = {Journal of Human Behavior in the Social Environment}, author = {Paat, Yok-Fong}, year = {2013}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/10911359.2013.800007 2339240:P68GAF86 2405685:ML8UK3IE}, pages = {954--966}, } @article{ozuorcun_is_2012, series = {4th {World} {Conference} on {Educational} {Sciences} ({WCES}-2012) 02-05 {February} 2012 {Barcelona}, {Spain}}, title = {Is {M}-learning versus {E}-learning or are they supporting each other?}, volume = {46}, issn = {1877-0428}, url = {https://www.sciencedirect.com/science/article/pii/S1877042812012396}, doi = {10.1016/j.sbspro.2012.05.110}, abstract = {The massive changes in society and development of technology have an important effect on education. These changes affect all areas of education and this education continues, and is everywhere, at all times, using new technology. Mobile devices bring big opportunities to learners, to learn at all times, with no boundaries for education. Before M-learning, E-learning gave many advantages for learners while they were living faraway from school. In this study we try to explain the basic definitions of M-learning and E-learning, and try to find answers for the questions “is M-learning derived from E-learning” and “if it is derived, does M-learning support E-learning, or is M-learning in opposition to E-learning?” Is M-learning supporting E-learning, or are they in opposition??}, language = {en}, urldate = {2021-10-25}, journal = {Procedia - Social and Behavioral Sciences}, author = {Ozuorcun, Nilcan Ciftci and Tabak, Feride}, month = jan, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2012.05.110 2339240:2QM8R4Z2 2405685:GT4BE48W}, keywords = {E-learning, M-learning}, pages = {299--305}, } @article{ozdamli_pedagogical_2012, title = {Pedagogical framework of m-learning}, volume = {31}, doi = {10.1016/j.sbspro.2011.12.171}, journal = {Procedia-Social and Behavioral Sciences}, author = {Ozdamli, Fezile}, year = {2012}, note = {shortDOI: 10/fzgsqg KerkoCite.ItemAlsoKnownAs: 10/fzgsqg 2129771:87Y39DTV 2405685:MPFTMEZT}, pages = {927--931}, } @article{oyo_moocs_2017, title = {{MOOCs} for in-service teachers: the case of {Uganda} and lessons for {Africa}}, volume = {75}, shorttitle = {{MOOCs} for in-service teachers}, url = {https://revistadepedagogia.org/wp-content/uploads/2016/12/MOOCs-for-in-service-teachers.-The-case-of-Uganda-and-lessons-for-Africa.pdf}, doi = {10.22550/rep75-1-2017-07}, abstract = {In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89\%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.}, language = {en-US}, number = {266}, urldate = {2019-11-21}, journal = {Revista Española de Pedagogía}, author = {Oyo, B. and Kalema, B.M. and Byabazaire, J.}, year = {2017}, note = {Extra URL: https://revistadepedagogia.org/en/lxxv-en/no-266/moocs-for-in-service-teachers-the-case-of-uganda-and-lessons-for-africa/101400005980/ KerkoCite.ItemAlsoKnownAs: 10.22550/rep75-1-2017-07 10/ggddgs 2339240:MR2W67VK 2405685:USHUUTDI 2534378:VFQKYSXZ 2534378:WLCXEHHM}, keywords = {\_Source:Intuitive, \_THEME: Education management, \_THEME: Teacher Professional Development, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426079, \_\_finaldtb}, pages = {121--141}, } @article{oyo_moocs_2017, title = {{MOOCs} for in-service teachers: the case of {Uganda} and lessons for {Africa}}, volume = {75}, shorttitle = {{MOOCs} for in-service teachers}, url = {https://revistadepedagogia.org/wp-content/uploads/2016/12/MOOCs-for-in-service-teachers.-The-case-of-Uganda-and-lessons-for-Africa.pdf}, doi = {10.22550/rep75-1-2017-07}, abstract = {In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89\%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.}, language = {en-US}, number = {266}, urldate = {2019-11-21}, journal = {Revista Española de Pedagogía}, author = {Oyo, B. and Kalema, B.M. and Byabazaire, J.}, year = {2017}, note = {Extra URL: https://revistadepedagogia.org/en/lxxv-en/no-266/moocs-for-in-service-teachers-the-case-of-uganda-and-lessons-for-africa/101400005980/ KerkoCite.ItemAlsoKnownAs: 10.22550/rep75-1-2017-07 10/ggddgs 2339240:HPI63QSH 2339240:MR2W67VK 2405685:CIF2AFNW 2534378:WLCXEHHM}, keywords = {\_Source:Intuitive, \_THEME: Education management, \_THEME: Teacher Professional Development, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426079, \_\_finaldtb}, } @techreport{oye_girls_2016, type = {Background {Paper}}, title = {Girls’ {Schooling} is {Good}, {Girls}’ {Schooling} with {Learning} is {Better}}, url = {http://report.educationcommission.org/wp-content/uploads/2017/01/Girls-Schooling-is-Good-Girls-Schooling-with-Learning-is-Better.pdf}, urldate = {2022-04-07}, institution = {Education Commission}, author = {Oye, Mari and Pritchett, Lant and Sandefur, Justin}, month = oct, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8HJ4MAIU 2405685:ER8IF9C2 4656463:FYX9F3XN}, } @article{owusu_effects_2010, title = {Effects of computer-assisted instruction on performance of senior high school biology students in {Ghana}}, volume = {55}, issn = {0360-1315}, url = {http://www.sciencedirect.com/science/article/pii/S0360131510001089}, doi = {10.1016/j.compedu.2010.04.001}, abstract = {This study investigated the comparative efficiency of computer-assisted instruction (CAI) and conventional teaching method in biology on senior high school students. A science class was selected in each of two randomly selected schools. The pretest-posttest non equivalent quasi experimental design was used. The students in the experimental group learned science concepts (cell cycle) through the CAI, whereas the students in the control group were taught the same concepts by the conventional approach. The conventional approach consisted of lecture, discussions and question and answer teaching methods. Mann–Whitney U tests were used to analyze students’ pretest and posttests scores. The results indicated that students that were instructed by the conventional approach performed better on the posttest than those instructed by the CAI. However, the performance of low achievers within the experimental group improved after they were instructed by the CAI. Even though the CAI group did not perform better than the conventional approach group, the students in the CAI group perceived CAI to be interesting when they were interviewed.}, language = {en}, number = {2}, urldate = {2020-03-17}, journal = {Computers \& Education}, author = {Owusu, K. A. and Monney, K. A. and Appiah, J. Y. and Wilmot, E. M.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2010.04.001 10/bk93cw 2339240:EMEYL9Z3 2405685:DECKMC2P}, keywords = {Achievement, Cell cycle, Computer-assisted instruction, Conventional approach, ICT and senior high school}, pages = {904--910}, } @article{owusu-bempah_commonalities_2014, title = {Commonalities and specificities of authentic leadership in {Ghana} and {New} {Zealand}}, volume = {42}, doi = {10.1177/1741143213502198}, number = {4}, journal = {Educational Management Administration \& Leadership}, author = {Owusu-Bempah, Justice and Addison, Ramzi and Fairweather, John}, year = {2014}, note = {Publisher: Sage Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1741143213502198 10/gfbx93 2339240:4Z3QIGA6 2405685:6RCTND8Z}, pages = {536--556}, } @article{owoo_bilingual_2017, title = {Bilingual {Learning} {Spaces}: {Lessons} {From} {Using} {WhatsApp} {Videos} in a {Ghanaian} {Rural} {Context}}, shorttitle = {Bilingual {Learning} {Spaces}}, abstract = {This poster is a preliminary inquiry into the usage of audiovisual material for bilingual language education on the mobile application, WhatsApp, in a Ghanaian rural community. Participatory Action Research framework was used. Content creators and rural teachers observe and study the potential of Mobile Computer-Supported Collaborative Learning (mCSCL) to re-conceptualize e-learning in rural spaces with online and offline discourses in Gã and English enabled by WhatsApp}, journal = {Making a Difference: Prioritizing Equity and Access in CSCL}, author = {Owoo, Mama Adobea Nii}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QPQ7Z8JP 2405685:2PXKND4R}, keywords = {⛔ No DOI found}, } @article{outhwaite_new_2019, title = {A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes}, volume = {43}, issn = {1743-727X}, url = {https://doi.org/10.1080/1743727X.2019.1657081}, doi = {10.1080/1743727x.2019.1657081}, abstract = {Randomized control trials (RCTs) are commonly regarded as the ‘gold standard’ for evaluating educational interventions. While this experimental design is valuable in establishing causal relationships between the tested intervention and outcomes, reliance on statistical aggregation typically underplays the situated context in which interventions are implemented. Developing innovative, systematic methods for evaluating implementation and understanding its impact on outcomes is vital to moving educational evaluation research beyond questions of ‘what works’, towards better understanding the mechanisms underpinning an intervention’s effects. The current study presents a pragmatic, two-phased approach that combines qualitative data with quantitative analyses to examine the causal relationships between intervention implementation and outcomes. This new methodological approach is illustrated in the context of a maths app intervention recently evaluated in a RCT across 11 schools. In phase I, four implementation themes were identified; ‘teacher support’, ‘teacher supervision’, ‘implementation quality’, and ‘established routine’. In phase II, ‘established routine’ was found to predict 41\% of the variance in children’s learning outcomes with the apps. This has significant implications for future scaling. Overall, this new methodological approach offers an innovative method for combining process and impact evaluations when seeking to gain a more nuanced understanding of what works in education and why.}, number = {3}, urldate = {2019-11-21}, journal = {International Journal of Research \& Method in Education}, author = {Outhwaite, Laura A. and Gulliford, Anthea and Pitchford, Nicola J.}, month = sep, year = {2019}, note = {shortDOI: 10/ggdbd4 KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2019.1657081 10.1080/1743727x.2019.1657081 10/ggdbd4 2339240:AET3UUCZ 2339240:T4RNXVLL 2405685:EDBC9B8E 2405685:LJR2ZQYV}, keywords = {Implementation, \_C:Greece GRC, \_C:India IND, \_C:Malawi MWI, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:scheme:1, education, evaluation, intervention, mixed-methods}, pages = {1--18}, } @phdthesis{outhwaite_effectiveness_2017, type = {{BSc} {Psychology}}, title = {Effectiveness of an {iPad} {Intervention} to {Support} {Development} of {Maths} {Skills} in {Foundation} {Year} {Children}}, author = {Outhwaite, Laura}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:EH35HAKK 2405685:DGF7RQLD}, } @techreport{ouane_optimising_2011, title = {Optimising learning, education and publishing in {Africa}: the language factor; a review and analysis of theory and practice in mother-tongue and bilingual education in sub-{Saharan} {Africa}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000212602/PDF/212602eng.pdf.multi}, urldate = {2023-02-10}, author = {Ouane, Adama and Glanz, Christine}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7ZCC3D2C 4042040:XHXI4QJA}, } @misc{othman_education_2019, title = {Education {District} {Profile}, 2018 ({Unpublished})}, publisher = {Ministry of Education and Vocational Training}, author = {Othman, Othman S.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SGW9B7QE 2405685:P9KXFUNP}, } @article{osterman_digital_2012, title = {Digital {Literacy}: {Definition}, {Theoretical} {Framework}, and {Competencies}}, abstract = {This paper offers an overview of existing definitions and theoretical frameworks for digital literacy. The researcher makes recommendations for an agreed upon definition and theoretical framework and discusses implications for a relationship between digital and visual literacy skills.}, language = {en}, author = {Osterman, Mark D}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9Q6R5ZNU 2405685:QR6375R6}, keywords = {⛔ No DOI found}, pages = {7}, } @article{osmanoglu_prospective_2015, title = {Prospective teachers' teaching experience: teacher learning through the use of video}, volume = {58}, issn = {0013-1881, 0013-1881}, url = {https://www.researchgate.net/publication/291102877_Prospective_teachers'_teaching_experience_Teacher_learning_through_the_use_of_video}, doi = {10.1080/00131881.2015.1117321}, abstract = {Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers' professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers' reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers' reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.}, language = {English}, number = {1}, journal = {Educational Research}, author = {Osmanoglu, Aslihan}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826519864?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2015.1117321 2339240:IDCYSM7U 2339240:JN6DATHN 2405685:8R9AMXSP 2405685:UXX82Q2E 2534378:2ENRXCPY 2534378:6ZC4QF9U 2534378:CZGC7EHH}, keywords = {Case Method (Teaching Technique), Case Studies, Case-based pedagogy, Content Analysis, Data Analysis, Discussion (Teaching Technique), EDUCATION of student teachers, EFFECTIVE teaching, ELEMENTARY school teachers, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Electronic Learning, Elementary Education, Elementary School Teachers, Foreign Countries, Higher Education, Knowledge Base for Teaching, Learning Activities, Mathematics Teachers, Methods Courses, Microteaching, Outcomes of Education, PROFESSIONAL education, Postsecondary Education, Preservice Teacher Education, Preservice Teachers, Reflective Teaching, Student Teacher Attitudes, Student Teachers, TEACHER education, TEACHING methods, TRAINING of student teachers, Teacher Effectiveness, Teaching Experience, Theory Practice Relationship, Turkey, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096187, \_\_finaldtb, class discussions, prospective teacher education, reflection, video case study}, pages = {39--55}, } @techreport{osei_fiscal_2017, type = {Occasional {Paper}}, title = {Fiscal {Decentralization} in {Ghana}: {Progress} and {Challenges}}, url = {http://ifsghana.org/wp-content/uploads/2018/09/Occasional-10-.pdf}, number = {10}, urldate = {2022-04-07}, institution = {Institute for Fiscal Studies Ghana}, author = {Osei, Edna}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:86IVWGL2 2405685:PL3W26A4 4656463:HLGC2IQF}, } @article{osei_frimpong_assessment_2019, title = {Assessment of the effectiveness of {ICT} on {Teacher} {Trainees} in {Colleges} of education. {A} {Case} of {St}. {Monica}'s {College} of {Education}}, volume = {17}, abstract = {The use of ICT in teacher training colleges has relatively improve teaching and learning. The effective use of various ICT tools such the computer, smart phones and PDAs has brought innovative ideas in teacher trainees. This study aimed at finding out the factors influencing the use of ICT tools in enhancing teaching and learning process in the various teacher training institutions in Ghana. A survey was used in order to investigate the study. It was revealed from the findings of the study that students and tutors in the various colleges of education have now accepted the use of ICT in teaching and learning process. However some students still see ICT as difficult due to various factors such as inadequate computers in the various colleges for practical tution and poor access to the internet for learning.}, journal = {Asian Journal of Computer Science and Information Technology}, author = {Osei Frimpong, Kojo and Asare, Samuel and Caroline, Owusu-Mintah}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DVBYU842 2405685:VRJIV787}, keywords = {⛔ No DOI found}, pages = {128--135}, } @article{osei-assibey_nature_2014, title = {Nature and dynamics of inequalities in {Ghana}}, volume = {57}, issn = {1011-6370, 1461-7072}, url = {http://ugspace.ug.edu.gh/bitstream/handle/123456789/24257/Nature%20and%20Dynamics%20of%20Inequalities%20in%20Ghana.pdf?sequence=2&isAllowed=y}, doi = {10.1057/dev.2015.25}, language = {en}, number = {3-4}, urldate = {2022-03-06}, journal = {Development}, author = {Osei-Assibey, Eric}, month = dec, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1057/dev.2015.25 2339240:TBRJJYZ2 2405685:5PVKISEY}, pages = {521--530}, } @article{osborne_learning_2013, title = {Learning to argue: {A} study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students}, volume = {50}, issn = {1098-2736}, shorttitle = {Learning to argue}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21073}, doi = {10.1002/tea.21073}, abstract = {This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013}, language = {en}, number = {3}, urldate = {2022-08-22}, journal = {Journal of Research in Science Teaching}, author = {Osborne, Jonathan and Simon, Shirley and Christodoulou, Andri and Howell-Richardson, Christina and Richardson, Katherine}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21073 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21073 2339240:4NIGXKV2 2405685:4X4GKSJM 2405685:VIDIRPJ6 2534378:G9ZN4A6P}, keywords = {argumentation, dialogic teaching, epistemic learning, student engagement, teacher professional development}, } @book{osborn_les_2011, title = {Les {Langues} {Africaines} a {L}'ere {Numerique}: {Defis} {Et} {Opportunites} de {L}'informatisation {Des} {Langues} {Autochtones}}, shorttitle = {Les {Langues} {Africaines} a {L}'ere {Numerique}}, publisher = {IDRC}, author = {Osborn, Don}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MFEFAQY5 4042040:H7B5DJCZ}, } @techreport{osama_pakistan_2015, title = {Pakistan {EdTech} {Landscape}: {Using} {Technology} as a {Force} {Multiplier} to address the {Educational} {Emergency}}, url = {https://vdocuments.mx/pakistan-edtech-landscape-report-2015.html}, author = {Osama, Athar and Imran, Zia and Jamshan, Walia}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GHDLY5WX 2405685:CKMEWC8Q}, } @techreport{orr_what_2013, address = {London}, title = {What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? {Systematic} review}, shorttitle = {What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?}, url = {http://sro.sussex.ac.uk/id/eprint/43901/1/Undertrained_teachers_2013_Orr.pdf}, language = {en}, institution = {EPPI-Centre, Social Science Research Unit, Institute of Education}, author = {Orr, David and Westbrook, Jo and Pryor, John and Durrani, Naureen and Sebba, Judy and Adu-Yeboah, Christine}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K82B5UP3 2339240:NN7K3HRQ 2405685:5J3HIZH9 2405685:YAT9NL4R}, keywords = {C:Low- and middle-income countries}, } @inproceedings{oroma_perspectives_2013, title = {Perspectives on underutilisation of {ICT} in education in {Tanzania}, {Uganda} and {Kenya}}, abstract = {Developing countries in Africa have experienced considerably high growth in education that is witnessed by high enrolments at all levels, and brought forth several critical challenges like limited learning space, insufficient learning materials, and inadequate human capacity, forcing governments to build more schools and encourage the private sector to invest in education at all levels because education is pivotal to growth in other sectors. To overcome these challenges and improve the quality of education, these governments enacted several policies that integrate information and communication technologies in the curriculums at all levels of education and encouraged institutions to embrace these technologies because they enhance the teaching and learning processes. However, in reality, the adoption, ICT integration and implementation of these policies is inadequate and hindered by numerous factors. This study therefore focuses on exploring and comparing these factors leading to the underuse of ICT in education in these three countries.}, booktitle = {2013 {IST}-{Africa} {Conference}}, author = {Oroma, J. O. and Kiden, S. and Maghendha, M. W. and Ntiyani, S.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RWIB3G38 2405685:J9ABKGK8}, keywords = {Africa, Computers, East Africa, Educational institutions, Government, ICT, ICT integration, ICT underutilisation, Internet, Kenya, Libraries, Materials, Tanzania, Uganda, Uganda and Kenya, challenges, computer aided instruction, context, countries, developing, developing countries, e-learning. Tanzania, education, education quality, educational institutions, excuses, human capacity, information and communication technologies, learning materials, learning process, learning space, private sector, teaching, teaching process, utilisation, ⛔ No DOI found}, pages = {1--11}, } @misc{orbit_research_orbit_2016, title = {Orbit {Reader} 20 - {Braille} {Display}, {Book} {Reader} and {Note}-taker. {Includes} an {SD} {Card}, {Charger} and a {USB} cable}, url = {http://www.orbitresearch.com/product/orbit-reader-20/}, abstract = {The Orbit Reader 20 is the world’s most affordable Refreshable Braille Display.  It is a unique 3-in-1 device and serves as a self-contained book reader, a note-taker and as a braille display by connecting to a computer or smartphone via USB or Bluetooth.}, language = {en-US}, urldate = {2022-06-26}, journal = {Orbit Research}, author = {Orbit Research}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:576TQEPP 2405685:ZN7Y2Q8Y}, } @article{opfer_conceptualizing_2011, title = {Conceptualizing teacher professional learning}, volume = {81}, url = {https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.874.8856&rep=rep1&type=pdf}, doi = {10.3102/0034654311413609}, number = {3}, journal = {Review of Educational Research}, author = {Opfer, V. Darleen and Pedder, David}, year = {2011}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654311413609 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654311413609 2339240:K7VCJNKP 2405685:8GP9P3IJ 2405685:RFTSSBXB 2534378:ECXANTI8}, keywords = {Important, Read}, pages = {376--407}, } @misc{openemis_openemis_data_security_practices_enpdf_2019, title = {{OpenEMIS}\_Data\_Security\_Practices\_en.pdf}, url = {https://www.openemis.org/wp-content/uploads/2019/10/OpenEMIS_Data_Security_Practices_en.pdf}, urldate = {2022-06-15}, author = {OpenEMIS}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3UEUQBTC 2405685:UUPHN22F}, } @techreport{open_university_of_tanzania_out_out_2016, address = {Dar-es-Salaam}, title = {{OUT} policy on {Open} {Educational} {Resources} ({OER})}, url = {https://www.oerafrica.org/system/files/12584/out-open-education-resources-policy-final.pdf?file=1&type=node&id=12584&force=1}, urldate = {2021-01-29}, institution = {OUT}, author = {{Open University of Tanzania (OUT)}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UPRFY5AM 2405685:8G9HSMHS}, } @misc{open_learning_exchange_ghana_ghana_2017, title = {Ghana {Reads}}, url = {http://www.oleghana.org/index.php}, language = {en-gb}, urldate = {2020-06-30}, author = {Open Learning Exchange Ghana}, year = {2017}, note = {Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:KKFABZMZ}, } @misc{open_learning_exchange_ghana_ole_2017, title = {{OLE} {Ghana}}, url = {http://www.oleghana.org/index.php}, language = {en-gb}, urldate = {2020-06-30}, author = {Open Learning Exchange Ghana}, year = {2017}, note = {Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:A5UVHX67}, } @misc{open_data_kit_odk_2018, title = {{ODK}}, url = {https://getodk.org/}, abstract = {The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.}, language = {en}, urldate = {2022-07-04}, journal = {ODK}, author = {Open Data Kit and Kit, Open Data}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:32TBDFZT 2486141:CKAU3BCK}, } @misc{open_data_kit_odk_2018, title = {{ODK}}, url = {https://getodk.org/}, abstract = {The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.}, language = {en}, urldate = {2020-07-28}, journal = {ODK}, author = {{Open Data Kit}}, month = mar, year = {2018}, note = {Library Catalog: getodk.org KerkoCite.ItemAlsoKnownAs: 2405685:9CTM6SC2}, } @article{onivehu_teachers_2017, title = {Teachers' {Attitude} and {Competence} in the {Use} of {Assistive} {Technologies} in {Special} {Needs} {Schools}}, volume = {10}, issn = {2065-1430}, url = {https://eric.ed.gov/?id=EJ1164985}, doi = {10.24193/adn.10.4.3}, abstract = {This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Teachers' Attitude and Competence in the Use of Assistive Technology Questionnaire" ("TACUATQ") was used for data collection. The instrument was administered on 20 selected teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.85 through Pearson Product Moment Correlation statistics. Data were analysed with percentage, mean and rank order, t-test and ANOVA statistical tools. The findings revealed that teachers have a positive attitude towards the use of assistive technologies. However, teachers were not competent in the use of assistive technologies. Gender and teaching experience did not influence teachers' attitude and competence in the use of assistive technologies. It was recommended among other things that teachers should be trained and re-trained on the use of assistive technology for students with speech disorders, visual impairments, hearing impairments, physical impairments and emotional and behavioural disorders.}, language = {en}, number = {4}, urldate = {2021-03-04}, journal = {Acta Didactica Napocensia}, author = {Onivehu, Adams Ogirima and Ohawuiro, Onyiyeche Emilia and Oyeniran, Bunmi Juliana}, year = {2017}, note = {Publisher: Babes-Bolyai University KerkoCite.ItemAlsoKnownAs: 10.24193/adn.10.4.3 2339240:FDGRYPVG 2405685:TUG39XRX}, keywords = {Assistive Technology, Elementary Secondary Education, Foreign Countries, Gender Differences, Questionnaires, Special Needs Students, Special Schools, Teacher Attitudes, Teacher Competencies, Teacher Surveys, Teaching Experience}, pages = {21--32}, } @article{onguko_for_2013, title = {"{For} us it was a learning experience": design, development and implementation of blended learning}, volume = {37}, issn = {20469012}, url = {https://www.researchgate.net/publication/262966655_For_us_it_was_a_learning_experience_Design_development_and_implementation_of_blended_learning}, doi = {10.1108/ejtd-10-2012-0052}, abstract = {Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.}, language = {English}, number = {7}, journal = {European Journal of Training and Development}, author = {Onguko, Brown and Jepchumba, Lucy and Gaceri, Petronilla}, year = {2013}, note = {Place: Limerick Publisher: Emerald Group Publishing Limited Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1430572667?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-10-2012-0052 2339240:C7CEXRWM 2339240:XN53EQR3 2405685:AFTT7Q76 2405685:UYED6EDY 2405685:ZZ7VUU4G 2534378:32ICX4DB 2534378:UTXP2X7Q}, keywords = {5220:Information technology management, 8306:Schools and educational services, 9177:Africa, Appropriate technology, Audio recordings, Business And Economics--Management, Instructional design, Kenya, Personal development, Professional development, Research, Rural schools, Teaching, Technological change, Training, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096396, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {615--634}, } @article{onguko_jifunzeni_2014, title = {{JiFUNzeni}: a blended learning approach for sustainable teachers' professional development}, volume = {12}, issn = {1479-4403}, url = {https://academic-publishing.org/index.php/ejel/article/view/1680/1643}, abstract = {JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was fieldtested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers’ professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, follow-up interviews were conducted with eight of the ten teachers and two professional development tutors (PDTs) who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho slum in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on some appropriate ways of applying technology thus, attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa.}, language = {en}, number = {1}, journal = {Electronic Journal of e-Learning}, author = {Onguko, Brown Bully}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5SCGRA3U 2339240:M7R5EIZL 2339240:TS6R3E24 2339240:VWE52LMG 2339240:YMBURAH4 2405685:AKXHE6HE 2405685:Q3Y6Z65Z 2405685:U5WZEBXT 2405685:UNATTHSB 2405685:XVE57FFE 2534378:7WCVV8XM 2534378:DW5I8PW4 2534378:T6RRJMGR}, keywords = {Blended Learning, Computer Software, Computers, Cooperative Learning, Cooperative learning, Course Content, Design, Disadvantaged Environment, Distance learning, Education--Computer Applications, Educational Technology, Elementary School Teachers, Faculty Development, Foreign Countries, Handheld Devices, Instructional Design, Internet, Interviews, Kenya, Learning Activities, Multimedia Materials, Open Source Technology, Program Development, Qualitative Research, Rural Areas, Self Evaluation (Individuals), Sustainability, Teacher Attitudes, Teaching Methods, Training, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096405, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {12}, } @inproceedings{onguko_context_2012, title = {Context and {Appropriate} {Technology}: {The} {Unavoidable} {Partnership}}, shorttitle = {Context and appropriate technology}, url = {https://www.researchgate.net/publication/289049429_Context_and_appropriate_technology_The_unavoidable_partnership}, abstract = {Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning.}, language = {en}, booktitle = {Proceedings of the {European} {Conference} on e-{Government}, {ECEG}}, author = {Onguko, Brown}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:24H28YGJ 2339240:ISIT39J6 2405685:5KI53BLU 2405685:W7KJBF6N 2405685:X3EGT59M 2405685:ZHM4CF5K 2534378:7IHB745E 2534378:SU4VP6FM}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096499, \_\_finaldtb, ⛔ No DOI found}, pages = {502--509}, } @phdthesis{onguko_teachers_2012, address = {Calgary, AB}, type = {{PhD}}, title = {Teachers' professional development in a challenging educational context -- a study of actual practice in rural western {Kenya}}, url = {https://prism.ucalgary.ca/bitstream/handle/11023/131/ucalgary_2012_onguko_brown.pdf?sequence=2}, abstract = {This research adopted a design research approach, utilizing a mixture of methods including narratives, ethnographic observations, qualitative interviews and documentation of design artifacts. It was implemented in a challenging context in Western Kenya. The first research question for this study was: How might professional development (PD), offered through a blended learning approach and delivered by appropriate technologies, inform potential change to teaching practice in a challenging context in Kenya? Research question two sought to understand the implications of the professional development implemented in this study for teachers and professional development teachers (PDTs). Question three sought to understand the sustainability and scalability of the professional development approach The theoretical framework informing this research is based on activity theory- a needs-driven and goal directed process through tool mediation, and entails division of labor and isolation of partial tasks in a community of relationships (Vygotsky, 1978; Leont’ev, 1978; Engestrom, 1987; 1999; 2000; 2008). Key features of activity theory are active engagement and social interaction, which enabled teachers to collaboratively work with each other, studying through appropriate technologies to inform their teaching practices. Based on a review of literature, interviews with teachers and observation of teachers during face-to-face meetings in professional development and in their classroom practice, this study suggests that teachers in a challenging context can inform potential change to their teaching as a result of participation in locally developed content, delivered through blended learning on appropriate technologies. This study observes that through self-directed study on tablets, and occasional face-to-face interaction, teachers can transform into a community of learners that support each other in planning for their lessons. Content development involving local experts is critical to such interventions in challenging contexts, while drawing from global web content, harnessing open educational resources and being sensitive to local culture. Reflective conversations, professional dialogues and technology stewardship were all critical in informing teachers’ practice.}, school = {University of Calgary}, author = {Onguko, Brown}, year = {2012}, doi = {doi:10.11575/PRISM/27984}, note = {Publisher: Education KerkoCite.ItemAlsoKnownAs: 10.11575/PRISM/27984 2339240:DG2D5LEQ 2339240:HFGVU85N 2405685:3GUCVMD2 2405685:AJ9GX7EE 2534378:9XFBBTYJ 2534378:SQ7895I3}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457443, \_\_finaldtb, ⛔ No DOI found}, } @misc{one_laptop_per_child_one_2011, title = {One laptop per child in {Rwanda}}, url = {https://wiki.laptop.org/images/5/53/Rwanda_Report-v7.pdf}, author = {One Laptop per Child.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D7HTGMCI 2405685:MDB8C2SB}, } @article{onaolapo_performance_2018, title = {Performance expectancy, effort expectancy, and facilitating conditions as factors influencing smart phones use for mobile learning by postgraduate students of the {University} of {Ibadan}, {Nigeria}}, volume = {14}, doi = {10.28945/4085}, number = {1}, journal = {Interdisciplinary Journal of e-Skills and Lifelong Learning}, author = {Onaolapo, Sodiq and Oyewole, Olawale}, year = {2018}, note = {shortDOI: 10/ghgp5f KerkoCite.ItemAlsoKnownAs: 10/ghgp5f 2339240:E7SFCGQN 2405685:YREJK4SQ}, pages = {95--115}, } @article{omwenga_principals_2016, title = {Principals' {Instructional} {Leadership} {Styles} and their effect on {Tutors} on {ICT} integration in teaching {Science}}, abstract = {The study was carried out to determine the influence of the Principals' leadership style and its effect on the tutors' ICT integration in teaching in Nyanza Region Kenya. One research question and research hypothesis guided the study. The population comprised of 30 Principals and 160 Tutors. A questionnaire and an interview schedule were used to collect data from the Principals and Tutors. Cronbach alpha reliability computation was done to determine the overall reliability of the instrument. Cronbach alpha coefficient of 0.9 and higher was considered reliable. Pearson correlation coefficient, mean and standard deviation were used to analyze data collected and the hypothesis was tested at 0.01 alpha levels. The results from the data analysis indicated there was a direct linear relationship between principal's instructional leadership styles and the teachers' integration of ICT in teaching of science. Based on the findings of the study, it was recommended that the Government of Kenya should develop policies to guide the instructional leaders, KICD, TSC, MOEST and KESI to develop guidelines for Tutors in ICT integration during the teaching of Science.}, author = {Omwenga, Ezekiel}, month = aug, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EJ4NX3TX 2405685:AJ7SJMEA}, pages = {2518--0304}, } @techreport{omoeva_5_2018, address = {FHI 360}, title = {5 features of a monitoring, evaluation and learning system geared towards equity in education}, url = {http://www.educationequity2030.org/resources-2/2018/3/5/5-features-of-a-monitoring-evaluation-and-learning-system-geared-towards-equity-in-education}, abstract = {Wow do we operationalize equity in education, in the context of education development programming? This blog post from FHI 360’s R\&E Search For Evidence blog presents five features necessary for a monitoring, evaluation and learning system to be geared towards equity in education.}, language = {en-US}, urldate = {2021-10-01}, author = {Omoeva, Carina}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IJU44B8G 2405685:SEHIF23V}, } @techreport{omoeva_mainstreaming_2017, title = {Mainstreaming {Equity} in {Education}}, url = {https://static1.squarespace.com/static/57aa9cce6b8f5b8163fdc9a3/t/59f374734192028eedd2381c/1509127285367/IEFG+-+Issues+paper+-+Final.pdf}, language = {en}, institution = {FHI 360 Education Policy and Data Center / Education Equity Research Initiative}, author = {Omoeva, Carina}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KQK6D75U 2405685:HP39R2WL}, pages = {26}, } @techreport{omidyar_network_scaling_2019, address = {Redwood City}, type = {Executive summary}, title = {Scaling {Access} and {Impact}: {Realizing} the {Power} of {EdTech}}, url = {https://omidyar.com/wp-content/uploads/2020/09/Scaling_Access_Impact_Realizing_Power_of_-EdTech.pdf}, urldate = {2020-01-10}, institution = {Omidyar Network}, author = {Omidyar Network}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CM2376RQ 2339240:DVANKZCR 2339240:I3GMH7FI 2339240:NTBHJHCH 2339240:X2A9CDQP 2405685:4E7EW2UF 2405685:5EUGCVFT 2405685:CREQEA9S 2405685:RV53FHR5 2405685:UX7HDLPW}, } @phdthesis{ombui_challenges_2013, type = {Thesis}, title = {Challenges facing principals in {Integrating} {Information} {Communication} {Technology} ({ICT}) for efficient management in secondary schools {In} {Nyamira} {County}, {Kenya}}, url = {https://ir-library.ku.ac.ke/handle/123456789/7267}, abstract = {This study examines the challenges faced by Kenyan secondary school principals in the use of ICT in enhancing school management. The study investigated computer literacy levels of secondary school principals, challenges faced by principals in integrating ICT for management and acquiring computer hardware and software, extent in which ICT is being used in management and the recommendations which can enhance the principals use ICT for management. The target groups of schools under the study were schools situated in a rural district where we have weak infrastructure and limited facilities in terms of transportation and other means of communication. The study was conducted in 30 secondary schools in Nyamira District in Kenya selected purposefully using availability of electricity as the criteria for selection. Data collection methods included closed and open ended questionnaires for the principals and observation. The data collected was analyzed by tabulating the responses from the 30 respondents and processed manually using frequency counts and percentages. The study findings showed that ICT as a management tool was not used effectively to address management issues. The study also revealed that ICT was being used for clerical issues and to a limited extent on little management issues particularly the processing of examinations. The major challenges facing the principals was lack of funds to acquire computer hardware and software, lack of exposure on the capabilities of ICT to ease management work, and lack of adequate training in ICT for the principals. The findings of the study suggest that for successful implementation of ICT for management in Kenyan secondary schools, strategies that include the financing of ICT infrastructure by the government and other stakeholders, capacity building and the formulation of an ICT policy is required to address the issue of management in secondary schools. Equally adaptation of strategies used elsewhere in the world could be employed.}, language = {en}, urldate = {2022-06-06}, author = {Ombui, Silas Chester}, month = sep, year = {2013}, note = {Accepted: 2013-09-09T06:59:21Z KerkoCite.ItemAlsoKnownAs: 2339240:WADVWVPF 2405685:HCBPD3VW 4656463:YKELQPB3}, } @article{olumorin_students_2018, title = {Students {Awareness} and {Utilization} of {Educational} {Broadcasts} to {Learn} in {Ogbomoso}, {Oyo} {State} {Nigeria}}, volume = {19}, issn = {1302-6488}, url = {https://eric.ed.gov/?id=EJ1183355}, doi = {10.17718/tojde.445122}, abstract = {Radio and Television are broadcast media meant to disseminate audio and video signal, messages, information or programs to wide range of audience. Radio and television are already playing a role in educating the populace non-formally through various educational channels and programs, but there is significant potential to capitalize on their ability to enhance development and learning curriculum content among secondary school students. This study: 1) Find out the awareness of educational radio and television programs by secondary school students in Ogbomoso 2) Investigate secondary school students access to educational radio and television programs in Ogbomoso and 3) Investigate problems militating against students' use of educational radio and television programs for learning. Questionnaire was used as instrument to elicit responses from 100 secondary school students on their awareness-on and access to seven educational radio and television programs. The findings revealed that the students were not aware of the educational radio and television programs even though they have access to it. The study recommends that teachers in secondary schools should include educational broadcasts as forms of stimulus variation that they could apply to their classes and educational programs producers on both radio and television should create enough awareness about the programs to enable students follow the programs at appropriate time.}, language = {en}, number = {3}, urldate = {2021-11-02}, journal = {Turkish Online Journal of Distance Education}, author = {Olumorin, Charles Olubode and Aderoju, Musiliu Adekola and Onojah, Amos Ochayi}, month = jul, year = {2018}, note = {Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.445122 2339240:UNNNDHTX 2405685:FDFUW8VP}, keywords = {Access to Education, Audiovisual Instruction, Barriers, Distance Education, Educational Radio, Educational Television, Familiarity, Foreign Countries, Questionnaires, Secondary School Students, Student Surveys}, pages = {182--192}, } @phdthesis{oliviera_students_2014, type = {{MPhil} {Dissertation}}, title = {Students’ and teachers’ attitudes and views on employing the use of {iPads} in science lessons}, urldate = {2014-04-08}, school = {University of Cambridge}, author = {Oliviera, Jose}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9SLGJ8KE 2405685:C4BAKFXY}, } @article{oliver_technological_2011, title = {Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology}, volume = {27}, copyright = {© 2011 Blackwell Publishing Ltd}, issn = {1365-2729}, shorttitle = {Technological determinism in educational technology research}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2729.2011.00406.x}, doi = {10.1111/j.1365-2729.2011.00406.x}, abstract = {This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor–network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications.}, language = {en}, number = {5}, urldate = {2020-12-08}, journal = {Journal of Computer Assisted Learning}, author = {Oliver, M.}, year = {2011}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2729.2011.00406.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00406.x 2339240:KJEKCKHZ 2405685:GJSF8KVX}, keywords = {affordance, educational technology, science and technology studies, technological determinism}, pages = {373--384}, } @article{okkolin_successful_2010, title = {The successful education sector development in {Tanzania} – comment on gender balance and inclusive education}, volume = {22}, issn = {0954-0253}, url = {https://doi.org/10.1080/09540250802555416}, doi = {10.1080/09540250802555416}, abstract = {In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education.}, number = {1}, urldate = {2021-01-19}, journal = {Gender and Education}, author = {Okkolin, Mari-Anne and Lehtomäki, Elina and Bhalalusesa, Eustella}, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09540250802555416 KerkoCite.ItemAlsoKnownAs: 10.1080/09540250802555416 2339240:7Z3K4YGB 2405685:I6TUSX4P}, keywords = {Tanzania, disability, education, educational outcomes, gender, inclusive education}, pages = {63--71}, } @techreport{okeleke_power_2019, title = {The {Power} of {Mobile} to {Accelerate} {Digital} {Transformation} in {Pakistan}}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/06/The-Power-of-Mobile-to-Accelerate-Digital-Transformation-in-Pakistan-2019.pdf}, urldate = {2020-06-11}, institution = {GSMA}, author = {Okeleke, Kenechi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:52GDR44W 2405685:RL6EI64R}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @article{okebukola_mother_2013, title = {Mother tongue as default language of instruction in lower primary science classes: {Tension} between policy prescription and practice in {Nigeria}}, volume = {50}, issn = {1098-2736}, shorttitle = {Mother tongue as default language of instruction in lower primary science classes}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21070}, doi = {10.1002/tea.21070}, abstract = {The forecast for the first quarter of this century is that the issue of teaching science in the language to which the learner is most familiar will receive more attention in our quest to win more students for science. Over two-thirds of countries in Africa, Asia, and Europe have developed policies on the use of the mother tongue for teaching science in the lower levels of their education system. In spite of this policy thrust, the educational system of many of these countries has not responded fully to the demands of such a policy. Because studies which mapped the dynamics of communication in science classrooms taught using the mother tongue are scant, we remain in the dark as to how best to structure such classrooms. The study was conducted in 12 primary schools and it involved 36 teachers in urban and rural locations of Lagos State, Nigeria. Quantitative and qualitative data were collected from primary science classrooms where the mother tongue is expected to be used as a medium of instruction. Mismatch between policy and practice was found especially in urban science classrooms. Among other things, it was found that on the average, science lessons delivered in primary 1 in rural settings, were found to be 93.6\% in the mother tongue (L1). In primary 2 this fell to 91.1\% and in primary 3–84.6\%. In contrast, in the urban schools, mother tongue content was found to be 61.8\% in primary 1, 49.2\% in primary 2 and 26.6\% in primary 3. The geo-spatial communication between and among pupils in urban and rural science classes also showed interesting findings, that is, English served as a mediating language. The implications of the findings for future policy considerations and future research to inform policy are drawn. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:62–81, 2013}, language = {en}, number = {1}, urldate = {2022-04-20}, journal = {Journal of Research in Science Teaching}, author = {Okebukola, Peter Akinsola and Owolabi, Olatunde and Okebukola, Foluso Olutoyin}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21070 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21070 2405685:FM277GAH 4042040:XENETYQZ}, keywords = {class dynamics, mother tongue, science teaching}, pages = {62--81}, } @article{ojanen_graphogame_2015, title = {{GraphoGame} – a catalyst for multi-level promotion of literacy in diverse contexts}, volume = {6}, issn = {1664-1078}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4461812/}, doi = {10.3389/fpsyg.2015.00671}, abstract = {GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children’s learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children’s reading performance but also to raise teachers’ and parents’ awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning.}, urldate = {2021-03-05}, journal = {Frontiers in Psychology}, author = {Ojanen, Emma and Ronimus, Miia and Ahonen, Timo and Chansa-Kabali, Tamara and February, Pamela and Jere-Folotiya, Jacqueline and Kauppinen, Karri-Pekka and Ketonen, Ritva and Ngorosho, Damaris and Pitkänen, Mikko and Puhakka, Suzanne and Sampa, Francis and Walubita, Gabriel and Yalukanda, Christopher and Pugh, Ken and Richardson, Ulla and Serpell, Robert and Lyytinen, Heikki}, month = jun, year = {2015}, pmid = {26113825}, pmcid = {PMC4461812}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00671 2339240:Q4965Q6E 2405685:FW2VAUDE}, } @inproceedings{ojanen_mobile_2015, title = {Mobile solution for better reading instruction in rural {Africa}}, doi = {10.1109/istafrica.2015.7190559}, abstract = {GraphoGame Teacher Training Service is a mobile-based solution for providing teachers with scientifically validated pedagogical training in literacy instruction. In many African countries teachers currently have insufficient knowledge to teach literacy in local languages and learning materials are scarce, especially for children with learning difficulties. As part of the GraphoWorld network, CAPOLSA/University of Zambia is developing new mobile-based method for providing in-service training for teachers in literacy instruction and assisting children with learning difficulties. GraphoGame Teacher Training Service was piloted in October 2014 in rural Zambia. An orientative workshop was given to 24 teachers who learned about literacy instruction methodology and then organized a GraphoGame intervention to randomly selected 2nd grade children either at home or in a school environment. Parents of the children in the home intervention group were also encouraged to play GraphoGame. GraphoGame learning analytics shows that both the children and their parents improved their word reading skills. Children who played GraphoGame performed better than their non-playing classmates in the EGRA letter-sound knowledge test at the end of the intervention. Teachers, parents and children were all motivated to use ICT-based literacy learning tools and their literacy skills levels show high demand for support services for literacy instruction.}, booktitle = {2015 {IST}-{Africa} {Conference}}, author = {Ojanen, Emma and Jere-Folotiya, Jacqueline and Yalukanda, Christopher and Sampa, Francis and Nshimbi, Chomba and Katongo, Maggie and Choopa, Mapenzi and Lyytinen, Heikki}, month = may, year = {2015}, note = {ISSN: null shortDOI: 10/gf62qw KerkoCite.ItemAlsoKnownAs: 10.1109/istafrica.2015.7190559 10/gf62qw 2339240:FYCG4SIF 2405685:HTPQU2DR}, keywords = {Africa, African country teachers, CAPOLSA/University of Zambia, Conferences, EGRA letter-sound knowledge test, Electronic learning, Games, GraphoGame, GraphoGame learning analytics, GraphoGame teacher training service, GraphoWorld network, ICT-based literacy learning tools, Mobile handsets, Training, Zambia, computer games, educational institutions, home environment, home intervention group, in-service teacher training, information science education, learning materials, literacy, literacy instruction, literacy skills levels, local languages, mobile learning, mobile-based method, orientative workshop, professional aspects, reading instruction, rural Africa, rural Zambia, rural areas, school environment, scientifically validated pedagogical training, teacher training, word reading skills}, pages = {1--13}, } @article{ohemeng_use_2015, title = {The {Use} of {Information} and {Communication} {Technology} ({ICT}) for {Knowledge} {Management} in the {Second} {Cycle} {Educational} {Institutions} in {Ghana}}, volume = {128}, issn = {09758887}, url = {http://www.ijcaonline.org/research/volume128/number7/gyaase-2015-ijca-906600.pdf}, doi = {10.5120/ijca2015906600}, abstract = {Given its capabilities to widen access, improve the quality and reduce the cost of developing, accessing and maintaining information, Information and Communication Technology (ICT) offers increased possibilities for managing knowledge. This paper thus investigates the level of utilization of ICT in the knowledge management processes in the Ghanaian educational system. Being a descriptive study, a randomly selected sample of second cycle educational institutions was surveyed through questionnaire. Using descriptive data analysis, the study found a low level of Information and Communication Technologies usage in knowledge management processes in the second cycle educational system. Knowledge management practices were found to be inefficient due to, among other things, absence of strategic policies and nonutilization of ICT. The findings indicate that the Secondary Schools are not deriving the efficiency returns of the computers they have acquired due to the absence of a deliberate and effective strategy for knowledge management. Also students, teachers and administrators in the second cycle schools are not benefitting from the information revolution for knowledge management. It was recommended that capacity building in knowledge management and improvement of Internet speed should be given priority attention by educational authorities.}, language = {en}, number = {7}, urldate = {2021-01-14}, journal = {International Journal of Computer Applications}, author = {Ohemeng, Patrick and Twum, Edward and Nii, Isadore}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.5120/ijca2015906600 2339240:MY59MT5E 2405685:R9EMPF5Y}, pages = {7--13}, } @article{ogembo_computerizing_2012, title = {Computerizing {Primary} {Schools} in {Rural} {Kenya}: {Outstanding} {Challenges} and {Possible} {Solutions}}, volume = {52}, copyright = {© 2012 John Wiley \& Sons}, issn = {1681-4835}, shorttitle = {Computerizing {Primary} {Schools} in {Rural} {Kenya}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1681-4835.2012.tb00371.x}, doi = {10.1002/j.1681-4835.2012.tb00371.x}, abstract = {This paper investigates the outstanding challenges facing primary schools’ computerization in rural Kenya. Computerization of schools is often envisaged as a ‘magic’, or at least a particularly efficient, solution to many of the problems that developing countries face in improving primary school education. However, while a great deal of consideration is given to the technical issues surrounding computer implementation, government policy makers, administrators, aid organizations and individuals participating in school computerization programs often have not carefully considered the contextual questions surrounding this endeavour. Specifically: 1.) what problems do rural schools actually want to solve with computerization; 2.) is computerization the most important priority for rural schools; 3.) are schools ready, in terms of infrastructure, for a computer in the classroom; or 4.) might there be better avenues for implementing access to the benefits of the digital age? These questions and the issue of school computerization are considered via results from a survey of thirty-seven rural Kenyan primary public schools. Results indicate that, while all schools had low ICT status making them primary targets for computerization, only eleven percent had at least one ICT compliant teacher, of which all were considered to require further training. In addition we found inadequate infrastructural preparedness – lack of access to electricity, internet; no classroom computer space, few desks, secure walls and protective roofing – posing severe challenges to the outstanding conception of computerization. We consider these results and make recommendations for better adapting programs for computer introduction, and also suggest the use of new innovative devices, such as cell phones, which might already have overcome many of the technical challenges found.}, language = {en}, number = {1}, urldate = {2021-04-02}, journal = {The Electronic Journal of Information Systems in Developing Countries}, author = {Ogembo, Javier Gordon and Ngugi, Benjamin and Pelowski, Matthew}, year = {2012}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.1681-4835.2012.tb00371.x KerkoCite.ItemAlsoKnownAs: 10.1002/j.1681-4835.2012.tb00371.x 10/gf7gs8 2339240:33SJHXL4 2405685:NMZU3HHJ}, keywords = {ICT, cell phone, classrooms, computerization, primary schools, techno-literacy}, pages = {1--17}, } @article{ofcom_children_2019, title = {Children and parents: media use and attitudes report 2019}, language = {en}, author = {Ofcom}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7FENY3IH 2405685:R7D2BVIY}, keywords = {⛔ No DOI found}, pages = {36}, } @misc{oer4schools_oer4schools_2015, title = {{OER4Schools} {\textbar} {Home}}, url = {http://oer.educ.cam.ac.uk/wiki/OER4Schools}, urldate = {2020-07-03}, author = {OER4Schools}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JKN3CVK9}, } @techreport{oecd_are_2010, title = {Are the new millennium learners making the grade? {Technology} use and educational performance in {PISA} 2006}, shorttitle = {Are the {New} {Millennium} {Learners} {Making} the {Grade}?}, url = {https://www.oecd-ilibrary.org/education/are-the-new-millennium-learners-making-the-grade_9789264076044-en}, abstract = {OECD's dissemination platform for all published content - books, serials and statistics}, language = {en}, urldate = {2020-12-08}, institution = {OECD}, author = {OECD}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7LPHP87J 2405685:ZK4PRGRH}, } @techreport{oecd_bridging_2018, title = {Bridging the digital gender divide: include, upskill, innovate}, url = {https://www.oecd.org/digital/bridging-the-digital-gender-divide.pdf}, urldate = {2021-10-07}, author = {{OECD}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6D4DRZZ5 2405685:GAKGT4J9}, } @misc{oecd_how_2019, title = {How we measure social and emotional skills - {OECD}}, url = {http://www.oecd.org/education/ceri/social-emotional-skills-study/measure/}, urldate = {2020-01-13}, journal = {OECD Study on Social and Emotional Skills}, author = {OECD}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D6XF5GKT 2405685:GI8HHQSN GI8HHQSN}, } @book{oecd_innovating_2016, address = {Paris}, series = {Educational {Research} and {Innovation}}, title = {Innovating education and educating for innovation: the power of digital technologies and skills}, isbn = {978-92-64-26508-0}, shorttitle = {Innovating education and educating for innovation}, url = {http://www.oecd.org/education/ceri/GEIS2016-Background-document.pdf}, abstract = {OECD Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. Education systems are critically important for innovation through the development of skills that nurture new ideas and technologies. However, whereas digital technologies are profoundly changing the way we work, communicate and enjoy ourselves, the world of education and learning is not yet going through the same technology-driven innovation process as other sectors. This report served as the background report to the second Global Education Industry Summit which was held on 26-27 September 2016. It€discusses the available evidence on innovation in education, the impact of digital technologies on teaching and learning, the role of digital skills and the role of educational industries in the process of innovation. The report argues for smarter policies, involving all stakeholders, for innovation in education}, language = {en}, publisher = {OECD Publishing}, author = {OECD}, year = {2016}, note = {OCLC: ocn962008654 KerkoCite.ItemAlsoKnownAs: 2339240:MUZ4UCRL 2339240:PPRIS9CK 2405685:NPVDYFNJ 2405685:QG76K2FC}, keywords = {Educational innovations}, } @techreport{oecd_pisa_2015, title = {Pisa for {Development}: {Capacity} needs analysis: {Tanzania}}, url = {http://www.oecd.org/pisa/aboutpisa/NEW_Tanzania%20CNA%20reportFINAL2.pdf}, language = {EN}, urldate = {2020-11-19}, institution = {OECD; World Bank}, author = {{OECD}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QZHGJQJ7 2405685:VHFALL7R}, pages = {72}, } @misc{oecd_programme_2019, title = {Programme for {International} {Student} {Assessment} ({PISA}): {Results} from {Pisa} 2018}, url = {https://www.oecd.org/pisa/publications/PISA2018_CN_JOR.pdf}, urldate = {2020-06-30}, author = {OECD}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6YJ7KLI5}, } @book{oecd_students_2015, title = {Students, {Computers} and {Learning}: {Making} the {Connection}}, url = {https://www.oecd-ilibrary.org/education/students-computers-and-learning_9789264239555-en}, abstract = {Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.}, language = {en}, publisher = {OECD Publishing}, author = {OECD}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GJFNXQDL 2405685:PW38U9JQ}, } @book{oecd_systems_2017, title = {Systems {Approaches} to {Public} {Sector} {Challenges}: {Working} with {Change}}, isbn = {978-92-64-27985-8 978-92-64-27986-5}, shorttitle = {Systems {Approaches} to {Public} {Sector} {Challenges}}, url = {https://www.oecd-ilibrary.org/governance/systems-approaches-to-public-sector-challenges_9789264279865-en}, language = {en}, urldate = {2021-01-06}, publisher = {OECD}, author = {{OECD}}, month = aug, year = {2017}, doi = {10.1787/9789264279865-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/9789264279865-en 2339240:2YQASYHU 2405685:LLR8UTFC}, } @techreport{oecd_teaching_2016, type = {{OECD} {Education} {Working} {Papers}}, title = {Teaching {Strategies} for {Instructional} {Quality}: {Insights} from the {TALIS}-{PISA} {Link} {Data}}, shorttitle = {Teaching {Strategies} for {Instructional} {Quality}}, url = {https://www.oecd-ilibrary.org/education/teaching-strategies-for-instructional-quality_5jln1hlsr0lr-en}, language = {en}, number = {148}, urldate = {2022-06-06}, author = {OECD}, month = nov, year = {2016}, doi = {10.1787/5jln1hlsr0lr-en}, note = {Series: OECD Education Working Papers Volume: 148 KerkoCite.ItemAlsoKnownAs: 10.1787/5jln1hlsr0lr-en 2339240:TG2NA6AM 2405685:UFMYLTMN}, } @incollection{oecd_funding_2017, title = {The funding of school education: {Main} findings and policy pointers}, shorttitle = {The funding of school education}, url = {https://doi.org/10.1787/9789264276147-4-en}, abstract = {This study on school funding policies was conducted for a number of reasons:}, language = {en}, urldate = {2022-04-07}, booktitle = {The {Funding} of {School} {Education}: {Connecting} {Resources} and {Learning}}, publisher = {OECD Publishing}, author = {{OECD}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V9TTH9VS 2405685:8UT9HDR2 4656463:DI64NC3J}, } @misc{oecd_path_2019, title = {The {Path} to {Becoming} a {Data}-{Driven} {Public} {Sector}}, url = {https://www.oecd-ilibrary.org/sites/9cada708-en/index.html?itemId=/content/component/9cada708-en}, urldate = {2022-06-15}, author = {OECD}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E6U46RNV 2405685:CQH4ADND}, } @misc{odera_learning_2011, title = {Learning {English} {Language} by {Radio} in {Primary} {Schools} in {Kenya}}, url = {https://docplayer.net/22250369-Learning-english-language-by-radio-in-primary-schools-in-kenya.html}, abstract = {Learning English Language by Radio in Primary Schools in Kenya By Florence Y. Odera (PhD) P.O.Box 2303, Kisumu, Kenya Introduction and background information One of the}, urldate = {2021-06-15}, author = {Odera, Florence}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H2WW7AHK 2405685:AI2IS3MP}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{ochieng_teachers_2019, title = {Teachers’ {Perception} {About} {Integration} of {ICT} {Tools} in {Kiswahili} {Language} {Pedagogy} in {Homabay} {County}, {Kenya}}, url = {https://ijac.org.uk/teachers-perception-about-integration-of-ict-tools-inkiswahili-language-pedagogy-in-homabay-county-kenya/}, language = {en-US}, urldate = {2021-04-09}, journal = {International Journal of Arts and Commerce}, author = {Ochieng, BENSON ONYANGO and Miima, FLORENCE ABUYEKA}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E552R7C3 2405685:IEG3IU97}, } @article{ocak_investigating_2014, title = {Investigating {Turkish} pre-service teachers' perceptions of blogs: implications for the {FATIH} project}, volume = {5}, url = {https://www.researchgate.net/publication/281592685_Investigating_Turkish_Pre-service_Teachers'_Perceptions_of_Blogs_Implications_for_the_FATIH_Project}, doi = {10.30935/cedtech/6113}, abstract = {This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.}, language = {English}, number = {1}, journal = {Contemporary Educational Technology}, author = {Ocak, Mehmet Akif and Gökçearslan, Sahin and Solmaz, Ebru}, year = {2014}, note = {Publisher: Contemporary Educational Technology, Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538580?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6113 2405685:NP6PFAAG 2534378:SAUID3JV 2534378:WI3PD3BP}, keywords = {Critical Thinking, Diaries, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Electronic Publishing, Factor Analysis, Foreign Countries, Group Activities, Higher Education, Online Surveys, Postsecondary Education, Preservice Teachers, Questionnaires, Student Attitudes, Student Motivation, Student Participation, Technology Integration, Technology Uses in Education, Turkey, Web Sites, Writing Skills, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098538, \_\_finaldtb}, pages = {22--38}, } @phdthesis{obonyo_use_2013, type = {Thesis}, title = {Use of {Information} communication technology in teaching and learning processes in secondary schools in {Rachuonyo} {South} {District}, {Homa}-{Bay} {County}, {Kenya}}, url = {http://erepository.uonbi.ac.ke/handle/11295/56480}, abstract = {The purpose of this study was to investigate the use of Information Communication Technology (ICT) in teaching and Learning in Rachuonyo South District secondary schools. The focus was on three main subject matters: on ICT use and competence, on teacher and student and on ICT infrastructure and teaching practices. The study is closely connected to the national educational policy, which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels. Six research questions were formulated to guide the researcher investigate the phenomena. A descriptive survey design was used to collect data from the field through the use of questionnaire and an observation schedule. The result indicated that ICT has not been successfully integrated in teaching and learning in schools. In general, students are capable and motivated users of computers. Some students have the skills to use new kinds of applications and their ICT skills are wider although not necessarily adequate. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful integration of ICT into teaching and learning. Most teachers reported that the use of ICT in learning and teaching was slow in the past years and proposed upgrading of students computer labs and accelerating internet connectivity in the schools. Further, teachers’ good ICT competence helps them to adopt new pedagogical practices and integrate ICT in a meaningful way. The results also showed that students are capable and motivated users of new technology and their ICT skills are wide, although not necessarily adequate; the working habit might be ineffective and wrong. Some students have a special kind of ICT related adaptive expertise, which develops in a beneficial interaction between students and teachers, and individual interest and activity. The most common goal to student use of ICT is challenged by the internet, digital communication and the need to filter information. Since students’ ICT skills can be translated to increased creativity, which include innovation and productive workforce, to develop capacity to ICT which support the country’s knowledge base. The findings further indicated that ICT integration realized some challenges such as availability of sufficient number of ICT tools, lack of motivation and support and lack of technical support. The challenges are either teacher-level (Microlevel), school level (Meso-level) or system level (Macro-level). These barriers have hindered successful implementation of ICT into teaching and learning processes. The study also recommended that teachers should be given sufficient training on how to use ICT tools to enhance teaching and learning in schools. The study also recommended that students should be equipped with ICT skills such as Microsoft software applications such as word, excel and access. Finally, further research on the perception of teachers and students towards the use of ICT in enhancing teaching and learning and relevant strategies for using ICT to improve teaching and learning practices should be conducted.}, language = {en}, urldate = {2021-05-22}, school = {University of Nairobi}, author = {Obonyo, Samson O.}, year = {2013}, note = {Accepted: 2013-09-13T12:53:42Z KerkoCite.ItemAlsoKnownAs: 2339240:VMGJH5RH 2405685:K3FR5Q2D}, } @article{oates_localizing_2016, title = {Localizing {OER} in {Afghanistan}: {Developing} a {Multilingual} {Digital} {Library} for {Afghan} {Teachers}}, volume = {8}, copyright = {Copyright (c)}, issn = {2304-070X}, shorttitle = {Localizing {OER} in {Afghanistan}}, url = {https://openpraxis.org/index.php/OpenPraxis/article/view/288}, doi = {10.5944/openpraxis.8.2.288}, abstract = {The Darakht-e Danesh (‘knowledge tree’) Online Library is the first open educational resource (OER) initiative in Afghanistan, established to enhance teacher subject-area knowledge, access and use of learning materials, and to foster more diverse teaching methodologies in order to improve learning outcomes in Afghan classrooms. This paper describes our experience developing this local language digital library, buildings its responsiveness to our audience of users as we progressed, customizing both the interface and the resources for Afghanistan’s education environment. We innovated methods to devise relevant local content, localized usability, developed different access models to reach different populations of users, integrated impact measurement, and opted to openly license material in the library’s collection. By making digital educational content open from the first introduction of digital repositories of learning objects in Afghan languages, we have an opportunity to establish the principle of openness and to promote open practices in teacher professional development in Afghanistan. The paper aims to share lessons on how OER can be customized for multilingual, resource-scarce contexts drawing from our experience to date in Afghanistan, and seeking to contribute to the literature on localization and multilingual OER.}, language = {en}, number = {2}, urldate = {2020-05-29}, journal = {Open Praxis}, author = {Oates, Lauryn and Hashimi, Jamshid}, month = may, year = {2016}, note = {Number: 2 shortDOI: 10/gg26fk KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.8.2.288 10/gg26fk 2339240:C7TTPCLP 2339240:PYPNI5CG 2405685:6JQMFU42 2405685:GL8KDFQU 4803016:FHBDTUMJ}, keywords = {Afghanistan, OER, language, localization, open access, teacher education, teacher professional development, teaching and learning materials}, pages = {151--161}, } @techreport{oakley_evaluation_2018, title = {An {Evaluation} of {ELLN} {Digital}: {Technology}-{Supported} {Teacher} {Professional} {Development} on {Early} {Language}, {Literacy}, and {Numeracy} for {K}-3 {Teachers}}, url = {http://dl4d.org/wp-content/uploads/2019/03/ELLN-Digital-Evaluation.pdf}, language = {en}, institution = {Digital Learning for Development}, author = {Oakley, Grace and King, Ronnel and Scarparolo, Gemma}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KW3JXUFD 2405685:QDANF5S7}, keywords = {⛔ No DOI found}, } @article{omara-eves_using_2015, title = {Using text mining for study identification in systematic reviews: a systematic review of current approaches}, volume = {4}, issn = {2046-4053}, shorttitle = {Using text mining for study identification in systematic reviews}, url = {https://doi.org/10.1186/2046-4053-4-5}, doi = {10.1186/2046-4053-4-5}, abstract = {The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.}, number = {1}, urldate = {2024-01-19}, journal = {Systematic Reviews}, author = {O’Mara-Eves, Alison and Thomas, James and McNaught, John and Miwa, Makoto and Ananiadou, Sophia}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-4-5 2405685:RYWDKMDX 2486141:5YIWPZYG 2486141:MZ34R4K8}, keywords = {Automation, Review efficiency, Screening, Study selection, Text mining}, pages = {5}, } @misc{oconnor_sierra_2019, title = {Sierra {Leone}: {Transforming} the {Country} through {Innovation}}, url = {https://www.unicef.org/innovation/stories/sierra-leone-transforming-country-through-innovation}, language = {en}, journal = {UNICEF}, author = {O'Connor, Shane and Zurutuza, Naroa}, year = {2019}, note = {Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2405685:XYSCRRC4}, } @article{oconnor_supporting_2019, title = {Supporting teachers in taking up productive talk moves: {The} long road to professional learning at scale}, volume = {97}, issn = {08830355}, shorttitle = {Supporting teachers in taking up productive talk moves}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0883035517304160}, doi = {10.1016/j.ijer.2017.11.003}, abstract = {In this paper we describe our early, qualitative work on “teacher talk moves” such as revoicing, situated within the urban classrooms of highly skilled teachers, including their role in the work of managing multiple constraints while maintaining productive inclusivity. We then describe our attempts to discern the impact of these talk tools on student achievement in multiple classrooms, using both post-hoc controls and in vivo studies. We move on to the challenges present in disseminating this work in professional development settings; our approach includes framing talk tools as rational responses to actual classroom challenges. Finally we describe current efforts to disseminate cyber-enabled PD in science education K-12, including a central focus on academically productive talk.}, language = {en}, urldate = {2020-09-18}, journal = {International Journal of Educational Research}, author = {O’Connor, Catherine and Michaels, Sarah}, year = {2019}, note = {shortDOI: 10/ghgn5s KerkoCite.ItemAlsoKnownAs: 10/ghgn5s 2405685:X9V64KPT 2534378:LDIGVCHK}, pages = {166--175}, } @article{nygren_quantitizing_2019, title = {Quantitizing {Affective} {Data} as {Project} {Evaluation} on the {Use} of a {Mathematics} {Mobile} {Game} and {Intelligent} {Tutoring} {System}}, volume = {18}, doi = {10.15388/infedu.2019.18}, abstract = {Technology-enhanced learning generally focuses on the cognitive rather than the affective domain of learning. This multi-method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of affective learning levels of Krathwohl et al. (1964). The research questions of the study were: (i) to explore the affective learning experiences of the three groups of participants (researchers, teachers and students) during the use of a mobile game UFractions and an intelligent tutoring system ActiveMath to enhance the learning of fractions in mathematics; and (ii) to determine the significance of the relationships among the affective learning experiences of the three groups of participants (researchers, teachers and students) in the INBECOM project. This research followed a sequential, equal status, multi-mode research design and methodology where the qualitative data were derived from the interviews with researchers, teachers and students, as well as from learning diaries, feelings blogs, and observations (311 documents) across three contexts (South Africa, Finland, and Mozambique). The qualitative data was quantitized (Saldaña, 2009), i.e. analysed deductively in an objective and quantifiable way as instances on an ExcelT spreadsheet for statistical analyses. All the data was explored from the affective perspective by labelling the feelings participants experienced according to the affective levels of the Krathwohl et al. (1964) framework. The researchers concluded that: (i) the research participants not only received information, but actively participated in the learning process; responded to what they learned; associated value to their acquired knowledge; organised their values; elaborated on their learning; built abstract knowledge; and adopted a belief system and a personal worldview; and (ii) affirmation of affective learning at all five levels was recognised among the three groups of participants. The study raised a number of issues which could be addressed in future, like how affective levels of learning are intertwined with cognitive levels of learning while learning mathematics in a technology-enhanced learning environment; and how pedagogical models which take into account both cognitive and affective aspects of learning support deep learning.}, journal = {Informatics in Education}, author = {Nygren, Eeva and Blignaut, Seugnet and Leendertz, Verona and Sutinen, Erkki}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.15388/infedu.2019.18 2339240:R2M5YK7G 2405685:3SUJ8RED}, } @article{nyagowa_influence_2014, title = {The influence of infrastructure, training, content and communication on the success of {NEPAD}’{S} pilot e-{Schools} in {Kenya}}, volume = {30}, issn = {0266-6669}, url = {https://doi.org/10.1177/0266666913489698}, doi = {10.1177/0266666913489698}, abstract = {This study was conducted to evaluate the contribution of four of the seven e-School dimensions to the success of the pilot phase of the New Partnership for Africa’s Development (NEPAD) e-School project in Kenya. The study employed survey research methodology. All six of the NEPAD e-Schools in Kenya were included and the teachers and students in those schools formed the study population. Of the 5,186 students and teachers, a representative sample of 1,508 was selected using probabilistic techniques. Data was collected using observations and a survey questionnaire. It was established that all six of the e-Schools had installed the basic computing facilities required for integrating information and communication technologies (ICT) in teaching and learning; all the e-Schools were observed to have the Very Small Aperture Terminal (VSAT) for Internet access in computer laboratories where a variable number of computers were installed. The ICT infrastructure provided modest communication capabilities. But while teachers received technical (ICT) training, they did not receive training on pedagogies for ICT integration in teaching and learning. We conducted hypothesis testing and confirmed that the four dimensions of E-School Success Model, investigated in the current study, positively contribute towards the success of the e-School. We therefore concluded that ICT infrastructure quality, content and communication quality, training effectiveness and use make considerable contributions to the success of the pilot phase of the NEPAD e-School project in Kenya. We recommend that stakeholders should continue investing in the NEPAD e-School project. Further studies on the impact of the other three dimensions of the e-Schools are recommended.}, language = {en}, number = {3}, urldate = {2020-01-23}, journal = {Information Development}, author = {Nyagowa, Hesbon O and Ocholla, Dennis N and Mutula, Stephen M}, month = aug, year = {2014}, note = {Sage UK: London, England shortDOI: 10/f6jwcp KerkoCite.ItemAlsoKnownAs: 10.1177/0266666913489698 10/f6jwcp 2339240:92BVGHM8 2405685:E6WWI998 2405685:NHIH8TRB}, keywords = {Kenya, New Partnership for Africa’s Development, e-schools}, pages = {235--246}, } @phdthesis{nyaga_assessment_2018, type = {Thesis}, title = {Assessment of public primary school teachers preparedness in the implementation of digital literacy programme in public primary schools in {Imenti} north sub-county, {Kenya}}, copyright = {Attribution-NonCommercial-NoDerivs 3.0 United States}, url = {http://erepository.uonbi.ac.ke/handle/11295/104206}, abstract = {The purpose of this study was to investigate the preparedness of public primary school teachers in the implementation of digital literacy programme in Imenti North Sub County Kenya. The study was guided by the following objectives; to establish infrastructural availability for the public primary school teachers’ usage in teaching and learning in implementation of digital literacy programme in public primary schools in Imenti North Sub County, to examine how public primary school teachers’ competence influence implementation of digital literacy program in public primary schools in Imenti North Sub County, The study sought to determine how public primary school teacher perception influence implementation of digital literacy program in public primary schools in Imenti North Sub County. The study also sought to establish how digital literacy content availability for the public primary school teachers influence implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study adopted descriptive research design. The study was grounded on technology diffusion theory to explain the relationship between the independent and dependent variables. The study had a target population of 596 respondents who comprised 59 head teachers and 537 teachers. The respondents were selected using proportionate random sampling technique where by a sample size of 137 was used. Primary data was obtained using self-administered questionnaires that were made up of both open ended and closed ended questions, also unstructured interview was administered face-to-face or over the phone. The reliability of the study was measured using test retest method. The Data was analyzed using Statistical Package for Social Sciences and the data was presented in frequency tables, percentages and regression analysis. The study concluded that preparedness of public primary school teachers in the implementation of digital literacy programme was highly influenced by teacher competence followed by infrastructural preparedness and then by Teacher perception while digital literacy content had the least effect on implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study concluded that infrastructural preparedness influences implementation of digital literacy program in public primary schools in Imenti North Sub County significantly. Even though the schools have electricity their computer lab have not been fully equipped. The implementation of digital literacy program has been delayed by inadequate internet connections coupled with inadequate digital literacy program devices for teaching and learning in the schools. Also, there being inadequate tablets for the learners and laptops for the teachers have negatively affected the implementation of digital literacy program in public primary schools. The study recommends that teachers and instructors need to be trained in basic ICT skills and ICT-based teaching methods to feel comfortable about using the materials. The study recommends that the governments should ensure that all the public primary schools are connected to wireless internet services; that primary schools should be assisted by both national and county government need to ensure that the schools have a complete computer lab that is fully equipped with enough laptops for the teachers and tablets for the learners. The study further recommends that head teachers and parents need to set up administrative committees to manage ICT facilities as proven to be very effective in ensuring the sustainability of initiatives.}, language = {en}, urldate = {2021-06-07}, school = {University of Nairobi}, author = {Nyaga, Felistas}, year = {2018}, note = {Accepted: 2018-10-18T13:52:29Z KerkoCite.ItemAlsoKnownAs: 2339240:3QH6L8SL 2405685:C6Y4LLKR}, } @techreport{nwoko_financing_2015, title = {Financing {Education} in {Nigeria}: {Opportunities} for {Action}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/Nigeria_nett.pdf}, urldate = {2020-07-07}, author = {Nwoko, Chinedum}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z6UCWWTA}, } @article{nwajiuba_evaluation_2019, title = {Evaluation of the extent school access programme assisted teachers to acquire {ICT} skills}, volume = {18}, issn = {16823915}, url = {http://www.medwelljournals.com/abstract/?doi=ajit.2019.67.71}, doi = {10.36478/ajit.2019.67.71}, abstract = {Evaluation of the Extent School Access Programme Assisted Teachers to Acquire ICT Skills}, number = {3}, urldate = {2019-11-08}, journal = {Asian Journal of Information Technology}, author = {Nwajiuba, Chinyere Augusta and Okoro, Kingsley O. and Edikpa, Edith}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.36478/ajit.2019.67.71 10/ggcmnh 2339240:WURRLWAG 2405685:SUTEI49U 2534378:2TFUSAV4 2534378:ENLRRMCY}, keywords = {\_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Education management, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426072, \_\_finaldtb}, pages = {67--71}, } @misc{nuh_improving_2016, title = {Improving {Accessibility} on {Flickr}}, url = {https://blog.flickr.net/en/2016/09/29/improving-accessibility-on-flickr/}, abstract = {We’re excited to detail a number of new accessibility features enabled on Flickr. Read more here.}, language = {en}, urldate = {2020-09-01}, journal = {Flickr Blog}, author = {Nuh, Yerusha}, month = sep, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:F8MCR2DG}, } @article{ntelioglou_multilingual_2014, title = {A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school}, volume = {5}, issn = {1664-1078}, shorttitle = {A multilingual and multimodal approach to literacy teaching and learning in urban education}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4062072/}, doi = {10.3389/fpsyg.2014.00533}, abstract = {This paper presents findings from a collaborative inquiry project that explored teaching approaches that highlight the significance of multilingualism, multimodality, and multiliteracies in classrooms with high numbers of English language learners (ELLs). The research took place in an inner city elementary school with a large population of recently arrived and Canadian-born linguistically and culturally diverse students from Gambian, Indian, Mexican, Sri Lankan, Tibetan and Vietnamese backgrounds, as well as a recent wave of Roma students from Hungary. A high number of these students were from families with low-SES. The collaboration between two Grade 3 teachers and university-based researchers sought to create instructional approaches that would support students’ academic engagement and literacy learning. In this paper, we described one of the projects that took place in this class, exploring how a descriptive writing unit could be implemented in a way that connected with students’ lives and enabled them to use their home languages, through the creation of multiple texts, using creative writing, digital technologies, and drama pedagogy. This kind of multilingual and multimodal classroom practice changed the classroom dynamics and allowed the students access to identity positions of expertise, increasing their literacy investment, literacy engagement and learning.}, urldate = {2023-02-10}, journal = {Frontiers in Psychology}, author = {Ntelioglou, Burcu Yaman and Fannin, Jennifer and Montanera, Mike and Cummins, Jim}, month = jun, year = {2014}, pmid = {24994986}, pmcid = {PMC4062072}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2014.00533 2405685:VZ8AMWYU 4042040:UM57LWWF}, pages = {533}, } @article{nowell_thematic_2017, title = {Thematic {Analysis}: {Striving} to {Meet} the {Trustworthiness} {Criteria}}, volume = {16}, issn = {1609-4069}, shorttitle = {Thematic {Analysis}}, url = {https://doi.org/10.1177/1609406917733847}, doi = {10.1177/1609406917733847}, abstract = {As qualitative research becomes increasingly recognized and valued, it is imperative that it is conducted in a rigorous and methodical manner to yield meaningful and useful results. To be accepted as trustworthy, qualitative researchers must demonstrate that data analysis has been conducted in a precise, consistent, and exhaustive manner through recording, systematizing, and disclosing the methods of analysis with enough detail to enable the reader to determine whether the process is credible. Although there are numerous examples of how to conduct qualitative research, few sophisticated tools are available to researchers for conducting a rigorous and relevant thematic analysis. The purpose of this article is to guide researchers using thematic analysis as a research method. We offer personal insights and practical examples, while exploring issues of rigor and trustworthiness. The process of conducting a thematic analysis is illustrated through the presentation of an auditable decision trail, guiding interpreting and representing textual data. We detail our step-by-step approach to exploring the effectiveness of strategic clinical networks in Alberta, Canada, in our mixed methods case study. This article contributes a purposeful approach to thematic analysis in order to systematize and increase the traceability and verification of the analysis.}, language = {en}, number = {1}, urldate = {2019-08-29}, journal = {International Journal of Qualitative Methods}, author = {Nowell, Lorelli S. and Norris, Jill M. and White, Deborah E. and Moules, Nancy J.}, month = dec, year = {2017}, note = {shortDOI: 10/gfzk5k KerkoCite.ItemAlsoKnownAs: 10.1177/1609406917733847 10/gfzk5k 2339240:MA82VRXM 2405685:N7WTRMQI}, pages = {1609406917733847}, } @inproceedings{norton_egranary_2010, title = {{eGranary} as a digital resource in {Uganda}: {Preliminary} findings}, shorttitle = {{eGranary} as a digital resource in {Uganda}}, booktitle = {Cultural {Attitudes} towards {Technology} and {Communication} 2010 {Proceedings} of the {Seventh} {International} {Conference} on {Cultural} {Attitudes} towards {Technology} and {Communication} {Vancouver}, {Canada}, 15-18 {June} 2010}, publisher = {School of Information Technology, Murdoch University}, author = {Norton, Bonny and Early, Margaret and Tembe, Juliet}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KTRC2M6P}, keywords = {⛔ No DOI found}, pages = {35--41}, } @misc{nobel_prize_prize_2019, title = {Prize {Lecture}: {Michael} {Kremer}, {Prize} in {Economic} {Sciences} 2019}, shorttitle = {Prize {Lecture}}, url = {https://www.youtube.com/watch?v=hOTHeNZU_JQ}, urldate = {2022-09-15}, author = {{Nobel Prize}}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UADJ9JZR}, } @article{nkiko_information_2018, title = {Information {Technology} and {Transcription} of {Reading} {Materials} for the {Visually} {Impaired} {Persons} in {Nigeria}}, volume = {7}, doi = {10.5539/jel.v7n1p42}, abstract = {Studies have shown inadequate reading materials for the visually impaired in Nigeria. Information technology has greatly advanced the provision of information to the visually impaired in other industrialized climes. This study investigated the extent of application of information technology to the transcription of reading materials for the visually impaired in Nigeria. The study adopted survey research design of the ex-post facto to select 470 personnel as respondents. A questionnaire titled Information Technology Use Scale (α=0.74), and Interview Schedule (α=0.75), were used. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation. The findings indicate that information technology in transcription was low and a significant positive relationship between application of information technology and transcription of information materials (r=0.62: p{\textless}0.05). The study recommended among others that Multi-National Corporations should be sensitized to extend their Corporate Social Responsibility (CSR) activities to help in procuring modern information technology devices and software to enhance transcription.}, language = {en}, number = {1}, journal = {Journal of Education and Learning}, author = {Nkiko, Christopher and Atinmo, Morayo I and Michael-Onuoha, Happiness Chijioke and Ilogho, Julie E and Ifeakachuku, Osinulu and Adetomiwa, Basiru and Usman, Kazeem Omeiza}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.5539/jel.v7n1p42 2339240:WU4F235U 2405685:TWFV2EY2}, pages = {11}, } @article{nkenlifack_approach_2011, title = {An approach for teaching of national languages and cultures through {ICT} in {Cameroon}}, volume = {2}, issn = {2156-5570}, url = {http://thesai.org/Publications/ViewPaper?Volume=2&Issue=7&Code=IJACSA&SerialNo=1}, doi = {10.14569/IJACSA.2011.020701}, abstract = {This article describes the input of ICT to the modernization of teaching national languages and cultures in order to promote cultural diversity as well as dissemination of scientific knowledge through national languages. This will also reinforce the understanding capacities of the population. This project will serve as the guideline towards development of scientific knowledge and know-how. It presents numerous psychological, pedagogic, scientific and social advantages, among which there is a sensitization of our languages and cultures, the deployment of a platform in some schools, the training of teachers in using ICT in language teaching, the distribution selflearning aids, the development of a website for analysis and dissemination of cultural data, of conservation of linguistic and cultural heritage, and worthiness of pre-requisites and local predispositions towards the emergence and development of technology. It will contribute to make concrete the introduction of teaching national languages in the school curricula in Cameroon.}, language = {en}, number = {7}, urldate = {2022-06-13}, journal = {International Journal of Advanced Computer Science and Applications}, author = {Nkenlifack, Marcellin and Demsong, Bethin and Teko, A. and Nangue, Raoul}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.14569/IJACSA.2011.020701 2405685:7SA8WE8M 4042040:9YX9TSJS}, } @article{nkenlifack_identite_2011, title = {Identité numérique et éducation: enseignement des langues camerounaises grâce aux {TIC}}, volume = {41}, shorttitle = {Identité numérique et éducation}, number = {712}, journal = {International Journal of Information Sciences for Decision Making}, author = {Nkenlifack, Marcellin and Demsong, Bethin and Nangue, Raoul}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CBI7ZEJX 4042040:HUVQQ8SS}, keywords = {⛔ No DOI found}, pages = {1--11}, } @article{nkansah_contribution_2010, title = {The contribution of {ICTs} to the delivery of special educational needs in {Ghana}: practices and potent}, volume = {16}, doi = {10.1080/02681102.2010.497273}, language = {en}, number = {3}, journal = {Information Technology for Development}, author = {Nkansah, Godfred Bonnah and Unwin, Tim}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2010.497273 2339240:6W2XSNXE 2405685:GP3VLXGC}, pages = {191--211}, } @mastersthesis{njeru_slum_2010, address = {Nairobi}, title = {Slum dwellers' response to free primary education: a case study of {Kibera} slum, {Nairobi}}, url = {http://erepository.uonbi.ac.ke/bitstream/handle/11295/3457/Njeru_Slum%20Dwellers%27%20Response%20To%20Free%20Primary%20Education%20A%20Case%20Study%20Of%20Kibera%20Slum,%20Nairobi.pdf?sequence=1}, language = {en}, school = {University of Nairobi}, author = {Njeru, Caroline N.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WQ65TY5H 2405685:6GFTYXEX}, } @article{niyomugabo_ururimi_2015, title = {Ururimi rwa {Kinyarwanda} mu burezi ibihe: umugani cyangwa ukuri?}, volume = {3}, url = {https://www.sciencewebpublishing.net/jerr/archive/2015/September/pdf/Niyomugabo.pdf}, number = {6}, journal = {Journal of Educational Research and Review}, author = {Niyomugabo, Cyprien}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UFWTLTLY 4042040:ET6PL2GZ}, keywords = {⛔ No DOI found}, } @article{niyibizi_abigisha_2015, title = {Abigisha n'abiga mu {Rwanda} babonye ubumenyi bwo kuvuga haba muri {Kinyarwanda} n'{Icyongereza} nyuma ya 2008-2011 bikurikiranye na politiki-y'indimi-mu burezi}, volume = {3}, url = {https://www.ajol.info/index.php/rje/article/view/128016}, number = {1}, journal = {Rwanda Journal of Education}, author = {Niyibizi, Epimaque}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X8JG72M9 4042040:IFUVAG58}, keywords = {⛔ No DOI found}, } @article{nixon_local_2018, title = {Local governance, decentralisation and corruption in {Bangladesh} and {Nigeria}}, language = {en}, author = {Nixon, Hamish A D and Menocal, Alina Rocha and Bhattacharya, Debapriya and Fuad, Syed Muhtasim and Hassan, Idayat and Iwuamadi, Kelechi C and Rezbana, Umme Shefa and Yusuf, Shamsudeen}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BT5PUL3H 2405685:6LBMHHTG 4656463:VP5TVEFF}, keywords = {⛔ No DOI found}, pages = {44}, } @phdthesis{niwamanya_effect_2016, type = {Unpublished {MBA} {Thesis}: {Uganda} {Technology} and {Management} {University}}, title = {Effect of financial and non-financial motivation on performance of teachers in private secondary schools in {Sheema} {Disrict}, {Uganda}}, url = {https://www.utamu.ac.ug/docs/research/studentresearch/masters/dissertations/EFFECT%20OF%20FINANCIAL%20AND%20NON-FINANCIAL%20MOTIVATION%20ON%20PERFORMANCE%20OF%20TEACHERS%20IN%20PRIVATE%20SECONDARY%20SCHOOLS.pdf}, abstract = {This cross-sectional descriptive study assessed the relationship between motivation and performance of teachers in private secondary schools in Sheema District, Uganda. Specifically, the study examined the relationship between financial motivation and teachers’ performance in private secondary schools in Sheema District; and examined the relationship between non-financial motivation and teachers’ performance in private secondary schools in Sheema district. Data was collected using questionnaire, interview guide and documentary review methods. Purposive sampling was used to select 10 head teachers from 10 private secondary schools in Sheema District, and 212 teachers out of 383 teachers from ten schools in Sheema District. Findings indicated that there was significant positive relationship between financial motivation and teachers’ performance in private secondary school teachers ( r=0.692at 0.000 significant level) as well as nonfinancial motivation being significantly positively related to performance of private secondary school teachers in Sheema District (r=0.616 at 0.000 significant level). Financial motivation impacts on performance of teachers by 69.2\% while non-financial motivation impacts by 61.6\%. The value of r square when all variables were operating at the same time was 50.7\%. This demonstrates that difference in teacher performance can be explained by the differences in non-financial and financial factors. Other factors that affect teacher performance would explain 49.3\% of the difference in teacher performance. Therefore there is a need to use both financial and non-financial rewards, although the financial motivation has more impact.}, school = {Uganda Technology and Management University}, author = {Niwamanya, J.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CVJ6RWXT}, } @inproceedings{nittaya_thai_2018, address = {Nakhonpathom}, title = {Thai {Lip}-{Reading} {CAI} for {Hearing} {Impairment} {Student}}, isbn = {978-1-5386-7804-6 978-1-5386-7805-3}, url = {https://ieeexplore.ieee.org/document/8523956/}, doi = {10.1109/ICT-ISPC.2018.8523956}, abstract = {This paper is proposed the lip-reading computer assisted instruction (CAI) for hearing impairment student. It consists of two units: the first unit is a part of the learning lesson. In this unit, the student can learns the various categories of vocabulary. The vocabularies come from the thing which use in day life, such as Fruit, Animal, vehicles and so on. It enables student to practice pronunciation by looking at a model speaker mouth movement. The second unit is the multiple choice game. The student has to see lip-reading video and choose the correct answer choice. Experiments are tested with ten hearing impairment primary school students. The result of before and after practicing with the CAI system are evaluated. The rate of correctly mouth shape recognition is grater after practicing with the system for improvement of pronunciation.}, language = {en}, urldate = {2020-12-10}, booktitle = {2018 {Seventh} {ICT} {International} {Student} {Project} {Conference} ({ICT}-{ISPC})}, publisher = {IEEE}, author = {Nittaya, Warunee and Wetchasit, Kaskaew and Silanon, Kittasil}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/ICT-ISPC.2018.8523956 2339240:X4N5EIA4 2405685:PQE8MWAL}, pages = {1--4}, } @article{nishimura_community_2017, title = {Community {Participation} in {School} {Management} in {Developing} {Countries}}, url = {https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-64}, doi = {10.1093/acrefore/9780190264093.013.64}, abstract = {Community participation in school management has great potentials for removing mistrust and distance between people and schools by nurturing transparency of information and a culture of mutual respect and by jointly pursuing improvement of school by sharing vision, process, and results. Individual and organizational behavioral changes are critical to increase the level of participation. In countries where the administrative structures are weak, the bottom-up approach to expanding educational opportunity and quality learning may be the only option.Nevertheless, when community participation is implemented with a top-down manner without wider consultation on its aims, processes, and expected results, the consequences are likely to be conflicts between actors, a strong sense of overwhelming obligation, fatigue, inertia, and disparity in the degree and results of community participation between communities. Political aspects of school management and socio-cultural difference among the population require caution, as they are likely to induce partial participation or nonparticipation of the community at large. Community participation in school management will result in a long-term impact only if it involves a wide range of actors who can discuss and practice the possibilities of revisiting the definition of community and the way it should be.}, language = {en}, urldate = {2020-03-18}, journal = {Oxford Research Encyclopedia of Education}, author = {Nishimura, Mikiko}, month = mar, year = {2017}, note = {ISBN: 9780190264093 KerkoCite.ItemAlsoKnownAs: 10.1093/acrefore/9780190264093.013.64 10/ggn6cs 2339240:8A8V8P9M 2405685:ZM3Y87L2}, } @inproceedings{nirwana_mapping_2019, title = {Mapping teacher distribution analysis with digitation technology implementation to improve education management in {Bengkkulu} {City}}, author = {Nirwana, Nirwana and Vatresia, Arie and Utama, F.P}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WPX77ITN 2405685:92SJIVRG}, keywords = {⛔ No DOI found}, } @misc{nir_ghana_2019, title = {In {Ghana}, {Free} {High} {School} {Brings} {Opportunity} and {Grumbling}}, url = {https://www.nytimes.com/2019/06/15/world/africa/ghana-free-senior-high-school-brings-chaos.html}, urldate = {2020-06-23}, author = {Nir, S.M.}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:V7XGFRLC}, } @article{nipspakistan_pakistan_2019, title = {Pakistan {Demographic} and {Health} {Survey} 2017-18}, url = {https://dhsprogram.com/publications/publication-fr354-dhs-final-reports.cfm}, language = {en}, urldate = {2021-08-28}, author = {NIPS/Pakistan, National Institute of Population Studies- and ICF}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RTFLL9BG 2405685:3GGE62IJ}, keywords = {⛔ No DOI found}, } @techreport{niport_bangladesh_2019, address = {Dhaka and Rockville, Maryland}, title = {Bangladesh {Demographic} and {Health} {Survey} 2017-2018: key indicators}, url = {https://dhsprogram.com/pubs/pdf/PR104/PR104.pdf}, urldate = {2021-10-25}, institution = {National Institute of Population Research and Training (NIPORT) and ICF}, author = {{NIPORT} and {ICF}}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:77QXWVJP 2405685:2IGTN5VN}, } @techreport{nigerian_educational_research_and_development_council_national_2013, title = {National {Education} {Policy}}, url = {https://educatetolead.files.wordpress.com/2016/02/national-education-policy-2013.pdf}, urldate = {2020-07-07}, author = {Nigerian Educational Research {and} Development Council}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AHQUPS4B}, } @article{niehaus_hlm_2014, title = {{HLM} behind the curtain: {Unveiling} decisions behind the use and interpretation of {HLM} in higher education research}, volume = {55}, issn = {1573-188X}, shorttitle = {{HLM} {Behind} the {Curtain}}, url = {https://doi.org/10.1007/s11162-013-9306-7}, doi = {10.1007/s11162-013-9306-7}, abstract = {Hierarchical linear modeling (HLM) has become increasingly popular in the higher education literature, but there is significant variability in the current approaches to the conducting and reporting of HLM. The field currently lacks a general consensus around important issues such as the number of levels of analysis that are important to include and how much variance should be accounted for at each level in order for the HLM analysis to have practical significance (Dedrick et al., Rev Educ Res 79:69–102, 2009). The purpose of this research is to explore the use of a 3-level HLM model, appropriate contextualizing of results of HLM, and the interpretation of HLM results that resonates with practice. We used an example of a 3-level model from the National Study of Living Learning Programs to highlight the practical issues that arise in the interpretation of HLM within a higher education context.}, language = {en}, number = {1}, urldate = {2023-10-06}, journal = {Research in Higher Education}, author = {Niehaus, Elizabeth and Campbell, Corbin M. and Inkelas, Karen Kurotsuchi}, month = feb, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11162-013-9306-7 2339240:T3IAMTEX 2405685:XUPUQT78}, keywords = {Hierarchical linear modeling (HLM), Higher education research, Statistical methods}, pages = {101--122}, } @article{niederhauser_sustainability_2018, title = {Sustainability and scalability in educational technology initiatives: {Research}-informed practice}, volume = {23}, shorttitle = {Sustainability and scalability in educational technology initiatives}, doi = {10.1007/s10758-018-9382-z}, number = {3}, journal = {Technology, Knowledge and Learning}, author = {Niederhauser, Dale S. and Howard, Sarah K. and Voogt, Joke and Agyei, Douglas D. and Laferriere, Therese and Tondeur, Jo and Cox, Margaret J.}, year = {2018}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10758-018-9382-z 2339240:YFP53NXL 2405685:9MN9XDN4}, pages = {507--523}, } @book{nicolescu_about_2017, title = {About the {Systems} {Theory} in the {Field} of {Education} {Sciences}}, author = {Nicolescu, Bogdan N.}, month = may, year = {2017}, doi = {10.15405/epsbs.2017.05.02.21}, note = {Pages: 165 KerkoCite.ItemAlsoKnownAs: 10.15405/epsbs.2017.05.02.21 2339240:BPJZIK6I 2405685:IJJIKMFT}, } @techreport{nicolai_unbalanced_2014, address = {London, UK}, title = {Unbalanced progress: {What} political dynamics mean for education access and quality}, url = {http://www.developmentprogress.org/unbalanced-progress-what-political-dynamics-mean-education-access-and-quality}, institution = {Overseas Development Institute}, author = {Nicolai, Susan and Engel, Jakob and Wales, Joseph and Hine, Sebastien and Wild, Leni}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IJJGWSNS 2405685:T76UBPJR}, } @misc{nicolai_edtech_2019, title = {{EdTech} {Hub} {Research} and {Innovation} to fulfill the potential of {EdTech}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2019/10/09/introducing-the-edtech-hub/}, language = {en-GB}, urldate = {2019-10-09}, journal = {EdTech Hub}, author = {Nicolai, Susan}, month = sep, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:3547DQJS}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{nicholas_factors_2012, title = {Factors influencing the uptake of a mechatronics curriculum initiative in five {Australian} secondary schools}, volume = {22}, issn = {0957-7572, 1573-1804}, url = {http://link.springer.com/10.1007/s10798-010-9138-0}, doi = {10.1007/s10798-010-9138-0}, abstract = {While the ready-made LegoTM Robotics kits are popular in schools and are used by students at both primary and secondary year levels, using the Picaxe microcontroller (chip) to create simple electronic devices, including robotic devices is less popular. The latter imposes an additional challenge as a result of the need to construct the universal board with the chip in it—a challenge embraced in the cross-disciplinary mechatronics program in this study. This paper reports on how teachers from five Australian secondary schools put into practice technological pedagogical content knowledge (TPCK) developed from expert-led workshops and explores factors (intrinsic and extrinsic) that influenced the implementation. The results show that different strategies were adopted by the schools in implementing the programs. While teacher attitude played an important role in influencing the program’s success, being able to identify where the program sits within the curriculum and planning around timetable and facility constraints were also important factors to consider. The research indicated that teachers’ TPCK was most challenged in non-obvious areas such as diagnosing where faulty soldering joints were.}, language = {en}, number = {1}, urldate = {2021-11-09}, journal = {International Journal of Technology and Design Education}, author = {Nicholas, Howard and Ng, Wan}, month = feb, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10798-010-9138-0 2339240:36UGFW8N 2405685:6NXDR2X9}, pages = {65--90}, } @misc{nice_appendix_2012, title = {Appendix {H} {Quality} appraisal checklist – qualitative studies {\textbar} {Methods} for the development of {NICE} public health guidance (third edition) {\textbar} {Guidance} {\textbar} {NICE}}, url = {https://www.nice.org.uk/process/pmg4/chapter/appendix-h-quality-appraisal-checklist-qualitative-studies}, language = {eng}, urldate = {2019-12-11}, author = {NICE}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PRFQXSFC 2405685:RFPEN259 PRFQXSFC}, } @misc{ngwenya_financing_2018, title = {Financing key to accessing quality education for all}, url = {https://www.zimbabwesituation.com/news/financing-key-to-accessing-quality-education-for-all/}, abstract = {The Government must stick to its promise to prioritise the funding of the education sector in order to achieve Sustainable Development Goal 4}, language = {en-US}, urldate = {2020-06-27}, journal = {Zimbabwe Situation}, author = {Ngwenya, Rumbidzai}, year = {2018}, note = {Library Catalog: www.zimbabwesituation.com KerkoCite.ItemAlsoKnownAs: 2405685:8SVGA2ZJ}, } @techreport{ngware_impact_2018, title = {Impact evaluation of {Tayari} school readiness program in {Kenya}}, url = {https://aphrc.org/wp-content/uploads/2019/07/Impact_Evaluation_ECDE_Tayari-long-report.pdf}, urldate = {2021-12-06}, institution = {APHRC}, author = {Ngware, Moses and Hungi, Njora and Wekulo, Patricia and Mutisya, Maurice and Njagi, Joan and Muhia, Nelson and Wambiya, Elvis and Donfouet, Hermann and Gathoni, Grace and Mambe, Shem}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:547KU8IY 2405685:ZPLJMSX2}, } @article{ngware_effect_2013, title = {The effect of free primary education policy on late school entry in urban primary schools in {Kenya}}, volume = {59}, issn = {0020-8566, 1573-0638}, url = {http://link.springer.com/10.1007/s11159-013-9389-6}, doi = {10.1007/s11159-013-9389-6}, language = {en}, number = {5}, urldate = {2023-08-16}, journal = {International Review of Education}, author = {Ngware, Moses W. and Oketch, Moses and Ezeh, Alex C. and Mutisya, Maurice}, month = oct, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-013-9389-6 2405685:JH6YHV6A}, pages = {603--625}, } @article{nguyen_ipads_2015, title = {{iPads} in higher education—{Hype} and hope}, volume = {46}, url = {http://onlinelibrary.wiley.com/doi/10.1111/bjet.12137/pdf}, doi = {10.1111/bjet.12137}, number = {1}, urldate = {2014-05-10}, journal = {British Journal of Educational Technology}, author = {Nguyen, Lemai and Barton, Siew Mee and Nguyen, Linh Thuy}, year = {2015}, note = {00000 shortDOI: 10/f6z68d KerkoCite.ItemAlsoKnownAs: 10/f6z68d 2129771:KRM7NNM2 2405685:5EVR73U5}, pages = {190--203}, } @article{ngubane-mokiwa_implications_2017, title = {Implications of the {University} of {South} {Africa}'s ({UNISA}) shift to open distance e-learning on teacher education}, volume = {42}, number = {9}, journal = {Australian Journal of Teacher Education}, author = {Ngubane-Mokiwa, Sindile A.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z7CUFE46}, keywords = {⛔ No DOI found}, pages = {7}, } @inproceedings{ngeze_online_2019, title = {Online teacher professional development in {ICT} integration in {Tanzania}: {An} experience report}, abstract = {Integration of Information and Communication Technology (ICT) in teaching and learning in schools has been hindered by many barriers, including lack of in-service teacher training, teacher beliefs and lack of infrastructure. In the effort to solve the challenge of teacher training in Tanzania, few in-service teachers, based on different parameters, are selected to participate in the face to face ICT training at the specified training centre. Scaling of such teacher training initiatives has been challenging over time. To reach more school teachers, we developed a ten-day online course, run over Moodle. A total of 134 teachers from all the regions of Tanzania registered and participated. Topics were developed based on the preference of the in-service teachers. Online surveys were used to collect qualitative and quantitative data before and after the course. Teachers were active during the duration of the course and many of them applied the skills in their schools by improving their teaching strategies, use of technology tools and sharing experiences with other teachers in their schools.}, language = {en}, booktitle = {Proceedings of the 27th {International} {Conference} on {Computers} in {Education}.}, author = {Ngeze, Lucian Vumilia and Iyer, Sridhar}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ADH54AWX 2405685:DEL3AXBD}, keywords = {⛔ No DOI found}, pages = {6}, } @article{ngeze_ict_2017, title = {{ICT} integration in teaching and learning in secondary schools in {Tanzania}: {Readiness} and way forward}, volume = {7}, shorttitle = {{ICT} integration in teaching and learning in secondary schools in {Tanzania}}, doi = {10.18178/ijiet.2017.7.6.905}, number = {6}, journal = {International Journal of Information and Education Technology}, author = {Ngeze, Lucian V.}, year = {2017}, note = {Publisher: Science Publishing Group KerkoCite.ItemAlsoKnownAs: 10.18178/ijiet.2017.7.6.905 2339240:ZV7BEGN9 2405685:YGBAHLFW}, pages = {424--427}, } @article{ngatia_preparedness_2015, title = {Preparedness of {Public} {Secondary} {Schools} on the {Use} of {Information} {Communication} {Technology} {In} {Teaching} and {Learning} in {Mukurweini}, {Nyeri} {County}}, language = {en}, author = {Ngatia, Paul Kamau}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8PFMJAQ3 2405685:8W4AQBVE}, keywords = {⛔ No DOI found}, pages = {109}, } @phdthesis{ngatia_preparedness_2015, type = {Thesis}, title = {Preparedness of {Public} {Secondary} {Schools} on the {Use} of {Information} {Communication} {Technology} in {Teaching} and {Learning} in {Mukurweini}, {Nyeri} {County}-{Kenya}}, url = {https://ir-library.ku.ac.ke/handle/123456789/14446}, abstract = {Globally the important role played by the use of Information and Communication Technology (ICT) in educational institutions has grown with states putting heavy investments in the purchase of ICT equipment and providing internet access for students and teachers. The Kenya government has been encouraging the adoption of ICT in schools. However, it is not clear to what extent this has been implemented. In Mukurwe-ini Sub County the implementation of ICT has not been effective as evidenced by Table 1.1. This study sought to assess the preparedness of public secondary schools on the Information Communication Technology (ICT) in Mukurwe-ini Sub County, Nyeri County. The study will assess the extent of use of ICT in secondary schools as well as investigate the school related and the teacher related preparedness to the use of ICT in their duties. The information obtained is helpful in assessing the implementation of government policy on ICT in schools. The study adopted descriptive survey design. The target population consisted; 31 public secondary school principals and 374 teachers in Mukurwe-ini Sub County. The researcher employed purposively, stratified random sampling techniques to select a sample of 15 schools, 15 principals and 120 teachers for the study. Data was collected using self-administered questionnaires. The questionnaires were assessed by experts in the field of educational technology to ensure validity while the reliability was tested using Cronbach’s alpha co-efficient calculated from the results of a pilot study and found to have a Cronbach’s Alpha Coefficient of 0.85. The study obtained both quantitative and qualitative data. Qualitative data were analysed thematically as per research objectives. Quantitative data were analysed by use of descriptive statistics in which measures of central tendencies such as mean, mode, and percentages were used for determination of extent of ICT, the level of school related and teacher related preparedness while inferential statistics specifically the independent sample t-test was used to test the relationship between variables using Statistical Package for Social Sciences (SPSS). It was found that teachers rarely used computers in teaching and learning. The school preparedness was poor with school environment and support being low while teachers had positive attitudes towards integration of ICT in teaching. However, teachers were found not to be well adequately trained and experienced in the use of ICT thus very low self confidence in use of ICT in teaching and learning. Conducive school environment that was supportive was found to have positive impact of integration of ICT, inadequate training and low self confidence hindered the adoption of ICT. The study recommended that the inclusion of ICT in curriculum in teacher training institutions, increased funding, provision up to date training of teachers and employment of technical support staff to improve ICT adoption in teaching and learning}, language = {en}, urldate = {2021-06-03}, school = {Kenyatta University}, author = {Ngatia, Paul Kamau}, month = dec, year = {2015}, note = {Accepted: 2016-03-15T08:07:29Z KerkoCite.ItemAlsoKnownAs: 2339240:4XE4DQNW 2405685:CBCG2PVR}, } @article{ng_promoting_2013, title = {Promoting sustainable living in the borderless world through blended learning platforms}, volume = {5}, doi = {10.5944/openpraxis.5.4.88}, number = {4}, journal = {Open Praxis}, author = {Ng, Khar and Parahakaran, Suma and Febro, Rhea and Weisheit, Egbert and Lee, Tan}, year = {2013}, note = {shortDOI: 10/ggjk2r KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.4.88 10/ggjk2r 2339240:Q62IS6X4 2405685:RLWQ3JYS}, pages = {275--288}, } @article{newman_stimulating_2012, title = {Stimulating {Demand} for {Research} {Evidence}: {What} {Role} for {Capacitybuilding}?}, volume = {43}, url = {https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/7524/IDSB_43_5_10.1111-j.1759-5436.2012.00358.x.pdf?sequence=1}, abstract = {There has been a great deal of interest in recent years in supporting evidence-informed policymaking in developing countries. In particular, there have been efforts to build the capacity of researchers and research intermediaries to supply appropriately packaged research information (for example in the form of policy briefs) to policymakers. While supply of research information is important, it will only be used to inform policy if it is accessed, valued and understood by policymakers. In this article, we discuss our understanding of demand for research from policymakers; the capacities which underlie it; and how these might be supported.}, number = {5}, journal = {Institute of Development Studies Bulletin}, author = {Newman, Kirsty and Fisher, Catherine and Shaxson, Louise}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XI8NKLGV 2405685:SAIYRV5G}, keywords = {⛔ No DOI found}, } @techreport{new_zealand_government_teaching_2018, title = {Teaching approaches and strategies that work; {Keeping} children engaged and achieving in mathematics}, url = {https://www.ero.govt.nz/assets/Uploads/ERO-17763-Teaching-Strategies-that-work-Mathematics-v7.pdf}, urldate = {2020-05-16}, author = {New Zealand Government}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2XPLP8YB}, keywords = {C:New Zealand}, } @inproceedings{neumann_texttetea_2016, title = {{TextTETEA} — {An} {SMS}-based education service}, doi = {10.1109/ghtc.2016.7857298}, abstract = {Tanzania has experienced a rapid increase in the number of secondary school students but has struggled with the quality of education provided at public schools. While teachers and textbooks can be scarce in classrooms, particularly in rural areas, basic mobile phones are widespread across the country. In this paper we present TextTETEA, an SMS-based service that provides education content to Tanzanian students. We describe the TextTETEA system architecture, features currently available, and usage data during initial field testing.}, booktitle = {2016 {IEEE} {Global} {Humanitarian} {Technology} {Conference} ({GHTC})}, author = {Neumann, Michael and Wincewicz, Keegan}, month = oct, year = {2016}, note = {shortDOI: 10/ggqkgw KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC.2016.7857298 10.1109/ghtc.2016.7857298 10/ggqkgw 2339240:7RNK5XEE 2339240:X4LRAHM2 2405685:HT2SLISS 2405685:L533YR9G}, keywords = {Education, Government, Internet, Mobile communication, SMS-based education service, Smart phones, Sociology, Tanzanian students, TextTETEA system architecture, appropriate technology, education quality, educational institutions, educational technology, electronic messaging, field testing, mobile handsets, mobile learning, mobile phones, public schools, secondary school students, usage data}, pages = {312--315}, } @techreport{neumann_oer_2016, title = {The {OER} {World} {Map} {Project}, phase {IV}}, url = {https://oerworldmap.files.wordpress.com/2016/10/hbz_oerworldmap_proposal_narrative_v12pub.pdf}, language = {EN}, number = {1.2}, urldate = {2020-09-01}, institution = {The William and Flora Hewlett Foundation}, author = {Neumann, Jan}, month = oct, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:82VYBCGD}, } @misc{nesta_uk_development_2014, title = {Development {Impact} and {You} ({DIY}) {Toolkit}}, url = {https://diytoolkit.org/}, abstract = {Practical tools to trigger \& support social innovation}, language = {en}, urldate = {2021-07-22}, author = {NESTA UK}, month = feb, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GEFQTUQZ 2405685:7VCMN4PG}, } @techreport{neilson_impact_2015, title = {The impact of information provision on human capital accumulation and child labor in {Peru}}, url = {https://www.poverty-action.org/printpdf/21321}, urldate = {2021-02-02}, institution = {Innovations for Poverty Action}, author = {Neilson, Christopher and Gallego, Francisco and Molina, Oswaldo}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TG68IFJ2 2405685:NT9P8V57}, } @misc{neilson_impact_2019, title = {The {Impact} of {Information} {Provision} on {Human} {Capital} {Accumulation} and {Child} {Labor} in {Peru}}, url = {https://poverty-action.org/study/impact-information-provision-human-capital-accumulation-and-child-labor-peru}, language = {en}, urldate = {2024-02-06}, author = {Neilson, Christopher and Gallego, Francisco and Molina, Oswaldo}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4INGTTXL 2405685:XJZXU5HI}, } @techreport{neilson_approximating_2019, title = {Approximating the equilibrium effects of informed school choice}, abstract = {This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we find that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we find that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families five years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we find that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers.}, language = {en}, institution = {Working Paper \#628, Princeton University Industrial Relations Section}, author = {Neilson, Christopher A}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2L3D59KP 2405685:SFXIW92Z}, keywords = {⛔ No DOI found}, pages = {52}, } @article{neely_using_2016, title = {Using {Causal} {Loop} {Diagramming} to {Explore} the {Drivers} of the {Sustained} {Functionality} of {Rural} {Water} {Services} in {Timor}-{Leste}}, volume = {8}, copyright = {http://creativecommons.org/licenses/by/3.0/}, url = {https://www.mdpi.com/2071-1050/8/1/57}, doi = {10.3390/su8010057}, abstract = {It is recognized that international water sector development work has issues with a lack of sustained positive outcomes. A large driver of this outcome is how NGOs work with communities to implement and then manage water services. Many NGOs tend to focus their efforts on improving their reach and organisational growth by continually engaging in new projects. This behaviour is largely driven by short-term donor funding models that reward extended coverage, leaving little focus on sustained outcomes. Similarly, community-based management (CBM) schemes often impede sustained services as a result of the community’s limited capacity to operate and maintain the technology. To explore these complicated drivers on water service sustainability, we used causal loop diagramming to analyse the key aspect influencing the combined dynamics between NGOs, donors and CBM. We demonstrate this methodology through a study in Timor-Leste, where we gathered data necessary to develop and apply causal loop diagrams to analyse rural water supply program outcomes. The analysis of these diagrams allowed identification of leverage points used to suggest structural changes for sustained benefits of water services. These structural changes emphasize the importance of increased robustness and reliability of water technology and the associated impact this has on community satisfaction and, conjointly, on water service sustainability.}, language = {en}, number = {1}, urldate = {2019-12-11}, journal = {Sustainability}, author = {Neely, Kate and Walters, Jeffrey P.}, month = jan, year = {2016}, note = {shortDOI: 10/f8d99n KerkoCite.ItemAlsoKnownAs: 10.3390/su8010057 10/f8d99n 2339240:E6YIT8MQ 2405685:K479CIFP}, keywords = {NGOs, Timor-Leste, community management, donors, system dynamics modelling, water services}, pages = {57}, } @inproceedings{nedungadi_enhanced_2013, title = {Enhanced {STEM} learning with {Online} {Labs}: {Empirical} study comparing physical labs, tablets and desktops}, doi = {10.1109/fie.2013.6685106}, booktitle = {Frontiers in {Education} {Conference}, 2013 {IEEE}}, publisher = {IEEE}, author = {Nedungadi, Prema and Raman, Raghu and McGregor, Mark}, year = {2013}, note = {00000 shortDOI: 10/gf62jb KerkoCite.ItemAlsoKnownAs: 10/gf62jb 2129771:HWCBYRE9 2405685:9HNXI88J}, pages = {1585--1590}, } @article{nedungadi_improving_2018, title = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsApp}: findings from rural {India}}, volume = {23}, issn = {1360-2357, 1360-2357}, shorttitle = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsAPP}}, url = {https://www.researchgate.net/publication/315112660_Improving_educational_outcomes_reducing_absenteeism_at_remote_villages_with_mobile_technology_and_WhatsAPP_Findings_from_rural_India}, doi = {10.1007/s10639-017-9588-z}, abstract = {Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.}, language = {English}, number = {1}, journal = {Education and Information Technologies}, author = {Nedungadi, Prema and Mulki, Karunya and Raman, Raghu}, month = jan, year = {2018}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013521521?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9588-z 2129771:FUJHTZ2D 2339240:KMCH965J 2339240:P4NQHVXZ 2339240:WE6J7JIZ 2405685:6WP3TDP7 2405685:KNKBHWBG 2405685:UGF4PS66 2405685:WF9JZ9QL 2534378:9HNTLUFX 2534378:H8CJ8ZGT 2534378:V4VN2T5H 4556019:7XRZPBHX}, keywords = {Absenteeism, Academic Achievement, Attendance, Attendance Patterns, Computer Oriented Programs, Computers--Information Science And Information Theory, ERIC, Current Index to Journals in Education (CIJE), Educational Opportunities, Educational Quality, Educational technology, Foreign Countries, ICT, India, Monitoring, Quality of education, Rural Areas, Rural areas, Rural education, School education, Software, Students, Teacher Effectiveness, Teacher absence, Teacher monitoring, Teachers, Tele-education, WhatsApp, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097863, \_\_finaldtb}, pages = {113--127}, } @article{nedungadi_improving_2018, title = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsApp}: findings from rural {India}}, volume = {23}, issn = {1360-2357, 1360-2357}, shorttitle = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsAPP}}, url = {https://www.researchgate.net/publication/315112660_Improving_educational_outcomes_reducing_absenteeism_at_remote_villages_with_mobile_technology_and_WhatsAPP_Findings_from_rural_India}, doi = {10.1007/s10639-017-9588-z}, abstract = {Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.}, language = {English}, number = {1}, journal = {Education and Information Technologies}, author = {Nedungadi, Prema and Mulki, Karunya and Raman, Raghu}, month = jan, year = {2018}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013521521?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9588-z 2339240:P4NQHVXZ 2405685:6WP3TDP7 2405685:UGF4PS66 2534378:9HNTLUFX 2534378:H8CJ8ZGT 2534378:V4VN2T5H}, keywords = {Absenteeism, Academic Achievement, Attendance, Attendance Patterns, Computer Oriented Programs, Computers--Information Science And Information Theory, ERIC, Current Index to Journals in Education (CIJE), Educational Opportunities, Educational Quality, Educational technology, Foreign Countries, ICT, India, Monitoring, Quality of education, Rural Areas, Rural areas, Rural education, School education, Software, Students, Teacher Effectiveness, Teacher absence, Teacher monitoring, Teachers, Tele-education, WhatsApp, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097863, \_\_finaldtb}, pages = {113--127}, } @inproceedings{nedungadi_low_2014, address = {Chennai, Madras, India}, title = {Low cost tablet enhanced pedagogy for early grade reading: {Indian} context}, isbn = {978-1-4799-7606-5}, shorttitle = {Low cost tablet enhanced pedagogy for early grade reading}, url = {http://ieeexplore.ieee.org/document/7026322/}, doi = {10.1109/R10-HTC.2014.7026322}, abstract = {In our research we have designed pedagogy for Low Cost Tablets (LCT) to enhance early grade reading in multigrade classrooms in rural areas of India. The use of LCT helps meet the challenge of education in areas where there is a lack of qualified tutors and shortage of computing resources. The program has been implemented with (N=38) students in tribal areas of Kerala. Reading was the most common problem with the primary children, while mathematics and reading comprehension was a major challenge for children who were in middle school. Our pilot study students were able to learn faster on their own without requiring formal training due to the ease of use and the touch based interface of LCT, and they liked the idea of repeating lessons as many times as they wished. Teachers were trained in the use of LCT for assessment and early intervention and effective ways to bring up the reading skills of the students. Our findings confirm that LCT is powerful motivator in education and has a huge potential to address the issue of school dropouts. Our proposed pedagogy for LCT and findings will be of interest to educational policy makers who are looking at LCT options such as Aakash tablets to improve literacy levels among early grade learners.}, language = {en}, urldate = {2020-07-23}, booktitle = {2014 {IEEE} {Region} 10 {Humanitarian} {Technology} {Conference} ({R10} {HTC})}, publisher = {IEEE}, author = {Nedungadi, Prema and Jayakumar, Akshay and Raman, Raghu}, month = aug, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/R10-HTC.2014.7026322 2339240:52QRVY4T 2405685:A64MD23Q}, pages = {35--39}, } @article{nedungadi_towards_2018, title = {Towards an inclusive digital literacy framework for digital {India}}, volume = {60}, issn = {0040-0912}, url = {https://doi.org/10.1108/ET-03-2018-0061}, doi = {10.1108/et-03-2018-0061}, abstract = {Purpose The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. Design/methodology/approach This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules. Findings The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion. Practical Implications Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education. Originality/value This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation.}, number = {6}, urldate = {2020-01-31}, journal = {Education + Training}, author = {Nedungadi, Prema P. and Menon, Rajani and Gutjahr, Georg and Erickson, Lynnea and Raman, Raghu}, month = jan, year = {2018}, note = {shortDOI: 10/ggjtpg KerkoCite.ItemAlsoKnownAs: 10.1108/et-03-2018-0061 10/ggjtpg 2339240:UKTM2QDP 2405685:BF5LTHCE}, keywords = {Digital competence, Digital divide, Digital inclusion, Digital learning, Indigenous people, Information and communication technologies (ICT)}, pages = {516--528}, } @phdthesis{ndiaye_ways_2015, title = {Ways in {Which} {Community} {Involvement} {May} {Influence} {Girls}’ {Education} in {Senegal}}, language = {en}, author = {Ndiaye, Babou}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YAC6J27P 2405685:8X7PUSCP}, } @article{ndalo_role_2016, title = {Role of {ICT} in {Enabling} {High} {Quality} {OERs} for {Teacher} {Education} and {Training} in {Dadaab} {Refugee} {Settlement} in {Kenya}}, volume = {2}, abstract = {ICT and OER have the potential for uplifting the quality of refugee education across the world. Sustainable education in refugee camps/settlements is difficult to achieve in many countries that host refugees. This is because most international agencies that come to aid of the refugees are mostly concerned with basic humanitarian assistance like health, food and shelter. Quality education is a key determinant of students’ participation rates and achievement levels. It also remains an important ingredient towards attainment of social justice in terms of equity in educational quality for students. One contributing factor to quality education is availability of ICT infrastructure and quality OERs to create equity for many refugee learners in their camps. This paper describes how ICT and OER initiatives are appropriate tools for improving access, equity, and quality training and education of refugees in Dadaab refugee settlement schools in north eastern part of Kenya.}, number = {1}, journal = {Research Journal of Education}, author = {Ndalo, Agumba Musa}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9MAKBVX4 2405685:2ESBXBQX}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_supporting educators, ⛔ No DOI found}, pages = {7--14}, } @misc{ndaiga_kids_2015, title = {Kids hacker camps in {Kenya} {\textbar} {Proceedings} of the {Seventh} {International} {Conference} on {Information} and {Communication} {Technologies} and {Development}}, url = {https://dl.acm.org/doi/10.1145/2737856.2737873}, urldate = {2021-05-22}, author = {Ndaiga, Wachira and Salim, Anne}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L64R4AUI 2405685:CZD5X8NE}, } @techreport{naz_pakistan_2016, title = {Pakistan {District} {Education} {Rankings}}, url = {https://d3n8a8pro7vhmx.cloudfront.net/alifailaan/pages/537/attachments/original/1474368820/Pakistan_District_Education_Rankings_2016_Full_Report.pdf?1474368820}, urldate = {2020-06-11}, author = {Naz, Saman and Memon, Asif and ul Haque, Minhaj and Nadeem, Umar and Jamal, Ghamae and Khan, Aleena}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4MNGWJRQ}, } @techreport{nayyar-stone_using_2014, address = {Washington D.C.}, title = {Using national {Education} {Management} {Information} {Systems} to make local service improvements: {The} case of {Pakistan}}, url = {https://openknowledge.worldbank.org/handle/10986/18416}, language = {en}, number = {30}, institution = {World Bank}, author = {Nayyar-Stone, Ritu}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UY6DUQL9 2405685:9KCJCPK7}, } @techreport{naylor_strengthening_2019, title = {Strengthening the {Education} {Workforce}}, url = {https://educationcommission.org/wp-content/uploads/2020/02/strengthening-the-education-workforce.pdf}, language = {en}, institution = {Education Commission}, author = {Naylor, Ruth and Jones, Charlotte and Boateng, Pearl}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:66PFUJWJ 2405685:YCU7P54S}, } @techreport{naviwala_pakistans_2016, title = {Pakistan’s {Education} {Crisis}: {The} {Real} {Story}}, url = {https://www.wilsoncenter.org/publication/pakistans-education-crisis-the-real-story-report}, language = {en}, institution = {Wilson Center}, author = {Naviwala, Nadia}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B783KRE8 2339240:VDL9MRA7 2405685:APRFWT5B 2405685:JMXYPLHM 2405685:LBVR8VFV}, keywords = {Advantaged, Armed Forces, Attendance, Budgets, Educational Change, Educational Finance, Educational Policy, Educational Quality, Expenditures, Foreign Countries, International Organizations, Interviews, Political Influences, Privatization, Specialists, Standards, Teacher Attendance, Teacher Salaries}, pages = {44}, } @misc{naviwala_pakistan_2017, title = {Pakistan uses regulations to tighten grip on {INGOs}}, url = {https://www.devex.com/news/sponsored/pakistan-uses-regulations-to-tighten-grip-on-ingos-91003}, abstract = {Byzantine and ambiguous legal processes, unclear regulations, and ad hoc security requirements hinder the work of international NGOs in a country where distrust of foreign funded entities runs deep.}, urldate = {2020-07-20}, journal = {Devex}, author = {Naviwala, Nadia}, month = oct, year = {2017}, note = {Library Catalog: www.devex.com KerkoCite.ItemAlsoKnownAs: 2339240:RFGC2V3G 2339240:TYIXPY6G 2405685:FRPKQQMK 2405685:GTMWCHG8 2405685:MFMQR92F}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{naveed_importance_2018, title = {The {Importance} of {Educating} {Girls} in the {Newly} {Merged} {Districts} of {Khyber} {Pakhtunkhwa}, {Pakistan}: {Policy} {Paper}}, url = {https://eric.ed.gov/?id=ED592792}, abstract = {The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life.}, language = {en}, urldate = {2020-12-01}, publisher = {Center for Universal Education at The Brookings Institution}, author = {Naveed, Sumbal}, year = {2018}, note = {Publication Title: Center for Universal Education at The Brookings Institution KerkoCite.ItemAlsoKnownAs: 2339240:PD3LB7X3 2405685:L554ELH5}, keywords = {Access to Education, Attitude Change, Barriers, Community Involvement, Cultural Influences, Educational Finance, Educational Planning, Educational Quality, Equal Education, Equal Opportunities (Jobs), Females, Foreign Countries, Gender Bias, Governance, Government Role, Males, Political Issues, Single Sex Schools, Social Attitudes, Teacher Competencies, Transportation, War, Women Faculty}, } @techreport{naveed_making_2015, title = {Making ‘{Impact} {Factor}’ {Impactful}: {Universities}, {Think} {Tanks} and {Policy} {Research} in {Pakistan}}, shorttitle = {Making ‘{Impact} {Factor}’ {Impactful}}, url = {https://researchportal.bath.ac.uk/en/publications/making-impact-factor-impactful-universities-think-tanks-and-polic}, language = {English}, urldate = {2021-02-03}, institution = {Think Tank Initiative}, author = {Naveed, Arif and Suleri, Abid Q.}, year = {2015}, note = {Publisher: Think Tank Initiative KerkoCite.ItemAlsoKnownAs: 2339240:5Z6JYT8R 2405685:QKLMBUHE}, keywords = {⛔ No DOI found}, } @techreport{naveed_paper_2013, title = {Paper 3. {Landscaping} the {Institutions} of {Educational} {Policy} {Research} in {Pakistan}: {Who} is doing what?}, shorttitle = {Paper 3. {Landscaping} the {Institutions} of {Educational} {Policy} {Research} in {Pakistan}}, url = {https://www.gov.uk/research-for-development-outputs/paper-3-landscaping-the-institutions-of-educational-policy-research-in-pakistan-who-is-doing-what}, language = {en}, number = {3}, urldate = {2021-02-02}, institution = {Department for International Development}, author = {Naveed, Arif}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3F34HHFP 2405685:YXTTKFC5}, } @techreport{national_statistics_office_2018_2019, type = {Main {Report}}, title = {2018 {Population} and {Housing} {Census}}, url = {https://malawi.unfpa.org/en/resources/malawi-2018-population-and-housing-census-main-report}, urldate = {2023-05-29}, institution = {Government of Malawi}, author = {National Statistics Office}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UXWI3QF6 2405685:4KBEPZKW}, } @techreport{national_institute_of_statistics_of_rwanda_nisr_fourth_2012, type = {Thematic {Report}}, title = {Fourth {Population} and {Housing} {Census}, {Rwanda}, 2012: {Thematic} {Report}: {Characteristics} of {Households} and {Housing}}, url = {https://www.statistics.gov.rw/publication/rphc4-thematic-report-characteristics-households-and-housing}, language = {EN}, number = {RHCP4}, urldate = {2020-08-24}, institution = {Ministry of Finance and Economic Planning (MINECOFIN)}, author = {{National Institute of Statistics of Rwanda (NISR)}}, year = {2012}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:HVCBH9QU}, } @misc{national_institute_of_statistics_of_rwanda_rphc4_2014, title = {{RPHC4} {Thematic} {Report}: {Characteristics} of {Households} and {Housing}}, url = {https://www.statistics.gov.rw/publication/rphc4-thematic-report-characteristics-households-and-housing}, urldate = {2020-08-17}, author = {National Institute of Statistics of Rwanda.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MWGCCUIB 2405685:YTI26JVP}, } @techreport{national_institute_of_population_studies_pakistan_2013, title = {Pakistan {Demographic} and {Health} {Survey} 2012-13}, url = {https://dhsprogram.com/publications/publication-fr290-dhs-final-reports.cfm}, language = {en}, urldate = {2021-02-16}, institution = {USAID}, author = {National Institute of Population Studies}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YCKR4DWX 2405685:W69R3J66}, keywords = {⛔ No DOI found}, } @techreport{national_institute_of_population_studies_pakistan_2019, address = {Islamabad, Pakistan}, title = {Pakistan {Demographic} and {Health} {Survey}, 2017–18}, url = {https://dhsprogram.com/pubs/pdf/FR354/FR354.pdf}, urldate = {2020-07-20}, author = {{National Institute of Population Studies}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:436K5QBU}, keywords = {auto\_merged}, } @techreport{national_institute_of_population_studies_pakistan_2019, title = {Pakistan {Demographic} and {Health} {Survey} 2017-18}, url = {https://dhsprogram.com/publications/publication-FR354-DHS-Final-Reports.cfm}, language = {en}, urldate = {2020-06-08}, institution = {USAID, UKAID and UNFPA}, author = {National Institute of Population Studies}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ESFL9NXP 2405685:GLMJ5FAM 2405685:UQVGKUEN}, keywords = {⛔ No DOI found}, } @misc{national_committee_for_human_resources_development_education_2016, title = {Education for {Prosperity} {Strategy}}, url = {https://www.hrd.jo/nationalstrategy}, language = {en}, urldate = {2020-06-30}, author = {National Committee for Human Resources Development}, year = {2016}, note = {Library Catalog: www.hrd.jo KerkoCite.ItemAlsoKnownAs: 2405685:8S3LF8AJ}, } @misc{national_audit_office_uk_assessing_2011, title = {Assessing value for money}, url = {https://www.nao.org.uk/successful-commissioning/general-principles/value-for-money/assessing-value-for-money/}, urldate = {2022-04-07}, author = {{National Audit Office UK}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZHUJ9HSE 2405685:WRBHMFF5 4656463:Y54ADAD3}, } @misc{national_assembly_of_pakistan_constitution_2012, title = {The {Constitution} of the {Islamic} {Republic} of {Pakistan}}, url = {http://na.gov.pk/uploads/documents/1333523681_951.pdf}, author = {National Assembly of Pakistan}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IXMJEFZG 2405685:SNZPZPFP}, } @article{natia_promoting_2015, title = {Promoting teaching and learning in {Ghanaian} {Basic} {Schools} through {ICT}}, volume = {11}, number = {2}, journal = {International Journal of Education and Development using ICT}, author = {Natia, James and Al-hassan, Seidu}, year = {2015}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:58A7W9JA 2339240:YVRRGJRL 2405685:KMGX6DRI 2405685:UX7FDZ8M}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{natia_promoting_2015, title = {Promoting teaching and learning in {Ghanaian} {Basic} {Schools} through {ICT}}, volume = {11}, issn = {1814-0556}, url = {https://www.learntechlib.org/p/151844/}, abstract = {The Basic School Computerization policy was created in 2011 to introduce computers and e-learning into the entire educational system to promote training and life-long learning. Using data obtained by Connect for Change Education Ghana Alliance, this paper investigates the extent to which school administration, and teaching and learning are promoted through the use of ICT in Ghanaian Basic Schools. The data was obtained through a cross-sectional survey involving a random sampling of 333 Primary and 295 Junior High Schools across four regions (Northern, Upper East, Upper West and Volta) in...}, language = {en}, number = {2}, urldate = {2021-11-02}, journal = {International Journal of Education and Development using ICT}, author = {Natia, James and Al-hassan, Seidu}, month = aug, year = {2015}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:ZCTZKAMM 2405685:3A3NQ4QY}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {113--125}, } @techreport{natalia_exploring_2016, title = {Exploring the effect of non-financial incentives on job satisfaction of teachers at {Lubuto} and {Kayele} {Secondary} schools in {Ndola} {District}}, url = {http://dspace.unza.zm/bitstream/handle/123456789/5026/Main%20Document.PDF?sequence=1&isAllowed=y}, urldate = {2023-05-25}, institution = {Zimbabwe Open University and the University of Zambia}, author = {Natalia, Zulu}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E546IZZ7}, } @article{naslund-hadley_fostering_2014, title = {Fostering {Early} {Math} {Comprehension}: {Experimental} {Evidence} from {Paraguay}}, volume = {1}, abstract = {Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math.}, language = {en}, number = {4}, journal = {Global Education Review}, author = {Naslund-Hadley, Emma and Parker, Susan W and Hernandez-Agramonte, Juan Manuel}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HRIPFXGZ}, keywords = {⛔ No DOI found}, } @misc{nasib_ect_2017, title = {{ECT} 300 {Educational} {Technology}: {What} are some of the limitations of using live radio broadcasts in teaching?}, shorttitle = {{ECT} 300 {EDUCATIONAL} {TECHNOLOGY}}, url = {https://mysominotes.wordpress.com/2017/09/01/ect-300-educational-technology-what-are-some-of-the-limitations-of-using-live-radio-broadcasts-in-teaching/}, abstract = {CHAPTER 6  EDUCATIONAL BROADCASTING 6a v).Analyze some of the limitations of using live radio broadcasts in teaching. 6.7 Limitations of live radio broadcasts. As mentioned earlier in this unit eve…}, language = {en}, urldate = {2021-11-02}, journal = {somi}, author = {Nasib, Tim}, month = sep, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6RA74DQL 2405685:8XUHDLTI}, } @techreport{nascimbeni_digital_2019, address = {New York, NY}, type = {Scoping {Paper}}, title = {Digital literacy for children: exploring definitions and frameworks}, copyright = {© United Nations Children's Fund (UNICEF), August 2019}, url = {https://www.unicef.org/globalinsight/media/1271/file/%20UNICEF-Global-Insight-digital-literacy-scoping-paper-2020.pdf}, institution = {UNICEF Office of Global Insight and Policy}, author = {Nascimbeni, Fabio and Vosloo, Steven}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TG6T4TJF}, } @inproceedings{nanavati_speak_2018, address = {Montreal QC, Canada}, title = {Speak {Up}: {A} {Multi}-{Year} {Deployment} of {Games} to {Motivate} {Speech} {Therapy} in {India}}, isbn = {978-1-4503-5620-6}, shorttitle = {Speak {Up}}, url = {http://dl.acm.org/citation.cfm?doid=3173574.3173892}, doi = {10.1145/3173574.3173892}, abstract = {The ability to communicate is crucial to leading an independent life. Unfortunately, individuals from developing communities who are deaf and hard of hearing tend to encounter difficulty communicating, due to a lack of educational resources. We present findings from a two-year deployment of Speak Up, a suite of voice-powered games to motivate speech therapy, at a school for the deaf in India. Using ethnographic methods, we investigated the interplay between Speak Up and local educational practices. We found that teachers’ speech therapy goals had evolved to differ from those encoded in the games, that the games influenced classroom dynamics, and that teachers had improved their computer literacy and developed creative uses for the games. We used these insights to further enhance Speak Up by creating an explicit teacher role in the games, making changes that encouraged teachers to build their computer literacy, and adding an embodied agent.}, language = {en}, urldate = {2020-12-10}, booktitle = {Proceedings of the 2018 {CHI} {Conference} on {Human} {Factors} in {Computing} {Systems} - {CHI} '18}, publisher = {ACM Press}, author = {Nanavati, Amal and Dias, M. Bernardine and Steinfeld, Aaron}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3173574.3173892 2339240:KG7IMUWQ 2405685:2HQYL9IR}, pages = {1--12}, } @misc{namit_digital_2019, title = {Digital {School} {Census} in 10 {Weeks}? {How} it was done in {Sierra} {Leone}}, shorttitle = {Digital {School} {Census} in 10 {Weeks}?}, url = {https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone}, abstract = {Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.}, language = {en}, urldate = {2020-06-03}, journal = {World Bank Blogs}, author = {Namit, Kariba and Mai, Thanh Thi}, month = feb, year = {2019}, note = {Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:PP5768J6 2339240:TGTJZWCC 2405685:EPMH5GMB 2405685:EY9VEBRN 2405685:KXNLTUXL 2405685:NUSFD2XU 2405685:PLIT3YBG 2405685:TIEFATQQ 4803016:S4RTD2LL}, } @misc{namit_digital_2019, title = {Digital {School} {Census} in 10 {Weeks}? {How} it was done in {Sierra} {Leone}}, shorttitle = {Digital {School} {Census} in 10 {Weeks}?}, url = {https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone}, abstract = {Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.}, language = {en}, urldate = {2022-07-04}, journal = {World Bank Blogs}, author = {Namit, Kariba and Mai, Thanh Thi}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BFZ3FTAT 2486141:G289KIHC}, } @article{nami_interaction_2018, title = {Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations}, volume = {30}, issn = {09583440}, url = {https://www.researchgate.net/publication/325322528_Interaction_in_a_discussion_list_An_exploration_of_cognitive_social_and_teaching_presence_in_teachers'_online_collaborations}, doi = {10.1017/S0958344017000349}, abstract = {Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.}, language = {English}, number = {3}, journal = {ReCALL: the Journal of EUROCALL}, author = {Nami, Fatemeh and Marandi, S Susan and Sotoudehnama, Elaheh}, month = sep, year = {2018}, note = {Place: Cambridge Publisher: Cambridge University Press Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2084810389?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344017000349 2405685:WM42S327 2534378:59HFNMGI 2534378:A5Y5932K 2534378:EEFLCSXC 2534378:G3TW72LP}, keywords = {Asynchronous Communication, Blended Learning, CALL teacher education, CASE studies, COMPUTER assisted language instruction, Cognitive processes, Collaborative learning, Colleges \& universities, Computer Mediated Communication, Computer assisted instruction--CAI, Computer assisted language learning, Critical thinking, Curriculum development, Data analysis, Discourse Analysis, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Educational technology, English (Second Language), English as a second language instruction, Faculty Development, Foreign Countries, Foreign languages, Group Discussion, Higher Education, Higher education, Hybrid computers, Interactive learning, Iran, LANGUAGE \& languages, Language Teachers, Linguistics--Computer Applications, PROFESSIONAL education, Professional development, School environment, Second Language Instruction, Second language teachers, Social factors, TEACHERS, Teacher Education Programs, Teacher education, Teachers, Teaching, Technology Uses in Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095858, \_\_finaldtb, asynchronous interaction, cognitive presence, online collaboration, social presence, teaching presence}, pages = {375--398}, } @misc{nakhoul_third_2019, title = {Third submarine cable to boost {Internet} service}, url = {http://www.businessnews.com.lb/cms/Story/StoryDetails/7158/Third-submarine-cable-to-boost-Internet-service}, abstract = {The aim is to turn Lebanon into a regional hub for Internet distribution}, language = {en-US}, urldate = {2020-09-29}, journal = {BusinessNews.com.lb}, author = {Nakhoul, Shikrallah}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BZYK8W8T 2405685:IH9QDU8V}, } @article{nakagawa_research_2019, title = {Research weaving: visualizing the future of research synthesis}, volume = {34}, shorttitle = {Research weaving}, url = {https://www.cell.com/trends/ecology-evolution/fulltext/S0169-5347(18)30278-7?ref=https://githubhelp.com}, doi = {10.1016/j.tree.2018.11.007}, number = {3}, urldate = {2024-01-18}, journal = {Trends in ecology \& evolution}, author = {Nakagawa, Shinichi and Samarasinghe, Gihan and Haddaway, Neal R. and Westgate, Martin J. and O’Dea, Rose E. and Noble, Daniel WA and Lagisz, Malgorzata}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.tree.2018.11.007 2405685:Y29WIV7Q 2486141:7IWVPGZQ 2486141:SFJ37LP4}, keywords = {\_Added-ailr-2024}, pages = {224--238}, } @article{najafi_blended_2018, title = {Blended {Learning} and {Academic} {Achievement}: {A} {Meta}-{Analysis}}, volume = {1}, url = {http://idej.journals.pnu.ac.ir/article_5352_225cc90b61298af85374c3aa5bf72f10.pdf}, abstract = {The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strengths of face-to-face and online approaches. The methodology involved estimating the effect size for the relationship between blended learning and academic achievement. Out of 231 studies conducted between 2010 and 2017, 20experimental and quasi-experimental studies were selected as the sample using purposive sampling based on 9eligibility criteria. Data were analyzed using structured meta-analysis and were interpreted using Cohen’s for gauging small, medium, and large effect sizes. The results showed that the relationship between blended learning and academic achievement is significant, as the effect size for this relationship was 0.591, which is above medium in Cohen’s approach. Overall, the findings suggest the real positive effects of blended learning on learning outcome.}, language = {en}, number = {3}, journal = {Quarterly Journal of Iranian Distance Education}, author = {Najafi, Hossein and Heidari, Mozhgan}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:QUAHGRTJ}, keywords = {⛔ No DOI found}, pages = {39--48}, } @article{nahar_design_2015, title = {Design of a {Braille} {Learning} {Application} for {Visually} {Impaired} {Students} in {Bangladesh}}, volume = {27}, issn = {1040-0435}, url = {https://doi.org/10.1080/10400435.2015.1011758}, doi = {10.1080/10400435.2015.1011758}, abstract = {Visually impaired students (VIS) are unable to get visual information, which has made their learning process complicated. This paper discusses the overall situation of VIS in Bangladesh and identifies major challenges that they are facing in getting education. The Braille system is followed to educate blind students in Bangladesh. However, lack of Braille based educational resources and technological solutions have made the learning process lengthy and complicated for VIS. As a developing country, Bangladesh cannot afford for the costly Braille related technological tools for VIS. Therefore, a mobile phone based Braille application, “mBRAILLE”, for Android platform is designed to provide an easy Braille learning technology for VIS in Bangladesh. The proposed design is evaluated by experts in assistive technology for students with disabilities, and advanced learners of Braille. The application aims to provide a Bangla and English Braille learning platform for VIS. In this paper, we depict iterative (participatory) design of the application along with a preliminary evaluation with 5 blind subjects, and 1 sighted and 2 blind experts. The results show that the design scored an overall satisfaction level of 4.53 out of 5 by all respondents, indicating that our design is ready for the next step of development.}, language = {en}, number = {3}, urldate = {2020-12-10}, journal = {Assistive Technology}, author = {Nahar, Lutfun and Jaafar, Azizah and Ahamed, Eistiak and Kaish, A. B. M. A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2015.1011758 10/f7svv7 2339240:PQ9MDIRA 2339240:S5PHSEX4 2405685:3JTWSRAR 2405685:V6F47JQW}, keywords = {Visually Impaired Students (VIS), \_\_\_working\_potential\_duplicate, android platform, braille, education for VIS, mobile application}, pages = {172--182}, } @incollection{nahar_mathematics_2017, title = {Mathematics {Education} and {Accessible} {Technologies} for {Visually} {Impaired} {Students} in {Bangladesh}}, url = {https://link.springer.com/chapter/10.1007/978-3-319-70010-6_55}, abstract = {The learning process for the visually impaired students (VIS) is complicated because they are unable to get visual information. A lot of challenges and problems these VIS are facing to get education, especially in studying Mathematics. As a developing country, Bangladesh cannot afford for the costly Mathematics learning tools for VIS. The objective of this study is to analyze the current scenarios of learning Mathematics in different types of blind schools in Bangladesh. A survey is conducted in all three types of schools in order to achieve the objective. The survey was based on questionnaire comprising questions related to Mathematics learning, examination methods and learning difficulties. Survey results shows that they follow Braille system for reading and writing; however, they cannot write in Braille in the final examination. Taylor frame and abacus are the only options for counting numbers. This paper also tries to propose some key points to improve the current Mathematics learning process for the blind students.}, booktitle = {Badioze {Zaman} {H}. et al. (eds) {Advances} in {Visual} {Informatics}. {IVIC} 2017. {Lecture} {Notes} in {Computer} {Science}, vol 10645}, author = {Nahar, L and Jaafar, A and Sulaiman, R}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S7ZDF3ZX 2405685:FU3UTF9E}, keywords = {⛔ No DOI found}, } @article{nag_home_2019, title = {Home language, school language and children's literacy attainments: {A} systematic review of evidence from low- and middle-income countries}, volume = {7}, issn = {2049-6613}, shorttitle = {Home language, school language and children's literacy attainments}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/rev3.3130}, doi = {10.1002/rev3.3130}, abstract = {The general consensus in the field is that when the home language is different from the language of instruction in school then children's literacy attainments could slow down. In this 26-year review of the literature on children's literacy attainments in low- to middle-income countries, 40 correlational, ethnographic and intervention studies provide the data. We test the ‘home language advantage’ hypothesis where we expect children who speak the same language at home and school to show better literacy learning. We also examine other attributes in the home language and literacy environment (HLLE). Among the multivariate studies, trends differ across countries, age and grade levels, and child measures. Rather than a universal home language advantage, the evidence shows that home language advantage is context-sensitive. The correlational and ethnographic evidence point to a multiple risk factors model of home and school language disconnection; and the ethnographic and intervention studies provide complementary evidence of both feelings of unease, disempowerment and wish to help among family members, and increased confidence following guided support. Possible underlying mechanisms are examined through parallel synthesis of evidence from multiple research methods on three HLLE dimensions—books-at-home, home tutoring and adult literacy practices. The data partially corroborate findings from high-income countries (e.g. home environments impact literacy development, responsive parenting is present across families) but also bring focus on context-specific realities. Neither low-income nor low-print environments are uniform constraints because communities differ and some homes use available resources more efficiently than others.}, language = {en}, number = {1}, urldate = {2022-04-20}, journal = {Review of Education}, author = {Nag, Sonali and Vagh, Shaher Banu and Dulay, Katrina May and Snowling, Margaret J.}, year = {2019}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/rev3.3130 KerkoCite.ItemAlsoKnownAs: 10.1002/rev3.3130 2405685:RIZG682H 4042040:QLFNIHUN}, keywords = {home language advantage, home language and literacy environment, low-income countries}, pages = {91--150}, } @techreport{nag_literacy_2014, title = {Literacy, {Foundation} {Learning} and {Assessment} in {Developing} {Countries}: {Final} {Report}. {Education} {Rigorous} {Literature} {Review}.}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/305150/Literacy-foundation-learning-assessment.pdf}, language = {en}, institution = {Department for International Development}, author = {Nag, Sonali and Chiat, Shula and Torgerson, Carole and Snowling, Margaret J.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IKA83Z7J 2405685:IM87X7QQ}, } @article{nadeem_preparing_2013, title = {Preparing {Future} {Teachers} through {Distance} {Learning}: {An} {Empirical} {Study} on {Students}' {Perception} of {Teacher} {Education} {Program} {Provided} by {AIOU} {Pakistan}}, volume = {14}, issn = {1302-6488}, shorttitle = {Preparing {Future} {Teachers} through {Distance} {Learning}}, url = {https://eric.ed.gov/?id=EJ1042590}, abstract = {The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU) Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan. The data was collected by administering a 45 items agree disagree four points Likert type scale to the subjects mainly through the scheduled meetings during the workshops. The independent sample t-test, and one way ANOVA along with mean difference was worked out for the data set. A group of 490 student teachers were randomly selected from the regions of Bahawalpur, Bahawalnagar, Rahimyarkhan, Multan, and D.G.Khan Districts (Southern Punjab). The planning for training is made timely but lacking physical facilities remains dominant in trainings. Although training plays an important role in students learning yet it is considered just a routine activity which made it a useless exercise. Similarly, findings reveal that co-curricular activities and child psychology are those aspects which ignored in the training. Future studies may be aimed at comparing the training system of teachers with teacher training through other channels of formal system of governments.}, language = {en}, number = {4}, urldate = {2020-12-01}, journal = {Turkish Online Journal of Distance Education}, author = {Nadeem, Mohammed and Ali, Akhtar and Maqbool, Saira}, month = oct, year = {2013}, note = {Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 2339240:VA5S33ZR 2405685:MMLNNP88}, keywords = {Child Psychology, Distance Education, Educational Facilities, Foreign Countries, Likert Scales, Measures (Individuals), Meetings, Open Universities, Statistical Analysis, Student Teacher Attitudes, Student Teachers, Teacher Education Programs, Workshops, ⛔ No DOI found}, pages = {132--144}, } @article{nabhani_school-based_2012, title = {School-based professional development in one {Lebanese} school: how much is too much?}, volume = {38}, issn = {1941-5257}, shorttitle = {School-based professional development in one {Lebanese} school}, url = {https://doi.org/10.1080/19415257.2011.639077}, doi = {10.1080/19415257.2011.639077}, abstract = {This case study examines the attitudes of the secondary and middle school teachers at one school in Lebanon regarding the effect of the school’s professional development (PD) programs on the quality of their teaching practices and motivation. It also examines teachers’ attitudes regarding PD as well as their recommendations to improve the quality of the PD program provided by their school. Questionnaires, focus group interviews and observations were conducted to collect and triangulate data results. Results show that teachers regard PD in their school as beneficial in general but able to be enhanced further. Although the attitude of novice teachers towards PD is more favorable than that of veteran teachers, findings show that the overall teachers’ attitude towards PD is a negative one. Modifications and suggestions to improve the quality of the PD activities are proposed by the teachers. The school offers a prosperous PD program, but its fruitfulness will remain limited unless an organizational structure is created.}, number = {3}, urldate = {2020-01-31}, journal = {Professional Development in Education}, author = {Nabhani, Mona and Bahous, Rima and Hamdan, Zeina}, year = {2012}, note = {shortDOI: 10/fzxm7p KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2011.639077 10/fzxm7p 2339240:9WFGU8AX 2339240:WLWXRWJ2 2405685:DMXQEDYG 2405685:I8KIIXIE}, keywords = {Lebanon, professional development, schools, ⛔ No DOI found}, pages = {435--451}, } @article{myers_eyes_2018, title = {Eyes in the room trump eyes on the screen: effects of a responsive co-viewer on toddlers’ responses to and learning from video chat}, volume = {12}, shorttitle = {Eyes in the room trump eyes on the screen}, doi = {10.1080/17482798.2018.1425889}, abstract = {Scaffolding may be important for children to overcome puzzling aspects of video chat. We examined whether live co-viewer behavior (responsive or unresponsive), video chat partner’s eye gaze (aligned or misaligned), and object similarity (similar or dissimilar) impacted 24- to 30-month-old children’s responsiveness to (and short-term learning from) video chat. Co-viewer behavior was the primary factor influencing children’s responsiveness and learning; the on-screen Partner’s eye gaze was only influential in the presence of a responsive co-viewer; and object similarity did not impact the outcomes measured. Co-viewing provides essential support for children to respond to and learn from video chat interactions because it demonstrates the relevance and usefulness of the on-screen information. Findings suggest that children depend primarily on their live social partners to make sense of their media experiences.}, number = {3}, journal = {Journal of Children and Media}, author = {Myers, Lauren and Crawford, Emily and Murphy, Claire and Aka-Ezoua, Edoukou and Felix, Christopher}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2018.1425889 2339240:REKQPIXQ 2405685:2JA6V5L4}, pages = {275--294}, } @techreport{myers_guide_2017, title = {Guide to the {Accelerated} {Education} {Principles}}, url = {https://www.unhcr.org/59ce4fc77.pdf}, urldate = {2022-08-26}, institution = {Accelerated Education Working Group (AEWG)}, author = {Myers, Juliette and Pinnock, Helen and Lewis, Ingrid}, collaborator = {Boisvert, Kayla and Flemming, Jennifer and Shah, Ritesh}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZEPTLN9S 2405685:USP8QCWQ}, } @techreport{myers_guide_2017, title = {Guide to the {Accelerated} {Education} {Principles}}, url = {https://inee.org/system/files/resources/AEWG_Accelerated_Education_Guide_to_the_Principles-screen.pdf}, urldate = {2020-07-21}, author = {Myers, Juliette and Pinnock, Helen and Lewis, Ingrid}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SB4MHKTG}, } @techreport{myers_costingequity_2018, title = {\#{CostingEquity}: {The} case for disability-responsive education financing}, url = {https://www.light-for-the-world.org/sites/lfdw_org/files/download_files/costingequity-_the_case_for_disability-responsive_education_financing_15032017_acs_pdf.pdf}, abstract = {The \#CostingEquity research project investigated the benefits of financing disability-inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of SDG 4. The \#CostingEquity research report addresses three broad questions: • How do international donors and domestic governments currently fund disability-inclusive education? • What are the gaps and challenges in financing disability-inclusive education? • What needs to change to increase quality, equitable financing for learners with disabilities? The report aims to contribute to a better understanding of the issues related to equitable financing for education for learners with disabilities. It considers additional marginalising factors such as gender, socio-economic status, social circumstances and urban/rural location. It offers key arguments for civil society activists, donors and government advisors to make the case for building and strengthening inclusive education systems. Detailed case studies provide useful examples of financing gaps, challenges and promising practice from developing country contexts, major education donors, and new and emerging philanthropic donor foundations. The focus of case studies and examples is on low and lower-middle income countries and were chosen to reflect a broad range of regions and countries.The report concludes with a series of recommendations for domestic and external financing approaches.}, language = {en}, institution = {International Disability and Development Consortium}, author = {Myers, Juliette and Pinnock, Helen and Baboo, Nafisa and Lewis, Ingrid}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3XWFXVAP 2339240:DU3DQXWC 2405685:9WX2Z28W 2405685:EQP34VAJ}, pages = {72}, } @article{mwingirwa_status_2016, title = {Status of {Teachers}' {Technology} {Uptake} and {Use} of {GeoGebra} in {Teaching} {Secondary} {School} {Mathematics} in {Kenya}}, volume = {2}, issn = {2148-9955}, url = {http://dergipark.gov.tr/doi/10.21890/ijres.83989}, doi = {10.21890/ijres.83989}, abstract = {The uptake of technology and specifically, GeoGebra software, in teaching mathematics has had mixed success in spite of its documented benefits. This study investigated teachers’ perspective towards training and eventual use of GeoGebra as a tool to enhance learning of mathematics. In this article we share findings from a larger study that was conducted in Kajiado County in Kenya (Africa) on GeoGebra use in teaching Secondary School Mathematics. This article presents the relationship between observed teachers’ perceptions towards the uptake of GeoGebra, a technology based tool and the actual uptake of GeoGebra using the Diffusion Innovation theoretical framework. Data was collected from practicing mathematics teachers who were exposed to GeoGebra through a series of training sessions. The findings after training sessions with the mathematics teachers showed willingness to use GeoGebra in their classes. The teachers identified Geometry as the topic where use of GeoGebra would be most relevant due to its abstract nature. Teachers’ responses indicated that GeoGebra was perceived as useful for teaching and learning Mathematics and that it would help learners grasp concepts in Geometry. However, the study also found out that systemic support would sustain teachers’ engagement with GeoGebra at classroom level as actualization of Geogebra use did differ significantly from teachers’ perceptions.}, language = {en}, number = {2}, urldate = {2020-01-27}, journal = {International Journal of Research in Education and Science}, author = {Mwingirwa, Irene Mukiri and Marguerite, Miheso Khakasa}, month = mar, year = {2016}, note = {shortDOI: 10/gf5f55 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.83989 10/gf5f55 2339240:KK6SERL3 2405685:NLT9DE96}, pages = {286}, } @article{mwendwa_availability_2017, title = {Availability of {Resource} {Materials} and {Facilities} for {ICT} {Integration} in the {Public} {Primary} {School} {Curriculum} in {Kitui} {County}, {Kenya}}, issn = {2415-6256}, url = {https://kerd.ku.ac.ke/handle/123456789/639}, abstract = {Throughout the world, the Information and Communications Technology (ICT) is changing the face of education. This paper is a report of a study that was carried out in the months of May and June 2016 on the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County in Kenya. The research purpose and objective of the study was: To find out the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County. This study was guided by the Technology Acceptance Model (TAM). It was informed by the pragmatic philosophy and the Mixed Method (MM) research approach. Data was collected from 388 public primary schools in Kitui County selected through stratified and simple random sampling methods. A total of 388 head teachers and 776 teachers participated in the study giving a total of 1114 respondents. The research instruments used were questionnaires for teachers, interview schedules for head teachers and observation checklists. The data collected was analyzed qualitatively and quantitatively. The findings revealed that most of the schools were connected to electricity but lacked ICT resources such as desk computers, whiteboards, CD-ROMs and anti-viruses. Laptops were available in some of the schools but were not being used by teachers in direct instruction. They were mainly used in the storage of school records, teacher plans, examination questions and for examination registration exercises. Another finding was lack of internet connectivity in most of the schools that affected ICT integration in the curriculum. The study recommended that the education stakeholders and the government should partner in provision of ICT resources and facilities to facilitate integration of ICT in schools. It is hoped that this study will be useful in education policy making on ICT integration in schools in Kenya and other parts of the world.}, language = {en}, urldate = {2021-05-22}, author = {Mwendwa, Nzwili K.}, year = {2017}, note = {Accepted: 2020-05-26T08:32:29Z Publisher: Scholars Middle East Publishers KerkoCite.ItemAlsoKnownAs: 2339240:UP3XU562 2405685:UDB54BE6}, keywords = {⛔ No DOI found}, } @article{mwei_effect_2011, title = {The {Effect} of {Computer}-{Assisted} {Instruction} on {Student}’s {Attitudes} and {Achievement} in {Matrices} and {Transformations} in {Secondary} {Schools} in {Uasin} {Gishu} {District}, {Kenya}}, issn = {2077-4982}, url = {https://kerd.ku.ac.ke/handle/123456789/253}, abstract = {Performance in Mathematics in secondary school Education in Kenya remains poor. Consequently the Kenya secondary school examination (KCSE) Mathematics results continue to cause concern to all the stakeholders in the education sector. Therefore, there is serious and urgent need for intervention. Although research has indicated that computer-assisted instruction (CAI) enhances student achievement, promotes positive attitudes towards Mathematics and instruction, and improves interpersonal relations, few studies have focused on CAI in Kenyan secondary schools Mathematics teaching/learning. The purpose of this study was to investigate the effects of CAI on students’ attitude and achievement in matrices and transformations between form four students who received instruction using CAI module or conventional instruction methods. The pretest – posttest control group experimental research design was used. Six classes selected at random with 205 students participated in the study. Results of this study indicated higher achievement and positive attitudes with CAI treatment groups. Making connections between the goals of Mathematics education and CAI offers a valuable means for improving mathematical knowledge and skills and hence performance in Mathematics.}, language = {en}, urldate = {2021-06-03}, author = {Mwei, Philip K. and Too, Jackson K. and Wando, Dave}, month = apr, year = {2011}, note = {Accepted: 2020-04-29T08:24:24Z Publisher: World Council for Curriculum Instruction KerkoCite.ItemAlsoKnownAs: 2339240:6I5FF3K4 2405685:6SE7SU4R}, keywords = {⛔ No DOI found}, } @phdthesis{mwansa_implemantation_2010, title = {Implemantation of the school programme of in service for the term ({SPRINT}) in selected basic schools of {Chipata} district of {Zambia}}, author = {Mwansa, Phillip}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WU9BNHBF}, } @article{mwangi_special_2013, title = {Special {Needs} {Education} ({SNE}) in {Kenyan} public primary schools: exploring government policy and teachers’ understandings}, language = {en}, author = {Mwangi, Lucy}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UI9VSGAF 2405685:Y7LJH3SM 4656463:T688XI8F 4820577:YUAA6DRP}, keywords = {⛔ No DOI found}, pages = {454}, } @article{mwanda_integrating_2017, title = {Integrating {ICT} into {Teaching} and {Learning} {Biology}: {A} {Case} for {Rachuonyo} {South} {Sub}-{County}, {Kenya}}, volume = {1}, shorttitle = {Integrating {ICT} into {Teaching} and {Learning} {Biology}}, doi = {10.11648/j.ajeit.20170102.12}, abstract = {The purpose of this study was to find out the extent of integration of computer technology into teaching and learning Biology in secondary schools of Rachuonyo South Sub-County, Kenya. The target population consisted of students and biology teachers in the Sub-County. Data was collected by use of questionnaires and an observation check list. From the study, most schools had few computers; teachers had inadequate training on use of computer applications; most teachers did not use computer technology for personal growth and instructional purposes. Inadequate number of computers in the sampled schools was the major challenge facing the integration of computer technology into the instruction process. The study recommends increased accessibility of computers, adequate training on use of computer technology and development of a policy framework to guide on the path to effective computer integration into instruction process.}, journal = {American Journal of Education and Information Technologies}, author = {Mwanda, Gideon and Mwanda, Samwel and Midigo, Ronnie and Maundu, John}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.11648/j.ajeit.20170102.12 2339240:BB268PHG 2405685:N3QTNN5K}, keywords = {⚠️ Invalid DOI}, pages = {17--23}, } @article{mwanda_integrating_2017, title = {Integrating {ICT} into {Teaching} and {Learning} {Biology}: {A} {Case} for {Rachuonyo} {South} {Sub}-{County}, {Kenya}}, volume = {2}, shorttitle = {Integrating {ICT} into {Teaching} and {Learning} {Biology}}, doi = {10.11648/j.ijecs.20170206.12}, journal = {International Journal of Education, Culture and Society}, author = {Mwanda, Gideon}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.11648/j.ijecs.20170206.12 10/gj37fw 2339240:U7RM2HPH 2405685:UUD5WNGX}, pages = {165}, } @phdthesis{mwale_provision_2011, type = {Thesis}, title = {Provision of continuing professional development by resource centres in selected high schools of the {Copperbelt} province}, url = {http://dspace.unza.zm/handle/123456789/482}, abstract = {The purpose of the study was to investigate the effectiveness of resource centres in providing Continuing Professional Development to high school teachers in the Copperbelt Province.Major concerns have been expressed by various stakeholders that not enough has been done in enhancing and strengthening the concept of Continuing Professional Development among high school teachers. The Teacher Resource Centres that are supposed to be custodians of In-service Training of Teachers(INSET) now Continuing Professional Development (CPD) are perceived not to have done enough. The establishment of Teacher Resource Centres throughout the country was meant to help upgrade the skills and competencies of teachers at both basic and high school levels. These Continuing Professional Development activities that should be on-going include School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC).A purposive sample of 8 teacher resource centres and 12 high schools giving the study a number of 84 respondents was selected.Data were collected by way of questionnaires, interviews and Focus Group Discussions. The major informants were the following: Headteachers, Heads of Department, Teachers and Resource Centre Coordinators.The results of the study revealed that Teacher Resource Centres were not effectively providing Continuing Professional Development (CPD) activities among high school teachers. The findings further revealed that the Continuing Professional Development activities such as School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC) were almost non-existent in high schools despite clustering them with basic schools.Generally, the findings indicated lack of commitment both by the coordinators in Resource Centres and school administrators. Further revelations by the study indicate that little or no effort has been given to school - based workshops, seminars, professional meetings and conferences. Additionally,constant monitoring of CPD activities was not given prominence by Resource Centre Coordinators hence the glaring lapses in the actual implementation of Continuing Professional Development programmes.Further analysis of both quantitative and qualitative data revealed that there was lack of significant advocacy and sensitisation on the difference between Continuing Professional Development activities and In-service Teacher Education tenable at colleges of education and universities. In view of the research findings, recommendations were made. Teacher Resource Centres ought to enhance advocacy and sensitisation of Continuing Professional Development activities. Pedagogical competences and skills would be strengthened at high school level if Teacher Resource Centres played their expected role of providing Continuing Professional Development to teachers. The study has also shown that school administrators did not apportion equal weight to Continuing Professional Development as they did with sporting activities. There is need to give both areas equal attention.}, language = {en}, urldate = {2023-05-25}, author = {Mwale, Kelly Kezala}, month = jun, year = {2011}, note = {Accepted: 2011-06-09T14:56:49Z KerkoCite.ItemAlsoKnownAs: 2405685:IX3GN9W6}, } @article{mwakisole_cloud_2019, title = {Cloud computing architecture for {eLearning} in secondary schools}, volume = {11}, abstract = {In recent years, schools have been investing heavily on information and communications technology (ICT) infrastructure to implement eLearning systems to enhance the quality of education in secondary schools in Tanzania. The majority of these systems are implemented using a traditional web-based eLearning approach on school premises which is costly and limits usage due to lack of scalability and flexibility. Consequently, many schools have started adopting cloud computing as a solution. However, this adaption depends on well-defined cloud eLearning architecture. This study proposed cloud architecture for implementing an eLearning system in secondary schools in Tanzania by adopting various layers proposed in previous studies. The effectiveness of this proposal was evaluated by comparing its performance with a similar traditional web-based eLearning system using the Moodle benchmark tool and Apache Jmeter. The study found that eLearning systems implemented in the cloud-based infrastructure had better performance metrics than web-based eLearning systems on school premises.}, number = {4}, journal = {The African Journal of Information Systems}, author = {Mwakisole, Kennedy and Kissaka, Mussa and Mtebe, Joel}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H37DIS7E 2405685:QILWRT8Y}, keywords = {⛔ No DOI found}, pages = {299--313}, } @article{mwakisole_feasibility_2018, title = {Feasibility of cloud computing implementation for {eLearning} in secondary schools in {Tanzania}}, volume = {14}, abstract = {This article assessed the feasibility of implementing eLearning systems in a cloud-based infrastructure for secondary schools in Tanzania. The study adopted questionnaire and document reviews as data collection tools. A total of 820 students successfully returned the questionnaire from seven secondary schools in Tanzania. The study found that 11\% of government secondary schools had computer labs with 20.1\% of them connected to the Internet. Moreover, more than half of surveyed students (56.6\%) had access to mobile phones at home with 53.5\% using the phones to access the Internet. However, the study found that the cost of the Internet had remained unaffordable to many students. This study shows that eLearning implementation in the cloud for secondary schools in Tanzania is feasible. This research will serve as a base for future studies that plan to implement eLearning systems to enhance teaching and learning in secondary schools in Tanzania.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Mwakisole, Kennedy F and Kissaka, Mussa M and Mtebe, Joel S}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HMQ4G82U 2405685:P8RNDDAI}, keywords = {⛔ No DOI found}, pages = {91--102}, } @phdthesis{muyungu_towards_2015, type = {Master of {Philosophy}}, title = {Towards inclusive education in {Tanzania}: {A} study of pre-service student teachers training and percieved needs to practice inclusive education}, shorttitle = {Towards {Inclusive} {Education} in {Tanzania}}, school = {University of Oslo}, author = {Muyungu, Emmanuel Geofrey}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I8RCFHUS 2405685:2WZT9RMJ}, keywords = {⛔ No DOI found}, } @techreport{muyoya_education_2016, title = {Education {Technology} {Map}: {Guidance} {Document}}, url = {https://assets.publishing.service.gov.uk/media/58ff5610ed915d06ac00023b/A1541_HEART_report-Education_technology_evidence_FINAL.pdf}, language = {en}, institution = {Jigsaw Consult}, author = {Muyoya, C and Brugha, M and Hollow, D}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I8BVRXMI 2339240:TE5NDYPK 2405685:AYEMCFEZ 2405685:PLYXAFQY}, keywords = {Review, ⛔ No DOI found}, } @article{muthanna_brain_2018, title = {Brain drain in higher education: {Critical} voices on teacher education in {Yemen}}, volume = {16}, issn = {1474-8460}, shorttitle = {Brain drain in higher education}, url = {http://www.ingentaconnect.com/content/10.18546/LRE.16.2.09}, doi = {10.18546/lre.16.2.09}, abstract = {Brain drain is a context-based issue and has direct impact on the quality of higher education for institutions where a significant number of instructors migrate to take up work in other countries. This is a critical problem in Yemen where higher teacher education programmes still lack teachers. Interpretive analysis of in-depth interviews with two university administrators and ten teacher educators revealed four key factors affecting the occurrence of brain drain: ineffective application of sabbatical leave regulations; failure to equalize returning teachers’ salaries with those of their colleagues; lack of resources to support research; and the presence of internal and external conflicts. The study also provides insights for decreasing brain drain in Yemen.}, language = {en}, number = {2}, urldate = {2020-05-29}, journal = {London Review of Education}, author = {Muthanna, Abdulghani and Sang, Guoyuan}, month = jul, year = {2018}, note = {shortDOI: 10/gg26fm KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.16.2.09 10/gg26fm 2339240:J5J9SRGC 2405685:W26R6J94 4803016:IVSBZHVR}, pages = {296--307}, } @inproceedings{mutahi_studying_2017, address = {Vancouver, British Columbia, Canada}, series = {{LAK} '17}, title = {Studying engagement and performance with learning technology in an {African} classroom}, isbn = {978-1-4503-4870-6}, url = {https://doi.org/10.1145/3027385.3027395}, doi = {10.1145/3027385.3027395}, abstract = {In this paper, we study the engagement and performance of students in a classroom using a system the Cognitive Learning Companion (CLC). CLC is designed to keep track of the relationship between the student, content interaction and learning progression. It also provides evidence-based engagement-oriented actionable insights to teachers by assessing information from a sensor-rich instrumented learning environment in order to infer a learner's cognitive and affective states. Data captured from the instrumented environment is aggregated and analyzed to create interlinked insights helping teachers identify how students engage with learning content and view their performance records on selected assignments. We conducted a 1 month pilot with 27 learners in a primary school in Nairobi, Kenya during their maths and science instructional periods. We present our primary analysis of content-level interactions and engagement at the individual student and classroom level.}, urldate = {2020-07-28}, booktitle = {Proceedings of the {Seventh} {International} {Learning} {Analytics} \& {Knowledge} {Conference}}, publisher = {Association for Computing Machinery}, author = {Mutahi, Juliet and Kinai, Andrew and Bore, Nelson and Diriye, Abdigani and Weldemariam, Komminist}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3027385.3027395 2339240:WZZYKWZV 2405685:UACDVUZC}, keywords = {developing countries, education, engagement, learning analytics, mobile development}, pages = {148--152}, } @misc{mustafa_sudan_2019, title = {Sudan: '{Can}'t {Wait} to {Learn}!'}, shorttitle = {Sudan}, url = {https://www.unicef.org/sudan/stories/sudan-cant-wait-learn}, abstract = {How innovative learning is empowering children in Sudan}, language = {en}, urldate = {2022-01-13}, author = {Mustafa, Iman and Amin, Ahmed}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NHFP5HRG 2405685:NDRMWC9P}, } @article{musita_second_2018, title = {A second chance to dream: initiating {ODeL} in secondary school re-entry programs for young adult secondary school dropouts the case of {Mumias} {District}, {Western} {Kenya}}, volume = {39}, issn = {0158-7919}, shorttitle = {A second chance to dream}, url = {https://doi.org/10.1080/01587919.2018.1429896}, doi = {10.1080/01587919.2018.1429896}, abstract = {The Kenyan education system has very limited re-entry options for learners who drop out before attaining secondary school certificate. It is very difficult to access training and or secure a job that requires at least secondary school education. This study examined the prospects of initiating Open and Distance e-Learning(ODeL) in re-entry programmes into high school for out of school Young Adult Secondary School Dropouts (Y.A.S.S.D). The study focused on the enablers and challenges of initiating ODeL in the secondary school re-entry programmes. An alternative flexible and sustainable community based ODeL model that potentially can address re-entry for the Y.A.S.S.D is proposed. A qualitative phenomenological design was used; focus group discussion and interviews were conducted from a purposeful sample of participants. The study revealed that the potential of ODeL in addressing re-entry into secondary school for Y.A.S.S.D great. Majority of the participants were aware of the existing secondary school re-entry options, however, ODeL appeared new. Despite there being challenges in introducing the ODeL mode of study in secondary school re-entry programmes, it is viable and requires further exploration. The enablers of this mode of study are largely in place to the extent appreciated by participants in the study.}, number = {1}, urldate = {2020-01-31}, journal = {Distance Education}, author = {Musita, Richard and Ogange, Betty O. and Lugendo, Dorine}, month = jan, year = {2018}, note = {shortDOI: 10/ggdcng KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2018.1429896 10/ggdcng 2339240:FKXTDETC 2405685:XWRSN3WD}, keywords = {Re-entry, dropouts, open distance e-learning}, pages = {122--133}, } @article{mushayikwa_teachers_2013, title = {Teachers’ self-directed professional development: science and mathematics teachers’ adoption of {ICT} as a professional development strategy}, volume = {17}, issn = {1811-7295, 2469-7656}, shorttitle = {Teachers’ self-directed professional development}, url = {https://files.eric.ed.gov/fulltext/ED547239.pdf}, doi = {10.1080/10288457.2013.848540}, abstract = {This paper is part of a larger study that was carried out to investigate the use of information communication technology (ICT) in the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers compensated for lack of structured government initiatives to support teachers' professional development. This paper focuses on the ways in which these teachers were using ICT resources to further their professional development. The study is based on 259 questionnaire responses from A-level Science and Mathematics teachers in Zimbabwe. Doyle and Ponder's "Practicality Ethic" and Loucks-Horsley et al.'s "Concerns-Based Adoption Model" provided the theoretical framework for analysing teachers' decision making and led to the development of a model for teacher empowerment with respect to the use of ICT. The study results showed that around 60\% of teachers experienced difficulties in accessing ICT for their professional development. About half of the non-users did not access ICT even when it was available at their schools. Some of those who did access ICT used innovative methods to ensure access, including using their own resources, and pooling resources. The findings also show that teachers have three main drivers for using ICT for SDPD, including word processing for generating instructional materials; accessing and downloading web-based learning materials; and emailing for networking with peers and professional organisations. The results of this study demonstrate the great potential that ICT has for teachers' SDPD.}, language = {en}, number = {3}, urldate = {2020-09-09}, journal = {African Journal of Research in Mathematics, Science and Technology Education}, author = {Mushayikwa, Emmanuel}, month = oct, year = {2013}, note = {Extra URL: https://www.tandfonline.com/doi/full/10.1080/10288457.2013.848540 KerkoCite.ItemAlsoKnownAs: 10.1080/10288457.2013.848540 2339240:IK7J9JJ2 2405685:NB55PITP 2534378:QSCE4PB5}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096430, \_\_finaldtb}, } @article{musarurwa_constant_2018, title = {Constant review vital for {National} {ICT} {Policy}}, url = {https://www.sundaymail.co.zw/constant-review-vital-for-national-ict-policy}, abstract = {The Leading Family Newspaper in Zimbabwe}, language = {en-GB}, urldate = {2020-06-27}, journal = {The Sunday Mail (Zimbabwe)}, author = {Musarurwa, Tawanda}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8CFQIYUW}, } @book{murthy_toolkit_2015, address = {New Delhi}, series = {Series in feminist evaluation}, title = {Toolkit on gender-sensitive participatory evaluation methods}, isbn = {978-81-905012-1-7}, number = {1}, publisher = {Institute of Social Studies Trust}, author = {Murthy, Ranjani K.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D6V2D4T7}, keywords = {Feminism, Feminist theory, India, Research, Sex discrimination against women, Women's studies}, } @misc{murray_peter_promise_2015, title = {The {Promise} of {Lean} {Experimentation}}, url = {https://ssir.org/articles/entry/the_promise_of_lean_experimentation}, abstract = {By adopting a model from business, nonprofit organizations can launch, test, and implement new programs and services more efficiently. Includes magazine extras.}, language = {en-us}, urldate = {2021-07-22}, journal = {Stanford Social Innovation Review (SSIR)}, author = {{Murray, Peter} and {Ma, Steve}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G9EPMHW8 2405685:TJEMHIKP}, } @phdthesis{murphy_innovation_2016, title = {Innovation {Education} – {What} are innovation skills? {How} can we provide innovation learning through the education system?}, copyright = {Creative Commons Attribution-NonCommercial-ShareAlike 4.0}, shorttitle = {Innovation {Education} – {What} are innovation skills?}, url = {https://www.academia.edu/31025578/Innovation_Education_What_are_innovation_skills_How_can_we_provide_innovation_learning_through_the_education_system}, language = {en}, urldate = {2021-02-28}, author = {Murphy, Ryan}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HIT4U2LC}, keywords = {⛔ No DOI found}, } @misc{murgo_education_2016, title = {Education in {Tanzania} – what role for citizens?}, url = {https://palnetwork.org/education-in-tanzania-what-role-for-citizens/}, urldate = {2021-01-30}, journal = {PAL Network}, author = {Murgo, John and Jaffer, Sana}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7MWHN5P2 2405685:XI85LMZB}, } @techreport{muralidharan_disrupting_2016, title = {Disrupting {Education}? {Experimental} {Evidence} on {Technology}-{Aided} {Instruction} in {India}}, shorttitle = {Disrupting {Education}?}, url = {https://www.nber.org/papers/w22923}, abstract = {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.}, language = {en}, number = {w22923}, urldate = {2021-02-01}, institution = {National Bureau of Economic Research}, author = {Muralidharan, Karthik and Singh, Abhijeet and Ganimian, Alejandro J.}, month = dec, year = {2016}, doi = {10.3386/w22923}, note = {zotzenLib.CopiedFrom: 2339240:N6T9L9LX KerkoCite.ItemAlsoKnownAs: 10.3386/w22923 2339240:N6T9L9LX 2405685:ICNUA6RQ}, } @article{muralidharan_disrupting_2019, title = {Disrupting education? {Experimental} evidence on technology-aided instruction in {India}}, volume = {109}, issn = {0002-8282}, shorttitle = {Disrupting {Education}?}, url = {https://www.aeaweb.org/articles?id=10.1257/aer.20171112}, doi = {10.1257/aer.20171112}, abstract = {We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education.}, language = {en}, number = {4}, urldate = {2020-03-30}, journal = {American Economic Review}, author = {Muralidharan, Karthik and Singh, Abhijeet and Ganimian, Alejandro J.}, month = apr, year = {2019}, note = {shortDOI: 10/ggqfkz KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20171112 10/ggqfkz 2339240:2URYXAL4 2339240:4YAVCBCF 2339240:7V3XB7ZJ 2339240:8LAH5EZS 2339240:FPI5PFGU 2339240:QRHQXRYZ 2339240:U2V8LTLL 2339240:V85IRLNH 2405685:7WM44UJQ 2405685:AJVTKPNE 2405685:EKZSBGYG 2405685:EWWJF7S6 2405685:EZDRM9UV 2405685:HDWKAHGN 2405685:MADAMGDT 2405685:N2HAMNQ9 2405685:SYASQJ2L 2405685:YFXKBCTF 2534378:JMN7CGMF}, keywords = {Analysis of Education, Returns to Education, Education: Government Policy, Human Capital, Human Development, Income Distribution, Labor Productivity, Economic Development: Human Resources, Migration, Occupational Choice, Quality: H, Relevance: H, Skills, \_THEME: Teacher Professional Development, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {1426--1460}, } @techreport{muralidharan_general_2017, type = {Working {Paper}}, title = {General equilibrium effects of (improving) public employment programs: experimental evidence from {India}}, shorttitle = {General equilibrium effects of (improving) public employment programs}, url = {https://www.nber.org/papers/w23838}, abstract = {Public employment programs may affect poverty both directly through the income they provide and indirectly through general-equilibrium effects. We estimate both effects, exploiting a reform that improved the implementation of India’s National Rural Employment Guarantee Scheme (NREGS) and whose rollout was randomized at a large (sub-district) scale. The reform raised beneficiary households’ earnings by 14\%, and reduced poverty by 26\%. Importantly, 86\%of income gains came from non-program earnings, driven by higher private-sector (real) wages and employment. This pattern appears to reflect imperfectly competitive labor markets more than productivity gains: worker’s reservation wages increased, land returns fell, and employment gains were higher in villages with more concentrated landholdings. Non-agricultural enterprise counts and employment grew rapidly despite higher wages, consistent with a role for local demand in structural transformation. These results suggest that public employment programs can effectively reduce poverty in developing countries, and may also improve economic efficiency.}, number = {23838}, urldate = {2021-11-09}, institution = {National Bureau of Economic Research}, author = {Muralidharan, Karthik and Niehaus, Paul and Sukhtankar, Sandip}, month = sep, year = {2017}, doi = {10.3386/w23838}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w23838 2339240:BNCZ6C53 2405685:ITLTCPKW}, } @inproceedings{munoz_graphical_2018, address = {Cham}, series = {Lecture {Notes} in {Computer} {Science}}, title = {Graphical {User} {Interface} {Design} {Guide} for {Mobile} {Applications} {Aimed} at {Deaf} {Children}}, isbn = {978-3-319-91743-6}, doi = {10.1007/978-3-319-91743-6_4}, abstract = {The objective of this work is to establish a Graphical User Interface (GUI) design guide that will support the development of mobile applications aimed at deaf children. To achieve this goal, this research was carried out by reviewing systematic literature reviews and field research techniques. For data collection, the following research techniques were used: meetings, interviews and observation in order to define the general guidelines that are part of the guide. Based on these guidelines, we proceeded to the design and development of prototypes on paper and functional prototypes of a mobile application for deaf children of an educational institution in the city of Popayán-Colombia. These prototypes were subjected to a usability evaluation using inspection techniques by three (3) different user profiles: Specialists in children with hearing disabilities, children with hearing disabilities, designers and developers. The design guide was validated in a process that involved the teachers and students, considering criteria of identity, design, accessibility, navigation and operation. Based on the results obtained, the final guidelines were determined and, therefore, the development of the GUI design guide for mobile applications aimed at deaf children. This GUI design is a tool that can be used by developers and designers of mobile applications to create new applications that consequently allow the inclusion of this population in the use of new technologies.}, language = {en}, booktitle = {Learning and {Collaboration} {Technologies}. {Design}, {Development} and {Technological} {Innovation}}, publisher = {Springer International Publishing}, author = {Muñoz, Leidi J. Enriquez and Noguera Zúñiga, Edilson Y. and Flórez Aristizábal, Leandro and Collazos, Cesar A. and Daza, Gloria and Cano, Sandra and Alghazzawi, Daniyal M. and Fardoun, Habib M.}, editor = {Zaphiris, Panayiotis and Ioannou, Andri}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-91743-6\_4 2339240:R5HBFJT4 2405685:4AAAGFKW}, keywords = {Deaf children, Design guide, Interface design, Mobile applications}, pages = {58--72}, } @techreport{mundy_evaluation_2014, title = {Evaluation study on the early learning {Child}-to-{Child} {Programme}}, url = {https://www.unicef.org/ethiopia/reports/evaluation-study-early-learning-child-child-programme}, abstract = {Child-to-Child Programme in Ethiopia}, language = {en}, urldate = {2020-03-30}, institution = {UNICEF}, author = {Mundy, Karen and Proulx, Kerrie and Janigan, Kara and Geva, Esther and Fraser, Christie}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I5YZI248 2405685:Q9W8T3II}, } @article{mulwa_influence_2013, title = {The {Influence} of {Principals}’, {Teachers}’ and {Students}’ {Attitude} on {Readiness} to {Adopt} e-{Learning} in {Secondary} {Schools} in {Kitui} {District}, {Kenya}}, language = {en}, author = {Mulwa, Dr Angeline Sabina and Kyalo, Dr Dorothy Ndunge}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BBVKX84 2405685:SGP9493Q}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {20}, } @article{mulwa_influence_2013, title = {The {Influence} of {Principals}’, {Teachers}’ and {Students}’ {Attitude} on {Readiness} to {Adopt} e-{Learning} in {Secondary} {Schools} in {Kitui} {District}, {Kenya}}, language = {en}, author = {Mulwa, Dr Angeline Sabina and Kyalo, Dr Dorothy Ndunge}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BBVKX84 2405685:SGP9493Q}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {20}, } @article{mulwa_influence_2013, title = {The {Influence} of {Principals}’, {Teachers}’ and {Students}’ {Attitude} on {Readiness} to {Adopt} e-{Learning} in {Secondary} {Schools} in {Kitui} {District}, {Kenya}}, volume = {9}, copyright = {Copyright (c)}, issn = {1857-7431}, url = {https://eujournal.org/index.php/esj/article/view/798}, doi = {10.19044/esj.2013.v9n5p%p}, abstract = {Studies conducted in the field of ICT use in secondary schools reveal that, although in the past few years teachers and students have enjoyed adequate access to an assortment of ICTs such as computers, laptops, projectors printers, e-blackboards, mobile phones for use n integration of teaching and learning in schools, the level of utilization of the ICTs by teachers and students in Kitui District is still minimal. This study sought to examine the relationship between Principals, teachers’ and students’ attitude on utilization of ICTs and the readiness to adopt e-learning in curriculum implementation at secondary school level. The major objective of the study was to establish the extent to which the attitude of principals, teachers and students influence readiness to adopt e-learning in secondary schools in Kitui District. Cross–sectional survey research design was adopted for the study. A sample of 66 principals, 66 teachers and 347 students, were involved in the study. The multiphase sampling procedure was adopted for this study. Data were collected using questionnaires and an observation schedule. The resultant information was analyzed by employing the quantitative approach which involved descriptive and inferential statistical procedures. The findings of the study reveal that the attitude held by secondary school Principals and Teachers had no significant influence on the schools’ readiness to adopt e-learning. However, the attitude held by students had a significant influence on the schools’ readiness to adopt e-learning. The study recommends that the government should plan to address the issue of e-learning infrastructure by availing e-learning equipment, enhancing connection to reliable sources of power, improving connectivity to various internet services and augmenting Human Resource capacity by organizing training programmes for Principals, Teachers and Students. Secondary schools should employ support staff members such as computer laboratory technicians or assistants before embarking on full-scale implementation of e-learning in schools in Kitui District and, indeed, all other remote semi-arid districts in Kenya. This will enhance positive attitude and confidence that e-learning can be successfully adopted in secondary schools in Kenya regardless of the location of the school.}, language = {en}, number = {5}, urldate = {2021-04-01}, journal = {European Scientific Journal, ESJ}, author = {Mulwa, Angeline Sabina and Kyalo, Dorothy Ndunge}, month = feb, year = {2013}, note = {Number: 5 KerkoCite.ItemAlsoKnownAs: 10.19044/esj.2013.v9n5p\%p 2339240:Y9XUMHZQ 2405685:7RWAJYSM}, keywords = {\_\_\_working\_potential\_duplicate, ⚠️ Invalid DOI}, } @article{mulwa_influence_2013, title = {The {Influence} of {Principals}’, {Teachers}’ and {Students}’ {Attitude} on {Readiness} to {Adopt} e-{Learning} in {Secondary} {Schools} in {Kitui} {District}, {Kenya}}, volume = {9}, copyright = {Copyright (c)}, issn = {1857-7431}, url = {https://eujournal.org/index.php/esj/article/view/798}, doi = {10.19044/esj.2013.v9n5p%p}, abstract = {Studies conducted in the field of ICT use in secondary schools reveal that, although in the past few years teachers and students have enjoyed adequate access to an assortment of ICTs such as computers, laptops, projectors printers, e-blackboards, mobile phones for use n integration of teaching and learning in schools, the level of utilization of the ICTs by teachers and students in Kitui District is still minimal. This study sought to examine the relationship between Principals, teachers’ and students’ attitude on utilization of ICTs and the readiness to adopt e-learning in curriculum implementation at secondary school level. The major objective of the study was to establish the extent to which the attitude of principals, teachers and students influence readiness to adopt e-learning in secondary schools in Kitui District. Cross–sectional survey research design was adopted for the study. A sample of 66 principals, 66 teachers and 347 students, were involved in the study. The multiphase sampling procedure was adopted for this study. Data were collected using questionnaires and an observation schedule. The resultant information was analyzed by employing the quantitative approach which involved descriptive and inferential statistical procedures. The findings of the study reveal that the attitude held by secondary school Principals and Teachers had no significant influence on the schools’ readiness to adopt e-learning. However, the attitude held by students had a significant influence on the schools’ readiness to adopt e-learning. The study recommends that the government should plan to address the issue of e-learning infrastructure by availing e-learning equipment, enhancing connection to reliable sources of power, improving connectivity to various internet services and augmenting Human Resource capacity by organizing training programmes for Principals, Teachers and Students. Secondary schools should employ support staff members such as computer laboratory technicians or assistants before embarking on full-scale implementation of e-learning in schools in Kitui District and, indeed, all other remote semi-arid districts in Kenya. This will enhance positive attitude and confidence that e-learning can be successfully adopted in secondary schools in Kenya regardless of the location of the school.}, language = {en}, number = {5}, urldate = {2021-04-01}, journal = {European Scientific Journal, ESJ}, author = {Mulwa, Angeline Sabina and Kyalo, Dorothy Ndunge}, month = feb, year = {2013}, note = {Number: 5 KerkoCite.ItemAlsoKnownAs: 10.19044/esj.2013.v9n5p\%p 2339240:Y9XUMHZQ 2405685:7RWAJYSM}, keywords = {\_\_\_working\_potential\_duplicate, ⚠️ Invalid DOI}, } @techreport{multiple_indicator_cluster_surveys_madagascar_2018, title = {Madagascar, 2018: {Mass} {Media}, {Communication} et {Internet}}, url = {https://www.unicef.org/madagascar/media/2426/file/MICS6-Madagascar-2018-Media.pdf}, urldate = {2020-09-11}, institution = {UNICEF; instat}, author = {{Multiple Indicator Cluster Surveys}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7U72TRPS}, } @techreport{mulkeen_teachers_2017, title = {Teachers and teacher policy in primary and secondary education}, url = {https://teachertaskforce.org/sites/default/files/migrate_default_content_files/2017-09%20teachers%20and%20teacher%20policy_1.pdf}, urldate = {2020-05-25}, author = {Mulkeen, Aidan and Ratteree, William and Voss-Lengnik, Ilse}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:T9D25FKH}, } @article{muljono_developing_2019, title = {Developing {BacaBicara}: {An} {Indonesian} {Lipreading} {System} as an {Independent} {Communication} {Learning} for the {Deaf} and {Hard}-of-{Hearing}}, volume = {14}, issn = {1863-0383}, shorttitle = {Developing {BacaBicara}}, url = {https://onlinejour.journals.publicknowledgeproject.org/index.php/i-jet/article/view/9578}, doi = {10.3991/ijet.v14i04.9578}, abstract = {Deaf and hard-of-hearing people have limitations in communication, espe-cially on aspects of language, intelligence, and social adjustment. To com-municate, deaf people use sign language or lipreading. For normal people, it is very difficult to use sign language. They have to memorize many hand signs. Therefore, lipreading is a necessary for communication between nor-mal and deaf people. In Indonesia, there is still few education media for deaf people to learn lipreading. To overcome this challenge, we develop a lipread-ing educational media to help deaf and hard-of-hearing to learn Bahasa In-donesia, called BacaBicara. User-Centered Design (UCD) is implemented to design the application and to analyze the constraints and conceptual models for the needs of users. This conceptual model uses the picture, lipreading video, text, and sign language to help the users understand the contents. The High fidelity prototype was implemented for evaluating usability testing. Based on the evaluation of the application, the results show that the proto-type matches the usability goals and the user experience.}, language = {en}, number = {04}, urldate = {2020-12-10}, journal = {International Journal of Emerging Technologies in Learning (iJET)}, author = {Muljono, Muljono and Saraswati, Galuh Wilujeng and Winarsih, Nurul Anisa Sri and Rokhman, Nur and Supriyanto, Catur and Pujiono, Pujiono}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v14i04.9578 2339240:9IPNSKPY 2405685:QD5FWZIS}, keywords = {Deaf and hard of hearing, Interaction, lipreading, user-centered design prototype}, pages = {44--57}, } @techreport{mulcahy-dunn_education_2016, title = {Education data for decision making ({EDDATA} {II}): key achievements and lessons learned; final report {\textbar} {UNESCO} {IIEP} {Learning} {Portal}}, url = {https://www.globalreadingnetwork.net/sites/default/files/media/file/Core%20Final%20Report_16Dec2016_0.pdf}, abstract = {USAID's Education Data for Decision Making (EdData II) was implemented over a 12 year period beginning in 2004. EdData II had at its core the goal of improving access to data for USAID Missions and host country ministries, to use for making informed policy decisions. The tools and research developed under EdData II whelped to inform the development of learning metrics under the Sustainable Development Goals (2015); provide evidence to support the design and monitor the implementation of USAID's 2011-2017 Education strategy, and provide actionable, high-quality data to inform policy and practice in around 35 countries. The report reflects on EdData II and the project's impact, providing a summary of the most salient and impactful project activities, and drawing key lessons from their development and implementation. [...] The report is divided into four sections, as follows. Sections 1 and 2 begin with an overview of the background and key accomplishments of the EdData II contract and objectives, followed by a synopsis of EdData II task orders and their scope. Section 3, the main body of the report, delineates the key technical achievements of the program, including data collection tools, analysis, and measurement; pilot intervention programs; original and secondary research; and dissemination activities, as well as the implications of each. Section 4 reflects on the lessons learned from this work. In addition, several annexes provide further details about various aspects of the program.}, language = {EN}, urldate = {2020-07-06}, institution = {USAID; RTI International}, author = {Mulcahy-Dunn, Amy and Dick, Anna and Crouch, Luis and Newton, Erin}, month = dec, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:5QRX64GB}, pages = {57}, } @article{mulaku_gis_2011, title = {{GIS} in {Education} {Planning}: {The} {Kenyan} {School} {Mapping} {Project}}, volume = {43}, issn = {0039-6265}, shorttitle = {{GIS} in {Education} {Planning}}, url = {https://doi.org/10.1179/003962611X13117748892155}, doi = {10.1179/003962611X13117748892155}, abstract = {School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision making. Such databases contain data such as the geographic location of schools, the numbers of existing schools of different levels in the public and private sectors, their capacities, physical condition and facilities, enrolment and the number of teachers and their attributes. Also often included are data on related natural features and infrastructure such as rivers, roads, economic and administrative centers, medical facilities, religious facilities, etc. This paper describes the Kenyan School Mapping Project, whose objective was to collect such data for all Kenyan learning institutions and to integrate them in a GIS database that could be queried to provide useful information for educational planners, other professional users and average citizens. Results show that at the time of the project, there were nearly 73000 learning institutions in Kenya, ranging from early childhood schools to universities; useful information products on important educational indicators such as schools distribution, enrolments, pupil-teacher ratios and gender parity indices have also been generated from GIS analysis of the data. These results have demonstrated the utility of the database for its stated purpose and therefore shown the project to be a useful model that can be emulated by other developing countries.}, number = {323}, urldate = {2022-11-04}, journal = {Survey Review}, author = {Mulaku, G.C. and Nyadimo, E.}, month = oct, year = {2011}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1179/003962611X13117748892155 KerkoCite.ItemAlsoKnownAs: 10.1179/003962611X13117748892155 2405685:HH3GP4V2 4042040:NJ6E8C3M}, keywords = {EMIS, GIS, KENYA, SCHOOL MAPPING}, pages = {567--578}, } @article{mukherjee_experimenting_2014, title = {Experimenting with {Automatic} {Text}-to-{Diagram} {Conversion}: {A} {Novel} {Teaching} {Aid} for the {Blind} {People}}, volume = {17}, issn = {1176-3647}, shorttitle = {Experimenting with {Automatic} {Text}-to-{Diagram} {Conversion}}, url = {https://www.jstor.org/stable/jeductechsoci.17.3.40}, abstract = {ABSTRACT Diagram describing texts are integral part of science and engineering subjects including geometry, physics, engineering drawing, etc. In order to understand such text, one, at first, tries to draw or perceive the underlying diagram. For perception of the blind students such diagrams need to be drawn in some non-visual accessible form like tactile graphics. Technologies for producing tactile graphics are available but they are too expensive to be afforded by the blind students or schools in developing countries like India. As a result, science education for a large population of blind students is severely compromised. This paper proposes a novel solution to this problem. A method for digital to Braille mapping of geometry diagrams on the low-cost traditional Braille text printer is reported here. Later on, this is integrated with a previously developed text-to-diagram conversion system. Using the integrated system, a blind student can input a geometry word problem and perceive the underlying diagram on a Braille printout. The major part of the study involves rigorous evaluation of the system at a Blind school. The enthusiasm and the ability shown by the subjects in using the system strongly attest its viability as an effective teaching/learning tool for the blind students.}, number = {3}, urldate = {2020-12-10}, journal = {Journal of Educational Technology \& Society}, author = {Mukherjee, Anirban and Garain, Utpal and Biswas, Arindam}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PALXABSW 2405685:QC4QNMYJ}, keywords = {⛔ No DOI found}, pages = {40--53}, } @article{muinde_determinants_2019, title = {Determinants of {Implementation} of {Public} {Sector} {Projects} in {Kenya}: {A} {Case} of {Laptop} {Project} in {Public} {Primary} {Schools} in {Kangundo} {Sub}-{County}, {Machakos} {County}}, issn = {2519-772X}, shorttitle = {Determinants of {Implementation} of {Public} {Sector} {Projects} in {Kenya}}, url = {https://kerd.ku.ac.ke/handle/123456789/1424}, abstract = {In One-to-one laptop programs are becoming popular across the globe. However available evidence suggests that their implementations in schools are often faced with challenges. For example, even though the government of Kenya began supplying laptops to public primary schools in 2016; reports indicate that the gadgets have not fully been put into use in many schools. Most of the empirical studies done in this area have majorly focused on the level of success and factors influencing implementation of the project and not the extent to which specific variables determine implementation of the project, thus resulting to a research gap. In order to fill this gap, study focused on the determinants of implementation of the laptop project in public primary schools in Kangundo Sub-county. The study was guided by 4 research objectives: i.) To assess the extent to which teachers’ perception determine implementation of the laptop project; ii) To establish the extent to which teachers’ capacity in ICT determine implementation of the laptop project; iii) To establish the extent to which availability of facilities determine the implementation of the laptop project; and iv) To establish the extent to which availability of digital subject content determine implementation of the laptop project. The study was premised on three (3) theories; Technology Acceptance Model, Constructivist Learning Theory and Resource Based Theory. The study adopted descriptive survey design. It targeted all the public primary schools, all teachers in lower primary and all the Ministry of Education officials heading the four zones that constitute Kangundo Sub-county. The study targeted all the 74 public primary schools which have 222 lower primary teachers, 74 head teachers and 4 MOEST officials making a total target population of 300. It adopted stratified random sampling in stratifying the schools into four zones and randomly selected 22 schools. All 22 school heads and all 66 lower primary school teachers of the participating schools were purposively sampled. Additionally, the 4 MOEST officials heading the four zones were included, making a sample of 92 participants. Tools of data collection included questionnaires for teachers and school heads, an interview guide for MOEST officials and an observation checklist. The data analysis was conducted using SPSS. Content analysis was adopted in analyzing qualitative data whereas descriptive statistics such as frequencies and percentages were used in analyzing quantitative data. Tables and figures were used to present the study results. The inferential analysis conducted shows that there was a significant relationship between independent and dependent variables. Both teachers’ capacity on ICT and availability of facilities were found to have significant effect on implementation of the laptop project while teachers’ perception and availability of digital subject content were found to have insignificant effect on the project in public primary schools in Kangundo Sub-County.}, language = {en}, urldate = {2021-04-02}, author = {Muinde, Samuel Mutisya and Mbataru, Patrick}, year = {2019}, note = {Accepted: 2020-06-30T09:17:59Z Publisher: International Academic Journal of Law and Society KerkoCite.ItemAlsoKnownAs: 2339240:2GJGUH3T 2405685:BVJFPMCV}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{muigai_parental_2018, title = {{PARENTAL} {INVOLVEMENT} {IN} {PRIMARY} {SCHOOLS} {IN} {KENYA} {AS} {A} {MAJOR} {STRATEGY} {FOR} {ACADEMIC} {SUCCESS}}, copyright = {Copyright (c) 2018 Jecinta W. Muigai}, issn = {25011111}, url = {https://www.oapub.org/edu/index.php/ejes/article/view/2011}, doi = {10.46827/ejes.v0i0.2011}, abstract = {The new Kenyan curriculum emphasizes the role of parents as essential to their children’s education and in the success of curriculum implementation. The development requires a change in how parents and the community interact with schools and education. The perception in Kenya has always been that education is the sole responsibility of the school and the teacher. And so, parental involvement in Kenya has mainly been limited to financial contributions and teacher-parent meetings. With the introduction of new curriculum, the role of parent is crucial for the academic success of the child. A literature study investigated the extent of parental involvement in primary schools in Kenya. The data is obtained from a variety of library articles addressing parental involvement in Primary schools in different counties in Kenya. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum.  Article visualizations:}, language = {en}, number = {0}, urldate = {2022-03-09}, journal = {European Journal of Education Studies}, author = {Muigai, Jecinta W.}, month = oct, year = {2018}, note = {Number: 0 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.2011 2405685:H59Q6NHX}, keywords = {academic achievement, parental involvement, primary schools, ⚠️ Invalid DOI}, } @article{muigai_parental_2018, title = {Parental {Involvement} in {Primary} {Schools} in {Kenya} as a {Major} {Strategy} for {Academic} {Success}}, volume = {5}, issn = {25011111}, url = {https://oapub.org/edu/index.php/ejes/article/view/2011/4648}, language = {en}, number = {3}, journal = {European Journal of Education Studies}, author = {Muigai, Jecinta W.}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.2011 2339240:DIGA96IK 2405685:YUHYVPSU}, keywords = {⚠️ Invalid DOI}, } @article{muigai_parental_2018, title = {{PARENTAL} {INVOLVEMENT} {IN} {PRIMARY} {SCHOOLS} {IN} {KENYA} {AS} {A} {MAJOR} {STRATEGY} {FOR} {ACADEMIC} {SUCCESS}}, copyright = {Copyright (c) 2018 Jecinta W. Muigai}, issn = {25011111}, url = {https://www.oapub.org/edu/index.php/ejes/article/view/2011}, doi = {10.46827/ejes.v0i0.2011}, abstract = {The new Kenyan curriculum emphasizes the role of parents as essential to their children’s education and in the success of curriculum implementation. The development requires a change in how parents and the community interact with schools and education. The perception in Kenya has always been that education is the sole responsibility of the school and the teacher. And so, parental involvement in Kenya has mainly been limited to financial contributions and teacher-parent meetings. With the introduction of new curriculum, the role of parent is crucial for the academic success of the child. A literature study investigated the extent of parental involvement in primary schools in Kenya. The data is obtained from a variety of library articles addressing parental involvement in Primary schools in different counties in Kenya. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum.  Article visualizations:}, language = {en}, number = {0}, urldate = {2022-03-09}, journal = {European Journal of Education Studies}, author = {Muigai, Jecinta W.}, month = oct, year = {2018}, note = {Number: 0 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.2011 2405685:H59Q6NHX}, keywords = {academic achievement, parental involvement, primary schools, ⚠️ Invalid DOI}, } @article{muianga_teacher_2018, title = {From teacher oriented to student centered learning, developing an {ICT} supported learning approach at the {Eduardo} {Mondlane} {University}, {Mozambique}}, volume = {17}, url = {http://www.tojet.net/articles/v17i3/1735.pdf}, abstract = {Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.}, language = {English}, number = {3}, journal = {TOJET: The Turkish Online Journal of Educational Technology}, author = {Muianga, Xavier and Klomsri, Tina and Tedre, Matti and Mutimucuio, Inocente}, year = {2018}, note = {Place: Adapazari Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2071526082?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:CSQNR7VP 2534378:4GPZLTRP 2534378:8TQDH5CL 2534378:DBJAFQ3G 2534378:JCZ7J9WU 2534378:XPGZVM9Y}, keywords = {Action Research, Action research, Classroom communication, College Students, College students, Colleges \& universities, Content Analysis, Content analysis, Cooperative Learning, Cooperative learning, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Education, Education--Teaching Methods And Curriculum, Educational Change, Electronic Learning, Environmental Education, Foreign Countries, Higher Education, Independent Study, Information Management, Information Technology, Information management, Information technology, Integrated Learning Systems, Interviews, Knowledge management, Learning, Learning Strategies, Literacy, Management Systems, Metacognition, Modernization, Motivation, Mozambique, Observation, Online instruction, Outcomes of Education, Pedagogy, Pilot Projects, Problem Solving, Problem based learning, Problem solving, Semi Structured Interviews, Skill Development, Skills, Student Attitudes, Student Centered Learning, Student Motivation, Students, Teachers, Teaching, Teaching Methods, Teaching methods, Technological Literacy, Universities, Web 2.0, Web 2.0 Technologies, Webs, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097827, \_\_finaldtb, ⛔ No DOI found}, pages = {47--53}, } @inproceedings{muhoza_viewpoints_2014, title = {Viewpoints to {ICT} practices and hindrances from in {Tanzanian} secondary schools and teacher training colleges: {Focus} on classroom teachers}, shorttitle = {Viewpoints to {ICT} {Practices} and {Hindrances} from in {Tanzanian} {Secondary} {Schools} and {Teacher} {Training} {Colleges}}, doi = {10.1109/LaTiCE.2014.31}, abstract = {On the policy level, Tanzania has strongly committed to Information and Communication Technology (ICT) supported education on all levels of education. National policy documents give ICT a high priority in development of the country's educational system. Curricula have been revamped to accommodate for increased role of ICT in the society and education. Also educational institutions have explicated high expectations of ICT in the process of "massification of education." Several research studies, however, have showed little change in the classrooms. Surveys and case studies have showed that on the way from policy documents to strategy level and implementation level, something gets missing. The lack of ICT in education is clear in primary and secondary school, which is unsurprising, given that majority of schools also lack electricity and basic facilities, including proper classrooms, tables, and books. This study sets out to investigate, using thematic interviews of secondary school teachers in Tanzania, what processes and support structures do teachers consider to be lacking in terms of ICT supported education. Informants from teacher training colleges were also involved in order to bring out viewpoints from teacher training. The results confirmed a large number of earlier results, divided to six categories: school policy, implementation and administration on the school level, access to ICT, leadership and management, school culture, and teacher training. A number of new factors were also pinpointed: teachers' lack of awareness of government policies and documentation on several levels, lack of pedagogical readiness for e-learning and blended learning, and cultural concerns. Concerning what should come first, there was a chicken-and-egg-problem: it makes little sense to invest in rapidly aging ICT infrastructure and facilities if there is no human capacity to make use of those investments, and it makes little sense to invest in human capacity if there is no technological infrastructure to put quickly aging technical know-how into immediate use.}, booktitle = {2014 {International} {Conference} on {Teaching} and {Learning} in {Computing} and {Engineering}}, author = {Muhoza, O. U. and Tedre, M. and Aghaee, N. and Hansson, H.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/LaTiCE.2014.31 2339240:7MAT6RPX 2405685:VZVLXKLX}, keywords = {Classroom Activities, Computers, Culture, Educational Technology, Educational institutions, Government, ICT management, ICT supported education, Information and Communication Technology (ICT), Internet, Interviews, Tanzania, Tanzanian secondary schools, Teacher education, Teachers' expectations, Teachers' experiences, Training, blended learning, classroom teachers, computer aided instruction, cultural concerns, e-learning, educational courses, educational curricula, educational institutions, educational system development, government policies, information and communication technology, information technology, national policy documents, pedagogical readiness, teacher training, teacher training colleges}, pages = {133--140}, } @book{mugenda_research_2012, address = {Nairobi, Kenya}, title = {Research methods dictionary}, publisher = {Kenya Arts Press}, author = {Mugenda, Olive M and Mugenda, Abel G}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HQRL48EG}, } @article{muborakshoevaa_impediments_2015, title = {Impediments to {Enhancing} {Research} within {Universities} in {Developing} {Context}: {The} {Case} of {Pakistani} {Universities}}, volume = {4}, shorttitle = {Impediments to {Enhancing} {Research} within {Universities} in {Developing} {Context}}, doi = {10.14425/00.76.05}, abstract = {Universities in some developing countries are undergoing reforms over the recent decades so that they become research-based institutions. It has been stressed that research is of paramount importance for enhancing the economy of a country and for societies to become knowledge-based. However some of these concepts and challenges faced by these universities are hardly explored. Relying on the analysis of qualitative interviews and document analysis, this paper examines how the Higher Education Commission (HEC) has taken numerous initiatives to boost the research capacity of universities in Pakistan. Even then, numerous challenge remains in the attempt to enhance research quality. Funding and its effective use, academic freedom, and value of research in the society emerged as major impediments to research development at the universities. Critical voices from the university faculty are rarely taken into account by those responsible for higher education bodies, therefore many of such challenges persist till date. The article proposes solutions for overcoming some of these challenges and situates the experience of Pakistani universities within the broader experiences of universities world-wide.}, journal = {Journal of International and Comparative Education}, author = {Muborakshoevaa, Marodsilton}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.14425/00.76.05 2339240:RL3MMSTI 2405685:FWY7ZU3R}, pages = {1--13}, } @article{mubanga_school_2012, title = {School {Program} of {In}-service {Training} for the {Term} ({SPRINT}) {Program} in {Zambia} -{A} {Case} of {Collaboration} {Towards} {Self}-{Reliant} {Education} {Development}}, volume = {IX}, url = {https://cice.hiroshima-u.ac.jp/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf}, language = {en}, journal = {Japan Education Forum}, author = {Mubanga, Ruth M}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CDR6XJVI}, keywords = {⛔ No DOI found}, } @inproceedings{mubanga_school_2012, address = {Tokyo, Japan}, title = {School {Program} of {In}-service {Training} for the {Term} ({SPRINT}) {Programme} in {Zambia} - {A} {Case} of {Collaboration} {Towards} {Self}-{Reliant} {Education} {Development}}, url = {http://home.hiroshima-u.ac.jp/cice/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf}, booktitle = {Collaboration toward {Greater} {Autonomy} in {Educational} {Development}}, author = {Mubanga, Ruth}, month = feb, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BN7RXG6G 2339240:YFMGDYLU 2405685:J8VK4E8F}, } @techreport{mubanga_effects_2012, address = {Tokyo}, title = {The effects of continuing professional development ({CPD}) though {SPRINT} on teacher classroom practices and student learning outcomes. {In} {Collaboration} toward {Greater} {Autonomy} in {Educational} {Development}}, url = {https://cice.hiroshima-u.ac.jp/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf}, author = {Mubanga, R}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NALKEFXU}, } @article{mtebe_factors_2016, title = {Factors influencing teachers’ use of multimedia enhanced content in secondary schools in {Tanzania}}, volume = {17}, issn = {1492-3831}, url = {http://www.irrodl.org/index.php/irrodl/article/view/2280}, doi = {10.19173/irrodl.v17i2.2280}, abstract = {Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46\% of the curriculum, only 28\% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers’ subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers’ acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of performance expectancy, all other factors had a statistically significant effect on teachers’ acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania.}, language = {en}, number = {2}, urldate = {2020-11-18}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Mtebe, Joel Samson and Mbwilo, Betty and Kissaka, Mussa M.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v17i2.2280 2339240:4UC2AQT7 2405685:D5W6RICU}, } @article{mtebe_mining_2019, title = {Mining students’ data to analyse usage patterns in {eLearning} systems of secondary schools in {Tanzania}}, volume = {6}, abstract = {The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students actually use them. Existing studies tend to focus on investigating students’ attitude towards using these systems through surveys. Nonetheless, data from surveys is normally subject to the possibility of distortion, low reliability, and rarely indicate the causal effects. This study adopted WEKA and KEEL as data mining tools to analyze students’ usage patterns and trends using 68,827 individual records from the log file of the Halostudy system implemented in secondary schools in Tanzania. The study found that the system usage is moderate and in decline. There is also variability in the usage of multimedia elements with biology having the highest number while mathematics has the lowest. Students from Dar es Salaam, Mwanza, and Arusha, in that order, had the highest system usage with the lowest being from the peripheral regions. The possible challenges limiting system usage are discussed. These findings show that data mining tools can be used to indicate usage patterns of systems implemented in sub-Saharan Africa and to help educators to find ways of maximising systems usage.}, language = {en}, number = {3}, journal = {Journal of Learning for Development}, author = {Mtebe, Joel S and Kondoro, Aron W}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AL8CL6D8 2405685:ECCVF4SL}, keywords = {⛔ No DOI found}, pages = {228--244}, } @article{msuya_using_2015, title = {Using mobile phones in teaching and learning in secondary schools in {Tanzania}}, volume = {3}, url = {http://repository.udom.ac.tz/handle/20.500.12661/2390}, abstract = {This paper discusses some of the findings from a recent cross-sectional survey that examined how secondary schools’ teachers use their mobile phones in teaching and learning. The participants were drawn from Mwanga and Chamwino districts in Kilimanjaro and Dodoma regions respectively in Tanzania. A large area of the study location enjoys are liable mobile phones’ coverage network, many mobile phones’ service providers and reliable wireless internet. This study involved 100 teachers from public and private secondary schools obtained using purposive sampling.These teachers were only those who owned smart phones.The study used likerty-type questionnaires and semi-structured interview to collect data for understanding the contribution of teachers’ mobile phones in teaching and learning process in secondary schools. The 90(90\%) questionnaires were filled and returned,while 10 (10\%) questionnaires were not returned. The study found that most of the teachers had little knowledge on the use of mobile phones as a tool for ICT pedagogical uses. It was also revealed that the teachers were competent in the basic uses of mobile phones,but were not able to create upload, download and share academic resources through their smart phones;while others were not aware of the capacity of their mobile phones. It was revealed that mobile phones were relevant in teaching and learning in secondary schools. Moreover, majority of the secondary school teachers were not using their smart phones for educational purposes;instead,they used them for other non-educational activities. It was furthermore revealed that teachers were very bitter for allowing their students to carry mobile phones in the classroom.}, language = {en}, number = {5}, urldate = {2020-11-18}, journal = {International Journal of Education and Research}, author = {Msuya, Ombeni}, year = {2015}, note = {Accepted: 2020-08-24T09:24:45Z Publisher: Contemporary Research Center KerkoCite.ItemAlsoKnownAs: 2339240:C9REPJXL 2405685:A7ERTQV9}, keywords = {⛔ No DOI found}, pages = {207--218}, } @article{msoka_developing_2015, title = {Developing and piloting interactive physics experiments for secondary schools in {Tanzania}}, volume = {2}, abstract = {Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to the acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as unattractive, difficult and irrelevant to understanding the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an alternative to physical experiments. Results show that students found the interactive experiment was easier and more efficient, and, therefore, can be used as an alternative to physical experiments.}, language = {en}, number = {1}, journal = {Journal of Learning for Development}, author = {Msoka, Vidate C and Mtebe, Joel S and Kissaka, Mussa M and Kalinga, Ellen C}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XHD7QLC5 2405685:MHEIT7PV}, keywords = {⛔ No DOI found}, } @inproceedings{mselle_results_2013, title = {Results on implementing personal learning environments in {Tanzanian} secondary schools}, doi = {10.1109/ICITST.2013.6750234}, abstract = {In this paper we describe how an Offline Personal Learning Environment (OPLE) for learning mathematics was implemented in Tanzanian secondary schools. Students and teachers' perceptions were captured and discussed. The viability of delivering mathematics classes through offline digital content was tested. Results show that OPLE can be used to improve teaching and learning in Tanzanian secondary schools.}, booktitle = {8th {International} {Conference} for {Internet} {Technology} and {Secured} {Transactions} ({ICITST}-2013)}, author = {Mselle, L. J. and Kondo, T. S.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/ICITST.2013.6750234 2339240:IKMNYZ6W 2405685:ZDTE45WN}, keywords = {Context, Education, Educational institutions, Green products, ICT, Offline Digital Content, Offline Personal Learning Environment, Technology}, pages = {417--421}, } @article{msangi_relevancy_2012, title = {The {Relevancy} of {Bronfenbrenner}’s {Ecological} {Systems} {Theory} in {Early} {Childhood} {Education}}, volume = {4}, number = {1}, journal = {JOURNAL OF ISSUES AND PRACTICE IN EDUCATION}, author = {Msangi, Bilhuda}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HX4DYBHH 2405685:IJBE87U4}, keywords = {⛔ No DOI found}, } @article{mruz_2011_2011, title = {2011 {Rwanda} {TeacherMate} {Report}}, url = {https://lists.sugarlabs.org/archive/iaep/attachments/20111213/285731ce/attachment.pdf}, language = {en}, author = {Mruz, Kari}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97DLMLCN 2405685:U6CHPPTB}, keywords = {⛔ No DOI found}, pages = {19}, } @techreport{moynihan_toward_2016, type = {Text/{HTML}}, title = {Toward next-generation performance budgeting: lessons from the experiences of seven reforming countries}, shorttitle = {Toward next-generation performance budgeting}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/356081478497402740/Toward-next-generation-performance-budgeting-lessons-from-the-experiences-of-seven-reforming-countries}, abstract = {Toward next-generation performance budgeting : lessons from the experiences of seven reforming countries (English)}, language = {en}, urldate = {2022-06-04}, author = {Moynihan, Donald and Beazley, Ivor}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4ENY522F 2405685:56M9IZ3Y 4656463:5AQLD7ML}, } @techreport{moussa_usaidmadagascar_2018, type = {Endline {Impact} {Evaluation} {Report}}, title = {{USAID}/{Madagascar} impact evaluation of the {Mahay} {Mamaky} {Teny} ({MMT}) project}, url = {https://pdf.usaid.gov/pdf_docs/PA00TBW4.pdf}, number = {AID-OOA-I-14-00054}, urldate = {2020-06-25}, institution = {United States Agency for International development}, author = {Moussa, Wael and Cao, Yvonne and Louge, Nathalie}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:57KZZLLD 2405685:DXY44ZMG}, } @techreport{mourshed_how_2010, title = {How the world’s most improved school systems keep getting better}, url = {https://www.mckinsey.com/~/media/McKinsey/Industries/Social%20Sector/Our%20Insights/How%20the%20worlds%20most%20improved%20school%20systems%20keep%20getting%20better/How_the_worlds_most_improved_school_systems_keep_getting_better.ashx}, language = {EN}, institution = {McKinsey \& Company}, author = {Mourshed, Mona and Barber, Michael and Chijioke, Chinezi}, month = nov, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KM2TUZWI}, } @article{mortenson_computational_2016, title = {A computational literature review of the technology acceptance model}, volume = {36}, issn = {0268-4012}, url = {https://www.sciencedirect.com/science/article/pii/S0268401216300329}, doi = {10.1016/j.ijinfomgt.2016.07.007}, abstract = {A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.}, number = {6, Part B}, urldate = {2024-01-18}, journal = {International Journal of Information Management}, author = {Mortenson, Michael J. and Vidgen, Richard}, month = dec, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2016.07.007 2405685:M67A9BHN 2486141:B5ZK9CQN 2486141:VU33ACA5}, keywords = {Citation analysis, Co-authorship analysis, Computational literature review, Journal ranking, Lda, Literature review, Social network analysis, Technology acceptance model, Topic models}, pages = {1248--1259}, } @misc{morrell_expenditures_2017, address = {World Bank}, title = {Expenditures and {Revenue} {Management}}, url = {https://thedocs.worldbank.org/en/doc/484781545085003699-0090022018/related/100Expenditure0and0Revenue0Mgt.pdf}, language = {en}, author = {Morrell, Lance}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LW7XXDQC 2405685:LIVD2ABR}, } @article{morgan_how_2016, title = {How to do (or not to do)… gender analysis in health systems research}, volume = {31}, issn = {1460-2237}, doi = {10.1093/heapol/czw037}, abstract = {Gender-the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for males, females and other genders-affects how people live, work and relate to each other at all levels, including in relation to the health system. Health systems research (HSR) aims to inform more strategic, effective and equitable health systems interventions, programs and policies; and the inclusion of gender analysis into HSR is a core part of that endeavour. We outline what gender analysis is and how gender analysis can be incorporated into HSR content, process and outcomes Starting with HSR content, i.e. the substantive focus of HSR, we recommend exploring whether and how gender power relations affect females and males in health systems through the use of sex disaggregated data, gender frameworks and questions. Sex disaggregation flags female-male differences or similarities that warrant further analysis; and further analysis is guided by gender frameworks and questions to understand how gender power relations are constituted and negotiated in health systems. Critical aspects of understanding gender power relations include examining who has what (access to resources); who does what (the division of labour and everyday practices); how values are defined (social norms) and who decides (rules and decision-making). Secondly, we examine gender in HSR process by reflecting on how the research process itself is imbued with power relations. We focus on data collection and analysis by reviewing who participates as respondents; when data is collected and where; who is present; who collects data and who analyses data. Thirdly, we consider gender and HSR outcomes by considering who is empowered and disempowered as a result of HSR, including the extent to which HSR outcomes progressively transform gender power relations in health systems, or at least do not further exacerbate them.}, language = {eng}, number = {8}, journal = {Health Policy and Planning}, author = {Morgan, Rosemary and George, Asha and Ssali, Sarah and Hawkins, Kate and Molyneux, Sassy and Theobald, Sally}, month = oct, year = {2016}, pmid = {27117482}, pmcid = {PMC6616028}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/czw037 10/ggcjsz 2339240:JEQ8AMQT 2405685:H26H5JAV 2339240:JEQ8AMQT}, keywords = {Female, Framework, Health Services Research, Humans, Male, Power (Psychology), Sex Factors, Sexism, Social Norms, \_C:Bangladesh BGD, \_C:Canada CAN, \_C:Finland FIN, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nepal NPL, \_C:South Africa ZAF, \_C:Uganda UGA, \_C:Yemen YEM, \_\_C:scheme:1, gender, gender analysis, health systems, health systems research}, pages = {1069--1078}, } @techreport{mopme_annual_2019, address = {Bangladesh}, title = {Annual {Primary} {School} {Census} 2019}, url = {https://mopme.portal.gov.bd/sites/default/files/files/mopme.portal.gov.bd/publications/4a81eee1_4fff_4c20_ab68_282c1db70caa/2.10.1%20APSC%20(2).pdf}, language = {en}, institution = {Directorate of Primary Education}, author = {{MoPME}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9X2J5EH3 2405685:TJ73RPSY}, pages = {222}, } @article{moore-adams_learning_2016, title = {Learning to teach online: a systematic review of the literature on {K}-12 teacher preparation for teaching online}, volume = {37}, doi = {10.1080/01587919.2016.1232158}, abstract = {There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to aggregate the types of knowledge and skills required to teach online and examine both the extent to which these elements are addressed in existing programs and are based on empirical research. Findings suggest that the types of knowledge and skills based on empirical research originate from few studies and that most programs address only a small subset of knowledge and skills, varying greatly without uniformity in content or learning experiences.}, number = {3}, journal = {Distance Education}, author = {Moore-Adams, Brianne L and Jones, W Monty and Cohen, Jonathan}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2016.1232158 2405685:XP5NP64W}, keywords = {Online learning, online teaching, teacher preparation, virtual learning}, pages = {333--348}, } @inproceedings{moon_social_2016, title = {Social {Entrepreneurship} and {Disruptive} {Innovation}: {Evaluating} the use of {Rumie}’s {Free} {Educational} {Software} in {Seven} {Developing} {Economies}}, shorttitle = {Social {Entrepreneurship} and {Disruptive} {Innovation}}, booktitle = {Proceedings of {The} 11th {European} {Conference} on {Innovation} and {Entrepreneurship} 15-16 {September} 2016}, author = {Moon, Chris and Kavanagh, Allison and Jeffrey, Jackie and Gebbels, Joseph and Korsgaard, Karen}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RSNRHHT4 2405685:FHU55DFN}, keywords = {⛔ No DOI found}, pages = {485}, } @article{moon_can_2017, title = {Can new modes of digital learning help resolve the teacher crisis in sub-{Saharan} {Africa}?}, volume = {4}, issn = {2311-1550}, url = {http://jl4d.org/index.php/ejl4d/article/view/194}, abstract = {Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.}, language = {English}, number = {1}, journal = {Journal of Learning for Development}, author = {Moon, Bob and Villet, Charmaine}, year = {2017}, note = {Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2405685:C4EES7UW 2534378:LSYA2A2W}, keywords = {Africa, Computer Uses in Education, ERIC, Current Index to Journals in Education (CIJE), Educational Change, Educational Policy, Electronic Learning, Faculty Development, Foreign Countries, Higher Education, Inservice Teacher Education, Online Courses, Postsecondary Education, Preservice Teacher Education, Resource Units, Teacher Shortage, ⛔ No DOI found}, pages = {23--35}, } @incollection{moon_creating_2010, address = {Vancouver}, series = {Perspectives on distance education}, title = {Creating new forms of teacher education: {Open} {Educational} {Resources} ({OERs}) and the {Teacher} {Education} in {Sub}-{Saharan} {Africa} ({TESSA}) programme}, shorttitle = {Creating new forms of teacher education}, url = {https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.9604&rep=rep1&type=pdf#page=134}, booktitle = {Teacher education through open and distance learning}, publisher = {Commonwealth of Learning (COL)}, author = {Moon, Bob}, editor = {Danaher, Patrick Alan and Abdurrahman, Umar}, year = {2010}, note = {Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2405685:JQZG4SQP 2534378:PCFN73ZM}, keywords = {⛔ No DOI found}, pages = {121--142}, } @book{moon_teacher_2013, address = {London}, title = {Teacher {Education} and the {Challenge} of {Development}: {A} global analysis}, publisher = {Routledge}, author = {Moon, Bob}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Y6XEQM7K}, } @article{moodley_whatsapp_2019, title = {{WhatsApp}: {Creating} a virtual teacher community for supporting and monitoring after a professional development programme}, volume = {39}, issn = {02560100, 20763433}, shorttitle = {{WhatsApp}}, url = {http://www.sajournalofeducation.co.za/index.php/saje/article/view/1323/860}, doi = {10.15700/saje.v39n2a1323}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {South African Journal of Education}, author = {Moodley, Maglin}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.15700/saje.v39n2a1323 2339240:R7L9J4C3 2405685:HSIJJWM4}, } @article{mongeon_journal_2016, title = {The {Journal} {Coverage} of {Web} of {Science} and {Scopus}: {A} {Comparative} {Analysis}}, volume = {106}, issn = {0138-9130}, shorttitle = {The {Journal} {Coverage} of {Web} of {Science} and {Scopus}}, url = {https://doi.org/10.1007/s11192-015-1765-5}, doi = {10.1007/s11192-015-1765-5}, abstract = {Bibliometric methods are used in multiple fields for a variety of purposes, namely for research evaluation. Most bibliometric analyses have in common their data sources: Thomson Reuters' Web of Science (WoS) and Elsevier's Scopus. The objective of this research is to describe the journal coverage of those two databases and to assess whether some field, publishing country and language are over or underrepresented. To do this we compared the coverage of active scholarly journals in WoS (13,605 journals) and Scopus (20,346 journals) with Ulrich's extensive periodical directory (63,013 journals). Results indicate that the use of either WoS or Scopus for research evaluation may introduce biases that favor Natural Sciences and Engineering as well as Biomedical Research to the detriment of Social Sciences and Arts and Humanities. Similarly, English-language journals are overrepresented to the detriment of other languages. While both databases share these biases, their coverage differs substantially. As a consequence, the results of bibliometric analyses may vary depending on the database used. These results imply that in the context of comparative research evaluation, WoS and Scopus should be used with caution, especially when comparing different fields, institutions, countries or languages. The bibliometric community should continue its efforts to develop methods and indicators that include scientific output that are not covered in WoS or Scopus, such as field-specific and national citation indexes.}, number = {1}, urldate = {2019-10-14}, journal = {Scientometrics}, author = {Mongeon, Philippe and Paul-Hus, Adèle}, month = jan, year = {2016}, note = {shortDOI: 10/f77hzh KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-015-1765-5 10/f77hzh 2339240:8JJXVFNV 2405685:2IZQM7HX}, keywords = {Bibliometrics, Citation indexes, Research evaluation, Scopus, Web of Science}, pages = {213--228}, } @article{moloney_scaling_2010, title = {Scaling online education: {Increasing} access to higher education.}, volume = {14}, shorttitle = {Scaling online education}, number = {1}, journal = {Journal of Asynchronous Learning Networks}, author = {Moloney, Jacqueline F. and Oakley, Burks}, year = {2010}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:KX2AUEQV 2405685:RCM56VG3}, keywords = {⛔ No DOI found}, pages = {55--70}, } @techreport{molina_evidence-based_2018, title = {Evidence-{Based} {Teaching}: {Effective} {Teaching} {Practices} in {Primary} {School} {Classrooms}}, shorttitle = {Evidence-{Based} {Teaching}}, url = {http://hdl.handle.net/10986/30929}, language = {en}, urldate = {2022-09-23}, institution = {World Bank, Washington, DC}, author = {Molina, Ezequiel and Pushparatnam, Adelle and Rimm-Kaufman, Sara and Wong, Keri Ka-Yee}, month = nov, year = {2018}, doi = {10.1596/1813-9450-8656}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8656 2339240:VC8SH4J9 2405685:94EF9DL4}, } @techreport{moitt_digital_2018, title = {Digital {Pakistan} {Policy}}, url = {http://moib.gov.pk/Downloads/Policy/DIGITAL_PAKISTAN_POLICY(22-05-2018).pdf}, institution = {Ministry of IT \& Telecom}, author = {MoITT}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P7ELXC2E 2405685:IQICEFAM}, } @techreport{moitt_digital_2018, title = {Digital {Pakistan} {Policy}}, url = {http://moib.gov.pk/Downloads/Policy/DIGITAL_PAKISTAN_POLICY(22-05-2018).pdf}, institution = {Ministry of IT \& Telecom}, author = {MoITT}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P7ELXC2E 2405685:IQICEFAM}, } @misc{mohr_teacher_2016, title = {Teacher {Learning} {Circles}: {A} {Locally} {Owned} {Complement} to {Coaching}}, url = {https://chemonics.com/blog/teacher-learning-circles-a-locally-owned-complement-to-coaching/}, author = {Mohr, Emet and Morency Notario, Paige}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IK4RB896 2405685:9TYAKN9P}, } @article{moher_preferred_2015, title = {Preferred reporting items for systematic review and meta-analysis protocols ({PRISMA}-{P}) 2015 statement}, volume = {4}, issn = {2046-4053}, url = {https://doi.org/10.1186/2046-4053-4-1}, doi = {10.1186/2046-4053-4-1}, abstract = {Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.}, number = {1}, urldate = {2021-06-08}, journal = {Systematic Reviews}, author = {Moher, David and Shamseer, Larissa and Clarke, Mike and Ghersi, Davina and Liberati, Alessandro and Petticrew, Mark and Shekelle, Paul and Stewart, Lesley A. and {PRISMA-P Group}}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-4-1 2339240:GZ9BP9K3 2405685:J9LFRERT}, keywords = {Checklist Item, Knowledge Translation, Reporting Guideline, Systematic Review, Systematic Review Protocol, \_\_\_working\_potential\_duplicate}, pages = {1}, } @article{moher_preferred_2015, title = {Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement}, volume = {4}, number = {1}, journal = {Systematic Reviews}, author = {Moher, D. and Shamseer, L. and Clarke, M. and Ghersi, D. and Liberati, A. and Petticrew, M. and Shekelle, P. and Stewart, L.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5CND5AP6}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged, ❓ Multiple DOI}, pages = {1--9}, } @article{moher_preferred_2015, title = {Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement}, volume = {4}, number = {1}, journal = {Systematic Reviews}, author = {Moher, D. and Shamseer, L. and Clarke, M. and Ghersi, D. and Liberati, A. and Petticrew, M. and Shekelle, P. and Stewart, L.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5CND5AP6}, keywords = {\_\_\_working\_potential\_duplicate, ❓ Multiple DOI}, pages = {1--9}, } @article{mohd_nawi_development_2013, title = {Development and evaluation of {Ning} social network for teaching training online surveillance}, volume = {14}, copyright = {CC BY-NC-SA 4.0}, issn = {1302-6488, 1302-6488}, url = {https://www.researchgate.net/publication/257656914_Development_and_evaluation_of_ning_social_network_for_teaching_training_online_surveillance}, abstract = {Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.)}, language = {English}, number = {1}, journal = {Turkish Online Journal of Distance Education}, author = {Mohd Nawi, Mohd Aliff and Jamsari, Ezad Azraai and Sulaiman, Adibah and Hamzah, Mohd Isa}, month = jan, year = {2013}, note = {Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey KerkoCite.ItemAlsoKnownAs: 2405685:XGBJE4CK 2534378:5L9R6WLC 2534378:MFQCBZSB}, keywords = {Courseware, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, Higher Education, Interviews, Malaysia, Observation, Online Courses, Social Networks, Student Teachers, Supervisory Methods, Teacher Education Programs, Teacher Supervision, Teaching Methods, Trainees, Web 2.0 Technologies, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098097, \_\_finaldtb, ⛔ No DOI found}, pages = {245--255}, } @article{mohamed_attitudes_2018, title = {Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed-methods study}, volume = {18}, issn = {1471-3802}, shorttitle = {Attitudes of special education teachers towards using technology in inclusive classrooms}, url = {http://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1471-3802.12411}, doi = {10.1111/1471-3802.12411}, abstract = {The purpose of this mixed-methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi-structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology.}, language = {en}, number = {4}, urldate = {2020-12-10}, journal = {Journal of Research in Special Educational Needs}, author = {Mohamed, Ahmed Hassan Hemdan}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1471-3802.12411 2339240:VM328LPK 2405685:7J6H34I4}, keywords = {Attitudes, hard of hearing, inclusive education, intellectual disability, learning disabilities, technology}, pages = {278--288}, } @article{mohamad_using_2017, title = {Using {Tactile} {Letters} {As} {An} {Assitive} {Techology} in {Teaching} {Alphabet} {For} {Dyslexi} {Children}: {A} {Case} {Study}}, volume = {1}, url = {http://eds.b.ebscohost.com/abstract?site=eds&scope=site&jrnl=2066026X&AN=123025166&h=YYP8aCNOv%2bOKM6QJPY5eHh8f0psWTq%2bGMC5HOljIH4m22Zv167sczNqF43TUPV9b1WEmzMI8shym5Vghq3x91Q%3d%3d&crl=c&resultLocal=ErrCrlNoResults&resultNs=Ehost&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d2066026X%26AN%3d123025166}, urldate = {2020-12-10}, journal = {eLearning \& Software for Education}, author = {Mohamad, Mariam and Tan, Abdullah and Sabrina, Jessica}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BSQCEEJM 2405685:9W7TB9SK}, keywords = {⛔ No DOI found}, pages = {167--173}, } @techreport{moest_feasibility_2017, address = {Dodoma, Tanzania}, title = {Feasibility study exploring e-learning initiatives at secondary schools in {Tanzania} mainland}, institution = {MoEST}, author = {{MoEST}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FVHTEQ59 2405685:9YX95C7V}, } @techreport{moe_master_2019, title = {Master plan for {ICT} in education in {Bangladesh} (2012-2021): {Progress} {Review} {Report} 2019}, url = {https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000372984&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_ce3ddee6-2872-48b6-8169-5f6c789c2a20%3F_%3D372984eng.pdf&updateUrl=updateUrl6357&ark=/ark:/48223/pf0000372984/PDF/372984eng.pdf.multi&fullScreen=true&locale=en#%5B%7B%22num%22%3A12%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C17%2C862%2Cnull%5D}, author = {MoE}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JAJI53M3 2405685:QPP65VTW}, } @techreport{moe_master_2013, title = {Master {Plan} for {Information} and {Communication} {Technology} in {Education} (2012-2021)}, url = {https://planipolis.iiep.unesco.org/en/2013/master-plan-information-and-communication-technology-education-2012-2021-6580}, author = {MoE}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9HILNTF3 2405685:MNN7P3J6}, } @techreport{moe_national_2010, title = {National {Education} {Policy} 2010}, institution = {Ministry of Education Government of the People's Republic of Bangladesh}, author = {MoE}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UTLS7RYN 2405685:6I47IM2H}, } @article{mochengo_impact_2016, title = {Impact of non-financial reward strategies on teachers’ performance: {A} study of secondary schools in {Nyamira} {County}, {Kenya}}, volume = {8}, url = {https://core.ac.uk/download/pdf/234627166.pdf}, number = {9}, journal = {European Journal of Business and Management}, author = {Mochengo, Sylvester Nyageo and Atambo, Wallace and Abuga, Mogwambo Vitalis}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NK4YZG8L}, keywords = {⛔ No DOI found}, pages = {41--50}, } @article{mo_integrating_2014, title = {Integrating computer-assisted learning into a regular curriculum: evidence from a randomised experiment in rural schools in {Shaanxi}}, volume = {6}, issn = {1943-9342}, url = {https://doi.org/10.1080/19439342.2014.911770}, doi = {10.1080/19439342.2014.911770}, number = {3}, journal = {Journal of Development Effectiveness}, author = {Mo, Di and Zhang, Linxiu and Luo, Renfu and Qu, Qinghe and Huang, Weiming and Wang, Jiafu and Qiao, Yajie and Boswell, Matthew and Rozelle, Scott}, month = jul, year = {2014}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2014.911770 2339240:9LAWGBFE 2405685:9KDS7H4F}, pages = {300--323}, } @article{mo_can_2013, title = {Can {One}-to-{One} {Computing} {Narrow} the {Digital} {Divide} and the {Educational} {Gap} in {China}? {The} {Case} of {Beijing} {Migrant} {Schools}}, volume = {46}, issn = {0305-750X}, shorttitle = {Can {One}-to-{One} {Computing} {Narrow} the {Digital} {Divide} and the {Educational} {Gap} in {China}?}, url = {http://www.sciencedirect.com/science/article/pii/S0305750X13000077}, doi = {10.1016/j.worlddev.2012.12.019}, abstract = {One Laptop Per Child (OLPC) is a high profile initiative to narrow the inequality of access to ICT and improve educational performance. However, there is little empirical evidence on its impacts. In order to assess the effectiveness of OLPC, we conducted a randomized experiment of OLPC with Chinese characteristics involving 300 third-grade students in Beijing migrant schools. Our results show that the program improved student computer skills by 0.33 standard deviations and math scores by 0.17 standard deviations. The program also increased student time spent using educational software and decreased student time spent watching TV. Student self-esteem also improved.}, language = {en}, urldate = {2020-01-29}, journal = {World Development}, author = {Mo, Di and Swinnen, Johan and Zhang, Linxiu and Yi, Hongmei and Qu, Qinghe and Boswell, Matthew and Rozelle, Scott}, month = jun, year = {2013}, note = {shortDOI: 10/gf5f3j KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2012.12.019 10/gf5f3j 2339240:LNAQMDZH 2405685:HVJX5GL2}, keywords = {Asia, Beijing migrant school, China, One Laptop Per Child, RCT, computer skills, math test scores}, pages = {14--29}, } @article{mo_computer_2015, title = {Computer technology in education: evidence from a pooled study of computer assisted learning programs among rural students in {China}}, volume = {36}, issn = {1043951X}, shorttitle = {C omputer technology in education}, url = {https://linkinghub.elsevier.com/retrieve/pii/S1043951X15001133}, doi = {10.1016/j.chieco.2015.09.001}, abstract = {There is a great degree of heterogeneity among the studies that investigate whether computer technologies improve education and how students benefit from them – if at all. The overall goal of this study is to assess the effectiveness of computing technologies to raise educational performance and non-cognitive outcomes and identify what program components are most effective in doing so. To achieve this aim we pool the data sets of five separate studies about computer technology programs that include observations of 16,856 students from 171 primary schools across three provinces in China. We find that overall computing technologies have positive and significant impacts on student academic achievement in both math and in Chinese. The programs are found to be more effective if they are implemented out-of-school, avoiding what appear to be substitution effects when programs are run during school. The programs also have heterogeneous effects by gender. Specifically, boys gain more than girls in Chinese. We did not find heterogeneous effects by student initial achievement levels. We also found that the programs that help students learn math—but not Chinese—have positive impacts on student self-efficacy.}, language = {en}, urldate = {2020-08-20}, journal = {China Economic Review}, author = {Mo, Di and Huang, Weiming and Shi, Yaojiang and Zhang, Linxiu and Boswell, Matthew and Rozelle, Scott}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.chieco.2015.09.001 2339240:A5M4MBX2 2405685:8HEWT634}, pages = {131--145}, } @techreport{mitchell_literature_2018, title = {Literature search protocol for the {African} {Education} {Research} {Database}}, url = {https://zenodo.org/record/1245521#.XSdQf4hKg2w}, abstract = {This methodological note provides an overview of the ‘Mapping education research in sub-Saharan Africa’ project. It presents the protocols for the literature search, data extraction, and development of the African Education Research Database.}, urldate = {2019-07-11}, institution = {Zenodo}, author = {Mitchell and Rose}, month = jun, year = {2018}, doi = {10.5281/zenodo.1245521}, note = {shortDOI: 10/ghgnfp KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1245521 10/ghgnfp 2339240:3WYP59B9 2405685:CK2VGGRV}, keywords = {Reviewed, \_not\_EdTechHub, \_zenodoOTHER, education research, sub-Saharan Africa}, } @techreport{mit_framework_2018, title = {A {Framework} for {Evaluating} {Appropriateness} of {Educational} {Technology} {Use} in {Global} {Development} {Programs}}, url = {http://ceisip.mit.edu/system/files/reports/Summary%20Report_A%20Framework%20for%20Evaluating%20Appropriateness%20of%20Educational%20Technology%20Use%20in%20Global%20Development%20Programs.pdf}, urldate = {2020-07-22}, author = {MIT and USAID}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SLTPLK6U 2405685:CICB4DXG}, keywords = {Systems Framework}, } @misc{missing_maps_supporting_2019, title = {Supporting {Open} {Data} {Kit}}, url = {https://www.missingmaps.org/blog/2019/01/08/odk-collect-improvements/}, urldate = {2022-07-11}, author = {{Missing Maps}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6ATM7QAX 2486141:IECBUB9S}, } @article{misra_moocs_2018, title = {{MOOCs} for {Teacher} {Professional} {Development}: {Reflections} and {Suggested} {Actions}}, volume = {10}, issn = {2304-070X}, shorttitle = {{MOOCs} for {Teacher} {Professional} {Development}}, url = {http://openpraxis.org/index.php/OpenPraxis/article/view/780}, doi = {10.5944/openpraxis.10.1.780}, abstract = {Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD.}, language = {en}, number = {1}, urldate = {2021-03-29}, journal = {Open Praxis}, author = {Misra, Pradeep Kumar}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.10.1.780 2339240:27J8DKI6 2405685:AYFYMSM8}, pages = {67}, } @book{misquitta_practical_2019, title = {A {PRACTICAL} {AND} {EFFECTIVE} {PROGRAMME} {TO} {BUILD} {FOUNDATIONAL} {READING} {SKILLS} {FOR} {PRIMARY} {GRADE} {STRUGGLING} {LEARNERS} {IN} {INDIA}}, abstract = {Curriculum-based measurement (CBM) has emerged as a valid, reliable and economic measure to assess and monitor reading skills. Unfortunately, CBMs have not been developed for the Indian context. Further, CBMs can be cumbersome to administer manually, especially given the high teacher- student ratio in India. The challenge also then remains about what teachers actually do with the reading data. Most teachers in India are unable to interpret reading scores or use them to tailor an intervention plan. This paper describes the work Gateway has begun to develop a digital curriculum- based measurement tool that is contextually relevant. This paper outlines the procedures used to select passages, including equating passages using readability formulae, as well as field testing passages. The tool will support teachers with collecting data, interpreting the scores, and most importantly, developing an intervention plan to support struggling learners. It will also outline future directions for the project.}, author = {Misquitta, Radhika and Ghosh, Aditi}, month = nov, year = {2019}, doi = {10.21125/iceri.2019.1535}, note = {Pages: 6381 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2019.1535 2405685:QD674Y6P 2486141:B42E2QAP}, } @article{mishra_considering_2019, title = {Considering {Contextual} {Knowledge}: {The} {TPACK} {Diagram} {Gets} an {Upgrade}}, url = {https://www.tandfonline.com/doi/full/10.1080/21532974.2019.1588611}, doi = {10.1080/21532974.2019.1588611}, author = {Mishra, Punya}, year = {2019}, note = {zotzenLib.CopiedFrom: 2339240:TC4KJBR7 KerkoCite.ItemAlsoKnownAs: 10.1080/21532974.2019.1588611 2339240:TC4KJBR7 2405685:U6MW264I}, } @article{minniti_implementing_2019, title = {Implementing {Low} {Cost} {Digital} {Libraries} for {Rural} {Communities} by {Re}-functioning {Obsolescent} {Television} {Sets}: {The} {Offline}-pedia {Project}}, volume = {8}, shorttitle = {Implementing {Low} {Cost} {Digital} {Libraries} for {Rural} {Communities} by {Re}-functioning {Obsolescent} {Television} {Sets}}, doi = {10.18146/2213-0969.2019.jethc169}, number = {15}, journal = {VIEW Journal of European Television History and Culture}, author = {Minniti, Sergio and Salazar, Joshua and Vega, Jorge}, year = {2019}, note = {Publisher: the Netherlands Institute for Sound and Vision shortDOI: 10/ghgn5c KerkoCite.ItemAlsoKnownAs: 10/ghgn5c 2405685:M979LTFN}, } @misc{ministry_of_works_transport_and_communication_implementation_2016, title = {Implementation {Strategy} 2016/17-2020/21 for the {National} {ICT} {Policy}}, url = {https://www.ictc.go.tz/index.php/component/phocadownload/category/4-policies?download=48:107#:~:text=Tanzania%20National%20ICT%20Policy%202016,responsible%20for%20implementing%20ICT%20Policy}, author = {Ministry of Works, Transport {and} Communication}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJTEMKRB 2405685:GNIZLI2D}, } @techreport{ministry_of_works_transport_and_communication_national_2016, title = {National {Information} and {Communications} {Technology} policy}, url = {https://tanzict.files.wordpress.com/2016/05/national-ict-policy-proofed-final-nic-review-2.pdf}, urldate = {2020-11-18}, institution = {The United Republic of Tanzania}, author = {{Ministry of Works, Transport and Communication}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9JNI65I6 2405685:4UU57R9G}, } @misc{ministry_of_works_transport_and_communication_national_2016, title = {National {Information} and {Communications} {Technology} {Policy}}, url = {https://www.ega.go.tz/uploads/publications/sw-1574848612-SERA%202016.pdf}, urldate = {2022-04-29}, publisher = {The United Republic of Tanzania}, author = {{Ministry of Works, Transport and Communication}}, month = may, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LPI72AKH 2405685:CXRR6KB9}, } @misc{ministry_of_works_transport_and_communication_national_2016, title = {National information and communications technology policy 2016}, url = {https://www.ega.go.tz/uploads/publications/sw-1574848612-SERA%202016.pdf}, author = {Ministry of Works, Transport {and} Communication}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6U6ILFE3 2405685:SVP7EURD}, } @techreport{ministry_of_telecommunications_lebanon_daring_2016, title = {Daring {Progress}: {Telecommunications} {Public} {Policy} 2014-2015}, url = {http://www.mpt.gov.lb/Telecom_Eng_V5.pdf}, urldate = {2020-09-29}, author = {Ministry Of Telecommunications (Lebanon)}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PR6LVJ8C 2405685:PXT872T3}, } @misc{ministry_of_primary_and_secondary_education_zimbabwe_education_2016, title = {Education {Sector} {Strategic} {Plan} (2016-2020)}, url = {https://www.globalpartnership.org/sites/default/files/2016-07-education-sector-strategic-plan.pdf}, urldate = {2020-06-27}, author = {Ministry of Primary {and} Secondary Education (Zimbabwe)}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TU2WFTPR}, } @techreport{ministry_of_primary_and_secondary_education_zimbabwe_ict_2019, title = {{ICT} {Policy} for {Primary} and {Secondary} {Education} (2019 - 2023).}, author = {{Ministry of Primary and Secondary Education (Zimbabwe)}}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:ZK7M3DZ9}, } @techreport{ministry_of_primary_and_secondary_education_zimbabwe_primary_2018, title = {Primary and {Secondary} {Education} {Statistics} {Report}}, url = {https://www.globalpartnership.org/sites/default/files/2016-07-education-sector-strategic-plan.pdf}, urldate = {2020-06-27}, author = {Ministry of Primary {and} Secondary Education (Zimbabwe)}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6FS459VT 2405685:RR6WRZ7S 2405685:TU2WFTPR}, } @techreport{ministry_of_planning_development_and_reform_planning_commission_pakistan_2014, title = {Pakistan 2025: {One} {Nation} – {One} {Vision}}, url = {https://www.pc.gov.pk/uploads/vision2025/Pakistan-Vision-2025.pdf}, urldate = {2020-07-21}, institution = {Government of Pakistan}, author = {{Ministry of Planning, Development and Reform. Planning Commission}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7BG27HU7}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{ministry_of_planning_development_and_reform_planning_commission_pakistan_2014, title = {Pakistan 2025: {One} {Nation} – {One} {Vision}}, url = {https://www.pc.gov.pk/uploads/vision2025/Pakistan-Vision-2025.pdf}, urldate = {2020-07-21}, institution = {Government of Pakistan}, author = {{Ministry of Planning, Development and Reform. Planning Commission}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7BG27HU7}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{ministry_of_planning_and_international_cooperation_jordan_jordan_2016, title = {The {Jordan} {Response} {Plan} {For} the {Syria} {Crisis} 2017-2019}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/JRP%2B2017-2019%2B-%2BFull%2B-%2B%28June%2B30%29.pdf}, urldate = {2020-06-30}, author = {Ministry of Planning {and} International Cooperation, Jordan}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:J6W2KRKX}, } @techreport{ministry_of_planning_and_economic_development_sierra_leone_sierra_2019, title = {Sierra {Leone} {Medium} {Term} {National} {Development} {Plan} ({Volume} 1)}, url = {http://www.moped.gov.sl/wp-content/uploads/2019/03/Medium-Term-National-Development-Plan-Volume-I.pdf}, urldate = {2020-06-25}, author = {Ministry of Planning {and} Economic Development (Sierra Leone)}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:CZE9NFVC}, } @techreport{ministry_of_it__telecom_pakistan_digital_2018, title = {Digital {Pakistan} {Policy}}, url = {https://www.moitt.gov.pk/SiteImage/Misc/files/DIGITAL%20PAKISTAN%20POLICY.pdf}, urldate = {2020-06-11}, author = {Ministry of IT \& Telecom (Pakistan)}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:94582E3H}, } @techreport{ministry_of_it__telecom_digital_2018, title = {Digital {Pakistan} {Policy}}, url = {https://moitt.gov.pk/SiteImage/Misc/files/DIGITAL%20PAKISTAN%20POLICY.pdf}, urldate = {2020-07-20}, institution = {Government of Pakistan}, author = {{Ministry of IT \& Telecom}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ARZK4RTD}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @misc{ministry_of_information_technology_prevention_2016, title = {Prevention of {Electronic} {Crime} {Bill}}, url = {https://na.gov.pk/uploads/documents/1470910659_707.pdf}, urldate = {2022-06-14}, author = {Ministry of Information Technology}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WNXZQXTF 2405685:JGG4U7WV}, } @techreport{ministry_of_information_communications_and_technology_kenya_national_2019, title = {National {Information}, {Communications} and {Technology} ({ICT}) {Policy}}, url = {https://www.ict.go.ke/wp-content/uploads/2019/12/NATIONAL-ICT-POLICY-2019.pdf}, urldate = {2020-07-01}, author = {Ministry of Information, Communications {and} Technology, Kenya}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3MTGT25S}, } @techreport{ministry_of_ict_postal_and_courier_services_zimbabwe_national_2016, title = {National {Policy} for {Information} and {Communications} {Technology}}, url = {http://www.veritaszim.net/sites/veritas_d/files/Zimbabwe%20National%20Policy%20for%20ICT%202016.pdf}, urldate = {2020-06-27}, author = {Ministry of ICT, Postal {and} Courier Services (Zimbabwe)}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:G2DMARJH}, } @techreport{ministry_of_foreign_affairs_of_the_netherlands_lessons_2011, title = {Lessons learnt: {Synthesis} of literature on the effectiveness of investments in education}, url = {http://archief.iob-evaluatie.nl/sites/iob-evaluatie.nl/files/355%20Lessons%20Learnt.%20Synthesis%20impact%20and%20effectiveness%20of%20investments%20in%20education.pdf}, urldate = {2020-05-25}, author = {Ministry of Foreign Affairs of the Netherlands}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N8B723NX}, } @misc{ministry_of_finance_and_development_planning_liberia_mfdp_2019, title = {{MFDP} {Provides} {Clarity} on {Teachers}’ {Salaries} {Payment}}, url = {https://www.mfdp.gov.lr/index.php/media-center/press-release/mfdp-clarifies-mcss-teachers-september-salary-issues}, abstract = {Monrovia, Liberia - The Ministry of Finance and Development Planning clarifies that the government has already paid the salaries of fifteen thousand (15,000) non-MCSS teachers for the month of August, and is now processing their September pay.}, language = {en-gb}, urldate = {2020-06-25}, author = {Ministry of Finance {and} Development Planning (Liberia)}, year = {2019}, note = {Library Catalog: www.mfdp.gov.lr KerkoCite.ItemAlsoKnownAs: 2405685:REVH3VSX}, } @techreport{ministry_of_federal_education_and_professional_training_pakistan_national_2018, title = {National {Education} {Policy} {Framework}}, url = {http://mofept.gov.pk/SiteImage/Policy/National%20Eductaion%20Policy%20Framework%202018%20Final.pdf}, urldate = {2020-06-11}, author = {Ministry of Federal Education {and} Professional Training (Pakistan)}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VYS6C5XD}, } @techreport{ministry_of_federal_education_and_professional_training_national_2018, title = {National {Education} {Policy} {Framework} 2018}, url = {http://mofept.gov.pk/SiteImage/Policy/National%20Eductaion%20Policy%20Framework%202018%20Final.pdf}, urldate = {2020-07-21}, institution = {Government of Pakistan}, author = {{Ministry of Federal Education and Professional Training}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XPQEST7J 2405685:KHX9P4CH 2405685:W97DLCK6}, } @techreport{ministry_of_education_ghana_2018, title = {Ghana 2018 {National} {Education} {Assessment}: {Report} of {Findings}}, author = {{Ministry of Education} and {Ghana Education Service} and {National Education Assessment Unit}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HLFI9G4G 2405685:8LBQNRJV}, } @techreport{ministry_of_education_national_2010, address = {Islamabad, Pakistan}, title = {National {Information} and {Communications} {Strategy} for {Education} in {Pakistan}, 2004–2005}, url = {https://www.scribd.com/document/30166522/NICT-Strategy-for-Education-in-Pakistan}, institution = {Government of Pakistan}, author = {{Ministry of Education} and {Education Sector Reform Assistance (ESRA) Program}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IJ5DFTDW 2405685:MKVR57HU 2405685:ZKWNIP7B}, } @techreport{ministry_of_education_youth_and_sports_sierra_leone_national_2010, title = {National {Education} {Policy}}, url = {https://mbsse.gov.sl/wp-content/uploads/2020/03/2010-National-Education-Policy.pdf}, urldate = {2020-06-25}, author = {Ministry of Education, Youth {and} Sports (Sierra Leone)}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YLXI3EW2}, } @techreport{ministry_of_education_science_and_technology_unesco_and_unicef_global_2018, title = {Global initiative on out-of-school-children: {Tanzania} country report}, url = {https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf}, urldate = {2021-01-16}, institution = {UNICEF}, author = {Ministry of Education Science {and} Technology, UNESCO {and} UNICEF}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MZX7KWXD 2405685:FZLBUYAH}, } @techreport{ministry_of_education_science_and_technology_sierra_leone_education_2018, title = {Education {Sector} {Plan} 2018-2020}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra_leone_education_sector_plan_2018-2020_0.pdf}, urldate = {2020-06-25}, author = {Ministry of Education, Science {and} Technology (Sierra Leone)}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:24PRFKEK}, } @techreport{ministry_of_education_science_and_technology_sierra_leone_proposal_2018, title = {Proposal to the {Global} {Partnership} for {Education} for a contribution towards the implementation of the 2018-2020 {Education} {Sector} {Plan}}, url = {https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-program-document-2018-2020.pdf}, urldate = {2020-06-25}, author = {Ministry of Education, Science {and} Technology (Sierra Leone)}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:GVAZB6TM}, } @techreport{ministry_of_education_science_and_technology_education_2019, title = {Education {Sector} {Analysis}}, url = {https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf}, author = {Ministry of Education, Science, {and} Technology}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F2455KDU 2405685:WFQZZHPI}, } @techreport{ministry_of_education_science_and_technology_education_2019, title = {Education {Sector} {Analysis}}, url = {https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf}, author = {Ministry of Education, Science, {and} Technology}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F2455KDU 2405685:WFQZZHPI}, } @techreport{ministry_of_education_science_and_technology_education_2019, title = {Education {Sector} {Analysis}}, url = {https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf}, author = {Ministry of Education, Science, {and} Technology}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F2455KDU 2405685:WFQZZHPI}, } @techreport{ministry_of_education_science_and_technology_education_2019, title = {Education {Sector} {Analysis}}, url = {https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf}, author = {Ministry of Education, Science, {and} Technology}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F2455KDU 2405685:WFQZZHPI}, } @misc{ministry_of_education_science_and_technology_education_2018, title = {Education {Sector} {Development} {Plan} (2016/17 – 2020/21). {Mainland} {Tanzania}.}, url = {https://www.globalpartnership.org/sites/default/files/2019-04-gpe-tanzania-esp.pdf}, author = {Ministry of Education, Science {and} Technology}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LQ7NJLCK 2405685:YLZWG8IQ}, } @techreport{ministry_of_education_science_and_technology_education_2018, title = {Education sector development plan 2016/17 – 2020/21: {Tanzania} mainland}, language = {en}, institution = {The United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:876JM6DJ 2405685:IGRKA5BU}, pages = {246}, } @misc{ministry_of_education_science_and_technology_education_2018, title = {Education sector development plan 2016/17–2020/21: {Tanzania} mainland}, url = {https://www.globalpartnership.org/sites/default/files/2019-04-gpe-tanzania-esp.pdf}, language = {en}, publisher = {The United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P9N9FWTP 2405685:EJXB68SF}, } @techreport{ministry_of_education_science_and_technology_education_2018, title = {Education sector performance report 2017/2018: {Tanzania} mainland}, url = {https://static1.squarespace.com/static/5ae8cdb955b02c7c455f14c5/t/5d27875c1c057b00019e8344/1562871658189/MOEST+Performance+Report+2018+Draft+15.9.2018+for+circulation.pdf}, urldate = {2020-11-23}, institution = {United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G5TB2VDG 2405685:V5BDM7A3}, } @techreport{ministry_of_education_science_and_technology_education_2018, title = {Education {Sector} {Plan}, 2018-2020: {Getting} {It} {Right} – {Service} {Delivery}, {Integrity} and {Learning} in {Sierra} {Leone}}, url = {https://www.globalpartnership.org/sites/default/files/sierra_leones_education_sector_plan_2018-2020.pdf}, language = {EN}, urldate = {2020-11-23}, institution = {Government of Sierra Leone}, author = {{Ministry of Education, Science and Technology}}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AIISD4KD 2405685:DFHS5ZVL}, } @techreport{ministry_of_education_science_and_technology_national_2017, address = {Dodoma}, title = {National {Framework} for {Continuous} {Professional} {Development} for {Practicing} {Teachers}}, url = {https://download.ei-ie.org/Docs/WebDepot/Annex2FrameworkforCPDIserviceTeachers.pdf}, language = {English}, urldate = {2020-09-14}, institution = {United Republic of Tanzania}, author = {{Ministry of Education, Science and Technology}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F5D7RDCT 2405685:GFCJSMIU 2405685:SFYUBD4B}, keywords = {\_B:important, \_G:important, \_G:reviewed, \_Tanzania, \_final\_bib, \_important}, } @techreport{ministry_of_education_science_and_technology_proposal_2018, type = {Programme {Document}}, title = {Proposal to the {Global} {Partnership} for {Education} for a contribution towards the implementation of the 2018-2020 {Education} {Sector} {Plan}}, url = {https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-program-document-2018-2020.pdf}, urldate = {2020-11-23}, institution = {Government of Sierra Leone; UNICEF}, author = {{Ministry of Education, Science and Technology}}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:843DCCS6 2405685:HZ89SJYF}, } @techreport{ministry_of_education_science_and_technology_sierra_2013, title = {Sierra {Leone}: {Education} {Country} {Status} {Report}: {An} analysis for further improving the quality, equity and efficiency of the education system in {Sierra} {Leone}}, url = {http://www.culture-developpement.asso.fr/wp-content/uploads/2014/02/education-country-status-report-sierra-leonne.pdf}, language = {en}, institution = {Government of Sierra Leone}, author = {{Ministry of Education, Science and Technology}}, month = sep, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FWX5GT4H}, pages = {204}, } @misc{ministry_of_education_republic_of_kenya_basic_2019, title = {Basic education statistical booklet}, url = {https://www.education.go.ke/images/Approved_Basic_Education_Statistical_Booklet_2019_approved_compressed.pdf}, urldate = {2021-04-14}, author = {Ministry of Education, Republic of Kenya}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:894SNAXV 2405685:49X4ADMZ}, } @misc{ministry_of_education_republic_of_kenya_kenya_2018, title = {Kenya {National} {Education} {Sector} {Strategic} {Plan} 2018 - 2022}, url = {https://www.globalpartnership.org/sites/default/files/document/file/kenya-nessp-2018-2002.pdf}, urldate = {2021-04-14}, author = {Ministry of Education, Republic of Kenya}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:56YDNKHI 2405685:8I8K8B9A}, } @techreport{ministry_of_education_liberia_getting_2016, title = {Getting to {Best} {Education} {Sector} {Plan} 2017-2021}, url = {https://www.globalpartnership.org/sites/default/files/getting_to_best_education_sector_plan_2017-2021._liberia.pdf}, urldate = {2020-05-08}, author = {Ministry of Education (Liberia)}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HSLF8S2Z}, } @misc{ministry_of_education_kenya_digital_2016, title = {Digital {Learning} {Programme}}, url = {https://www.education.go.ke/index.php/programmes/digital-learning-programme}, urldate = {2020-07-01}, author = {Ministry of Education, Kenya}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IP7DIJBT}, } @misc{ministry_of_education_kenya_home_2016, title = {Home}, url = {https://www.education.go.ke/}, urldate = {2020-07-01}, author = {Ministry of Education, Kenya}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PKXCNKUD}, } @techreport{ministry_of_education_kenya_national_2018, title = {National {Education} {Sector} {Strategic} {Plan}}, url = {https://www.education.go.ke/images/NESSP/NESSP-2018-2022.pdf}, urldate = {2020-07-01}, author = {Ministry of Education, Kenya}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MH6HTIBF}, } @misc{ministry_of_education_kenya_national_2018, title = {National {Education} {Sector} {Strategic} {Plan} v2}, url = {https://www.globalpartnership.org/sites/default/files/document/file/kenya-nessp-2018-2002.pdf}, urldate = {2020-07-01}, author = {Ministry of Education, Kenya}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:K364JWL8}, } @techreport{ministry_of_education_jordan_education_2018, title = {Education {Strategic} {Plan}}, url = {http://www.moe.gov.jo/sites/default/files/english_esp_clean_version_1.pdf}, urldate = {2020-06-29}, author = {{Ministry of Education, Jordan}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8SVGNH3V}, } @misc{ministry_of_education_jordan_tawjihi_2019, title = {Tawjihi {Pass} {Rates}}, author = {Ministry of Education, Jordan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HFZTZW9C}, } @techreport{ministry_of_education_jordan__2019, title = {س للعام الدرا ي التقرير االحصائ}, url = {http://www.moe.gov.jo/sites/default/files/ltqryr_lhsyy_llm_ldrsy_2018-2019.pdf}, urldate = {2020-06-30}, author = {Ministry of Education, Jordan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UKI54W2G}, } @misc{ministry_of_education_ghana_reform_secretariat_reform_2019, title = {Reform {Secretariat} at the {Ministry} of {Education}}, url = {http://moprempeh.com/reform-secretariat-ministry-of-education/}, abstract = {A Reform Secretariat has been formed at the Ministry of Education to ensure that all the agencies and bodies directly...}, language = {en-US}, urldate = {2020-06-23}, author = {Ministry of Education, Ghana, Reform Secretariat}, year = {2019}, note = {Library Catalog: moprempeh.com Section: Education Reform EdTechHub.ItemAlsoKnownAs: 2405685:XDFEBGMW}, } @techreport{ministry_of_education_ghana_education_2015, address = {Ghana}, title = {Education {Sector} {Performance} {Report}}, url = {https://new-ndpc-static1.s3.amazonaws.com/CACHES/PUBLICATIONS/2016/03/22/Education+Sector+Performance+Report+(ESPR)+2015_Final.pdf}, language = {EN}, urldate = {2020-10-12}, institution = {Ministry of Education (Ghana)}, author = {{Ministry of Education, Ghana}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SZFMSGZN 2405685:CIRCX7R6}, pages = {1--77}, } @misc{ministry_of_education_ghana_education_2019, title = {Education {Strategic} {Plan} 2018–2030}, url = {https://www.globalpartnership.org/content/education-strategic-plan-2018-2030-ghana}, abstract = {Building on Ghana's achievements in expanding education, this plan puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP 2010-2020.}, language = {en}, urldate = {2022-06-23}, publisher = {Ministry of Education, Ghana}, author = {{Ministry of Education, Ghana}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JHUHU9HY 2405685:R5XBKSUI}, } @techreport{ministry_of_education_ghana_ict_2015, title = {{ICT} in {Education} {Policy}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_ict_in_education_policy_august_2015.pdf}, urldate = {2020-06-23}, author = {Ministry of Education, Ghana}, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:7ERX5YSD}, } @misc{ministry_of_education_ghana_ict_2015, title = {{ICT} in {Education} {Policy} - {Ghana}}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/ghana_ict_in_education_policy_august_2015.pdf}, language = {English}, publisher = {Ministry of Education Ghana}, author = {Ministry of Education, Ghana}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QKNEDW69 2405685:K24G4PWY}, } @misc{ministry_of_education_ghana_ministry_2019, title = {Ministry of {Education} {Ghana} - {Education} {Strategic} {Plan} 2018-2030}, shorttitle = {Education {Strategic} {Plan}}, url = {https://www.globalpartnership.org/sites/default/files/2019-05-education-strategic-plan-2018-2030.pdf}, abstract = {Building on Ghana's achievements in expanding education, the Education Strategic Plan sets out the vision and policies for realizing the ambition of transforming Ghana into a ‘learning nation'. It puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP for 2010-2020. This plan not only sets the long-term vision but also how this will be operationalized in the medium term through the accompanying Education Sector Medium Term Development Plan 2018-2021.}, language = {English}, publisher = {Ministry of Education, Ghana}, author = {Ministry of Education, Ghana}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2MX8W5EJ 2339240:SDTNWRB7 2405685:G3VWFY4N 2405685:U4CHV5DB}, } @techreport{ministry_of_education_and_vocational_training_ict_2015, type = {Programme and meeting document}, title = {{ICT} competency standards for teachers in {Tanzania}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000234822?posInSet=1&queryId=e6c0a829-ce7c-4cb4-b4f9-dfc59668f9c4}, language = {EN}, number = {ED/2014/TLC/LTR/29}, urldate = {2021-01-15}, institution = {United Republic of Tanzania}, author = {{Ministry of Education and Vocational Training} and {UNESCO Office Dar es Salaam}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L5MM9267 2405685:Q4N43P4R}, pages = {37}, } @techreport{ministry_of_education_and_vocational_training_tanzania_2010, title = {Tanzania secondary education development plan 2010-2015}, url = {http://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/tanzania_sedp_2010_2015.pdf}, urldate = {2021-02-04}, institution = {The United Republic of Tanzania Ministry of Education and Vocational Training}, author = {{Ministry of Education and Vocational Training}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XQ3P8THV 2405685:BUCQE72U}, } @techreport{ministry_of_education_and_sports_laos_ict_2016, title = {{ICT} {Development} {Strategy} for {Education} ({Draft})}, author = {Ministry of Education {and} Sports (Laos)}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WAZQQ2KS 2405685:XZM83LAH}, } @misc{ministry_of_education_and_higher_education_lebanon_reaching_2016, title = {Reaching {All} {Children} with {Education}: {RACE} {II} (2017-2021)}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/lebanon_race-ii_2017-2021.pdf}, urldate = {2020-09-22}, author = {Ministry of Education {and} Higher Education (Lebanon)}, month = aug, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BIDEJL3 2405685:KRC2IAIR}, } @techreport{ministry_of_education_approved_2019, address = {Republic of Kenya}, title = {Approved {Basic} {Education} {Statistical} {Booklet} 2019}, author = {Ministry of Education}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JFBPSH7S 2405685:GBA7WEDP}, } @techreport{ministry_of_education_ict_2016, title = {{ICT} in {Education} {Policy}}, url = {https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/ICT_in_Education_Policy_approved.pdf}, urldate = {2020-08-28}, author = {{Ministry of Education}}, month = apr, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SUI5EK55}, } @techreport{ministry_of_education_isherig-2_2019, title = {{iSherig}-2 {Education} {ICT} {Master} {Plan} 2019-2023}, copyright = {© 2019 Ministry of Education}, url = {http://www.education.gov.bt/wp-content/uploads/2019/05/iSherig-2-Education-ICT-MNasterplan-2019-2023.pdf}, language = {en}, urldate = {2022-06-21}, institution = {Royal Government of Bhutan}, author = {{Ministry of Education}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y547BCXC 2405685:KA7K5USC}, } @techreport{ministry_of_education_isherig_2014, title = {{iSherig} {Education} {Master} {Plan} 2014–2018}, copyright = {Copyright © 2014 Ministry of Education, Kawajangsa, Thimphu www.education.gov.bt}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.education.gov.bt/wp-content/uploads/2021/09/isherig.pdf}, institution = {Royal Government of Bhutan}, author = {{Ministry of Education}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W6ZGNNVJ}, } @techreport{ministry_of_education_master_2013, address = {Dhaka}, title = {Master plan for information and communication technology in education (2012-2021)}, url = {https://planipolis.iiep.unesco.org/en/2013/master-plan-information-and-communication-technology-education-2012-2021-6580}, institution = {Ministry of Education}, author = {Ministry of Education}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TPN6776P 2405685:C2QYAICR}, } @techreport{ministry_of_education_master_2013, address = {Dhaka}, title = {Master plan for information and communication technology in education (2012-2021)}, url = {https://planipolis.iiep.unesco.org/en/2013/master-plan-information-and-communication-technology-education-2012-2021-6580}, institution = {Ministry of Education}, author = {Ministry of Education}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TPN6776P 2405685:C2QYAICR}, } @techreport{ministry_of_education_national_2010, title = {National {Education} {Policy} 2010}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/bangladesh_national_education_policy_2010.pdf}, institution = {Ministry of Education}, author = {Ministry of Education}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BZGSXZAH 2405685:HIZL4LGA}, } @techreport{ministry_of_education_national_2010, title = {National {Education} {Policy} 2010}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/bangladesh_national_education_policy_2010.pdf}, institution = {Ministry of Education}, author = {Ministry of Education}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BZGSXZAH 2405685:HIZL4LGA}, } @techreport{ministry_of_education_revised_2018, title = {Revised {Special} {Needs} and {Inclusive} {Education} {Policy}}, url = {https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/SNE_Policy__4.10.2018.pdf}, urldate = {2020-08-28}, institution = {Republic of Rwanda}, author = {{Ministry of Education}}, month = oct, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:FIC7SLRH}, } @techreport{ministry_of_communication_technology_nigeria_national_2012, title = {National {Information} and {Communication} {Technology} ({ICT}) {Policy}}, url = {https://nitda.gov.ng/wp-content/uploads/2018/07/National-ICT-Policy1.pdf}, urldate = {2020-07-07}, author = {Ministry of Communication Technology (Nigeria)}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RSKAEETR}, } @techreport{ministry_of_basic_and_senior_secondary_education_2019_2019, title = {2019 {Annual} {Schools} {Census} {Report}}, author = {Ministry of Basic {and} Senior Secondary Education and Education, Ministry of Basic {and} Senior Secondary}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:J7MURQFH 2486141:7DDR6BUJ}, } @techreport{ministry_of_basic_and_senior_secondary_education_2019_2019, address = {Sierra Leone}, title = {2019 {Annual} {School} {Census} {Report}}, url = {https://mbsse.gov.sl/wp-content/uploads/2020/03/2019-Annual-School-Census-Report.pdf#page=156&zoom=100,92,96}, urldate = {2020-10-06}, institution = {Ministry of Basic and Senior Secondary Education}, author = {{Ministry of Basic and Senior Secondary Education}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:99GBVUWP 2339240:NBI2YGW4 2405685:PF3NKF32 2405685:QNZEXSV3 2405685:SK6ZDI63 2486141:IVGKRIEH}, } @techreport{ministry_of_basic_and_senior_secondary_education_2019_2019, title = {2019 {Annual} {Schools} {Census} {Report} {And} {Statistical} {Abstract}}, institution = {Government of Sierra Leone}, author = {{Ministry of Basic and Senior Secondary Education}}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MJH7EBNP 2405685:VM4EWGLU}, } @techreport{ministry_of_basic_and_secondary_education_annual_2019, title = {Annual {School} {Census} {Report}}, url = {https://mbsse.gov.sl/wp-content/uploads/2020/03/2019-Annual-School-Census-Report.pdf}, urldate = {2022-12-21}, author = {Ministry of Basic {and} Secondary Education}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3BAQ3WPG 2405685:FYWGE5WI}, } @techreport{ministerio_da_educacao_e_desinvolvimento_humano_plano_2019, address = {Maputo}, title = {Plano {Estrategico} de {Educacao}: 20ª {Reunião} {Anual} de {Revisão}, 2019}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-05-Mozambique-ESP-IR.pdf}, language = {Portuguese}, institution = {Republica de Mocambique}, author = {{Ministerio da Educacao e Desinvolvimento Humano}}, month = apr, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:NR68YRDT}, pages = {177}, } @techreport{ministere_de_leducation_nationale_madagascar_plan_2017, title = {Plan sectoriel de l'éducation 2018 - 2022}, url = {https://www.globalpartnership.org/sites/default/files/a2_-_mad_-_esp_fr.pdf}, abstract = {Plan sectoriel de l'éducation pour la période 2018 -2022 pour une éducation de qualité pour tous, garantie du développement durable, préparé par le ministère de l'Education nationale de Madagascar}, language = {fr}, urldate = {2020-06-30}, author = {{Ministère de l'Éducation Nationale, Madagascar}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZTKRM7TY}, } @article{minaz_experimental_2017, title = {An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom}, volume = {34}, issn = {18183344}, url = {https://pdfs.semanticscholar.org/3a81/fbc2a19a0022dbb22352a8db35638bd45c35.pdf}, abstract = {Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.}, language = {English}, number = {2}, journal = {Pakistan Journal of Education}, author = {Minaz, Maksal and Tabassum, Rabia and Idris, Muhammad}, year = {2017}, note = {Place: Islamabad Publisher: Allama Iqbal Open University Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2364383027?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:JSUA8DQA 2405685:AUM7ANGN 2405685:EC5V2BBM 2534378:Q5BTRXDU 2534378:ZZ43GQ5G}, keywords = {Education, Educational technology, Learning, Pedagogy, Podcasts, Professional development, Teacher attitudes, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096864, \_\_finaldtb, ⛔ No DOI found}, pages = {167--182}, } @techreport{miller_potential_2015, title = {Potential benefits from sub-700 {MHz} spectrum in {Pakistan}}, language = {en}, institution = {GSMA}, author = {Miller, Tim and Jervis, Val and Burns, John and Wongsaroj, Sarongrat and Hogg, Tim}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JCMK2Q9D}, } @misc{miller_9_2018, title = {9 {Amazing} {Benefits} of {Technology} in the {Classroom} (+18 {Best} {Ways} to {Incorporate} {Technology})}, url = {https://www.jenreviews.com/classroom-technology/}, language = {en-US}, urldate = {2020-07-14}, journal = {Jen Reviews}, author = {Miller, Jen}, month = mar, year = {2018}, note = {Library Catalog: www.jenreviews.com KerkoCite.ItemAlsoKnownAs: 2405685:X9JHWLI3}, } @article{miller_using_2013, title = {Using {iPads} to teach inquiry science to students with a moderate to severe intellectual disability: {A} pilot study}, volume = {50}, doi = {10.1002/tea.21091}, number = {8}, journal = {Journal of Research in Science Teaching}, author = {Miller, Bridget T and Krockover, Gerald H and Doughty, Teresa}, year = {2013}, note = {00000 shortDOI: 10/f49bvb KerkoCite.ItemAlsoKnownAs: 10/f49bvb 2129771:3WBKZA9Z 2405685:67E46G83}, pages = {887--911}, } @misc{miles_blockchain_2017, title = {Blockchain security: {What} keeps your transaction data safe?}, url = {https://www.ibm.com/blogs/blockchain/2017/12/blockchain-security-what-keeps-your-transaction-data-safe/}, author = {Miles, Curtis}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LL5WIQQD 2405685:DZD9YZWT}, } @article{miima_teachers_2013, title = {Teachers’ {Perception} {About} {Integration} of {ICT} in {Teaching} and {Learning} of {Kiswahili} {Language} in {Secondary} {Schools} in {Kenya}.}, volume = {2}, abstract = {This article discusses the results of exploratory study of integration of ICT in teaching and learning of Kiswahili language in Kenyan secondary schools taking the case of Kakamega county in western part of Kenya. A survey design technique was adopted. Forty five teachers were selected to act as sample size for the study. Questionnaires and interview protocols were used to collect the data. The data collected was analyzed through descriptive statistical techniques. The results are summarized and presented through tables and graphs. The findings established that most Kiswahili teachers understand the benefit of integrating ICT in teaching and learning of Kiswahili language but they are not willing to adopt it due to various challenges. The paper examines how Kiswahili language teachers integrate ICT into everyday classroom practice, their perceptions, constrains, and their reservations. It also considers use of ICT along with the influences of established curriculum practice and policy upon Kiswahili language teacher’s willingness to develop new forms of activity and pedagogy. The case study provides some information on integration of ICT at all level of language teaching and learning in education.}, language = {en}, number = {3}, author = {Miima, Florence and Ondigi, Dr Samson and Mavisi, Rose}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:877NW8X7 2405685:7X9VB3JM}, pages = {6}, } @article{midgley_payment_2016, title = {Payment by results in nineteenth-century {British} education: {A} study in how priorities change}, volume = {28}, issn = {0898-0306, 1528-4190}, shorttitle = {Payment by {Results} in {Nineteenth}-{Century} {British} {Education}}, url = {https://www.cambridge.org/core/journals/journal-of-policy-history/article/abs/payment-by-results-in-nineteenthcentury-british-education-a-study-in-how-priorities-change/725BEF5B0406B1A49E2D12CB435A8053}, doi = {10.1017/S0898030616000300}, abstract = {//static.cambridge.org/content/id/urn\%3Acambridge.org\%3Aid\%3Aarticle\%3AS0898030616000300/resource/name/firstPage-S0898030616000300a.jpg}, language = {en}, number = {4}, urldate = {2022-04-07}, journal = {Journal of Policy History}, author = {Midgley, Henry}, month = oct, year = {2016}, note = {Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0898030616000300 2339240:W544BZAF 2405685:IS9JBTGX 4656463:IQRC9W8K}, pages = {680--706}, } @book{miao_supporting_2017, address = {Paris, France}, title = {Supporting teachers with mobile technology: lessons drawn from {UNESCO} projects in {Mexico}, {Nigeria}, {Senegal} and {Pakistan}}, isbn = {978-92-3-100230-4}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000251511}, urldate = {2020-05-22}, publisher = {UNESCO}, author = {Miao, Fengchun and West, Mark and Hyo-Jeong, So and Toh, Yancy}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HWF42ZQL}, } @misc{miao_unescos_2018, title = {{UNESCO}’s {Work} in {ICT} in {Education} {Policy}}, url = {https://www.itu.int/en/ITU-D/Capacity-Building/Documents/events/CBS/2018/Presentations/Session%202/Miao.pdf}, language = {en}, author = {Miao, Fengchun}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KGNSUEYC 2405685:RXNG6RMP}, } @article{mia_perception_2013, title = {Perception and {Usage} {Level} of {ICT} of the {Primary} {School} {Teachers} in {Bangladesh}}, volume = {6}, abstract = {Bangladesh has been investing in the integration of information and communication technology (ICT) in education from the last decade. The evolution of the Information and Communication Technology (ICT) and their integration in the education lead to specific changes both in personal and professional area of primary school teachers in Bangladesh. Bangladesh has realized the need for a high quality primary education system and seen huge government funding for schools over the last 7years. However, Bangladesh’s spending on ICT has attracted little research regarding the impact of ICT on primary school teachers. For this reason, this study aimed to discover perception and usage level of ICT of the primary school teachers in Bangladesh. The study found that teachers have deficiency in usage and training of ICT. Findings revealed that programs on ICT provided for the primary schools in Bangladesh were too basic and that further investment is required. Data analyzed by STATA indicate that perception of primary school teachers about the ICT is positive irrespective of demographic characteristics such as sex, level of profession, type of institution, marital status and age. The usage level of ICT is not satisfactory whether the teacher is married or single, senior or junior or headmaster, male or female and government or non government. Some initiative can be taken to improve the ICT use among primary school teachers such as training on ICT, setup of computer Lab in primary school, introducing a course on ICT in primary level, reducing the cost of Internet connection and ICT devices etc.}, language = {en}, number = {1}, journal = {Bangladesh Journal of MIS}, author = {Mia, Abdul Hannan and Haque, Ziaul}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UBXB9GCB 2405685:B56Z8L24}, keywords = {⛔ No DOI found}, pages = {3--17}, } @article{mgaiwa_emerging_2018, title = {Emerging fundamental issues of teacher education in {Tanzania}: a reflection of practices}, volume = {7}, issn = {21470901}, url = {https://www.researchgate.net/publication/328882387_Emerging_Fundamental_Issues_of_Teacher_Education_in_Tanzania_A_Reflection_of_Practices}, doi = {10.22521/edupij.2018.74.3}, abstract = {Quality of teachers is recognized as one of the critical dimensions for promoting student learning in schools. However, in Tanzania there are several emerging issues that affect teacher education and teachers, and as a result affect students’ learning. The existing corpus of literature indicates a death of studies on the systematic understanding of issues that affect teacher education in Tanzania, especially at a time when education across the world is encountering a number of challenges. Employing documentary review and interviews as data collection methods, this paper attempts to analyze the emerging issues affecting teacher education in Tanzania. Employing the Teacher Education Model for the 21st Century, the paper identified five major issues affecting teacher education namely; lack of specific policies for teacher education, lack of continuing professional development, lack of an autonomous teacher regulatory body, inadequate ICT and teacher education, and poor quality of candidates joining teacher education. Generally, the findings indicate that teacher education is not effectively planned in terms of policy imperatives to meet the contemporary professional demands for 21st century education in Tanzania, and beyond. Finally, conclusions and certain recommendations which take a futuristic perspective in preparing 21st century teachers are offered.}, language = {English}, number = {4}, journal = {Educational Process: International Journal}, author = {Mgaiwa, Samson J}, year = {2018}, note = {Place: Kutahya Publisher: Universitepark, Co. Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2377711234?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.22521/edupij.2018.74.3 2339240:5CD78LSE 2405685:9MDTIC8U 2534378:6CREM8X4 2534378:Q89SIFIE}, keywords = {21st century, Education, Learning, Tanzania, Teacher education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095912, \_\_finaldtb, students’ learning, teacher education, teachers}, pages = {246--264}, } @article{mfaume_harnessing_2019, title = {Harnessing the power of a mobile phone in the promotion of teacher ethics in {Tanzania}}, volume = {15}, abstract = {This study examined teachers’ perspectives on using a mobile phone in the promotion of teacher ethics in Tanzania. It was informed by the qualitative approach, using a sample of forty-eight (48) respondents who were drawn through purposive and convenient sampling techniques. Data were sought through Focus Group Discussions (FGDs) and were subjected to thematic data analysis. Findings indicated that a handful of respondents perceived a mobile phone as a viable tool in the promotion of teacher ethics. Moreover, ownership and accessibility, popularity and ease of use, internet coverage and connectivity, as well as the ubiquitous nature of the device were the reasons given for their perceptions. However, teachers’ lack of knowledge, attitude and beliefs, financial problems, limited network connection, and poor coordination and technical support were the anticipated challenges in using the device in the promotion of teacher ethics. Based on the noted potential of the device, the study recommends the need for Teachers’ Service Commission in Tanzania to adopt and use the device so as to ensure wider coverage of ethical information and combat unethical conduct amongst teachers.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using ICT}, author = {Mfaume, Hamisi and Mgaya, Rose and Bilinga, Margareth}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3XUZLE5P 2405685:ABAEIQD7}, keywords = {⛔ No DOI found}, pages = {118--132}, } @article{mfaume_awareness_2019, title = {Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in {Tanzania}}, volume = {15}, url = {https://files.eric.ed.gov/fulltext/EJ1220754.pdf}, abstract = {The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device.}, language = {en}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Mfaume, Hamisi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NILQKHAU 2405685:RZS5MRR5 2405685:T44EMRPB 2534378:CWRHE7XH 2534378:HJAYR2JU Place: Bridgetown Publisher: University of the West Indies Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2255700979?accountid=9851}, keywords = {Bali, Bangkok Thailand, Cellular telephones, Education, Educational technology, Japan, Learning, Pedagogy, Secondary school teachers, Students, Tanzania, Teaching, United Kingdom--UK, United States--US, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096774, \_\_finaldtb, ⛔ No DOI found}, pages = {154--170}, } @incollection{meyer_pisa_2013, title = {{PISA} and the globalization of education governance: some puzzles and problems}, booktitle = {{PISA}, {Power}, and {Policy}: {The} {Emergence} of {Global} {Educational} {Governance}}, publisher = {Symposium}, author = {Meyer, Heinz Dieter and Benavot, Aaron}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6TPMJHMI 2405685:HJUQIN2P}, } @book{meyer_universal_2016, title = {Universal {Design} for {Learning}: {Theory} and {Practice}}, isbn = {978-0-9898674-1-2}, url = {http://castpublishing.org/books-media/udl-theory-and-practice/}, publisher = {Center for Applied Special Technology.}, author = {Meyer, A and Rose, D and Gordon, D}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E35ITZ2D 2405685:ZR5RX227}, } @techreport{metni_digital_2019, title = {Digital {Learning} {Innovations} for {Syrian} {Refugees} and {Host} {Communities} in {Lebanon}}, url = {https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/58166/58301.pdf}, author = {Metni, Eliane}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D4326RKF 2405685:4GR2F2BC}, } @book{metcalf_systemsthinking_2014, title = {{SystemsThinking}: {New} {Directions} in {Theory}, {Practice} and {Application}. {Proceedings} of the {Seventeenth} {IFSR} {Conversation} 2014. {St}. {Magdalena}, {Linz}, {Austria} {International} {Federation} for {Systems} {Research} {Impressum}}, isbn = {978-3-902457-41-7}, shorttitle = {{SystemsThinking}}, abstract = {SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria}, author = {Metcalf, Gary and Chroust, Gerhard and Edson, Mary and Nguyen, Nam}, month = may, year = {2014}, note = {zotzenLib.CopiedFrom: 2339240:NGFEMAF8 KerkoCite.ItemAlsoKnownAs: 2339240:NGFEMAF8 2405685:P868UHI5}, } @misc{mercy_corps_supporting_2017, title = {Supporting the education of marginalized girls in {Kailali} ({STEM} {II})}, url = {https://nepal.mercycorps.org/project/supporting-the-education-of-marginalised-girls-in-kailali-ii-stem-ii/}, author = {Mercy Corps}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HBFQ7C9J 2405685:Q6NC72XY}, } @incollection{merali_complexity_2011, title = {Complexity and systems thinking}, abstract = {Once the whole is divided, the parts need names. There are already enough names. One must know when to stop. Knowing when to stop averts trouble. Tao in the world is like a river flowing home to the sea. Lau Tsu, Tao Te Ching.}, author = {Merali, Yasmin and Allen, P.}, month = jan, year = {2011}, doi = {10.4135/9781446201084.n1}, note = {KerkoCite.ItemAlsoKnownAs: 10.4135/9781446201084.n1 2339240:Y72FDIAZ 2405685:6LBKC5GR}, pages = {31--52}, } @article{menzel_without_2019, title = {‘{Without} {Education} {You} {Can} {Never} {Become} {President}’: {Teenage} {Pregnancy} and {Pseudo}-empowerment in {Post}-{Ebola} {Sierra} {Leone}}, volume = {13}, issn = {1750-2977}, shorttitle = {‘{Without} {Education} {You} {Can} {Never} {Become} {President}’}, url = {https://doi.org/10.1080/17502977.2019.1612992}, doi = {10.1080/17502977.2019.1612992}, abstract = {This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex.}, number = {4}, urldate = {2020-12-15}, journal = {Journal of Intervention and Statebuilding}, author = {Menzel, Anne}, month = aug, year = {2019}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17502977.2019.1612992 KerkoCite.ItemAlsoKnownAs: 10.1080/17502977.2019.1612992 2405685:MKDQ3K53}, keywords = {Sierra Leone, aid and development, gender politics, neoliberalism, sexual violence, teenage pregnancy}, pages = {440--458}, } @techreport{menocal_thinking_2018, title = {Thinking and working politically through applied political economy analysis: {A} guide for practitioners}, url = {https://www.usaid.gov/sites/default/files/documents/1866/PEA2018.pdf}, language = {en}, institution = {USAID}, author = {Menocal, Alina Rocha and Cassidy, Marc and Swift, Sarah and Jacobstein, David and Rothblum, Corinne and Tservil, Ilona}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YWJNDWKC 2405685:9C3NYPC8}, pages = {12}, } @techreport{menocal_getting_2014, title = {Getting real about politics}, url = {https://www.odi.org/publications/8325-getting-real-about-politics-thinking-politically-working-differently}, language = {en}, institution = {Overseas Development Institute}, author = {Menocal, Alina Rocha}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G85S7MQH 2405685:UVY8DIPN}, pages = {16}, } @techreport{menocal_getting_2014, address = {London}, title = {"{Getting} real about politics: {From} thinking politically to working differently"}, url = {https://www.researchgate.net/publication/315051965_Getting_Real_about_Politics_From_Thinking_Politically_to_Working_Differently_ODI_Research_Paper_ODI_2014}, institution = {Overseas Development Institute}, author = {Menocal, Alina Rocha}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:64B3B9NH 2405685:UHF7RW2F}, } @article{meno_journal_2012, title = {{DES} {JOURNAL} 2012.pdf}, volume = {2}, url = {http://ir-library.mmarau.ac.ke:8080/xmlui/bitstream/handle/123456789/2270/DES%20JOURNAL%202012.pdf?sequence=1&isAllowed=y#page=15}, number = {1}, urldate = {2020-06-02}, journal = {Journal of Continuing, Open and Distance Education}, author = {Meno, Yeba Judith Sama Mouokuio}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HCIDMNIQ}, keywords = {⛔ No DOI found}, pages = {1--23}, } @article{meno_gender_2012, title = {Gender bias in attitude towards girls in the {Use} of computers in selected schools in central {Africa}}, journal = {Journal of Continuing, Open and Distance Education}, author = {Meno, Yeba Judith Sama Mouokuio}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EYGKG23I 2405685:NWGCZ947}, keywords = {Equity of Access, ⛔ No DOI found}, pages = {1}, } @article{mendenhall_expanding_2018, title = {Expanding {Teacher} {Support} through {Mobile} {Mentoring} in {Kakuma} {Refugee} {Camp}: {Benefits} and {Challenges}}, volume = {20}, issn = {1523-1615}, shorttitle = {Expanding {Teacher} {Support} through {Mobile} {Mentoring} in {Kakuma} {Refugee} {Camp}}, url = {https://files.eric.ed.gov/fulltext/EJ1205676.pdf}, abstract = {Governmental and non-governmental institutions alike have rallied around technology as a potential solution for addressing the dearth of quality educational opportunities and adequately trained teachers in many regions around the world (Burns, 2011; Carlson, 2013; Dahya, 2016). This is no less true in humanitarian and refugee contexts where technology is being used in myriad ways to connect teachers and learners with educational content and resources. A recent landscape review (Dahya, 2016) about the use of Information and Communication Technology (ICT) in these contexts stated that technology has the potential to support education for marginalized populations in crisis contexts, and that teacher training and student learning are the primary areas of focus for utilizing technology for education. In many settings, technology is used for the provision of lesson plans and curricula to deliver subject knowledge directly to students, to train or certify teachers, and to connect individuals and build community (Dryden-Peterson, Dahya, and Douhaibi, 2017; Power, 2012; Winthrop and Smith, 2012). Modes of delivery include computers, laptops, tablets, portable media players, e-readers, personal digital assistants, and mobile phones (Burns, 2011; Carlson, 2013; Winthrop and Smith, 2012; Dahya, 2016).}, language = {en}, number = {2}, urldate = {2020-04-27}, journal = {Current Issues in Comparative Education}, author = {Mendenhall, Mary and Skinner, Makala and Collas, Sophia and French, Sarah}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5K4FCZVV 2339240:AR9B9DXT 2339240:LWZP2WIF 2405685:7WEKMXVS 2405685:D5DWS5VN 2405685:K9K3547Z 2405685:QDB69UWB 2534378:2UDLI6HN 2534378:WARY35X2}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_supporting educators, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425895, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {9--23}, } @techreport{mendenhall_strengthening_2017, title = {Strengthening {Teacher} {Professional} {Development}: {Local} and global communities of practice in {Kakuma} {Refugee} {Camp}}, url = {https://static1.squarespace.com/static/583af1fb414fb5b3977b6f89/t/59bdbadc8419c21c1bd35570/1505606367450/11_PromisingPractices_Teachers+for+Teachers_WEB.pdf}, urldate = {2020-08-05}, institution = {Columbia University}, author = {Mendenhall, Mary}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7WPJ543M 2405685:32Z977JS}, keywords = {C:Kenya / Rwanda}, } @techreport{menashy_investing_2017, title = {Investing in the crisis: {Private} participation in the education of {Syrian} refugees}, url = {http://download.ei-ie.org/Docs/WebDepot/EI_Research_Syria_final.pdf}, language = {en}, institution = {Education International}, author = {Menashy, Francine and Zakharia, Zeena}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SYFDME3C 2405685:RJNTJSR9}, } @article{menashy_private_2019, title = {Private engagement in refugee education and the promise of digital humanitarianism}, doi = {10.1080/03054985.2019.1682536}, abstract = {This paper examines the prevalence of technological interventions in education in emergencies through a case study of private participation in Syrian refugee education in Jordan, Lebanon, and Turkey. This research is conceptually situated within critiques of ‘digital humanitarianism’, simultaneously interrogating the role of technology in humanitarian responses and the roles of private actors who promote this technology. Our study demonstrates that a pervasive optimism concerning education technology in emergencies accompanies a surge in private actor engagement in Syrian refugee education. Findings indicate that while access to technology in educational settings is important to the Syrian refugee populations, private actors’ disproportionate focus on technology is problematic, particularly when technological interventions are viewed as panaceas for refugee education; designed free from coordination; driven by profit motivations; and developed in a manner decontextualised from the learning context. This study attends to the necessity of countering the overwhelming optimism about technology as a panacea for refugee education, which fails to problematise the implications of interventions developed in the Global North for a distant ‘other’ in the Global South.}, journal = {Oxford Review of Education}, author = {Menashy, Francine and Zakharia, Zeena}, year = {2019}, note = {shortDOI: 10/ggs9ws KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2019.1682536 10/ggs9ws 2339240:UH2A3AGB 2405685:S8KCLCMR}, keywords = {GENERAL - to be categorised, Google Scholar/ "education technology" refugees}, pages = {1--18}, } @article{melhuish_k__falloon_g_looking_2010, title = {Looking to the future: {M}-learning with the {iPad}}, volume = {22}, url = {http://researchcommons.waikato.ac.nz/handle/10289/5050}, number = {3}, journal = {Computers in New Zealand Schools: Learning, Leading, Technology}, author = {{Melhuish, K. \& Falloon, G.}}, year = {2010}, note = {00079 KerkoCite.ItemAlsoKnownAs: 2129771:J6NU5K3S 2405685:CSPSASH6}, keywords = {⛔ No DOI found}, pages = {1--16}, } @article{mele_brief_2010, title = {A {Brief} {Review} of {Systems} {Theories} and {Their} {Managerial} {Applications}}, volume = {2}, issn = {2164-3962, 2164-3970}, url = {http://pubsonline.informs.org/doi/10.1287/serv.2.1_2.126}, doi = {10.1287/serv.2.1_2.126}, language = {en}, number = {1-2}, urldate = {2020-12-22}, journal = {Service Science}, author = {Mele, Cristina and Pels, Jacqueline and Polese, Francesco}, month = jun, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1287/serv.2.1\_2.126 2339240:PTMWF9VA 2405685:KNBTFISN}, pages = {126--135}, } @article{mehmood_community_2016, title = {Community {Development} through {Open} {Learning} and {Distance} {Education}}, volume = {38}, issn = {0555-7747}, url = {https://eric.ed.gov/?id=EJ1210333}, abstract = {The global need for community development is greater now in the early 21st century than ever before. According to UNESCO, half of the world's 195 countries will have to expand their stock of educationist significantly, some by tens of thousands, if the goal development targets are desired to achieve. Socioeconomic inequities, political instability, demographic changes and crises such as the HIV/AIDs epidemic have engendered huge shortfalls in teacher supply and low teacher quality in many developing countries. Education serves as back bone in development process. Open learning and distance education programs are serving as pivotal part of development process. It is now clear that "bricks and mortar" approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed. The study is designed to measure the perceptions of teaching learning community about community development with special reference to open and distance learning. It was descriptive study which targeted teachers, students, community members and experts. Data analysis was carried out by using statistical techniques served by SPSS. Findings reflected that audience perceives open and distance learning as change agent and as development tool. It is noticed that target audience has driven prominent performance by using facility of open and distance learning.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Bulletin of Education and Research}, author = {Mehmood, Tahir and Hussain Ch, Abid and Saeed, Amna}, month = jun, year = {2016}, note = {Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:VXX3G7KQ 2405685:GTVRNDQ9}, keywords = {Access to Education, Change Agents, Community Development, Developing Nations, Distance Education, Economic Development, Educational Change, Educational Quality, Foreign Countries, Gender Differences, Nongovernmental Organizations, Open Educational Resources, Social Differences, Specialists, Student Attitudes, Teacher Attitudes, Teacher Shortage, ⛔ No DOI found}, pages = {183--196}, } @article{medie_power_2018, title = {Power, knowledge and the politics of gender in the {Global} {South}}, volume = {1}, doi = {10.1332/251510818X15272520831157}, abstract = {Critical feminists have argued that research on women and gender is not sufficiently 'global' in its representation of scholars and perspectives. We draw on these works to argue that the scholarship on women, gender and politics does not sufficiently consider the effects of the global order in the Global South. We propose the adoption of a 'global lens' to address this gap. We further examine the representation of South-based scholars by analysing leading women, gender and politics journals, and find that they are severely under-represented as authors. We propose steps to address this underrepresentation and to decolonise the scholarship.}, number = {1-2}, journal = {European Journal of Politics and Gender}, author = {Medie, Peace A. and Kang, Alice J.}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1332/251510818X15272520831157 2339240:UEFV7NJV 2405685:3IN84AU4}, keywords = {GENDER, GLOBAL INEQUALITY, GLOBAL SOUTH, JOURNALS, POLITICAL, PUBLICATIONS, SCIENCE}, pages = {37--53}, } @techreport{mecss_comprehensive_2019, title = {Comprehensive {Indicators} of {Preschool} {Education}}, url = {https://mecss.gov.mn/media/uploads/66823122-0f00-466a-96bc-a0baa8711af5.pdf}, urldate = {2020-08-31}, institution = {Ministry of Education, Culture, Sciences and Sports}, author = {MECSS}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EGE8WEFY 2405685:7FI7LACE}, } @article{meckes_two_2010, title = {Two decades of {SIMCE}: an overview of the {National} {Assessment} {System} in {Chile}}, volume = {17}, issn = {0969-594X}, shorttitle = {Two decades of {SIMCE}}, url = {https://doi.org/10.1080/09695941003696214}, doi = {10.1080/09695941003696214}, number = {2}, urldate = {2021-05-05}, journal = {Assessment in Education: Principles, Policy \& Practice}, author = {Meckes, Lorena and Carrasco, Rafael}, month = may, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09695941003696214 KerkoCite.ItemAlsoKnownAs: 10.1080/09695941003696214 2339240:G36ES3PH 2405685:PTYGL28B}, pages = {233--248}, } @techreport{means_evaluation_2010, title = {Evaluation of {Evidence}-{Based} {Practices} in {Online} {Learning}: {A} {Meta}-analysis and {Review} of {Online} {Learning} {Studies}}, url = {https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf}, language = {en}, urldate = {2020-07-20}, institution = {US Department of Education}, author = {Means, Barbara and Toyama, Yukie and Murphy, Robert and Bakia, Marianne and Jones, Karla}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:57ASU8B5}, } @article{means_effectiveness_2013, title = {The effectiveness of online and blended learning: {A} meta-analysis of the empirical literature}, volume = {115}, url = {https://learnonline.ecampusontario.ca/App_Content/Resource/docs/7b0981b7-dbd6-41d2-83b9-67878a0ed052/The%20effectiveness%20of%20online%20and%20blended%20learning_%20A%20meta-analysis%20of%20the%20empirical%20literature.pdf}, urldate = {2020-07-18}, journal = {Teachers College Record}, author = {Means, Barbara and Toyama, Yukie and Murphy, Robert and Bakia, Marianne}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3G5AHTWT}, keywords = {⛔ No DOI found}, } @article{meador_experimental_2015, title = {Experimental {Evaluation} of the {Tools} of the {Mind} {Pre}-{K} {Curriculum}. {Fidelity} of {Implementation} {Technical} {Report}. {Working} {Paper}.}, journal = {Peabody Research Institute}, author = {Meador, Deanna and Nesbitt, Kimberly and Farran, Dale}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L4A7AVPJ 2405685:XUU75HEM}, keywords = {⛔ No DOI found}, } @techreport{mdg_gap_task_force_taking_2015, address = {New York}, title = {Taking {Stock} of the {Global} {Partnership} for {Development} ({MDG} 8)}, url = {https://www.un.org/millenniumgoals/pdf/MDG_Gap_2015_E_web.pdf}, urldate = {2020-01-27}, institution = {UN}, author = {MDG Gap Task Force}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CYGTZC2F 2405685:Z5UC38NR}, } @phdthesis{mcpherson_international_2010, type = {Ph.{D}.}, title = {International distance learning in special education: a program evaluation of a {US}-{Ecuador} collaboration}, url = {https://digital.library.unt.edu/ark:/67531/metadc30493/m2/1/high_res_d/dissertation.pdf}, abstract = {The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master’s program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students’ multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely.}, language = {English}, school = {University of North Texas}, author = {McPherson, Rebekah}, year = {2010}, note = {ISBN: 978-1-124-34768-4 Publication Title: ProQuest Dissertations and Theses 3436539 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/818457302?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:RU2VEJFD 2405685:37N9VRF7 2405685:PGTN56VE 2534378:3DJPRT2X 2534378:ERVGUH59 2534378:NSJ46FI4}, keywords = {0529:Special education, 0530:Teacher education, 0710:Educational technology, Curriculum Design, Data Collection, Disabilities, Distance Education, Distance learning, ERIC, Resources in Education (RIE), Ecuador, Education, Educational Technology, Educational technology, Evidence, Foreign Countries, Graduate Students, Higher Education, International collaboration, Interviews, Masters Programs, Online instruction, Online learning, Program Evaluation, Program evaluation, Research Design, Special Education, Special education, Surveys, Teacher education, Texas, Unfolding model, United States, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098174, \_\_finaldtb}, } @article{mcmahon_educations_2013, title = {Education's {Effects} on {Individual} {Life} {Chances} and {On} {Development}: {An} {Overview}}, volume = {61}, issn = {0007-1005}, shorttitle = {Education's {Effects} on {Individual} {Life} {Chances} and {On} {Development}}, url = {https://doi.org/10.1080/00071005.2012.756170}, doi = {10.1080/00071005.2012.756170}, abstract = {This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New ‘narrow’ social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK ‘narrow’ social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries.}, number = {1}, urldate = {2021-12-31}, journal = {British Journal of Educational Studies}, author = {McMahon, Walter W. and Oketch, Moses}, month = mar, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00071005.2012.756170 KerkoCite.ItemAlsoKnownAs: 10.1080/00071005.2012.756170 2339240:4YZ6K9I8 2405685:X94EP2P8}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged, cost-benefit, education and development, externalities, financing criteria, life chances, non-market benefits, qualifications, rates of return, social benefits}, pages = {79--107}, } @article{mcmahon_educations_2013, title = {Education's {Effects} on {Individual} {Life} {Chances} and {On} {Development}: {An} {Overview}}, volume = {61}, issn = {0007-1005}, shorttitle = {Education's {Effects} on {Individual} {Life} {Chances} and {On} {Development}}, url = {https://doi.org/10.1080/00071005.2012.756170}, doi = {10.1080/00071005.2012.756170}, abstract = {This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New ‘narrow’ social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK ‘narrow’ social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries.}, number = {1}, urldate = {2021-12-31}, journal = {British Journal of Educational Studies}, author = {McMahon, Walter W. and Oketch, Moses}, month = mar, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00071005.2012.756170 KerkoCite.ItemAlsoKnownAs: 10.1080/00071005.2012.756170 2339240:4YZ6K9I8 2405685:X94EP2P8}, keywords = {\_\_\_working\_potential\_duplicate, cost-benefit, education and development, externalities, financing criteria, life chances, non-market benefits, qualifications, rates of return, social benefits}, pages = {79--107}, } @techreport{mcloughlin_low-cost_2013, type = {Topic {Guide}}, title = {Low-cost private schools: {Evidence}, approaches and emerging issues}, url = {https://www.enterprise-development.org/wp-content/uploads/Low-cost_private_schools.pdf}, language = {en}, institution = {University of Birmingham}, author = {Mcloughlin, Claire}, month = sep, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QWJF9VIG 2405685:NTRMWKTE}, pages = {35}, } @article{mclinden_supporting_2018, title = {Supporting {Children} with {Disabilities} in {Low}- and {Middle}- {Income} {Countries}: {Promoting} {Inclusive} {Practice} within {Community}-{Based} {Childcare} {Centres} in {Malawi} through a {Bioecological} {Systems} {Perspective}}, volume = {50}, issn = {1878-4658}, shorttitle = {Supporting {Children} with {Disabilities} in {Low}- and {Middle}- {Income} {Countries}}, url = {https://doi.org/10.1007/s13158-018-0223-y}, doi = {10.1007/s13158-018-0223-y}, abstract = {Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer ‘caregiver’ in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts.}, language = {en}, number = {2}, urldate = {2021-03-04}, journal = {International Journal of Early Childhood}, author = {McLinden, Mike and Lynch, Paul and Soni, Anita and Artiles, Alfredo and Kholowa, Foster and Kamchedzera, Elizabeth and Mbukwa, Jenipher and Mankhwazi, Mika}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-018-0223-y 2339240:Q3UCG5MJ 2405685:DE6NLYHB}, pages = {159--174}, } @article{mclinden_access_2016, title = {‘{Access} to learning’ and ‘learning to access’: {Analysing} the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory}, volume = {34}, issn = {0264-6196}, shorttitle = {‘{Access} to learning’ and ‘learning to access’}, url = {https://doi.org/10.1177/0264619616643180}, doi = {10.1177/0264619616643180}, abstract = {The move towards greater inclusive practice in recent years has resulted in significant changes in curriculum design, delivery and support for children and young people with vision impairments, including increasing placement in settings not designated for pupils with vision impairments. Within these settings, pupils will participate in most curriculum areas alongside their sighted peers with support provided by a range of practitioners including a specialist teacher of children and young people with vision impairments. This article is concerned with analysing the distinctive function and role of the specialist teacher across settings in helping to facilitate an appropriate balance of curriculum ‘access’. Drawing upon recent work in this area, a dual model of access is presented as a means of illustrating the specialist teacher’s role in (1) ensuring that the child’s environment is structured to promote learning throughout their education (‘access to learning’) and (2) supporting the child to learn distinctive skills in order to afford more independent learning (‘learning to access’). While it can be challenging for specialist teachers to find the balance between these two roles, its importance is highlighted in literature which associates independence skills with positive employment outcomes. An ecological systems theory is used as a lens through which to conceptualise and navigate the issues teachers negotiate in facilitating an appropriate curriculum balance. We illustrate the multi-faceted role of the specialist teacher in providing support ‘within’ and ‘between’ the different ‘systems’ within this theoretical framework with a particular focus on the professional ‘standards’ that are used in England and Scotland, respectively. The article is original in being the first to examine the role of the specialist teacher of children and young people with vision impairments through such an analysis. In providing a theoretical framework and related vocabulary illustrated with examples from practice, it therefore has significance for educators and researchers concerned with facilitating curriculum access across national contexts and educational settings in order to reduce future barriers to learning and participation.}, language = {en}, number = {2}, urldate = {2020-12-10}, journal = {British Journal of Visual Impairment}, author = {McLinden, Michael and Douglas, Graeme and Cobb, Rory and Hewett, Rachel and Ravenscroft, John}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0264619616643180 2339240:VYF6NRPQ 2405685:Z7DZEAYA}, keywords = {Curriculum access, ecological systems theory, specialist teacher, vision impairments}, pages = {177--195}, } @article{mclean_scaling_2019, title = {Scaling {Impact}; {Innovation} for the {Public} {Good}}, language = {en}, author = {McLean, Robert and Gargani, John}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9TNQFMSL 2405685:PP5MDTME}, keywords = {⛔ No DOI found}, } @incollection{mcknight_chapter_2014, address = {Boston}, title = {Chapter {Twelve} - {Graph} {Databases}: {When} {Relationships} are the {Data}}, isbn = {978-0-12-408056-0}, shorttitle = {Chapter {Twelve} - {Graph} {Databases}}, url = {https://doi.org/10.1016/B978-0-12-408056-0.00012-6}, abstract = {Over in a corner of the NoSQL world, hidden among the key-value stores, the document stores Couchbase, MongoDB, and the column stores like Cassandra, lies the Graph Databases. Before relational databases, there were network databases, which are actually quite similar in concept to graph databases. SQL and the relational world came along and was clearly a better fit for the modern workload, which was largely oriented to working with numbers. Now, what matters has expanded and graph databases make a strong value proposition for their intended workload. That workload is highly connected data and includes navigating social networks, configurations, and recommendations. With the high interest in those applications, it’s workload that is poised to expand tremendously. The structure does not accept SQL. For example, Cypher is the language used with Neo4j. It contains the commands necessary to get nodes, traverse nodes, and return values. It’s simpler than SQL for traversing relationships to find values or the existence of values. Gremlin is another project for accessing graph databases. One very cool feature is to limit the “degrees” that are searched in a query. Neo Technology, a Swedish company, is the commercial sponsor of Neo4j, a leading graph database. ACID-compatible Neo4j can hold up to tens of billions of nodes, tens of billions of relationships and tens of billions of properties. Andreas Kollegger, Product Experience Designer at Neo4j, noted there were 1000 people participating in the community with thousands of databases deployed at customers of all sizes. Other graph databases include STIG from Tagged and AllegroGraph from Franz. Objectivity’s Infinite Graph is an object-oriented graph database.}, language = {en}, urldate = {2021-06-09}, booktitle = {Information {Management}: {Strategies} for {Gaining} a {Competitive} {Advantage} with {Data}}, publisher = {Morgan Kaufmann}, author = {McKnight, William}, month = jan, year = {2014}, doi = {10.1016/B978-0-12-408056-0.00012-6}, note = {zotzenLib.CopiedFrom: 2534379:4LWYR66A KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-12-408056-0.00012-6 2405685:G6MKC2VA 2534379:4LWYR66A}, keywords = {AllegroGraph, Franz, Infinite Graph, Neo Technology, Neo4J, Objectivity, STIG, Tagged, analytic databases, analytics, database management, graph databases}, pages = {120--131}, } @incollection{mckenney_educational_2013, address = {New York}, edition = {4}, title = {Educational design research}, url = {https://www.researchgate.net/publication/265092587_Educational_Design_Research}, abstract = {Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach.}, booktitle = {Handbook of research on educational communications and technology}, publisher = {Springer-Verlag}, author = {McKenney, Susan and Reeves, Thomas C.}, editor = {Spector, Michael and Merrill, David M. and Elen, Jan and Bishop, M. J.}, month = may, year = {2013}, doi = {10.1007/978-1-4614-3185-5_11}, note = {Journal Abbreviation: Handbook of Research on Educational Communications and Technology: Fourth Edition KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4614-3185-5\_11 2339240:H8DRALM4 2339240:KQUC8PJI 2405685:2BJ2F495 2405685:NTJ96HT6 2405685:SA7WEPRR 2534378:G5GRRNAJ}, pages = {131--140}, } @article{mcewan_improving_2015, title = {Improving learning in primary schools of developing countries: {A} meta-analysis of randomized experiments}, volume = {85}, copyright = {© 2014 AERA}, shorttitle = {Improving {Learning} in {Primary} {Schools} of {Developing} {Countries}}, url = {https://journals.sagepub.com/doi/10.3102/0034654314553127}, doi = {10.3102/0034654314553127}, abstract = {I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primar...}, language = {en}, number = {3}, journal = {Review of Educational Research}, author = {McEwan, Patrick J}, year = {2015}, note = {shortDOI: 10/gffcft KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314553127 10/gffcft 2339240:4CYWD7HQ 2339240:5TEM84GR 2339240:FPJMURKN 2405685:4MDDDTT3 2405685:JJTJ9ZU4 2405685:LVFMRKVH 2405685:LX62SZBQ 2405685:R3FHIKE5 2405685:RPZUGZZT 2405685:RXJPQTEE 2534378:GY58MBF5}, keywords = {\_Source:Intuitive}, pages = {353--394}, } @article{mcdermott_successes_2015, title = {Successes and challenges of implementing a teacher education project in rural {Sierra} {Leone}}, volume = {71}, doi = {10.1016/j.ijer.2015.02.001}, journal = {International Journal of Educational Research}, author = {Mcdermott, Peter and Allen, Nancy}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2015.02.001 2405685:8F6MKJP5}, } @article{mccoy_home-_2018, title = {Home- and center-based learning opportunities for preschoolers in low- and middle-income countries}, volume = {88}, doi = {10.1016/j.childyouth.2018.02.021}, abstract = {Recent international development efforts have emphasized the importance of supporting early childhood development, yet little is known about the availability of early learning opportunities in low- and middle-income countries (LMICs). The present study uses nationally representative data from {\textgreater}163,000 three- and four-year-olds living in 63 countries to estimate the availability of in- and out-of-home early learning opportunities in LMICs. Results suggest that 71.9\% of preschool-aged children experience high levels of at-home stimulation (e.g., reading, counting, drawing), 33.6\% attend center-based early childhood care and education (ECCE) programming, 29.1\% experience both, and 22.9\% experience neither. Large geographical and socioeconomic disparities in learning opportunities were found both across and within countries, particularly for ECCE.}, journal = {Children and Youth Services Review}, author = {McCoy, Dana and Salhi, Carmel and Yoshikawa, Hirokazu and Black, Maureen and Britto, Pia and Fink, Günther}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2018.02.021 2339240:S8TZ62IH 2405685:YJULP68B}, pages = {44--56}, } @book{mccowan_education_2015, title = {Education and {International} {Development}: {An} {Introduction}}, isbn = {978-1-4725-1068-6}, shorttitle = {Education and {International} {Development}}, abstract = {'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.}, language = {en}, publisher = {Bloomsbury Publishing}, author = {McCowan, Tristan and Unterhalter, Elaine}, month = jan, year = {2015}, note = {zotzenLib.CopiedFrom: 2339240:QIPYJY2A KerkoCite.ItemAlsoKnownAs: 2339240:QIPYJY2A 2405685:7BCHIHFK}, keywords = {Education / Comparative, Education / Multicultural Education}, } @article{mcclelland_predictors_2014, title = {Predictors of early growth in academic achievement: the head-toes-knees-shoulders task}, volume = {5}, issn = {1664-1078}, shorttitle = {Predictors of early growth in academic achievement}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4060410/}, doi = {10.3389/fpsyg.2014.00599}, abstract = {Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51\% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics.}, urldate = {2019-12-09}, journal = {Frontiers in Psychology}, author = {McClelland, Megan M. and Cameron, Claire E. and Duncan, Robert and Bowles, Ryan P. and Acock, Alan C. and Miao, Alicia and Pratt, Megan E.}, month = jun, year = {2014}, pmid = {25071619}, pmcid = {PMC4060410}, note = {shortDOI: 10/f59djz KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2014.00599 10/f59djz 2339240:H5LHFBW5 2405685:BGPZCLT5}, } @article{mcclanahan_b_williams_k_kennedy_e__tate_s_breakthrough_2012, title = {A breakthrough for {Josh}: {How} use of an {iPad} facilitated reading improvement.}, volume = {56}, doi = {10.1007/s11528-012-0572-6}, number = {3}, journal = {TechTrends}, author = {{McClanahan, B., Williams, K., Kennedy, E., \& Tate, S.}}, year = {2012}, note = {00000 shortDOI: 10/gf62hv KerkoCite.ItemAlsoKnownAs: 10/gf62hv 2129771:XY8MHLTU 2405685:YXAZLL57}, pages = {20--28}, } @techreport{mcaleavy_technology-supported_2018, title = {Technology-supported professional development for teachers: {Lessons} from developing countries}, shorttitle = {Technology-{Supported} {Professional} {Development} for {Teachers}}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for-}, abstract = {This report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding technology for professional learning, identifying six promising case studies: (1) UNESCO projects in Pakistan and Nigeria -- using mobile phones to deliver pedagogical content to early-grade and primary school teachers; (2) English in Action, Bangladesh using mobile phones and SD cards to deliver content to teachers; (3) Teacher Education in Sub-Saharan Africa (TESSA) -- OER [Open Educational Resources] to support interactive teaching practice; (4) Teacher Education through School-based Support in India (TESS-India) -- OER to support the adoption of more engaging pedagogies; (5) Teachers for Teachers, Kenya -- using mobile technology to strengthen teacher development in Kakuma Refugee Camp; and (6) National Tablets Programme, Kenya -- improving the coaching provided to teachers. Through these case studies we have made a series of reflections on the impact technology can have on teacher professional development, particularly in low- and low-middle income contexts: (1) Promising technology is not enough, we must not forget the human factor; (2) Mobile technologies have high potential to improve the reach, scalability and flexibility of teacher professional development; (3) OER constitute a promising format for professional development resources; (4) High-impact, sustainable technology-enabled solutions depend on local partnership and a sense of local ownership; and (5) The design and delivery of effective technology-enabled professional learning depends on high-quality impact data and careful piloting solutions. Our report explores each of these case studies and reflections in greater detail, drawing lessons for policymakers, practitioners and other organisations who seek to provide technology-related professional development opportunities for teachers.}, language = {en}, urldate = {2020-08-18}, institution = {Education Development Trust}, author = {McAleavy, Tony and Hall-Chen, Alex and Horrocks, Sarah and Riggall, Anna}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z8QK9TIS 2405685:58SRHUVT}, keywords = {Blended Learning, Developing Nations, Educational Technology, Elementary School Teachers, Faculty Development, Foreign Countries, Handheld Devices, Inservice Teacher Education, Large Group Instruction, Online Courses, Refugees, Shared Resources and Services, Social Media, Teaching Methods, Technology Integration, Technology Uses in Education, Telecommunications}, } @techreport{mcaleavy_technology-supported_2018, address = {Reading}, title = {Technology-supported professional development for teachers: lessons from developing countries}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for-}, abstract = {This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers.}, language = {en}, institution = {Education Development Trust}, author = {McAleavy, Tony and Hall-Chen, Alex and Horrocks, Sarah and Riggall, Anna}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CNU2GKRL 2339240:KPPU5Z99 2339240:S2XT5FSG 2339240:UYNN98AQ 2405685:4JNZ9RRF 2405685:CF2KPK7I 2405685:DJG72BUZ 2405685:FXXS4882 2405685:ZEBNC5TV 2534378:6GQU9R37 2534378:ARJJXBIL 2534378:TQ4YR37L 2534378:WSS9V2GJ 2534378:XIMVL4RJ}, keywords = {Africa, Bangladesh, Blended Learning, C:Low- and middle-income countries, Developing Nations, ERIC, Resources in Education (RIE), Educational Technology, Elementary Education, Elementary School Teachers, Faculty Development, Foreign Countries, Handheld Devices, India, Inservice Teacher Education, Kenya, Large Group Instruction, Nigeria, Online Courses, Pakistan, Policymakers, Practitioners, Refugees, Shared Resources and Services, Social Media, Teaching Methods, Technology Integration, Technology Uses in Education, Telecommunications, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{mbwiga_education_2019, title = {Education authority to launch free online school library}, url = {https://www.thecitizen.co.tz/news/Education-authority-to-launch-free-online-school-library/1840340-5047892-okil6e/index.html}, journal = {The Citizen}, author = {Mbwiga, Gladys}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XEQDPAF9 2405685:HHEWYAFT}, } @techreport{mbsse_2018_2018, title = {2018 {Annual} {Schools} {Census} {Report} {And} {Statistical} {Abstract}}, url = {https://mbsse.gov.sl/wp-content/uploads/2020/03/2018-Annual-Schools-Census-Report.pdf}, urldate = {2021-09-15}, institution = {Ministry of Basic and Senior Secondary Education}, author = {MBSSE}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MKX6QVVV 2405685:G2T55FUJ}, } @article{mbogo_evaluation_2014, title = {An {Evaluation} of the {Implementation} of {Information} {Technology} in {Secondary} {Schools} in {Kenya}}, volume = {5}, doi = {10.5901/mjss.2014.v5n5p215}, abstract = {Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation depends on the quality of education of such a nation. While ICT continues to advance in western Asia countries, African countries still experience a lag in its implementation and continues to widen the digital and knowledge divides. In a recent study by Kiptalam et .al (2010), observed that access to ICT facilities is against the ratio of 1:15 students in developed countries. This study was carried out to investigate the extent to which Information Technology has been implemented in secondary schools in Kenya. 30 teachers were sampled out from various counties. A questionnaire was administered to the sample. Descriptive statistics were used to analyze the data. The fidings indicated that most teachers appreciated the need to implement ICT in schools to enhance their effectiveness during the instructional processes. However, most of the teachers had limited ICT skills and rarely used ICT during their teaching. DOI: 10.5901/mjss.2014.v5n5p215}, journal = {Mediterranean Journal of Social Sciences}, author = {Mbogo, Gracemary and Anne, Onunga and Kirathi, Miriam}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n5p215 10/gj37f2 2339240:4AHCXZ5X 2405685:7TLXRA2N}, } @techreport{mbiti_inputs_2018, type = {Working {Paper}}, title = {Inputs, {Incentives}, and {Complementarities} in {Education}: {Experimental} {Evidence} from {Tanzania}}, shorttitle = {Inputs, {Incentives}, and {Complementarities} in {Education}}, url = {https://www.nber.org/papers/w24876}, abstract = {We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (a) unconditional grants, (b) teacher incentives based on student performance, and (c) both of the above. After two years, we find (a) no impact on student test scores from providing school grants, (b) some evidence of positive effects from teacher incentives, and (c) significant positive effects from providing both programs. Most importantly, we find strong evidence of complementarities between the two programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that combining spending on school inputs (which is the default policy) with improved teacher incentives could substantially increase the cost-effectiveness of public spending on education.}, number = {24876}, urldate = {2022-04-07}, institution = {National Bureau of Economic Research}, author = {Mbiti, Isaac and Muralidharan, Karthik and Romero, Mauricio and Schipper, Youdi and Manda, Constantine and Rajani, Rakesh}, month = jul, year = {2018}, doi = {10.3386/w24876}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w24876 2339240:6KRPH6ZG 2405685:N3H3SZ7C 4656463:DX4NAZF7}, } @article{mberu_health_2016, title = {Health and health-related indicators in slum, rural, and urban communities: a comparative analysis}, volume = {9}, url = {https://www.tandfonline.com/doi/full/10.3402/gha.v9.33163}, doi = {10.3402/gha.v9.33163}, number = {33163}, urldate = {2021-10-25}, journal = {Global Health Action}, author = {Mberu, Blessing U. and Haregu, Tilahun Nigatu and Kyobutungi, Catherine and Ezeh, Alex C.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.3402/gha.v9.33163 2339240:ZK5TDQ53 2405685:TP87ZMPU}, } @phdthesis{mazala_effects_2011, type = {Thesis}, title = {The effects of continuing professional development ({CPD}) through {SPRINT} on teacher classroom practices and student learning outcomes}, url = {http://dspace.unza.zm/handle/123456789/415}, abstract = {This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices and student learning outcomes. The purpose of the study was to find out if SPRINT had any effect on teacher classroom practice and student learning outcomes. The target population was all Ndola high schools. The sample consisted of 196 respondents that is, five head teachers, five deputy heads, fifteen heads of department, five School In- Service Providers (SIP), five Zone INSET Providers (ZIP) and twelve teachers from each of the five schools and one Resource Centre Coordinator. The sample also included one hundred grade twelve pupils, twenty randomly picked from each of the five schools Purposive sampling was used to select the schools, head teachers, heads of department, INSET providers and the subject coordinator. Teachers and pupils were selected using simple random sampling. Questionnaires, observations, interviews, Focus Group Discussions and documentary evidence were the research instruments used to gather information. A review of relevant literature and its implication for CPD was undertaken to provide interrogation framework for this study. Guskey's five levels of evaluation were used to structure the framework Data were analyzed by identifying and categorizing significant themes relevant to research objectives. The data were presented in form of tables, percentages,graphs and charts. Qualitative data from interviews were coded and emerging themes grouped into categories The themes and categories of initial data were compared with those of subsequent interviews. Categories were then regrouped to get the most significant categories and themes.The findings from this study indicated that teachers at all career stages expressed the desire to take part in Continuing Professional Development through SPRINT.Research findings also showed that SPRINT activities did impact on teacher classroom practice basing on the twelve observable skills recommended by The Ministry of Education. The findings from this study further revealed that SPRINT had an impact on student learning outcomes as shown by the average scores of students whose teachers took part in CPD and those whose teachers did not.Average scores for the latter were lower than the former category of students.The findings further revealed that although there was evidence of the effect of CPD through SPRINT on teacher classroom practices and student learning outcomes, this programme was hindered by weak organisational support.The results of the study showed that teachers were not enthusiastic about continuing with the CPD programme as it lacked adequate funding and support from both local administrators and the Ministry of Education. Teachers were not involved in identifying training needs and as such did not feel they were the owners of CPD Teachers also felt that this kind of CPD did not help in career progression as the credit system was not effective. At organizational level, this study found that policies and guidelines on how to organize and manage CPD were lacking.CPD leaders also did not have adequate training to prepare them for their roles. Because of this lack of training, CPD leaders could not carry out assessment of the effects of CPD through SPRINT on teacher classroom practices and student learning outcomes.On the basis of these findings, it is recommended that teachers should be in charge of their own CPD and be involved in needs assessment .Secondly, CPD leaders should be properly trained for their role and they should have clear job specifications. In addition, adequate funding for the programme should be made available by both the Government and the School Administration. The Ministry of Education also needs to formulate national policies and guidelines on management and evaluation of SPRINT .A standardized accreditation system which would enable teachers to experience career progression through SPRINT should also be put in place. Lastly, CPD through SPRINT should be made research based with teachers having access to INTERNET and good library facilities.}, language = {en}, urldate = {2023-05-19}, author = {Mazala, Chileya Mbasilu}, month = may, year = {2011}, note = {Accepted: 2011-05-19T07:47:10Z KerkoCite.ItemAlsoKnownAs: 2405685:JBMTM89Y}, } @techreport{mayer_using_2015, address = {Cambridge, MA}, title = {Using {Behavioral} {Insights} to {Increase} {Parental} {Engagement}: {The} {Parents} and {Children} {Together} ({PACT}) {Intervention}}, shorttitle = {Using {Behavioral} {Insights} to {Increase} {Parental} {Engagement}}, url = {http://www.nber.org/papers/w21602.pdf}, abstract = {Parent engagement with their children plays an important role in children’s eventual economic success and numerous studies have documented large gaps in parent engagement between low- and higher-income families. While we know remarkably little about what motivates parents to engage in their children’s development, recent research suggests that ignoring or discounting the future may inhibit parental investment, while certain behavioral tools may help offset this tendency. This paper reports results from a randomized field experiment designed to increase the time that parents of children in subsidized preschool programs spend reading to their children using an electronic reading application that audio and video records parents as they read. The treatment included three behavioral tools (text reminders, goal-setting, and social rewards) as well as information about the importance of reading to children. The treatment increased usage of the reading application by one standard deviation after the six-week intervention. Our evidence suggests that the large effect size is not accounted for by the information component of the intervention and that the treatment impact was much greater for parents who are more present-oriented than for parents who are less present-oriented.}, language = {en}, number = {w21602}, urldate = {2022-01-16}, institution = {National Bureau of Economic Research}, author = {Mayer, Susan and Kalil, Ariel and Oreopoulos, Philip and Gallegos, Sebastian}, month = oct, year = {2015}, doi = {10.3386/w21602}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w21602 2339240:EL2K2P22 2405685:YMUAPKYZ}, pages = {w21602}, } @misc{mayeku_use_2010, title = {Use of low cost wireless communication technology for education in rural {Kenya} {\textbar} {Proceedings} of the 4th {ACM} {Workshop} on {Networked} {Systems} for {Developing} {Regions}}, url = {https://dl.acm.org/doi/10.1145/1836001.1836014}, urldate = {2021-05-22}, author = {Mayeku, B. and Kilwake, J. and Bertarelli, F}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MM4XR5EJ 2405685:8D3XN52L}, } @article{maurer_genetic_2010, title = {Genetic {Identity} in {Mauritius}}, volume = {6}, url = {http://www.antrocom.net/upload/sub/antrocom/060110/08-Antrocom.pdf}, abstract = {Mauritius is a small island of 1,865 square kilometres. This is equivalent to a third of the surface of Savoy. It is situated in the Indian Ocean at 20° south of the equator, on the east of Madagascar. Mauritius is a land without any evidence of human habitation until the seventeenth century. As a result, Mauritius has no indigenous population in the traditional sense, according to the definition from the United Nations: Indigenous peoples have been defined by U.N. as those having a historical continuity with pre-invasion and pre-colonial societies that developed on their own territories, consider themselves distinct from the other sectors of society prevailing in those territories, or parts of them. They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to future generations their ancestral territories, and their ethnic identity as the basis of their continued existence as peoples, in accordance with their own cultural patterns, social institution and legal systems (http://esaconf.un.org/WB/default.asp? action=9\&boardid=30\&read=1826\&fid=309).}, journal = {Antrocom}, author = {Maurer, Sylvie}, month = jan, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W2Z2VWS5 4042040:4Z9R583J}, keywords = {⛔ No DOI found}, pages = {53--62}, } @book{matthews_assemblage_2019, title = {Assemblage {Theory}: {Coping} with {Complexity} in {Technology} {Enhanced} {Language} {Learning}}, shorttitle = {Assemblage {Theory}}, url = {https://eric.ed.gov/?q=systems+theory+education+technology&pg=2&id=ED600974}, abstract = {Language classrooms are complex systems, but theory often simplifies these processes making researching effectiveness difficult. Assemblage theory -- a theory of complexity in the social sciences -- allows us to examine complexity in the language classroom. In this paper, I present an account of the language classroom that captures the complexity, subjectivity, and temporality of technology enhanced language learning. [For the complete proceedings, see ED600837.]}, language = {en}, urldate = {2020-12-22}, publisher = {Research-publishing}, author = {Matthews, Blair}, month = dec, year = {2019}, note = {Publication Title: Research-publishing.net KerkoCite.ItemAlsoKnownAs: 2339240:N5SJAE74 2339240:X2DH2PJB 2405685:23WUVGJ7 2405685:CJQA4TZT}, keywords = {Computer Assisted Instruction, Influence of Technology, Learning Motivation, Learning Processes, Learning Theories, Second Language Learning, Social Systems, Systems Approach, Teaching Methods}, } @book{matthes_international_2017, title = {The international encyclopedia of communication research methods}, number = {1}, publisher = {Wiley}, author = {Matthes, Jörg and Davis, Christine and Potter, Robert}, year = {2017}, note = {zotzenLib.CopiedFrom: 2339240:MZWRDTNS KerkoCite.ItemAlsoKnownAs: 2339240:MZWRDTNS 2405685:DJQI2C4Z}, } @misc{mativu_kenyan_2017, title = {Kenyan school system is trying sign language for all children}, url = {https://www.globalpartnership.org/blog/kenyan-school-system-trying-sign-language-all-children}, author = {Mativu}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2IUM643C 2405685:JBUVX9XJ}, } @misc{matic_making_2018, title = {Making {Kolibri} an {All}-{Around} {Inclusive} {EdTech}}, url = {https://blog.learningequality.org/kolibri-an-all-around-inclusive-edtech-8601afb4da9}, abstract = {Interactive Components, Documentation and Beyond}, language = {en}, urldate = {2020-09-01}, journal = {Medium}, author = {Matic, Radina}, month = dec, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:6ZBP3PUP}, } @misc{mastercard_foundation_centre_2019, title = {The {Centre} for {Innovative} {Teaching} and {Learning} {Approach}}, url = {https://mastercardfdn.org/our-approach/}, language = {en}, urldate = {2020-07-01}, author = {Mastercard Foundation}, year = {2019}, note = {Library Catalog: mastercardfdn.org KerkoCite.ItemAlsoKnownAs: 2405685:VLG3BPAQ}, } @phdthesis{mason_devising_2019, type = {Durham theses}, title = {Devising {New} {Models} for {School} {Improvement} in {Developing} {Nations}: {Sierra} {Leone}, a case study}, url = {http://etheses.dur.ac.uk/13354/1/Devising_New_Models_for_School_Improvement_Final_%2B_corrections.pdf?DDD29+}, language = {en}, school = {Durham University}, author = {Mason, Miriam Theresa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:55RYBL9Q}, } @article{masitry_investigation_2013, title = {An {Investigation} on {Learning} {Performance} among {Disabled} {People} {Using} {Educational} {Multimedia} {Software}: {A} {Case} {Study} for {Deaf} {People}}, doi = {10.14257/ijbsbt.2013.5.6.02}, abstract = {The increasing number of people with hearing-impaired in Malaysia attracts to produce a variety of technologies, which can assist the deaf people in carrying out their tasks in everyday life as normal people. New technology can help to decrease the difficulty that hearing-impaired people faces in daily life to use the information services like normal people. Thus, this paper focuses on: i) developing a new multimedia courseware for pre-school students with hearing problem, and ii) comparing the deaf student’s learning performance before and after using the courseware. Four modules were developed for e-MSL courseware consist of alphabets, numbers, words and quizzes with colorful text, animation, sounds, video and pictures using Malaysian Sign Language (MSL). Sekolah Rendah Pendidikan Khas (SRPK) Indera Mahkota II, Kuantan has been chosen as the case study for data collection and for investigating the student learning performance on the courseware. The survey results show that 100\% of the respondents have agreed that using e-MSL courseware managed to reduce the student learning time more than 80\%. The result has indicated that students have shown better learning performance using e-MSL compared to traditional learning.}, language = {en}, author = {Masitry, Ananthi Krishnasami and Majid, Mazlina Abdul and Toh, M Zulfahmi and Herawan, Tutut}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.14257/ijbsbt.2013.5.6.02 2339240:6YFB5WG4 2405685:XDQ6E2DZ}, pages = {12}, } @misc{maryville_university_maryville_2019, title = {Maryville begins issuing student-owned digital diplomas}, url = {https://www.maryville.edu/mpress/digital-diplomas/?_gl=1*10m805a*_ga*MTg4ODM1ODM3NC4xNjQ4MTMzODQ2*_gid*OTE1MjQ4NjU4LjE2NDgxMzM4NDY.*_fplc*TlIwS2NFVmdGenR6aEZuNU51bWkzSVlFOHdyc0RlTkZSRFZyciUyQlRKQUg3cmlVTVRCTVZ3bVlCN2xUQnU5d0NZNlJZczdHJTJGVUw0UVlnY3Y0RU1aNW9HcmYxM1BUc3NWcnBXbU1YTXIyUW9SV2NWQnNpYkdjNjNuc0t6ak80dyUzRCUzRA}, author = {Maryville University}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DGIEZVR3 2405685:SMRTPUUI}, } @article{martins_analysis_2019, title = {Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task – a pilot study}, volume = {15}, issn = {1176-6328}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6366350/}, doi = {10.2147/NDT.S184510}, abstract = {Purpose To evaluate the performance improvement of individuals with hemiparesis cerebral palsy (CP) using a virtual task. Participants and methods Twenty individuals were selected and distributed into two groups. The experimental group (CP group) comprised ten individuals with a medical diagnosis of CP, and ten individuals with typical development (sex- and age-matched) composed the control group (TD group). Both groups followed the same intervention protocol, which included a virtual coincident timing task: the participants performed upper limb movements in front of a computer’s webcam and interacted with the task with the aim of virtually intercepting spheres that fell in four rows following the rhythm of a pre-selected song during an 8-minute period. To verify the influence on a real task, pre- and posttests were performed in a similar task, but with physical contact (using the spacebar on the keyboard of a computer). To analyze the data, we evaluated the variable, constant, and absolute errors during the task and in the pre- and posttests. Results The results showed that there was an improvement in performance between the pre- and posttests; that is, after practicing the task in an environment without physical contact, there was a performance improvement in posttests in the real task, but only for the CP group. Moreover, there were significant differences in precision and accuracy between the two groups, with worse performance in the CP group. Conclusion Individuals with CP presented better performance in the real task after practice in a virtual reality task, albeit with worse performance compared with individuals with TD. This is an interesting result that supports the possible use of virtual tasks for the rehabilitation of individuals with CP.}, urldate = {2020-12-10}, journal = {Neuropsychiatric Disease and Treatment}, author = {Martins, Fabiana Paula Almeida and Massetti, Thaís and Crocetta, Tania Brusque and Lopes, Priscila Bianchi and da Silva, Amanda Abreu and Figueiredo, Eliketylen Fernandes and de Abreu, Luiz Carlos and da Silva, Talita Dias and Monteiro, Carlos Bandeira de Mello}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.2147/NDT.S184510 2339240:CI3HQJFI 2405685:P8DEJMKH}, pages = {417--428}, } @book{martinez_shall_2018, address = {New York, New York}, title = {"{Shall} {I} feed my daughter, or educate her?": barriers to girls' education in {Pakistan}}, isbn = {978-1-62313-674-1}, shorttitle = {"{Shall} {I} feed my daughter, or educate her?}, url = {https://www.hrw.org/report/2018/11/12/shall-i-feed-my-daughter-or-educate-her/barriers-girls-education-pakistan}, abstract = {"This report concludes that many girls simply have no access to education, including because of a shortage of government schools - especially for girls. Nearly 22.5 million of Pakistan's children - in a country with a population of just over 200 million - are out of school, the majority of them girls. Thirty-two percent of primary school age girls are out of school in Pakistan, compared with 21 percent of boys. By ninth grade, only 13 percent of girls are still in school."--Publisher website}, language = {en}, publisher = {Human Rights Watch}, author = {Martínez, Elin and {Human Rights Watch}}, year = {2018}, note = {OCLC: on1080863817 KerkoCite.ItemAlsoKnownAs: 2339240:VAUXG7LJ 2405685:QVL4MLZF 2405685:TIVVZGFN}, keywords = {Education, Girls, Pakistan, Schools, Sex discrimination in education, Social conditions, auto\_merged}, } @incollection{martinez_matching_2018, edition = {4}, title = {“{Matching} {Person} \& {Technology} ({MPT}) {Model}” for {Technology} {Selection} as {Well} as {Determination} of {Usability} and {Benefit} from {Use}}, abstract = {Technologies have become smarter, smaller, more portable or wearable, and more adaptable. This has led to more choice and, in many cases, complexity in decision-making about selecting the best device and features for a given user. A good match of person and technology requires attention to (a) aspects of and resources in the environments in which the technology will be used, (b) the needs, expectations and preferences of the user, and (c) the functions and features of the technology and service delivery process. If the match is not a quality one from the standpoint of the end user, and the user experience (UX) is not satisfactory, then the technology may go unused, or may not be used optimally. There is a need for an improved person-AT matching and outcomes assessment process because studies and reports show in general that there is a high level of dissatisfaction and nonuse or discard of technology by consumers. Psychologists are uniquely qualified to partner with technology developers in implementing an assessment process that inquires into the potential technology user's predisposition to use a particular technology by addressing, subjective view of current capabilities, view of achievements as well as needs in key life domains of activities and participation, and ratings of fundamental personal factors such as mood status, support from others, engagement in therapy activities and desire to use technology. Utilization of the MPT model and accompanying assessment process has been proven to result in enhanced technology use and goal achievement. Research increasingly highlights the fact that consumers are less likely to use recommended devices when their needs are neither fully addressed nor understood during the technology selection process. A user's perspective of their needs and preferences may be obtained by having them identify and prioritize their desired outcomes and then rate progress in achieving them. This approach was used in developing the Matching Person and Technology measures and has also been used in developing Such a person-centered approach allows outcomes to be measured in reference to changes in a person's satisfaction in achieving desired goals, not merely their functional ability to achieve them. An idiographic evaluation is used (i.e., the person is the unit of analysis and serves as his or her own control), not a normative one (i.e., the person is compared to his or her peers). An idiographic evaluation best captures a consumer-directed and social model perspective of outcomes assessment. Many studies have examined the psychometric qualities and usefulness of the Matching Person and Technology measures. Below is the most recent data on one MPT measure, the Assistive Technology Device Predisposition Assessment (ATD PA), from a study done in the country Greece (Koumpouros et al. 2017; n=115).  Excellent interrater reliability (ICC=0.981, ranging from 0.973-0.987)  Adequate internal consistency (Cronbach's alpha =0.701, ranging from 0.605-0.701)  Adequate-Excellent construct validity for items in the Adaptablility subscale (r=0.537 to 0.783)  Excellent construct validity for items in the Fit to Use subscale (r= 0.691 to 0.801)  Adequate-Excellent construct validity for items in the Socializing (r= 0.498 to 0.767)  Low correlation coefficients between each subscale, indicating subscales measure unique constructs Improvements in person-centered assistive technology services and outcomes assessment are needed, given reports of a high level of dissatisfaction and nonuse of technology by consumers. It is important to ensure an evidence-based, client-centered assessment for determining the match of individuals with the most appropriate technologies for their use. Achieving a desired outcome begins at the point of technology consideration and then progresses to product selection. ABSTRACT Cognitive impairment often results in a range of functional and lifestyle changes for many individuals. This article discusses the development and evolution of a multidisciplinary model of cognitive rehabilitation outpatient practice that integrates technology to improve patient outcomes. The described interdisciplinary treatment approach highlights the need for collaboration by treating providers; focuses on the individual being an active participant in treatment; and discusses the value that assistive technology can bring to cognitive rehabilitation work as it relates to patient success, functional improvement, and implementation of appropriate and patient specific technological strategies.}, booktitle = {Living in the {State} of {Stuck}}, publisher = {Pre-print}, author = {Martinez, A. P. and Scherer, M. J.}, year = {2018}, doi = {10.13140/RG.2.2.23218.50889}, note = {KerkoCite.ItemAlsoKnownAs: 10.13140/RG.2.2.23218.50889 2339240:93CVYV3N 2405685:G8RXEBKN}, } @misc{martin_circl_2019, title = {{CIRCL} {Primer}: {Design}-{Based} {Implementation} {Research}. {In} {CIRCL} {Primer} {Series}.}, url = {http://circlcenter.org/dbir/}, author = {Martin, W and Fishman, Barry and Cheng, Britte and Penuel, William}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SC5Q93KQ 2405685:A962I7LW}, } @article{martin_here_2013, title = {Here and now mobile learning: {An} experimental study on the use of mobile technology}, volume = {68}, doi = {10.1016/j.compedu.2013.04.021}, journal = {Computers \& Education}, author = {Martin, Florence and Ertzberger, Jeffrey}, year = {2013}, note = {00014 shortDOI: 10/f49wgf KerkoCite.ItemAlsoKnownAs: 10/f49wgf 2129771:J6IZD5FE 2405685:7BWBVVSA}, pages = {76--85}, } @article{marshall_toward_2019, title = {Toward systematic review automation: a practical guide to using machine learning tools in research synthesis}, volume = {8}, issn = {2046-4053}, shorttitle = {Toward systematic review automation}, url = {https://doi.org/10.1186/s13643-019-1074-9}, doi = {10.1186/s13643-019-1074-9}, abstract = {Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {Systematic Reviews}, author = {Marshall, Iain J. and Wallace, Byron C.}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-019-1074-9 2405685:APRCIQMH 2486141:J73ILZH9 2486141:RNYWM2AZ}, keywords = {Evidence synthesis, Machine learning, Natural language processing, \_Added-ailr-2024}, pages = {163}, } @article{marshall_robotreviewer_2015, title = {{RobotReviewer}: evaluation of a system for automatically assessing bias in clinical trials}, volume = {23}, doi = {10.1093/jamia/ocv044}, language = {en}, number = {1}, journal = {Journal of the American Medical Informatics Association}, author = {Marshall, I.J. and Kuiper, J and Wallace, B.C.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jamia/ocv044 2405685:TC54HZAF 2486141:BS2JKIXZ}, keywords = {\_Added-ailr-2024}, pages = {193--201}, } @article{marsh_role_2014, title = {The role of video in teacher professional development}, volume = {18}, issn = {1366-4530, 1747-5120}, url = {http://www.tandfonline.com/doi/abs/10.1080/13664530.2014.938106}, doi = {10.1080/13664530.2014.938106}, language = {en}, number = {3}, urldate = {2020-05-15}, journal = {Teacher Development}, author = {Marsh, Brian and Mitchell, Nick}, month = jul, year = {2014}, note = {shortDOI: 10/gf7grh KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2014.938106 10/gf7grh 2339240:6U4RC34H 2339240:NUKR7Z5G 2405685:AT5BDZWD 2405685:PUT3TV3R 2405685:QX23PU84}, pages = {403--417}, } @misc{maria_soledad_america_2013, title = {América {Latina} en {PISA} 2012: ¿{Cómo} se desempeñan los varones y las mujeres?}, url = {https://publications.iadb.org/es/publicacion/13728/america-latina-en-pisa-2012-como-se-desempenan-los-varones-y-las-mujeres}, urldate = {2021-12-13}, author = {María Soledad, , Bos and Ganimian, Alejandro and Vegas, Emiliana}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5T7CABGZ 2405685:2DI8HWJT}, } @article{mares_effects_2013, title = {Effects of {Sesame} {Street}: {A} meta-analysis of children's learning in 15 countries}, volume = {34}, doi = {10.1016/j.appdev.2013.01.001}, journal = {Journal of Applied Developmental Psychology}, author = {Mares, Marie‐Louise and Pan, Zhongdang}, month = may, year = {2013}, note = {shortDOI: 10/f4xkv8 KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2013.01.001 10/f4xkv8 2339240:45DQRBZ3 2405685:5B9LFF4T 4803016:T67YW4N2}, pages = {140--151}, } @article{mardapi_community-based_2019, title = {Community-{Based} {Teacher} {Training}: {Transformation} of {Sustainable} {Teacher} {Empowerment} {Strategy} in {Indonesia}}, volume = {21}, shorttitle = {Community-{Based} {Teacher} {Training}}, doi = {10.2478/jtes-2019-0004}, abstract = {Teacher empowerment is a central issue in relation to the efforts to improve the quality of education. However, teacher empowerment will remain an abstract idea if its implementation is not supported by an appropriate strategy. The demands for a quality education will be unreciprocated if teachers do not have the opportunity to empower themselves. This research aims to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? This research was conducted from November 2018 to January 2019. The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100). The research results are expected to provide information about the best practice in teacher coaching that is conducted massively in a national scope based on the local community so that a lifelong learning culture for teachers is established to support the development of sustainable education.}, journal = {Journal of Teacher Education for Sustainability}, author = {Mardapi, Djemari and Herawan, Tutut}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.2478/jtes-2019-0004 2405685:8YANT76F}, pages = {48--66}, } @techreport{manyika_open_2013, title = {Open {Data}: {Unlocking} {Innovation} and {Performance} with {Liquid} {Information}}, url = {https://www.mckinsey.com/~/media/McKinsey/Business%20Functions/McKinsey%20Digital/Our%20Insights/Open%20data%20Unlocking%20innovation%20and%20performance%20with%20liquid%20information/MGI_Open_data_FullReport_Oct2013.ashx}, urldate = {2019-11-05}, institution = {McKinsey Global Institute}, author = {Manyika, James and Chui, Michael and Groves, Peter and Farrell, Diana and Van Kuiken, Steve and Almasi Doshi, Elizabeth}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J7R9PK49 2405685:747PVD3X}, keywords = {\_C:Algeria DZA, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:Colombia COL, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Haiti HTI, \_C:India IND, \_C:Iran IRN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Sweden SWE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:scheme:1}, } @phdthesis{manyama_teachers_2017, type = {{MA} {Education} dissertation}, title = {Teachers’ conception towards the use of social networks as a tool for professional development in {Tanzania} government secondary schools: the case of {Dodoma} municipality}, shorttitle = {Teachers’ conception towards the use of social networks as a tool for professional development in {Tanzania} government secondary schools}, url = {http://repository.udom.ac.tz/handle/20.500.12661/420}, abstract = {The current study sought to assess teachers' conception toward the use of social networks as a tool for professional development in Tanzania government secondary schools the case of Dodoma Municipality. Thus, the specific objectives of this study were to assess the influence of demographic characteristics on the use of social networks or as a tool for professional development. To assess teachers conception on the available social networks opportunity that can support professional development, to investigate teachers use of social networks available for professional development, to explore the perceived benefits of using social networks opportunity as a tool for professional development and to examine limitation that hinder teachers for professional development. The study was guided by social-cognitive theory, community of practice model (CoP) and technology acceptance model (TAM). A cross-section research design was used to collect data that involved 84 teachers‟ from ten secondary schools, six head of schools three quality assurers and one respondent from DEO office. SPSS computer program was used to analyze the data. Qualitative data were analyzes through content analysis and quantitative data were analyzed statistically using descriptive and inferential statistics by using SPSS Version 20, and Microsoft Excel were highly used. Linear regression techniques were used to seek whether there is a relationship between demographic characteristics and the use of social networks. The survey results showed that there is no significant relationship between demographic factors with the use of social networks as a tool for professional development. Either teachers have positive conceptions towards the use of social networks as a tool for professional development. Furthermore, teachers use SNs for communicating with their fellow from different groups but it is not effectively integrated into professional development. The findings indicate that, to a large extent, teachers agreed that SNs make them to be more creative and help them to improve their communication skills. In addition the findings indicated that teachers lack training on how to integrate SNs in TPD. Finally,the researcher recommend that, educational stakeholders should provide financial and material support to teachers in order to overcome challenge that limit the use of technology in teaching and learning.}, language = {en}, urldate = {2020-11-18}, school = {University of Dodoma}, author = {Manyama, Charles}, year = {2017}, note = {Accepted: 2018-04-11T09:35:23Z Publisher: The University of Dodoma KerkoCite.ItemAlsoKnownAs: 2339240:YDEVGFS3 2405685:U59ER7CF}, keywords = {⛔ No DOI found}, } @techreport{manus_consulting_evaluation_2016, title = {Evaluation {Report}: {Assessing} the use of technology and {Khan} {Academy} to improve educational outcomes in {Sacatepéquez}, {Guatemala}}, url = {https://learningequality.org/media/FUNSEPA_Final_Evaluation_Report_27May2016.pdf}, urldate = {2020-06-28}, author = {MANUS Consulting}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QPCUGHLI}, } @techreport{manuel_subnational_2019, address = {London/ Bristol}, title = {Subnational investment in human capital}, url = {https://cdn.odi.org/media/documents/12663.pdf}, institution = {Overseas Development Institute/ Development Initiatives}, author = {Manuel, Marcus and Coppard, Dan and Dodd, Amy and Desai, Harsh and Watts, Richard and Christensen, Zach and Manea, Stephanie}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QK4XUIPM 2405685:UICHGHVQ}, } @techreport{mannah_skills_2012, title = {A {Skills} {Gap} {Analysis} for {Private} {Sector} {Development} in {Sierra} {Leone} 2012 {Economic} {Sector} {Work}}, url = {https://nctva.org/wp-content/uploads/2018/09/Skills_Gap_Analysis_2012_AfDB.pdf}, language = {en}, author = {Mannah, Emmanuel and Ngadi Gibril, Yvonne}, month = nov, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RFM2MVCL}, pages = {99}, } @article{manca_beyond_2019, title = {Beyond disciplinary boundaries: {Mapping} educational science in the discourse on social media}, volume = {121}, number = {14}, journal = {Teachers College Record}, author = {Manca, S and Rehm, M and Brandon, D and Greenhow, Christine}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QS2MXPFP}, } @article{manca_is_2013, title = {Is it a tool suitable for learning? {A} critical review of the literature on {Facebook} as a technology-enhanced learning environment}, volume = {29}, copyright = {© 2013 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Is it a tool suitable for learning?}, url = {https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment}, doi = {10.1111/jcal.12007}, abstract = {Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.}, language = {en}, number = {6}, urldate = {2020-05-15}, journal = {Journal of Computer Assisted Learning}, author = {Manca, S. and Ranieri, M.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2405685:B5MW3EIN 2534378:BVALCP9J}, keywords = {Facebook, Q =M, R = L, \_\_\_working\_potential\_duplicate, cultural issue, implicit pedagogies, social networking sites, technology-enhanced learning}, pages = {487--504}, } @article{manca_is_2013, title = {Is it a tool suitable for learning? {A} critical review of the literature on {Facebook} as a technology-enhanced learning environment}, volume = {29}, copyright = {© 2013 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Is it a tool suitable for learning?}, url = {https://www.researchgate.net/file.PostFileLoader.html?id=574812c9404854b92004e962&assetKey=AS%3A366287667646465%401464341193293}, doi = {10.1111/jcal.12007}, abstract = {Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.}, language = {en}, number = {6}, urldate = {2020-05-15}, journal = {Journal of Computer Assisted Learning}, author = {Manca, S. and Ranieri, M.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2339240:FLCF89DX 2405685:WSR3QSTM}, keywords = {Facebook, Q =M, R = L, \_\_\_working\_potential\_duplicate, cultural issue, implicit pedagogies, social networking sites, technology-enhanced learning}, pages = {487--504}, } @article{manca_is_2013, title = {Is it a tool suitable for learning? {A} critical review of the literature on {Facebook} as a technology-enhanced learning environment}, volume = {29}, copyright = {© 2013 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Is it a tool suitable for learning?}, url = {https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment}, doi = {10.1111/jcal.12007}, abstract = {Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.}, language = {en}, number = {6}, urldate = {2020-05-15}, journal = {Journal of Computer Assisted Learning}, author = {Manca, S. and Ranieri, M.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2339240:UBDFNI8F 2405685:QWED6EQX}, keywords = {Facebook, Q =M, R = L, cultural issue, implicit pedagogies, social networking sites, technology-enhanced learning}, } @article{manca_is_2013, title = {Is it a tool suitable for learning? {A} critical review of the literature on {Facebook} as a technology-enhanced learning environment}, volume = {29}, copyright = {© 2013 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Is it a tool suitable for learning?}, url = {https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment}, doi = {10.1111/jcal.12007}, abstract = {Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.}, language = {en}, number = {6}, urldate = {2020-05-15}, journal = {Journal of Computer Assisted Learning}, author = {Manca, S. and Ranieri, M.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2405685:B5MW3EIN 2534378:BVALCP9J}, keywords = {Facebook, Q =M, R = L, \_\_\_working\_potential\_duplicate, cultural issue, implicit pedagogies, social networking sites, technology-enhanced learning}, pages = {487--504}, } @article{manca_is_2013, title = {Is it a tool suitable for learning? {A} critical review of the literature on {Facebook} as a technology-enhanced learning environment}, volume = {29}, copyright = {© 2013 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Is it a tool suitable for learning?}, url = {https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment}, doi = {10.1111/jcal.12007}, abstract = {Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.}, language = {en}, number = {6}, urldate = {2020-05-15}, journal = {Journal of Computer Assisted Learning}, author = {Manca, S. and Ranieri, M.}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 2339240:UBDFNI8F 2405685:QWED6EQX}, keywords = {Facebook, Q =M, R = L, cultural issue, implicit pedagogies, social networking sites, technology-enhanced learning}, } @techreport{manaus_consulting_assessing_2016, title = {Assessing the use of technology and {Khan} {Academy} to improve educational outcomes in {Sacatepéquez}, {Guatemala}}, url = {https://static1.squarespace.com/static/5a168fa5f6576eb8bfa0a5e5/t/5a32478e4192022049ce380c/1513244608902/ASSESSING+THE+USE+OF+TECHNOLOGY+AND+KHAN+ACADEMY+TO+IMPROVE+EDUCATIONAL+OUTCOMES+IN+SACATEP%C3%89QUEZ%2C+GUATEMALA}, urldate = {2020-04-02}, author = {MANAUS Consulting}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M3GE48RB 2405685:FZ3MCUI9}, } @misc{malwai_ministry_of_education_science_and_technology_malawi_malawi_2019, title = {Malawi {Education} {Sector} {Analysis}.pdf}, url = {https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf}, urldate = {2022-10-30}, author = {Malwai Ministry of Education, Science, {and} Technology, Malawi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D5NERCHI 2405685:UKTVQWTU}, } @article{malone_mother_2011, title = {Mother tongue-based bilingual education in {Papua} {New} {Guinea}}, url = {https://link.springer.com/article/10.1007/s11159-011-9256-2}, author = {Malone, Susan and Paraide, Patricia}, month = dec, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SEQ297XD 4042040:752ZVCFP}, keywords = {⛔ No DOI found}, } @misc{maldoff_how_2016, title = {How {GDPR} changes the rules for research}, url = {https://iapp.org/news/a/how-gdpr-changes-the-rules-for-research/}, abstract = {The General Data Protection Regulation (GDPR) will come into effect in the spring of 2018, replacing the Data Protection Directive 95/46/EC and imposing new obl}, urldate = {2022-06-14}, author = {Maldoff, Gabe}, month = apr, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RZBMFHXV 2405685:7S282BVZ}, } @misc{malawi_ministry_of_education_science_and_technology_ministry_2019, title = {Ministry of {Education}, {Science} and {Technology} - {Policy} {Reforms}}, url = {http://www.reforms.gov.mw/psrmu/ministry-education-science-and-technology}, abstract = {The Malawi Public Sector Reforms Management Unit exists to catalyse, drive and facilitate public sector reforms in Malawi. The reforms are implemented in Government ministries, departments and agencies (MDAs), local councils, parastatal organizations and constitutional bodies.}, language = {en}, urldate = {2022-11-01}, author = {Malawi Ministry of Education, Science {and} Technology}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CVBB75DU 2405685:Z4Z43LCT}, } @misc{malawi_ministry_of_education_national_2016, title = {National {Education} {Policy}}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/national_education_policy.pdf}, urldate = {2022-12-10}, author = {Malawi Ministry of Education}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U3U6XW3Q 2405685:BR4LANIZ}, } @misc{malawi_ministry_of_education_national_2016, title = {National {Education} {Policy}}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/national_education_policy.pdf}, urldate = {2022-12-10}, author = {Malawi Ministry of Education}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U3U6XW3Q 2405685:BR4LANIZ}, } @misc{malawi_ministry_of_education_national_2016, title = {National {Education} {Policy}}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/national_education_policy.pdf}, urldate = {2022-12-10}, author = {Malawi Ministry of Education}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U3U6XW3Q 2405685:BR4LANIZ}, } @misc{malawi_government_education_2013, title = {Education {Act}: {No}.21 of 2013}, url = {http://www.unesco.org/education/edurights/media/docs/b61412353007d34e82ca104df4de459fa06ac453.pdf}, urldate = {2022-10-30}, author = {Malawi Government}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WEANDFW3 2405685:HWCWMRCN}, } @misc{malawi_consulate_country_2017, title = {Country {Economic} {Overview}}, url = {https://www.malawiconsulate.co.za/index.php/invest-in-malawi/country-economic-overview}, abstract = {Country Economic Overview The Malawi economy is agro based with agriculture contributing 37\% of the national GDP and employing 80\% of the total workforce....}, language = {en-gb}, urldate = {2022-10-20}, author = {Malawi Consulate}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:84EBRSYI 2405685:KWAAJTHP}, } @article{malamud_home_2011, title = {Home computer use and the development of human capital}, volume = {126}, doi = {10.1093/qje/qjr008}, number = {2}, journal = {The Quarterly journal of economics}, author = {Malamud, Ofer and Pop-Eleches, Cristian}, year = {2011}, note = {Publisher: MIT Press KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjr008 2339240:AEBRXVGQ 2405685:KDJACE64}, pages = {987--1027}, } @article{malamud_children_2019, title = {Do children benefit from internet access? {Experimental} evidence from {Peru}}, volume = {138}, issn = {0304-3878}, shorttitle = {Do children benefit from internet access?}, url = {https://www.sciencedirect.com/science/article/pii/S0304387818301251}, doi = {10.1016/j.jdeveco.2018.11.005}, abstract = {This paper provides experimental evidence for the impact of home internet access on a broad range of child outcomes in Peru. We compare children who were randomly chosen to receive laptops with high-speed internet access to (i) those who did not receive laptops and (ii) those who only received laptops without internet. We find that providing free internet access led to improved computer and internet proficiency relative to those without laptops and improved internet proficiency compared to those with laptops only. However, there were no significant effects of internet access on math and reading achievement, cognitive skills, self-esteem, teacher perceptions, or school grades when compared to either group. We explore reasons for the absence of impacts on these key outcomes with survey questions, time-diaries, and computer logs.}, language = {en}, urldate = {2022-09-10}, journal = {Journal of Development Economics}, author = {Malamud, Ofer and Cueto, Santiago and Cristia, Julian and Beuermann, Diether W.}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2018.11.005 2339240:DR36TXTM 2405685:RNJDQM5M}, keywords = {Academic achievement, Cognitive skills, Digital skills, Education, Experimental, Internet access, Technology}, pages = {41--56}, } @article{malakolunthu_improving_2014, title = {Improving the quality of teaching and learning through leadership for learning: {Changing} scenarios in basic schools of {Ghana}}, volume = {42}, shorttitle = {Improving the quality of teaching and learning through leadership for learning}, doi = {10.1177/1741143213510510}, number = {5}, journal = {Educational management administration \& leadership}, author = {Malakolunthu, Suseela and McBeath, John and Swaffield, Sue}, year = {2014}, note = {Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1741143213510510 10/f6g9vv 2339240:XKC33Y3W 2405685:2L8B954L}, pages = {701--717}, } @article{makewa_ict_2013, title = {{ICT} in secondary school administration in rural southern {Kenya}: {An} educator’s eye on its importance and use}, abstract = {This study investigated whether there was a significant difference between teachers’ and administrators’ perceptions on the importance of Information and Communications Technologies (ICT) in secondary school administration and evaluated the extent to which it was used by administrators. In this study, administrators are those involved in the day to day running of secondary school duties such as: the principal, deputy principal and heads of departments. The researchers used a descriptive-comparative research design to obtain information on the current status of ICT. The t-test was used to establish whether there was any significant difference in perceptions while a Pearson product-moment correlation coefficient was used to find whether there was any significant relationship between educators’ perceptions of the importance and extent of ICT use in secondary school administration. Both teachers and administrators rated the use of ICT in secondary school administration as important. Teachers and administrators viewed the use of ICT in student administration as equally important. Administrators rated the importance of using ICT in supervision of instruction and in student administration more highly. There was a significant difference between the perceptions of teachers and administrators on the importance of ICT use in the following areas of secondary school administration: student administration, general administration and supervision of instruction.}, language = {en}, author = {Makewa, Lazarus and Meremo, Jackson and Role, Elizabeth and Role, Jesse}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8CTPMNKU 2405685:W5EYUSLQ}, keywords = {⛔ No DOI found}, pages = {16}, } @phdthesis{makarani_teacher_2012, type = {{PhD}}, title = {Teacher reflections and praxis: a case study of {Indian} teachers of {English} as a foreign language}, url = {https://scholarspace.manoa.hawaii.edu/bitstream/10125/100856/Makarani_Sakilahmed_r.pdf}, abstract = {This case study engaged Gujarati English as Foreign Language (EFL) teachers in video-based reflection with the goal of increasing their reflective abilities and uncovering their understandings about reflective teaching practices in the Indian pedagogical and cultural context. The study aimed to explore, and gain a deeper understanding of how structural, institutional, and social dynamics of the larger socio-political cultural context of India affected the classroom teachers' thinking and their teaching practices. It was hoped that not only would the Gujarati teachers demonstrate an ability to reflect on their practice, but that they would also engage in a critical examination of the factors that impacted their context. The computer-based qualitative data analysis software, Atlas.ti, was used to analyze data using a grounded theoretical approach. The findings indicated that participants successfully engaged in reflection about their teaching using video as the tool for their professional development. Initially teacher participants had mixed feelings about recording and watching videos of their classroom instruction; however, teacher participants later enjoyed the experience, explicitly stating that such reflection helped them. The study also revealed that teacher participants perceived parental, social, institutional, and economic factors as influences on their students' learning, however these were simply identified as problems or conditions without any type of deeper critical analysis. Further, it was found that the teachers did not reach a critical level of reflection, nor did they consider taking action to address fundamental contextual issues. While this study showed that teacher reflection using digital video recordings of classroom practice can be a productive approach to meaningful teacher reflection in India, the study also demonstrated that teachers need specific exposure to deeper critical pedagogical thinking to go beyond simply identifying or blaming the social or economic issues embedded in their context. The study concludes with recommendations on how to reach critical teacher reflection. It is hoped that this case study will add to the growing body of research literature related to teacher self-reflection as a means to improving teaching practice and preparing teachers to take on social challenges in the Indian context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]}, language = {English}, school = {University of Hawai'i at Mānoa}, author = {Makarani, Sakilahmed A. R.}, year = {2012}, note = {ISBN: 9781303035289 Pages: 173 Publication Title: ProQuest LLC Loc in Archive 1697502591; ED554753 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502591?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:NZ8XTVSM 2339240:ZZQBKRNI 2405685:FMI8USWB 2405685:V48XT6S6 2534378:C6KXYQA7 2534378:IW3DL8F8}, keywords = {Case Studies, Computer Software, Cultural Context, ERIC, Resources in Education (RIE), Economic Factors, English (Second Language), Foreign Countries, Grounded Theory, India, Indians, Language Teachers, Qualitative Research, Reflective Teaching, Second Language Instruction, Second Language Learning, Social Influences, Teacher Attitudes, Teaching Methods, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096525, \_\_finaldtb}, } @article{major_using_2017, title = {Using video to support in-service teacher professional development: the state of the field, limitations and possibilities}, volume = {27}, shorttitle = {(1) ({PDF}) {Using} video to support in-service teacher professional development}, url = {https://www.researchgate.net/publication/319423259_Using_video_to_support_in-service_teacher_professional_development_the_state_of_the_field_limitations_and_possibilities}, doi = {10.1080/1475939X.2017.1361469}, language = {en}, number = {1}, urldate = {2020-08-31}, journal = {Technology Pedagogy and Education}, author = {Major, L and Watson, Steven}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2017.1361469 2339240:4W59D9U3 2405685:TKGRWCS3 2405685:W7DDRAT9 2405685:WF9QFYZY 2534378:YYFW64KC}, keywords = {C: International, ⛔ No DOI found}, pages = {49--68}, } @article{major_classroom_2018, title = {Classroom dialogue and digital technologies: {A} scoping review}, volume = {23}, issn = {1573-7608}, shorttitle = {Classroom dialogue and digital technologies}, url = {https://doi.org/10.1007/s10639-018-9701-y}, doi = {10.1007/s10639-018-9701-y}, abstract = {This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.}, language = {en}, number = {5}, urldate = {2020-01-07}, journal = {Education and Information Technologies}, author = {Major, L. and Warwick, P. and Rasmussen, I. and Ludvigsen, S. and Cook, V.}, month = sep, year = {2018}, note = {shortDOI: 10/gdm2tx KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9701-y 10/gdm2tx 2339240:X7R88KV5 2405685:QLMSBRPI 2405685:T6GR54KG}, keywords = {Classroom dialogue, Collaboration, Digital technology, Edtech, Talk, \_THEME: Teacher Professional Development}, pages = {1995--2028}, } @article{majoka_implementation_2013, title = {Implementation of {Information} and {Communication} {Technologies} ({ICTs}) in {Education} {Course}: {A} {Case} from {Teacher} {Education} {Institutions} in {Pakistan}}, volume = {35}, issn = {0555-7747}, shorttitle = {Implementation of {Information} and {Communication} {Technologies} ({ICTs}) in {Education} {Course}}, url = {https://eric.ed.gov/?id=EJ1210447}, abstract = {This research was aimed to explore the implementation of Information and Communication Technologies (ICTs) in education in teacher training programs in the Khyber Pakthunkhwa and Punjab provinces in Pakistan. It was the first time that the course "ICTs in Education" was implemented for ADE/B. Ed (Elementary) programs in session 2010-11. In this situation, it was vital to explore how successfully this course was implemented in the pioneer institutions, so as to have baseline information for further improvement in the implementation process. This study was focused to explore: (i) How the course "ICTs in Education" was implemented? (ii) How did the teacher educators follow the course guide and to what extent the course guide was helpful in implementing this course? Seven teacher training institutions (three from the Punjab and four from KP provinces) were selected as target population. The total sample was 40 teacher educators and 200 students from seven institutions. Mixed method research design was adopted to conduct this study. The data was drawn from the surveys for heads and prospective teachers, and semi-structured interviews with teacher educators. Analysis revealed that only in a few classrooms, different activities/ experiences as suggested in the unit were properly implemented, while in most that was not the case due to issues such as shortage of electric power supply, scarcity of ICTs tools and lack of training and skills in ICTs application. The extent to which teachers followed the course guide was another factor contributing to the implementation process.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {Bulletin of Education and Research}, author = {Majoka, Muhammad Iqbal and Fazal, Shawana and Khan, Muhammad Saeed}, month = aug, year = {2013}, note = {Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:ZE68BKG6 2405685:SEX5IS4Z}, keywords = {Barriers, Energy, Foreign Countries, Guides, Information Technology, Program Implementation, Teacher Education Programs, Teacher Educators, ⛔ No DOI found}, pages = {37--53}, } @article{maitland_social_2015, title = {A {Social} {Informatics} {Analysis} of {Refugee} {Mobile} {Phone} {Use}: {A} {Case} {Study} of {Zaaatari} {Syrian} {Refugee} {Camp}}, doi = {10.2139/ssrn.2588300}, journal = {SSRN Electronic Journal}, author = {Maitland, Carleen and Xu, Ying}, month = jan, year = {2015}, note = {shortDOI: 10/ghgn4p KerkoCite.ItemAlsoKnownAs: 10/ghgn4p 2405685:EEWN2MQD}, } @article{mahruf_using_2012, title = {Using technology for enhancing teaching and learning in {Bangladesh}: challenges and consequences}, volume = {37}, issn = {1743-9884}, shorttitle = {Using technology for enhancing teaching and learning in {Bangladesh}}, url = {https://www.researchgate.net/publication/239794217_Using_technology_for_enhancing_teaching_and_learning_in_Bangladesh_Challenges_and_consequences}, doi = {10.1080/17439884.2012.671177}, number = {4}, urldate = {2019-11-05}, journal = {Learning, Media and Technology}, author = {Mahruf, C. and Shohel, M. and Kirkwood, Adrian}, month = dec, year = {2012}, note = {Extra URL: https://www.tandfonline.com/doi/full/10.1080/17439884.2012.671177 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 10/gf5f6w 2339240:95DVIPCS 2339240:IVHSIR7Q 2405685:NXQEUUZM 2534378:CSPF7NEB 2534378:MLD48MMR 2534378:UQYRQ249}, keywords = {BANGLADESH, Bangladesh, COMPUTER assisted instruction, COMPUTERS in education, CONTINUING education, DEVELOPING countries, EDUCATIONAL technology, INFORMATION technology, PROFESSIONAL education, SECONDARY school teachers, TEACHER development, TEACHERS -- In-service training, \_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Open systems, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096535, \_\_finaldtb, teachers’ professional development, teaching and learning, technology, technology-poor contexts, the}, } @article{mahruf_c_shohel_school-based_2012, title = {School-based teachers' professional development through technology-enhanced learning in {Bangladesh}}, volume = {16}, issn = {13664530}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2062914739?accountid=9851}, doi = {10.1080/13664530.2012.668103}, abstract = {To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers' teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology-enhanced support systems impact on classroom practice and help teachers' professional development. Using the case of a pre-pilot intervention in the Underprivileged Children's Educational Programs schools, it explores the teachers' professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers' professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context.}, language = {English}, number = {1}, journal = {Teacher Development}, author = {Mahruf C Shohel, M and Banks, Frank}, year = {2012}, note = {Place: Abingdon Publisher: Taylor \& Francis Ltd. shortDOI: 10/gf5f6p KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2012.668103 10/gf5f6p 2405685:NA7NT9BB 2534378:EYTQ9C76}, keywords = {Bangladesh, Education--Teaching Methods And Curriculum, Educational technology, Learning, Professional development, Teacher education, UCEP-Bangladesh, \_\_\_working\_potential\_duplicate, hand-held device, school-based, teachers' professional development, technology-enhanced learning}, pages = {25--42}, } @article{mahenge_mobile-based_2014, title = {Mobile-based system for cost-effective e-learning contents delivery in resource and bandwidth constrained learning environments}, volume = {6}, copyright = {Copyright (c) 2018 Michael P. J. Mahenge, Joseph W. Mwangoka}, issn = {2073-7904}, url = {http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/262}, abstract = {The advancement in Information and Communication Technologies (ICTs) has brought opportunities for the development of Smart Cities. The Smart City uses ICT to enhance performance and wellbeing, to reduce costs and resource consumption, and to engage more effectively and actively with its citizens. In particular, the education sector is adopting new ways of learning in Higher Education Institutions (HEIs) through e-learning systems. While these opportunities exist, e-learning content delivery and accessibility in third world countries like Tanzania is still a challenge due to resource and network constrained environments. The challenges include: high cost of bandwidth connection and usage; high dependency on the Internet; limited mobility and portability features; inaccessibility during the offline period and shortage of ICT facilities. In this paper, we investigate the use of mobile technology to sustainably support education and skills development particularly in developing countries. Specifically, we propose a Cost-effective Mobile Based Learning Content Delivery system for resource and network constrained environments. This system can be applied to cost-effectively broaden and support education in many cities around the world, which are approaching the 'Smart City' concept in their own way, even with less available technology infrastructure. Therefore, the proposed solution has the potential to reduce the cost of the bandwidth usage, and cut down the server workload and the Internet usage overhead by synchronizing learning contents from some remote server to a local database in the user’s device for offline use. It will also improve the quality of experience and participation of learners as well as facilitate mobility and portability in learning activities, which also supports the all-compassing learning experience in a Smart City.https://doi.org/10.34105/j.kmel.2014.06.030}, language = {en}, number = {4}, urldate = {2020-11-18}, journal = {Knowledge Management \& E-Learning: An International Journal}, author = {Mahenge, Michael P. J. and Mwangoka, Joseph W.}, year = {2014}, note = {Number: 4 KerkoCite.ItemAlsoKnownAs: 2339240:PDQV4A7I 2405685:LCDRVZPJ}, keywords = {⛔ No DOI found}, pages = {449--463}, } @article{maguire_doing_2017, title = {Doing a thematic analysis: {A} practical, step-by-step guide for learning and teaching scholars}, volume = {9}, url = {http://ojs.aishe.org/index.php/aishe-j/article/view/335}, number = {3}, journal = {All Ireland Journal of Higher Education}, author = {Maguire, Moira and Delahunt, Brid}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BFWUPILB 2405685:7LAF386C}, keywords = {⛔ No DOI found}, } @article{magrath_systems_2019, title = {Systems {Research} in {Education}: {Designs} and methods}, volume = {14}, shorttitle = {Systems {Research} in {Education}}, number = {1}, journal = {Research in Comparative and International Education}, author = {Magrath, Bronwen and Aslam, Monazza and Johnson, David}, year = {2019}, note = {Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 2339240:QPRI36LV 2405685:FSIPMHL2}, keywords = {\_\_\_working\_potential\_duplicate, ❓ Multiple DOI}, pages = {7--29}, } @article{magrath_systems_2019, title = {Systems {Research} in {Education}: {Designs} and methods}, volume = {14}, issn = {1745-4999}, shorttitle = {Systems {Research} in {Education}}, url = {https://doi.org/10.1177/1745499919828927}, doi = {10.1177/1745499919828927}, abstract = {This exploratory paper seeks to shed light on the methodological challenges of education systems research. There is growing consensus that interventions to improve learning outcomes must be designed and studied as part of a broader system of education, and that learning outcomes are affected by a complex web of dynamics involving different inputs, actors, processes and socio-political contexts. How should researchers in comparative and international education respond to this call for complexity? To begin to answer this question, we draw on recent and ongoing research within the Raising Learning Outcomes in Education Systems research programme – a programme of 30 projects funded by the UK’s Department for International Development (DFID) and Economic and Social Research Council (ESRC). The paper explores critical ways in which the methods used by individual research projects, and across the programme as a whole, offer opportunities and raise challenges for advancing systems thinking in education research.}, language = {en}, number = {1}, urldate = {2021-04-12}, journal = {Research in Comparative and International Education}, author = {Magrath, Bronwen and Aslam, Monazza and Johnson, David}, month = mar, year = {2019}, note = {Publisher: SAGE Publications zotzenLib.CopiedFrom: 2339240:XYCSYPYB KerkoCite.ItemAlsoKnownAs: 10.1177/1745499919828927 2339240:XYCSYPYB 2405685:M5TVF9HF 2405685:P563XUWZ 2405685:WBX6TN7Z}, keywords = {Research methodology, \_\_\_working\_potential\_duplicate, education systems, mixed-methods research}, pages = {7--29}, } @article{magrath_systems_2019, title = {Systems {Research} in {Education}: {Designs} and methods}, volume = {14}, issn = {1745-4999}, shorttitle = {Systems {Research} in {Education}}, url = {https://doi.org/10.1177/1745499919828927}, doi = {10.1177/1745499919828927}, abstract = {This exploratory paper seeks to shed light on the methodological challenges of education systems research. There is growing consensus that interventions to improve learning outcomes must be designed and studied as part of a broader system of education, and that learning outcomes are affected by a complex web of dynamics involving different inputs, actors, processes and socio-political contexts. How should researchers in comparative and international education respond to this call for complexity? To begin to answer this question, we draw on recent and ongoing research within the Raising Learning Outcomes in Education Systems research programme – a programme of 30 projects funded by the UK’s Department for International Development (DFID) and Economic and Social Research Council (ESRC). The paper explores critical ways in which the methods used by individual research projects, and across the programme as a whole, offer opportunities and raise challenges for advancing systems thinking in education research.}, language = {en}, number = {1}, urldate = {2021-04-12}, journal = {Research in Comparative and International Education}, author = {Magrath, Bronwen and Aslam, Monazza and Johnson, David}, month = mar, year = {2019}, note = {Publisher: SAGE Publications zotzenLib.CopiedFrom: 2339240:XYCSYPYB KerkoCite.ItemAlsoKnownAs: 10.1177/1745499919828927 2339240:XYCSYPYB 2405685:M5TVF9HF 2405685:P563XUWZ 2405685:WBX6TN7Z}, keywords = {Research methodology, \_\_\_working\_potential\_duplicate, education systems, mixed-methods research}, pages = {7--29}, } @article{magallanes_framework_2014, title = {A framework for an {ICT}-based development program for science teachers in state universities and colleges in region {VI}}, volume = {2}, issn = {2332-3205, 2332-3205}, url = {https://www.researchgate.net/publication/285646173_A_Framework_for_an_ICT-based_Development_Program_for_Science_Teachers_in_State_Universities_and_Colleges_in_Region_VI}, doi = {10.13189/ujer.2014.020909}, abstract = {Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.}, language = {English}, number = {9}, journal = {Universal Journal of Educational Research}, author = {Magallanes, Amel Lavezores and Lavezores, Amel}, year = {2014}, note = {Publisher: Horizon Research Publishing, 506 North Garfield Avenue \#210, Alhambra, CA 91801 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502673?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2014.020909 2405685:FXQZCGHG 2534378:CCZ6ZKIL}, keywords = {Barriers, College Faculty, College Science, Computer Literacy, Computer Uses in Education, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, Higher Education, Information Technology, Mixed Methods Research, Philippines, Postsecondary Education, Science Teachers, State Colleges, State Universities, Teacher Attitudes, Technology Integration, Training}, pages = {659--668}, } @article{maddin_article_2013, title = {Article 9: {Issue} 4: {Systems} {Thinking} and {Technology} {Leadership} in {PK}-12 {Schools}}, shorttitle = {Article 9}, url = {https://www.academia.edu/7693820/Article_9_Issue_4_Systems_Thinking_and_Technology_Leadership_in_PK_12_Schools}, abstract = {Article 9: Issue 4: Systems Thinking and Technology Leadership in PK-12 Schools}, language = {en}, urldate = {2021-01-15}, journal = {EdTechnology Ideas}, author = {Maddin, Ellen}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PQS3TQ9C 2405685:XBUUBUV6}, keywords = {⛔ No DOI found}, } @inproceedings{madaio_everyone_2019, address = {Glasgow, Scotland UK}, title = {"{Everyone} {Brings} {Their} {Grain} of {Salt}": {Designing} for {Low}-{Literate} {Parental} {Engagement} with a {Mobile} {Literacy} {Technology} in {Côte} d'{Ivoire}}, isbn = {978-1-4503-5970-2}, shorttitle = {"{Everyone} {Brings} {Their} {Grain} of {Salt}"}, url = {http://dl.acm.org/citation.cfm?doid=3290605.3300695}, doi = {10.1145/3290605.3300695}, abstract = {Significant research has demonstrated the crucial role that parents play in supporting the development of children’s literacy, but in contexts where adults may lack sufficient literacy in the target language, it is not clear how to most effectively scaffold parental support for children’s literacy. Prior work has designed technologies to teach children literacy directly, but this work has not focused on designing for low-literate parents, particularly for multilingual and developing contexts. In this paper, we describe findings from a qualitative study conducted in several regions of rural Côte d’Ivoire to understand Ivorian parents’ beliefs, desires, and preferences for French literacy. We discuss themes that emerged from these interviews, surrounding ideas of trust, collaboration, and culturally-responsive design, and we highlight implications for the design of technology to scaffold low-literate parental support for children’s literacy.}, language = {en}, urldate = {2020-09-15}, booktitle = {Proceedings of the 2019 {CHI} {Conference} on {Human} {Factors} in {Computing} {Systems} - {CHI} '19}, publisher = {ACM Press}, author = {Madaio, Michael A. and Tanoh, Fabrice and Seri, Axel Blahoua and Jasinska, Kaja and Ogan, Amy}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3290605.3300695 2339240:28K7BQND 2405685:VMXK42BU}, pages = {1--15}, } @inproceedings{madaio_you_2019, address = {New York, NY, USA}, series = {{COMPASS} '19}, title = {"{You} give a little of yourself": family support for children's use of an {IVR} literacy system}, isbn = {978-1-4503-6714-1}, shorttitle = {"{You} give a little of yourself"}, url = {https://doi.org/10.1145/3314344.3332504}, doi = {10.1145/3314344.3332504}, abstract = {Low levels of childhood literacy in global contexts may be mitigated by educational technologies, however, these technologies often rely on parents of sufficient literacy to effectively support their children. Given low levels of adult literacy in many low-resource contexts, we investigate the nature of low-literate adult support for children's use of a literacy technology designed to foster early literacy precursors. We deployed an interactive voice response (IVR) system with 38 families in a rural village in Côte d'Ivoire using the IVR for 5 weeks in their homes. Using call log data and grounded theory analyses of IVR observations and interviews, we find evidence that families leverage complex support networks where family members support children's use of the IVR in different ways, via a collective network of intermediaries. These results suggest opportunities to scaffold low-literate family supporters for educational technologies.}, urldate = {2022-11-15}, booktitle = {Proceedings of the 2nd {ACM} {SIGCAS} {Conference} on {Computing} and {Sustainable} {Societies}}, publisher = {Association for Computing Machinery}, author = {Madaio, Michael A. and Kamath, Vikram and Yarzebinski, Evelyn and Zasacky, Shelby and Tanoh, Fabrice and Hannon-Cropp, Joelle and Cassell, Justine and Jasinska, Kaja and Ogan, Amy}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3314344.3332504 2339240:EGC7YGBE 2405685:BLAYAKS6}, keywords = {HCI4D, IVR, ed tech, literacy, tech intermediaries}, pages = {86--98}, } @techreport{mactaggart_key_2013, title = {The {Key} {Informant} {Child} {Disability} {Project} in {Bangladesh} and {Pakistan}}, url = {https://www.lshtm.ac.uk/media/23731}, institution = {London School of Hygiene and Tropical Medicine}, author = {Mactaggart, I}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D8CIW7KU 2405685:JCNFYGSX}, } @article{maclean_making_2019, title = {Making a difference in the real world? {A} meta-analysis of the quality of use-oriented research using the {Research} {Quality} {Plus} approach}, volume = {28}, url = {https://academic.oup.com/rev/article/28/2/123/5090812}, doi = {10.1093/reseval/rvy026}, number = {2}, journal = {Research Evaluation}, author = {MacLean, Robert and Sen, Kunal}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/reseval/rvy026 2405685:3ZCA5Q9I 2405685:RQH3MJ5X 2534378:937GVQ39}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {123--135}, } @techreport{mackenzie_mother-tongue_2013, title = {Mother-tongue education: policy lessons for quality and inclusion}, url = {https://docs.campaignforeducation.org/reports/GCE%20Mother%20Tongue_EN.pdf}, urldate = {2023-02-10}, author = {Mackenzie, Pamela J and Walker, Jo}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9BI5RL85 4042040:DXTUIRFY}, } @inproceedings{machuve_monitoring_2014, title = {Monitoring and evaluation of the e-readers project in rural {Tanzania}}, doi = {10.1109/SCAT.2014.7055138}, abstract = {This study provides recommendations on the monitoring and evaluation conducted for an ICT in Education project in two rural primary schools in Tanzania. The objective of the study was to evaluate the effectiveness of e-readers introduction at the schools. The e-readers introduction aimed at complementing the traditional print books. Print books are insufficient in primary schools in Tanzania; this ultimately leads to lack of reading skills in pupils and poor overall academic performance. As a conceptual framework the study adopted the InfoDev Monitoring and Evaluation framework for ICT in Education projects and adjusted it to local conditions. The study has shown that pupils at both schools considerably improved their reading skills as a result of the e-readers introduction. The introduction of e-readers also resulted in teachers and pupils being more motivated and engaged in learning. Survey results for parents demonstrate readiness on cost-sharing for acquiring the devices. This also indicates the feasibility of up-scaling the project to other schools in the country.}, booktitle = {Proceedings of the 2nd {Pan} {African} {International} {Conference} on {Science}, {Computing} and {Telecommunications} ({PACT} 2014)}, author = {Machuve, D. Z. and Zlotnikova, I. and Nyambo, D.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/SCAT.2014.7055138 2339240:DPBJTXNM 2405685:HU86I3P7}, keywords = {E-readers, Educational institutions, ICT, ICT in Education project, InfoDev Monitoring and Evaluation framework, Monitoring, Tanzania, academic performance, computer aided instruction, cost-sharing, digital e-books, e-readers project, electronic publishing, mobile computing, mobile electronic device, pupil engagement, pupil motivation, reading skills improvement, rural Tanzania, rural primary schools, teachers}, pages = {62--67}, } @article{macharia_spatial_2017, title = {Spatial models for the rational allocation of routinely distributed bed nets to public health facilities in {Western} {Kenya}}, volume = {16}, issn = {1475-2875}, url = {https://doi.org/10.1186/s12936-017-2009-3}, doi = {10.1186/s12936-017-2009-3}, abstract = {In high to moderate malaria transmission areas of Kenya, long-lasting insecticidal nets (LLINs) are provided free of charge to pregnant women and infants during routine antenatal care (ANC) and immunization respectively. Quantities of LLINs distributed to clinics are quantified based on a combination of monthly consumption data and population size of target counties. However, this approach has been shown to lead to stock-outs in targeted clinics. In this study, a novel LLINs need quantification approach for clinics in the routine distribution system was developed. The estimated need was then compared to the actual allocation to identify potential areas of LLIN over- or under-allocation in the high malaria transmission areas of Western Kenya.}, number = {1}, urldate = {2022-10-24}, journal = {Malaria Journal}, author = {Macharia, Peter M. and Odera, Patroba A. and Snow, Robert W. and Noor, Abdisalan M.}, month = sep, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12936-017-2009-3 2405685:VQJ4C4KI 4042040:FC3UL7UT}, keywords = {ANC utilization, Equity, LLINs allocation, Spatial modelling}, pages = {367}, } @article{macentee_participatory_2019, title = {Participatory visual methods and school-based responses to {HIV} in rural {South} {Africa}: insights from youth, preservice and inservice teachers}, volume = {20}, issn = {1468-1811, 1468-1811}, url = {https://www.researchgate.net/publication/336065653_Participatory_visual_methods_and_school-based_responses_to_HIV_in_rural_South_Africa_insights_from_youth_preservice_and_inservice_teachers}, doi = {10.1080/14681811.2019.1661833}, abstract = {This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses.}, language = {English}, number = {3}, journal = {Sex Education: Sexuality, Society and Learning}, author = {MacEntee, Katie}, year = {2019}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396852077?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/14681811.2019.1661833 2339240:6T6MGSSZ 2405685:8C828K53 2405685:CB9W5QZV 2534378:2R8BXPSR 2534378:EMFZWYAL 2534378:TQ38MU35}, keywords = {Acquired Immunodeficiency Syndrome (AIDS), Children And Youth - About, Disadvantaged Schools, ERIC, Current Index to Journals in Education (CIJE), Educational Resources, Foreign Countries, HIV, Health Education, Higher Education, Media Selection, Photography, Postsecondary Education, Preservice Teachers, Rural Schools, Secondary Education, Secondary School Students, Sex Education, South Africa, Story Telling, Student Attitudes, Teacher Attitudes, Teaching Methods, Visual Aids, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096729, \_\_finaldtb, participatory visual methodology, rural education, sexual health education}, pages = {316--333}, } @inproceedings{mabaso_whatsapp_2019, title = {{WhatsApp} utilisation at an initial teacher preparation programme at a university of technology in {South} {Africa}}, url = {https://ideas.repec.org/p/sek/itepro/8410560.html}, doi = {10.20472/TEC.2019.007.009}, abstract = {All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers’ perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer’s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students’ needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country.}, booktitle = {Proceedings of {Teaching} and {Education} {Conferences}}, publisher = {International Institute of Social and Economic Sciences}, author = {Mabaso, Nkosinomusa and Meda, Lawrence}, year = {2019}, note = {Issue: 8410560 KerkoCite.ItemAlsoKnownAs: 10.20472/TEC.2019.007.009 2339240:GPXY25VR 2405685:9J2PHTPS 2534378:37UHHTGP 2534378:H6RM7XJ8}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425972, \_\_finaldtb}, } @inproceedings{mabaso_whatsapp_2019, title = {{WhatsApp} utilisation at an initial teacher preparation programme at a university of technology in {South} {Africa}}, url = {https://ideas.repec.org/p/sek/itepro/8410560.html}, doi = {10.20472/TEC.2019.007.009}, abstract = {All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers’ perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer’s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students’ needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country.}, booktitle = {Proceedings of {Teaching} and {Education} {Conferences}}, publisher = {International Institute of Social and Economic Sciences}, author = {Mabaso, Nkosinomusa and Meda, Lawrence}, year = {2019}, note = {Issue: 8410560 KerkoCite.ItemAlsoKnownAs: 10.20472/TEC.2019.007.009 2339240:GPXY25VR 2405685:9J2PHTPS 2534378:37UHHTGP 2534378:H6RM7XJ8}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425972, \_\_finaldtb}, } @article{mabaso_whatsapp_2019, title = {{WhatsApp} utilisation at an initial teacher preparation programme at a university of technology in {South} {Africa}}, url = {https://www.iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?article=blackboard-utilisation-at-a-university-of-technology-in-south-africa}, abstract = {Table of Content - Article Detail - Proceedings of the 7th Teaching \& Education Conference, London}, language = {en}, urldate = {2022-08-22}, journal = {Proceedings of the 7th Teaching \& Education Conference, London}, author = {Mabaso, Nkosinomusa and Meda, Lawrence}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CTUPKLXW 2405685:DMAXXRDD}, keywords = {⛔ No DOI found}, } @article{mabaso_whatsapp_2019, title = {{WhatsApp} utilisation at an initial teacher preparation programme at a university of technology in {South} {Africa}}, url = {https://www.iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?article=blackboard-utilisation-at-a-university-of-technology-in-south-africa}, abstract = {Table of Content - Article Detail - Proceedings of the 7th Teaching \& Education Conference, London}, language = {en}, urldate = {2022-08-22}, journal = {Proceedings of the 7th Teaching \& Education Conference, London}, author = {Mabaso, Nkosinomusa and Meda, Lawrence}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CTUPKLXW 2405685:DMAXXRDD}, keywords = {⛔ No DOI found}, } @techreport{maada_bio_education_2018, title = {Education for {Development}}, url = {https://www.sierra.amavserver.com/wp-content/uploads/2018/12/Statement-by-HE.-President-Julius-Maada-Bio-on-the-Launching-of-the-Free-Education-20.08.2018.pdf}, urldate = {2020-06-25}, author = {Maada Bio, Julius}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KL7FDUU7}, } @techreport{maada_bio_keynote_2018, address = {Miatta Conference Centre}, title = {Keynote {Address} by {His} {Excellency} {President} {Julius} {Maada} {Bio} on the theme of: "{Education} for {Development}" at the launch of the {Free} {Quality} {School} {Education} {Programme}}, url = {https://www.sierra.amavserver.com/wp-content/uploads/2018/12/Statement-by-HE.-President-Julius-Maada-Bio-on-the-Launching-of-the-Free-Education-20.08.2018.pdf}, urldate = {2020-11-23}, author = {Maada Bio, Julius}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5TSMLUKK 2405685:FW7MT9FE}, } @misc{m-schule_ltd_m-shule_2018, title = {M-{Shule} - {Together} we learn, together we succeed}, url = {www.m-shule.com}, abstract = {M-Shule is the first adaptive, mobile learning management platform designed to improve performance for millions of primary school students across Kenya and Sub-Saharan Africa}, urldate = {2020-07-01}, author = {M-Schule LTd}, year = {2018}, note = {Library Catalog: m-shule.com KerkoCite.ItemAlsoKnownAs: 2405685:SBPUP4HV}, } @article{lyons_compounded_2011, title = {Compounded {Disadvantage}: {Race}, {Incarceration}, and {Wage} {Growth}}, volume = {58}, issn = {0037-7791}, shorttitle = {Compounded {Disadvantage}}, url = {https://www.jstor.org/stable/10.1525/sp.2011.58.2.257}, doi = {10.1525/sp.2011.58.2.257}, abstract = {Spending time in prison has become an increasingly common life event for low-skill minority men in the United States. The Bureau of Justice Statistics now estimates that one in three black men can expect to spend time in prison during his lifetime. A growing body of work implicates the prison system in contemporary accounts of racial inequality across a host of social, health, economic, and political domains. However, comparatively little work has examined the impact of the massive increase in the prison system—and growing inequality in exposure to the prison system—on racial inequality over the life course. Using a unique data set drawn from state administrative records, this project examines how spending time in prison affects wage trajectories for a cohort of men over a 14-year period. Multilevel growth curve models show no evidence of racial divergence in wages in quarters leading up to incarceration. However, after release, wages grow at a 21 percent slower rate for black compared to white ex-inmates. Blacks also enjoy fewer wage returns to work history compared to their white counterparts. This research broadens our understanding of the sources of racial stratification over the life course and underscores the relevance of recent policy interventions in the lives of low-skilled minority men.}, number = {2}, urldate = {2021-08-28}, journal = {Social Problems}, author = {Lyons, Christopher J. and Pettit, Becky}, year = {2011}, note = {Publisher: [Oxford University Press, Society for the Study of Social Problems] KerkoCite.ItemAlsoKnownAs: 10.1525/sp.2011.58.2.257 2339240:QIHJMA2I 2405685:3DUBDA85}, pages = {257--280}, } @article{lynch_inclusive_2011, title = {Inclusive educational practices in {Kenya}: {Evidencing} practice of itinerant teachers who work with children with visual impairment in local mainstream schools}, volume = {31}, issn = {0738-0593}, shorttitle = {Inclusive educational practices in {Kenya}}, url = {http://www.sciencedirect.com/science/article/pii/S0738059310001203}, doi = {10.1016/j.ijedudev.2010.08.006}, abstract = {This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries.}, language = {en}, number = {5}, urldate = {2020-12-10}, journal = {International Journal of Educational Development}, author = {Lynch, Paul and McCall, Steve and Douglas, Graeme and McLinden, Mike and Mogesa, Bernard and Mwaura, Martha and Muga, John and Njoroge, Michael}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.08.006 2339240:99E5PNBZ 2405685:F3M4BRIW}, keywords = {Inclusive education, Itinerant teachers, Kenya, Participatory action research, Visual impairment}, pages = {478--488}, } @article{lynch_identifying_2014, title = {Identifying strategies to enhance the educational inclusion of visually impaired children with albinism in {Malawi}}, volume = {39}, issn = {0738-0593}, url = {http://www.sciencedirect.com/science/article/pii/S0738059314000595}, doi = {10.1016/j.ijedudev.2014.07.002}, abstract = {Oculocutaneous albinism is an inherited condition with significant health and social impact on the lives of those affected throughout sub-Saharan, including in Malawi. Myths and superstitions surrounding the condition lead to stigmatisation, rejection and misconceptions. In a participatory study, consultations with educational professionals, children with albinism and their families documented the barriers to full educational access and revealed low-cost strategies that could be implemented in mainstream schools, to minimise the effect of the visual impairment associated with albinism. These were captured in two information booklets in English and vernacular, one for children and the other appropriate for teacher training.}, language = {en}, urldate = {2020-12-10}, journal = {International Journal of Educational Development}, author = {Lynch, Paul and Lund, Patricia and Massah, Bonface}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.07.002 2339240:MXTDK768 2405685:K9AQNHDY}, keywords = {Albinism, Resource centres, Special educational needs, Teacher training, Visual impairment}, pages = {216--224}, } @techreport{lynch_harnessing_2019, title = {Harnessing the power of data to improve education systems}, url = {https://www.globalpartnership.org/sites/default/files/2019-05-07-gpe-data-factsheet.pdf}, language = {en}, institution = {Global Partnership for Education}, author = {Lynch, Kelley}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RHIT7WRY 2405685:VAZ84RH2}, keywords = {⛔ No DOI found}, } @article{lwoga_icts_2019, title = {{ICTs} and development in developing countries: a systematic review of reviews}, volume = {85}, issn = {16814835}, shorttitle = {{ICTs} and development in developing countries}, url = {http://doi.wiley.com/10.1002/isd2.12060}, doi = {10.1002/isd2.12060}, abstract = {This systematic review of reviews aimed to explore the contribution of information and communication technologies (ICTs) for development in developing countries. This systematic review of reviews determines and summarizes ICTD research trends, and methodologies and conceptual frameworks used in ICTD research discuss the findings and evidence and then suggest approaches for further research. We reviewed existing systematic reviews published on ICT and development between January 1990 and July 2017. The review of reviews shows that a growing number of ICTD research works have used qualitative research approaches for data collection and analysis. We note several attempts to develop and apply models/frameworks over explanatory and predictive theories, most notably in the area of social, sociotechnical, and technical. Nevertheless, there is limited evidence on the long‐term contribution of ICT use on livelihoods, patterns of economic inequality, human freedom, and well‐being in developing countries. This review of reviews synthesizes existing systematic reviews on the contribution of ICT for development than was previously available for developing countries. This review has the potential for several stakeholders, including the public and private sector, intermediaries, and nonprofit organizations, to utilize the accumulated evidence from selected systematic reviews to enable/improve the appropriate and sustainable use of ICTs for development.}, language = {en}, number = {1}, urldate = {2021-05-29}, journal = {The Electronic Journal of Information Systems in Developing Countries}, author = {Lwoga, Edda Tandi and Sangeda, Raphael Zozimus}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/isd2.12060 2405685:2HFH9EJX 2534378:8P8Y85JD}, pages = {e12060}, } @article{luschei_educational_2010, title = {Educational production and the distribution of teachers in {Uruguay}}, volume = {30}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059309001138}, doi = {10.1016/j.ijedudev.2009.08.004}, abstract = {In this paper we discuss results from an analysis of a large dataset that includes virtually all sixth-grade students in Uruguay in 1996. We analyze the relationship between teacher attributes and student achievement scores and we explore the distribution of teachers according to characteristics identified as important by this analysis. We find that teachers with “important” attributes are distributed in a way that systematically favors schools with higher average achievement and socioeconomic context. Policy-related factors that may explain these patterns include Uruguay's system of teacher compensation, teachers’ working conditions, the level and locus of educational decision making in Uruguay, and teacher recruitment and assignment policies. The results are particularly interesting because Uruguay is a relatively equal society in Latin American terms, so the unequal distribution of teacher attributes is probably more accentuated in other Latin American societies.}, language = {en}, number = {2}, urldate = {2022-07-04}, journal = {International Journal of Educational Development}, author = {Luschei, Thomas F. and Carnoy, Martin}, month = mar, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2009.08.004 2339240:FXAV58GR 2405685:8AEB7BIB}, keywords = {Comparative education, Educational policy, Teacher distribution, Teacher quality, Uruguay}, pages = {169--181}, } @misc{lurvink_understanding_2019, title = {Understanding the {Barriers} and enablers of {Effective} {Communities} of {Practice} in {Sierra} {Leone} {Through} a {Collaboration} {Between} {Dubai} {Cares} and {Open} {Development} and {Education}}, url = {https://opendeved.net/blog/, https://opendeved.net/blog/}, language = {en-GB}, urldate = {2024-03-26}, journal = {Open Development \& Education}, author = {Lurvink, Anne-Fleur}, month = oct, year = {2019}, } @article{lundvall_growth_2014, title = {Growth and structural change in {Africa}: development strategies for the learning economy}, volume = {6}, issn = {2042-1338, 2042-1346}, shorttitle = {Growth and structural change in {Africa}}, url = {http://www.tandfonline.com/doi/abs/10.1080/20421338.2014.979660}, doi = {10.1080/20421338.2014.979660}, language = {en}, number = {5}, urldate = {2017-10-25}, journal = {African Journal of Science, Technology, Innovation and Development}, author = {Lundvall, Bengt-Åke and Lema, Rasmus}, month = sep, year = {2014}, note = {shortDOI: 10/gf5knj KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2014.979660 10/gf5knj 2405685:P6JSYUS9 261495:ZII5UIMH}, keywords = {DIAL-RDO}, pages = {455--466}, } @book{lundvall_learning_2016, address = {London ; New York, NY}, title = {The {Learning} {Economy} and the {Economics} of {Hope}}, isbn = {978-1-78308-596-5}, language = {English}, publisher = {Anthem Pr}, author = {Lundvall, Bengt-Ake}, month = dec, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs:2405685:UXLKGYEP}, keywords = {DIAL-RDO, Economic aspects, Information technology, Knowledge economy, Technological innovations}, } @book{lundvall_handbook_2011, title = {Handbook of innovation systems and developing countries: building domestic capabilities in a global setting}, shorttitle = {Handbook of innovation systems and developing countries}, publisher = {Edward Elgar Publishing}, author = {Lundvall, Bengt-{\textbackslash}AAke and Joseph, K. J. and Chaminade, Cristina and Vang, Jan}, year = {2011}, note = {EdTechHub.ItemAlsoKnownAs:2405685:7T39BA9P}, keywords = {DIAL-RDO}, } @book{lundvall_national_2010, title = {National systems of innovation: {Toward} a theory of innovation and interactive learning}, volume = {2}, shorttitle = {National systems of innovation}, publisher = {Anthem Press}, author = {Lundvall, Bengt-{\textbackslash}AAke}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M8W9JU49 261495:T38AFXER}, keywords = {DIAL-RDO}, } @incollection{lulia_filho_identificacao_2019, edition = {1}, title = {{IDENTIFICAÇÃO} {DO} {MODELO} {DE} {NEGÓCIO} {DE} {UMA} {START}-{UP}/{TIC}: {ESTUDO} {DE} {CASO} {NA} {EMPRESA} {GEEKIE}}, isbn = {978-85-7247-269-2}, shorttitle = {{IDENTIFICAÇÃO} {DO} {MODELO} {DE} {NEGÓCIO} {DE} {UMA} {START}-{UP}/{TIC}}, url = {https://www.atenaeditora.com.br/wp-content/uploads/2019/04/E-book-Investiga%C3%A7%C3%A3o-Cient%C3%ADfica-nas-Ci%C3%AAncias-Humanas-e-Sociais-Aplicadas-3-1.pdf}, abstract = {This study does not only understand the state of the art of the startups, but also understand how a small company of technology-based structure, shape its business model to grow and strengthen their business. For this this article has how objective of research, identify and describe the business model of a Startup/ICT Brazilian that work in the area of the education. It was used the concepts of case study, when analyzing the company Start-up/ICT Geekie, but will be used only secondary data, being this research a documentary research. The results show that the adaptive learning platform Start-up/ICT Geekie offers innovative service, personalizing and customizing education schools where works. The business model creates value for students, teachers and schools. Limitations of this article are in not obtaining primary data direct in the Geekie company and have only one company as study focus which limits the understanding of the business model of firms in the education sector.}, language = {pt}, urldate = {2022-06-06}, booktitle = {Investigação {Científica} nas {Ciências} {Humanas} e {Sociais} {Aplicadas} 3}, publisher = {Atena Editora}, author = {Lulia Filho, Herivelto and Turri, Silvia Novaes Zilber and Silva, Eduardo Corneto and Santos, Edna de Souza Machado}, month = apr, year = {2019}, doi = {10.22533/at.ed.69219160413}, note = {KerkoCite.ItemAlsoKnownAs: 10.22533/at.ed.69219160413 2339240:D9EVHTG4 2405685:V6X4436E}, pages = {144--160}, } @book{luhmann_introduction_2013, title = {Introduction to systems theory}, publisher = {Polity Cambridge}, author = {Luhmann, Niklas and Baecker, Dirk and Gilgen, Peter}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X232ZWJN 2405685:485X4Q3H}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @misc{lugo_turning_2012, title = {Turning on mobile learning in {Latin} {America}: illustrative initiatives and policy implications - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000216080}, urldate = {2022-04-19}, author = {Lugo, Maria Teresa and Schurmann, Sebastian}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AV96KBWJ 2405685:WDNVXMWE}, } @article{lucas_improving_2014, title = {Improving {Early}-{Grade} {Literacy} in {East} {Africa}: {Experimental} {Evidence} from {Kenya} and {Uganda}}, volume = {33}, issn = {1520-6688}, shorttitle = {Improving {Early}-{Grade} {Literacy} in {East} {Africa}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/pam.21782}, doi = {10.1002/pam.21782}, abstract = {Primary school enrollments have increased rapidly in sub-Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early-grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller effect (0.08) on a Swahili literacy test in Kenya. We find no evidence that differential effects are explained by baseline differences across countries in student test scores, classroom attributes, or implementation fidelity. A plausible explanation that cannot be directly tested is differential effective exposure to the literacy treatment in the tested languages. Students in Kenya were tested in Swahili, which is not necessarily the main language of instruction in primary schools, despite official policy.}, language = {en}, number = {4}, urldate = {2020-05-19}, journal = {Journal of Policy Analysis and Management}, author = {Lucas, Adrienne M. and McEwan, Patrick J. and Ngware, Moses and Oketch, Moses}, year = {2014}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pam.21782 shortDOI: 10/gf7gt2 KerkoCite.ItemAlsoKnownAs: 10.1002/pam.21782 10/gf7gt2 2405685:6XBY922E}, pages = {950--976}, } @article{loyalka_does_2019, title = {Does {Teacher} {Training} {Actually} {Work}? {Evidence} from a {Large}-{Scale} {Randomized} {Evaluation} of a {National} {Teacher} {Training} {Program}}, volume = {11}, issn = {1945-7782, 1945-7790}, shorttitle = {Does {Teacher} {Training} {Actually} {Work}?}, url = {https://pubs.aeaweb.org/doi/10.1257/app.20170226}, doi = {10.1257/app.20170226}, language = {en}, number = {3}, urldate = {2020-05-16}, journal = {American Economic Journal: Applied Economics}, author = {Loyalka, Prashant and Popova, Anna and Li, Guirong and Shi, Zhaolei}, month = jul, year = {2019}, note = {shortDOI: 10/ggx3rb KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170226 10/ggx3rb 2405685:JMUTWKKB}, keywords = {C:China}, pages = {128--154}, } @inproceedings{loyalka_impacts_2016, title = {The {Impacts} of {Introducing} {Accountability}: {Evidence} from a {Randomized} {Field} {Trial} in {Vocational} {Schools} in {China}}, shorttitle = {The {Impacts} of {Introducing} {Accountability}}, booktitle = {Society for {Research} on {Educational} {Effectiveness}}, author = {Loyalka, Prashant and Li, Guirong and Yi, Hongmei and Johnson, Natalie and Shi, Henry}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UTAFDEVN 2405685:ZKU65ZFD}, keywords = {⛔ No DOI found}, } @article{love_native_2010, title = {The native speaker and the mother tongue}, volume = {32}, issn = {03880001}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0388000110000653}, doi = {10.1016/j.langsci.2010.09.003}, abstract = {This article presents a historical account of the role and function in linguistic theorising of the concepts ‘‘native speaker” and ‘‘mother tongue”, and serves to introduce a number of articles (Language Sciences vol. 32 no. 6) raising questions about various aspects of the idealised monolingualism that underlies much modern linguistics.}, language = {en}, number = {6}, urldate = {2022-06-24}, journal = {Language Sciences}, author = {Love, Nigel and Ansaldo, Umberto}, month = nov, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.langsci.2010.09.003 2405685:SBZCJYS3 4042040:VPK5PTT8}, pages = {589--593}, } @article{lortie-forgues_rigorous_2019, title = {Rigorous large-scale educational {RCTs} are often uninformative: {Should} we be concerned?}, volume = {48}, issn = {0013-189X}, shorttitle = {Rigorous {Large}-{Scale} {Educational} {RCTs} {Are} {Often} {Uninformative}}, url = {https://doi.org/10.3102/0013189X19832850}, doi = {10.3102/0013189X19832850}, abstract = {There are a growing number of large-scale educational randomized controlled trials (RCTs). Considering their expense, it is important to reflect on the effectiveness of this approach. We assessed the magnitude and precision of effects found in those large-scale RCTs commissioned by the UK-based Education Endowment Foundation and the U.S.-based National Center for Educational Evaluation and Regional Assistance, which evaluated interventions aimed at improving academic achievement in K?12 (141 RCTs; 1,222,024 students). The mean effect size was 0.06 standard deviations. These sat within relatively large confidence intervals (mean width = 0.30 SDs), which meant that the results were often uninformative (the median Bayes factor was 0.56). We argue that our field needs, as a priority, to understand why educational RCTs often find small and uninformative effects.}, language = {en}, number = {3}, urldate = {2022-12-07}, journal = {Educational Researcher}, author = {Lortie-Forgues, Hugues and Inglis, Matthew}, month = apr, year = {2019}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X19832850 2339240:D96NKMSM 2405685:5ZWZTBBI}, pages = {158--166}, } @article{lorenceau_upgrading_2019, title = {Upgrading the {ICT} questionnaire items in {PISA} 2021}, url = {https://www.oecd-ilibrary.org/education/upgrading-the-ict-questionnaire-items-in-pisa-2021_d0f94dc7-en}, doi = {10.1787/d0f94dc7-en}, abstract = {This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After presenting key findings based on previous ICT-related PISA data, the paper provides a summary of the PISA 2021 ICT framework guiding the development of the questionnaire. The paper then describes the process followed by the OECD/PISA secretariat for the development of the PISA 2021 ICT questionnaire items. The paper concludes by drawing some lessons that would inform future development of this instrument.}, language = {en}, urldate = {2020-01-31}, author = {Lorenceau, Adrien and Marec, Camille and Mostafa, Tarek}, month = may, year = {2019}, note = {shortDOI: 10/ggjtph KerkoCite.ItemAlsoKnownAs: 10.1787/d0f94dc7-en 10/ggjtph 2339240:ZALQGM98 2405685:HAXV82VZ}, } @article{lopez_matuto_2019, title = {Matuto, {Magbasa}, {Maglaro}: {Learning} to read braille through play}, issn = {1040-0435, 1949-3614}, shorttitle = {Matuto, {Magbasa}, {Maglaro}}, url = {https://www.tandfonline.com/doi/full/10.1080/10400435.2019.1619633}, doi = {10.1080/10400435.2019.1619633}, abstract = {In September 2016, Digital Learning for Development and All Children Reading released a “Grand Challenge for Development” urging researchers to explore the barriers that children with sensory disabilities in the Philippines face with respect to learning how to read. We sought to address one component of this challenge; engagement of persons with visual impairment in learning how to read in braille. The primary goal of this study was to engage in the co-design process to create a device to help young children with visual impairments learn to identify letters and short words in braille as a first step to reading.}, language = {en}, urldate = {2020-12-10}, journal = {Assistive Technology}, author = {Lopez, Rhianne M. and Pinder, Shane D. and Davies, T. Claire}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2019.1619633 2339240:KXPZKZ2F 2405685:Z3DSW4V3}, pages = {1--9}, } @misc{loosemore_making_2019, type = {Public {Digital}}, title = {Making government as a platform real}, url = {https://public.digital/2018/09/25/making-government-as-a-platform-real}, language = {en}, urldate = {2022-04-07}, author = {Loosemore, Tom}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M95LD3KM 2405685:3L2FR4LM 4656463:W3T7J3V6}, } @techreport{longden_accelerated_2013, type = {Background paper prepared for the {Education} for {All} {Global} {Monitoring} {Report} 2013 {Learning} and {Teaching}}, title = {Accelerated {Learning} {Programmes}: {What} can we learn from them about curriculum reform?}, abstract = {The purpose of this paper is to present a cross-country analysis of the content and implementation of successful Accelerated Learning Programmes, ALPs. A literature search was conducted to find information on as many ALPs, as possible. This resulted in a matrix displaying key features of ALPs. Using the information from fifteen ALPs where almost complete data was available, an analysis was undertaken to discern the nature of these programmes in terms of providing improved access to learning. Five ALPs covering a range of types were selected for more detailed study. Finally, the lessons learned from ALPs were highlighted; potential implications for reform in the formal system were discussed with particular emphasis on the curriculum and teacher education.}, language = {en}, institution = {UNICEF}, author = {Longden, Ken}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NDS4HXFZ 2405685:GUAFHF4Y 2405685:N3L7U5B2}, keywords = {⛔ No DOI found}, pages = {42}, } @misc{long_organising_2016, title = {Organising a strategic phase in the budget process}, url = {https://odi.org/en/publications/organising-a-strategic-phase-in-the-budget-process/}, abstract = {This public financial management (PFM) introductory guide offers governments in low-capacity contexts a list of tools to improve the strategic phase of the budget process.}, language = {en-gb}, urldate = {2022-11-10}, author = {Long, Cathal and Welham, Bryn}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4RISPTH3 2405685:H78XAJHJ 4656463:DEXM3UX2}, } @article{lomas_resolving_2018, title = {Resolving the “{Cost}-{Effective} but {Unaffordable}” {Paradox}: {Estimating} the {Health} {Opportunity} {Costs} of {Nonmarginal} {Budget} {Impacts}}, volume = {21}, issn = {1098-3015}, shorttitle = {Resolving the “{Cost}-{Effective} but {Unaffordable}” {Paradox}}, url = {https://www.sciencedirect.com/science/article/pii/S1098301517336136}, doi = {10.1016/j.jval.2017.10.006}, abstract = {Considering whether or not a proposed investment (an intervention, technology, or program of care) is affordable is really asking whether the benefits it offers are greater than its opportunity cost. To say that an investment is cost-effective but not affordable must mean that the (implicit or explicit) “threshold” used to judge cost-effectiveness does not reflect the scale and value of the opportunity costs. Existing empirical estimates of health opportunity costs are based on cross-sectional variation in expenditure and mortality outcomes by program budget categories (PBCs) and do not reflect the likely effect of nonmarginal budget impacts on health opportunity costs. The UK Department of Health regularly updates the needs-based target allocation of resources to local areas of the National Health Service (NHS), creating two subgroups of local areas (those under target allocation and those over). These data provide the opportunity to explore how the effects of changes in health care expenditure differ with available resources. We use 2008–2009 data to evaluate two econometric approaches to estimation and explore a range of criteria for accepting subgroup specific effects for differences in expenditure and outcome elasticities across the 23 PBCs. Our results indicate that health opportunity costs arising from an investment imposing net increases in expenditure are underestimated unless account is taken of likely nonmarginal effects. They also indicate the benefits (reduced health opportunity costs or increased value-based price of a technology) of being able to “smooth” these nonmarginal budget impacts by health care systems borrowing against future budgets or from manufacturers offering “mortgage” type arrangements.}, language = {en}, number = {3}, urldate = {2022-03-29}, journal = {Value in Health}, author = {Lomas, James and Claxton, Karl and Martin, Stephen and Soares, Marta}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jval.2017.10.006 2339240:LGRL2L6H 2405685:XZML4VWY}, pages = {266--275}, } @article{lok_investigating_2018, title = {Investigating effects of using digital video in teacher training in {Cambodia}}, volume = {26}, issn = {1059-7069, 1059-7069}, url = {https://www.learntechlib.org/primary/p/178451/}, abstract = {While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions.}, language = {English}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Lok, Leandra and Schellings, Gonny and Brouwer, Niels and Den Brok, Perry}, month = apr, year = {2018}, note = {Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 KerkoCite.ItemAlsoKnownAs: 2405685:DBMD28PC 2534378:5IAKXKPQ 2534378:INDI72PC 2534378:W5INGKSD 2534378:ZPX4ANVW}, keywords = {Active Learning, Behavior Change, Cambodia, Cultural Context, ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Faculty Development, Foreign Countries, Instructional Effectiveness, Knowledge Base for Teaching, Learning, Mixed Methods Research, Questionnaires, Student Centered Learning, Studies, Teacher Attitudes, Teacher Behavior, Teacher education, Teachers, Teaching, Teaching Methods, Training, Video, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095890, \_\_finaldtb, ⛔ No DOI found}, pages = {275--298}, } @article{lok_investigating_2018, title = {Investigating effects of using digital video in teacher training in {Cambodia}}, volume = {26}, issn = {1059-7069}, url = {https://www.learntechlib.org/primary/p/178451/}, abstract = {While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and...}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {Journal of Technology and Teacher Education}, author = {Lok, Leandra and Schellings, Gonny and Brouwer, Niels and Brok, Perry Den}, month = apr, year = {2018}, note = {Publisher: Society for Information Technology \& Teacher Education KerkoCite.ItemAlsoKnownAs: 2339240:2DX9UEXA 2405685:XK4TIVSF}, keywords = {⛔ No DOI found}, } @techreport{lohr_partially_2014, title = {Partially {Nested} {Randomized} {Controlled} {Trials} in {Education} {Research}: {A} {Guide} to {Design} and {Analysis}}, url = {https://files.eric.ed.gov/fulltext/ED545532.pdf}, language = {en}, institution = {National Center for Education Research (NCER)}, author = {Lohr, Sharon and Schochet, Peter Z and Sanders, Elizabeth}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LEBL4H69 2405685:AT59KTP8}, } @techreport{lohninger_net_2019, title = {The {Net} {Neutrality} {Situation} in the {EU} {Evaluation} of the {First} {Two} {Years} of {Enforcement}}, url = {https://epicenter.works/sites/default/files/2019_netneutrality_in_eu-epicenter.works-r1.pdf}, institution = {Epicenter Works}, author = {Lohninger, Thomas and Gollatz, Benedikt and Hoffmann, Cornelia and Steinhammer, Erwin and Deffaa, Ludger and Al-Awadi, Ali and Czák, Andreas}, month = jan, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:I33D3ZVM}, } @article{lockheed_policies_2010, title = {Policies, performance and panaceas: {The} role of international large-scale assessments in developing countries}, volume = {42}, number = {3}, journal = {Compare: A Journal of Comparative and International Education}, author = {Lockheed, M.E.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q9XH5JKL 2405685:2CZ3PBXV}, keywords = {⛔ No DOI found}, pages = {509--545}, } @article{lock_fostering_2017, title = {Fostering self-regulation in online learning in {K}-12 education}, volume = {12}, doi = {10.15760/nwjte.2017.12.2.2}, number = {2}, journal = {Northwest Journal of Teacher Education}, author = {Lock, Jennifer and Eaton, Sarah Elaine and Kessy, Elaine}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.15760/nwjte.2017.12.2.2 2405685:Q63LG7IQ}, } @article{liyanagunawardena_impact_2013, title = {The impact and reach of {MOOCs}: {A} developing countries’ perspective}, volume = {33}, issn = {1887-1542}, shorttitle = {The impact and reach of {MOOCs}}, url = {http://centaur.reading.ac.uk/32452/1/In-depth_33_1.pdf}, abstract = {Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.}, language = {en}, journal = {eLearning Papers}, author = {Liyanagunawardena, T. and Williams, S. and Adams, A.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IHCKZLJS 2339240:KUBQWJSR 2339240:U3ZRM9IM 2339240:YQA2VAY4 2405685:4RBFSPKP 2405685:DNM3JPK6 2405685:T92PBF4M 2405685:V86AWP3A 2405685:WBWECXQ5 2534378:AD45N862}, keywords = {C:Low- and middle-income countries, NOTdocs.opendeved.net, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {38--46}, } @techreport{livingstone_global_2019, title = {Global {Kids} {Online}: {Comparative} report}, author = {Livingstone, Sonia and Kardefeld-Winther, Daniel and Saeed, Marium}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D5J8ZAAR 2405685:JWM3JX3Z}, } @article{liu_split-attention_2012, title = {Split-attention and redundancy effects on mobile learning in physical environments}, volume = {58}, doi = {10.1016/j.compedu.2011.08.007}, number = {1}, journal = {Computers \& Education}, author = {Liu, Tzu-Chien and Lin, Yi-Chun and Tsai, Meng-Jung and Paas, Fred}, year = {2012}, note = {00015 shortDOI: 10/dwzfrp KerkoCite.ItemAlsoKnownAs: 10/dwzfrp 2129771:5VX6SF5Q 2405685:HJSVM7LN}, pages = {172--180}, } @article{liu_effects_2013, title = {Effects of cues and real objects on learning in a mobile device supported environment}, volume = {44}, doi = {10.1111/j.1467-8535.2012.01331.x}, number = {3}, journal = {British Journal of Educational Technology}, author = {Liu, Tzu-Chien and Lin, Yi-Chun and Paas, Fred}, year = {2013}, note = {00002 shortDOI: 10/f4th36 KerkoCite.ItemAlsoKnownAs: 10/f4th36 2129771:P6D53738 2405685:NRB2HSA4}, pages = {386--399}, } @article{liu_effects_2014, title = {Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment}, volume = {72}, doi = {10.1016/j.compedu.2013.10.019}, journal = {Computers \& Education}, author = {Liu, Tzu-Chien and Lin, Yi-Chun and Paas, Fred}, year = {2014}, note = {00001 shortDOI: 10/f5rxgq KerkoCite.ItemAlsoKnownAs: 10/f5rxgq 2129771:CBG72EKD 2405685:Z2D4VWIP}, pages = {328--338}, } @article{liu__2015, title = {基于 {iPad} 的民汉双语电子教材开发与应用研究 [{Research} on the development and application of bilingual electronic textbooks based on {iPad}]}, number = {7}, journal = {中小学电教 [Primary and Middle School Educational Technology]}, author = {Liu, Junling and Zhang, Yawei}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FE44MKVM 4042040:YCQ2YEGF}, keywords = {⛔ No DOI found}, pages = {119--122}, } @article{liu_social_2016, title = {Social vulnerability of rural households to flood hazards in western mountainous regions of {Henan} province, {China}}, volume = {16}, issn = {1684-9981}, url = {https://www.nat-hazards-earth-syst-sci.net/16/1123/2016/}, doi = {10.5194/nhess-16-1123-2016}, abstract = {Abstract. Evaluating social vulnerability is a crucial issue in risk and disaster management. In this study, a household social vulnerability index (HSVI) to flood hazards was developed and used to assess the social vulnerability of rural households in western mountainous regions of Henan province, China. Eight key indicators were identified using existing literature and discussions with experts from multiple disciplines and local farmers, and their weights were determined using principle component analysis (PCA) and an expert scoring method. The results showed that (1) the ratio of perennial work in other places, hazard-related training and illiteracy ratio (15+) were the most dominant factors of social vulnerability. (2) The numbers of high, moderate and low vulnerability households were 14, 64 and 16, respectively, which accounted for 14.9, 68.1 and 17.0 \% of the total interviewed rural households, respectively. (3) The correlation coefficient between household social vulnerability scores and casualties in a storm flood in July 2010 was significant at 0.05 significance level (r  =  0.748), which indicated that the selected indicators and their weights were valid. (4) Some mitigation strategies to reduce household social vulnerability to flood hazards were proposed, which included (1) improving the local residents' income and their disaster-related knowledge and evacuation skills, (2) developing emergency plans and carrying out emergency drills and training, (3) enhancing the accuracy of disaster monitoring and warning systems and (4) establishing a specific emergency management department and comprehensive rescue systems. These results can provide useful information for rural households and local governments to prepare, mitigate and respond to flood hazards, and the corresponding strategies can help local households to reduce their social vulnerability and improve their ability to resist flood hazard.}, language = {en}, number = {5}, urldate = {2020-01-30}, journal = {Natural Hazards and Earth System Sciences}, author = {Liu, Delin and Li, Yue}, month = may, year = {2016}, note = {shortDOI: 10/f8sdhw KerkoCite.ItemAlsoKnownAs: 10.5194/nhess-16-1123-2016 10/f8sdhw 2339240:GAN6EQPK 2405685:DQC5IFF8}, pages = {1123--1134}, } @article{little_education_2011, title = {Education policy reform in {Sri} {Lanka}: the double-edged sword of political will}, volume = {26}, issn = {0268-0939}, shorttitle = {Education policy reform in {Sri} {Lanka}}, url = {https://doi.org/10.1080/02680939.2011.555005}, doi = {10.1080/02680939.2011.555005}, abstract = {In 1997, the Government of Sri Lanka launched a comprehensive set of education reforms designed to promote equitable access to basic education and improvements in learning outcomes. The package of reforms arose as a political response to widespread youth unrest in the late 1980s and attracted considerable ‘political will’, a vague but much vaunted term in the international policy discourse. Yet, despite seemingly high levels of national political will, reform has not been plain sailing. Using evidence from interviews with policy elites and an analysis of policy texts and evaluations, this paper analyses the role of political will at national and local levels in policy formulation and implementation in a policy environment characterised by ‘patronage politics’. It explores the interaction between the political, administrative, technical, human resource and financial drivers and inhibitors of five reform components and argues that local-level political will, as well as national-level political will, has played a central role in determining whether formulated policies are translated into action on the ground. ‘Political will’ is a double-edged sword.}, number = {4}, urldate = {2020-08-06}, journal = {Journal of Education Policy}, author = {Little, Angela W.}, month = jul, year = {2011}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02680939.2011.555005 shortDOI: 10/dgbq9t KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2011.555005 10/dgbq9t 2339240:9RULM75W 2405685:9LJS6GTB}, keywords = {Sri Lanka, policy implementation, political will}, pages = {499--512}, } @misc{lister_how_2019, title = {How {The} {Radio} {Can} {Reach} {The} {World}’s {Most} {Vulnerable} {Children}}, url = {https://hundred.org/en/articles/how-the-radio-can-reach-the-world-s-most-vunerable-children}, urldate = {2022-06-25}, author = {Lister, Josephine}, month = sep, year = {2019}, note = {Section: article KerkoCite.ItemAlsoKnownAs: 2339240:5QJA7JLD 2405685:VXYF7938}, } @misc{lirneasia_afteraccess_2018, title = {{AfterAccess}: {ICT} access and use in {Asia} and the {Global} {South}}, url = {https://lirneasia.net/wp-content/uploads/2018/10/LIRNEasia-AfterAccess-Asia-Report.pdf}, urldate = {2022-04-07}, author = {{LIRNEasia}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VFQGLJQM 2405685:Q7ERERPN}, } @techreport{lirne_asia_afteraccess_2018, title = {{AfterAccess}: {ICT} access and use in {Asia} and the {Global} {South}}, url = {https://lirneasia.net/wp-content/uploads/2018/10/LIRNEasia-AfterAccess-Asia-Report.pdf}, author = {LIRNE Asia}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WCW6IF9Y 2405685:LYCBIJZN}, } @article{linzy_solarspell_2017, title = {The {SolarSPELL} {Offline} {Digital} {Library}}, author = {Linzy, Kristen and Hosman, Laura}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WIRDBPRN}, keywords = {⛔ No DOI found}, } @article{lindvall_coherence_2019, title = {Coherence and the positioning of teachers in professional development programs. {A} systematic review}, volume = {27}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X18302641}, doi = {10.1016/j.edurev.2019.03.005}, journal = {Educational Research Review}, author = {Lindvall, Jannika and Ryve, Andreas}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2405685:UXEQSP6H 2534378:R7UFM8RT}, keywords = {Important, Read}, pages = {140--154}, } @article{lindvall_coherence_2019, title = {Coherence and the positioning of teachers in professional development programs. {A} systematic review}, volume = {27}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X18302641}, doi = {10.1016/j.edurev.2019.03.005}, journal = {Educational Research Review}, author = {Lindvall, Jannika and Ryve, Andreas}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2339240:T6FJICU7 2405685:NECFNMUF}, keywords = {Important, Read}, } @article{lindvall_coherence_2019, title = {Coherence and the positioning of teachers in professional development programs. {A} systematic review}, volume = {27}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X18302641}, doi = {10.1016/j.edurev.2019.03.005}, journal = {Educational Research Review}, author = {Lindvall, Jannika and Ryve, Andreas}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2339240:T6FJICU7 2405685:NECFNMUF}, keywords = {Important, Read}, } @article{lindenberg_using_2016, title = {Using technology and mentorship to improve teacher pedagogy and educational opportunities in rural {Nicaragua}}, volume = {3}, issn = {2325-663X, 2325-663X}, url = {https://files.eric.ed.gov/fulltext/EJ1090169.pdf}, abstract = {This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin America face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006). Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers' ability to be innovative and grow their practice in four ways: a) increased pedagogical knowledge; b) opportunities to collaborate and support one another as a community of teachers; c) flexibility in adaptation of the intervention model to their specific classroom context; and d) use of videos as supportive resources for content knowledge.}, language = {English}, number = {1}, journal = {Global Education Review}, author = {Lindenberg, Anni and Henderson, Kathryn I. and Durán, Leah}, year = {2016}, note = {Publisher: Mercy College New York, 555 Broadway, Dobbs Ferry, NY 10522 KerkoCite.ItemAlsoKnownAs: 2339240:RDWK6U2A 2405685:NC2GF9UJ 2534378:5IKXPAZE 2534378:A6LCUC6A 2534378:FBSEQ7BK}, keywords = {Barriers, ERIC, Current Index to Journals in Education (CIJE), Early Childhood Education, Educational Change, Educational Opportunities, Elementary Education, Elementary School Students, Elementary School Teachers, Ethnography, Foreign Countries, Grade 3, Grade 6, Instructional Effectiveness, Instructional Innovation, Intermediate Grades, Intervention, Mathematics, Mathematics Instruction, Mentors, Middle Schools, Nicaragua, Observation, Pedagogical Content Knowledge, Poverty, Primary Education, Rural Areas, Semi Structured Interviews, Teacher Education, Teaching Methods, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096190, \_\_finaldtb, ⛔ No DOI found}, } @article{lin_comparison_2012, title = {Comparison of 1:1 and 1:m {CSCL} environment for collaborative concept mapping}, volume = {28}, issn = {1365-2729}, url = {http://dx.doi.org/10.1111/j.1365-2729.2011.00421.x}, doi = {10.1111/j.1365-2729.2011.00421.x}, number = {2}, journal = {Journal of Computer Assisted Learning}, author = {Lin, C.-P. and Wong, L.-H. and Shao, Y.-J.}, year = {2012}, note = {00005 shortDOI: 10/cxp3pm KerkoCite.ItemAlsoKnownAs: 10/cxp3pm 2129771:GG442MGK 2405685:QVRRBCQP}, pages = {99--113}, } @incollection{lim_digital_2018, title = {Digital learning for developing {Asian} countries}, booktitle = {Routledge {International} {Handbook} of {Schools} and {Schooling} in {Asia}}, publisher = {Routledge}, author = {Lim, Cher Ping and Tinio, Victoria and Smith, Matthew and Bhowmik, Miron Kumar}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9HMQ57TL 2405685:ZXUFKWM5}, } @book{lieven_pakistan_2012, title = {Pakistan: {A} {Hard} {Country}}, isbn = {9786613793195}, shorttitle = {Pakistan}, abstract = {An expert's compelling portrait of the complex, volatile country now situated at the fulcrum of international concerns.}, language = {en}, publisher = {PublicAffairs}, author = {Lieven, Anatol}, year = {2012}, note = {Google-Books-ID: \_tq3zQEACAAJ KerkoCite.ItemAlsoKnownAs: 2339240:96VSX2XE 2405685:8F4WBPTU}, } @article{liang_live_2015, title = {Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development}, volume = {41}, issn = {0260-7476, 0260-7476}, url = {https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development}, doi = {10.1080/02607476.2015.1045314}, abstract = {This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.}, language = {English}, number = {3}, journal = {Journal of Education for Teaching: International Research and Pedagogy}, author = {Liang, Jiwen}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2405685:XGZM5SEC 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586}, keywords = {Administrator Attitudes, Case Studies, Case studies, China, Classroom Observation Techniques, Classroom observation, ERIC, Current Index to Journals in Education (CIJE), Education, Effectiveness, Faculty Development, Feedback, Feedback (Response), Foreign Countries, Interviews, Principals, Professional development, Qualitative Research, Secondary Education, Secondary School Teachers, Secondary schools, Teacher Attitudes, Teacher education, Teaching, Teaching Methods, Teaching methods, Video, Video Technology, Video recordings, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096967, \_\_finaldtb}, pages = {235--253}, } @article{liang_live_2015, title = {Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development}, volume = {41}, issn = {0260-7476, 0260-7476}, url = {https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development}, doi = {10.1080/02607476.2015.1045314}, abstract = {This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.}, language = {English}, number = {3}, journal = {Journal of Education for Teaching: International Research and Pedagogy}, author = {Liang, Jiwen}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2339240:VQ7H8WUD 2405685:63X8MEP4 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586}, keywords = {Administrator Attitudes, Case Studies, Case studies, China, Classroom Observation Techniques, Classroom observation, ERIC, Current Index to Journals in Education (CIJE), Education, Effectiveness, Faculty Development, Feedback, Feedback (Response), Foreign Countries, Interviews, Principals, Professional development, Qualitative Research, Secondary Education, Secondary School Teachers, Secondary schools, Teacher Attitudes, Teacher education, Teaching, Teaching Methods, Teaching methods, Video, Video Technology, Video recordings, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096967, \_\_finaldtb}, } @article{liang_live_2015, title = {Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development}, volume = {41}, issn = {0260-7476, 0260-7476}, url = {https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development}, doi = {10.1080/02607476.2015.1045314}, abstract = {This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.}, language = {English}, number = {3}, journal = {Journal of Education for Teaching: International Research and Pedagogy}, author = {Liang, Jiwen}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2339240:VQ7H8WUD 2405685:63X8MEP4 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586}, keywords = {Administrator Attitudes, Case Studies, Case studies, China, Classroom Observation Techniques, Classroom observation, ERIC, Current Index to Journals in Education (CIJE), Education, Effectiveness, Faculty Development, Feedback, Feedback (Response), Foreign Countries, Interviews, Principals, Professional development, Qualitative Research, Secondary Education, Secondary School Teachers, Secondary schools, Teacher Attitudes, Teacher education, Teaching, Teaching Methods, Teaching methods, Video, Video Technology, Video recordings, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096967, \_\_finaldtb}, } @article{li_geography_2010, title = {Geography and rural household income: {A} village level study in {Henan} {Province}, {China}}, volume = {20}, issn = {1002-0063, 1993-064X}, shorttitle = {Geography and rural household income}, url = {http://link.springer.com/10.1007/s11769-010-0001-8}, doi = {10.1007/s11769-010-0001-8}, abstract = {This study uses the data from a sample survey conducted in April 2007 on 1 251 rural households in 11 villages of Henan Province, the largest less developed agricultural province in China, to examine how geography affects rural household income (RHI). The quantitative analysis indicates following results. 1) The significance of the traditional geographical factors reduces as RHI rank increases. 2) The landform does not affect the RHI significantly. The per capita income of rural household in a plain area is lower than that in a mountainous area. And 3) the capital endowment and status of non-farm economic activities contribute to the increase of RHI. But the probability and intensity of non-farm economic activities of rural households in urban outskirts villages are higher than that in non-urban outskirts villages. Based on the results, the paper further concludes that geography still plays a significant role in rural development, but it is changing over time. The agricultural resources (such as per capita arable land) significantly affect RHI with the relatively lower income level, while the geographical location shows a more significant impact on RHI with the relatively high income level. Along with economic development, the proximity replaces the traditional geographical factors such as landform and physical resources as the major determining factor in RHI.}, language = {en}, number = {1}, urldate = {2020-01-30}, journal = {Chinese Geographical Science}, author = {Li, Xiaojian and Fan, Xinsheng}, month = feb, year = {2010}, note = {shortDOI: 10/dndbzt KerkoCite.ItemAlsoKnownAs: 10.1007/s11769-010-0001-8 10/dndbzt 2339240:8FLCU9Z3 2405685:IURAQUEZ}, pages = {1--8}, } @article{li_influence_2018, title = {The {Influence} of {Interactive} {Learning} {Materials} on {Self}-{Regulated} {Learning} and {Learning} {Satisfaction} of {Primary} {School} {Teachers} in {Mongolia}}, volume = {10}, copyright = {http://creativecommons.org/licenses/by/3.0/}, url = {https://www.mdpi.com/2071-1050/10/4/1093}, doi = {10.3390/su10041093}, abstract = {The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1) teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2) teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.}, language = {en}, number = {4}, urldate = {2021-08-13}, journal = {Sustainability}, author = {Li, Shengru and Yamaguchi, Shinobu and Takada, Jun-ichi}, month = apr, year = {2018}, note = {Number: 4 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su10041093 2339240:K7VEMP7J 2405685:EKITST4W}, keywords = {ICT in education, country-specific developments, in-service teacher training, interactive learning environments, self-regulated learning}, pages = {1093}, } @article{li_understanding_2018, title = {Understanding factors affecting primary school teachers’ use of {ICT} for student-centered education in {Mongolia}}, abstract = {The past two decades witnessed continuous uptake of ICT in education, and the importance of teachers’ beliefs for adopting ICT in education was revealed in the context of educational change. In recent years, the Mongolian educational system has placed more emphasis on student-centered education and the use of ICT in teaching and learning. Teacher training has become a local responsibility under the Education Master Plan (Government of Mongolia, 2006), New Education Standard and Core Curriculum which focus on the introduction of ICT into education and the implementation of student-centered education (Asian Development Bank, 2008; Ministry of Culture Education and Science, 2014). Despite the growing interest in using ICT for student-centered education, a limited number of studies exist in Mongolia to understand primary school teachers’ perception on use of ICT for student-centered education. This study aims to understand the factors affecting teachers’ perceptions on use of ICT for student-centered education. Based on Fullan’s educational change theory, the analysis through multiple linear regression and focus group discussion was conducted on 838 primary school teachers in Mongolia which found that teacher’s professional competency and perceived benefits on use of ICT are significant factors affecting teachers’ perceptions on use of ICT tool for student-centered education. Furthermore, teacher’s professional competency, perceived benefits on use of ICT and teacher cooperation are affecting teachers’ perceptions on use of digital contents for student-centered education.}, language = {en}, author = {Li, Shengru and Yamaguchi, Shinobu and Takada, Jun-ichi}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J6FMCEMP 2405685:UJYVC9Z6}, keywords = {⛔ No DOI found}, pages = {15}, } @article{li_influence_2019, title = {The {Influence} of {Teachers}’ {Professional} {Development} {Activities} on the {Factors} {Promoting} {ICT} {Integration} in {Primary} {Schools} in {Mongolia}}, volume = {9}, copyright = {http://creativecommons.org/licenses/by/3.0/}, url = {https://www.mdpi.com/2227-7102/9/2/78}, doi = {10.3390/educsci9020078}, abstract = {This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.}, language = {en}, number = {2}, urldate = {2020-08-31}, journal = {Education Sciences}, author = {Li, Shengru and Yamaguchi, Shinobu and Sukhbaatar, Javzan and Takada, Jun-ichi}, month = jun, year = {2019}, note = {Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci9020078 2339240:XWWZXZ76 2405685:EENQXYD4}, keywords = {ICT in education, \_\_\_working\_potential\_duplicate, auto\_merged, education policy, educational change, factors promoting ICT integration, teacher’s professional development}, pages = {78}, } @article{li_affordance_2011, title = {Affordance of {Deep} {Infusion} of {One}-to-{One} {Tablet}-{PCs} {Into} and {Beyond} {Classroom}.}, volume = {38}, number = {4}, journal = {International Journal of Instructional Media}, author = {Li, SC and Pow, JWC}, year = {2011}, note = {00009 KerkoCite.ItemAlsoKnownAs: 2129771:UFN7TVBT 2405685:8CTWM5GN}, keywords = {⛔ No DOI found}, pages = {319--326}, } @article{li_empowering_2010, title = {Empowering student learning through {Tablet} {PCs}: {A} case study}, volume = {15}, doi = {10.1007/s10639-009-9103-2}, number = {3}, journal = {Education and Information Technologies}, author = {Li, Sandy C and Pow, Jacky WC and Wong, Emily ML and Fung, Alex CW}, year = {2010}, note = {00020 shortDOI: 10/b9nvxb KerkoCite.ItemAlsoKnownAs: 10/b9nvxb 2129771:C2WDC5BW 2405685:VEIBI2JH}, pages = {171--180}, } @article{li_understanding_2014, title = {Understanding language teachers' practice with educational technology: {A} case from {China}}, volume = {46}, issn = {0346-251X}, shorttitle = {Understanding language teachers' practice with educational technology}, url = {https://www.sciencedirect.com/science/article/pii/S0346251X14001304}, doi = {10.1016/j.system.2014.07.016}, abstract = {This article explores how eight secondary school teachers integrated educational technology into English language teaching in Beijing, China and considers their views of the factors influencing technology use. Analysing data from classroom recordings and follow-up interviews, this study revealed that PowerPoint was the most frequently used technological application in the classroom, while the internet and other technological tools were also used by the teachers. They employed educational technology for different pedagogical purposes, including addressing professional needs in improving teaching, designing materials and conducting professional development. Teachers also claimed that they used technology to address learners' needs, such as improving engagement, enhancing language acquisition, facilitating understanding and establishing a context for language use. The study identified four important factors in influencing teachers' use of technology, including sociocultural contexts, teachers' beliefs, access to resources, and technology competence and confidence. This study suggests that a critical reflective approach is useful in assisting teachers to understand their needs and pedagogical beliefs concerning technology use. Ongoing professional development is also valuable in promoting teachers' technology competence and confidence, thereby improving the use of technology in their teaching.}, language = {en}, urldate = {2022-07-01}, journal = {System}, author = {Li, Li}, month = oct, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.system.2014.07.016 2339240:CXH3G6AE 2405685:SMJ8CD63}, keywords = {Case study, China, Socio-cultural context, Teachers' perceptions, Technology use}, } @mastersthesis{li__2016, title = {语言活力复兴: 云南丽江四所小学纳西语教育现状调查研究 [{Language} {Revitalization}: {Language} {Revitalization}: {A} {Study} on {Naxi} {Language} {Education} in {Four} {Primary} {Schools} in {Lijiang}]}, shorttitle = {语言活力复兴}, school = {Yunnan Normal University}, author = {Li, Hongyao}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I59D77LV 4042040:FQSX8QYH}, } @techreport{lewis_ict_2016, title = {{ICT} and the {Education} of {Refugees}: {A} {Stocktaking} of {Innovative} {Approaches} in the {MENA} {Region}}, shorttitle = {{ICT} and the {Education} of {Refugees}}, abstract = {More than 10 million school-age children have been forced out of school in the Middle East and North Africa (MENA) due to armed conflict in Syria, Iraq, Yemen, Libya and other countries. Most are displaced internally but others have fled across borders to seek refuge. As governments and international agencies struggle to ensure these children a safe learning environment and a good quality education, many look to information and communications technology (ICT) to provide at least part of the solution. The use of smartphones and other mobile devices, ubiquitous even among impoverished refugees, can provide a platform that educators can leverage to reach marginalized children and youth. This paper aims to inform discussion on the role information and communications technology (ICT) can play in the educational response to the refugee crisis in the MENA. It provides a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation and what more might be done. The purpose of this note is to provide a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation, and what more might be done. This is in no way a comprehensive assessment but rather an attempt to promote dialogue and inform programs.}, institution = {World Bank}, author = {Lewis, Kent and Thacker, Simon}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FWSEWBZS 2405685:F7YA8GIX 2405685:JDXTAB43}, keywords = {Google Scholar/ "education technology" refugees, RER theme\_pedagogies and modalities}, } @techreport{lewis_teachers_2013, title = {Teachers for {All}: {Inclusive} {Teaching} for {Children} with {Disabilities}}, language = {en}, institution = {International Disability and Development Consortium}, author = {Lewis, Ingrid and Bagree, Sunit}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D28PA79H}, keywords = {⛔ No DOI found}, pages = {24}, } @misc{lewis_is_2015, title = {Is civil society in trouble in {Bangladesh}?}, url = {https://blogs.lse.ac.uk/southasia/2015/07/13/is-civil-society-in-trouble-in-bangladesh/}, author = {Lewis, D}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ESCEXEUH 2405685:IJQ2EZ6Y}, } @book{levy_politics_2018, address = {Oxford}, title = {The {Politics} and {Governance} of {Basic} {Education}: {A} {Tale} of {Two} {South} {African} {Provinces}}, isbn = {978-0-19-882405-3}, shorttitle = {The {Politics} and {Governance} of {Basic} {Education}}, url = {https://oxford.universitypressscholarship.com/10.1093/oso/9780198824053.001.0001/oso-9780198824053}, abstract = {This book brings together scholars from multiple disciplines to explore how political and institutional context influences the governance of basic education in South Africa at national, provincial, and school levels. A specific goal is to contribute to the crucial, ongoing challenge of improving educational outcomes in South Africa. A broader goal is to illustrate the value of an approach to the analysis of public bureaucracies, and of participatory approaches to service provision which puts politics and institutions at centre stage. Stark differences between the Eastern Cape and Western Cape provinces offer something of a natural experiment for exploring the influence of context. The Eastern Cape’s socio-economic, political, and institutional legacy resulted in a low-level equilibrium trap in which incentives transmitted from the political to the bureaucratic levels reinforced factionalized loyalty within multiple patronage networks, and which is difficult to escape. The Western Cape, by contrast, enjoyed a more supportive environment for the operation of public bureaucracy. However, bureaucracy need not be destiny. The research also shows that strong hierarchy can result in ‘isomorphic mimicry’—a combination of formal compliance and a low-level equilibrium of mediocrity. Participatory school-level governance potentially can improve outcomes—as a complement to strong bureaucracies, or as a partial institutional substitute where bureaucracies are weak. Whether this potential is realized depends on the relative strength of developmentally oriented and predatory actors, with the outcomes not fore-ordained by local context, but contingent and cumulative—with individual agency by stakeholders playing a significant role.}, language = {eng}, urldate = {2022-05-31}, publisher = {Oxford University Press}, editor = {Levy, Brian and Cameron, Robert and Hoadley, Ursula and Naidoo, Vinothan}, year = {2018}, doi = {10.1093/oso/9780198824053.001.0001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/oso/9780198824053.001.0001 2339240:WT6WIKZU 2405685:877VIS9E 4656463:FF9PHTK5}, keywords = {Eastern Cape, South Africa, Western Cape, bureaucracy, how context matters, institutions, participatory governance, political settlements, politics of education, school-level governance}, } @book{levy_working_2014, address = {Oxfod ; New York}, edition = {Illustrated edition}, title = {Working with the {Grain}: {Integrating} {Governance} {And} {Growth} {In} {Development} {Strategies}}, isbn = {978-0-19-936381-0}, shorttitle = {Working with the {Grain}}, language = {English}, publisher = {Oxford University Press}, author = {Levy, Brian}, month = sep, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VLTSKIWJ 2405685:KKIS954H 4656463:YD2QJFAF}, } @article{levine_teaching_2015, title = {Teaching {Writing} with {Radio}}, url = {https://srlevine.people.stanford.edu/sites/g/files/sbiybj4286/f/ncte_2015_levine.pdf}, number = {104}, urldate = {2020-07-14}, journal = {English Journal}, author = {Levine, Sarah and Franzel, Johanna}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PTDACQYM}, keywords = {⛔ No DOI found}, } @misc{levine_true_2019, title = {The {True} {Cost} of {Freemiums} in {Edtech}}, url = {https://www.edtechdigest.com/2019/02/05/the-true-cost-of-freemiums/}, abstract = {An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN {\textbar} by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […]}, language = {en-US}, urldate = {2021-05-20}, journal = {EdTech Digest}, author = {Levine, Elliott}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I9AWBSIU 2405685:SXL6X7IC}, } @article{levin_social-ecological_2013, title = {Social-ecological systems as complex adaptive systems: modeling and policy implications}, volume = {18}, shorttitle = {Social-ecological systems as complex adaptive systems}, doi = {10.1017/S1355770X12000460}, number = {2}, journal = {Environment and Development Economics}, author = {Levin, Simon and Xepapadeas, Tasos and Crépin, Anne-Sophie and Norberg, Jon and De Zeeuw, Aart and Folke, Carl and Hughes, Terry and Arrow, Kenneth and Barrett, Scott and Daily, Gretchen}, year = {2013}, note = {Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 10.1017/S1355770X12000460 2339240:R7QV97YW 2405685:WI5DSKZU}, pages = {111--132}, } @incollection{levin_cost-effectiveness_2016, address = {Washington (DC)}, edition = {Third}, title = {Cost-{Effectiveness} and {Affordability} of {Interventions}, {Policies}, and {Platforms} for the {Prevention} and {Treatment} of {Mental}, {Neurological}, and {Substance} {Use} {Disorders}}, volume = {3}, copyright = {© 2016 International Bank for Reconstruction and Development / The World Bank.}, isbn = {978-1-4648-0426-7 978-1-4648-0428-1}, url = {http://www.ncbi.nlm.nih.gov/books/NBK361929/}, abstract = {Since the turn of the millennium, considerable progress has been made in developing an evidence base on which interventions are effective and feasible for improving mental health in low- and middle-income countries (LMICs). Such evidence provides a critical input to the formulation of plans and priorities to address the large and growing burden of mental, neurological, and substance use (MNS) disorders. However, for successful and sustainable scale-up of effective interventions and innovative service delivery strategies, decision makers require not only evidence of an intervention’s impact on health and other outcomes, such as equity or poverty, but also evidence of its cost and cost-effectiveness. Cost data provide information relevant to the financial planning and implementation of prioritized, evidence-based strategies; cost-effectiveness analysis indicates the relative efficiency or value for money associated with interventions or innovations. The application of economic evaluation to MNS disorders has largely focused on the assessment of a specific intervention’s costs and health outcomes, relative to some comparator, which may be treatment as usual, another innovation, or no intervention. Such assessments have often been conducted alongside clinical trials, enabling health economic researchers to add resource use questions to study protocols, generate estimates of each trial participant’s health care costs, and relate these costs to primary outcome measures in the form of cost-effectiveness ratios. We review this type of economic evidence over the course of this chapter, with a particular focus on studies that have been successfully carried out in LMICs. However, the number of completed studies remains small and insufficient to inform resource allocation decisions in all the national settings where cost-effectiveness information would be valuable, including the many countries where informal or traditional health care represents the predominant model of service availability. This paucity of economic evidence reflects the overall lack of resources and infrastructure for mental health services in LMICs, including research capacity. Partly to address the paucity of cost-effectiveness trials, as well as their intrinsic specificity to the setting in which they are conducted, a broader, modeling-based approach has also been used to build up economic evidence for international mental health policy and planning. This approach includes the earlier editions of the Disease Control Priorities (DCP) project and the World Health Organization’s (WHO) CHOosing Interventions that are Cost-Effective (CHOICE) project. Such model-based studies rely on existing data, as well as several analytical assumptions; these studies have adopted an epidemiological, population-based approach that identifies the expected costs and health impacts of delivering evidence-based interventions at scale in the population as a whole, whether a specific country or an entire region. We also review this form of economic evidence and comment on important gaps in the current evidence base, as well as the relative strengths and limitations of this approach. One important limitation of conventional cost-effectiveness analysis—whether garnered through trial-based or model-based approaches—is that it is restricted to consideration of the specific implementation costs and health-related outcomes of an intervention; it does not typically extend to the nonhealth or wider economic or social value of investing in mental health innovation and service scale-up. In particular, cost-effectiveness analysis in its conventional form has little to say about the equitable distribution of costs and health gains across different groups of the target population. Incorporation of such concerns into economic evaluation represents a major objective of extended cost-effectiveness analysis, which is explored and addressed specifically in chapter 13 in this volume (Chisholm, Johansson, and others 2015). In this chapter, we review the available cost-effectiveness evidence for the different levels and underpinning strategies of the mental health care system, with a focus on information generated in or for LMICs. Based on the overall analytical framework and priority intervention matrices developed for this volume, the remainder of the chapter is presented as follows. First, we consider the economic evidence for mental health prevention and protection at the population and community levels of the health and welfare system, including legislative, regulatory, and informational measures at the public policy level (population platform), as well as school-, workplace-, and community-based programs (community platform). We then examine the economic evidence relating to the identification and treatment of MNS disorders (health care platform), focusing on the relative cost-effectiveness or efficiency of treatment programs implemented in nonspecialized versus more specialized health care settings. Finally, we assess the financial costs and budgetary implications of implementing or scaling up a set of prioritized, cost-effective interventions. Our review is based on available, published literature. A systematic search of the literature for LMICs was undertaken in PubMed to find articles published since 2000 in English. The search combined terms for specific mental health interventions with economic terms such as “cost,” “cost-effectiveness,” or “quality-adjusted life year (QALY),” as well as the names of all LMICs and their respective regions (see annex 12A for a list of search terms used to identify relevant literature). Where little or no literature was found for LMICs on interventions of potential importance, this systematic search was augmented by selective searches of the literature available since 1995 for high-income countries (HICs); however, these results are not included in the figures or tables. Annex 12B provides the search statistics. Articles included in the review were graded using the checklist of Drummond and others (2005) to generate a quality score for each article, with most studies graded between 7 and 10. Annex 12C provides a list of studies that were used to generate the tables and figures presented in this chapter. It presents detailed information on the intervention characteristics and comparators, target population group, geographic location, methodology, results, and quality scores. All cost-effectiveness results are presented in 2012 US\$ except where noted otherwise. Consistent with earlier iterations of DCP, reported regional estimates refer to the World Bank’s categorization of countries by income.}, language = {eng}, urldate = {2022-03-29}, booktitle = {Mental, {Neurological}, and {Substance} {Use} {Disorders}: {Disease} {Control} {Priorities}}, publisher = {The International Bank for Reconstruction and Development / The World Bank}, author = {Levin, Carol and Chisholm, Dan}, year = {2016}, pmid = {27227237}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MMWPL7JY 2405685:NEXA5KQM}, } @article{levin_using_2013, title = {Using {Systems} {Thinking} to {Leverage} {Technology} for {School} {Improvement}: {Lessons} {Learned} from {Award}-{Winning} {Secondary} {Schools}/{Districts}}, volume = {46}, issn = {1539-1523, 1945-0818}, shorttitle = {Using {Systems} {Thinking} to {Leverage} {Technology} for {School} {Improvement}}, url = {http://www.tandfonline.com/doi/abs/10.1080/15391523.2013.10782612}, doi = {10.1080/15391523.2013.10782612}, language = {en}, number = {1}, urldate = {2021-01-15}, journal = {Journal of Research on Technology in Education}, author = {Levin, Barbara B. and Schrum, Lynne}, month = sep, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2013.10782612 2339240:69K9JUIM 2339240:8VN49V4I 2405685:77XDGLI6 2405685:PA3QLH3N}, pages = {29--51}, } @misc{lesterhuis_comparative_2017, type = {chapter}, title = {Comparative {Judgement} as a {Promising} {Alternative} to {Score} {Competences}}, copyright = {Access limited to members}, url = {https://www.igi-global.com/chapter/comparative-judgement-as-a-promising-alternative-to-score-competences/www.igi-global.com/chapter/comparative-judgement-as-a-promising-alternative-to-score-competences/159970}, abstract = {To adequately assess students' competences, students are asked to provide proof of a performance. Ideally, open and real-life tasks are used for such performance assessment. However, to augment the reliability of the scores resulting from performance assessment, assessments are mostly standardised....}, language = {en}, urldate = {2022-06-24}, journal = {Innovative Practices for Higher Education Assessment and Measurement}, author = {Lesterhuis, Marije and Verhavert, San and Coertjens, Liesje and Donche, Vincent and Maeyer, Sven De}, year = {2017}, doi = {10.4018/978-1-5225-0531-0.ch007}, note = {ISBN: 9781522505310 Pages: 119-138 Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-5225-0531-0.ch007 2339240:UE3LKEDA 2405685:Y88QTIX4}, } @article{lersilp_facilitators_2018, title = {Facilitators and {Barriers} of {Assistive} {Technology} and {Learning} {Environment} for {Children} with {Special} {Needs}}, volume = {2018}, issn = {0966-7903}, url = {https://doi.org/10.1155/2018/3705946}, doi = {10.1155/2018/3705946}, abstract = {The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied in nursery to Grade 12, or with their caregivers. The instrument was a questionnaire applied by the International Classification of Functioning, Disability and Health (ICF) and examined for content validity by five specialists. The results in terms of AT showed that a majority of children with physical disability needed it for mobility and use of school buildings and those with hearing disability for communication. However, most of the children did not need to use AT for culture, recreation, or sports, while many considered it as a facilitator for education. In terms of the learning environment, most characteristics of the physical environment were facilitators for children with special needs, as were those of the social environment for all groups of such children. The results of this study were useful in providing information for AT and design of a learning environment relating to the varied characteristics of children with special needs in special education schools.}, journal = {Occupational Therapy International}, author = {Lersilp, Suchitporn and Putthinoi, Supawadee and Lersilp, Theeratorn and Mackenzie, Lynette}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1155/2018/3705946 2339240:IP8YALEF 2405685:RQFMF9HT}, pages = {3705946}, } @book{lepper_hidden_2016, address = {London and New York}, series = {Psychology revivals}, title = {The hidden costs of reward: new perspectives on the psychology of human motivation}, isbn = {978-1-315-66698-3 978-1-138-95440-3 978-1-138-95430-4}, shorttitle = {The hidden costs of reward}, url = {https://www.taylorfrancis.com/books/edit/10.4324/9781315666983/hidden-costs-reward-mark-lepper-david-greene}, language = {eng}, publisher = {Psychology Press}, editor = {Lepper, Mark L. and Green, David}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WZLWE4C2 2405685:4BH73NHE}, } @article{leonard_using_2011, title = {Using {Bronfenbrenner}’s ecological theory to understand community partnerships: {A} historical case study of one urban high school}, volume = {46}, shorttitle = {Using {Bronfenbrenner}’s ecological theory to understand community partnerships}, doi = {10.1177/0042085911400337}, number = {5}, journal = {Urban Education}, author = {Leonard, Jack}, year = {2011}, note = {Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0042085911400337 2339240:MJ3KTJ82 2405685:TQLJN86X}, pages = {987--1010}, } @techreport{leh_wi_lan_tangerine_2018, title = {Tangerine {Pilot}: {Report} on pilot implementation}, author = {Leh Wi Lan}, month = sep, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FAHXZEH4 2405685:9RZWXU6Y}, } @article{lee_scaling_2017, title = {Scaling {Educational} {Innovations} in {Singapore}: the roles of {Policymakers}, {Practitioners}, and {Researchers}}, language = {en}, author = {Lee, Shu-Shing}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:52TG47S9 2405685:AWF9RSPZ}, keywords = {⛔ No DOI found}, pages = {69}, } @article{lee_insights_2019, title = {Insights on {ESL} {Student} {Teachers} {Reflecting} {Collaboratively} {Online} {Shubashini} {Suppiah} {Institute} of {Teacher} {Education} {Gaya} {Campus}}, volume = {ISSN-2716-6406}, url = {https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus}, abstract = {The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.}, author = {Lee, S and Swanto, K and Lajium, S and Suppiah, D and Suppiah, Shubashini}, month = aug, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7QBPDK43 2405685:5VBFZ3XT}, } @techreport{lee_review_2015, title = {Review of {International} {Research} on {Factors} {Underlying} {Teacher} {Absenteeism}.}, abstract = {Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.}, language = {en}, urldate = {2022-08-22}, institution = {Regional Educational Laboratory Pacific}, author = {Lee, Mary and Goodman, Crystal and Dandapani, Nitara and Kekahio, Wendy}, year = {2015}, note = {Publication Title: Regional Educational Laboratory Pacific KerkoCite.ItemAlsoKnownAs: 2339240:QK98HZNR 2405685:B77I7YF6}, keywords = {Academic Rank (Professional), Accountability, Case Studies, Community Characteristics, Correlation, Cross Cultural Studies, Cultural Context, Cultural Influences, Elementary School Teachers, Family Work Relationship, Foreign Countries, Institutional Characteristics, Predictor Variables, Proximity, Sanctions, School Administration, School Culture, School Location, Social Influences, Teacher Attendance, Teacher Salaries, Teaching Conditions, Work Environment}, } @book{lee_review_2015, title = {Review of international research on factors underlying teacher absenteeism}, url = {https://eric.ed.gov/?id=ED555740}, abstract = {Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.}, language = {en}, urldate = {2022-01-06}, publisher = {Regional Educational Laboratory Pacific}, author = {Lee, Mary and Goodman, Crystal and Dandapani, Nitara and Kekahio, Wendy}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z9V9R7T9 4042040:VY5IMADZ 4556019:D8JJI88Z 4556019:IDEEUGZN}, keywords = {Academic Rank (Professional), Accountability, C:LMIC, Case Studies, Community Characteristics, Correlation, Cross Cultural Studies, Cultural Context, Cultural Influences, Elementary School Teachers, Family Work Relationship, Foreign Countries, LMICs, School Administration, School Culture, School Location, Social Influences, Teacher Attendance, Teacher Salaries, Teaching Conditions, Work Environment, ⛔ No DOI found}, } @techreport{lee_learning_2019, title = {Learning from {What} {Works}: {RBF} in {Education}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/31250/133932-WP-PUBLIC-21-1-2019-7-58-55-WBGLearningfromWhatWorksFinalclean.pdf?sequence=1&isAllowed=y}, urldate = {2022-04-07}, author = {Lee, Jessica and Medina, Octavio}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:99ZH7LFR 2405685:RTB9AMYG 4656463:L2JHG9SK}, } @article{lee_technology_2018, title = {Technology functions for personalized learning in learner-centered schools}, volume = {66}, issn = {1556-6501}, url = {https://doi.org/10.1007/s11423-018-9615-9}, doi = {10.1007/s11423-018-9615-9}, abstract = {Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12\% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21\% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment.}, language = {en}, number = {5}, urldate = {2021-11-09}, journal = {Educational Technology Research and Development}, author = {Lee, Dabae and Huh, Yeol and Lin, Chun-Yi and Reigeluth, Charles M.}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-018-9615-9 2339240:GUNE7QI3 2405685:YKDTT2EJ}, pages = {1269--1302}, } @article{leckie_evolution_2017, title = {The evolution of school league tables in {England} 1992-2016: ‘{Contextual} value-added’, ‘expected progress’ and ‘progress 8’}, volume = {43}, issn = {01411926}, shorttitle = {The evolution of school league tables in {England} 1992-2016}, url = {https://onlinelibrary.wiley.com/doi/10.1002/berj.3264}, doi = {10.1002/berj.3264}, language = {en}, number = {2}, urldate = {2022-04-07}, journal = {British Educational Research Journal}, author = {Leckie, George and Goldstein, Harvey}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/berj.3264 2339240:2UXBFRJS 2405685:D3NI23TE 4656463:RK8I8LAW}, pages = {193--212}, } @incollection{lawrie_recommendation_2015, address = {New York, NY}, title = {Recommendation 7: {Use} {ICT} to provide access to content, professional development and professional learning communities}, url = {https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers}, booktitle = {Where it's needed most: {Quality} professional development for all teachers}, publisher = {Inter-agency network for education in emergencies}, author = {Lawrie, J. and Hennessy, Sara and Haßler, Björn and {Phalachandra} and Lawrie, J.}, year = {2015}, note = {EdTechHub.Source: 2129771:KQGAREE9 EdTechHub.Source: 2129771:KQGAREE9 KerkoCite.ItemAlsoKnownAs: 2129771:KQGAREE9 2405685:PKLI25VA}, keywords = {C:Fragile contexts, dode\_eth-src-dode, dode\_eth-trf2-dode}, pages = {131--143}, } @incollection{lawrie_use_2015, address = {New York, NY}, title = {Use {ICT} to provide access to content, professional development and professional learning communities ({Recommendation} 7)}, url = {https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers}, booktitle = {Where it's needed most: quality professional development for all teachers}, publisher = {Inter-Agency Network for Education in Emergencies (INEE)}, author = {Lawrie, J. and Hennessy, S. and Haßler, Björn and {Phalachandra}}, editor = {Burns, M. and Lawrie, J.}, year = {2015}, note = {EdTechHub.Source: 2129771:KQGAREE9 EdTechHub.Source: 2129771:KQGAREE9 Book DOI: 10.13140/RG.2.1.2044.3761 KerkoCite.ItemAlsoKnownAs: 2129771:KQGAREE9 2339240:CBYR6TWI 2405685:8Q6BDGWE 2405685:PKLI25VA 2405685:ZIXCZS28 2534378:DMKTGVXQ}, keywords = {C:Fragile contexts, docs.opendeved.net}, pages = {131--143}, } @article{lawal_65_2017, chapter = {Education}, title = {65 \% of {Nigerian} schools lack electricity, says {UN} chief}, url = {https://guardian.ng/features/65-of-nigerian-schools-lack-electricity-says-un-chief/}, language = {en-US}, urldate = {2020-07-07}, journal = {The Guardian (Nigeria)}, author = {Lawal, Iyabo}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HYZM2UN5}, } @techreport{law_global_2018, type = {Information {Paper}}, title = {A {Global} {Framework} of {Reference} on {Digital} {Literacy} {Skills} for {Indicator} 4.4.2}, url = {http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf}, abstract = {The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework.}, language = {EN}, number = {No. 51}, urldate = {2020-07-08}, institution = {UNESCO}, author = {Law, N. and Woo, David and Wong, Gary}, month = jun, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:QB69UIDS}, pages = {146}, } @book{laveault_assessment_2016, title = {Assessment for {Learning}: {Meeting} the {Challenge} of {Implementation}}, isbn = {978-3-319-39211-0}, url = {https://www.springer.com/gp/book/9783319392097}, publisher = {Springer}, author = {Laveault, D and Allal, L}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ET7C9K8E 2405685:8NZ2VH8S}, } @techreport{laurillard_how_2018, address = {Quezon City, Philippines}, title = {How could digital learning at scale address the issue of equity in education?}, url = {http://dl4d.org/wp-content/uploads/2019/03/Learning-at-Scale-for-the-Global-South-Main-Paper.pdf}, language = {en}, institution = {Foundation for Information Technology Education and Development}, author = {Laurillard, Diana and Kennedy, Eileen and Wang, Tianchong}, editor = {Lim, C.P. and Tinio, V.L.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPGSRKJA 2339240:RQ4GZ8TL 2405685:5RTZ2KBN 2405685:CSPAS5PX 2405685:TKBHHATW 2405685:XDQI6TXV 2534378:2SFG4YZU}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @misc{laura_silver_basic_2018, title = {Basic mobile phones more common than smartphones in sub-{Saharan} {Africa}}, url = {https://www.pewresearch.org/global/2018/10/09/majorities-in-sub-saharan-africa-own-mobile-phones-but-smartphone-adoption-is-modest/}, abstract = {Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a}, language = {en-US}, urldate = {2020-04-28}, journal = {Pew Research Center's Global Attitudes Project}, author = {{Laura Silver} and Johnson, Courtney}, month = oct, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:XKY5WMET}, } @techreport{lateral_economics_permission_2016, title = {Permission granted: {The} economic value of data assets under alternative policy regimes {\textbar} {Price} {Discrimination} {\textbar} {Demand}}, shorttitle = {Permission granted}, url = {https://www.scribd.com/doc/309810679/Permission-granted-The-economic-value-of-data-assets-under-alternative-policy-regimes}, abstract = {A Lateral Economics report for the Open Data Institute - March 2016}, language = {en}, urldate = {2019-11-05}, author = {Lateral Economics}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GI8WHETA 2405685:4JA5QG5K}, keywords = {\_C:Australia AUS, \_C:New Zealand NZL, \_C:Norway NOR, \_C:Spain ESP, \_C:Sweden SWE, \_C:United Kingdom GBR, \_\_C:scheme:1}, } @article{lassibille_managing_2010, title = {Managing for results in primary education in {Madagascar}: evaluating the impact of selected workflow interventions}, volume = {24}, issn = {0258-6770}, shorttitle = {Managing for {Results} in {Primary} {Education} in {Madagascar}}, url = {https://doi.org/10.1093/wber/lhq009}, doi = {10.1093/wber/lhq009}, abstract = {The impact of specific actions designed to streamline and tighten the workflow processes of key actors in Madagascar's primary education sector are evaluated. To inform the strategy for scaling up, a randomized experiment was carried out over two school years. The results show that interventions at the school level, reinforced by interventions at the subdistrict and district levels, succeeded in changing the behavior of the actors toward better management of key pedagogical functions. In terms of education outcomes, the interventions improved school attendance, reduced grade repetition, and raised test scores (particularly in Malagasy and mathematics), although the gains in learning at the end of the evaluation period were not always statistically significant. Interventions limited to the subdistrict and district levels proved largely ineffective.}, number = {2}, urldate = {2021-08-03}, journal = {The World Bank Economic Review}, author = {Lassibille, Gérard and Tan, Jee-Peng and Jesse, Cornelia and Van Nguyen, Trang}, month = jan, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/wber/lhq009 10/b4x2w7 2339240:TMEVVJHD 2405685:TUKPX44V}, pages = {303--329}, } @article{larsen_understanding_2019, title = {Understanding the elephant: the discourse approach to boundary identification and corpus construction for theory review articles}, volume = {20}, doi = {10.17705/1jais.00556}, language = {en}, number = {7}, journal = {Journal of the Association for Information Systems}, author = {Larsen, K. and Hovorka, D. and Dennis, A.R.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00556 2405685:QNI8K9ZN 2486141:G3PRNUG5}, keywords = {\_Added-ailr-2024}, pages = {887--928}, } @article{larrabee_sonderlund_efficacy_2018, title = {The efficacy of learning analytics interventions in higher education: {A} systematic review}, volume = {0}, issn = {0007-1013}, shorttitle = {The efficacy of learning analytics interventions in higher education}, url = {https://onlinelibrary.wiley.com/doi/10.1111/bjet.12720}, doi = {10.1111/bjet.12720}, abstract = {Abstract Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness.}, number = {0}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Larrabee Sønderlund, Anders and Hughes, Emily and Smith, Joanne}, month = nov, year = {2018}, note = {shortDOI: 10/gf5f7f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12720 10/gf5f7f 2339240:E5LLMQQY 2405685:CFKVBYIP}, keywords = {Reviewed}, } @article{larkin_you_2011, title = {You use! {I} use! {We} use! {Questioning} the {Orthodoxy} of {One}-to-{One} {Computing} in {Primary} {Schools}}, volume = {44}, issn = {1539-1523}, url = {http://dx.doi.org/10.1080/15391523.2011.10782581}, doi = {10.1080/15391523.2011.10782581}, abstract = {The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.}, number = {2}, urldate = {2015-05-01}, journal = {Journal of Research on Technology in Education}, author = {Larkin, Kevin}, month = dec, year = {2011}, note = {shortDOI: 10/gf62g6 KerkoCite.ItemAlsoKnownAs: 10/gf62g6 2129771:6KZJQBYV 2405685:H9M22ASM}, pages = {101--120}, } @techreport{lansdown_10-step_2014, address = {London, UK}, title = {A 10-step guide to monitoring and evaluating children’s participation}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_4.pdf}, abstract = {Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.}, number = {4}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GSE2ME5Y 2405685:3KPMDTFE}, keywords = {CitedIn:eCubed, eCubed}, } @techreport{lansdown_toolkit_2014, address = {London, UK}, title = {A {Toolkit} for {Monitoring} and {Evaluating} {Children}’s {Participation} — {Introduction}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_toolkit_Booklet_1.pdf}, abstract = {Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation.}, number = {1}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RPDJGMRX 2405685:4NFM59GT}, keywords = {CitedIn:eCubed, eCubed}, } @techreport{lansdown_how_2014, address = {London, UK}, title = {How to measure the scope, quality and outcomes of children’s}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_3.pdf}, abstract = {Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation.}, number = {3}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LK2EXKBB 2405685:Z76N7SQU}, keywords = {CitedIn:eCubed, eCubed}, } @techreport{lansdown_measuring_2014, address = {London, UK}, title = {Measuring the creation of a participatory and respectful environment for children provides}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_2.pdf}, abstract = {Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society.}, number = {2}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LSDA8XQ9 2405685:ARZE4W4U}, keywords = {CitedIn:eCubed, eCubed}, } @techreport{lansdown_tools_2014, address = {London, UK}, title = {Tools for monitoring and evaluating children’s participation}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_5.pdf}, abstract = {Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders.}, number = {5}, institution = {Save the Children}, author = {Lansdown, Gerison and O’Kane, Claire}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IPQ43H99 2405685:3ZR6C6DY}, keywords = {CitedIn:eCubed, eCubed}, } @techreport{lansdown_framework_2011, title = {A {Framework} for {Monitoring} and {Evaluating} {Children}’s {Participation} — a {Preparatory} {Draft} for {Piloting}}, url = {https://resourcecentre.savethechildren.net/library/framework-monitoring-and-evaluating-childrens-participation-preparatory-draft-piloting}, institution = {Save the Children}, author = {Lansdown, Gerison}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U7ZPUCKM 2405685:A2Z5M7AM 503888:UM69BURW}, keywords = {CitedIn:eCubed, eCubed}, } @article{languille_politics_2019, title = {The politics of the education budget: {Financing} mass secondary education in {Tanzania} (2004–2012)}, volume = {66}, issn = {0738-0593}, shorttitle = {The politics of the education budget}, url = {http://www.sciencedirect.com/science/article/pii/S073805931830806X}, doi = {10.1016/j.ijedudev.2019.02.003}, abstract = {This article examines the budget dimension of the rapid expansion of secondary education in Tanzania since 2004. It aims to illuminate important challenges associated with the current international call for universal secondary education and for domestic revenue mobilization to fill the significant financial gap to achieve SDG 4 by 2030. The article sheds light on critical political factors that shaped Tanzania’s education budget allocation, a topic scarcely scholarly investigated. In light of the analysis, the article concludes that tax justice, at global and national level, needs to guide any ambitious agenda for action to finance quality education for all.}, language = {en}, urldate = {2021-01-20}, journal = {International Journal of Educational Development}, author = {Languille, Sonia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2019.02.003 2339240:AMBHFVJQ 2405685:9BXZPI9L}, keywords = {Budget, Financing, Political economy, Secondary education, Tanzania}, pages = {96--104}, } @article{lamsa_games_2018, title = {Games for enhancing basic reading and maths skills: {A} systematic review of educational game design in supporting learning by people with learning disabilities}, volume = {49}, copyright = {© 2018 British Educational Research Association}, issn = {1467-8535}, shorttitle = {Games for enhancing basic reading and maths skills}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12639}, doi = {10.1111/bjet.12639}, abstract = {The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies.}, language = {en}, number = {4}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Lämsä, Joni and Hämäläinen, Raija and Aro, Mikko and Koskimaa, Raine and Äyrämö, Sanna-Mari}, year = {2018}, note = {shortDOI: 10/gd2h8p KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12639 10/gd2h8p 2339240:FUFE3LCB 2405685:RTFGP4FK}, keywords = {Reviewed}, pages = {596--607}, } @misc{lamphai_intathep_report_2013, title = {Report shows student tablet flaws}, url = {http://www.bangkokpost.com/lite/breakingnews/373312/}, urldate = {2015-02-16}, author = {{Lamphai Intathep}}, month = oct, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZZYXHEJL 2405685:LEEPR9P8 LEEPR9P8}, } @article{lall_pushing_2011, title = {Pushing the child centred approach in {Myanmar}: the role of cross national policy networks and the effects in the classroom}, volume = {52}, issn = {1750-8487, 1750-8495}, shorttitle = {Pushing the child centred approach in {Myanmar}}, url = {http://www.tandfonline.com/doi/abs/10.1080/17508487.2011.604072}, doi = {10.1080/17508487.2011.604072}, language = {en}, number = {3}, urldate = {2020-05-22}, journal = {Critical Studies in Education}, author = {Lall, Marie}, month = oct, year = {2011}, note = {shortDOI: 10/ffvjm9 KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2011.604072 10/ffvjm9 2405685:R89YSEAB}, keywords = {C:Myanmar}, pages = {219--233}, } @article{lakhsman_improving_2019, title = {Improving reading and arithmetic outcomes at scale: {Teaching} at the {Right} {Level} ({TaRL}), {Pratham}’s approach to teaching and learning}, copyright = {© Tous droits réservés}, issn = {1254-4590}, shorttitle = {Improving reading and arithmetic outcomes at scale}, doi = {http://journals.openedition.org/ries/7470}, abstract = {In India, depsite a gross enrolment rate of more than 95\%, performance levels remain low, particularly for children of illiterate or undereducated families. To contend with this, the “Teaching at the Right Level » project was implemented. This has taken many forms: the “camps for learning”, either repeated short term sessions (6 to 10 days), or long term sessions (30 to 50 days); and partnership arrangements with public school system authorities. The project’s methodology, attained objectives and its prospects are presented.}, language = {en}, urldate = {2020-05-13}, journal = {Revue internationale d’éducation de Sèvres}, author = {Lakhsman, Samyukta}, month = jun, year = {2019}, note = {Publisher: Centre international d’études pédagogiques (CIEP) KerkoCite.ItemAlsoKnownAs: 2339240:IXHYXHXW 2405685:9ERHJMQM}, keywords = {⚠️ Invalid DOI, ⛔ No DOI found}, } @article{lake_translation_2019, title = {Translation {Apps}: {Increasing} {Communication} with {Dual} {Language} {Learners}}, volume = {47}, issn = {1573-1707}, shorttitle = {Translation {Apps}}, url = {https://doi.org/10.1007/s10643-019-00935-7}, doi = {10.1007/s10643-019-00935-7}, abstract = {Dual language learners (DLLs) represent one of the fastest growing populations in classrooms, and yet many teachers are monolingual and not trained in English as a Second Language. Many teachers strive to create an anti-bias classroom that puts goals of diversity and equity at the center of all that they do, but are unsure of effective strategies for communicating with all students. By supporting the home language, teachers show their DLLs and native English speakers that every child’s home language is important and welcome in the classroom. Using translation apps can help teachers talk to their students, build relationships with children and families, and support bilingualism. Once teachers and children can communicate successfully, DLLs can increase their understanding of content, engagement, motivation, communication, and sense of self-esteem. The three apps discussed in this article, Speak and Translate, Microsoft Translator, and Google Translate have been shown to be helpful in facilitating interactions with children in their home language. Additional information is provided on using these apps, as well as their potential benefits and drawbacks.}, language = {en}, number = {4}, urldate = {2022-05-19}, journal = {Early Childhood Education Journal}, author = {Lake, Vickie E. and Beisly, Amber H.}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-019-00935-7 2405685:J5V4QR7H 4042040:AR5BTB3I}, keywords = {Anti-bias curriculum, Dual language learners, Technology, Translation apps}, pages = {489--496}, } @article{laitin_legacy_2019, title = {The legacy of colonial language policies and their impact on student learning: {Evidence} from an {Experimental} {Program} in {Cameroon}}, volume = {68}, issn = {0013-0079, 1539-2988}, shorttitle = {The {Legacy} of {Colonial} {Language} {Policies} and {Their} {Impact} on {Student} {Learning}}, url = {https://www.journals.uchicago.edu/doi/10.1086/700617}, doi = {10.1086/700617}, language = {en}, number = {1}, urldate = {2022-06-11}, journal = {Economic Development and Cultural Change}, author = {Laitin, David D. and Ramachandran, Rajesh and Walter, Stephen L.}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/700617 2405685:5JH99UHL 4042040:FGB9E6BX}, pages = {239--272}, } @article{lai_evaluation_2019, title = {Evaluation of technology use in education: {Findings} from a critical analysis of systematic literature reviews}, volume = {36}, copyright = {© 2019 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Evaluation of technology use in education}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12412}, doi = {10.1111/jcal.12412}, abstract = {Because the educational technology research literature is so broad, it is difficult for researchers to acquire an accurate sense of the issues and trends across the entire field. There has not been any recent effort to synthesize or critically analyse the systematic reviews in the area of educational technology. This study analysed 73 systematic literature reviews, including meta-analyses, focused on the evaluation of technology in educational contexts, in order to holistically understand the impact of learning technology use across different aspects of evaluation. Among these reviews, the most common theme examined was learning outcomes (89\%), followed by affective elements (45\%), behaviours (25\%), technological elements (21\%) and teaching/pedagogical aspects (19\%). Most of the reviews found that the use of technology improved learning outcomes and affective perceptions. Approaches involving interaction, gamification, constructivism, student-centred learning and feedback were most effective. The analysis highlighted the need for more reviews focusing on multiple aspects of learning technology evaluation, on school level education and on the use of technology in naturalistic (non-interventional) settings. Critical reflections are also cast on the methods used to conduct systematic reviews in the educational technology field.}, language = {en}, number = {3}, urldate = {2020-01-07}, journal = {Journal of Computer Assisted Learning}, author = {Lai, Jennifer W. M. and Bower, Matt}, year = {2019}, note = {shortDOI: 10/ggfw5z KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12412 10/ggfw5z 2339240:JWK8KI8H 2339240:ZML7IW3X 2405685:7X5M3UH2 2405685:A32JUJ96}, keywords = {evaluation, learning technology, meta-review, systematic review, tertiary review}, pages = {241--259}, } @article{lai_computer_2013, title = {Computer assisted learning as extracurricular tutor? {Evidence} from a randomised experiment in rural boarding schools in {Shaanxi}}, volume = {5}, issn = {1943-9342}, shorttitle = {Computer assisted learning as extracurricular tutor?}, url = {https://doi.org/10.1080/19439342.2013.780089}, doi = {10.1080/19439342.2013.780089}, abstract = {This paper uses a clustered randomised field experiment to explore the effects of a computer assisted learning (CAL) programme on student academic and non-academic outcomes in poor, rural public schools in China. Our results show that a remedial, game-based CAL programme in math held outside of regular school hours with boarding students in poor rural public schools improved standardised math scores by 0.12 standard deviations. Students from poorer families tended to benefit more from the programme. However, CAL did not have any significant impact on either Chinese language standardised test scores or non-academic outcomes.}, number = {2}, urldate = {2021-02-18}, journal = {Journal of Development Effectiveness}, author = {Lai, Fang and Zhang, Linxiu and Hu, Xiao and Qu, Qinghe and Shi, Yaojiang and Qiao, Yajie and Boswell, Matthew and Rozelle, Scott}, month = jun, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2013.780089 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2013.780089 2339240:3GKNTENQ 2339240:MTJEQG8W 2405685:9LXLIXNU 2405685:HC5TZ6RW}, keywords = {China, computer assisted learning, development, education, random assignment, rural schools, test scores}, pages = {208--231}, } @article{lai_does_2015, title = {Does computer-assisted learning improve learning outcomes? {Evidence} from a randomized experiment in migrant schools in {Beijing}}, volume = {47}, issn = {0272-7757}, shorttitle = {Does computer-assisted learning improve learning outcomes?}, url = {http://www.sciencedirect.com/science/article/pii/S027277571500045X}, doi = {10.1016/j.econedurev.2015.03.005}, abstract = {The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.}, language = {en}, urldate = {2020-08-31}, journal = {Economics of Education Review}, author = {Lai, Fang and Luo, Renfu and Zhang, Linxiu and Huang, Xinzhe and Rozelle, Scott}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2015.03.005 2339240:4J6WADM5 2405685:3LTP3SLM}, keywords = {China, Computer-assisted learning, Development, Education, Migration, Random assignment, Test scores}, pages = {34--48}, } @article{lai_systems_2017, title = {Systems theory}, doi = {10.1002/9781118955567.wbieoc203}, journal = {The international encyclopedia of organizational communication}, author = {Lai, Chih-Hui and Huili Lin, Sapphire}, year = {2017}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1002/9781118955567.wbieoc203 2339240:L2H3DBD7 2405685:4LRU275B}, pages = {1--18}, } @book{lafleur_unlocking_2016, series = {{OECD} {Science}, {Technology} and {Innovation} {Outlook}}, title = {Unlocking the potential of knowledge and technology for all}, isbn = {978-92-64-26305-5 978-92-64-26808-1 978-92-64-26306-2 978-92-64-22473-5}, url = {https://www.oecd-ilibrary.org/science-and-technology/oecd-science-technology-and-innovation-outlook-2016_sti_in_outlook-2016-en}, language = {en}, urldate = {2020-06-04}, publisher = {OECD}, author = {LaFleur, Marcelo and Iversen, Kenneth and Jensen, Lars}, month = dec, year = {2016}, doi = {10.1787/sti_in_outlook-2016-en}, note = {shortDOI: 10/ghgnfr KerkoCite.ItemAlsoKnownAs: 10/ghgnfr 2405685:9IUSUFZB 2405685:J3YHKKFM}, } @techreport{lachal_ideas_2015, title = {{IDEAS} {BOX}: {AN} {INNOVATING} {PSYCHOSOCIAL} {TOOL} {FOR} {EMERGENCY} {SITUATIONS} {IMPACT} {STUDY} {IN} {THE} {KAVUMU} {AND} {BWAGIRISA} {CAMPS} - {BURUNDI}}, author = {Lachal, C}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V9XTARAH 2405685:3VM5KNHM}, } @techreport{kwauk_educate_2016, title = {{EDUCATE}! {Riding} the reform wave to scale up youth entrepreneurship in {Uganda}}, url = {https://dx.doi.org/10.2139/ssrn.3956793}, urldate = {2023-06-22}, author = {Kwauk, Christina and Perlman Robinson, Jenny}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3956793 2339240:DUYSPDDA 2339240:K7APCZUQ 2405685:NITVEM6L 2405685:UG7ULG9X}, keywords = {Scaling, youth entrepreneurship}, } @inproceedings{kwak_should_2019, address = {Cham}, series = {Lecture {Notes} in {Computer} {Science}}, title = {Should students use digital scratchpads? {Impact} of using a digital assistive tool on arithmetic problem-solving}, isbn = {978-3-030-23207-8}, shorttitle = {Should {Students} {Use} {Digital} {Scratchpads}?}, doi = {10.1007/978-3-030-23207-8_29}, abstract = {An excessive cognitive load may reduce a student’s problem-solving performance by preventing effective learning. Using an assistive tool, such as a notepad, can reduce such extraneous cognitive while solving a problem, thereby improving a student’s performance. In this paper, we collected game log data from an educational game, called “Double digit”, which has a digital scratchpad as an assistive tool that can be used to reduce student’s cognitive load. We examine whether a correlation exists between the amount of “digital scratchpad usage” and a student’s “game performance”. Game log data, which consisted of 1,440,000 actions, was collected from 418 students in kindergarten to grade 2. Our data analysis using person-correlation shows a significant positive relationship between digital scratchpad usage and game performance for all three game difficulty levels. Interestingly, the correlation increases as the game difficulty level increases. This suggests that as game level difficulty increases, which requires a higher cognitive load of a student, students who used the digital scratchpad had higher game performance.}, language = {en}, booktitle = {Artificial {Intelligence} in {Education}}, publisher = {Springer International Publishing}, author = {Kwak, Minji and Gweon, Gahgene}, editor = {Isotani, Seiji and Millán, Eva and Ogan, Amy and Hastings, Peter and McLaren, Bruce and Luckin, Rose}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-23207-8\_29 2339240:8N9UGXQP 2405685:GVNM84AF}, keywords = {Arithmetic addition, Cognitive load, Digital assistive tool, Digital scratchpad, Game performance}, pages = {153--157}, } @article{sherman_female_2010, title = {Female leadership and school effectiveness in junior high schools in {Ghana}}, volume = {48}, issn = {0957-8234}, url = {https://www.emerald.com/insight/content/doi/10.1108/09578231011079557/full/html}, doi = {10.1108/09578231011079557}, abstract = {Purpose – The purpose of this research is to examine female principal leadership practices that are considered crucial in the effectiveness and improvement of schools and school administration in Ghanaian junior high schools.}, language = {en}, number = {6}, urldate = {2020-03-12}, journal = {Journal of Educational Administration}, author = {Kwadzo Agezo, Clement}, editor = {Sherman, Whitney H.}, month = sep, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/09578231011079557 10/fjs6cd 2339240:LEP6IYRX 2405685:439GJCYR}, pages = {689--703}, } @article{kurt_implementing_2017, title = {Implementing the flipped classroom in teacher education: evidence from {Turkey}}, volume = {20}, issn = {EISSN-1436-4522}, url = {https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey}, abstract = {The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.}, language = {English}, number = {1}, journal = {Journal of Educational Technology \& Society}, author = {Kurt, Gökçe}, year = {2017}, note = {Publisher: International Forum of Educational Technology \& Society, Athabasca University, School of Computing \& Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:3HJZ8ZXE 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5}, keywords = {Blended Learning, Blended learning, Classroom Techniques, Classroom management, Classrooms, Control Groups, Conventional Instruction, ERIC, Current Index to Journals in Education (CIJE), Education, Education--Teaching Methods And Curriculum, Educational Technology, English (Second Language), Experimental Groups, Flipped classroom, Focus Groups, Foreign Countries, Higher Education, Homework, Language Teachers, Learning, Postsecondary Education, Pre-service teachers of English, Preservice Teacher Education, Pretests Posttests, Program Effectiveness, Qualitative analysis, Quasiexperimental Design, Reversing, Scores, Second Language Instruction, Self Efficacy, Statistical Analysis, Teacher education, Teachers, Teaching Methods, Teaching methods, Technology Uses in Education, Tests, Turkey, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097427, \_\_finaldtb, ⛔ No DOI found}, pages = {211--221}, } @article{kurt_implementing_2017, title = {Implementing the flipped classroom in teacher education: evidence from {Turkey}}, volume = {20}, issn = {EISSN-1436-4522}, url = {https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey}, abstract = {The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.}, language = {English}, number = {1}, journal = {Journal of Educational Technology \& Society}, author = {Kurt, Gökçe}, year = {2017}, note = {Publisher: International Forum of Educational Technology \& Society, Athabasca University, School of Computing \& Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:IHMVT8QM 2405685:I746BHPF 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5}, keywords = {Blended Learning, Blended learning, Classroom Techniques, Classroom management, Classrooms, Control Groups, Conventional Instruction, ERIC, Current Index to Journals in Education (CIJE), Education, Education--Teaching Methods And Curriculum, Educational Technology, English (Second Language), Experimental Groups, Flipped classroom, Focus Groups, Foreign Countries, Higher Education, Homework, Language Teachers, Learning, Postsecondary Education, Pre-service teachers of English, Preservice Teacher Education, Pretests Posttests, Program Effectiveness, Qualitative analysis, Quasiexperimental Design, Reversing, Scores, Second Language Instruction, Self Efficacy, Statistical Analysis, Teacher education, Teachers, Teaching Methods, Teaching methods, Technology Uses in Education, Tests, Turkey, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097427, \_\_finaldtb, ⛔ No DOI found}, } @article{kurt_implementing_2017, title = {Implementing the flipped classroom in teacher education: evidence from {Turkey}}, volume = {20}, issn = {EISSN-1436-4522}, url = {https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey}, abstract = {The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.}, language = {English}, number = {1}, journal = {Journal of Educational Technology \& Society}, author = {Kurt, Gökçe}, year = {2017}, note = {Publisher: International Forum of Educational Technology \& Society, Athabasca University, School of Computing \& Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:IHMVT8QM 2405685:I746BHPF 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5}, keywords = {Blended Learning, Blended learning, Classroom Techniques, Classroom management, Classrooms, Control Groups, Conventional Instruction, ERIC, Current Index to Journals in Education (CIJE), Education, Education--Teaching Methods And Curriculum, Educational Technology, English (Second Language), Experimental Groups, Flipped classroom, Focus Groups, Foreign Countries, Higher Education, Homework, Language Teachers, Learning, Postsecondary Education, Pre-service teachers of English, Preservice Teacher Education, Pretests Posttests, Program Effectiveness, Qualitative analysis, Quasiexperimental Design, Reversing, Scores, Second Language Instruction, Self Efficacy, Statistical Analysis, Teacher education, Teachers, Teaching Methods, Teaching methods, Technology Uses in Education, Tests, Turkey, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097427, \_\_finaldtb, ⛔ No DOI found}, } @misc{kuroda_digital_2019, title = {The digital gender gap}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2019/02/Digital-Equity-Policy-Brief-W20-Japan.pdf}, language = {en}, publisher = {GSMA}, author = {Kuroda, Reiko and Lopez, Mariana and Sasaki, Janelle and Settecase, Michelle}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AZ4M7W6W 2405685:HJNK96RX}, } @techreport{kuper_rapid_2018, title = {Rapid {Evidence} {Assessment} ({REA}) of what works to improve educational outcomes for people with disabilities in {Low}- and {Middle}-{Income} {Countries}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/738206/Education_Rapid_Review_full_report.pdf}, institution = {Department for International Development (DFID)}, author = {Kuper, Hannah and Ashrita, Saran and White, Howard}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IU9ER8SU 2405685:EZEF9NPK}, } @article{kunc_computational_2018, title = {A computational literature review of the field of {System} {Dynamics} from 1974 to 2017}, volume = {12}, issn = {1747-7778}, url = {https://doi.org/10.1080/17477778.2018.1468950}, doi = {10.1080/17477778.2018.1468950}, abstract = {System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained.}, number = {2}, urldate = {2024-01-18}, journal = {Journal of Simulation}, author = {Kunc, Martin and Mortenson, Michael J. and Vidgen, Richard}, month = apr, year = {2018}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/17477778.2018.1468950 KerkoCite.ItemAlsoKnownAs: 10.1080/17477778.2018.1468950 2405685:KNZA7VQE 2486141:2X7SQ6MJ 2486141:Y3KUR5CN}, keywords = {System Dynamics, computational literature review, healthcare, methodology, supply chain}, pages = {115--127}, } @techreport{ksoll_learning_2014, type = {Working {Paper}}, title = {Learning without {Teachers}? {Evidence} from a {Randomized} {Experiment} of a {Mobile} {Phone}-{Based} {Adult} {Education} {Program} in {Los} {Angeles}}, url = {https://www.cgdev.org/sites/default/files/CellEd%20Paper_22july2014.pdf}, abstract = {Over 755 million adults worldwide are unable to read and write in any language. Yet the widespread introduction of information and communication technology offers new opportunities to provide standardized distance education to underserved illiterate populations in both developed and developing countries. Using data from a randomized experiment of an innovative mobile phone-based adult education program (Cell-Ed) in Los Angeles, we find that the Cell-Ed program significantly increased students’ basic and broad reading scores, equivalent to a 2-4 year increase in reading levels over a four-month period. The program also increased participants’ selfesteem by 7 percent as compared with the comparison group. These results are robust to correcting for non-random attrition using a variety of non-parametric methods, including using the phase-in design to tighten the Lee bounds. Our results suggest that there is great scope for using information technology as a means of improving educational skills for illiterate adults.}, language = {en}, number = {368}, author = {Ksoll, Christopher and Aker, Jenny C and Miller, Danielle and Perez, Karla and Smalley, Susan L}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VY6NYIBB 2405685:ETPJRUJ5}, pages = {46}, } @article{krumpal_determinants_2013, title = {Determinants of social desirability bias in sensitive surveys: a literature review}, volume = {47}, issn = {1573-7845}, shorttitle = {Determinants of social desirability bias in sensitive surveys}, url = {https://doi.org/10.1007/s11135-011-9640-9}, doi = {10.1007/s11135-011-9640-9}, abstract = {Survey questions asking about taboo topics such as sexual activities, illegal behaviour such as social fraud, or unsocial attitudes such as racism, often generate inaccurate survey estimates which are distorted by social desirability bias. Due to self-presentation concerns, survey respondents underreport socially undesirable activities and overreport socially desirable ones. This article reviews theoretical explanations of socially motivated misreporting in sensitive surveys and provides an overview of the empirical evidence on the effectiveness of specific survey methods designed to encourage the respondents to answer more honestly. Besides psychological aspects, like a stable need for social approval and the preference for not getting involved into embarrassing social interactions, aspects of the survey design, the interviewer’s characteristics and the survey situation determine the occurrence and the degree of social desirability bias. The review shows that survey designers could generate more valid data by selecting appropriate data collection strategies that reduce respondents’ discomfort when answering to a sensitive question.}, language = {en}, number = {4}, urldate = {2021-10-03}, journal = {Quality \& Quantity}, author = {Krumpal, Ivar}, month = jun, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11135-011-9640-9 2339240:M3NUZ3KB 2405685:W6WCHYKD}, pages = {2025--2047}, } @incollection{krueger_focus_2015, title = {Focus {Group} {Interviewing}}, copyright = {Copyright © 2015 by Kathryn E. Newcomer and Harry P. Hatry, and Joseph S. Wholey}, isbn = {978-1-119-17138-6}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/9781119171386.ch20}, abstract = {This chapter discusses using focus groups as a component of an evaluation strategy. It focuses on both the benefits and the limitations of using this method and also offers suggestions for the effective use of focus group interviewing in an evaluation. Focus groups are a wonderful method for gathering information for formative and summative evaluations. A key role is the study team leader, sometimes called the principal investigator (PI), who takes on the overall leadership of the study. Team members work together to complete the study, but individuals take primary responsibility for certain tasks. The chapter describes these tasks and roles. Successful focus group studies are grounded on five key steps: planning, developing questions, recruiting, moderating, and analyzing. Each of these steps is critical to success. Those who seek to have successful focus groups should be attentive to performing each step with care, thought, and skill.}, language = {en}, urldate = {2021-05-06}, booktitle = {Handbook of {Practical} {Program} {Evaluation}}, publisher = {John Wiley \& Sons, Ltd}, author = {Krueger, Richard A. and Casey, Mary Anne}, year = {2015}, doi = {10.1002/9781119171386.ch20}, note = {Section: 20 \_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781119171386.ch20 KerkoCite.ItemAlsoKnownAs: 10.1002/9781119171386.ch20 2339240:8GHGGSG3 2405685:CYKMJX8Q}, keywords = {classic analysis strategy, focus group interviewing, focus group recruitment, formative evaluations, study team leader, summative evaluations}, pages = {506--534}, } @article{krieg_foot_2016, title = {A {Foot} in the {Door}: {Exploring} the {Role} of {Student} {Teaching} {Assignments} in {Teachers}’ {Initial} {Job} {Placements}}, volume = {38}, issn = {0162-3737}, shorttitle = {A {Foot} in the {Door}}, url = {https://doi.org/10.3102/0162373716630739}, doi = {10.3102/0162373716630739}, abstract = {We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers into student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns but that prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that student teaching assignments may contribute to the “draw of home” in new teacher hiring. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality.}, language = {en}, number = {2}, urldate = {2022-05-16}, journal = {Educational Evaluation and Policy Analysis}, author = {Krieg, John M. and Theobald, Roddy and Goldhaber, Dan}, month = jun, year = {2016}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0162373716630739 2339240:XGTLRY57 2405685:P7NCNLKU}, keywords = {econometric analysis, economics of education, higher education, program evaluation}, pages = {364--388}, } @article{kremer_challenge_2013, title = {The {Challenge} of {Education} and {Learning} in the {Developing} {World}}, volume = {340}, copyright = {Copyright © 2013, American Association for the Advancement of Science}, issn = {0036-8075}, url = {https://www.jstor.org/stable/41942219}, doi = {10.1126/science.1235350}, abstract = {Across many different contexts, randomized evaluations find that school participation is sensitive to costs: Reducing out-of-pocket costs, merit scholarships, and conditional cash transfers all increase schooling. Addressing child health and providing information on how earnings rise with education can increase schooling even more cost-effectively. However, among those in school, test scores are remarkably low and unresponsive to more-of-the-same inputs, such as hiring additional teachers, buying more textbooks, or providing flexible grants. In contrast, pedagogical reforms that match teaching to students' learning levels are highly cost effective at increasing learning, as are reforms that improve accountability and incentives, such as local hiring of teachers on short-term contracts. Technology could potentially improve pedagogy and accountability. Improving pre-and postprimary education are major future challenges.}, language = {en}, number = {6130}, urldate = {2020-06-08}, journal = {Science}, author = {Kremer, Michael and Brennen, Conner and Glennerster, Rachel}, year = {2013}, note = {Publisher: American Association for the Advancement of Science KerkoCite.ItemAlsoKnownAs: 10.1126/science.1235350 2339240:67BCHX95 2339240:MUEFL3NF 2405685:PFYKPNHQ 2405685:U4T6SC5D}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {297--300}, } @article{kraft_effect_2018, title = {The {Effect} of {Teacher} {Coaching} on {Instruction} and {Achievement}: {A} {Meta}-{Analysis} of the {Causal} {Effect}}, volume = {88}, issn = {0034-6543, 1935-1046}, shorttitle = {The {Effect} of {Teacher} {Coaching} on {Instruction} and {Achievement}}, url = {https://scholar.harvard.edu/files/mkraft/files/kraft_blazar_hogan_2018_teacher_coaching.pdf}, doi = {10.3102/0034654318759268}, abstract = {Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.}, language = {EN}, number = {4}, journal = {Review of Educational Research}, author = {Kraft, Matthew A. and Blazar, David and Hogan, Dylan}, year = {2018}, note = {shortDOI: 10/ggjrhd KerkoCite.ItemAlsoKnownAs: 10.3102/0034654318759268 10/ggjrhd 2339240:94ATJ2KM 2339240:L9J24WV4 2339240:Q2UV8HVZ 2339240:Y3AHBV5R 2405685:2CWW72YN 2405685:3DXSV98B 2405685:6L7LJIMQ 2405685:JXICF3W3 2405685:KJDH8RVK 2405685:R4WDE3P4 2534378:9LCRTTXK}, keywords = {C:High-income countries, C:United States, \_\_\_working\_potential\_duplicate, effect size, experimental design, meta-analysis, professional development, school/teacher effectiveness, teacher education/development}, pages = {547--588}, } @article{kraft_effect_2013, title = {The {Effect} of {Teacher}-{Family} {Communication} on {Student} {Engagement}: {Evidence} from a {Randomized} {Field} {Experiment}}, volume = {6}, doi = {10.1080/19345747.2012.743636}, abstract = {In this study, we evaluate the efficacy of teacher communication with parents and students as a means of increasing student engagement. We estimate the causal effect of teacher communication by conducting a randomized field experiment in which sixth- and ninth-grade students were assigned to receive a daily phone call home and a text/written message during a mandatory summer school program. We find that frequent teacher–family communication immediately increased student engagement as measured by homework completion rates, on-task behavior, and class participation. On average, teacher–family communication increased the odds that students completed their homework by 40\%, decreased instances in which teachers had to redirect students’ attention to the task at hand by 25\%, and increased class participation rates by 15\%. Drawing upon surveys and interviews with participating teachers and students, we identify three primary mechanisms through which communication likely affected engagement: stronger teacher–student relationships, expanded parental involvement, and increased student motivation.}, number = {3}, journal = {Journal of Research on Educational Effectiveness}, author = {Kraft, M and Dougherty, Shaun}, month = jul, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2012.743636 2339240:3H26G6RN 2339240:X9LRSMNV 2405685:7HER36AG 2405685:BXJPVKUP 2405685:WYAJLA9C 2534379:82ZR3C22}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {199--222}, } @incollection{unesco_technological_2011, address = {Paris}, title = {The {Technological}, {Economic}, and {Social} {Contexts} for {Educational} {ICT} {Policy}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000211842}, urldate = {2019-09-20}, booktitle = {Transforming education: the power of {ICT} policies}, publisher = {UNESCO}, author = {Kozma, Robert B.}, editor = {UNESCO}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N2EB24KY 2405685:IEN4NFX3}, pages = {3--18}, } @article{kovanovic_what_2015, title = {What public media reveals about {MOOCs}: {A} systematic analysis of news reports}, volume = {46}, copyright = {© 2015 British Educational Research Association}, issn = {1467-8535}, shorttitle = {What public media reveals about {MOOCs}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12277}, doi = {10.1111/bjet.12277}, abstract = {One of the striking differences between massive open online courses (MOOCs) and previous innovations in the education technology field is the unprecedented interest and involvement of the general public. As MOOCs address pressing problems in higher education and the broader educational practice, awareness of the general public debate around MOOCs is essential. Understanding the public discourse around MOOCs can provide insights into important social and public problems, thus enabling the MOOC research community to better focus their research endeavors. While there have been some reports looking at the state of the MOOC-related research, the analysis of the public debate surrounding MOOCs is still largely missing. In this paper, we present the results of a study that looked at the content of the public discourse related to MOOCs. We identified the most important themes and topics in MOOC-related mainstream news reports. Our results indicate that coverage of MOOCs in public media is rapidly decreasing: by the middle of 2014, it decreased by almost 50\% from the highest activity during 2013. In addition, the focus of those discussions is also changing. While the majority of discussions during 2012 and 2013 were focused on MOOC providers, the announcements of their partnerships, and million dollar investments, the current focus of MOOC discourse seems to be moving toward more productive topics focused on the overall position of MOOCs in the global educational landscape. Among different topics that this study discovered, government-related issues and the use of data and analytics are some of the topics that seem to be growing in popularity during the first half of 2014.}, language = {en}, number = {3}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Kovanović, Vitomir and Joksimović, Srećko and Gašević, Dragan and Siemens, George and Hatala, Marek}, year = {2015}, note = {shortDOI: 10/f7d7r2 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12277 10/f7d7r2 2339240:4ZXLTE27 2339240:KG6GUHWW 2405685:LXEQ2JCJ}, keywords = {Reviewed}, pages = {510--527}, } @techreport{koval-saifi_feed_2018, title = {Feed the {Monster}: {Impact} and technical evaluation}, url = {http://dl4d.org/wp-content/uploads/2018/03/Feed-the-Monster-Report-Final-Web.pdf}, author = {Koval-Saifi, Nedjma and Plass, Jan}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QUFN8V67 2405685:S7QU2BTK}, } @techreport{koval-saifi_feed_2018, address = {Washington, DC}, title = {Feed the {Monster}: {Impact} and technical evaluation}, url = {https://allchildrenreading.org/wp-content/uploads/2019/07/Feed-the-Monster-Report-Final-Web.pdf}, urldate = {2022-06-16}, institution = {World Vision and Foundation for Information Technology Education and Development}, author = {Koval-Saifi, N and Plass, J}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JS4ZBX2V 4042040:7E2RC3L4}, } @inproceedings{kotze_moving_2018, title = {Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in {South} {Africa}}, url = {https://riseprogramme.org/sites/default/files/inline-files/Kotze.pdf}, abstract = {Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies.}, author = {Kotze, Janeli and Taylor, Stephen and Fleisch, Brahm}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A58ENCQR 2339240:MC3TURVW 2405685:6RASPKEH 2405685:72SDEPAH 2405685:PLJ4WN63 2534378:4AZ7VHMD 2534378:U88KUB3W}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425920, \_\_finaldtb, ⛔ No DOI found}, } @article{kosec_aspirations_2017, title = {Aspirations and the {Role} of {Social} {Protection}: {Evidence} from a {Natural} {Disaster} in {Rural} {Pakistan}}, volume = {97}, issn = {0305-750X}, shorttitle = {Aspirations and the {Role} of {Social} {Protection}}, url = {https://www.sciencedirect.com/science/article/pii/S0305750X17301092}, doi = {10.1016/j.worlddev.2017.03.039}, abstract = {Citizens’ aspirations are increasingly recognized as an important dimension of their well-being. Those with high aspirations set ambitious goals for themselves, and those with low aspirations may fall prey to a poverty trap. Do natural disasters negatively impact aspirations? If so, can governments blunt these effects? We consider Pakistan’s devastating 2010 floods—and the government’s uneven relief efforts—to analyze these questions. We first show that the extreme rainfall generating this disaster significantly reduced aspirations, even when current levels of household expenditure, wealth, and education are taken into account. Individuals experiencing 2010 monsoon season rainfall that was one standard deviation higher than average had aspiration levels 1.5years later that were 0.15 standard deviations lower than those of similar individuals experiencing just average levels of rainfall. This is the same negative shock to aspirations that one would experience as a result of a 50\% reduction in household expenditures. Moreover, the negative effect of natural disasters on aspirations is especially strong among the poor, and among those who are most vulnerable to weather shocks. However, exploiting exogenous variation in flood relief access, we show that government social protection can attenuate these negative impacts. Individuals in villages that received Citizens Damage Compensation (Watan Card) Program flood relief—providing cash equivalent to 9.4\% of annual household expenditures in each of the three years following the disaster—saw significantly lower declines in aspirations than did those in similarly affected villages without this relief. This offers a new understanding of social protection; it not only restores livelihoods and replaces damaged assets, but also has an enduring effect by easing mental burdens, and thus raising aspirations for the future. The negative effects of natural disasters and the efficacy of government relief programs may thus be underestimated if aspirations are ignored.}, language = {en}, urldate = {2022-11-16}, journal = {World Development}, author = {Kosec, Katrina and Mo, Cecilia Hyunjung}, month = sep, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2017.03.039 2339240:XUQV5LX6 2405685:IKVKTLYP}, keywords = {Pakistan, South Asia, climate change, political economy of development, political psychology, state capacity}, pages = {49--66}, } @article{korsah_improving_2010, title = {Improving {Child} {Literacy} in {Africa}: {Experiments} with an {Automated} {Reading} {Tutor}}, volume = {6}, issn = {1544-7529}, shorttitle = {Improving {Child} {Literacy} in {Africa}}, url = {https://itidjournal.org/index.php/itid/article/view/517}, abstract = {This paper describes Project Kan é , a research endeavor aimed at exploring the role that technology can play in improving child literacy in developing communities. An initial pilot study and a subsequent four-month-long controlled field study in Ghana investigated the viability and effectiveness of an automated reading tutor in helping urban children enhance their reading skills in English. In addition to quantitative data suggesting that automated tutoring can be useful for some children in this setting, these studies and an additional preliminary pilot study in Zambia yielded useful qualitative observations regarding the feasibility of applying technology solutions to the challenge of enhancing child literacy in developing communities. This paper presents the findings, observations, and lessons learned from the field studies.}, number = {2}, urldate = {2020-08-18}, journal = {Information Technologies \& International Development}, author = {Korsah, G. Ayorkor and Mostow, Jack and Dias, M. Bernardine and Sweet, Tracy Morrison and Belousov, Sarah M. and Dias, M. Frederick and Gong, Haijun}, month = jun, year = {2010}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2339240:DWYJEWDE 2405685:85AXN76U}, keywords = {Ghana, Zambia, child literacy, developing countries, field studies, technology solutions, ⛔ No DOI found}, pages = {pp. 1--19}, } @article{kopp_reliability_2019, title = {The {Reliability} of the {Wisconsin} {Card} {Sorting} {Test} in {Clinical} {Practice}}, issn = {1073-1911}, url = {https://doi.org/10.1177/1073191119866257}, doi = {10.1177/1073191119866257}, abstract = {The Wisconsin Card Sorting Test (WCST) represents the gold standard for the neuropsychological assessment of executive function. However, very little is known about its reliability. In the current study, 146 neurological inpatients received the Modified WCST (M-WCST). Four basic measures (number of correct sorts, categories, perseverative errors, set-loss errors) and their composites were evaluated for split-half reliability. The reliability estimates of the number of correct sorts, categories, and perseverative errors fell into the desirable range (rel ≥ .90). The study therefore disclosed sufficiently reliable M-WCST measures, fostering the application of this eminent psychological test to neuropsychological assessment. Our data also revealed that the M-WCST possesses substantially better psychometric properties than would be expected from previous studies of WCST test-retest reliabilities obtained from non-patient samples. Our study of split-half reliabilities from discretionary construed and from randomly built M-WCST splits exemplifies a novel approach to the psychometric foundation of neuropsychology.}, language = {en}, urldate = {2019-12-09}, journal = {Assessment}, author = {Kopp, Bruno and Lange, Florian and Steinke, Alexander}, month = aug, year = {2019}, note = {shortDOI: 10/ggd69x KerkoCite.ItemAlsoKnownAs: 10.1177/1073191119866257 10/ggd69x 2339240:IU952GRN 2405685:GDZY9HMF}, pages = {1073191119866257}, } @article{koparan_teaching_2019, title = {Teaching game and simulation based probability}, volume = {6}, url = {https://www.researchgate.net/publication/333134813_Teaching_Game_and_Simulation_Based_Probability}, doi = {10.21449/ijate.566563}, abstract = {Technology and games are the areas where learners are most interested in today's world. If these two can be brought together within the framework of learning objectives, they can be an advantage for teachers and students. This study aims to investigate the learning environment supported by game and simulation. The games were used to evaluate the basic probability knowledge of the prospective teachers, to demonstrate the role of problem solving in the formation of the mathematical knowledge, and to enable discussing mathematical ideas in a worksheet. Simulations were used for visualization and a large number of experiments. The sampling of the study, by which case study research is adopted, is comprised of 40 prospective teachers at a state university in Turkey. The data were collected by introducing nine open-ended questions by means of games, worksheets and simulation activities. The questions asked relevant to the games include making predictions about the fairness of the games, playing the games in small numbers and in big numbers and the observation of the scores, calculation of the winning probabilities of the gamers both experimentally and theoretically, and their comparisons. The process of finding out the probability information underlying the games by the prospective teachers was analyzed qualitatively by means of worksheets, simulations and in-class observation, and the ways of thinking, intuitions, estimations, strategies, and opinions about the learning situation of the participants were tried to be determined. The results obtained put forward that the learning situation that was set up simultaneously contributed to the knowledge of probability and probability teaching of the prospective teachers; and that the candidates' opinions about the learning situation are positive.}, language = {English}, number = {2}, journal = {International Journal of Assessment Tools in Education}, author = {Koparan, Timur}, year = {2019}, note = {Publisher: International Journal of Assessment Tools in Education, Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396851044?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21449/ijate.566563 2339240:WFPXES63 2405685:IJR2IERE 2534378:6GQZL9UT 2534378:RAGWXRWA}, keywords = {Computer Simulation, ERIC, Current Index to Journals in Education (CIJE), Educational Environment, Foreign Countries, Higher Education, Instructional Effectiveness, Knowledge Level, Mathematics Skills, Postsecondary Education, Prediction, Preservice Teacher Education, Preservice Teachers, Probability, Problem Solving, Student Attitudes, Turkey, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098269, \_\_finaldtb}, } @inproceedings{koopman_step-by-step_2014, title = {Step-by-step approach: {The} integration of {ICT} in the classroom in rural {African} schools}, url = {https://ieeexplore.ieee.org/document/7058144}, abstract = {This paper will focus on how ICT in the classroom could really work to provide the children the education they need in this 21st century. Learning for children with the use of ICT in the classroom can work if teachers have the ability and skills to integrate ICT in their classroom. This is where the headmasters play a crucial role, if the teachers are supported by the surrounding education system. Simply placing hardware in schools will NOT improve the quality of teaching and learning. The work of IICD has demonstrated that for ICT to become real instruments of learning, the teachers are the important key to achieve results. The IICD approach will be illustrated in relation to the “ICT enabled school program” in Ghana.}, language = {en}, author = {Koopman, Martine}, month = oct, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XC43U3AA 2405685:2T3DT9FU}, keywords = {⛔ No DOI found}, pages = {8}, } @article{komba_teacher_2019, title = {Teacher {Professional} {Development} in {Tanzania}: {Challenges} and {Opportunities}}, shorttitle = {Teacher {Professional} {Development} in {Tanzania}}, url = {https://www.intechopen.com/books/educational-leadership/teacher-professional-development-in-tanzania-challenges-and-opportunities}, doi = {10.5772/intechopen.90564}, abstract = {This chapter is about teacher professional development in Tanzania. The authors have examined the current status of teacher professional development in Tanzania, focusing on predominant perspectives on the concept and provision modalities. In addition, the authors have identified challenges facing teacher professional development in Tanzania, most of which seem to be systemic. The challenges include lack of explicit policy and guidelines for teacher professional development, limited knowledge on teacher professional development among teacher professional development stakeholders, predominance of traditional approach to teacher professional development, and ineffective organization of teacher professional development activities. It is, thus, concluded that a number of opportunities are available for effective teacher professional development in Tanzania. These include strengthening the available institutions responsible for teacher professional development, making use of different teacher professional development providers available in the country to promote professional development activities for teachers through a harmonized scheme and capitalizing on the use of different communication networks and the national optic fiber to promote self-directed teacher professional development.}, language = {en}, urldate = {2020-10-07}, journal = {Educational Leadership}, author = {Komba, Sotco Claudius and Mwakabenga, Rehema Japhet}, month = dec, year = {2019}, note = {Publisher: IntechOpen KerkoCite.ItemAlsoKnownAs: 10.5772/intechopen.90564 2339240:9MJFKUCS 2405685:632GMNKZ}, keywords = {\_Tanzania, \_final\_bib}, } @book{kolucki_communicating_2011, address = {New York}, title = {Communicating with children: principles and practices to nurture, inspire, excite, educate and heal}, language = {en}, urldate = {2020-06-09}, publisher = {UNICEF}, author = {Kolucki, Barbara and Lemish, Dafna}, year = {2011}, note = {OCLC: 1027645053 KerkoCite.ItemAlsoKnownAs: 2339240:JPJEEK76 2405685:FLICDSI2 4803016:E7VFKJWG}, } @article{kolog_using_2015, title = {Using {Unified} {Theory} of {Acceptance} and {Use} of {Technology} {Model} to {Predict} {Students}' {Behavioral} {Intention} to {Adopt} and {Use} {E}-{Counseling} in {Ghana}}, volume = {7}, copyright = {Copyright Modern Education and Computer Science Press Nov 2015}, issn = {20750161}, url = {https://search.proquest.com/education1/docview/1770060321/abstract/732C4B0D367E49A3PQ/46}, doi = {10.5815/ijmecs.2015.11.01}, abstract = {The urge to progressively motivate e-counseling in schools is somewhat dependent on students' behavioral intention towards the use of counseling technologies. This paper presents an empirical approach of using Unified Theory of Acceptance and Use of Technology model to ascertain students' behavioral intention to adopt and use e-counseling in Ghana. Questionnaires were used to collect data from two hundred and fifty (N=250) randomly selected students from Ghana. Cronbach alpha (α) was first employed to validate and ascertain the reliability of the data. Subsequently, Multiple Linear Regression (MLR) was performed in analysing the data. After that, a follow-up interview was conducted to explore the variance in our findings from the collected data through the questionnaires. In the end, the reliability of the test items contained in the questionnaire yielded strongly at 87.6 \%. Also, whereas the outcome of the research suggests Performance Expectancy (PE) (B = .511 , p= .000) and Social Influence (SI) (B = .165 p = .001) as the influencing constructs (factors) towards students' behavioral intention to adopt and use e-counseling, Facilitation Condition (FC) (B= .014, p= .723) and Effort Expectancy (EE) (B= .086 p= .080) had no significant effect on the behavioral intention of students to adopt and use e-counseling in Ghana.}, language = {English}, number = {11}, urldate = {2021-01-15}, journal = {International Journal of Modern Education and Computer Science}, author = {Kolog, Emmanuel Awuni and Sutinen, Erkki and Vanhalakka-Ruoho, Marjatta and Suhonen, Jarkko and Anohah, Ebenezer}, month = nov, year = {2015}, note = {Num Pages: 1-11 Place: Hong Kong, Hong Kong Publisher: Modern Education and Computer Science Press KerkoCite.ItemAlsoKnownAs: 10.5815/ijmecs.2015.11.01 2339240:F58NXPW4 2405685:8HCZRK8Z}, keywords = {Counseling, E-Counseling, ICT, Unified Theory of Acceptance, Use of Technology (UTAUT)}, pages = {1--11}, } @article{kolog_e-counselling_2014, title = {E-counselling implementation: {Students}' life stories and counselling technologies in perspective}, volume = {10}, copyright = {Copyright University of the West Indies Aug 2014}, shorttitle = {E-counselling implementation}, url = {https://search.proquest.com/education1/docview/1561441902/abstract/29B1F840F44D4E53PQ/125}, abstract = {Given the current global trend of mimicking real life situations into digital counselling games and its related digital counselling platforms, we decided to contextually understand from the Ghanaian senior high school students, their life challenges arising from their life stories. The study also explores the extent to which ICT is currently being used to provide counselling services to students. Questionnaires and interviews were used to collect data from selected students and a school counsellor. The selected students were made to write about their life stories subjectively. The content of the data was analyzed. After that, students' financial status was identified as the main challenge to their academic pursuit, though several other difficulties were revealed in the study. The study also showed that students had little knowledge about the use of ICT in counselling and only used email as the only digital tool for counselling delivery. The purpose of the study is to use the findings as a basis to develop a digital counselling game in our next study. Again, the study is intended to serve as a guide for researchers when designing a digital counselling platforms for senior high schools.}, language = {English}, number = {3}, urldate = {2021-01-15}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Kolog, Emmanuel Awuni and Sutinen, Erkki and Vanhalakka-Ruoho, Marjatta}, month = aug, year = {2014}, note = {Num Pages: 17 Place: Bridgetown, Jamaica Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:437XN5ZS 2405685:9IA65AMC}, keywords = {Addictive behaviors, Behavior, Careers, Computers, Counseling, Design, Drug abuse, Education, Internet, Problems, Schools, Secondary schools, Society, Students, ⛔ No DOI found}, pages = {32--48}, } @article{kok_snapshots_2014, title = {Snapshots of student-teachers' experiences of {DVDs} in a learner support programme in a developing {ODL} context}, volume = {11}, issn = {1814-6627, 1814-6627}, url = {https://www.researchgate.net/publication/271757630_Snapshots_of_student-teachers'_experiences_of_DVDs_in_a_learner_support_programme_in_a_developing_ODL_context}, doi = {10.1080/18146627.2014.935002}, abstract = {The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs.}, language = {English}, number = {4}, journal = {Africa Education Review}, author = {Kok, Illasha and Blignaut, A. Seugnet}, year = {2014}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826544130?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2014.935002 2339240:5PUHHPDZ 2405685:7KWLX3P2 2534378:AVMXYX5A 2534378:KFGYMKVR}, keywords = {Adult Education, Case Studies, College Students, Computer Uses in Education, Continuing Education, Developing Nations, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Electronic Learning, Focus Groups, Foreign Countries, Higher Education, Inservice Teacher Education, Namibia, Open Education, Postsecondary Education, Qualitative Research, Semi Structured Interviews, South Africa, Student Attitudes, Student Experience, Teachers, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096343, \_\_finaldtb}, pages = {526--543}, } @article{kok_snapshots_2014, title = {Snapshots of student-teachers' experiences of {DVDs} in a learner support programme in a developing {ODL} context}, volume = {11}, issn = {1814-6627, 1814-6627}, doi = {10.1080/18146627.2014.935002}, language = {English}, number = {4}, journal = {Africa Education Review}, author = {Kok, Illasha and Blignaut, A. Seugnet}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2014.935002 2339240:437MBQZJ 2405685:553CMDI7}, } @article{kok_snapshots_2014, title = {Snapshots of student-teachers' experiences of {DVDs} in a learner support programme in a developing {ODL} context}, volume = {11}, issn = {1814-6627, 1814-6627}, url = {https://www.researchgate.net/publication/271757630_Snapshots_of_student-teachers'_experiences_of_DVDs_in_a_learner_support_programme_in_a_developing_ODL_context}, doi = {10.1080/18146627.2014.935002}, abstract = {The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs.}, language = {English}, number = {4}, journal = {Africa Education Review}, author = {Kok, Illasha and Blignaut, A. Seugnet}, year = {2014}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826544130?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2014.935002 2339240:5PUHHPDZ 2405685:7KWLX3P2 2534378:AVMXYX5A 2534378:KFGYMKVR}, keywords = {Adult Education, Case Studies, College Students, Computer Uses in Education, Continuing Education, Developing Nations, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Electronic Learning, Focus Groups, Foreign Countries, Higher Education, Inservice Teacher Education, Namibia, Open Education, Postsecondary Education, Qualitative Research, Semi Structured Interviews, South Africa, Student Attitudes, Student Experience, Teachers, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096343, \_\_finaldtb}, pages = {526--543}, } @article{kok_snapshots_2014, title = {Snapshots of student-teachers' experiences of {DVDs} in a learner support programme in a developing {ODL} context}, volume = {11}, issn = {1814-6627, 1814-6627}, doi = {10.1080/18146627.2014.935002}, language = {English}, number = {4}, journal = {Africa Education Review}, author = {Kok, Illasha and Blignaut, A. Seugnet}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2014.935002 2339240:437MBQZJ 2405685:553CMDI7}, } @article{kohl_online_2018, title = {Online tools supporting the conduct and reporting of systematic reviews and systematic maps: a case study on {CADIMA} and review of existing tools}, volume = {7}, issn = {2047-2382}, shorttitle = {Online tools supporting the conduct and reporting of systematic reviews and systematic maps}, url = {https://doi.org/10.1186/s13750-018-0115-5}, doi = {10.1186/s13750-018-0115-5}, abstract = {Systematic reviews and systematic maps represent powerful tools to identify, collect, evaluate and summarise primary research pertinent to a specific research question or topic in a highly standardised and reproducible manner. Even though they are seen as the “gold standard” when synthesising primary research, systematic reviews and maps are typically resource-intensive and complex activities. Thus, managing the conduct and reporting of such reviews can become a time consuming and challenging task. This paper introduces the open access online tool CADIMA, which was developed through a collaboration between the Julius Kühn-Institut and the Collaboration for Environmental Evidence, in order to increase the efficiency of the evidence synthesis process and facilitate reporting of all activities to maximise methodological rigour. Furthermore, we analyse how CADIMA compares with other available tools by providing a comprehensive summary of existing software designed for the purposes of systematic review management. We show that CADIMA is the only available open access tool that is designed to: (1) assist throughout the systematic review/map process; (2) be suited to reviews broader than medical sciences; (3) allow for offline data extraction; and, (4) support working as a review team.}, language = {en}, number = {1}, urldate = {2024-01-18}, journal = {Environmental Evidence}, author = {Kohl, Christian and McIntosh, Emma J. and Unger, Stefan and Haddaway, Neal R. and Kecke, Steffen and Schiemann, Joachim and Wilhelm, Ralf}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13750-018-0115-5 2405685:7WGMZPAG 2486141:PBSSCM7N 2486141:WI9XD8XN}, keywords = {Evidence synthesis, Managing systems, Rapid review, Review management, Systematic review software, Text mining, Time management, \_Added-ailr-2024}, pages = {8}, } @article{koffi_les_2016, title = {Les langues maternelles africaines et/ou ivoiriennes ont-elles des limitespédagogiques ou d’apprentissage–enseignement?}, volume = {11}, number = {22}, journal = {ANADISS}, author = {Koffi, Konan Thomas}, year = {2016}, note = {Publisher: UNIVERSITATEA» ȘTEFAN CEL MARE «SUCEAVA KerkoCite.ItemAlsoKnownAs: 2405685:CUWC3FUY 315692:AILBFPK4 315692:P4ZJ6JN2 4042040:5Z5Y6LR5 4042040:BKPV8X3J}, keywords = {⛔ No DOI found}, pages = {197--204}, } @book{koffi_paradigm_2012, title = {Paradigm {Shift} in {Language} {Planning} and {Policy}: {Game}-{Theoretic} {Solutions}}, isbn = {978-1-934078-10-5}, shorttitle = {Paradigm {Shift} in {Language} {Planning} and {Policy}}, url = {https://www.degruyter.com/document/doi/10.1515/9781934078112/html}, urldate = {2022-06-13}, publisher = {DE GRUYTER}, author = {Koffi, Ettien}, month = jan, year = {2012}, doi = {10.1515/9781934078112}, note = {KerkoCite.ItemAlsoKnownAs: 10.1515/9781934078112 2405685:ITDX69J8 4042040:FYRKSLLC}, } @article{kocakaya_effects_2010, title = {The {Effects} of {Computer}-{Assisted} {Instruction} designed according to {7E} {Model} of {Constructivist} {Learning} on {Physics} {Student} {Teachers}' {Achievement}, {Concept} {Learning}, {Self}-{Efficacy} {Perceptions} and {Attitudes}}, volume = {11}, issn = {1302-6488}, url = {https://files.eric.ed.gov/fulltext/EJ1042517.pdf}, urldate = {2022-08-23}, journal = {Turkish Online Journal of Distance Education-TOJDE}, author = {Kocakaya, S and Gonen, Selahattin}, month = jul, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8KT835AI 2405685:7QQUBGKF}, keywords = {⛔ No DOI found}, } @article{kobayashi_text_2017, title = {Text mining in organizational research}, volume = {21}, doi = {10.1177/1094428117722619}, language = {en}, number = {3}, journal = {Organizational Research Methods}, author = {Kobayashi, V.B. and Mol, S.T. and Berkers, H.A.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1094428117722619 2405685:AXPR9XQR 2486141:MTUNEGNY}, keywords = {\_Added-ailr-2024}, pages = {733--765}, } @article{knox_limitations_2013, title = {The {Limitations} of {Access} {Alone}: moving towards open processes in education technology}, volume = {5}, shorttitle = {(6) ({PDF}) {The} {Limitations} of {Access} {Alone}}, url = {https://www.researchgate.net/publication/290151640_The_Limitations_of_Access_Alone_moving_towards_open_processes_in_education_technology}, doi = {10.5944/openpraxis.5.1.36}, language = {en}, number = {1}, urldate = {2020-09-16}, journal = {OpenPraxis}, author = {Knox, Jeremy}, year = {2013}, note = {shortDOI: 10/ghgn5w KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.1.36 10/ghgn5w 2405685:A3KT8WS9}, keywords = {C:International}, } @article{knoke_policy_2011, title = {Policy networks}, journal = {The SAGE handbook of social network analysis}, author = {Knoke, David}, year = {2011}, note = {Publisher: SAGE Publications London zotzenLib.CopiedFrom: 2339240:JDR9V7Q2 KerkoCite.ItemAlsoKnownAs: 2339240:JDR9V7Q2 2405685:NKIBXR8B}, keywords = {⛔ No DOI found}, pages = {210--222}, } @article{klassen_developing_2016, title = {Developing a {Proof}-of-{Concept} {Selection} {Test} for {Entry} into {Primary} {Teacher} {Education} {Programs}}, volume = {4}, issn = {2148-7456}, url = {http://dergipark.gov.tr/doi/10.21449/ijate.275772}, doi = {10.21449/ijate.275772}, abstract = {The purpose of this article is to report on the development of a proof-ofconcept situational judgment test (SJT) to assist in the selection of candidates for primary teacher education (ITE) programs. Nine development steps involving practising teachers, teacher educators, and applicants to ITE programs were carried out to establish target attributes and to develop content for the test. The results from administering the test to 124 primary ITE candidates showed a near-normal distribution, high levels of reliability, and significant positive correlations with a range of concurrently administered interview scores. We conclude with a description of the necessary next steps needed to implement evidencesupported teacher education selection processes in a range of international settings.}, language = {en}, number = {2}, urldate = {2020-06-17}, journal = {International Journal of Assessment Tools in Education}, author = {Klassen, Robert and Durksen, Tracy L. and Kim, Lisa and Patterson, Fiona and Rowett, Emma and Warwick, Jane and Warwick, Paul and Wolpert, Mary}, month = dec, year = {2016}, note = {shortDOI: 10/ghgn46 KerkoCite.ItemAlsoKnownAs: 10/ghgn46 2405685:TZKLB6LA}, pages = {96--114}, } @inproceedings{kizilcec_growth_2019, address = {Chicago IL USA}, title = {Growth {Mindset} {Predicts} {Student} {Achievement} and {Behavior} in {Mobile} {Learning}}, isbn = {978-1-4503-6804-9}, url = {https://dl.acm.org/doi/10.1145/3330430.3333632}, doi = {10.1145/3330430.3333632}, abstract = {Students’ personal qualities other than cognitive ability are known to influence persistence and achievement in formal learning environments, but the extent of their influence in digital learning environments is unclear. This research investigates non-cognitive factors in mobile learning in a resourcepoor context. We surveyed 1,000 Kenyan high school students who use a popular SMS-based learning platform that provides formative assessments aligned with the national curriculum. Combining survey responses with platform interaction logs, we find growth mindset to be one of the strongest predictors of assessment scores. We investigate theory-based behavioral mechanisms to explain this relationship. Although students who hold a growth mindset are not more likely to persist after facing adversity, they spend more time on each assessment, increasing their likelihood of answering correctly. Results suggest that cultivating a growth mindset can motivate students in a resource-poor context to excel in a mobile learning environment.}, language = {en}, urldate = {2022-07-11}, booktitle = {Proceedings of the {Sixth} (2019) {ACM} {Conference} on {Learning} @ {Scale}}, publisher = {ACM}, author = {Kizilcec, René F. and Goldfarb, Daniel}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3330430.3333632 2339240:L3XGQDF9 2405685:WYTNLMM6}, pages = {1--10}, } @techreport{kitkit_school_tanzania_2017, title = {Tanzania 2017 field testing report: {Can} out-of-school children make learning gains with {Kitkit} {School}?}, url = {http://kitkitschool.com/wp-content/uploads/2019/06/Kitkit_CaseStudy_Mtwara_.pdf}, urldate = {2021-01-05}, institution = {Kitkit School}, author = {Kitkit School}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X5YJZY69 2405685:BNM2LVRY}, } @techreport{kispeter_what_2018, address = {Warwick}, type = {Digital {Skills} and {Inclusion} {Research} {Working} {Group} {Evidence} {Brief}}, title = {What digital skills do adults need to succeed in the workplace now and in the next 10 years?}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/807831/What_digital_skills_do_adults_need_to_succeed_in_the_workplace_now_and_in_the_next_10_years_.pdf}, institution = {Warwick Institute for Employment Research University of Warwick}, author = {Kispeter, Erika}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C9L2KM3Y 2405685:9UDGKCRT}, } @article{kisirkoi_integration_2015, title = {Integration of {ICT} in {Education} in a {Secondary} {School} in {Kenya}: {A} {Case} {Study}}, volume = {6}, shorttitle = {Integration of {ICT} in {Education} in a {Secondary} {School} in {Kenya}}, doi = {10.20533/licej.2040.2589.2015.0253}, abstract = {Amidst reports that there was very little integration of Communication Information Technology (ICT) in curriculum delivery in many secondary schools in Kenya, it was reported that one secondary school was using ICT in instruction and practicing learner centered instructional approaches and there was improved learning outcomes. The school’s mean score in the Kenya Certificate of Secondary Education had improved from 6.2 to 8.4 between 2007 and 2013. This study teacher computer literacy levels, motivation for integration, perceived reason for the intervention and the impact on teaching and learning. A case study was conducted and observation and interview schedules were used to collect data. The study population was the 535 students and the 28 teachers in the school. Simple random sampling was used to sample 30 students and 18 teachers. It was established that the students and teachers were computer literate and were able to manage computer applications for teaching and learning. The Learning process was found to be practical with learner interactions and activities based learning. The motivation was desire to teach better coupled with visionary, supportive school leadership. The school was using ICT as teaching learning tool and there was improvement of learning environment and outcomes. Many schools ought to emulate the school.}, journal = {Literacy Information and Computer Education Journal}, author = {Kisirkoi, Florence}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.20533/licej.2040.2589.2015.0253 10/gj37fv 2339240:79CQYH29 2405685:BV3P33XH}, pages = {1904--1909}, } @techreport{kishore_using_2019, address = {Oxford, United Kingdom}, title = {Using technology to facilitate educational attainment: {Reviewing} the past and looking to the future}, url = {https://pathwayscommission.bsg.ox.ac.uk/ed-tech-paper}, language = {en}, number = {23}, author = {Kishore, Diwakar and Shah, Dhwani}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CFVSJSDI 2405685:A2RQMCL7}, keywords = {Potential Usefulness: H, ⛔ No DOI found}, pages = {47}, } @misc{kirkpatrick_web_2018, title = {Web {Content} {Accessibility} {Guidelines} ({WCAG}) 2.1}, url = {https://www.w3.org/TR/WCAG21/}, language = {EN}, urldate = {2020-09-01}, publisher = {W3C}, author = {Kirkpatrick, Andrew and O Connor, Joshue and Campbell, Alastair and Cooper, Michael}, month = jun, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:8TX6IQZM}, } @misc{kirk_translation_2016, title = {Translation through text: {How} {Nowall} can help refugees overcome the language barrier}, shorttitle = {Translation through text}, url = {https://techfugees.com/news/translation-through-text-how-nowall-can-help-refugees-overcome-the-language-barrier/}, language = {en-US}, urldate = {2020-06-09}, journal = {Techfugees}, author = {Kirk, Joanna}, month = oct, year = {2016}, note = {Library Catalog: techfugees.com Section: All news KerkoCite.ItemAlsoKnownAs: 2405685:DFM4L4LJ}, } @article{kirimi_impact_2013, title = {Impact of {Information} {Communication} {Technology} on {Education}-{Kenya}}, url = {/paper/Impact-of-Information-Communication-Technology-on-Kirimi/7946b425b4a9e5e523084d8368e512a02ea37bf8}, abstract = {Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435}, language = {en}, urldate = {2021-05-22}, journal = {undefined}, author = {Kirimi, Kagwiria Josephine}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ARQM629G 2405685:IVSETB4P}, keywords = {⛔ No DOI found}, } @article{kirimi_impact_2014, title = {Impact of {Information} {Communication} {Technology} on {Education}-{Kenya}}, doi = {10.5901/jesr.2014.v4n1p435}, abstract = {Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435}, journal = {Journal of Educational and Social Research}, author = {Kirimi, Josephine}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.5901/jesr.2014.v4n1p435 10/gkm64d 2339240:SVPSUGP3 2405685:FYWRXAAR}, } @article{kiptalam_accessibility_2010, title = {Accessibility and {Utilization} of {ICTs} {Among} {Secondary} {School} {Teachers} in {Kenya}}, author = {Kiptalam, GK and Rodrigues, AJ}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3EPLC3Q9 2405685:LRH5W4WW}, keywords = {⛔ No DOI found}, } @article{kiptalam_internet_2013, title = {Internet {Utilization}: {A} {Case} of {Connected} {Rural} and {Urban} {Secondary} {Schools} in {Kenya}}, shorttitle = {49 {Internet} {Utilization}}, url = {https://core.ac.uk/display/23406248}, abstract = {This paper looks at the utilization of the Internet among teachers and students in connected rural and urban secondary schools in Kenya. A conceptual framework composed of variables which can explain Internet utilization in Kenyan secondary schools is established and measured. Instruments based on this framework were used in the survey and covered 11 schools with school principals, teachers and students as respondents. Findings show that use of the Internet and its integration in teaching and learning in secondary education is increasing with its use more pervasive among students and teachers as a means of communication and for information searching. Internet access rates for teachers and students have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies are suggested on how to utilize the Internet to improve educational outcomes, and recommendations given on issues that touch on ICT access and infrastructure; human resources and training; policy environment; financing and ICT investment; curriculum development and locally relevant content}, language = {en-gb}, urldate = {2021-05-22}, author = {Kiptalam, George Kibet and Rodrigues, Anthony Joachim}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FCU9WCGE 2405685:2ZY6U5AA}, keywords = {⛔ No DOI found}, } @article{kipsoi_challenges_2012, title = {Challenges {Facing} {Adoption} of {Information} {Communication} {Technology} ({ICT}) {In} {Educational} {Management} in {Schools} in {Kenya}}, volume = {3}, doi = {10.5296/jsr.v3i1.1882}, abstract = {ICT has contributed greatly to educational management in schools globally (Zhao and Frank, 2003). However, in Kenya schools hardly use ICTs to manage the quality of output, or to raise teacher productivity, or to reduce costs through analyzing spending. This is attributed to a myriad of challenges facing most schools in Kenya with regard to adoption of ICTs in educational management. This has resulted to a slow rate of adoption of technology despite its promise and potential for use in educational management in schools. As such, this paper analyses the lethargy that has surrounded education management in schools with respect to acquisition of Information Communication Technology. Education and training sector has a major role to play in the implementation of the proposed ICT policy. First, the sector itself is a major user of ICT, not only in education, training and research but also in the management of the sector. The paper argues that ICT policies must be dynamic, cost-effective, adaptable, and differentiated between sectors and between the various segments of educational management in order to contribute effectively to education management. The recommendations of this paper provide a basis for the urgent need for the integration of ICTs in educational management in schools in Kenya.}, journal = {Journal of Sociological Research}, author = {Kipsoi, Emmy and Chang'ach, Dr and Sang C, Hellen}, month = jun, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.5296/jsr.v3i1.1882 2339240:RXCIEA2R 2405685:EMUX9EK9}, } @techreport{kipruto_accelerated_2019, address = {Dadaab, Kenya}, type = {Early {Grade} {Reading} {Assessment} {Endline} {Report}}, title = {Accelerated {Education} {Programme} {Youth} {Education} {Programme}: {NRC} {Education} {Scale}-up and {Quality} {Fund}, {EdTech} for {Rapid} {Response} in {Acute} {Emergencies} {Project}}, institution = {Norwegian Refugee Council}, author = {Kipruto, Amos and Denny, Kathleen}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3FEKJXY2 4042040:B3V7LHH4}, } @misc{kipp_low-cost_2017, title = {Low-cost, familiar tech for teacher support: {Evidence} from a {SMS} campaign for early grade teachers in {Malawi}}, url = {https://shared.rti.org/content/low-cost-familiar-tech-teacher-support-evidence-sms-campaign-early-grade-teachers-malawi}, author = {Kipp, S}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:87KJQVTK}, } @misc{kintz_first_2011, title = {First {Principles}: {Community} {Engagement} in {Education} {Programs} {Compendium}}, url = {https://www.edu-links.org/sites/default/files/media/file/ACFrOgD5YbwcFF8yK6PoJJm_VqohrxvgHI5IZpAedgEmrwNT83dVuNtP8Cli5Q1d2zTy2LS0RRhTJtOGXryJOyAPJEbESsV0k8IDMC6VeEEHOLD9SQ6CJi28uX7W4SQ_.pdf}, language = {en}, author = {Kintz, Ginny}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UZICJHW7 2405685:YDVZQLS2}, } @article{kintu_blended_2017, title = {Blended learning effectiveness: the relationship between student characteristics, design features and outcomes}, volume = {14}, issn = {2365-9440}, shorttitle = {Blended learning effectiveness}, url = {http://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0043-4}, doi = {10.1186/s41239-017-0043-4}, abstract = {This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. The final semester evaluation results were used as a measure for performance as an outcome. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning.}, language = {en}, number = {1}, urldate = {2020-07-15}, journal = {International Journal of Educational Technology in Higher Education}, author = {Kintu, Mugenyi Justice and Zhu, Chang and Kagambe, Edmond}, month = dec, year = {2017}, note = {shortDOI: 10/gfv57d KerkoCite.ItemAlsoKnownAs: 10.1186/s41239-017-0043-4 10/gfv57d 2405685:XLMQ36GN}, pages = {7}, } @phdthesis{kingori_factors_2018, type = {Thesis}, title = {Factors {Affecting} {Adoption} of {E}-{Learning} {Technology} in {Kenya}}, url = {http://erepo.usiu.ac.ke:8080/xmlui/handle/11732/4305}, abstract = {Internet penetration in Africa has been accelerated, with Kenya at the fore front at over 89.5\% penetration, this penetration has led to an increase in knowledge repository for Kenyans to choose from and as a result E-learning has steadily increased not only in tertiary institutions but in informal learning as well. Facebook and YouTube are some of the web based tools, – that are listed as having potential applications for teaching and learning. As a result, it is essential to understand the challenges faced in the adoption of e-learning technology. The overall purpose of this study was to investigate the factors affecting adoption of e-learning technology in Kenya with a focus on three key factors, self-efficacy, objective usability and system accessibility. This study used explanatory/hypothesis research design to investigate the factors which affect adoption of e-learning technology in Kenya. An explanatory research design was fit to the study because it will helped to ascertain not only the relationship between the different variables, but measure the effect and strength of each independent variable on the dependent variable which was the technology adoption. The target population was social media (Facebook) users in Kenya. According to Internet World Statistics there are over 6.2 million Facebook subscribers in Kenya as of June 2017. This study focused on 200 social media users in Nairobi who were interested in e-learning or have ever learned online. They were sampled by geographic cluster, simple random sampling technique with a focus on Nairobi. Online questionnaire was used by Google form and 93\% responded. In the first objective of self-efficacy, the correlation result revealed positive correlation between perceived ease of use with self-efficacy (r=0.441, p{\textless}0.05) and perceived usefulness with self-efficacy(r=0.337, p{\textless}0.05). On the CFA, there was a strong model equation but on the SEM it was not. The path coefficient for the relationship between SE and adoption of e-learning was weak. In the second objective, the correlation result revealed positive correlation between perceived ease of use with objective usability (r=0.598, p{\textless}0.05) and perceived usefulness with SE (r=0.456, p{\textless}0.05). Based on SEM, the path coefficient for the relationship between objective usability and adoption of e-learning was significant. Without any latent/intervening variable, OU and PEOU was positive and significant at the 0.05 level (βeta=0.938, T-value =3.658, p{\textless}0.05). The positive relationship indicates that one unit increase in OU will result in 0.938 increases in PEOU. In the last objective of system accessibility, the correlation result revealed positive correlation between perceived ease of use with system accessibility (r=0.441, p{\textless}0.503) and perceived usefulness with system accessibility (r=0.514, p{\textless}0.05). The path coefficient for the relationship between system accessibility and adoption of e-learning was weak and not significant hence dropped from the model.The research established that Self-efficacy had little to no effect on adoption of e-learning technology in Kenya. Objective usability was the strongest factor affecting the adoption of e-learning technology while system accessibility had correlation but was not strong enough to impact the model and as such impact the adoption of e-learning technology in Kenya was weak. These findings provided some useful insights for governments, potential instructors or educators, e-learning platforms and policy makers. This recommends and highlights the need to shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya. This research shed light on objective usability as a strong factor on perceived ease of use and perceived usefulness and as such on the adoption of e-learning technology in Kenya. Based the responses received and the SEM analysis further research should focus on the two variables of system accessibility and self-efficacy involving a larger number of variables to examine, as well as larger numbers of respondents to support the factor analysis. Research should also focus on attitude and behavioral intention and their interaction with perceived eases of use and perceived usefulness. The research needs to now shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya.}, language = {en}, urldate = {2021-05-22}, school = {United States International University - Africa}, author = {Kingori, Rhoda Mbithe}, year = {2018}, note = {Accepted: 2019-02-06T07:09:51Z KerkoCite.ItemAlsoKnownAs: 2339240:PM78VDNA 2405685:F9AKUAFD}, } @techreport{kingori_influence_2015, title = {Influence {Of} {Hidden} {Costs} {In} {Education} {On} {Students}’ {Participation} {In} {Public} {Secondary} {Schools} {In} {Kikuyu} {Sub} {County}, {Kenya}}, language = {en}, institution = {School of Education Department of Educational Administration and Planning of Nairobi University}, author = {Kingori, Joseph Ndirangu}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VJRWLGGE}, keywords = {⛔ No DOI found}, pages = {90}, } @techreport{kingori_influence_2015, title = {Influence {Of} {Hidden} {Costs} {In} {Education} {On} {Students}’ {Participation} {In} {Public} {Secondary} {Schools} {In} {Kikuyu} {Sub} {County}, {Kenya}}, language = {en}, institution = {School of Education Department of Educational Administration and Planning of Nairobi University}, author = {Kingori, Joseph Ndirangu}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:233GFMV3 2405685:QR4WZLL3}, pages = {90}, } @article{kingdon_rigorous_2014, title = {A rigorous review of the political economy of education systems in developing countries}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/305753/Political-economy-education-systems1.pdf}, language = {en}, author = {Kingdon, Geeta Gandhi and Little, Angela and Aslam, Monazza and Rawal, Shenila and Moe, Terry and Patrinos, Harry and Beteille, Tara and Banerji, Rukmini and Parton, Brent and Sharma, Shailendra K}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B7SJT5ZM 2339240:K6YEWENY 2405685:4MKGQTV3 2405685:U8A33CIY 4656463:PD8H53ZU}, keywords = {\_C:Afghanistan AFG, \_C:Argentina ARG, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Benin BEN, \_C:Bolivia BOL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Ecuador ECU, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Kyrgyzstan KGZ, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:Nicaragua NIC, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{kingdon_are_2013, address = {London}, title = {Are contract teachers and para-teachers a cost-effective intervention to address teacher shortage and improve learning outcomes?}, url = {http://aserpakistan.org/document/learning_resources/2013/Parateachers%202013Kingdon.pdf}, language = {en}, number = {2103}, institution = {Evidence for Policy and Practice Information and Co-ordinating Centre:Social Science Research Unit, Institute of Education, University of London}, author = {Kingdon, Geeta Gandhi and Aslam, Monazza and Rawal, Shenila and Das, Sushmita}, year = {2013}, note = {OCLC: 1064447467 KerkoCite.ItemAlsoKnownAs: 2339240:KLB5ET5M 2405685:DIMSNBTN}, } @article{kingdon_private_2019, title = {The private schooling phenomenon in {India}: {A} review}, url = {https://docs.iza.org/dp10612.pdf}, abstract = {This paper examines the size, growth, salaries, fee levels and per-pupil-costs of private schools, and compares these with the government school sector. Official data show a steep growth of private schooling and a corresponding rapid shrinkage in the size of the government school sector in India, suggesting parental abandonment of government schools. Data show that a very large majority of private schools in most states are ‘low-fee’ when judged in relation to: state per capita income, perpupil expenditure in the government schools, and the officially-stipulated rural minimum wage rate for daily-wage-labour. This suggests that affordability is an important factor behind the migration towards and growth of private schools. The main reason for the very low fee levels in private schools is their lower teacher salaries, which the data show to be a small fraction of the salaries paid in government schools; this is possible because private schools pay the market-clearing wage, which is depressed by a large supply of unemployed graduates in the country, whereas government schools pay bureaucratically determined minimum-wages. The paper shows how education policies can be harmful when formulated without seeking the evidence.}, language = {en}, author = {Kingdon, Geeta Gandhi}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q358PXQL 2405685:BBJ3G7H2}, keywords = {⛔ No DOI found}, } @inproceedings{king_independent_2019, title = {Independent {Learning} with {Technology} – {Impact} of {Global} {Learning} {XPRIZE}}, author = {King, Simon}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CBGZBPNS 2405685:WTUJTG7M}, keywords = {⛔ No DOI found}, } @article{king_bridging_2016, title = {Bridging the edtech evidence gap: {A} realist evaluation framework refined for complex technology initiatives}, volume = {18}, shorttitle = {Bridging the edtech evidence gap}, doi = {10.1108/JSIT-06-2015-0059}, abstract = {Purpose – There are five factors acting as a barrier to the effective evaluation of educational technology (edtech), which are as follows: premature timing, inappropriate techniques, rapid change, complexity of context and inconsistent terminology. The purpose of this paper is to identify new evaluation approaches that will address these and reflect on the evaluation imperative for complex technology initiatives. Approach – An initial investigation of traditional evaluative approaches used within the technology domain was broadened to investigate the evaluation practices within social and public policy domains. Realist evaluation, a branch of theory-based evaluation, was identified and reviewed in detail. The realist approach was then refined, proposing two additional necessary steps to support mapping the technical complexity of initiatives. Findings – A refined illustrative example of a realist evaluation framework is presented, including two novel architectural edtech domain reference models to support mapping. Practical implications – Recommendations include building individual evaluator capacity; adopting the realist framework; the use of architectural edtech domain reference models; phased evaluation to first build theories in technology “context” and then iteratively during complex implementation chains; and community contribution to a shared map of technical and organisational complexity. Originality – This paper makes a novel contribution by arguing the imperative for a theory-based realist approach to help redefine evaluative thinking within the IT and complex system domain. It becomes an innovative proposal with the addition of two domain reference models that tailor the approach for edtech. Its widespread adoption will help build a shared evidence base that synthesizes and surfaces “what works, for whom, in which contexts and why”, benefiting educators, IT managers, funders, policymakers and future learners.}, journal = {Journal of Systems and Information Technology}, author = {King, Melanie and Rothberg, Steve and Dawson, Ray and Batmaz, F.}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/JSIT-06-2015-0059 2339240:5HEX2KIB 2405685:ZYD26SG9}, pages = {18--40}, } @techreport{king_opms_2018, title = {{OPM}'s approach to assessing {Value} for {Money}}, url = {https://www.julianking.co.nz/wp-content/uploads/2018/02/OPM-approach-to-assessing-value-for-money.pdf}, language = {English}, institution = {Oxford Policy Management}, author = {King, Julian and OPM VfM Working Group}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T8PJNHHS 2405685:UVUX5WCH}, } @article{king_evaluating_2014, title = {Evaluating the impact of teacher professional development: an evidence-based framework}, volume = {40}, issn = {1941-5257, 1941-5265}, shorttitle = {Evaluating the impact of teacher professional development}, url = {http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.823099}, doi = {10.1080/19415257.2013.823099}, language = {en}, number = {1}, urldate = {2020-05-12}, journal = {Professional Development in Education}, author = {King, Fiona}, month = jan, year = {2014}, note = {shortDOI: 10/gfw2mh KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.823099 10/gfw2mh 2405685:EUPCICWT}, keywords = {C:Ireland}, pages = {89--111}, } @article{kimwise_evaluating_2019, title = {Evaluating the {Readiness} to {Implement} an {E}-{Learning} {Technology} to {Support} {Education}}, abstract = {The study sought thought to establish the preparedness of refugees in settlements to embrace E-learning and Multimedia Technology as useful tool for supporting education and learning especially in mathematics, and basic health education when implemented. The study which covered Nakivale refugee settlement adopted the cross-sectional survey research design. A questionnaire was administered to learners of senior one, primary six and an interview guide to teachers. The findings showed that majority of the respondents said that they did not have access to ICTs, Majority of the respondents were Ugandan origin and overall the respondents had low experience in performing computer functions. The findings gave a big view of the limited practical implication concerning the readiness to E-learning and Multimedia Technology adoption to support education and learning in schools in Uganda.}, author = {Kimwise, Alone and Benjamin, Mudaheranwa and Mugabirwe, Beatrice}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D4EIRAJZ 2405685:JVK2DS76}, keywords = {RER theme\_pedagogies and modalities, ⛔ No DOI found}, } @incollection{kimura_mobile_2011, title = {Mobile learning using mobile phones in {Japan}}, copyright = {Access limited to members}, isbn = {978-1-60960-613-8}, url = {https://www.igi-global.com/chapter/open-source-mobile-learning/53968}, abstract = {The past ten years has seen remarkable developments in mobile devices, especially mobile phones, and interest in the potential of using mobile phones in an educational setting has intensified recently. The author’s working group, in cooperation with eLPCO (e-learning Professional Competency) at Aoya...}, language = {en}, urldate = {2021-10-25}, booktitle = {Open {Source} {Mobile} {Learning}: {Mobile} {Linux} {Applications}}, publisher = {IGI Global}, author = {Kimura, Midori}, year = {2011}, doi = {10.4018/978-1-60960-613-8.ch005}, note = {Pages: 64-83 Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-60960-613-8.ch005 2339240:9E2LIXAM 2405685:FFALMPSY}, pages = {64--83}, } @article{kimmons_oer_2015, title = {{OER} quality and adaptation in {K}–12: {Comparing} teacher evaluations of copyrightrestricted, open, and open/adapted textbooks}, volume = {16}, doi = {10.19173/irrodl.v16i5.2341}, number = {5}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Kimmons, R}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i5.2341 2405685:HTDHIMNP}, pages = {39--57}, } @article{kim_use_2017, title = {The use of computer-assisted instruction to improve the reading comprehension of students with learning disabilities: an evaluation of the evidence base according to the {What} {Works} {Clearinghouse} standards}, volume = {38}, url = {https://journals.sagepub.com/doi/10.1177/0741932517693396}, doi = {10.1177/0741932517693396}, number = {4}, urldate = {2021-11-09}, journal = {Remedial and Special Education}, author = {Kim, Min Kyung and McKenna, John William and Park, Yujeong}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0741932517693396 2339240:M673GYW8 2405685:PC4NHG5G}, pages = {233--245}, } @article{kim_changes_2011, title = {Changes in student motivation during online learning}, volume = {44}, number = {1}, journal = {Journal of Educational Computing Research}, author = {Kim, Kyong-Jee and Frick, Theodore W}, year = {2011}, note = {00026 KerkoCite.ItemAlsoKnownAs: 2129771:LTG44LQZ 2405685:EHF665QP}, keywords = {❓ Multiple DOI}, pages = {1--23}, } @article{kim_rumie_2016, title = {Rumie: {Bringing} {Digital} {Education} to the {Underserved}}, shorttitle = {Rumie}, url = {https://www.hbs.edu/faculty/Pages/item.aspx?num=50471}, abstract = {In fall of 2015, the Toronto, Canada–based education technology nonprofit Rumie had distributed thousands of computer tablets preloaded with collections of thousands of pieces of curated educational content to nongovernmental organizations (NGOs) in some of the most impoverished countries around the world lacking in basic educational resources. Founder and executive director Tariq Fancy, with his team, were deciding whether to accept a large new order from an NGO in Pakistan that would require Rumie for the first time to provide ongoing services such as teacher training, performance monitoring, and other support. Some on the team felt that providing a full suite of bundled services would detract from their recent push to decouple Rumie's software and services from the physical tablets to achieve greater reach and scale. In October 2015, Rumie opened the LearnCloud, its proprietary online content curation portal for NGOs, to the public. Now anyone could discover, share, and rate free digital educational content from any source. Fancy considered, "Education access represents a big order and huge growth, but does it lead us into doing things we haven't done before, may not be good at, and may not be scalable to be used by different partners in different geographies?"}, language = {en-us}, urldate = {2020-08-19}, author = {Kim, John J.-H. and Migdal, Amram}, month = jan, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:HNE632RB}, keywords = {⛔ No DOI found}, } @article{kim_enhancing_2012, title = {Enhancing teachers' {ICT} capacity for the 21st century learning environment: {Three} cases of teacher education in {Korea}}, volume = {28}, shorttitle = {Enhancing teachers' {ICT} capacity for the 21st century learning environment}, doi = {10.14742/ajet.805}, number = {6}, journal = {Australasian Journal of Educational Technology}, author = {Kim, Hyeonjin and Choi, Hyungshin and Han, Jeonghye and So, Hyo-Jeong}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.805 2339240:RDVA93BH 2405685:A5IGRHL2}, } @article{kihoza_classroom_2016, title = {Classroom {ICT} integration in {Tanzania}: {Opportunities} and challenges from the perspectives of {TPACK} and {SAMR} models}, volume = {12}, abstract = {With the education systems demand of contemporary technologies, teacher trainees should be imparted with competencies and skills to integrate information and communication technology (ICT) into their future teaching and learning practices. This study assessed classroom ICTs integration opportunities and the challenges in relation to Technological Pedagogical and Content Knowledge (TPACK) and SAMR (Substitute, Augmentation, Modification, and Redefinition) models. The case study involved tutors and teacher trainees (N=206) from teacher training colleges. Results indicated that, majority of respondents have low pedagogical ICT competencies. However, tutors exhibited good knowledge level in all TPACK and SAMR constructs that we assessed, teacher trainees’ revealed poor skills and inefficient support on the use of basic ICTs (hardware, software, and associated peripherals). The impacts of TPACK and SAMR models characteristics related to the technology use planning and redesign of learning tasks was evident. Most of the challenges identified were associated to the lack of infrastructures, readiness to change and lack of competencies on pedagogical ICTs applications. Among others, we recommend the government to work on a harmonized ICT in education integration framework; that consider the existing opportunities and challenges facing Tanzania teacher training systems. Further work should focus on carrying out an experimental research design to unlock the existing ICT use realities.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Kihoza, Patrick and Zlotnikova, Irina and Bada, Joseph and Kalegele, Khamisi}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BJ2GRXMK 2405685:L4PFXE4I}, keywords = {⛔ No DOI found}, pages = {107--128}, } @article{kibukho_kenyas_2014, title = {Kenya’s {ICT} policy in practice: {The} effectiveness of tablets and e-readers in improving student outcomes}, shorttitle = {Kenya’s {ICT} policy in practice}, url = {https://www.rti.org/publication/kenya%E2%80%99s-ict-policy-practice-effectiveness-tablets-and-e-readers-improving-student}, abstract = {Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students.}, language = {en}, urldate = {2020-08-31}, author = {Kibukho, K. and Kwayumba, Dunston and Jepkemei, Evelyn and Piper, Benjamin}, month = dec, year = {2014}, note = {Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:WXEI8ABZ 2405685:MJ9ENT2D}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{kiboss_effects_2012, title = {Effects of {Special} {E}-{Learning} {Program} on {Hearing}-{Impaired} {Learners}' {Achievement} and {Perceptions} of {Basic} {Geometry} in {Lower} {Primary} {Mathematics}:}, volume = {46}, issn = {0735-6331}, shorttitle = {Effects of {Special} {E}-{Learning} {Program} on {Hearing}-{Impaired} {Learners}' {Achievement} and {Perceptions} of {Basic} {Geometry} in {Lower} {Primary} {Mathematics}}, url = {https://journals.sagepub.com/doi/10.2190/EC.46.1.b}, doi = {10.2190/ec.46.1.b}, abstract = {Achievement in mathematics is an issue of great concern not only to students and parents but also to employers and researchers in Kenya. This is because the Ken...}, language = {en}, number = {1}, urldate = {2020-01-31}, journal = {Journal of Educational Computing Research}, author = {Kiboss, Joel Kipkemboi}, month = may, year = {2012}, note = {Sage CA: Los Angeles, CA shortDOI: 10/ggdtp3 KerkoCite.ItemAlsoKnownAs: 10.2190/EC.46.1.b 10.2190/ec.46.1.b 10/ggdtp3 2339240:E2A49LQS 2339240:SRIBPMIE 2405685:TBHFERAU 2405685:Z3BJFVR2}, pages = {31--59}, } @inproceedings{kiboro_providing_2014, title = {Providing access to education in {Sub}-{Saharan} countries through {Content}-{Oriented} technology}, doi = {10.1109/ihtc.2014.7147542}, abstract = {Access to education has been a growing concern for children in developing economies, namely lack of access to quality customized online content in the classroom and at home; lack of tools that make learning fun and effective in key subject areas; and lack of state resources to meet educational demands. The Rumie Initiative was founded to tackle these concerns. It is a non-profit organization bringing educational content to the world's underprivileged children through low-cost technology. The Rumie Initiative's vision is to redefine the way education is provided, and through this, significantly reduce poverty and drive economic development. The primary advantage of The Rumie Initiative over all other educational technology solutions is that its content is specifically tailored to meet the local educational needs and curriculum standards. Utilizing the vast reserves of free online updated educational content available today; these android driven tablets are an affordable and intuitive way to deliver pre-loaded content without the requirement of internet access. Through mass global volunteerism, The Rumie Initiative collaborates with educators in choosing appropriate educational content and distributes content-loaded tablets through local Non-Governmental Organizations, communities and government entities. The Rumie Initiative has started a program of trials around the world and recently received a positive response at a Computer - Based Math Education Summit in New York hosted by UNICEF from November 21st to 22nd 2013. The initiative was first launched in Haiti on 25th October 2013 and has since, been gaining momentum, currently exploring opportunities in Sub-Saharan countries such as Ghana, Kenya, Uganda, Rwanda, Burundi, South Africa and Nigeria. This paper focuses on The Rumie Initiative's unique business model to reach the masses, emphasizing issues relating to the power of volunteer ism, the forging of strategic development partners, and content-oriented technologies in increasing access to education.}, booktitle = {2014 {IEEE} {Canada} {International} {Humanitarian} {Technology} {Conference} - ({IHTC})}, author = {Kiboro, Angelica and Bailey, Sheena and Nair, Mrinay and Salam, Tomisin and Dwhytie, Alex}, month = jun, year = {2014}, note = {ISSN: null KerkoCite.ItemAlsoKnownAs: 10.1109/ihtc.2014.7147542 10/ggn3tg 2339240:5H77UWY6 2405685:XF5UPDR7}, keywords = {Blogs, Communities, Education, Internet, Internet access, Monitoring, Organizations, Rumie initiative, Servers, Terminology, authorisation, computer aided instruction, content management, content-oriented technology, curriculum standards, economics, economies, educational content, educational demands, government entities, non-governmental organizations, online content, standards, sub-Saharan countries}, pages = {1--4}, } @misc{kibaru-mbae_take_2016, title = {Take advantage of demographic dividend}, url = {https://kenya.unfpa.org/en/news/take-advantage-demographic-dividend}, abstract = {Kenya is at the cusp of a “demographic dividend” that could change the country’s fortunes in the first half of the 21st century, but only if the country takes the right steps towards investing in its youth.}, language = {en}, urldate = {2021-04-15}, journal = {UNFPA Kenya}, author = {Kibaru-Mbae, Josephine and Chatterjee, Siddharth}, month = apr, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R986QUPX 2405685:6JJ9FYYB}, } @techreport{khyber_pakhtunkhwa_elementary_and_secondary_education_department_education_2017, title = {Education {Blueprint}: 2018-2030}, url = {https://kpese.gov.pk/wp-content/uploads/2020/01/blue-print-five-year-plan.pdf}, author = {Khyber Pakhtunkhwa Elementary {and} Secondary Education Department}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2IG9GALH 2405685:4K7FLB27}, } @article{khudair_value_2016, title = {Value chain, stakeholders analysis and technology: {A} holistic and integrated approach for determining the cumulative added value of education}, volume = {8}, doi = {https://eric.ed.gov/?id=EJ1118012}, number = {7}, journal = {International Journal of Educational Administration and Policy Studies}, author = {Khudair, Saud Abdullah Ben and Abdalla, Abdalla Khidir}, year = {2016}, note = {zotzenLib.CopiedFrom: 2339240:B9AZ5UUA KerkoCite.ItemAlsoKnownAs: 2339240:B9AZ5UUA 2405685:VMUPQSDP}, keywords = {⚠️ Invalid DOI}, pages = {85--96}, } @article{khorsan_external_2014, title = {External {Validity} and {Model} {Validity}: {A} {Conceptual} {Approach} for {Systematic} {Review} {Methodology}}, volume = {2014}, issn = {1741-427X}, shorttitle = {External {Validity} and {Model} {Validity}}, url = {https://www.hindawi.com/journals/ecam/2014/694804/}, doi = {10.1155/2014/694804}, abstract = {Background. Evidence rankings do not consider equally internal (IV), external (EV), and model validity (MV) for clinical studies including complementary and alternative medicine/integrative health care (CAM/IHC) research. This paper describe this model and offers an EV assessment tool (EVAT©) for weighing studies according to EV and MV in addition to IV. Methods. An abbreviated systematic review methodology was employed to search, assemble, and evaluate the literature that has been published on EV/MV criteria. Standard databases were searched for keywords relating to EV, MV, and bias-scoring from inception to Jan 2013. Tools identified and concepts described were pooled to assemble a robust tool for evaluating these quality criteria. Results. This study assembled a streamlined, objective tool to incorporate for the evaluation of quality of EV/MV research that is more sensitive to CAM/IHC research. Conclusion. Improved reporting on EV can help produce and provide information that will help guide policy makers, public health researchers, and other scientists in their selection, development, and improvement in their research-tested intervention. Overall, clinical studies with high EV have the potential to provide the most useful information about “real-world” consequences of health interventions. It is hoped that this novel tool which considers IV, EV, and MV on equal footing will better guide clinical decision making.}, language = {en}, urldate = {2021-05-03}, journal = {Evidence-Based Complementary and Alternative Medicine}, author = {Khorsan, Raheleh and Crawford, Cindy}, month = mar, year = {2014}, note = {Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2014/694804 2405685:TVUEHGS4}, pages = {e694804}, } @techreport{kho_impact_2018, title = {Impact of {Internet} {Access} on {Student} {Learning} in {Peruvian} {Schools}}, url = {https://ideas.repec.org/p/ris/msuecw/2018_003.html}, abstract = {We investigate the impacts of school-based internet access on pupil achievement in Peru, using a large panel of 5,903 public primary schools that gained internet connections during 2007-2014. We employ an event study approach and a trend break analysis that exploit variation in the timing of internet roll-out up to 5 years after installation. We find that internet access has a moderate, positive short-run impact on school-average standardized math scores, but importantly that this effect grows over time. We provide evidence that schools require time to adapt to internet access by hiring teachers with computer training and that this process is not immediate. These dynamics highlight the need for complementary investments to fully exploit new technological inputs and underscores the importance of using an extended evaluation window to allow the effects of school-based internet on learning to materialize.}, language = {en}, number = {2018-3}, urldate = {2021-05-28}, institution = {Michigan State University, Department of Economics}, author = {Kho, Kevin and Lakdawala, Leah and Nakasone, Eduardo}, month = apr, year = {2018}, note = {Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:7URC6DBK 2405685:SHDUYVBY}, keywords = {Education, ICT, Internet, Schooling}, } @article{khasawneh_technophobia_2018, title = {Technophobia: {Examining} its hidden factors and defining it}, volume = {54}, issn = {0160791X}, shorttitle = {Technophobia}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0160791X17302968}, doi = {10.1016/j.techsoc.2018.03.008}, language = {en}, urldate = {2020-06-02}, journal = {Technology in Society}, author = {Khasawneh, Odai Y.}, month = aug, year = {2018}, note = {shortDOI: 10/ggx3rd KerkoCite.ItemAlsoKnownAs: 10/ggx3rd 2405685:A9ZYMIC6}, pages = {93--100}, } @book{khandker_handbook_2010, address = {Washington, DC}, title = {Handbook on impact evaluation: quantitative methods and practices}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, isbn = {978-0-8213-8028-4}, shorttitle = {Handbook on impact evaluation}, url = {https://openknowledge.worldbank.org/handle/10986/2693}, abstract = {This book reviews quantitative methods and models of impact evaluation. The formal literature on impact evaluation methods and practices is large, with a few useful overviews. Yet there is a need to put the theory into practice in a hands-on fashion for practitioners. This book also details challenges and goals in other realms of evaluation, including monitoring and evaluation (M\&E), operational evaluation, and mixed-methods approaches combining quantitative and qualitative analyses. This book is organized as follows. Chapter two reviews the basic issues pertaining to an evaluation of an intervention to reach certain targets and goals. It distinguishes impact evaluation from related concepts such as M\&E, operational evaluation, qualitative versus quantitative evaluation, and ex-ante versus ex post impact evaluation. Chapter three focuses on the experimental design of an impact evaluation, discussing its strengths and shortcomings. Various non-experimental methods exist as well, each of which are discussed in turn through chapters four to seven. Chapter four examines matching methods, including the propensity score matching technique. Chapter five deal with double-difference methods in the context of panel data, which relax some of the assumptions on the potential sources of selection bias. Chapter six reviews the instrumental variable method, which further relaxes assumptions on self-selection. Chapter seven examines regression discontinuity and pipeline methods, which exploit the design of the program itself as potential sources of identification of program impacts. Specifically, chapter eight presents a discussion of how distributional impacts of programs can be measured, including new techniques related to quantile regression. Chapter nine discusses structural approaches to program evaluation, including economic models that can lay the groundwork for estimating direct and indirect effects of a program. Finally, chapter ten discusses the strengths and weaknesses of experimental and non-experimental methods and also highlights the usefulness of impact evaluation tools in policy making.}, language = {English}, urldate = {2021-11-09}, publisher = {World Bank}, author = {Khandker, Shahidur R. and Koolwal, Gayatri B. and Samad, Hussain A.}, year = {2010}, doi = {10.1596/978-0-8213-8028-4}, note = {Accepted: 2012-03-19T10:04:58Z KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-8028-4 2339240:4WDB6M8F 2405685:WLXHGRA7}, keywords = {Accountability, Audits, Beneficiaries, Capacity Building, Clinics, Community Development, Community Participation, Comparison Groups, Control Groups, Counterfactual, Counterfactuals, Data Analysis, Data Collection, Decision Making, Development Research, Economic Factors, Evaluation Design, Evaluation Methods, Evaluation Studies, Evaluators, Ex Ante Analysis, Ex Post Evaluation, Ex Post Impact Evaluation, Exercises, Experimental Data, Experimental Design, Families, Final Indicators, Financial Support, Flexibility, General Practice, Gross Domestic Product, Household Income, Hygiene, Impact Assessment, Impact Evaluation, Impact Evaluation Tools, Impact Indicators, Income, Inequality, Instrumental Variables, Intermediate Indicators, Intermediate Outcomes, Intervention, Interviews, Labor Markets, Learning, M\&e Systems, Matching Methods, Methodologies, Microdata Set, Modeling, Mortality, Nonexperimental Methods, Nongovernmental Organizations, Nonparticipant Groups, Nutrition, Performance Indicators, Policy Changes, Pollution, Poverty Alleviation, Poverty Impacts, Poverty Reduction, Poverty Reduction Programs, Program Beneficiaries, Program Effectiveness, Program Effects, Program Evaluation, Program Impacts, Program Implementation, Program Interventions, Program Outcomes, Programs, Project Management, Project Monitoring, Project Objectives, Propensity Score Matching, Qualitative Analysis, Qualitative Data, Qualitative Methods, Quantitative Data, Quantitative Evaluation, Quantitative Methods, Quantitative Research, Questionnaires, Reducing Poverty, Reflexive Comparisons, Reliability, Research Projects, Researchers, Secondary Schools, Selection Bias, Service Delivery, Simulation, Simulations, Social Networks, Survey Data, Survey Instruments, Targeting, Techniques, Training Programs, Transparency, Treatment Effects, Wages, Well-Being}, } @article{khan_introducing_2013, title = {Introducing {ICT} into {Teacher}-{Training} {Programs}: {Problems} in {Bangladesh}}, abstract = {Information and Communication Technology can offer more adaptable and efficient ways of teacher training for improvement of quality of professional development programs. But the use of ICT into teacher training usually faces certain obstacles. In this paper, we identified different barriers of introducing ICT into teacher training model (this model had been discussed by the authors in a separate paper, titled as “A model for integrating ICT into teacher training programs in Bangladesh based on TPCK) in Bangladesh, a developing country. We then described the strategies to overcome these problems for improving the current status of ICT integration into teacher training. Finally, we concluded with emerging research issues and offered pertinent recommendation with respect to ICT integration into teacher training program for improving quality of teaching in Bangladesh.}, language = {en}, journal = {Journal of Education and Practice}, author = {Khan, Shahadat Hossain and Hasan, Mahbub}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JV86HLB6 2405685:L7TKD9JC}, keywords = {⛔ No DOI found}, pages = {9}, } @article{khan_c-delta_2019, title = {C-{DELTA}: {Preparing} students as digital leaders in {Bangladesh}}, url = {http://dspace.col.org/bitstream/handle/11599/3305/PCF9_Papers_paper_178.pdf?sequence=1&isAllowed=y}, author = {Khan, S}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:395TDINJ 2405685:SUZI34L7}, keywords = {⛔ No DOI found}, } @article{khan_barriers_2012, title = {Barriers to the {Introduction} of {ICT} into {Education} in {Developing} {Countries}: {The} {Example} of {Bangladesh}}, volume = {5}, shorttitle = {Barriers to the {Introduction} of {ICT} into {Education} in {Developing} {Countries}}, abstract = {Within a very few years, Information and Communication Technology (ICT) has turned out to be an effective educational technology which promotes some dramatic changes in teaching and learning processes. Technologies allow students to work more productively than in the past, but the teacher’s role in technology rich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008). ICT has the potential to transform the nature of education (improving teachers’ design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment, etc). Although ICT has the potential to improve the educational system to a great extent, developing countries are far from reaping these benefits because of certain barriers. The aim of this paper is to present a comprehensive review of international articles relating to barriers encountered when introducing ICT into classrooms. This review will help identify the factors that influence teachers’ decisions whether or not to implement ICT in teaching-learning situations. Connections will be made with existing literature to explore possible barriers for introducing ICT into education in Bangladesh. Further, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT on education.}, language = {en}, number = {2}, journal = {International Journal of Instruction}, author = {Khan, Md. Shahadat and Hasan, Mahbub and Clement, Che}, month = jul, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZVEEYPXK 2405685:ETUG4APG 2405685:NLFPM6QW}, keywords = {⛔ No DOI found}, pages = {20}, } @misc{khan_punjab_2018, title = {Punjab, {Pakistan}: {Using} {Open} {School} {Data} to {Improve} {Transparency} and {Accountability}}, url = {http://www.iiep.unesco.org/en/punjab-pakistan-using-open-school-data-improve-transparency-and-accountability}, urldate = {2022-06-14}, author = {Khan, Kashmali}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M946P4QF 2405685:DDZQ2XPE}, } @article{khan_empowerment_2010, title = {Empowerment through {ICT} education, access and use: {A} gender analysis of {Muslim} youth in {India}}, volume = {22}, shorttitle = {Empowerment through {ICT} education, access and use}, url = {https://onlinelibrary.wiley.com/doi/10.1002/jid.1718}, doi = {10.1002/jid.1718}, number = {5}, journal = {Journal of International Development}, author = {Khan, Farida and Ghadially, Rehana}, year = {2010}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1002/jid.1718 10/bkm6d4 2339240:HZRQ6VXB 2339240:IVKTZNV9 2405685:K53M3I4L 2405685:N7VMP8GS}, keywords = {Equity through Access}, pages = {659--673}, } @article{khan_blog-based_2017, title = {Blog-based professional development of {English} teachers in {Mumbai}: the potential of innovative practice under scrutiny}, volume = {33}, url = {https://pdfs.semanticscholar.org/8d1d/8018f9ce7a080542987a76d342e27c7f5263.pdf}, doi = {10.14742/ajet.2784}, abstract = {The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.}, language = {English}, number = {4}, journal = {Australasian Journal of Educational Technology}, author = {Khan, Atiya}, year = {2017}, note = {Publisher: Australasian Society for Computers in Learning in Tertiary Education, Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1969007459?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2405685:EPKS7TDM 2534378:MQYLKXN6 2534378:Y6KUBK5K}, keywords = {Action Research, Case Studies, Communities of Practice, Diaries, ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, English (Second Language), Faculty Development, Foreign Countries, India, Language Teachers, Participant Observation, Private Schools, Qualitative Research, Questionnaires, Reflective Teaching, Second Language Instruction, Semi Structured Interviews, Teacher Collaboration, Web Sites, Workshops, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096053, \_\_finaldtb}, pages = {88--106}, } @article{khan_blog-based_2017, title = {Blog-based professional development of {English} teachers in {Mumbai}: {The} potential of innovative practice under scrutiny {\textbar} {Australasian} {Journal} of {Educational} {Technology}}, volume = {22}, url = {https://ajet.org.au/index.php/AJET/article/view/2784}, doi = {10.14742/ajet.2784}, abstract = {The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.}, number = {4}, urldate = {2022-08-22}, journal = {Australian Journal of Educational Technology}, author = {Khan, Atiya}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2339240:MKUUJUI9 2405685:XDE87UXV}, } @article{khan_pakistani_2018, title = {Pakistani {Teachers}' {Professional} {Learning} {Experiences}: {Comparing} {Face}-to-{Face} versus {Online} {Learning}}, volume = {29}, issn = {0215-773X, 0215-773X}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851}, doi = {10.15639/teflinjournal.v29i1/72-89}, abstract = {This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.}, language = {English}, number = {1}, journal = {TEFLIN Journal}, author = {Khan, Asma}, year = {2018}, note = {Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN), Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, KerkoCite.ItemAlsoKnownAs: 10.15639/teflinjournal.v29i1/72-89 10/gj37jn 2339240:J3T4EMAA 2405685:TIQ5LA4J 2534378:HL4Q7FGA 2534378:ML6MLI5W 2534378:SQISWDJS}, keywords = {Collaboration, College Faculty, Communities of Practice, Comparative Analysis, Computer assisted language learning, Computer mediated communication, Conventional Instruction, Cooperative Learning, Cooperative learning, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Educational technology, Electronic Learning, English Teachers, English as a second language--ESL, English teachers, Faculty Development, Foreign Countries, Grounded Theory, Higher Education, Interaction, Learning Experience, Linguistics, Pakistan, Professional development, Teacher Attitudes, Teacher education, Teaching, Technology Uses in Education, Web Based Instruction, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095920, \_\_\_working\_potential\_duplicate}, pages = {72--89}, } @article{khan_pakistani_2018, title = {Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning}, volume = {29}, issn = {0215-773X, 0215-773X}, url = {https://www.researchgate.net/publication/331731028_Pakistani_teachers'_professional_learning_experiences_Comparing_face-to-face_versus_online_learning}, doi = {10.15639/teflinjournal.v29i1/72-89}, abstract = {This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.}, language = {English}, number = {1}, journal = {TEFLIN Journal}, author = {Khan, Asma}, year = {2018}, note = {Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN), Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.15639/teflinjournal.v29i1/72-89 2405685:XI6TS4S3 2534378:HL4Q7FGA 2534378:ML6MLI5W 2534378:SQISWDJS}, keywords = {Collaboration, College Faculty, Communities of Practice, Comparative Analysis, Computer assisted language learning, Computer mediated communication, Conventional Instruction, Cooperative Learning, Cooperative learning, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Educational technology, Electronic Learning, English Teachers, English as a second language--ESL, English teachers, Faculty Development, Foreign Countries, Grounded Theory, Higher Education, Interaction, Learning Experience, Linguistics, Pakistan, Professional development, Teacher Attitudes, Teacher education, Teaching, Technology Uses in Education, Web Based Instruction, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095920, \_\_\_working\_potential\_duplicate}, pages = {72--89}, } @article{khan_pakistani_2018, title = {Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning}, volume = {29}, issn = {0215-773X, 0215-773X}, url = {https://www.researchgate.net/publication/331731028_Pakistani_teachers'_professional_learning_experiences_Comparing_face-to-face_versus_online_learning}, doi = {10.15639/teflinjournal.v29i1/72-89}, abstract = {This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.}, language = {English}, number = {1}, journal = {TEFLIN Journal}, author = {Khan, Asma}, year = {2018}, note = {Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN), Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.15639/teflinjournal.v29i1/72-89 2405685:5TV4QEFU 2534378:HL4Q7FGA 2534378:ML6MLI5W 2534378:SQISWDJS}, keywords = {Collaboration, College Faculty, Communities of Practice, Comparative Analysis, Computer assisted language learning, Computer mediated communication, Conventional Instruction, Cooperative Learning, Cooperative learning, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Educational technology, Electronic Learning, English Teachers, English as a second language--ESL, English teachers, Faculty Development, Foreign Countries, Grounded Theory, Higher Education, Interaction, Learning Experience, Linguistics, Pakistan, Professional development, Teacher Attitudes, Teacher education, Teaching, Technology Uses in Education, Web Based Instruction, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095920, \_\_\_working\_potential\_duplicate}, pages = {72--89}, } @article{khan_use_2017, title = {Use of digital game based learning and gamification in secondary school science: {The} effect on student engagement, learning and gender difference}, volume = {22}, issn = {1573-7608}, shorttitle = {Use of digital game based learning and gamification in secondary school science}, url = {https://doi.org/10.1007/s10639-017-9622-1}, doi = {10.1007/s10639-017-9622-1}, abstract = {This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning.}, language = {en}, number = {6}, urldate = {2020-12-01}, journal = {Education and Information Technologies}, author = {Khan, Amna and Ahmad, Farzana Hayat and Malik, Muhammad Muddassir}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9622-1 2339240:8MNNLVNL 2405685:629DUKTV}, pages = {2767--2804}, } @article{khan_status_2018, title = {The status of early childhood education in {Pakistan}: {Inside} stories}, volume = {19}, shorttitle = {The status of early childhood education in {Pakistan}}, doi = {10.1177/1463949118757049}, abstract = {This article analyses the status of early childhood education in Pakistan. The education systems in place in Pakistan are mainly framed within a didactic approach to teaching and learning, which addresses certain areas of education but does not teach the child as a whole. Domains of children’s holistic development such as social, ethical, cultural, intellectual, emotional and physical well-being, and some other key academic skills, are not fully covered. In this kind of education, students are taught to follow rules without question and do as instructed, which corresponds to an autocratic view of learning. In the context of early childhood education in Pakistan, teachers occupy dominant roles, which positions them as the imparters and sources of knowledge and children as dependent and the receivers of knowledge, rather than considering them as potential, curious and powerful learners with unlimited capabilities. The literature indicates that this approach to teaching and learning does not privilege the holistic development and well-being of children. In contrast, many developed countries use research-based contemporary approaches to children’s education and development, giving children a more central role in their learning to ensure that every child has the opportunity to develop to their full potential. This kind of approach reminds teachers to view all children not as needy or deficient individuals.}, journal = {Contemporary Issues in Early Childhood}, author = {Khan, Afzal}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1463949118757049 2339240:EGKJGMSG 2405685:CTRU98H8}, pages = {146394911875704}, } @book{khalid_learning_2018, address = {New York}, title = {Learning through {Video} {Games}: {A} {Case} {Study} of {Private} {Schools} of {Pakistan}}, isbn = {978-1-5386-3656-5}, shorttitle = {Learning through {Video} {Games}}, abstract = {This study investigated video game based academic and information literacy (IL) learning of teenagers of private schools of Lahore city. Lahore is one of the big city and knowledge hub of Pakistan. Previous literature highlighted the importance of video games in learning academic and IL skills; therefore, the present study aims to reveal this fact in local context. The presented study adopted qualitative research approach and utilized phenomenological research method to achieve its objectives. The data was collected through interviews. The study participants were teenagers (13 to 19 years) of elite economic class private schools who were frequent video game players. Based on the study findings, it can be concluded that playing video games has positive impact on teenagers' learning. The majority of the participants were of view that challenges of completing various stages of games and interacting with online competitors enhanced their social (communication) and information literacy (searching/locating and evaluating) skills. The results of the study are benefitted for the game developers, teachers, librarians and parents.}, language = {English}, publisher = {Ieee}, author = {Khalid, Tooba and Batool, Syeda Hina}, year = {2018}, note = {Pages: 135-139 Publication Title: 2018 International Conference on Information Management and Processing (icimp 2018) WOS:000458552800025 KerkoCite.ItemAlsoKnownAs: 2339240:N7BHL93X 2405685:HSIXBVLD}, keywords = {Pakistan, academic learning, information literacy, learning, skills, video games}, } @article{khalid_factors_2014, title = {Factors influencing teachers’ level of participation in online communities}, volume = {7}, issn = {1913-9039, 1913-9020}, url = {https://www.researchgate.net/publication/275640649_Factors_Influencing_Teachers'_Level_of_Participation_in_Online_Communities}, doi = {10.5539/ies.v7n13p23}, abstract = {The use of an online learning community is one possible approach to teachers’ professional development that can enhance the opportunity for collaboration. Discussions in online learning communities not only allow community members to share resources, ideas and expertise, but also contribute to the fulfilment of teachers’ needs in terms of continuous learning and professional development. This paper reports the findings of a study that aimed to explore the factors that influence the way teachers behave in online communities. The research participants were 16 teachers from five secondary schools in Malaysia who were teaching English, science and mathematics. These teachers were involved in online learning communities via blogs in which they exchanged stories and experiences related to their teaching and learning activities. Data were generated through one-to-one interviews. Based on thematic analysis, the overall findings indicate that teachers’ levels of participation in their online learning communities were largely influenced by cultural issues. Other factors that impacted upon their engagement were time, enforcement by school administrators and their need for an online community.}, language = {en}, number = {13}, urldate = {2020-09-09}, journal = {International Education Studies}, author = {Khalid, Fariza and Joyes, Gordon and Ellison, Linda and Daud, Md Yusoff}, month = dec, year = {2014}, note = {Original URL: http://www.ccsenet.org/journal/index.php/ies/article/view/43598 KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v7n13p23 2339240:CV52XQZG 2405685:2FFJVPVH 2405685:VMFM6CSP 2534378:EDAZA3Z4 2534378:ZN92H5YX}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096356, \_\_finaldtb}, pages = {23--32}, } @article{khaddage_advancing_2016, title = {Advancing learning in formal and informal settings via mobile app technology: where to from here, and how?}, volume = {19}, url = {https://www.jstor.org/stable/jeductechsoci.19.3.16}, number = {3}, journal = {Educational Technology \& Society}, author = {Khaddage, Ferial and Muller, Wolfgang and Flintoff, Kim}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EHC8I8C6 2405685:2XJPAP7V}, keywords = {⛔ No DOI found}, pages = {16--26}, } @article{kerwin_making_2018, title = {Making the {Grade}: {The} {Sensitivity} of {Education} {Program} {Effectiveness} to {Input} {Choices} and {Outcome} {Measures}}, issn = {1556-5068}, shorttitle = {Making the {Grade}}, url = {https://www.ssrn.com/abstract=3002723}, doi = {10.2139/ssrn.3002723}, language = {en}, urldate = {2020-06-18}, journal = {SSRN Electronic Journal}, author = {Kerwin, Jason and Thornton, Rebecca L.}, year = {2018}, note = {shortDOI: 10/ghgn5h KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3002723 10/ghgn5h 2405685:NY5IKG96}, keywords = {\_C:Australia AUS, \_C:Chad TCD, \_C:Ecuador ECU, \_C:India IND, \_C:Kenya KEN, \_C:Mexico MEX, \_C:Spain ESP, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_\_C:scheme:1}, } @misc{kenya_national_bureau_of_statistics_2019_2019, title = {2019 {Kenya} {Population} and {Housing} {Census} {Volume} {IV}: {Distribution} of {Population} by {Socio}-{Economic} {Characteristics}}, shorttitle = {2019 {Kenya} {Population} and {Housing} {Census} {Volume} {IV}}, url = {https://www.knbs.or.ke/download/2019-kenya-population-and-housing-census-volume-iv-distribution-of-population-by-socio-economic-characteristics/}, language = {en-US}, urldate = {2022-12-06}, journal = {Kenya National Bureau of Statistics}, author = {Kenya National Bureau of Statistics}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NZQXRK6V 2405685:J4ZWA4L5}, } @misc{kenya_national_bureau_of_statistics_kenya_2019, title = {Kenya {Population} and {Housing} {Census} {Results}}, url = {https://www.knbs.or.ke/?p=5621}, abstract = {The total enumerated population was 47,564,296 Of which 23,548,056 were Males, 24,014,716 were Females and 1,524 were Intersex Females accounted for 50.5\% of the total population The population has grown to 47.6 Million in 2019 from 37.7 Million in 2009 The intercensal growth rate has declined to 2.2\% in 2019, from 2.9\% in 2009 Average …}, language = {en-US}, urldate = {2020-07-01}, journal = {Kenya National Bureau of Statistics}, author = {Kenya National Bureau of Statistics}, year = {2019}, note = {Library Catalog: www.knbs.or.ke Section: 2019 Census KerkoCite.ItemAlsoKnownAs: 2405685:5MHY2Y9G}, } @book{kenya_institute_of_curriculum_development_lower_2017, title = {Lower {Primary} {Levels} {Curriculum} {Designs}, {Volume} 1: {Kiswahili}, {Literacy} and {Indigenous} {Languages} and {English} {Activities}}, isbn = {978-9966-31-714-8}, url = {https://kicd.ac.ke/wp-content/uploads/2020/02/Volume-1-curriculum-designs-final-Dec-2017.pdf}, publisher = {Kenya Institute of Curriculum Development}, author = {Kenya Institute of Curriculum Development}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:REAAQWHY 2405685:89EYMH85}, } @misc{kenya_institute_of_curriculum_development_pre_2017, title = {Pre {Primary} {One} {Curriculum} {Designs}}, url = {https://kicd.ac.ke/wp-content/uploads/2018/02/PP-1-Curriculum-Designs-Dec-2017C-1-min.pdf}, author = {Kenya Institute of Curriculum Development}, year = {2017}, note = {ISBN: 978-9966-31-712-4 KerkoCite.ItemAlsoKnownAs: 2339240:429B4H9H 2405685:SHXWMET5}, } @misc{kenya_institute_of_curriculum_development_standards_2018, title = {Standards for {Competence} {Based} {Digital} {Course} {Materials}}, url = {https://kicd.ac.ke/wp-content/uploads/2018/05/STANDARDS-FOR-DIGITAL-CONTENT-COURSE-MATERIALS_CBC-2018-Revised.pdf}, author = {Kenya Institute of Curriculum Development}, month = jan, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7JIAARG7 2405685:RUIF6MP8}, } @misc{kenya_digital_economy_digital_2019, title = {Digital {Economy} {Blueprint}}, url = {https://www.ict.go.ke/wp-content/uploads/2019/05/Kenya-Digital-Economy-2019.pdf}, urldate = {2020-07-01}, author = {Kenya Digital Economy}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6CTY84PQ}, } @article{kennedy_how_2016, title = {How does professional development improve teaching?}, volume = {86}, url = {https://www.researchgate.net/publication/292675761_How_Does_Professional_Development_Improve_Teaching}, doi = {10.3102/0034654315626800}, abstract = {Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.}, number = {4}, journal = {Review of Educational Research}, author = {Kennedy, Mary M.}, year = {2016}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654315626800 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315626800 2405685:T5F8AEJQ 2534378:WFATBSZB}, pages = {945--980}, } @misc{kennedy_handbook_2018, title = {Handbook of {Research} on {K}-12 {Online} and {Blended} {Learning} ({Second} {Edition})}, url = {https://press.etc.cmu.edu/index.php/product/handbook-of-research-on-k-12-and-blending-learning-second-edition/}, author = {Kennedy, Kathryn and Ferdig, Richard E}, year = {2018}, note = {Publication Title: ETC Press KerkoCite.ItemAlsoKnownAs: 2405685:9JNECH38}, } @misc{kennedy_potential_2019, type = {Text}, title = {The potential of {MOOCs} for large-scale teacher professional development in contexts of mass displacement}, url = {https://files.eric.ed.gov/fulltext/EJ1222894.pdf}, abstract = {The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.}, language = {en}, urldate = {2020-04-28}, author = {Kennedy, Eileen and Laurillard, Diana}, month = jul, year = {2019}, doi = {info:doi/10.18546/LRE.17.2.04}, doi = {info:doi/10.18546/LRE.17.2.04}, note = {Library Catalog: www.ingentaconnect.com Publisher: UCL IOE Press shortDOI: 10/gg39w8 KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.17.2.04 10/gg39w8 2339240:HI8ZPSQY 2405685:G4UWRHU7}, keywords = {Google Scholar/ "blended learning" refugee education, RER theme\_supporting educators, \_\_\_working\_potential\_duplicate}, } @article{kennedy_potential_2019, title = {The potential of {MOOCs} for large-scale teacher professional development in contexts of mass displacement}, volume = {17}, issn = {14748460}, url = {https://www.scienceopen.com/hosted-document?doi=10.18546/LRE.17.2.04}, doi = {10.18546/lre.17.2.04}, abstract = {The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. [ABSTRACT FROM AUTHOR]}, number = {2}, journal = {London Review of Education}, author = {Kennedy, Eileen and Laurillard, Diana}, month = jul, year = {2019}, note = {Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=137804558\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.17.2.04 10.18546/lre.17.2.04 2339240:8UKVPWIZ 2339240:IQ8CXXW6 2405685:BPEFU8Q5 2405685:HZVTXVSX 2534378:G73NNFJ5 2534378:SB3A7XEN 2534378:XASAZC2M}, keywords = {BLENDED learning, CO DESIGN MOOCS REFUGEES TEACHERS THEORY OF CHANGE, DIGITAL technology, Design, Digital technology, Education, Lebanon, MASSIVE open online courses, MOOCs, Online instruction, PROFESSIONAL education, Professional development, TEACHER development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095772, \_\_\_working\_potential\_duplicate, \_\_finaldtb, co-design, refugees, teachers, theory of change}, pages = {141--158}, } @article{kennedy_potential_2019, title = {The potential of {MOOCs} for large-scale teacher professional development in contexts of mass displacement}, volume = {17}, issn = {14748460}, url = {https://www.scienceopen.com/hosted-document?doi=10.18546/LRE.17.2.04}, doi = {10.18546/lre.17.2.04}, abstract = {The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. [ABSTRACT FROM AUTHOR]}, number = {2}, journal = {London Review of Education}, author = {Kennedy, Eileen and Laurillard, Diana}, month = jul, year = {2019}, note = {Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=137804558\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.17.2.04 10.18546/lre.17.2.04 2339240:8UKVPWIZ 2339240:IQ8CXXW6 2405685:BPEFU8Q5 2405685:HZVTXVSX 2534378:G73NNFJ5 2534378:SB3A7XEN 2534378:XASAZC2M}, keywords = {BLENDED learning, CO DESIGN MOOCS REFUGEES TEACHERS THEORY OF CHANGE, DIGITAL technology, Design, Digital technology, Education, Lebanon, MASSIVE open online courses, MOOCs, Online instruction, PROFESSIONAL education, Professional development, TEACHER development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095772, \_\_\_working\_potential\_duplicate, \_\_finaldtb, co-design, refugees, teachers, theory of change}, pages = {141--158}, } @article{kelly_teacher_2016, title = {Teacher peer support in social network sites}, volume = {56}, issn = {0742-051X}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X16300336}, doi = {10.1016/j.tate.2016.02.007}, abstract = {This paper describes the types of support that teachers are accessing through the Social Network Site (SNS) ‘Facebook’. It describes six ways in which teachers support one another within online groups. It presents evidence from a study of a large, open group of teachers online over a twelve week period, repeated with multiple groups a year later over a one week period. The findings suggest that large open groups in SNSs can be a useful source of pragmatic advice for teachers but that these groups are rarely a place for reflection on or feedback about teaching practice.}, language = {en}, urldate = {2020-06-07}, journal = {Teaching and Teacher Education}, author = {Kelly, Nick and Antonio, Amy}, month = may, year = {2016}, note = {shortDOI: 10/f8np5n KerkoCite.ItemAlsoKnownAs: 10/f8np5n 2405685:FHCG5UYK}, keywords = {Beginning teacher, Facebook, Natural language processing, Online professional development, Social network, Teacher, Teacher education}, pages = {138--149}, } @techreport{kelly_2019_2019, title = {2019 {State} of {Edtech} {Privacy} {Report}}, url = {https://privacy.commonsense.org/2019-state-of-edtech-privacy-report}, abstract = {Millions of educators use edtech apps and services in their classrooms daily, but findings suggest that many products don't do enough to protect kids' privacy. While the 2019 State of EdTech Privacy Report reveals incremental improvements in overall privacy practices since 2018, it also sheds light on key areas where the industry must improve, from targeted advertising to data sharing.}, language = {en}, urldate = {2020-08-05}, author = {Kelly, G and Graham, J and Bronfman, J}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:325E5IJ9 2339240:ZEVH9ICL 2405685:EQXUN3BS 2405685:XT3RC4DY}, } @techreport{kelil_use_2014, title = {The {Use} and usefulness of school grants: lessons from {Ethiopia}}, shorttitle = {The {Use} and usefulness of school grants}, url = {https://www.iiep.unesco.org/fr/publication/use-and-usefulness-school-grants-lessons-ethiopia}, abstract = {In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success.}, language = {fr}, urldate = {2022-11-12}, institution = {UNESCO}, author = {Kelil, Kedir and Jebena, Desalegn and Dufera, Derebssa and Abdi, Kasan and Wolde, Seife}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9KTBWP9D 2405685:TLDJM7DH 4656463:VYTFM4T6}, } @article{kecik_determining_2012, title = {Determining the feasibility of an e-portfolio application in a distance education teaching practice course}, volume = {13}, url = {https://files.eric.ed.gov/fulltext/EJ983278.pdf}, doi = {10.19173/irrodl.v13i2.1160}, abstract = {[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, \& Ntuli, 2009; Ludlow \& Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, \& Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).}, language = {English}, number = {2}, journal = {International Review of Research in Open and Distance Learning}, author = {Kecik, Ilknur and Aydin, Belgin and Sakar, Nurhan and Dikdere, Mine and Aydin, Sinan and Yuksel, Ilknur and Caner, Mustafa}, month = apr, year = {2012}, note = {Place: Athabasca Publisher: International Review of Research in Open and Distance Learning Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1634473704?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2405685:WS5G6A39 2534378:29ZCKBN5 2534378:YKJ8RPIT}, keywords = {Collaboration, Cooperating teachers, Distance education, Distance learning, Education--Adult Education, Feedback, Independent study, Interactive learning, Supervisors, Teacher education, Teaching, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096507, \_\_finaldtb, adult learning, interactive learning environments, teaching practice}, } @article{kecik_determining_2012, title = {Determining the feasibility of an e-portfolio application in a distance education teaching practice course}, volume = {13}, issn = {1492-3831}, url = {http://www.irrodl.org/index.php/irrodl/article/view/1160}, doi = {10.19173/irrodl.v13i2.1160}, abstract = {In this study we aim to conduct a complete evaluation of the e-portfolio application in the distance teaching practice course that is part of the Distance English Language Teacher (DELT) program at Anadolu University from the perspective of three groups: university supervisors, preservice teachers, and cooperating teachers. Using a survey on the needs of preservice teachers and how well these were met according to the three groups’ perspectives, we gathered qualitative and quantitative data on the feasibility of the e-portfolio application. Our analysis of the findings revealed that all three groups agreed about the needs of preservice teachers. And despite some minor variance in the perspectives of each group, we determined that e-portfolio applications can meet the majority of the planning, teaching, and reflection needs in the teaching process. We offer suggestions to improve eportfolio applications so they will better meet preservice teachers’ needs.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Kecik, Ilknur and Aydin, Belgin and Sakar, Nurhan and Dikdere, Mine and Aydin, Sinan and Yuksel, Ilknur and Caner, Mustafa}, month = apr, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2339240:TMPJKTC3 2405685:QTQSZ579}, } @article{kearney_viewing_2012, title = {Viewing mobile learning from a pedagogical perspective.}, volume = {20}, doi = {10.3402/rlt.v20i0.14406}, number = {1}, journal = {Research in Learning Technology}, author = {Kearney, Matthew and Schuck, Sandra and Burden, Kevin and Aubusson, Peter}, year = {2012}, note = {00054 shortDOI: 10/gf62hb KerkoCite.ItemAlsoKnownAs: 10/gf62hb 2129771:IU287RY8 2405685:6B29Z9PU}, } @article{kazu_effect_2014, title = {Effect of blended learning environment model on high school students' academic achievement}, volume = {13}, url = {https://files.eric.ed.gov/fulltext/EJ1018177.pdf}, abstract = {This study analyzes the students’ academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students’ grades. The study has been carried out in Diyarbakir Anatolian High School in 2010-2011 academic year first semester biology courses. For the study, two quantitive courses sections have been selected among the classes formed by secondary school senior students. Cluster analysis has been conducted to provide the objectivity when forming the experiment and control groups. The study has been conducted with 54 participants, 19 males and 8 females for the experiment group and 18 males and 9 females for the control group. The experiment group continued its education in blended learning environment and the control group continued its education in traditional learning environment. The created learning environments have focused the genetics topic of the biology course and lasted for 6 weeks. During the study, pre-test and final-test have been used for the academic achievement analysis. According to the results acquired at the end of the study, a significant difference hasn’t been found between the two groups at the end of the pre-test applied to experiment and control groups. Besides, in accordance with the averages of the final test grades, the experiment group has been found more successful than the control group. In both of the learning environments, female students have turned out to be more successful than the male students.}, language = {en}, number = {1}, journal = {The Turkish Online Journal of Educational Technology}, author = {Kazu, Ibrahim Yasar and Demirkol, Mehmet}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HQKRX4VQ}, keywords = {⛔ No DOI found}, pages = {10}, } @techreport{kayabwe_use_2014, title = {The {Use} and {Usefulness} of {School} {Grants}: {Lessons} {From} {Uganda}}, shorttitle = {The {Use} and usefulness of school grants}, url = {https://www.iiep.unesco.org/en/publication/use-and-usefulness-school-grants-lessons-uganda}, abstract = {In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success.}, language = {en}, urldate = {2022-11-12}, institution = {UNESCO}, author = {Kayabwe, Samuel and Elior, Joseph}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:76KMJWC2 2405685:XNQ3E3DI 4656463:46AX7F65}, } @article{kaume-mwinzi_teaching_2018, title = {Teaching {Practices} in the 21st {Century} in {Kenya}: {A} {Qualitative} {Approach}}, volume = {4}, issn = {23735929}, shorttitle = {Teaching {Practices} in the 21st {Century} in {Kenya}}, url = {http://www.anagmendez.net/umet/pdf/ijee_kaume_4_1_77_99.pdf}, doi = {10.18562/ijee.034}, abstract = {Education is an engine for the growth and progress of any society and it is responsible for building human capital which sets technological and economic growth. In the pre-technology education context, the teacher controlled the instructional process, the content was delivered to the entire class and the teacher emphasized factual knowledge. However, the current global demands in education require the use of approaches that are learner-centered and embracing integration of ICT. The purpose of this study is to establish the pedagogy used in Kenya for the 21st century learner. The case study design was used to collect qualitative data from three teachers who were purposively sampled from three education sub-sectors in Kenya: primary, secondary and university. The interview was guided by three research questions: Which teaching practices are used in Kenya? Which are the ‘best’ teaching practices in Kenya in the 21st century? What are the barriers for the ‘best’ teaching practices in Kenya? The findings were that the teaching methods currently in use were mainly teacher-centered although the respondents revealed that the ‘best’ teaching practices for the 21st century learner were student-centered. However, the barriers were large classes, lack of resources and facilities among other factors. The study recommends realignment of education policies to give priority to build pedagogical capabilities of teachers, provide digital tools and other resources. This would enable the 21st century learners’ opportunity to unleash their potential.}, language = {en}, number = {1}, urldate = {2021-03-17}, journal = {International Journal of Educational Excellence}, author = {Kaume-Mwinzi, Regina K.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.18562/ijee.034 10/ggjrhq 2339240:T76TEDIL 2405685:XJKPKRMP}, pages = {77--99}, } @article{kaufman_21_2013, title = {21 {Ways} to 21st {Century} {Skills}: {Why} {Students} {Need} {Them} and {Ideas} for {Practical} {Implementation}}, volume = {49}, issn = {0022-8958}, shorttitle = {21 {Ways} to 21st {Century} {Skills}}, url = {https://doi.org/10.1080/00228958.2013.786594}, doi = {10.1080/00228958.2013.786594}, number = {2}, urldate = {2020-09-11}, journal = {Kappa Delta Pi Record}, author = {Kaufman, Kristina J.}, month = apr, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00228958.2013.786594 KerkoCite.ItemAlsoKnownAs: 10.1080/00228958.2013.786594 2129771:B9RM5BSB 2405685:8VSDSJGU 2486141:3WDDIQAG}, pages = {78--83}, } @mastersthesis{kathombe_reward_2018, title = {Reward management strategies on employee performance in selected universities in {Nakuru} {County}, {Kenya}}, url = {http://41.89.96.81:8080/xmlui/handle/123456789/1957}, abstract = {Rewards play an important role in increasing employee job satisfaction resulting in improving organizational performance. Motivated employees are the cornerstone of any successful organization. The main objective of this study was to establish the effects of reward management strategies on employee performance in selected universities in Nakuru County. The specific objectives were: to determine the effect of financial rewards on employee performance, to determine the effect of non-financial rewards on employee performance and to determine the combined effect of financial and non-financial rewards on employee performance. Descriptive survey design was adopted in conducting this study, as it was suitable for collecting information that described an existing phenomenon. The target population was 620 lecturers in two universities in Kenya namely Egerton and Kabarak Universities, which comprised a sample of 242 lecturers. The study primarily used a questionnaire to gather data from the respondents. Data from the questionnaire were systematically analyzed according to the research objectives and hypotheses. All hypotheses were tested using regression statistics and the results of the findings established that there is a strong positive association between combined effect of financial and non-financial rewards on employees‟ performance. According to the findings of this study, financial and non-financial rewards motivate employees to better performance. Thus, employee performance will be high in Kenyan universities that adopt an integrated effort on both financial and non-financial reward measurements. The study recommends the following: First, lecturers‟ promotion should be done regularly on merit. Secondly, Universities establish a competitive retirement benefit scheme to its employees. Third, Universities should engage their lecturers on regular training programs.}, school = {Egerton University}, author = {Kathombe, Mary Wambui}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VC2P9XQR}, } @techreport{kastelic_socio-economic_2015, address = {Washington D.C.}, title = {The socio-economic impacts of {Ebola} in {Liberia} : results from a high frequency cell phone survey round five}, url = {http://documents1.worldbank.org/curated/en/162381468179333776/pdf/96196-WP-P152547-PUBLIC-Box391443B-Liberia-Apr-13.pdf}, urldate = {2020-08-03}, institution = {World Bank Group}, author = {Kastelic, Kristen Himelein and Kastelic, Jonathan}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z8Y4MRZH 2405685:2SXN3JHI}, } @article{kassile_pass_2014, title = {Pass rates in primary school leaving examination in {Tanzania}: implication for efficient allocation of resources}, volume = {34}, issn = {02560100, 20763433}, shorttitle = {Pass rates in primary school leaving examination in {Tanzania}}, url = {http://www.sajournalofeducation.co.za/index.php/saje/article/view/820/419}, doi = {10.15700/201412071127}, language = {en}, number = {2}, urldate = {2022-02-03}, journal = {South African Journal of Education}, author = {Kassile, Telemu and Kassile, Telemu}, month = may, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.15700/201412071127 2339240:PAT7FZ8J 2405685:YY6AKG5X}, pages = {1--21}, } @article{kashem_usage_2014, title = {Usage level and {Attitude} of {The} {Secondary} {Level} {Teachers}' in {Bangladesh} {Towards} {ICT} at {Personal} and {Professional} {Arena}}, abstract = {Integration of information and communications technologies (ICTs) in education sectors is one of the prime objectives of Bangladesh from the last decade. This study is conducted to assess the level of using ICT and acceptance of new technology by secondary level teachers in Bangladesh in their professional and personal arena. The study revealed that in Bangladesh most of the secondary level teachers use computer and internet for their personal purpose and use computers 35 times in a day. It revealed that secondary level teachers are interested to spend for ICT purpose. It also revealed that there is a difference in ICT usage between male and female teachers but no difference of the same among the different level of the teachers. It was found that there is no difference in case of perception about ICT between male and female teachers but perception among different level of teachers about ICT is different. Unavailability of high speed and wireless connections, lack of computer knowledge, high cost at start-up and unwillingness of aged teachers are found as hindrance for use of ICT in secondary level teaching arena. The success of information and communications technology (ICT) applications in teaching is profoundly dependent on the level of computer use by secondary level teachers. Majority of the Secondary level teacher were interested to accept the new technology for their professional capability enhancement and serve the nation. This questionnaire-based study assessed the level of computer and internet use by Secondary level teacher in Bangladesh is not satisfactory but perception of secondary level teacher for accepting new technology is positive both in their personal and professional arena.}, language = {en}, author = {Kashem, Abul and Haque, Ziaul}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E889VQ5E 2405685:FN9HP3MF}, keywords = {⛔ No DOI found}, pages = {15}, } @book{karim_applying_2010, title = {Applying systems approach to educational-organizational change: {Improvement} of an interdisciplinary program}, shorttitle = {Applying {Systems} {Approach} to {Educational}-{Organizational} {Change}-{Improvment} of an {Interdisciplinary} {Program}}, publisher = {Uppsala University}, author = {Karim, Sanaz}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8RAJEDAT 2405685:PK4FS3HC}, } @inproceedings{karim_when_2019, address = {Cham}, series = {{IFIP} {Advances} in {Information} and {Communication} {Technology}}, title = {‘{When} {Will} {You} {Start} {Teaching} the {REAL} {Curriculum}?’}, isbn = {978-3-030-18400-1}, shorttitle = {‘{When} {Will} {You} {Start} {Teaching} the {REAL} {Curriculum}?}, doi = {10.1007/978-3-030-18400-1_55}, abstract = {This paper explores key problems faced by different humanitarian agencies in educating Rohingya refugees from Myanmar seeking asylum in Bangladesh. The first half this research provides an overview of the challenges faced by different refugee communities globally in the Education sector, followed by the relevant ICT interventions. Then, based on our interviews and focus group discussions with Rohingya refugees, we highlight the roadblocks faced by them while accessing education services in their camps. Absence of coherent curriculum, challenges with language, lack of qualified teachers, and non-acceptance of ICTs as primary education tools for children are identified as some of the key challenges faced by Rohingyas. Based on our research, we recommend that enabling policies and an inclusive hybrid knowledge network, emboldened by pre and in-service teacher training, inclusive religious education, standardized curriculum, and tangible employment opportunities can pave the path for a better and an educated future for the persecuted Rohingyas.}, language = {en}, booktitle = {Information and {Communication} {Technologies} for {Development}. {Strengthening} {Southern}-{Driven} {Cooperation} as a {Catalyst} for {ICT4D}}, publisher = {Springer International Publishing}, author = {Karim, Azmina and Hussain, Faheem}, editor = {Nielsen, Petter and Kimaro, Honest Christopher}, year = {2019}, note = {shortDOI: 10/ggtbq5 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-18400-1\_55 10/ggtbq5 2339240:6N8GWXWK 2405685:4FDS64G6}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_durable solutions}, pages = {675--686}, } @article{karim_eia-_2017, title = {{EIA}- {A} {Teacher} {Education} {Project} in {Bangladesh}: {An} {Analysis} from {Diversified} {Perspectives}}, volume = {10}, issn = {1694609X, 13081470}, shorttitle = {{EIA}- {A} {Teacher} {Education} {Project} in {Bangladesh}}, url = {http://www.e-iji.net/dosyalar/iji_2017_4_4.pdf}, doi = {10.12973/iji.2017.1044a}, abstract = {English in Action (EIA) is an ongoing teacher education project which places mobile technology at the centre of its action. Most of the studies carried out focused on the changes EIA brought in teachers’ classroom actions. Along with this, they also explored the classroom to observe whether the input given during training program is implemented in real life. No study has been conducted that compares and contrasts the components of mobile learning in general and the components EIA is using. This study, particularly, drew a comparative analysis between the mobile learning and EIA initiated mobile learning to reveal the extent it matched or mismatched to the components of mobile learning. It also scrutinized teachers’ behavior in the classroom after participating in EIA. It also penetrated to find the contents to be reviewed. Qualitative method was used to conduct this study. The result revealed that the components of EIA match to the mobile learning ones to the extent that EIA entails those suiting the context. Few elements were seemed absent as they are less suitable in such context. Besides, teachers were found bringing changes in their classrooms. The introduction of action research and reflective teaching were suggested to add to EIA’s program.}, language = {en}, number = {4}, urldate = {2021-04-16}, journal = {International Journal of Instruction}, author = {Karim, Abdul and Mohamed, Abdul Rashid and {Prof., School of Educational Studies, Universiti Sains Malaysia, Malaysia, richsesusm@gmail.com} and Rahman, Mohammad Mosiur and {Graduate Research Student, School of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia, mosiurbhai@gmail.com}}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.12973/iji.2017.1044a 10/gj37f6 2339240:48HM2XCX 2405685:U36LAV2R}, pages = {51--66}, } @article{karim_examining_2019, title = {Examining the {Impact} of an {English} in {Action} {Training} {Program} on {Secondary}-{School} {English} {Teachers}’ {Classroom} {Practice} in {Bangladesh}}, issn = {2160-3715, 1052-0147}, url = {https://nsuworks.nova.edu/tqr/vol24/iss3/2/}, doi = {10/gj37h4}, abstract = {English teachers in Bangladesh have undergone numerous training programs. Both government-initiated and donor-sponsored training programs have been in operation in Bangladesh. Government initiated institutions to train teachers are Primary Training Institutes (PTIs) and Teacher Training Colleges (TTCs). However, researchers seemed to label training provided by PTIs and TTCs as inadequate. Bridging the gaps intrigued government of Bangladesh to devise donor-aided training programs, including English Language Teaching Improvement Project (ELTIP), English for Teaching, Teaching for English (ETTE), Secondary Education Quality and Access Enhancement Project (SEQAEP), Teaching Quality Improvement in Secondary Education Project (TQI-SEP). Studies reported their potential failure to bring changes in English teachers’ classroom practices. English in Action (EIA) was the last donor-funded project that incorporated schoolbased training program. The aim of the study was to examine the impact of EIA training program on secondary-school English teachers’ classroom practice in Bangladesh, drawing the questions in relation to the elements learned in the training program and the elements practiced in the training program. The present study undertook the Integrated Approaches to Teacher Development suggested by Hargreaves and Fullan (1992) and Reflective Model developed by Wallace (1991). This study adopted phenomenological approach since it subsumed the experience of an activity or concept from the participants’ perspective. Eight Participants were selected who had been trained from EIA training program and who had experience of participating in other donor-aided program, in the spirit of yielding the uniqueness of EIA which informed the sustainability of this program. It had been divulged that teachers learned a lot of activities that were related to English language teaching. However, the present studies observed limited practice of such activities in the classroom.}, language = {en}, urldate = {2021-05-19}, journal = {The Qualitative Report}, author = {Karim, Abdul and Mohamed, Abdul}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10/gj37h4 2339240:A6YSCF88 2405685:FPNL6NJJ}, } @article{karami_integrating_2013, title = {Integrating problem-based learning with {ICT} for developing trainee teachers' content knowledge and teaching skill}, volume = {9}, url = {https://www.researchgate.net/publication/260184452_Integrating_problem-based_learning_with_ICT_for_developing_trainee_teachers'_content_knowledge_and_teaching_skill}, abstract = {Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Karami, Mehdi and Karami, Zohreh and Attaran, Mohammad}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K4C794SK 2405685:T3GBM8CA 2534378:DMHQTSGS 2534378:DRGJJFB4}, keywords = {\_THEME: Curriculum and resources, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096422, \_\_finaldtb, ⛔ No DOI found}, } @article{karal_effects_2015, title = {The effects of a technology-aided learning environment on the improvement of a primary special education school}, volume = {10}, issn = {1990-3839}, url = {https://academicjournals.org/journal/ERR/article-abstract/B5BD0FA56628}, doi = {10.5897/ERR2015.2523}, abstract = {The changes demanded by technology are reshaping people\’s expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming \‘learning\’ or \‘effective\’ schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA\©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers\’ functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed. Key words: School development, technology, innovation, hearing impaired.}, language = {english, English}, number = {24}, urldate = {2020-12-10}, journal = {Educational Research and Reviews}, author = {Karal, Hasan}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.5897/ERR2015.2523 2339240:9SHHNJCH 2405685:WQ7ZLZVW}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {2908--2918}, } @article{karal_effects_2015, title = {The {Effects} of a {Technology}-{Aided} {Learning} {Environment} on the {Improvement} of a {Primary} {Special} {Education} {School}}, volume = {10}, issn = {1990-3839}, url = {https://eric.ed.gov/?id=EJ1157855}, doi = {10.5897/err2015.2523}, abstract = {The changes demanded by technology are reshaping people's expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming '"learning" or "effective" schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers' functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed.}, language = {en}, number = {24}, urldate = {2021-03-04}, journal = {Educational Research and Reviews}, author = {Karal, Hasan}, year = {2015}, note = {Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 10.5897/ERR2015.2523 10.5897/err2015.2523 10/gjj9dr 2339240:ZXNUGEXT 2405685:SHM89EW9}, keywords = {Academic Achievement, Assistant Principals, Attitude Measures, Case Studies, Cooperation, Educational Innovation, Educational Technology, Elementary Education, Elementary School Teachers, Foreign Countries, Observation, Parents, Principals, Qualitative Research, School Personnel, Semi Structured Interviews, Special Education, Statistical Analysis, Teaching Methods, Technology Uses in Education, \_\_\_working\_potential\_duplicate}, pages = {2908--2918}, } @article{karal_effects_2015, title = {The {Effects} of a {Technology}-{Aided} {Learning} {Environment} on the {Improvement} of a {Primary} {Special} {Education} {School}}, volume = {10}, issn = {1990-3839}, url = {https://eric.ed.gov/?id=EJ1157855}, doi = {10.5897/err2015.2523}, abstract = {The changes demanded by technology are reshaping people's expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming '"learning" or "effective" schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers' functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed.}, language = {en}, number = {24}, urldate = {2021-03-04}, journal = {Educational Research and Reviews}, author = {Karal, Hasan}, year = {2015}, note = {Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 10.5897/ERR2015.2523 10.5897/err2015.2523 10/gjj9dr 2339240:ZXNUGEXT 2405685:SHM89EW9}, keywords = {Academic Achievement, Assistant Principals, Attitude Measures, Case Studies, Cooperation, Educational Innovation, Educational Technology, Elementary Education, Elementary School Teachers, Foreign Countries, Observation, Parents, Principals, Qualitative Research, School Personnel, Semi Structured Interviews, Special Education, Statistical Analysis, Teaching Methods, Technology Uses in Education, \_\_\_working\_potential\_duplicate}, pages = {2908--2918}, } @article{karabulutilgu_systematic_2018, title = {A systematic review of research on the flipped learning method in engineering education}, volume = {49}, copyright = {© 2017 The Authors British Journal of Educational Technology published by John Wiley \& Sons Ltd on behalf of BERA}, issn = {1467-8535}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12548}, doi = {10.1111/bjet.12548}, abstract = {The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering.}, language = {en}, number = {3}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Karabulut‐Ilgu, Aliye and Cherrez, Nadia Jaramillo and Jahren, Charles T.}, year = {2018}, note = {shortDOI: 10/gddfxx KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12548 10/gddfxx 2339240:4PWRK2AD 2405685:BGH3UFRL}, keywords = {Reviewed}, pages = {398--411}, } @article{kao_they_2019, title = {‘{They} are visually impaired, not blind … teach them!’: {Grade} {R} in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners}, volume = {9}, copyright = {Copyright (c) 2019 Matiekase A. Kao, Patience J. Mzimela}, issn = {2223-7682}, shorttitle = {‘{They} are visually impaired, not blind … teach them!’}, url = {https://sajce.co.za/index.php/sajce/article/view/651}, doi = {10.4102/sajce.v9i1.651}, abstract = {Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers’ adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the Technological Pedagogical and Content Knowledge (TPACK) that teachers should possess for the effective teaching of reading in classrooms with visually impaired learners.Aim: This article explores a small sample of in-service teachers’ knowledge of using Braille to teach pre-reading skills to Grade R learners with visual impairments.Setting: The study was conducted in a School for the Blind in Maseru, Lesotho, where three Grade R in-service teachers teaching learners with visual impairments were purposively sampled.Methods: This study is underpinned by Koehler and Mishra’s theory of TPACK. An interpretivist, qualitative small-scale case study approach was employed, using semi-structured interviews and classroom observations. Document analysis was also used to corroborate findings.Results: Findings reveal that although some of the participants possess a high level of technological knowledge, they tend to teach Braille as a ‘stand-alone’ skill and fail to integrate it with the teaching of other pre-reading skills to Grade R learners.Conclusion: In-service teachers showed limited knowledge of some of the essential skills for teaching pre-reading skills to Grade R learners who are visually impaired. The study calls for supportive in-service teacher education programmes that equip Grade R teachers of learners with visual impairments with the necessary skills to teach pre-reading skills.}, language = {en}, number = {1}, urldate = {2020-01-31}, journal = {South African Journal of Childhood Education}, author = {Kao, Matiekase A. and Mzimela, Patience J.}, month = sep, year = {2019}, note = {Grade R teachers, Sesotho, Females; shortDOI: 10/ggcr5r KerkoCite.ItemAlsoKnownAs: 10.4102/sajce.v9i1.651 10/ggcr5r 2339240:P4FMJXZX 2405685:4P9K8WRJ}, keywords = {Braille, Grade R Learners, Pedagogical Knowledge, Pre-Reading Skills, Technological Knowledge, Visual Impairment}, pages = {11}, } @article{kanwal_factors_2017, title = {Factors affecting e-learning adoption in developing countries -- empirical evidence from {Pakistan}’s higher education sector}, volume = {5}, issn = {2169-3536}, doi = {10.1109/access.2017.2714379}, abstract = {E-learning has reshaped traditional education into more flexible and efficient learning in developed nations. However, e-learning remains underutilized and in the rudimentary stages of development in developing countries. Therefore, understanding the critical factors behind the adoption and acceptance of technology is a prime concern in developing countries like Pakistan. This paper provides and examines the adoption and acceptance baseline for e-learning systems by incorporating critical external factors in the technology acceptance model. A conceptual model-the Pakistan E-Learning Adoption Model-is proposed in the context of higher education. Data were collected from 354 learners at the Virtual University of Pakistan and structural equation modeling was employed to test the research hypotheses. The empirical investigation indicates that computer self-efficacy, Internet experience, enjoyment, and system characteristics are significant predictors of perceived ease of use, while system characteristics are a strong predictor of perceived usefulness. Moreover, the subjective norm is not found to be significant for perceived usefulness. The findings provide practical implications for policy makers, practitioners, and developers in successful e-learning systems implementation.}, journal = {IEEE Access}, author = {Kanwal, Faria and Rehman, Mariam}, year = {2017}, note = {Conference Name: IEEE Access KerkoCite.ItemAlsoKnownAs: 10.1109/access.2017.2714379 10/gmfk2r 2339240:MDT3ZTM7 2405685:D9M2FJKB}, keywords = {Computational modeling, Computers, Context, Context modeling, Critical success factors for adoption, Electronic learning, Mathematical model, TAM, e-learning adoption, e-learning adoption in Pakistan}, pages = {10968--10978}, } @article{kaneko-marques_reflective_2015, title = {Reflective {Teacher} {Supervision} {Through} {Videos} of {Classroom} {Teaching}}, volume = {17}, issn = {2256-5760, 1657-0790}, url = {http://www.revistas.unal.edu.co/index.php/profile/article/view/44393}, doi = {10.15446/profile.v17n2.44393}, abstract = {The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {PROFILE Issues in Teachers' Professional Development}, author = {Kaneko-Marques, Sandra Mari}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v17n2.44393 2339240:MHGIE5L4 2405685:INATDUP5}, } @article{kaneko-marques_reflective_2015, title = {Reflective teacher supervision through videos of classroom teaching (supervisión colaborativa docente a través de clases grabadas en video)}, volume = {17}, issn = {1657-0790, 1657-0790}, url = {http://www.scielo.org.co/pdf/prf/v17n2/v17n2a04.pdf}, doi = {10.15446/profile.v17n2.44393}, abstract = {The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.}, language = {English}, number = {2}, journal = {PROFILE: Issues in Teachers' Professional Development}, author = {Kaneko-Marques, Sandra Mari}, year = {2015}, note = {Publisher: Universidad Nacional de Colombia, Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720057575?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v17n2.44393 2405685:E3Q476XV 2534378:8NSF3BMX 2534378:VXGS7DTC}, keywords = {Brazil, Cooperation, ERIC, Current Index to Journals in Education (CIJE), English (Second Language), English Teachers, Foreign Countries, Higher Education, Observation, Postsecondary Education, Preservice Teacher Education, Qualitative Research, Questionnaires, Reflective Teaching, Second Language Instruction, Self Evaluation (Individuals), Student Teachers, Teacher Supervision, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098468, \_\_finaldtb}, pages = {63--79}, } @techreport{kane_gathering_2012, title = {Gathering {Feedback} for {Teaching} {Combining} {High}-{Quality} {Observations} with {Student} {Surveys} and {Achievement} {Gains}}, url = {https://files.eric.ed.gov/fulltext/ED540960.pdf}, urldate = {2020-05-20}, institution = {Bill and Melinda Gates Foundation}, author = {Kane, Thomas and Staiger, Douglas}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3WHCQQ5F}, } @article{kamere_policy_2019, title = {Policy interventions for attraction and retention of female teachers in rural secondary schools}, volume = {1}, copyright = {Copyright (c)}, issn = {2663-1032}, url = {https://journals.ku.ac.ke/index.php/msingi/article/view/103}, doi = {10.33886/mj.v1i2.103}, abstract = {The potential role of female teachers in achieving the Education for all (EFA) and the Sustainable Development Goals, specifically on  ensuring  inclusive and equitable quality education and promoting life-long learning opportunities for all (Goal 4), achieving gender equality and empowering  all women and girls(Goal 5 ) is well documented. Available evidence, however, suggests that attraction and retention of female teachers in secondary schools located in rural areas remains a significant and on-going challenge. In response, policy makers in Kenya have recommended three key policy interventions namely decentralization of teacher recruitment, payment of hardship allowance and provision of housing. A literature search reveals a dearth of information on the perspectives of rural educators on the effectiveness of these interventions. The paper presents findings based on one objective of a broader study which was to: Establish the views of female teachers’ and other stakeholders’ regarding the effectiveness of strategies for attraction and retention of female teachers in Makueni County. This study adopted a mixed methods design. The paper presents findings from the qualitative component of the study. Interviews were used to gather data. Based on their interpretations, the authors provide useful   insights and offer suggestions on how the implementation of these policies could be improved.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {Msingi Journal}, author = {Kamere, Isabela M. and Makatiani, M. I. and Nzau, Arthur Kalanza}, month = jul, year = {2019}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 10.33886/mj.v1i2.103 2339240:LPDCWUDG 2405685:RTKRV2ZQ}, keywords = {Attraction, female teachers, retention}, pages = {50--59}, } @inproceedings{kamei_eskwela_2010, address = {India}, title = {{eSkwela} project - {eSchool} for out-of-school youths and adults, {Philippines}}, url = {https://ieeexplore.ieee.org/document/5550039}, doi = {10.1109/T4E.2010.5550039}, abstract = {There are 774 million non-literates globally (UNESCO, 2009) and there is the acute problem of illiteracy grave in South Asian region. The paper discusses the implementation of eSkwela project as Alternative Learning System (ALS) in Philippines. The initiative responds directly to a national development priority to bring elearning opportunities and Information Communication Technology (ICT) for learning resources to mobile teachers / instructional managers and out-of-school learners in the Philippines. The paper assesses how the eSkwela project initiatives have provided opportunities for remote and elearning, blended learning and how Alternative Learning System (ALS) has been supported by innovative use of ICT for content development. It presents a macro view, case study of the strategic approach, design, challenges and successes faced by the eSkwela project which is still a work in progress. Rudiments in ICT for Education for citizens to attain the new-age literacy and lifelong learning opportunities are also evaluated.}, author = {Kamei, M}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/T4E.2010.5550039 2339240:AI3YLAUJ 2405685:6XUSKM7F}, } @phdthesis{kamau_technology_2014, type = {{PhD} {Thesis}}, title = {Technology adoption in secondary mathematics teaching in {Kenya}: {An} explanatory mixed methods study}, shorttitle = {Technology adoption in secondary mathematics teaching in {Kenya}}, url = {https://surface.syr.edu/cgi/viewcontent.cgi?article=1122&context=etd}, school = {Syracuse University}, author = {Kamau, Leonard Mwathi}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:THKYV7MT 2405685:IAYQII5V}, keywords = {⛔ No DOI found}, } @article{kamau_parental_2017, title = {Parental {Roles} in {Provision} of {Mobility} and {Educational} {Resources} for {Children} with {Physical} {Challenges} a {Case} of {Joytown} {Special} {School}, {Kiambu} {County}, {Kenya}}, volume = {8}, issn = {2222-1735}, url = {https://eric.ed.gov/?id=EJ1139048}, abstract = {Children with physical challenges have developmental needs and rights like other children and due to their exceptionality they call for more attention in provision of adequate quality mobility and educational resources to enhance their holistic development. However, it is apparent that provision of resources to children with physical challenges has not been possible in Kenya due to various factors which are not yet understood. The study drive was to explore parental role in the provision of mobility and educational resources to children who are physically challenged. The study sought to establish parents' involvement in provision of mobility and educational resources. The study was carried out in Joytown Primary School for the Physically Challenged in Thika Town. The school was purposefully selected because it is best suited for the study since it caters for children in the category of special needs being addressed in the study that is physical challenges. Case study design was used. Target population of the study was 100 children with physical challenges, 200 parents and 4 teachers and the head teacher. Stratified random sampling method was employed to arrive at a Sample size of 30 children with physical challenges, purposive and opportunity sampling to arrive at 30 parents and purposive sampling to arrive at 4 teachers. Therefore, the total sample size was 64. The data were collected using various techniques which included questionnaires for the teachers, interview guides for parents and observation guides for children. Collected data were analyzed using both quantitative and qualitative methods. Quantitative methods entailed use of descriptive statistics such as frequencies and percentages which enhanced discussion of qualitative data which was organized into themes and categories and presented in discussion form. The study established that parental involvement in provision of mobility and educational resources is minimal. The main recommendation of the study is that government should have a budgetary allocation meant specifically for purchase of mobility and educational resources and maintenance of facilities since it's a noble course which would ensure that children are actively involved in learning activities therefore enhancing holistic development hence molding children with physical challenges to become self-reliant and productive citizens.}, language = {en}, number = {8}, urldate = {2021-03-04}, journal = {Journal of Education and Practice}, author = {Kamau, Joyce}, year = {2017}, note = {Publisher: IISTE KerkoCite.ItemAlsoKnownAs: 2339240:VXMFTYG8 2405685:8FZZT8ZT}, keywords = {Assistive Technology, Case Studies, Child Development, Educational Resources, Elementary School Students, Elementary School Teachers, Foreign Countries, Interviews, Observation, Parent Participation, Parent Role, Physical Disabilities, Physical Mobility, Questionnaires, Resource Allocation, Special Schools, Statistical Analysis, ⛔ No DOI found}, pages = {130--135}, } @article{kamanda_does_2016, title = {Does living in a community with more educated mothers enhance children's school attendance? {Evidence} from {Sierra} {Leone}}, volume = {46}, issn = {0738-0593}, shorttitle = {Does living in a community with more educated mothers enhance children's school attendance?}, url = {http://www.sciencedirect.com/science/article/pii/S0738059315001145}, doi = {10.1016/j.ijedudev.2015.09.008}, abstract = {In Sierra Leone girls are 23.4\% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10\% improves the probability of attending junior secondary school significantly by 8\%; a 50\% increase improves the likelihood of attending school by 45\%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7\%, 14\% and 22\% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.}, language = {en}, urldate = {2020-12-15}, journal = {International Journal of Educational Development}, author = {Kamanda, Mamusu and Madise, Nyovani and Schnepf, Sylke}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.09.008 2405685:YPUYEULY}, keywords = {Girls’ education, Mothers’ education, School attendance, Sierra Leone}, pages = {114--124}, } @article{kamal_investigating_2019, title = {Investigating {ICTs} for {Education} in {Marginalized} {Communities}}, abstract = {The Agenda for Sustainable Development is a universal agenda to eliminate poverty through sustainable development by 2030. When it was adopted in 2015, the international community recognized that education was essential for the success of all seventeen of its goals. Ambitions for education are captured in Sustainable Development Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The United Nations has explicitly stated the importance of using ICTs in achieving educational opportunities. Since then, very few studies have tackled the issue. The findings so far, do not provide detailed guidance on the impact of ICTs in this domain. The purpose of this study is to contribute to this gap by integrating research in the fields of Information Systems, Development studies, and Psychology to understand the factors for facilitating educational objectives through ICTs within marginalized communities.}, author = {Kamal, Mehruz and Diksha, Diksha}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AS7RGTC4 2405685:VHKEV9JL}, keywords = {Google Scholar/ "education technology" refugees, RER theme\_pedagogies and modalities, ⛔ No DOI found}, } @incollection{kam_mobile_2013, title = {Mobile learning games for low-income children in {India}: {Lessons} from 2004–2009}, booktitle = {In {Berge}, {Z}. \& {Muilenburg}, {L}. ({Eds}.), {Handbook} of mobile learning. {New} {York}: {Routledge}. pp. 617–628.}, author = {Kam, Matthew}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CH5ZTEDC 2405685:LRN6BNM9}, } @article{kalogiannakis_training_2010, title = {Training with {ICT} for {ICT} from the trainee’s perspective. a local {ICT} teacher training experience}, volume = {15}, url = {https://www.researchgate.net/publication/225616234_Training_with_ICT_for_ICT_from_the_trainee's_perspective_A_local_ICT_teacher_training_experience}, doi = {10.1007/s10639-008-9079-3}, abstract = {The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training programmes concerning the pedagogical development of the ICT use in class practice. KeywordsIn-service training-Teachers-ICT-Greece}, journal = {Education and Information Technologies}, author = {Kalogiannakis, Michail}, month = feb, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-008-9079-3 2339240:T9FFA6HC 2405685:DXHT4AIY}, pages = {3--17}, } @article{kaljee_randomized-control_2017, title = {A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in {Zambian} government primary schools}, volume = {22}, issn = {1354-8506, 1465-3966}, url = {https://www.tandfonline.com/doi/full/10.1080/13548506.2016.1153682}, doi = {10.1080/13548506.2016.1153682}, abstract = {Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers’ Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013–2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers’ psychosocial skills and knowledge.}, language = {en}, number = {4}, urldate = {2020-01-29}, journal = {Psychology, Health \& Medicine}, author = {Kaljee, Linda and Zhang, Liying and Langhaug, Lisa and Munjile, Kelvin and Tembo, Stephen and Menon, Anitha and Stanton, Bonita and Li, Xiaoming and Malungo, Jacob}, month = apr, year = {2017}, pmid = {26965476}, note = {shortDOI: 10/gf62kq KerkoCite.ItemAlsoKnownAs: 10.1080/13548506.2016.1153682 10/gf62kq 2339240:AWSPZW5X 2339240:CIW2LTM9 2339240:K3H4SWYT 2405685:K9JK54CC}, keywords = {Sub-Saharan Africa, orphaned and vulnerable children, psychosocial support, randomized controlled trial, schooling and education}, pages = {381--392}, } @misc{kaliyadan_mediamarx_2012, title = {Mediamarx: {Voice} to the {Voiceless}}, url = {http://mediamarx.blogspot.com/2012/04/kheda-communication-project.html}, urldate = {2020-06-09}, journal = {Kheda Communication Project}, author = {Kaliyadan, Ratheesh}, month = apr, year = {2012}, note = {Library Catalog: Blogger KerkoCite.ItemAlsoKnownAs: 2339240:X9IWRA2P 2405685:9JZUB7I3 4803016:68RW7YXR}, } @article{kaliisa_mobile_2019, title = {Mobile learning policy and practice in {Africa}: {Towards} inclusive and equitable access to higher education}, volume = {35}, copyright = {Copyright (c) 2019 Rogers Kaliisa, Picard Michelle}, issn = {1449-5554}, shorttitle = {Mobile learning policy and practice in {Africa}}, url = {https://ajet.org.au/index.php/AJET/article/view/5562}, doi = {10.14742/ajet.5562}, abstract = {This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education.}, language = {en}, number = {6}, urldate = {2022-06-27}, journal = {Australasian Journal of Educational Technology}, author = {Kaliisa, Rogers and Picard, Michelle}, month = dec, year = {2019}, note = {Number: 6 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.5562 2405685:HRGWJESX 4042040:2SL6HJAA}, keywords = {Africa, Mobile learning, equity, higher education, inclusive, policy}, pages = {1--14}, } @misc{kaldezi_ghana_2016, title = {Ghana mulls over mobile phone ban in schools}, url = {https://www.dw.com/en/ghana-mulls-over-mobile-phone-ban-in-schools/a-19321377}, abstract = {Ghana’s education service has started a campaign to ban the use of mobile phones in primary and secondary schools. The move, according to the educationists, will enable students to concentrate more on their studies.}, language = {en\_GB}, urldate = {2020-06-23}, author = {Kaldezi, I}, year = {2016}, note = {Library Catalog: www.dw.com EdTechHub.ItemAlsoKnownAs: 2405685:X46N87KS}, } @techreport{kaiser_what_2019, title = {What is {Agile} {Methodology}: {A} primer on moving fast. {How} high-functioning teams build software}, url = {https://angel.co/blog/agile-methodology-a-primer-on-moving-fast}, institution = {AngelList}, author = {Kaiser, C.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G9GN46C3 2405685:4GB5HGKS}, } @article{kaindio_integrating_2014, title = {Integrating {Information} {Communication} {Technology} {Skills} in {Preschool} {Education} in {Kenya}}, volume = {5}, doi = {10.5901/mjss.2014.v5n5p89}, abstract = {The study aimed at investigating the preparedness and attitude of ECDE teachers in preschools, and find out the current situation as far as ICT is concerned. The researchers adopted descriptive design. To obtain information on the current status of the ICT on whether there was any significant difference in preschool teachers’ preparedness in terms of age, qualifications, and experience on ICT. 52 preschool teachers were randomly selected and a questionnaire administered to them. The data was analyzed using SPSS computer software. It was clear from the finding that Kenya is not ready to integrate ICT in preschool curriculum, since the physical facilities, electricity, poverty, trained personnel and teachers’ attitudes towards ICT need to be addresses first. DOI: 10.5901/mjss.2014.v5n5p89}, journal = {Mediterranean Journal of Social Sciences}, author = {Kaindio, Mauta and Wagithunu, Margaret}, month = apr, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n5p89 10/gj37hc 2339240:IKPDXNHI 2405685:ZHP6QFFE}, } @article{kaindio_integrating_2014, title = {Integrating information communication technology skills in {Preschool} {Education} in {Kenya}}, volume = {5}, doi = {10.5901/mjss.2014.v5n5p}, abstract = {The study aimed at investigating the preparedness and attitude of ECDE teachers in preschools, and find out the current situation as far as ICT is concerned. The researchers adopted descriptive design. To obtain information on the current status of the ICT on whether there was any significant difference in preschool teachers' preparedness in terms of age, qualifications, and experience on ICT. 52 preschool teachers were randomly selected and a questionnaire administered to them. The data was analyzed using SPSS computer software. It was clear from the finding that Kenya is not ready to integrate ICT in preschool curriculum, since the physical facilities, electricity, poverty, trained personnel and teachers' attitudes towards ICT need to be addresses first.}, journal = {Mediterranean Journal of Social Sciences}, author = {Kaindio, M.P. and Wagithunu, M.N.}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n5p 2339240:XS6MU4U5 2405685:EEPP4SFL}, keywords = {⚠️ Invalid DOI}, pages = {89--102}, } @article{kahu_framing_2013, title = {Framing student engagement in higher education}, volume = {38}, issn = {0307-5079}, url = {https://doi.org/10.1080/03075079.2011.598505}, doi = {10.1080/03075079.2011.598505}, abstract = {Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes.}, number = {5}, urldate = {2022-09-21}, journal = {Studies in Higher Education}, author = {Kahu, Ella R.}, month = jun, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03075079.2011.598505 KerkoCite.ItemAlsoKnownAs: 10.1080/03075079.2011.598505 2339240:SLNM8VL4 2405685:TM5FR2BC}, keywords = {critique, sociocultural perspectives, student engagement, teaching and learning, theoretical framework}, pages = {758--773}, } @article{kafyulilo_teachers_2014, title = {Teachers’ perspectives on their use of {ICT} in teaching and learning: {A} case study}, volume = {19}, issn = {1573-7608}, shorttitle = {Teachers’ perspectives on their use of {ICT} in teaching and learning}, url = {https://doi.org/10.1007/s10639-013-9259-7}, doi = {10.1007/s10639-013-9259-7}, abstract = {This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.}, language = {en}, number = {4}, urldate = {2020-11-18}, journal = {Education and Information Technologies}, author = {Kafyulilo, Ayoub and Keengwe, Jared}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9259-7 2339240:S7HE9LX3 2405685:NJSM4MCL}, pages = {913--923}, } @article{kafyulilo_teachers_2014, title = {Teachers’ perspectives on their use of {ICT} in teaching and learning: {A} case study}, volume = {19}, issn = {1573-7608}, shorttitle = {Teachers’ perspectives on their use of {ICT} in teaching and learning}, url = {https://doi.org/10.1007/s10639-013-9259-7}, doi = {10.1007/s10639-013-9259-7}, abstract = {This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.}, language = {en}, number = {4}, urldate = {2020-11-18}, journal = {Education and Information Technologies}, author = {Kafyulilo, Ayoub and Keengwe, Jared}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9259-7 2339240:S7HE9LX3 2405685:NJSM4MCL}, pages = {913--923}, } @article{kafyulilo_teachers_2014, title = {Teachers’ perspectives on their use of {ICT} in teaching and learning: {A} case study}, volume = {19}, issn = {1360-2357}, shorttitle = {Teachers’ perspectives on their use of {ICT} in teaching and learning}, doi = {10.1007/s10639-013-9259-7}, abstract = {This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.}, language = {eng}, number = {4}, journal = {Education and information technologies}, author = {Kafyulilo, Ayoub and Keengwe, Jared}, year = {2014}, note = {Place: Boston Publisher: Springer US KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9259-7 2339240:XQK45BLL 2405685:TXMN39EY}, keywords = {Case studies, Communication, Computer Appl. in Social and Behavioral Sciences, Computer Science, Computers and Education, Education, Educational Technology, Information Systems Applications (incl.Internet), Information technology, Learning, Learning strategies, Mathematics, Pedagogy, Science, Student Learning, Study and teaching, Teacher attitudes, Teachers, Teaching, Technology Integration, Technology application, Training, User Interfaces and Human Computer Interaction}, pages = {913--923}, } @article{kafyulilo_factors_2016, title = {Factors affecting teachers’ continuation of technology use in teaching}, volume = {21}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-015-9398-0}, doi = {10.1007/s10639-015-9398-0}, abstract = {This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and technological factors. Twelve teachers and three school leaders participated in the study. Data was collected through interviews. Findings showed that the continuation of technology use differed for the teachers involved in the professional development program. While all teachers reported to have gained knowledge and skills through the professional development program and were positive about technology use in education, only some teachers continued the use of technology. The data revealed that despite the challenges that all teachers in the sample encountered when using technology in their teaching (such as large classrooms, problems with electricity supply, lack of time and lack of technology tools), the encouragement of school management was a critical factor in teachers’ continuation of technology use. Implications of the findings are discussed.}, language = {en}, number = {6}, urldate = {2020-11-18}, journal = {Education and Information Technologies}, author = {Kafyulilo, Ayoub and Fisser, Petra and Voogt, Joke}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9398-0 2339240:GMCWDGDM 2405685:LCDEJKQW}, pages = {1535--1554}, } @article{kafyulilo_teacher_2016, title = {Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in {Tanzania}}, volume = {21}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-014-9321-0}, doi = {10.1007/s10639-014-9321-0}, abstract = {This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching.}, language = {en}, number = {2}, urldate = {2020-11-18}, journal = {Education and Information Technologies}, author = {Kafyulilo, Ayoub and Fisser, Petra and Voogt, Joke}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-014-9321-0 10/gf5f4m 2339240:7CEQ93PT 2339240:JGN4RV5I 2339240:UY65BS7S 2405685:JSZJ37ZS 2405685:RUYKREG7 2534378:3QB7Y6QJ 2534378:55Q9N5GF 2534378:56IKE4DH 2534378:7PX4TKVE 2534378:SYZ7CCCB 2534378:ZSZNYZ9S}, keywords = {CAREER development, CHEMISTRY education, Computer Software, Computers--Information Science And Information Theory, Cooperation, EDUCATIONAL technology, ERIC, Current Index to Journals in Education (CIJE), Educational technology, Focus Groups, Foreign Countries, In-service science teachers, Interviews, Lesson design in teams, Lesson plans, MICROSOFT PowerPoint (Computer software), Observation, PROFESSIONAL education, Professional Development, Professional development, Questionnaires, Reflection, SCIENCE teachers, SECONDARY schools, Science Instruction, Science Teachers, Science teachers, Secondary Education, Secondary Schools, Secondary school teachers, TPACK, Tanzania, Teaching Methods, Teamwork, Technology Integration, Technology Uses in Education, Technology integration knowledge and skills, Visual Aids, \_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Open systems, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096124, \_\_finaldtb}, pages = {301--318}, } @article{kafyulilo_ict_2015, title = {{ICT} use in science and mathematics teacher education in {Tanzania}: {Developing} {Technological} {Pedagogical} {Content} {Knowledge}}, volume = {31}, copyright = {Copyright (c)}, issn = {1449-5554}, shorttitle = {{ICT} {Use} in {Science} and {Mathematics} {Teacher} {Education} in {Tanzania}}, url = {https://ajet.org.au/index.php/AJET/article/view/1240}, doi = {10.14742/ajet.1240}, abstract = {Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology in science and mathematics teaching. Pre-service teachers (N=22) participated in microteaching, hands-on training, collaborative lesson design in design teams, and reflection with peers. Pre- and post-assessment results of the pre-service teachers’ perceived knowledge and skills of integrating technology in teaching, showed significant changes in technology-related components of TPACK. We conclude that opportunities for pre-service teachers to participate in professional development programs that involve lesson design, teaching, evaluation and re-design, can be effective for the development of the knowledge and skills of integrating technology in science and mathematics teaching.}, language = {en}, number = {4}, urldate = {2020-11-18}, journal = {Australasian Journal of Educational Technology}, author = {Kafyulilo, Ayoub and Fisser, Petra and Pieters, Jules and Voogt, Joke}, year = {2015}, note = {Number: 4 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.1240 2339240:7KWSVKXS 2405685:7XN4YDQE}, keywords = {TPACK, lesson design, microteaching, reflection, technology integration, training}, } @incollection{kafyulilo_developing_2019, title = {Developing {TPACK} in science and mathematics teacher education in {Tanzania}: {A} proof of concept study}, isbn = {978-3-030-20062-6}, shorttitle = {Developing {TPACK} in {Science} and {Mathematics} {Teacher} {Education} in {Tanzania}}, url = {https://doi.org/10.1007/978-3-030-20062-6_8}, abstract = {Since 1997, the government of Tanzania has made several attempts at introducing technology into education. However, despite these efforts technology has not become integrated into educational practice. A main reason is that teachers do not embrace the use of technology in their teaching. This study was initiated to design, implement and evaluate a professional development arrangement aimed at promoting teachers’ use of technology in their teaching practice. The study started with a ‘proof of concept’ study. Based on experiences in Ghana and Kuwait, a professional development arrangement was developed that incorporated ‘learning technology by design’ to prepare pre-service science and math teachers for using technology in their teaching. The experiences from this study informed the design of a professional development arrangement for practicing science teachers. The iterative design, implementation and evaluation of the professional development arrangements will be presented and discussed.}, language = {en}, urldate = {2021-01-25}, booktitle = {Collaborative {Curriculum} {Design} for {Sustainable} {Innovation} and {Teacher} {Learning}}, publisher = {Springer International Publishing}, author = {Kafyulilo, Ayoub and Fisser, Petra}, editor = {Pieters, Jules and Voogt, Joke and Pareja Roblin, Natalie}, year = {2019}, doi = {10.1007/978-3-030-20062-6_8}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-20062-6\_8 2339240:MQPLNUJN 2405685:Z8QTSILA}, pages = {139--155}, } @article{kafyulilo_supporting_2015, title = {Supporting teachers learning through the collaborative design of technology-enhanced science lessons}, volume = {26}, issn = {1046-560X}, url = {https://doi.org/10.1007/s10972-015-9444-1}, doi = {10.1007/s10972-015-9444-1}, abstract = {This study used the Interconnected Model of Professional Growth (Clarke \& Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.}, number = {8}, urldate = {2020-11-18}, journal = {Journal of Science Teacher Education}, author = {Kafyulilo, Ayoub C. and Fisser, Petra and Voogt, Joke}, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1007/s10972-015-9444-1 KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-015-9444-1 2339240:G8S6AKP2 2405685:3EYMBZ8B}, keywords = {Design teams, Interconnected model of professional growth, Professional development, Support, TPACK, Teachers, Technology}, pages = {673--694}, } @article{kafyulilo_supporting_2015, title = {Supporting teachers learning through the collaborative design of technology-enhanced science lessons}, volume = {26}, issn = {1046-560X}, url = {https://doi.org/10.1007/s10972-015-9444-1}, doi = {10.1007/s10972-015-9444-1}, abstract = {This study used the Interconnected Model of Professional Growth (Clarke \& Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.}, number = {8}, urldate = {2020-11-18}, journal = {Journal of Science Teacher Education}, author = {Kafyulilo, Ayoub C. and Fisser, Petra and Voogt, Joke}, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1007/s10972-015-9444-1 KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-015-9444-1 2339240:G8S6AKP2 2405685:3EYMBZ8B}, keywords = {Design teams, Interconnected model of professional growth, Professional development, Support, TPACK, Teachers, Technology}, pages = {673--694}, } @article{kafyulilo_supporting_2015, title = {Supporting teachers learning through the collaborative design of technology-enhanced science lessons}, volume = {26}, issn = {1046-560X}, url = {https://www.researchgate.net/publication/288905073_Supporting_Teachers_Learning_Through_the_Collaborative_Design_of_Technology-Enhanced_Science_Lessons}, doi = {10.1007/s10972-015-9444-1}, abstract = {This study used the Interconnected Model of Professional Growth (Clarke \& Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.}, number = {8}, urldate = {2020-09-28}, journal = {Journal of Science Teacher Education}, author = {Kafyulilo, Ayoub C. and Fisser, Petra and Voogt, Joke}, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1007/s10972-015-9444-1 KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-015-9444-1 10/gf7gx7 2339240:BKA45HWC 2339240:F3ZCM7SP 2405685:RNWUSFG4 2534378:325RP7HZ 2534378:8BHL2SZV 2534378:DDGZAF8Q 2534378:U7WD44V7 2534378:UWU5LPCD}, keywords = {Design teams, Interconnected model of professional growth, Professional development, Support, TPACK, Teachers, Technology, \_Source:Intuitive, \_THEME: Open systems, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425910, \_\_finaldtb}, } @incollection{kafyulilo_challenges_2015, title = {Challenges and opportunities for e-learning in education: {A} case study}, copyright = {Access limited to members}, isbn = {978-1-4666-8363-1}, shorttitle = {Challenges and {Opportunities} for {E}-{Learning} in {Education}}, url = {www.igi-global.com/chapter/challenges-and-opportunities-for-e-learning-in-education/128052}, abstract = {This chapter presents a review of literature on the existing opportunities and challenges of adopting e-learning in education in Tanzania and the possible measures to overcome some challenges. The study also assessed the primary factors contributing to the slow and limited use and integration of tec...}, language = {en}, urldate = {2020-11-18}, booktitle = {Handbook of {Research} on {Educational} {Technology} {Integration} and {Active} {Learning}}, publisher = {IGI Global}, author = {Kafyulilo, Ayoub C.}, year = {2015}, doi = {10.4018/978-1-4666-8363-1.ch015}, note = {Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-8363-1.ch015 2339240:LU5HVRJJ 2405685:JKIRKBQJ}, pages = {317--328}, } @article{kafyulilo_access_2014, title = {Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in {Tanzania}}, volume = {19}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-012-9207-y}, doi = {10.1007/s10639-012-9207-y}, abstract = {This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar es salaam University College of Education (DUCE) as well as 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania, participated in the study. Data were collected by using pre-service teachers’ questionnaire, students’ questionnaire, and the instructors’, and in-service teachers’ interviews. Findings showed that all in-service teachers, college instructors and pre-service teachers had mobile phones. Also 60 \% of school students owned mobile phones, or had access to mobile phones. Students, pre-service teachers and college instructors were in favour of the use of mobile phones for learning, but the majority of in-service teachers were against it. Since mobile phones are the most available technological tools in schools, this study, recommend a professional development programme for in-service teachers to help them develop a positive attitude towards mobile phones use in teaching and learning.}, language = {en}, number = {1}, urldate = {2020-11-18}, journal = {Education and Information Technologies}, author = {Kafyulilo, Ayoub}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-012-9207-y 2339240:XSTQQSQK 2405685:SP36ZFFU}, pages = {115--127}, } @article{kafyulilo_relevance_2012, title = {The relevance of authentic learning activities in developing competency and confidence of integrating technology in teaching among pre-service teachers in {Tanzania}}, volume = {12}, url = {http://repository.udsm.ac.tz:8080/xmlui/bitstream/handle/20.500.11810/3494/The%20Relevance%20Of%20Authentic%20Learning%20Activities%20In%20Developing%20Competency%20And%20Confidence%20Of%20Integrating%20Technology%20In%20Teaching%20Among%20Pre-Service%20Teachers%20In%20Tanzania.pdf?sequence=1&isAllowed=y}, number = {1}, urldate = {2021-01-05}, journal = {The African Symposium: An online journal of the African Educational Research Network}, author = {Kafyulilo, Ayoub}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F9J3FBAD 2405685:JXZKG9EP}, keywords = {⛔ No DOI found}, pages = {99--109}, } @techreport{kaffenberger_typology_2019, title = {A {Typology} of {Learning} {Profiles}: {Tools} for {Analysing} the {Dynamics} of {Learning}}, shorttitle = {A {Typology} of {Learning} {Profiles}}, url = {https://riseprogramme.org/publications/typology-learning-profiles-tools-analysing-dynamics-learning}, language = {en}, urldate = {2022-08-25}, author = {Kaffenberger, Michelle}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B9IPCUC4 2339240:WMRDN7LF 2405685:NX2PDMMP}, } @article{kabilan_assessing_2012, title = {Assessing pre-service {English} language teachers' learning using e-portfolios: benefits, challenges and competencies gained}, volume = {58}, issn = {0360-1315, 0360-1315}, url = {https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained}, doi = {10.1016/j.compedu.2011.11.011}, abstract = {Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)}, language = {English}, number = {4}, journal = {Computers \& Education}, author = {Kabilan, Muhammad Kamarul and Khan, Mahbub Ahsan}, month = may, year = {2012}, note = {Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN}, keywords = {Academic Achievement, Alternative Assessment, ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, English (Second Language), Ethics, Evaluation, Faculty Workload, Foreign Countries, Higher Education, Information Technology, Internet, Language Teachers, Malaysia, Negative Attitudes, Portfolios (Background Materials), Preservice Teachers, Reliability, Teacher Competencies, Teacher Education, Teaching Methods, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097613, \_\_finaldtb, auto\_merged}, pages = {1007--1020}, } @article{kabilan_assessing_2012, title = {Assessing pre-service {English} language teachers' learning using e-portfolios: benefits, challenges and competencies gained}, volume = {58}, issn = {0360-1315, 0360-1315}, url = {https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained}, doi = {10.1016/j.compedu.2011.11.011}, abstract = {Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)}, language = {English}, number = {4}, journal = {Computers \& Education}, author = {Kabilan, Muhammad Kamarul and Khan, Mahbub Ahsan}, month = may, year = {2012}, note = {Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:3Y2E22FB 2405685:YU2SSCNS 2534378:5FY5U4RS 2534378:IBJ6BDNN}, keywords = {Academic Achievement, Alternative Assessment, ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, English (Second Language), Ethics, Evaluation, Faculty Workload, Foreign Countries, Higher Education, Information Technology, Internet, Language Teachers, Malaysia, Negative Attitudes, Portfolios (Background Materials), Preservice Teachers, Reliability, Teacher Competencies, Teacher Education, Teaching Methods, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097613, \_\_finaldtb}, pages = {1007--1020}, } @article{kabilan_assessing_2012, title = {Assessing pre-service {English} language teachers' learning using e-portfolios: benefits, challenges and competencies gained}, volume = {58}, issn = {0360-1315, 0360-1315}, url = {https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained}, doi = {10.1016/j.compedu.2011.11.011}, abstract = {Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)}, language = {English}, number = {4}, journal = {Computers \& Education}, author = {Kabilan, Muhammad Kamarul and Khan, Mahbub Ahsan}, month = may, year = {2012}, note = {Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN}, keywords = {Academic Achievement, Alternative Assessment, ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, English (Second Language), Ethics, Evaluation, Faculty Workload, Foreign Countries, Higher Education, Information Technology, Internet, Language Teachers, Malaysia, Negative Attitudes, Portfolios (Background Materials), Preservice Teachers, Reliability, Teacher Competencies, Teacher Education, Teaching Methods, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097613, \_\_finaldtb}, pages = {1007--1020}, } @article{kabilan_assessing_2012, title = {Assessing pre-service {English} language teachers' learning using e-portfolios: {Benefits}, challenges and competencies gained}, volume = {58}, shorttitle = {Assessing pre-service {English} language teachers' learning using e-portfolios}, doi = {10.1016/j.compedu.2011.11.011}, abstract = {Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students’ learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers’ practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers’ practices of e-portfolios – (1) developing understanding of an effective teacher’s role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets.}, journal = {Computers \& Education}, author = {Kabilan, Muhamad and Khan, Mahbub}, month = may, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:AAZXN3IC 2405685:AP4J6MBB}, } @techreport{kabia_sierra_2017, title = {Sierra {Leone} 2015 {Population} and {Housing} {Census}: {Thematic} {Report} on {Disability}}, url = {https://sierraleone.unfpa.org/sites/default/files/pub-pdf/Disability%20Report.pdf}, urldate = {2020-12-15}, institution = {Statistics Sierra Leone}, author = {Kabia, Francis and Tarawally, Umaru}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BI8HMKXI}, } @article{kabaka_e-learning_2013, title = {E-learning tools for public awareness programme education in disaster risk management: {Case} study of the city of {Cape} {Town} disaster risk management centre}, abstract = {Disaster occurrence around the world has in the past few decades increased at an alarming rate necessitating an urgent need for mitigation strategies. As a result, research has indicated the usefulness of Information Communication Technology (ICT) in disaster risk management. Furthermore, ICT generally plays a critical role in all aspects of disaster risk management such as: early warning prediction; informing and circulating information relating to disasters to communities especially those at risk as promptly as possible and providing communication structures immediately after a disaster occurrence. As part of its planning and precautionary measures in responding to disasters, the City of Cape Town Disaster Risk Management Centre (CoCTDRMC) implements public awareness programmes across the city. The most acclaimed is an annual awareness programme especially for high school learners selected from various schools across the city. The learner participants are expected to act as change agents in their communities. In 2012, learners from twelve different schools across the city benefited from this programme. They were expected to educate families, friends, schoolmates and communities generally on the topical issues surrounding disaster risk management. This study uses a case study approach. Since the target audience of the programme is the youth, there is need to shift towards utilising ICT. The aim of this paper is to look at how e-learning as an ICT tool can be integrated in the implementation of Public Awareness Education Programme (PAEP), so as to target broader audience and create an increased capacity building across the City of Cape Town (CoCT). The examination considers providing tools that are accessible, dependable, resilient and flexible among the residents so as to reach the grassroots levels where communities are mostly affected. The paper considers a combination of tools so as to support behavioural change. Some of the research findings are that, the 2012 programme was very beneficial and successful. Henceforth there is need to target a broader audience, and although the CoCTDRMC does make use of some relevant ICTs, there is need for additional and upgraded technological resources. Also pertinent is the fact that e-learning can play a major role in making sure that a broader audience is reached if applied effectively. The findings of the research are of relevance to the CoCTDRMC and other municipalities across South Africa. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape can also use these findings to develop and implement an e-learning course for both employees of CoCTDRMC and other interested community members. This will guide them on how e-learning can assist in fostering a successful implementation of PAEP across the city.}, number = {2006}, journal = {Proceedings of the International Conference on e-Learning, ICEL}, author = {Kabaka, Martha and Stoltenkamp, Juliet}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JM85NT5X}, keywords = {Disaster, Disaster risk management, E-learning, Information communication technology, Public awareness education programme, ⛔ No DOI found}, pages = {488--495}, } @techreport{junaid_technology_2019, title = {Technology and {Teacher} {Professional} {Development} ({TPD}): the {Process} and {Content} of {Microlearning} in a {School}-{Based} {Integrated} {In}-{Service} {Teacher} {Education} ({INSET}) {Project}}, copyright = {https://creativecommons.org/licenses/by-s a/4.0/}, url = {http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y}, abstract = {Continuing teacher professional development for all teachers across the entire school system poses a challenge in many contexts, especially in developing countries. Teachers from schools located in remote rural areas usually have fewer professional development opportunities due to the lack of accessibility either to their schools or to professional development resources. On-site school-based professional development is a viable option if innovative design is adapted to generate microlearning resources that teachers can easily access and share. This paper reports on a technology enabled school-based integrated INSET project coordinated by the Freetown Teachers College (FTC) in 12 junior secondary schools (JSS) in Sierra Leone under the COL’s Teacher Futures Programme. The project represents an innovation in TPD and is different from the general type of face-to-face and exclusively paper-based in-service teacher training programme common in Sierra Leone. Under the new project a multimodal approach is used where the FTC mentors and the communities of learners (JSS teachers) are presented with both print and microlearning resources and also provided access to an eLearning platform and the use of mobile phones as the main vehicles of delivery. Microlearning is an emergent learning strategy known for its quick response in bridging skills and knowledge gaps. In the context of the INSET Project, it involves a weekly dose of pedagogical content knowledge and skills, including modelling of classroom best practices which teachers can adapt and use. The project design and methods are briefly described, but the main focus of the paper is on the microlearning component of this project and discusses the use of mobile technology in the delivery and implementation of TPD in the 12 project schools. The emphasis is on the methodological and management challenges that arise in creating and nurturing communities of practice (CoPs) in a school-based setting and how these are addressed by the various schools involved.}, language = {EN}, number = {287}, urldate = {2020-12-15}, institution = {Commonwealth of Learning (COL)}, author = {Junaid, Muhammad Ibn and Ogange, Betty and Allela, Melisa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AALEIRC2}, } @techreport{junaid_service_2015, address = {London}, title = {In {Service} {Teacher} {Education} in {Sub}-{Saharan} {Africa}: {A} {Synthesis} {Report}}, url = {http://www.iicba.unesco.org/sites/default/files/In-Service%20booklet%201.pdf}, urldate = {2020-01-14}, institution = {Commonwealth Secretariat}, author = {Junaid, Muhammad Ibn and Maka, Francois}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DJW6U9BM 2405685:VR6P6AX4}, } @article{jull_changing_2014, title = {Changing perceptions is one thing…: barriers to transforming leadership and learning in {Ghanaian} basic schools}, volume = {34}, issn = {1363-2434, 1364-2626}, shorttitle = {Changing perceptions is one thing…}, url = {http://www.tandfonline.com/doi/abs/10.1080/13632434.2013.849679}, doi = {10.1080/13632434.2013.849679}, language = {en}, number = {1}, urldate = {2020-03-10}, journal = {School Leadership \& Management}, author = {Jull, Stephen and Swaffield, Sue and MacBeath, John}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13632434.2013.849679 2339240:A95D5RJ5 2405685:T2ZTFXPD}, pages = {69--84}, } @article{jukes_improving_2017, title = {Improving {Literacy} {Instruction} in {Kenya} {Through} {Teacher} {Professional} {Development} and {Text} {Messages} {Support}: {A} {Cluster} {Randomized} {Trial}}, volume = {10}, issn = {1934-5747, 1934-5739}, shorttitle = {Improving {Literacy} {Instruction} in {Kenya} {Through} {Teacher} {Professional} {Development} and {Text} {Messages} {Support}}, url = {https://www.tandfonline.com/doi/full/10.1080/19345747.2016.1221487}, doi = {10.1080/19345747.2016.1221487}, abstract = {We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3\% to 2.1\%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.}, language = {en}, number = {3}, urldate = {2020-05-16}, journal = {Journal of Research on Educational Effectiveness}, author = {Jukes, Matthew C. H. and Turner, Elizabeth L. and Dubeck, Margaret M. and Halliday, Katherine E. and Inyega, Hellen N. and Wolf, Sharon and Zuilkowski, Stephanie Simmons and Brooker, Simon J.}, month = jul, year = {2017}, note = {shortDOI: 10/gftrwn KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2016.1221487 10/gftrwn 2339240:BHTFCPZY 2339240:NZ4F4CI7 2339240:WQWT3F9T 2405685:8RA9QUBS 2405685:KF3AT824 2405685:L29LKK2H 2405685:NZMWQR53 2405685:ZPZ33ATM 2534378:5AX7B2XZ 2534378:69A797YC 2534378:6YQFC9JR 2534378:DNVP68DF 2534378:JCAY2TT6 2534378:LP5IEPIP 2534378:M4JQTSXE 2534378:NJKCAKUT}, keywords = {Africa, Classroom Observation Techniques, Dropout Rate, ERIC, Current Index to Journals in Education (CIJE), Early Childhood Education, Effect Size, Elementary Education, Elementary School Students, Elementary School Teachers, Faculty Development, Foreign Countries, Grade 1, Grade 2, Handheld Devices, Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs, Intelligence Tests, Intervention, Interviews, Kenya, Literacy Education, Maximum Likelihood Statistics, Pretests Posttests, Primary Education, Program Effectiveness, Promising Interventions Are Great, but Are They Enough?, Questionnaires, RCT, Randomized Controlled Trials, Raven Progressive Matrices, Rural Schools, Statistical Analysis, Teacher Improvement, Teaching Methods, Telecommunications, What We Are Learning About Early Education in Sub-Saharan Africa, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096051, \_\_\_working\_potential\_duplicate, \_\_finaldtb, early grade reading, literacy instruction}, pages = {449--481}, } @article{joynes_overview_2018, title = {An overview of {ICT} for education of refugees and {IDPs}}, abstract = {This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson \& Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson \& Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson \& Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin \& Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson \& Stannard 2018).}, language = {en}, author = {Joynes, Chris and James, Zoe}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:75ZRE2RA 2339240:J9VYGNUA 2339240:N4VI3AHC 2405685:3Z2JBF58 2405685:UUEEVW9Z 2405685:VSQUMYUI}, keywords = {Google Scholar/ "education technology" refugees, RER theme\_general, RER theme\_pedagogies and modalities, ⛔ No DOI found}, pages = {24}, } @article{joyce-gibbons_mobile_2018, title = {Mobile phone use in two secondary schools in {Tanzania}}, volume = {23}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-017-9586-1}, doi = {10.1007/s10639-017-9586-1}, abstract = {Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students’ use – and awareness of misuse – of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning.}, language = {en}, number = {1}, urldate = {2020-11-18}, journal = {Education and Information Technologies}, author = {Joyce-Gibbons, Andrew and Galloway, David and Mollel, Andrew and Mgoma, Sylvester and Pima, Madeleke and Deogratias, Enos}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9586-1 2339240:FRIFJCLC 2405685:Q6LX8W5X}, pages = {73--92}, } @techreport{joswiak_open_2017, title = {Open {Government} {Case} {Study}: {Costing} {Sierra} {Leone}’s {Open} {Data} {Program}}, url = {https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf}, urldate = {2020-12-18}, institution = {Results for Development}, author = {Joswiak, Naomi}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZNYWJ9PF 2405685:7HSIXMSV}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{joswiak_open_2017, title = {Open {Government} {Case} {Study}: {Costing} {Sierra} {Leone}’s {Open} {Data} {Program}}, url = {https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf}, urldate = {2020-12-15}, institution = {Results for Development}, author = {Joswiak, Naomi}, month = aug, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AN5GA9QR}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{jordan_reviewing_2019, title = {Reviewing the research literature in educational technology for development: {Balancing} rigour and inclusivity}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Reviewing the research literature in educational technology for development}, url = {https://edtechhub.org/2019/12/18/reviewing_the_research_literature_in_educational_technology_for_development_balancing_rigour_and_inclusivity/}, language = {en-GB}, urldate = {2019-11-18}, journal = {EdTech Hub}, author = {Jordan, Katy}, month = dec, year = {2019}, doi = {10.5281/zenodo.3581041}, note = {shortDOI: 10/ghgnf5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3581041 10/ghgnf5 2405685:YXIGT4W9}, keywords = {LP: English, R:Literature review, systematic review, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{jonnalagadda_automating_2015, title = {Automating data extraction in systematic reviews: a systematic review}, volume = {4}, issn = {2046-4053}, shorttitle = {Automating data extraction in systematic reviews}, url = {https://doi.org/10.1186/s13643-015-0066-7}, doi = {10.1186/s13643-015-0066-7}, abstract = {Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.}, number = {1}, urldate = {2024-01-18}, journal = {Systematic Reviews}, author = {Jonnalagadda, Siddhartha R. and Goyal, Pawan and Huffman, Mark D.}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-015-0066-7 2405685:QJYZ8NIZ 2486141:GXAXBYC9 2486141:XDDV9J4H}, keywords = {Conditional Random Field, Data Element, PubMed Abstract, Support Vector Machine, Systematic Review Process, \_Added-ailr-2024}, pages = {78}, } @techreport{jones_knowledge_2013, title = {Knowledge, policy and power in international development: a practical framework for improving policy}, url = {https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/8201.pdf}, language = {en}, institution = {Overseas Development Institute}, author = {Jones, Harry and Jones, Nicola and Shaxson, Louise and Walker, David}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X8KS8DJM 2405685:A3T226WU}, keywords = {⛔ No DOI found}, pages = {12}, } @techreport{jones_taking_2011, title = {Taking responsibility for complexity}, url = {https://www.odi.org/publications/5490-taking-responsibility-complexity}, abstract = {This Briefing Paper reviews the implications of complexity for policy and programme implementation. It aims to give readers the tools to decide when a problem is complex, outline why this matters and provide guidance on how to achieve results in the face of complexity.}, language = {en}, urldate = {2020-09-28}, institution = {ODI}, author = {Jones, Harry}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JX3U5B4V 2405685:L4GGZMFG}, } @techreport{jones_taking_2011, address = {London}, title = {Taking responsibility for complexity: how implementation can achieve results in the face of complex problems}, shorttitle = {Taking responsibility for complexity}, url = {http://www.odi.org.uk/resources/download/5275.pdf}, language = {en}, urldate = {2020-09-22}, institution = {ODI}, author = {Jones, Harry}, year = {2011}, note = {OCLC: 837825712 KerkoCite.ItemAlsoKnownAs: 2339240:EGQINSQ2 2405685:7YN765SC}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{jones_taking_2011, address = {London}, title = {Taking responsibility for complexity: how implementation can achieve results in the face of complex problems}, isbn = {978-1-907288-39-5}, shorttitle = {Taking responsibility for complexity}, url = {http://www.odi.org.uk/resources/download/5275.pdf}, language = {en}, urldate = {2021-02-17}, publisher = {ODI}, author = {Jones, Harry}, year = {2011}, note = {OCLC: 837825712 KerkoCite.ItemAlsoKnownAs: 2339240:QQXBCULW 2405685:AF54SH5L}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{jones_taking_2011, address = {London}, title = {Taking responsibility for complexity: how implementation can achieve results in the face of complex problems}, shorttitle = {Taking responsibility for complexity}, url = {http://www.odi.org.uk/resources/download/5275.pdf}, language = {en}, urldate = {2020-09-22}, institution = {ODI}, author = {Jones, Harry}, year = {2011}, note = {OCLC: 837825712 KerkoCite.ItemAlsoKnownAs: 2339240:EGQINSQ2 2405685:7YN765SC}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{johri_can_2012, title = {Can cost-effectiveness analysis integrate concerns for equity? {Systematic} review}, volume = {28}, issn = {1471-6348}, shorttitle = {Can cost-effectiveness analysis integrate concerns for equity?}, doi = {10.1017/s0266462312000050}, abstract = {OBJECTIVES: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA). METHODS: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed. RESULTS: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis. CONCLUSIONS: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making.}, language = {eng}, number = {2}, journal = {International Journal of Technology Assessment in Health Care}, author = {Johri, Mira and Norheim, Ole Frithjof}, month = apr, year = {2012}, pmid = {22494637}, note = {KerkoCite.ItemAlsoKnownAs: 10.1017/s0266462312000050 10/f3xtd7 2339240:IWXV98J3 2405685:PSE2A7W4}, keywords = {Canada, Cost-Benefit Analysis, Decision Support Techniques, Health Resources, Health Services Accessibility, Health Status Disparities, Humans, Quality-Adjusted Life Years, Social Justice, Social Welfare}, pages = {125--132}, } @misc{johnston_effectiveness_2017, title = {Effectiveness of {Interactive} {Satellite}-{Transmitted} {Instruction}: {Experimental} {Evidence} from {Ghanaian} {Primary} {Schools}. {CEPA} {Working} {Paper} {No}. 17-08.}, shorttitle = {Effectiveness of {Interactive} {Satellite}-{Transmitted} {Instruction}}, publisher = {Stanford Center for Education Policy Analysis}, author = {Johnston, Jamie and Ksoll, Christopher}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SVCWDI45 2405685:8DZ8SPJV}, keywords = {⛔ No DOI found}, } @article{johnston_moocs_2016, title = {{MOOCs} {Feasibility} {Study}: {Demand} among {Teachers} in {Rural} {Ghana}.}, shorttitle = {{MOOCs} {Feasibility} {Study}}, journal = {Society for Research on Educational Effectiveness}, author = {Johnston, Jamie}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S2KSUDLJ 2405685:MYTSC7NJ}, keywords = {⛔ No DOI found}, } @article{johnson_promoting_2017, title = {Promoting {Student}–{Teacher} {Interactions}: {Exploring} a {Peer} {Coaching} {Model} for {Teachers} in a {Preschool} {Setting}}, volume = {45}, issn = {1573-1707}, shorttitle = {Promoting {Student}–{Teacher} {Interactions}}, url = {https://doi.org/10.1007/s10643-016-0790-1}, doi = {10.1007/s10643-016-0790-1}, abstract = {Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development.}, language = {en}, number = {4}, urldate = {2020-01-17}, journal = {Early Childhood Education Journal}, author = {Johnson, Stacy R. and Finlon, Kristy J. and Kobak, Roger and Izard, Carroll E.}, month = jul, year = {2017}, note = {shortDOI: 10/gbjks7 KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-016-0790-1 10/gbjks7 2405685:5SRMZ3SD}, keywords = {Classroom quality, Head Start, Peer coaching, Professional development, Professional learning communities, Student–teacher interactions}, pages = {461--470}, } @book{johnson_nmc_2014, title = {{NMC} {Horizon} {Report}: 2014 {Library} {Edition}}, shorttitle = {{NMC} {Horizon} {Report}}, url = {http://privacytools.seas.harvard.edu/files/privacytools/files/2014-nmc-horizon-report-library-en.pdf}, urldate = {2014-10-22}, publisher = {Austin, Texas: The New Media Consortium}, author = {Johnson, L. and Adams Becker, S. and Estrada, V. and Freeman, A.}, year = {2014}, note = {00000 EdTechHub.Source: 2129771:2YTC5G25 KerkoCite.ItemAlsoKnownAs: 2129771:2YTC5G25 2405685:P5B5CRCC}, keywords = {NOTdocs.opendeved.net}, } @inproceedings{johnson_achievement_2018, address = {San Diego, CA, USA}, series = {{ANSS} '18}, title = {The achievement gap phenomenon: a practical application of modeling \& simulation}, isbn = {978-1-5108-6014-8}, shorttitle = {The achievement gap phenomenon}, abstract = {The academic achievement gap is a persistent phenomenon in U.S. education system despite a long history of efforts and billions of dollars spent to correct it. Literature abounds with theories about why the gap exist, such as: student self-perception, parent involvement, teacher quality, and others. Model based approaches have been used to understand various aspects of the phenomenon. However, no models were identified that consider a comprehensive set of theories, and is specifically designed to investigate potential policies and strategies for reducing the gap. We build such a model using a methodology that includes: a) Modeling and Simulation-System Development Framework (MS-SDF); b) Systems Modeling Language (SysML); and c) a Systems Dynamics approach. Preliminary findings indicate that concepts from prevailing theories about the achievement gap can be accurately represented in a single system dynamics model. We also identify key stakeholders, functions, and variables affecting the achievement gap.}, urldate = {2021-02-28}, booktitle = {Proceedings of the {Annual} {Simulation} {Symposium}}, publisher = {Society for Computer Simulation International}, author = {Johnson, John J. and Padilla, Jose and Diallo, Saikou Y.}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7RAEZQ9S 2405685:IN6SRBXL}, keywords = {M\&S system development framework (MS-SDF), achievement gap, modeling and simulation, system dynamics, systems modeling language (SysML)}, pages = {1--12}, } @phdthesis{johnson_implementing_2014, title = {Implementing a one-to-one {iPad} program in a secondary school}, school = {UNIVERSITY OF NEBRASKA AT OMAHA}, author = {Johnson, Donald P}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:D4DRDZCV 2405685:948MY8YX}, } @techreport{johnson_longitudinal_2019, type = {Final {Report}}, title = {A longitudinal study of learning, progression, and personal growth in {Sierra} {Leone}}, url = {https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf}, urldate = {2020-09-11}, institution = {University of Oxford}, author = {Johnson, David and Hsieh, Jenny}, month = jun, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:A2EVGSWW}, } @article{johnson_automation_2019, title = {The {Automation} of {Management} and {Business} {Science}}, volume = {35}, doi = {10.5465/amp.2017.0159}, language = {en}, number = {2}, journal = {Academy of Management Perspectives}, author = {Johnson, C.D. and Bauer, BC and Niederman, F.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.5465/amp.2017.0159 2405685:ITCCF5GH 2486141:RS9IM5JJ}, keywords = {\_Added-ailr-2024}, pages = {292--309}, } @article{joe_classroom_2017, title = {Classroom social climate, self-determined motivation, willingness to communicate, and achievement: {A} study of structural relationships in instructed second language settings}, volume = {53}, shorttitle = {Classroom social climate, self-determined motivation, willingness to communicate, and achievement}, doi = {10.1016/j.lindif.2016.11.005}, journal = {Learning and Individual Differences}, author = {Joe, Hye-Kyoung and Hiver, Phil and Al-Hoorie, Ali H.}, year = {2017}, note = {shortDOI: 10/f9t33t KerkoCite.ItemAlsoKnownAs: 10.1016/j.lindif.2016.11.005 10/f9t33t 2339240:LWSDXNMM 2405685:U9X4ME39}, pages = {133--144}, } @article{jobe_kenyan_2013, title = {A {Kenyan} {Cloud} {School}. {Massive} {Open} {Online} \& {Ongoing} {Courses} for {Blended} and {Lifelong} {Learning}}, volume = {5}, doi = {10.5944/openpraxis.5.4.86}, abstract = {This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.}, journal = {Open Praxis}, author = {Jobe, William}, month = nov, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.4.86 2339240:Q7HX7UH7 2405685:KHRJVC79}, pages = {301--313}, } @techreport{jimenez_mixing_2018, type = {Working paper}, title = {Mixing and {Matching}: {Using} {Qualitative} {Methods} to {Improve} {Quantitative} {Impact} {Evaluations} ({IEs}) and {Systematic} {Reviews} ({SRs}) of {Development} {Outcomes}}, url = {https://cedilprogramme.org/mixing-matching-using-qualitative-methods-quantitative-impact-evaluations/}, language = {en}, author = {Jimenez, Emmanuel and Waddington, Hugh and Goel, Neeta and Prost, Audrey and Pullin, Andrew}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2317526:EYC6GBR4 2339240:IIS8RA6V 2405685:Z5JFW6JH UA-13cdba5f-8af7-4414-ad70-592098eeea4b}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, 3ie, publicImportV1}, pages = {32}, } @techreport{jica_data_2019, title = {Data {Collection} {Survey} on {Possibilities} of {Educational} {Support} with {ICT} and {Japanese} {Companies} {Promotion} in {Mongolia}}, url = {https://openjicareport.jica.go.jp/pdf/1000040729.pdf}, urldate = {2020-07-31}, institution = {Japan International Cooperation Agency}, author = {JICA}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:239E56EY 2339240:RC54QSKZ 2405685:4MTLKFBX 2405685:JEGDNZCT}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{jica_data_2019, title = {Data {Collection} {Survey} on {Possibilities} of {Educational} {Support} with {ICT} and {Japanese} {Companies} {Promotion} in {Mongolia}}, url = {https://openjicareport.jica.go.jp/pdf/1000040729.pdf}, urldate = {2020-07-31}, institution = {Japan International Cooperation Agency}, author = {JICA}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:239E56EY 2405685:4MTLKFBX}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{jestin_silearn_2019, title = {{SiLearn}: an intelligent sign vocabulary learning tool}, volume = {13}, issn = {2398-6263}, shorttitle = {{SiLearn}}, url = {https://doi.org/10.1108/JET-03-2019-0014}, doi = {10.1108/JET-03-2019-0014}, abstract = {Purpose Vocabulary learning is a difficult task for children without hearing ability. Absence of enough learning centers and effective learning tools aggravate the problem. Modern technology can be utilized fruitfully to find solutions to the learning difficulties experienced by the deaf. The purpose of this paper is to present SiLearn – a novel technology based tool for teaching/learning sign vocabulary.Design/methodology/approach The proposed mobile application can act as a visual dictionary for deaf people. SiLearn is equipped with features that can automatically detect both text and physical objects and convert them to their corresponding signs. For testing the effectiveness of the proposed mobile application quantitative analyses were done. Quantitative analysis is based on testing a class of 28 students belonging to St Clare Oral School for the Deaf, Kerala, India. This group consisted of 17 boys and 11 girls. Analysis was also done through questionnaire. Questionnaires were given to teachers, parents of deaf students learning sign language and other sign language learners.Findings Results indicate that as SiLearn is very effective in sign vocabulary development. It can enhance vocabulary learning rate considerably.Originality/value This is the first time that artificial intelligence (AI) based techniques are used for early stage sign language learning. SiLearn can equally be used by children, parents and teachers for learning sign language.}, number = {3}, urldate = {2021-03-04}, journal = {Journal of Enabling Technologies}, author = {Jestin, Joy and Kannan, Balakrishnan and Sreeraj, M}, year = {2019}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JET-03-2019-0014 2339240:3TIFN8RY 2339240:XBVND93J 2405685:KRCC2J5F 2405685:XGY53UE5}, keywords = {Assistive technology, CALL, Deaf education, Learning technology, Mobile-assisted language learning, Sign language}, pages = {173--187}, } @article{jessee_community_2011, title = {Community {Engagement} in {Education} {Programs}}, language = {en}, author = {Jessee, Cassandra}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S4HYM6GG 2405685:QTL6YHDD}, keywords = {⛔ No DOI found}, pages = {38}, } @misc{jesse_enhancement_2014, title = {Enhancement of {Science} {Performance} through {Computer} {Assisted} {Instruction} among {Selected} {Secondary} {School} {Learners} in {Kenya} {\textbar} {Dr}. {Samuel} {N} {Jesse} - {Academia}.edu}, url = {https://www.academia.edu/14284363/Enhancement_of_Science_Performance_through_Computer_Assisted_Instruction_among_Selected_Secondary_School_Learners_in_Kenya}, urldate = {2021-06-15}, author = {Jesse, Samuel}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PZPJ3Y73 2405685:SFD4AHGW}, } @article{jeremiah_development_2018, title = {Development of digital diary for enhanced parental school involvement in {Tanzania}}, volume = {10}, abstract = {The study examined the use of digital diary as a tool for enhancing parental school involvement in Tanzania. The development of the digital diary followed eXtreme Programming agile method where 87 parents and 6 teachers from St. Florence school were involved. Parents and teachers were given six months to use the tool before testing for its effectiveness using data from 7 teachers and 156 parents through semi-structured interviews and questionnaires respectively. The study found that the majority of respondents (84.4\% of parents and 96.7\% of teachers) indicated that the digital diary was useful tool as enabled them to track children’s progress via their smartphones. Moreover, computer generated reports showed that messages to/from parents were delivered with approximately 90\% success rate. This research argues for schools to adopt and use digital diaries for easy, engaging, and effective for better parental school involvement.}, number = {3}, journal = {The African Journal of Information Systems}, author = {Jeremiah, Sekione R. and Mtebe, Joel S.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W5QVIB2S 2405685:BYLMXZHB}, keywords = {⛔ No DOI found}, pages = {246--260}, } @article{jeong_seven_2016, title = {Seven affordances of computer-supported collaborative learning: {How} to support collaborative learning? {How} can technologies help?}, volume = {51}, shorttitle = {Seven affordances of computer-supported collaborative learning}, doi = {10.1080/00461520.2016.1158654}, number = {2}, journal = {Educational Psychologist}, author = {Jeong, Heisawn and Hmelo-Silver, Cindy E.}, year = {2016}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/00461520.2016.1158654 2339240:66AMP8HW 2405685:WZMNBHSH}, pages = {247--265}, } @article{jensen_perceived_2010, title = {The ({Perceived}) {Returns} to {Education} and the {Demand} for {Schooling}}, volume = {125}, issn = {0033-5533}, url = {https://doi.org/10.1162/qjec.2010.125.2.515}, doi = {10.1162/qjec.2010.125.2.515}, abstract = {Economists emphasize the link between market returns to education and investments in schooling. Though many studies estimate these returns with earnings data, it is the perceived returns that affect schooling decisions, and these perceptions may be inaccurate. Using survey data for eighth-grade boys in the Dominican Republic, we find that the perceived returns to secondary school are extremely low, despite high measured returns. Students at randomly selected schools given information on the higher measured returns completed on average 0.20–0.35 more years of school over the next four years than those who were not.}, number = {2}, urldate = {2024-02-14}, journal = {The Quarterly Journal of Economics}, author = {Jensen, Robert}, month = may, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/qjec.2010.125.2.515 2339240:6Q7DVDFN 2405685:GXFXFEJM}, pages = {515--548}, } @article{jensen_systematic_2019, title = {A systematic literature review of the use of {Semantic} {Web} technologies in formal education}, volume = {50}, copyright = {© 2017 British Educational Research Association}, issn = {1467-8535}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12570}, doi = {10.1111/bjet.12570}, abstract = {This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck-Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development.}, language = {en}, number = {2}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Jensen, Jesper}, year = {2019}, note = {shortDOI: 10/gf5f68 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12570 10/gf5f68 2339240:PJ8XJQ83 2405685:IC2U23KL}, keywords = {Reviewed}, pages = {505--517}, } @misc{jensen_employment_2019, type = {Working {Paper}}, series = {Working {Paper} {Series}}, title = {Employment {Structure} and the {Rise} of the {Modern} {Tax} {System}}, url = {https://www.nber.org/papers/w25502}, doi = {10.3386/w25502}, abstract = {This paper studies how the transition from self-employment to employee-jobs over the long run of development explains growth in income tax capacity. I construct a new database which covers 100 household surveys across countries at different income levels and 140 years of historical data within the US (1870-2010). Using these data, I first establish four new stylized facts: 1) within country, the share of employees increases over the income distribution, and increases at all levels of income as a country develops; 2) the income tax exemption threshold moves down the income distribution as a country develops, tracking employee growth; 3) the employee share above the tax exemption threshold is maximized and remains constantly high; 4) movements in the tax exemption threshold account for the observed variation in tax collection across development. These findings are consistent with a model where a high employee share is a necessary condition for effective taxation and where the rise in income covered by information trails through increases in employee shares drives expansion of the income tax base. To provide a causal estimate of the impact of employee share on the exemption threshold, I study a state-led US development program implemented in the 1950s-60s which shifted up the level of employee share. The identification strategy exploits within-state changes in court-litigation status which generates quasi-experimental variation in the effective implementation date of the program. I find that the exogenous increase in employee share is associated with an expansion of the state income tax base and an increase in state income tax revenue.}, urldate = {2022-10-13}, publisher = {National Bureau of Economic Research}, author = {Jensen, Anders}, month = jan, year = {2019}, doi = {10.3386/w25502}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w25502 2339240:BWCVJY8N 2405685:AQK6W3IH 4656463:PRFXGI88}, } @article{jelenic_theory_2019, title = {From {Theory} to {Practice}: {Open} {Government} {Data}, {Accountability}, and {Service} {Delivery}}, doi = {10.1596/1813-9450-8873}, language = {en}, author = {Jelenic, Michael Christopher}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8873 2339240:LXXRK6IW 2405685:QEFZPG9K}, pages = {49}, } @techreport{jeffrey_digital_2016, title = {Digital {Citizenship} in {Pakistan}}, url = {https://www.britishcouncil.pk/sites/default/files/digital_citizenship_in_pakistan.pdf}, language = {EN}, urldate = {2020-08-12}, institution = {British Council}, author = {Jeffrey, Roger and Oberlander, Jon and MacDonald, Stuart and Bhatti, Feyza}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XR7EPNN4}, } @misc{jara_mobile_2012, title = {Mobile learning for teachers in {Latin} {America}: exploring the potential of mobile technologies to support teachers and improve practice - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000216081.locale=en}, urldate = {2022-04-19}, author = {Jara, Ignacio and Claro, Magdalena and Martinic, Rodolfo}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KRJHMC8K 2405685:5DZ5M8LX}, } @misc{janzen_rumie_2019, title = {Rumie {Management} {Center} ({RMC}): {Product} {Documentation}}, url = {https://rumie-org.atlassian.net/wiki/spaces/PD/pages/217219073/Rumie%2BManagement%2BCenter%2BRMC}, language = {EN}, urldate = {2020-11-09}, publisher = {Rumie}, author = {Janzen, Tiffany and Chugh, Manav}, month = nov, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:B6MZUYHT}, } @book{jansen_decolonisation_2019, title = {Decolonisation in {Universities}: {The} politics of knowledge}, shorttitle = {Decolonisation in {Universities}}, url = {www.jstor.org/stable/10.18772/22019083351}, abstract = {Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This book brings together some of the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curricula and can it be undone? How is the project of curricula decolonisation similar to or different from the quest for post-colonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? Strong conceptual analyses are combined with case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgments to be made about the prospects for institutional take-up within the curriculum of century-old universities. Decolonisation in Universities is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies.Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.}, urldate = {2020-01-05}, publisher = {Wits University Press}, author = {Jansen, Jonathan}, editor = {Jansen, Jonathan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZNXFPM2C}, } @article{jana_reciprocity_2013, title = {Reciprocity among {Farmers} in {Farming} {System} {Research}: {Application} of {Social} {Network} {Analysis}}, volume = {41}, issn = {0970-9274}, shorttitle = {Reciprocity among {Farmers} in {Farming} {System} {Research}}, url = {https://doi.org/10.1080/09709274.2013.11906552}, doi = {10.1080/09709274.2013.11906552}, abstract = {In course of agricultural activities, farmers interact among themselves to fulfill different kinds of needs, such as getting advice regarding cultivation, obtaining appropriate seeds and plants, getting tools and implements, etc. On the basis of data to whom a farmer sends requests for such help and whether the farmer receives the required help, one can build a social network of help, whether simple or weighted, in agricultural production. The paper intends to study variation in measures of reciprocity among the farmers of the two villages in respect of different activities for agricultural production. For the study, two villages Madhya-Uttar and Astabari consisting of 88 and 79 households respectively were selected from unirrigated, rainfed area in the south-eastern region of the district of East Medinipur of West Bengal. To collect the required data, open-ended check lists were employed. A standardized graph theoretic measure (s3-measure) of reciprocity was applied to carry out social network analysis. In both the villages, values of reciprocity measures for seeds/plants and tools/implements exchange were more than that for advice giving; the measure for the network of agricultural activities as a whole was also greater than the network for social aspects. In case of all networks, values of s3-measure for the village Madhya-Uttar were much higher than Astabari. It indicates that the farming households of a network having greater value of s3-measure are more inter-dependent among themselves in agricultural production.}, number = {1}, urldate = {2021-05-10}, journal = {Journal of Human Ecology}, author = {Jana, Rabindranath and Bandyopadhyay, Suraj and Choudhuri, Anil K.}, month = jan, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09709274.2013.11906552 zotzenLib.CopiedFrom: 2339240:FI73YH85 KerkoCite.ItemAlsoKnownAs: 10.1080/09709274.2013.11906552 2339240:FI73YH85 2405685:8VW4AE3P}, keywords = {In-degree, Out-degree, Reciprocal Pair, Simple and Weighted Social Networks, s3-measure}, pages = {45--51}, } @article{jan_investigating_2018, title = {Investigating the {Relationship} between {Students}' {Digital} {Literacy} and {Their} {Attitude} towards {Using} {ICT}}, volume = {5}, issn = {2476-0730}, url = {https://eric.ed.gov/?id=EJ1197718}, abstract = {This study aimed to explore the relationship between secondary school students' digital literacy and their attitude towards using information and communication technology in a private secondary school in Karachi, Pakistan. For this study, the data were collected through survey questionnaire using google forms. The total sample size for this study was 344 secondary school students having almost equal ratio of male and female. On bivariate correlation analysis, digital literacy was found to be associated with students' attitude towards using information and communication technology (ICT) and other ICT related demographics. Further analysis using multiple linear regression analysis showed that digital literacy (DL), use of the tablet and smartphone, prior training in the use of computer and frequency of computer use significantly affect students' attitude towards using ICT.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {International Journal of Educational Technology}, author = {Jan, Salma}, year = {2018}, note = {Publisher: International Society for Educational Technology KerkoCite.ItemAlsoKnownAs: 2339240:GN89MJ8X 2405685:YJQ7SI9N}, keywords = {Computer Literacy, Educational Technology, Foreign Countries, Handheld Devices, Incidence, Secondary School Students, Student Attitudes, Student Characteristics, Technological Literacy, Technology Uses in Education, Telecommunications, Training, ⛔ No DOI found}, pages = {26--34}, } @article{jan_investigating_2018, title = {Investigating the relationship between students’ digital literacy and their attitude towards using {ICT}}, volume = {5}, url = {https://ecommons.aku.edu/pakistan_ied_pdck/304}, language = {en}, number = {2}, journal = {International Journal of Educational Technology}, author = {Jan, Salma}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:83946ZQQ 2405685:GXYYF63V}, keywords = {⛔ No DOI found}, pages = {26--34}, } @misc{jamieson_eberhardt_edtech_2019, title = {The {EdTech} {Hub}’s approach to amplifying impact through engagement – {The} {EdTech} {Hub}}, url = {https://edtechhub.org/2019/11/01/the-edtech-hubs-approach-to-amplifying-impact-through-engagement/}, abstract = {If you have spent time working in the education sector, you’ll know that even marginal gains are worthy of celebration. Those of us involved in launching the EdTech Hub know this well — from our experience as teachers, researchers, advisers, programme implementers, and civil servants. Nevertheless, we have the ambition to help accelerate progress toward quality education at an unprecedented rate. We of course know that sustainable change often takes time, and we respect hard-earned marginal gains. But what we’re really after is improvement in education outcomes at a pace that matches the urgency of the problem — think millions of children receiving quality education within a decade, not in decades.}, language = {en-GB}, urldate = {2019-11-01}, journal = {EdTech Hub}, author = {Jamieson Eberhardt, Molly}, month = jan, year = {2019}, doi = {10.5281/zenodo.3906791}, note = {shortDOI: 10/ghgngr KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906791 10/ghgngr 2405685:AGB565DF 2405685:MUPWVYW6}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @article{jameson_developing_2019, title = {Developing critical and theoretical approaches to educational technology research and practice}, volume = {50}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12775}, doi = {10.1111/bjet.12775}, language = {en}, number = {3}, urldate = {2019-12-20}, journal = {British Journal of Educational Technology}, author = {Jameson, Jill}, year = {2019}, note = {shortDOI: 10/gf62hg KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12775 10/gf62hg 2339240:2GDQTIZA 2339240:HWDKX456 2339240:RNTYTJ85 2405685:3X4HSMHB 2405685:UG65PX2M 2405685:UPPL58ZU}, pages = {951--955}, } @article{jamal_why_2016, title = {Why {He} {Won}’t {Send} {His} {Daughter} to {School}—{Barriers} to {Girls}’ {Education} in {Northwest} {Pakistan}: {A} {Qualitative} {Delphi} {Study} of {Pashtun} {Men}}, copyright = {© The Author(s) 2016}, shorttitle = {Why {He} {Won}’t {Send} {His} {Daughter} to {School}—{Barriers} to {Girls}’ {Education} in {Northwest} {Pakistan}}, url = {https://journals.sagepub.com/doi/10.1177/2158244016663798}, doi = {10.1177/2158244016663798}, abstract = {Resistance to girls’ education in Pakistan has long been an intractable problem; the lowest enrolment figures are in Pashtun areas. This study focused on Pashtu...}, language = {en}, urldate = {2020-12-01}, journal = {SAGE Open}, author = {Jamal, Aamir}, month = aug, year = {2016}, note = {Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/2158244016663798 2339240:HP4SWVLE 2405685:S943ZV3C}, } @article{jaleel_study_2017, title = {A {Study} on the {Relationship} between {Self} {Directed} {Learning} and {Achievement} in {Information} {Technology} of {Students} at {Secondary} {Level}}, volume = {5}, issn = {2332-3205}, url = {https://eric.ed.gov/?id=EJ1170184}, doi = {10.13189/ujer.2017.051024}, abstract = {Education at any level has normally been based on some image of the future; that was not impossible in a world that was changing slowly. Today, educators are preparing learners for a world we cannot even predict, and self-directed learning has become an essential foundation for 21st century learners. In recent years teachers are giving importance to technology based education such as student centered education, technology based education, hands-on training, lab-based education and e-learning in the classrooms. The underlying rationale seems to be that students are better able to learn when they can control the flow of their experience, or when their learning is "self-directed." Teachers are also has an important place in Self Directed Learning environment. Their constant support and motivation is required for accelerating the effectiveness and also increasing the rate of achievement. Information Technology (IT) is becoming the subject of 21st century, because knowledge in IT plays a crucial role for the daily living. In this paper, the Investigators tried to find out whether there exists any relationship between Self Directed Learning (SDL) and Achievement in Information Technology of Secondary School Students for the total sample and also for the subsample Gender. The Investigators also tried to find out whether there exists any significant difference in the Self Directed Learning and Achievement in Information Technology of Students at Secondary Level based on Gender. Proper statistical techniques were used for collecting, standardizing and analyzing the data.}, language = {en}, number = {10}, urldate = {2020-12-08}, journal = {Universal Journal of Educational Research}, author = {Jaleel, Sajna and O. M., Anuroofa}, year = {2017}, note = {Publisher: Horizon Research Publishing KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2017.051024 2339240:3ILFWVLV 2405685:D26PQHYD}, keywords = {Academic Achievement, Correlation, Independent Study, Information Technology, Secondary School Students, Secondary School Teachers}, pages = {1849--1852}, } @article{jalbout_opportunities_2015, title = {Opportunities for {Accelerating} {Progress} on {Education} for {Syrian} {Children} and {Youth} in {Jordan}}, language = {en}, author = {Jalbout, Maysa}, month = sep, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:27U6PNJA 2405685:G4Z89U99 4803016:JLD9YZHH}, keywords = {⛔ No DOI found}, pages = {26}, } @inproceedings{jalali_systematic_2012, address = {Lund, Sweden}, title = {Systematic literature studies: database searches vs. backward snowballing}, doi = {10.1145/2372251.2372257}, language = {en}, booktitle = {Proceedings of the {ACM}-{IEEE} international symposium on empirical software engineering and measurement}, author = {Jalali, S and Wohlin, C}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/2372251.2372257 2405685:5MQKS9RN 2486141:FNQHJ85U}, pages = {29--38}, } @article{jacob_potential_2015, title = {The {Potential} for {School}-{Based} {Interventions} {That} {Target} {Executive} {Function} to {Improve} {Academic} {Achievement}: {A} {Review}}, volume = {85}, issn = {0034-6543}, shorttitle = {The {Potential} for {School}-{Based} {Interventions} {That} {Target} {Executive} {Function} to {Improve} {Academic} {Achievement}}, url = {https://doi.org/10.3102/0034654314561338}, doi = {10.3102/0034654314561338}, abstract = {This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.}, language = {en}, number = {4}, urldate = {2019-11-04}, journal = {Review of Educational Research}, author = {Jacob, Robin and Parkinson, Julia}, month = dec, year = {2015}, note = {shortDOI: 10/gdtnhh KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314561338 10/gdtnhh 2339240:FBNZXN96 2405685:VYAVG9MW}, pages = {512--552}, } @misc{jackson_rwandan_2019, title = {Rwandan ed-tech startup {BAG} {Innovation} raises \$150k seed round - {Disrupt} {Africa}}, url = {https://disrupt-africa.com/2019/10/rwandan-ed-tech-startup-bag-innovation-raises-150k-seed-round/}, urldate = {2020-08-17}, author = {Jackson, Tom}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UTY2JHU3 2405685:WAIGHFRK}, } @techreport{jackson_value_2012, title = {Value for money and international development: {Deconstructing} myths to promote a more constructive discussion}, url = {https://www.oecd.org/dac/effectiveness/49652541.pdf}, language = {en}, institution = {OECD Development Co-operation Directorate}, author = {Jackson, Penny}, month = may, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TPBV4E5D 2405685:8ILRQE95}, pages = {4}, } @techreport{j-pal_evidence_review_will_2019, address = {Cambridge, MA}, title = {Will {Technology} {Transform} {Education} for the {Better}?}, institution = {Abdul Latif Jameel Poverty Action Lab}, author = {{J-PAL Evidence Review}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EP4SDEQI 2405685:9N96VS8X}, } @article{iyare_effectiveness_2018, title = {The effectiveness of integrating interactive technology in reading comprehension: {A} case study of {Jamaica}'s grade school}, volume = {17}, issn = {1547-9714, 1547-9714}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2130847720?accountid=9851}, doi = {10.28945/4098}, abstract = {Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua \& Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the government-supported initiatives concluded that the majority of these initiatives have been driven not by educational frameworks or research-based evidence but by the tablet hype. The goal of this study is to provide research-based evidence by investigating if the learning experience for grade-three learners with interactive technology improves knowledge and skills in reading comprehension compared to learning in the traditional chalk and talk environment. Background: Prior studies provided limited evidence based mainly on data from developed countries about the influence of the use of interactive technology on reading comprehension at lower grade school level. Methodology: Employing a mixed-method case study research approach, this study aims to investigate the effects of integrating interactive technology in reading comprehension and examine the perspectives of students. This case study employed a sample of 30 public school third-grade students located in a relatively poor residential area in St Catherine, Jamaica as well as the two classroom teachers. Thirty students were divided into two groups -- an experimental group, which included 16 participants and a control group, which included 14 participants. The intervention program was carried out over a period of eight weeks. Contribution: This study has provided (a) additional data to show evidence for the effectiveness of interactive technology in reading comprehension and (b)research based evidence for the distribution of computer devices to students in the K-12 schooling sectors. Findings: We found empirical support for the positive effects of technology-based approaches for addressing reading comprehension and vocabulary skills. Our results were based on the pre-test and post-test assessments. Additional data was collected using a survey questionnaire which was given to the students before and after the intervention. The change from pretest to posttest was significantly different between the two groups as measured by the Mann Whitney U test. Recommendations for Practitioners: The empirical support for the effects of technology-based approaches for addressing reading comprehension and vocabulary skills identified in this study will assist teachers with strategies and programs that should improve students' motivation as well as their grades. Recommendation for Researchers: For future studies, we recommend focusing on a longer intervention period and using a larger sample size that would likely yield more definitive and generalizable results.}, language = {English}, journal = {Journal of Information Technology Education: Research}, author = {Iyare, Ngozi F. and James, Julia and Amonde, Tom M.}, year = {2018}, note = {Publisher: Informing Science Institute, 131 Brookhill Court, Santa Rosa, CA 95409 KerkoCite.ItemAlsoKnownAs: 10.28945/4098 2339240:D393J5PP 2405685:57ZK2DLD 2534378:8J9G8HNR 2534378:CCG5NKEW}, keywords = {Case Studies, Control Groups, Conventional Instruction, ERIC, Current Index to Journals in Education (CIJE), Elementary Education, Elementary School Students, Experimental Groups, Foreign Countries, Grade 3, Instructional Effectiveness, Jamaica, Mastery Learning, Outcomes of Education, Reading Comprehension, Reading Improvement, Reading Instruction, Teaching Methods, Technology Integration}, pages = {227--246}, } @article{iyalla-amadi_scientificite_2015, title = {La {Scientificite} {En} {Langues} {Africaines}: {L}’exemple {Du} {Kalabari} {Et} {De} {L}’ikwerre}, volume = {4}, shorttitle = {La {Scientificite} {En} {Langues} {Africaines}}, doi = {10.4314/ijah.v4i3.16}, number = {3}, journal = {AFRREV IJAH: An International Journal of Arts and Humanities}, author = {Iyalla-Amadi, Priye and Odungweru, U. S.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M6HPZKFX 4042040:JEDTST39}, pages = {185--199}, } @book{ivankova_mixed_2014, title = {Mixed methods applications in action research}, isbn = {1-4522-2003-4}, url = {https://us.sagepub.com/en-us/nam/mixed-methods-applications-in-action-research/book237798}, publisher = {Sage}, author = {Ivankova, Nataliya V.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KWBAF332 2405685:8FC3BD9U}, } @article{ivala_digital_2014, title = {Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology}, volume = {2}, issn = {2324-805X, 2324-805X}, url = {https://core.ac.uk/download/pdf/235493876.pdf}, doi = {10.11114/jets.v2i1.286}, abstract = {Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.}, language = {English}, number = {1}, journal = {Journal of Education and Training Studies}, author = {Ivala, Eunice and Gachago, Daniela and Condy, Janet and Chigona, Agnes}, month = jan, year = {2014}, note = {Publisher: Redfame Publishing Inc, 9450 SW Gemini Drive \#99416, Beaverton, OR 97008 KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v2i1.286 2339240:5UUL3KML 2405685:ECTD3I55 2405685:IZMKPN8S 2534378:IEFUXYHR 2534378:KPXZTCDD}, keywords = {Case Studies, Cognitive Processes, College Faculty, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Focus Groups, Foreign Countries, Higher Education, Personal Narratives, Postsecondary Education, Preservice Teachers, Professional Development, Qualitative Research, Reflection, Skill Development, South Africa, Story Telling, Teaching Methods, Technology Uses in Education, Video Technology, \_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096367, \_\_finaldtb}, pages = {217--227}, } @misc{itu_telecom_world_press_2016, title = {Press release: {ITU} {Telecom} {World} {Awards} 2016 winners announced...}, url = {https://www.itu.int/en/mediacentre/Pages/2016-PR52.aspx}, urldate = {2020-08-26}, journal = {ITU}, author = {{ITU Telecom World}}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AJQXZF46 2405685:BZQNBQY8}, } @misc{itu_digital_inclusion_division_vodafone_2018, title = {Vodafone {Instant} {Schools} platform leverages technology to boost high quality education in {Ghana}}, url = {http://digitalinclusionnewslog.itu.int/2018/01/17/vodafone-instant-schools-platform-leverages-technology-to-boost-high-quality-education-in-ghana/}, language = {en-US}, urldate = {2020-06-23}, author = {ITU Digital Inclusion Division}, year = {2018}, note = {Library Catalog: digitalinclusionnewslog.itu.int EdTechHub.ItemAlsoKnownAs: 2405685:JTE25BIR}, } @misc{itu_2017_2017, title = {2017 {Global} {ICT} {Development} {Index}}, url = {https://www.itu.int/net4/itu-d/idi/2017/index.html#idi2017economycard-tab&LBN}, urldate = {2020-09-23}, author = {ITU}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D5MLE5DK 2405685:XYG7DKVM}, } @misc{itu_how_2019, title = {How low cost wireless broadband networks are connecting ‘last-mile’ communities in {Djibouti}}, url = {https://news.itu.int/how-low-cost-wireless-broadband-networks-are-connecting-last-mile-communities-in-djibouti/}, abstract = {By ITU News Twenty per cent of Djibouti’s homes have access to a computer, while internet access is available to just under 10 per cent of households, according to ITU Data. Within the framework of the Djibouti Vision 2035, the country has embarked on a programme to strengthen its ICT sector with a view to providing quality telecommunication services at}, language = {english}, urldate = {2021-03-03}, journal = {ITU News}, author = {ITU}, month = may, year = {2019}, note = {Section: Broadband/Network KerkoCite.ItemAlsoKnownAs: 2339240:PCSI9Z3T 2405685:P3J7K3QM}, } @techreport{itu_ict_2018, type = {Brief}, title = {{ICT} {Country} {Profiles}: {Mongolia}}, url = {https://www.itu.int/en/ITU-D/LDCs/Documents/2017/Country%20Profiles/Country%20Profile_Mongolia.pdf}, urldate = {2020-07-15}, institution = {The International Telecommunication Union}, author = {ITU}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3GT5TVKL 2405685:256VVLTX}, } @misc{itu_ict_2017, title = {{ICT} {Facts} and {Figures} 2017}, url = {https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2017.pdf}, urldate = {2019-11-21}, publisher = {International Telecommunication Union}, author = {ITU}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LN5HMG4D 2405685:CI7Y26G7}, } @techreport{itu_measuring_2019, title = {Measuring digital development: {Facts} and figures 2019}, url = {https://www.itu.int/en/ITU-D/Statistics/Documents/facts/FactsFigures2019.pdf}, author = {ITU}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9SG4ANLJ 2405685:AT4EB7GV}, } @misc{itu_kio_2018, title = {The {Kio} {Kit}: a digital learning solution engineered in {Africa} for the world}, shorttitle = {The {Kio} {Kit}}, url = {https://news.itu.int/the-kio-kit-african-solution-digital-learning/}, abstract = {To mark Mobile Learning Week 2018, ITU News caught up with Nivi Sharma, the Managing Director of BRCK (brck.com), whose mission is to connect Africa to the internet, through providing a WiFi infrastructure to allow anyone with a smartphone to have free and open access to the internet.}, language = {english}, urldate = {2020-08-26}, journal = {ITU News}, author = {ITU}, month = mar, year = {2018}, note = {Section: Emerging Trends KerkoCite.ItemAlsoKnownAs: 2339240:QQLRK37W 2405685:Z52V3UNZ}, } @article{islam_use_2016, title = {Use of {Technology} in {Open} and {Distance} {Education}: {A} {Guideline} for the {Educational} {Institutions} in {Bangladesh}}, volume = {10}, issn = {22490868}, shorttitle = {Use of {Technology} in {Open} and {Distance} {Education}}, url = {http://www.ijais.org/research/volume10/number4/islam-2016-ijais-451481.pdf}, doi = {10.5120/ijais2016451481}, number = {4}, urldate = {2020-10-01}, journal = {International Journal of Applied Information Systems}, author = {Islam, Saria and Mahmudul, A.S.M.}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.5120/ijais2016451481 2339240:ICM5ECYQ 2405685:A9QMZE8J}, pages = {1--5}, } @article{ishaku_unbundling_2019, chapter = {CSEA (Nigeria)}, title = {Unbundling the 13 million out-of-school children in {Nigeria}}, url = {http://southernvoice.org/unbundling-the-13-million-out-of-school-children-in-nigeria/}, urldate = {2020-07-07}, journal = {Southern Voice (Nigeria)}, author = {Ishaku, Joseph and Oraka, Onome}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RNM3ZT93}, } @article{iserbyt_learning_2014, title = {Learning basic life support ({BLS}) with tablet {PCs} in reciprocal learning at school: {Are} videos superior to pictures? {A} randomized controlled trial}, volume = {85}, doi = {10.1016/j.resuscitation.2014.01.018}, number = {6}, journal = {Resuscitation}, author = {Iserbyt, Peter and Charlier, Nathalie and Mols, Liesbet}, year = {2014}, note = {00001 shortDOI: 10/f562g7 KerkoCite.ItemAlsoKnownAs: 10/f562g7 2129771:PJ2YNAJP 2405685:KQWYTD4Z}, pages = {809--813}, } @misc{irving_what_2019, title = {What can we learn from {EMIS} diagnostics? {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, shorttitle = {What can we learn from {EMIS} diagnostics?}, url = {https://www.globalpartnership.org/blog/what-can-we-learn-emis-diagnostics}, abstract = {Millions of dollars are invested in strengthening education management information systems, but many countries still struggle with data-related issues. How can countries make their systems more effective? An EMIS diagnostic is the first step.}, language = {en}, urldate = {2022-09-29}, author = {Irving, Margaret and Percier, Marc-Antoine}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJ2XAYYS 2339240:YV5QAT6M 2405685:2NUN9HSN 2405685:TQ6BQSYH 4656463:34BSI83K}, } @misc{irfanullah_building_2019, title = {Building a globalised research system – the case of {Bangladesh}}, url = {https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/01/building-a-globalised-research-system-the-case-of-bangladesh/}, author = {Irfanullah, H}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FYJUZ95H 2405685:CJIZGFZR}, } @techreport{irc_meeting_2019, type = {Research {Brief}}, title = {Meeting the {Academic} and {Social}-{Emotional} {Needs} of {Nigeria}’s {Out}-of-{School} {Children} {What} works and what doesn’t for an accelerated learning program}, url = {https://www.edu-links.org/sites/default/files/media/file/DFID_NFLC_Endline_Research_Brief_8.12.19_FNL.pdf}, urldate = {2020-07-31}, institution = {International Rescue Committee}, author = {IRC}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H8MY7YJY 2405685:44XRZFQA}, } @techreport{irc_impact_2019, type = {Policy {Brief}}, title = {The {Impact} of {IRC}’s {Healing} {Classrooms} {Tutoring} on {Children}’s {Learning} and {Social}-{Emotional} {Outcomes} in {Niger}}, url = {https://steinhardt.nyu.edu/sites/default/files/2019-09/3EA-Niger_Policy_Brief_updated_3.2019_A.pdf}, abstract = {During school year 2016-2017, the International Rescue Committee (IRC) delivered Healing Classrooms remedial tutoring programming and additional low-cost, targeted social-emotional learning (SEL) interventions to children in Diffa, a region in Niger affected by recurrent Boko Haram attacks. We found that, after twenty-two weeks of program implementation, access to Healing Classrooms tutoring significantly improved students’ reading and math skills, and adding targeted SEL interventions to Healing Classrooms tutoring improved children’s overall school grades. However, we found little evidence of direct impacts of the additional targeted SEL strategies on children’s social-emotional outcomes.}, urldate = {2020-07-28}, institution = {International Rescue Committee}, author = {IRC}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2ZE74HFK 2405685:M4ATP9QQ}, } @article{iqbal_factors_2019, title = {Factors affecting the teachers' intention to adopt audio-visual aids in education sector of {Pakistan}}, copyright = {Copyright © 2018 Inderscience Enterprises Ltd.}, url = {https://www.inderscienceonline.com/doi/abs/10.1504/IJIIE.2019.101764}, abstract = {An emergent body of research mainly from the developing countries indicated that behavioural and cultural factors have significant influence on the adoption of technology. Based on the theoretical ...}, language = {en}, urldate = {2020-11-27}, journal = {International Journal of Innovation in Education}, author = {Iqbal, Zeeshan and Malik, Maimoona and Iqbal, Farhan}, month = aug, year = {2019}, note = {Publisher: Inderscience Publishers (IEL) KerkoCite.ItemAlsoKnownAs: 2339240:4A7QSXZC 2339240:NI4LNR9K 2405685:NM5VETS3 2405685:NWXVQMQC}, keywords = {⛔ No DOI found}, } @article{ippoliti_meet_2017, title = {Meet us on the phone: mobile phone programs for adolescent sexual and reproductive health in low-to-middle income countries}, volume = {14}, issn = {1742-4755}, shorttitle = {Meet us on the phone}, url = {https://doi.org/10.1186/s12978-016-0276-z}, doi = {10.1186/s12978-016-0276-z}, abstract = {mHealth as a technical area has seen increasing interest and promise from both developed and developing countries. While published research from higher income countries on mHealth solutions for adolescent sexual and reproductive health (SRH) is growing, there is much less documentation of SRH mHealth interventions for youth living in resource-poor settings. We conducted a global landscape analysis to answer the following research question: How are programs using mHealth interventions to improve adolescent SRH in low to middle income countries (LMICs)?}, number = {1}, urldate = {2020-07-21}, journal = {Reproductive Health}, author = {Ippoliti, Nicole B. and L’Engle, Kelly}, month = jan, year = {2017}, note = {shortDOI: 10/f9pfbz KerkoCite.ItemAlsoKnownAs: 10.1186/s12978-016-0276-z 10/f9pfbz 2405685:HIHE8NIV}, pages = {11}, } @misc{investment_development_authority_of_lebanon_ict_2018, title = {{ICT} {Sector} in {Lebanon} - 2018 {Factbook}}, url = {https://investinlebanon.gov.lb/Content/uploads/Publication/181205011004908~IDAL-ICT%20FACTBOOK%202018.pdf}, urldate = {2020-09-08}, author = {Investment Development Authority of Lebanon}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TMY2LAGC 2405685:VQ3AFIVV}, } @misc{inveneo_key_2014, title = {Key {ICT} {Features} in {UNICEF}’{S} {Response} to {Fighting} {Ebola}}, url = {http://www.inveneo.org/2014/11/key-ict-features-in-unicefs-response-to-fighting-ebola/}, abstract = {International organizations like UNICEF are no stranger to dealing with devastating medical outbreaks like the ongoing Ebola crisis happening in West Africa, which has already claimed almost 5,000 lives. To engage local supporters, UNICEF recently hosted a speaker luncheon in San Francisco to explain the powerful work they have been doing on the ground throughout ...}, language = {en-US}, urldate = {2020-08-18}, journal = {Inveneo}, author = {Inveneo}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FWSBTY4I 2405685:NLRZBRPD}, } @misc{internet_society_hamara_2015, title = {Hamara {Internet}}, url = {https://www.internetsociety.org/beyond-the-net/grants/2015/hamara-internet/}, abstract = {Project Organizer: Nighat Dad, Pakistan Islamabad Chapter}, language = {en-US}, urldate = {2021-04-29}, journal = {Internet Society}, author = {Internet Society}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4HPVKUL8 2405685:D3SVLKBQ}, } @misc{internet_society_internet_2017, title = {Internet access and education: key considerations for policy makers}, shorttitle = {Internet access and education}, url = {https://www.internetsociety.org/resources/doc/2017/internet-access-and-education/}, abstract = {The Internet has immense potential to improve the quality of education, which is one of the pillars of sustainable development. This Internet Society briefing outlines ways in which policymakers can unlock that potential through an enabling framework for access to the Internet. It sets out five priorities for policymakers: infrastructure and access, vision and policy, inclusion, capacity, and content and devices. Together these represent key considerations for unlocking access to the Internet in support of education.}, language = {en-US}, urldate = {2021-10-03}, author = {{Internet Society}}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HCLYMDEI 2405685:TY6YHILD}, } @techreport{international_telecommunications_union_liberia_2018, title = {Liberia {Profile}}, url = {https://www.itu.int/itu-d/apis/clients/res/pdf/country_profile/report_LBR.pdf}, urldate = {2020-06-25}, author = {International Telecommunications Union}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7B7I5Z5W}, } @misc{international_telecommunications_union_measuring_2018, title = {Measuring the {Information} {Society} {Report} 2018 – {Volume} 2: {Country} {Profile}\_Senegal}, url = {https://www.itu.int/en/ITU-D/LDCs/Documents/2017/Country%20Profiles/Country%20Profile_Senegal.pdf}, urldate = {2020-06-22}, author = {International Telecommunications Union}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2BP8IRAP}, } @techreport{international_telecommunications_union_universal_2013, title = {Universal and {Digital} {Inclusion} for {All}}, url = {https://www.itu.int/en/ITU-D/Regulatory-Market/Documents/USF_final-en.pdf}, language = {EN}, author = {International Telecommunications Union}, year = {2013}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:UIHPUGU8}, } @misc{international_rescue_committee_irc_safe_2016, title = {Safe {Healing} and {Learning} {Spaces} {Toolkit}}, url = {https://rescue.app.box.com/s/f0djf7fa3yzbtn7vqt3ouv2mn20okt8l}, urldate = {2020-05-29}, author = {{International Rescue Committee (IRC)}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MQ3D2S3D 2405685:S7CDWVUB 4803016:VWGFX3QN}, } @techreport{international_organization_for_migration_world_2010, title = {World {Migration} {Report} 2010: {The} future of migration—{Building} capacities for change}, url = {http://publications.iom.int/bookstore/index.php?main_page=product_info&cPath=37&products_id=665}, institution = {International Organization for Migration}, author = {International Organization for Migration}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3ZCKWM7G 2405685:IZLNIX2Y}, } @techreport{international_monetary_fund_african_dept_sierra_2019, type = {Country {Report}}, title = {Sierra {Leone} : {Economic} {Development} {Documents}-{National} {Development} {Plan}, 2019-23}, shorttitle = {Sierra {Leone}}, url = {https://www.imf.org/en/Publications/CR/Issues/2019/07/09/Sierra-Leone-Economic-Development-Documents-National-Development-Plan-2019-23-47099}, abstract = {The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy.}, language = {en}, number = {19/218}, urldate = {2020-12-15}, author = {{International Monetary Fund. African Dept.}}, month = jul, year = {2019}, note = {9781498324960/1934-7685 KerkoCite.ItemAlsoKnownAs: 2405685:DJ4XD4HB}, pages = {216}, } @techreport{international_monetary_fund_digital_2017, title = {Digital {Revolutions} in {Public} {Finance}}, url = {https://www.imf.org/en/Publications/Books/Issues/2018/04/02/Digital-Revolutions-in-Public-Finance-44925}, abstract = {Digitization promises to reshape fiscal policy by transforming how governments collect, process, share, and act on information. More and higher-quality information can improve not only policy design for tax and spending, but also systems for their management, including tax administration and compliance, delivery of public services, administration of social programs, public financial management, and more. Countries must chart their own paths to effectively balance the potential benefits against the risks and challenges, including institutional and capacity constraints, privacy concerns, and new avenues for fraud and evasion. Support for this book and the conference on which it is based was provided by the Bill and Melinda Gates Foundation “Click Download on the top right corner for your free copy..."}, language = {ENG}, urldate = {2022-11-14}, author = {{International Monetary Fund}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K89WLEA9 2405685:RLAY4PYV 4656463:H5X9X779}, } @techreport{international_monetary_fund_sierra_2019, type = {{IMF} {Country} {Reports}}, title = {Sierra {Leone}: {Economic} {Development} {Documents}-{National} {Development} {Plan}, 2019-23}, url = {https://www.elibrary.imf.org/view/IMF002/26222-9781498324960/26222-9781498324960/26222-9781498324960_A001.xml?redirect=true}, language = {en\_US}, number = {19/218}, urldate = {2020-11-25}, institution = {IMF, African Department}, author = {International Monetary Fund}, month = jul, year = {2019}, doi = {10.5089/9781498324960.002.A001}, note = {ISBN: 9781498324960 ISSN: 1934-7685 Issue: 218 Publisher: INTERNATIONAL MONETARY FUND Volume: 2019 KerkoCite.ItemAlsoKnownAs: 10.5089/9781498324960.002.A001 2339240:6RP4BCNR 2405685:LICLRGV3}, pages = {1--42}, } @techreport{international_institute_for_educational_planning_teacher_2019, title = {Teacher career reforms: {Learning} from experience}, url = {https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000372127&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_9ba4cf16-46f1-45ee-8af6-e206d5e68320%3F_%3D372127eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000372127/PDF/372127eng.pdf#research_brief_01_st_WEB.indd%3A.13909%3A6994}, language = {EN}, number = {1}, urldate = {2020-05-10}, institution = {International Institute for Educational Planning}, author = {International Institute for Educational Planning}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5CH6SQ4J 2405685:UMUSCXUL}, } @misc{international_communication_union_itu_2017, title = {{ITU} {\textbar} 2017 {Global} {ICT} {Development} {Index}}, url = {https://www.itu.int/net4/itu-d/idi/2017/index.html#idi2017economycard-tab&SDN}, urldate = {2021-12-31}, author = {{International Communication Union}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SLQ5JLA7 2405685:F3ZAAB6P}, } @misc{interagency_collaboration_on_ebola_situation_2015, title = {Situation {Report} {No}. 11}, url = {https://www.humanitarianresponse.info/en/node/114079}, urldate = {2020-08-18}, author = {Interagency Collaboration on Ebola}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZZDED9AA 2405685:S2HE368H}, } @techreport{inter-agency_network_for_education_in_emergencies_inee_landscape_2016, title = {Landscape {Review}: {Education} in {Conflict} and {Crisis} - {How} {Can} {Technology} {Make} a {Difference}?}, url = {https://inee.org/system/files/resources/20160303_Landscape_Review_ICT4E_in_Conflict_and_Crisis.pdf}, urldate = {2020-06-02}, author = {{Inter-agency Network for Education in Emergencies (INEE).}}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4LDJAPYI 2405685:TS3U5UDR 4803016:HC52EFPN}, } @techreport{inter-agency_network_for_education_in_emergencies_minimum_2012, title = {Minimum {Standards} {Handbook}}, url = {https://inee.org/system/files/resources/INEE_Minimum_Standards_Handbook_2010%28HSP%29_EN.pdf}, author = {{Inter-Agency Network for Education in Emergencies}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:36HRNX48 2405685:9DU2357U}, } @article{intarat_icts_2017, title = {{ICTs} for non-formal education in rural {Thailand}}, volume = {33}, number = {4}, journal = {Australasian Journal of Educational Technology}, author = {Intarat, Sudarat and Chanchalor, Sumalee and Murphy, Elizabeth}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P7LS6GSP 2405685:Y8CIB884}, keywords = {⛔ No DOI found}, } @techreport{institute_for_development_final_2016, title = {Final {Evaluation} of the {Project}: {Increasing} {Access}, {Retention} and {Performance} in {Primary} {Education}: {Implemented} by {Child} to {Child} \& the {Pikin}-{To}-{Pikin} {Movement} {Kailahun} {District}, {Sierra} {Leone}, 2011-2016}, url = {http://www.childtochild.org.uk/wp-content/uploads/2017/09/FINAL-Evaluation-Report-21April2017-Institute-for-Development.pdf}, urldate = {2020-12-15}, author = {{Institute for Development}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3E624NH3 2405685:5LVXNGJZ 2405685:CRQUMLFF}, } @misc{ingvarson_analysis_2013, title = {An {Analysis} of {Teacher} {Education} {Context}, {Structure}, and {Quality}-{Assurance} {Arrangements} in {TEDS}-{M} {Countries} {\textbar} {IEA}.nl}, url = {https://www.iea.nl/publications/study-reports/international-reports-iea-studies/analysis-teacher-education-context}, urldate = {2022-10-28}, author = {Ingvarson, L and Schwille, J and Tatto, M and Rowley, G and Peck, R and Senk, S}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CDNP37NW 4042040:5RIUL6JA}, } @techreport{inee_inee_2010, title = {{INEE} {Minimum} {Standards} for {Education}: {Preparedness}, {Response}, {Recovery}}, url = {https://inee.org/resources/inee-minimum-standards}, abstract = {The Handbook is designed to give governments and humanitarian workers the tools that they need to address both local and global goals. It is the first step toward ensuring that education initiatives in emergency situations provide a solid and sound basis for post-conflict and disaster reconstruction. The INEE Minimum Standards express a commitment that all individuals – children, youth, and adults – have a right to education during emergencies and fragile contexts. They echo the core beliefs of the Sphere Project: that all possible steps should be taken to alleviate human suffering arising out of calamity and conflict, and that people affected by disaster have a right to life with dignity.}, urldate = {2022-11-16}, institution = {Inter-agency Network for Education in Emergencies (INEE)}, author = {{INEE}}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FAJ3UVBG 2405685:WGWD3QAP}, } @article{impedovo_global_2019, title = {Global {South} teacher educators in digital landscape: implications on professional learning}, volume = {11}, shorttitle = {Global {South} teacher educators in digital landscape}, url = {https://content.sciendo.com/view/journals/rem/11/2/article-p19.xml}, doi = {10.2478/rem-2019-0018}, abstract = {{\textless}section class="abstract"{\textgreater}{\textless}h2 class="abstractTitle text-title my-1" id="d706e2"{\textgreater}Abstract{\textless}/h2{\textgreater}{\textless}p{\textgreater}This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.{\textless}/p{\textgreater}{\textless}/section{\textgreater}}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {Research on Education and Media}, author = {Impedovo, Maria Antonietta and Malik, Sufiana Khatoon and Kinley, Kinley}, month = dec, year = {2019}, note = {Publisher: Sciendo Section: Research on Education and Media KerkoCite.ItemAlsoKnownAs: 10.2478/rem-2019-0018 2339240:Z3R2S3E6 2405685:9SU5FW7M}, keywords = {⚠️ Invalid DOI}, pages = {19--28}, } @article{impedovo_pakistani_2019, title = {Pakistani {Teacher}-{Educator} {Professional} {Learning} through an {International} {Blended} {Course}}, volume = {11}, issn = {2304-070X}, url = {https://eric.ed.gov/?id=EJ1221019}, doi = {10.5944/openpraxis.11.2.928}, abstract = {International teacher-educator learning supports a more complex vision of teacher professionalism for both developed and developing countries. The aim of this paper is the analysis of Pakistani teacher-educator professional learning after attending an international blended course, considering the impact of online and face-to-face participation and the main competencies involved in their professional learning. The blended learning course attended by the Pakistani Teacher-educators is part of an international project between Europe and Asia. The analysis is carried out using written traces in the online platform; 47 questionnaires at the end of the face-to-face training sessions in Pakistan and 10 deep-interviews with Pakistani educators; the written traces, open questions, and deep-interviews were qualitatively analyzed. Additionally, the educators' technological, pedagogical and instructional design and interpersonal and intercultural skills were also analysed. The paper considers how international learning could affect the professional learning of teacher-educators in Global South and the centrality of the design of innovative learning courses for today's environment of international globalization.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {Open Praxis}, author = {Impedovo, Maria Antonietta and Malik, Sufiana Khatoon}, year = {2019}, note = {Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.11.2.928 2339240:YNGS2RBD 2405685:DLCJJKLI}, keywords = {Blended Learning, Cultural Awareness, Faculty Development, Foreign Countries, Instructional Design, International Education, Interpersonal Competence, Professionalism, Skill Development, Teacher Educator Education, Teacher Educators, Teaching Skills, Technological Literacy}, pages = {157--166}, } @misc{impact_initiative_statement_2018, title = {Statement of {Action}: {Accelerate} {Equitable} and {Quality} {Inclusive} {Education} for {Children} and {Youth} with {Disabilities}.}, url = {https://www.theimpactinitiative.net/sites/default/files/Statement_of_Action.pdf}, author = {Impact Initiative}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VFTE8K5B 2405685:NHVRS8KU}, } @article{imam_m-learn_2013, title = {M-learn lessons learnt: {Bangladesh} perspective}, volume = {2013}, issn = {2226-9649}, shorttitle = {M-learn lessons learnt}, url = {http://www.qscience.com/doi/10.5339/qproc.2013.mlearn.24}, doi = {10.5339/qproc.2013.mlearn.24}, abstract = {M-learning is a form of distance learning in that it provides a communication tool( the mobile phone) to bridge the distance between the providing institution and the learners and facilitates 2-way (synchronous and asynchronous) interactivity between teacher and the learner (McWilliams et al, 2007). M-learning allows the remote teachers to stay in frequent contact with teacher educators, to ask questions and discuss issues as they adapt new teaching practices. This programme has been initiated by Ministry of Education upon requested by ADB, Manila to implement technology based training programme for reaching remote and disadvantaged areas. M learning has been piloted by teacher educators of Government Teachers’ Training College in one district (Barisal, located in the southern part of Bangladesh) and later extended to four districts to train teachers of remote schools of Patuakhali, Sandwip, Hatya and Thakurgaon districts. Regular 14 day and 5 day follow-up face-to-face inservice Continuing Professional Development (CPD) training was adapted as a two day face-to-face orientation, followed by a 6 week programme with regular conference calls to support classroom practices. Findings of the programme are very promising for adapting new practices. The CPD training by using mobile phone became very successful for increasing teachers and student’s competence level. Government of Bangladesh and Development Partners are very keen to maximize the use of technology in CPD for teachers especially for addressing female teachers and reaching training facilities to remote areas.}, language = {en}, number = {3}, urldate = {2021-05-07}, journal = {QScience Proceedings}, author = {Imam, Zaki}, month = oct, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.5339/qproc.2013.mlearn.24 10/gj37jm 2339240:A9MNH3VF 2405685:DA3TGYS8}, pages = {24}, } @article{ilie_who_2018, title = {Who benefits from public spending on higher education in {South} {Asia} and sub-{Saharan} {Africa}?}, volume = {48}, issn = {0305-7925, 1469-3623}, url = {https://www.tandfonline.com/doi/full/10.1080/03057925.2017.1347870}, doi = {10.1080/03057925.2017.1347870}, abstract = {Most countries are far from achieving the new sustainable development target of equal access to higher education by 2030, with those in South Asia and sub-Saharan Africa furthest behind. This raises questions about the allocation of public resources across the education system to promote equity. We use data from Demographic and Health Surveys and UNESCO Institute for Statistics in 31 countries in these regions to assess who benefits from public spending on education. Our results reveal an overall pattern of pro-rich education spending, increasing with education level. We find that this pattern can be traced to an allocation of resources to higher education that is disproportionate to the subsector’s size: even when higher education spending overall represents a small proportion of total educational expenditure, per-capita expenditure is extremely high. Given that the richest predominantly gain access to higher education, the current spending patterns are likely to reinforce wealth-driven education inequalities.}, language = {en}, number = {4}, urldate = {2021-08-30}, journal = {Compare: A Journal of Comparative and International Education}, author = {Ilie, Sonia and Rose, Pauline}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2017.1347870 2339240:KQ8HNB2E 2405685:ZDDL4CR3}, pages = {630--647}, } @article{ilgaz_snapshot_2015, title = {A snapshot of online learners: e-{Readiness}, e-{Satisfaction} and expectations}, volume = {16}, issn = {1492-3831}, shorttitle = {A snapshot of online learners}, url = {http://www.irrodl.org/index.php/irrodl/article/view/2117}, doi = {10.19173/irrodl.v16i2.2117}, abstract = {The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An ereadiness scale and an e-satisfaction scale was administered as quantitative measures, with openended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators.}, language = {en}, number = {2}, urldate = {2022-09-21}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Ilgaz, Hale and Gülbahar, Yasemin}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i2.2117 2339240:VWS426GB 2405685:DG5SS63P}, } @techreport{ikram_revitalizing_2011, title = {Revitalizing the {Planning} {Commission}: {Some} {Recommendations}}, shorttitle = {Revitalizing the {Planning} {Commission}}, url = {https://ideas.repec.org/p/ess/wpaper/id3586.html}, abstract = {This paper considers the key problems confronting the Pakistan Planning Commission; briefly examines the essentials of planning for a mixed economy; draws lessons from the experience of countries, both developed and developing, that have formulated and implemented successful plans; and suggests measures to revitalize the Planning Commission. Some suggestions are put forward for continuous upgrading of the institution’s skills in the longer run. The paper also describes ways in which policymakers can learn from their counterparts in successful countries in the neighborhood. [IGC Rapid Response]. http://www.theigc.org/node/1300}, language = {en}, urldate = {2021-02-03}, institution = {eSocialSciences}, author = {Ikram, Khalid}, month = feb, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P5S4UGSP 2405685:XF9459X7}, keywords = {Pakistan, Pakistan Planning Commission}, } @phdthesis{ikram_effect_2016, title = {The {Effect} of {Teachers}' {Professional} {Development} in {Video} {Technology} on {Mathematics} and the {English} {Language} {Learning} of {Preschoolers} in a {Rural} {Primary} {School} in {Pakistan}.}, url = {https://pdfs.semanticscholar.org/11ce/6d9551ac42e55ad78fe901137502e17c5601.pdf}, abstract = {The purpose of this mixed methods study was to examine the effect of teachers' professional development in video technology (PBS \& Sesame Street videos) on mathematics and the English language learning among nursery students in the rural area of Pakistan where it was impossible for students to experience watching videos for learning purposes. This study showed teachers' motivation and frustration, before and after professional development, toward the use of video technology in the classroom. Also, this study showed the effect of learning videos assisted with games, coloring activities, and portfolios on student's English and mathematics' learning. The demographics of gender, socioeconomic status of the students, parents' education and occupation, learning resources at home for children, and the use of technology and media at home were contrasted to examine how they affect students learning of mathematics and English. The participants of the study were 80 nursery students and two English and math teachers in a rural primary school of Punjab province in Pakistan. Data were collected through a semi-structured interview protocol, biographical survey, and English and math tests. The demographic characteristics of the participants revealed that there were 55 percent female students and 45 percent male students ranging in age from 4 to 6 years. The demographics also revealed that 81 percent of the students belonged to households that had not more than \$100 income per month. The findings supported that a majority of the students belonged to low socioeconomic status (SES), and fathers were the main source of household income. The findings showed that fathers' level of education was higher than that of the mothers' level of education. The effective delivery of the content with videos and students' engagement motivated teachers. The use of videos remarkably enhanced students' learning of math numbers and English alphabet in experimental classrooms. However, the lack of funds and technology training was the biggest frustration for teachers. The findings from this research contributed to the literature about teachers' professional development and use of learning media. The findings also identified the reasons behind teachers' frustration and motivation to bring technology in the classroom. Consequently, these study findings informed administrators, teachers, and parents to improve existing teaching and learning practices at early education level in Pakistan. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]}, urldate = {2020-12-01}, author = {Ikram, Hamid}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FLFX5IGI 2339240:GEMLTXYF 2405685:KFYBLHY6 2405685:RP6L4XQU}, keywords = {Educational Media, Educational Technology, Elementary School Teachers, English Language Learners, Foreign Countries, Mathematics Education, Mathematics Instruction, Mixed Methods Research, Pakistan, Preschool Children, Professional Development, Rural Schools, Second Language Learning, Semi Structured Interviews, Surveys, Technology Uses in Education, Video Technology}, } @article{ikram_impact_2015, title = {The {Impact} of {Teachers} {Professional} {Development} in {Video} {Technology} on {Mathematics} and {English} {Learning} of {Preschoolers} in a {Rural} {Primary} {School} in {Pakistan}}, volume = {6}, issn = {20402570}, url = {http://infonomics-society.org/wp-content/uploads/ijds/published-papers/volume-6-2015/The-Impact-of-Teachers-Professional-Development-in-Video-Technology-on-Mathematics-and-English-Learning-of-Preschoolers-in-a-Rural-Primary-School-in-Pakistan.pdf}, doi = {10.20533/ijds.2040.2570.2015.0131}, abstract = {Learning media technologies are common and affordable tools in preschools for teaching and learning purposes. Unfortunately, many young children from low socio-economic communities do not have challenging and stimulating learning environment as compared to their advantaged peers.}, language = {en}, number = {3}, urldate = {2020-11-27}, journal = {International Journal for Digital Society}, author = {Ikram, Hamid}, month = sep, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.20533/ijds.2040.2570.2015.0131 2339240:UGARGA2L 2405685:Z3SIF5WJ}, pages = {1066--1072}, } @article{ifenthaler_acceptance_2013, title = {The acceptance of {Tablet}-{PCs} in classroom instruction: {The} teachers’ perspectives}, volume = {29}, doi = {10.1016/j.chb.2012.11.004}, number = {3}, journal = {Computers in Human Behavior}, author = {Ifenthaler, Dirk and Schweinbenz, Volker}, year = {2013}, note = {00019 shortDOI: 10/f4tjt5 KerkoCite.ItemAlsoKnownAs: 10/f4tjt5 2129771:M9P8TCWL 2405685:E3CT5IEQ}, pages = {525--534}, } @misc{ifadem_formation_2019, title = {Formation de formateurs au numérique éducatif de 4 pays ({Burkina}, {Comores}, {Mali} et {Tchad})}, url = {https://www.ifadem.org/en/2019/02/20/formation-de-formateurs-au-numerique-educatif-de-4-pays-burkina-comores-mali-et-tchad}, urldate = {2020-06-28}, journal = {Initiative francophone pour la formation à distance des maîtres}, author = {IFADEM}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2GY6RDDF}, } @misc{idia_scaling_2017, title = {Scaling {Innovation}}, url = {https://static.globalinnovationexchange.org/s3fs-public/asset/document/Scaling%20Innovation%20DIGITAL%20COPY.pdf?C719lAFtMThwNbUpdcs4TeYl5vYa2u9p}, urldate = {2019-11-12}, author = {{IDIA}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8QXXSHYB 2405685:89A5YFFH 2405685:UZQWN3RG 8QXXSHYB}, } @misc{ideoorg_design_2015, title = {Design {Kit}}, url = {https://www.designkit.org/methods}, abstract = {Human-centered design is a practical, repeatable approach to arriving at innovative solutions. Think of these Methods as a step-by-step guide to unleashing your creativity, putting the people you serve at the center of your design process to come up with new answers to difficult problems.}, urldate = {2021-07-23}, journal = {Design Kit Methods for Human Centered Design}, author = {IDEO.org}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K6Q474LC 2405685:6Y4NPGWH}, } @misc{ideas_technology_2017, title = {Technology for {Teacher} {Training}}, url = {https://ideaspak.org/human-development/technology-for-teacher-training/}, abstract = {The project will be introducing a new model of delivering in-service teacher training to government sector primary school teachers (PSTs), which builds upon the existing structure of cluster-based Continuous Professional Development (CPD) in Punjab.The Directorate of Staff Development (DSD) employs a cluster-based approach to in-service teacher training which constitutes a cascading model. Although the model […]}, language = {en-US}, urldate = {2021-02-11}, journal = {IDEAS {\textbar} Institute of Development and Economic Alternatives}, author = {IDEAS}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6KEW4AH9 2405685:8E46E4T2}, } @misc{ictworks_beyond_2012, title = {Beyond {Earthquakes}: {Leveraging} {GIS} and {Volunteered} {Geographic} {Information} to {Build} {Haitian} {Schools}}, url = {https://www.ictworks.org/beyond-earthquakes-leveraging-gis-and-volunteered-geographic-information-build-haiti/}, author = {ICTworks}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GHN8JTUH 2405685:PF66UM59}, } @misc{ictworks_what_2016, title = {What is the {Matthew} {Effect} on {Khan} {Academy} in {India}?}, url = {https://www.ictworks.org/what-is-the-matthew-effect-on-khan-academy-in-india/}, urldate = {2020-06-13}, author = {ICTworks}, year = {2016}, note = {Library Catalog: www.ictworks.org KerkoCite.ItemAlsoKnownAs: 2405685:BAPUUJY9}, } @misc{icdl_rwanda_2018, title = {Rwanda {Revenue} {Authority} becomes {ICDL} {Accredited} {Test} {Centre}}, url = {https://icdlafrica.org/references-and-endorsements/rwanda-revenue-authority-becomes-icdl-accredited-test-centre/}, abstract = {The Rwanda Revenue Authority (RRA) is a government revenue collection agency established by the Parliament of Rwanda. The RRA is charged with enforcing, assessing, collecting, and accounting for the various taxes imposed in Rwanda. As part of its work to support digitalisation and improve service delivery, the RRA is training and certifying its staff to …}, language = {en-GB}, urldate = {2020-08-28}, journal = {ICDL Africa}, author = {{ICDL}}, month = sep, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:S6FPJA85}, } @misc{icdl_national_2017, title = {The {National} {Bank} of {Rwanda}}, url = {https://icdlafrica.org/references-and-endorsements/the-national-bank-of-rwanda/}, abstract = {The National Bank of Rwanda strives to be a world class Central Bank that contributes to economic growth \& development, by using robust monetary policy tools to maintain stable market prices. The Bank ensures financial stability in a free market economy as it embraces innovations, diversity, inclusiveness, and economic integration. The Central Bank of Rwanda …}, language = {en-GB}, urldate = {2020-08-28}, journal = {ICDL Africa}, author = {{ICDL}}, month = aug, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:UACHVVMH}, } @article{iam-khong_wiki_2011, title = {Wiki {Sign} {Dict}: {A} {Development} of an {Online} {Sharing} {Dictionary} for {Hearing} {Impaired}.}, volume = {6}, doi = {http://dx.doi.org/10.3923/jeasci.2011.397.407}, number = {6}, journal = {Journal of Engineering and Applied Sciences}, author = {Iam-Khong, N and Suksakulchai, S}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.3923/jeasci.2011.397.407 2339240:F8TGE25F 2405685:GM2EKPBV}, keywords = {⚠️ Invalid DOI}, pages = {397--407}, } @techreport{hynsjo_and_damon_bilingual_2015, title = {Bilingual {Education} in {Latin} {America}: {Does} {Quechua}-{Medium} {Education} {Improve} {Peruvian} {Indigenous} {Children}'s {Academic} {Achievement}?}, shorttitle = {Bilingual {Education} in {Latin} {America}}, url = {https://nls.ldls.org.uk/welcome.html?ark:/81055/vdc_100052309670.0x000001}, language = {en}, urldate = {2022-05-17}, author = {Hynsjö {and} Damon}, year = {2015}, note = {OCLC: 1016921971 KerkoCite.ItemAlsoKnownAs: 2405685:QWK84EIC 4042040:7B7XC8N7}, } @article{hwang_research_2011, title = {Research trends in mobile and ubiquitous learning: {A} review of publications in selected journals from 2001 to 2010}, volume = {42}, issn = {00071013}, shorttitle = {Research trends in mobile and ubiquitous learning}, url = {http://doi.wiley.com/10.1111/j.1467-8535.2011.01183.x}, doi = {10.1111/j.1467-8535.2011.01183.x}, language = {en}, number = {4}, urldate = {2014-04-08}, journal = {British Journal of Educational Technology}, author = {Hwang, Gwo-Jen and Tsai, Chin-Chung}, month = jul, year = {2011}, note = {00000 shortDOI: 10/cxcftr KerkoCite.ItemAlsoKnownAs: 10/cxcftr 2129771:LRQZJR58 2405685:WTJ7YWY5}, pages = {E65--E70}, } @article{hussain_study_2019, title = {A {Study} of the {Association} between {Self}-{Directed} {Learning} {Readiness} and {Academic} {Achievement} of {Student}-{Teachers} in {Pakistan}}, volume = {41}, issn = {0555-7747}, url = {https://eric.ed.gov/?id=EJ1244640}, abstract = {Education at every level is typically future-oriented; it is imperative for the learners to keep pace with the unpredictable and fast changing world. The field of teacher-education is no exception. Student-centered approaches have started gaining popularity in today's day and age. Self-directed learning is becoming one of the most prominent phenomena for the 21st century learners. This study investigated whether any relationship exists between Self-Directed Learning readiness (SDLR) and academic achievement of student-teachers. For this purpose, quantitative approach was adopted and correlation research design was used. The population comprised all the master level students of the Institute of Education and Research, enrolled in the session 2017-2019. The total number was 510. The researchers used multistage sampling to draw a sample. A total of 300 students were included in the research. To determine the SDLR of student-teachers, a modified SDLI questionnaire, developed by Su-Fen Cheng, Chien-Lin Kuo, Kuan-Chia Lin, and Jane LeeHsieh in 2009, was used. The analysis of the data concluded that student-teachers' self-directed learning readiness is high. It was determined that a significant difference does not exist among the population on the basis of gender or marital status.}, language = {en}, number = {3}, urldate = {2020-12-01}, journal = {Bulletin of Education and Research}, author = {Hussain, Tariq and Sabar, Ajia and Jabeen, Rafia}, month = dec, year = {2019}, note = {Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:Q4MNT3WE 2405685:Q32HJ6XQ}, keywords = {Academic Achievement, Correlation, Foreign Countries, Gender Differences, Graduate Students, Independent Study, Learning Readiness, Marital Status, Masters Programs, Student Centered Learning, Student Teacher Attitudes, Student Teachers, Teacher Education, ⛔ No DOI found}, pages = {193--202}, } @article{hussain_improving_2010, title = {Improving public school teachers in {Pakistan}: challenges and opportunities. {Improving} {Schools}}, volume = {13}, shorttitle = {Improving public school teachers in {Pakistan}}, doi = {10.1177/1365480209352404}, abstract = {This article tries to respond to a basic question: ‘can in-service teachers of public sectors in Pakistan be reformed?’The authors ’ response to this question is: ‘yes, public teachers can be reformed, if contextual possibilities are exploited efficiently’. Although a straightforward and simplistic response to the question, this was felt necessary to counter an unfavourable bias against public sector teachers in Pakistan without recognizing the challenges that they face, and without recognizing the potential of many of the public teachers who continuously strive to change these negative perceptions. This article recognizes the potential of public teachers and shares a relatively successful example of improving competencies among public teachers to support the response – the Cluster-Based Mentoring Programme (CBMP). Important features of the programmes are described along with discussion on its effective-ness and sustainability.}, number = {1}, journal = {Improving Schools}, author = {Hussain, Rana and Ali, Sajid}, month = mar, year = {2010}, note = {shortDOI: 10/drkb8p KerkoCite.ItemAlsoKnownAs: 10.1177/1365480209352404 10/drkb8p 2405685:JV9I656L}, pages = {70--80}, } @article{hussain_effects_2017, title = {Effects of {Information} and {Communication} {Technology} ({ICT}) on {Students}' {Academic} {Achievement} and {Retention} in {Chemistry} at {Secondary} {Level}}, volume = {4}, issn = {2310-0869}, url = {https://eric.ed.gov/?id=EJ1161529}, doi = {10.22555/joeed.v4i1.1058}, abstract = {The current paper investigated the effects of information and communication technology on the students' academic achievement and retention in chemistry. Fifty students of 9th grade were selected randomly from Kohsar Public School and College Latamber Karak. The students were grouped into equivalent groups based on pretest score. In order to collect data, pretest posttest equivalent groups design was used. Mean, standard deviation and independent samples t-test were applied through SPSS for data analysis. Based on statistical analysis, it came to light that information and communication technology positively affects students' academic achievement and retention and ICT was found more compelling, effective and valuable in teaching of chemistry when contrasted with conventional techniques of teaching. It is recommended that information and communication technology should be used in teaching chemistry for enhancing students' academic achievement at secondary level.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Journal of Education and Educational Development}, author = {Hussain, Ishtiaq and Suleman, Qaiser and ud Din, M. Naseer and Shafique, Farhan}, month = jun, year = {2017}, note = {Publisher: Institute of Business Management, Department of Education KerkoCite.ItemAlsoKnownAs: 10.22555/joeed.v4i1.1058 2339240:PEKV6S35 2405685:DKAAC8HF}, keywords = {Chemistry, Computer Uses in Education, Conventional Instruction, Foreign Countries, Influence of Technology, Pretests Posttests, Retention (Psychology), Science Achievement, Science Instruction, Secondary School Science, Secondary School Students, Statistical Analysis}, pages = {73--93}, } @article{hurwitz_supporting_2015, title = {Supporting {Head} {Start} parents: impact of a text message intervention on parent–child activity engagement}, volume = {185}, issn = {0300-4430}, shorttitle = {Supporting {Head} {Start} parents}, url = {https://doi.org/10.1080/03004430.2014.996217}, doi = {10.1080/03004430.2014.996217}, abstract = {Head Start emphasises parent engagement as a critical strategy in promoting children's long-term learning. Parents can support children's positive development by engaging them in stimulating activities. The following study assessed whether a service that delivered parenting tips via text message could prompt parents of children enrolled in Head Start programmes to engage in more learning activities with their children. Two hundred and fifty-six parents participated in the study with approximately half receiving text messages for six weeks. All participants completed a questionnaire about the types of learning activities in which they engaged their children. Parents who received the service engaged in more learning activities; this was particularly true of fathers and parents of boys. Parents reported high rates of satisfaction with service. These results suggest that text-based interventions as a supplement to other forms of family engagement may successfully communicate parenting information and support parental engagement with young children.}, number = {9}, urldate = {2022-01-11}, journal = {Early Child Development and Care}, author = {Hurwitz, Lisa B. and Lauricella, Alexis R. and Hanson, Ann and Raden, Anthony and Wartella, Ellen}, month = sep, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03004430.2014.996217 KerkoCite.ItemAlsoKnownAs: 10.1080/03004430.2014.996217 2339240:NJTXLNF5 2339240:TK28IPXS 2405685:F9LQR8ZG 2405685:Q6CYNMQT 2405685:UM843NTW 2534379:P9HM3PMZ}, keywords = {Head Start, \_\_\_working\_potential\_duplicate, activities, early childhood, intervention, parenting, text messaging}, pages = {1373--1389}, } @misc{hundredorg_teaching_2019, title = {Teaching at the {Right} {Level} ({TaRL})}, url = {https://hundred.org/en/innovations/teaching-at-the-right-level-tarl#4d14df26}, abstract = {Simple, scalable, effective and learner centered. We tailor instruction to a child with fun, level-targeted activities to enable them to learn basic numeracy. Our model is a 30-day intervention implemented one hour a day. The pillars; assess and group students by ability, use targeted instruction, employ fun and engaging learner appropriate materials and maintain strong implementation systems.}, urldate = {2021-11-16}, author = {HundrED.org}, month = jun, year = {2019}, note = {Section: innovation KerkoCite.ItemAlsoKnownAs: 2405685:Q788MU3T}, } @techreport{hummelbrunner_guide_2013, title = {A guide for planning and strategy development in the face of complexity}, url = {https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/8287.pdf}, language = {en}, institution = {Overseas Development Institute}, author = {Hummelbrunner, Richard and Jones, Harry}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WXCR5DAR 2405685:A49N9HPW}, pages = {12}, } @misc{human_rights_watch_world_2017, title = {World {Report} 2018}, url = {https://www.hrw.org/world-report/2018}, abstract = {World Report 2018 summarizes key human rights issues in more than 90 countries and territories worldwide, drawing on events from late 2016 through November 2017.}, language = {en}, urldate = {2020-07-21}, author = {{Human Rights Watch}}, month = dec, year = {2017}, note = {Library Catalog: www.hrw.org KerkoCite.ItemAlsoKnownAs: 2339240:QUM6DAZR 2405685:2CXPZYVW 2405685:6SY5SDVC}, } @misc{human_development_report_gender_2019, title = {Gender {Inequality} {Index} ({GII}): {Human} {Development} {Reports}}, url = {http://hdr.undp.org/en/indicators/68606}, urldate = {2020-12-21}, author = {Human Development Report}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5RBLVQAF 2405685:SADRRVDB}, } @techreport{huenteler_republic_2017, title = {Republic of {Yemen} - {Restoring} and expanding energy access : power sector reengagement note}, shorttitle = {Republic of {Yemen} - {Restoring} and expanding energy access}, url = {http://documents.worldbank.org/curated/en/655811496412539032/Republic-of-Yemen-Restoring-and-expanding-energy-access-power-sector-reengagement-note}, abstract = {Already before the conflict, much of Yemen’s population was deprived of basicelectricity services. Even before the conflict, Yemen was considered the least electrifiedcountry in the MENA region, with a pre-crisis access rate from all sources of only 55percent. The country’s per capita electricity consumption stood at 243 kWh in 2013,almost one-sixth of the regional average (The World Bank Group, 2016). There had been little progress in the electricity sector over the last decade. The sectormade little progress on improving operational efficiency and quality of service or inreducing high electricity losses, while costing the country over 10 percent of its GDPannually through direct and indirect subsidies (The World Bank, 2013). The ongoing conflict has significantly worsened the electricity supply situation from an already low level, with severe impact on health, education, water and sanitation, and the private sector, which all rely heavily on a functioning power supply.The top-down model of service delivery has been replaced by a combination of locally managed urban public services and a private-sector driven bottom-up model. The poor have limited access to solar so far, and there are concerns about the qualityof the installed technology.Because the limited functionality of the energy sector has severe consequences for other sectors and the overall Yemeni economy, restoring electricity supply will be a priority for any in-conflict or post-conflict engagement.A recent review of the World Bank’s interventions over the last 15 years in the energy sector concluded that alternative models for procurement and/or project implementation may be needed for in-conflict or post-conflict interventions.New, project-specific public sector institutions created for the purpose ofinfrastructure development were no panacea.Distributed infrastructure investments, while also not as successful as anticipated, tended to work better.The proposed priorities represent sequential steps the electricity system is re-built from the bottom up, both technically and institutionally.The proposed priorities and sequencing are underpinned by a vision for Yemen’spower sector that involves a stronger role for the private sector and moredecentralized service provision.}, language = {en}, number = {ACS22319}, urldate = {2020-06-02}, institution = {The World Bank}, author = {Huenteler, Joern Thorsten and Khanna, Ashish and Badiei, Sara and Matsuo, Tyeler Marissa and Maier, Elisabeth and Fernstrom, Erik Magnus}, month = jun, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DSTXEBG9 2405685:UAMTLET3 4803016:XDIEZFRJ}, pages = {1--1}, } @article{hubber_should_2016, title = {Should {Touch} {Screen} {Tablets} {Be} {Used} to {Improve} {Educational} {Outcomes} in {Primary} {School} {Children} in {Developing} {Countries}?}, volume = {7}, issn = {1664-1078}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4893577/}, doi = {10.3389/fpsyg.2016.00839}, urldate = {2020-07-20}, journal = {Frontiers in Psychology}, author = {Hubber, Paula J. and Outhwaite, Laura A. and Chigeda, Antonie and McGrath, Simon and Hodgen, Jeremy and Pitchford, Nicola J.}, month = jun, year = {2016}, pmid = {27375522}, pmcid = {PMC4893577}, note = {shortDOI: 10/gdm2tc KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2016.00839 10/gdm2tc 2405685:JAYKPAWN}, } @misc{huawei_country_2019, title = {Country {Profile}: {Lebanon}}, url = {https://www.huawei.com/minisite/gci/en/country-profile-lb.html###}, abstract = {Select and compare the status of your nation's digital transformation against up to 3 nations around the world}, language = {en}, urldate = {2020-09-08}, journal = {Global Connectivity Index}, author = {Huawei}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RCNK4LTR 2405685:6F99JY9Y}, } @article{huang_empowering_2012, title = {Empowering personalized learning with an interactive e-book learning system for elementary school students}, volume = {60}, doi = {10.1007/s11423-012-9237-6}, number = {4}, journal = {Educational Technology Research and Development}, author = {Huang, Yueh-Min and Liang, Tsung-Ho and Su, Yen-Ning and Chen, Nian-Shing}, year = {2012}, note = {00032 shortDOI: 10/f37ffm KerkoCite.ItemAlsoKnownAs: 10/f37ffm 2129771:73VISNVU 2405685:N78SCBFW}, pages = {703--722}, } @techreport{huang_practitioners_2013, title = {A practitioner's guide to gamification of education}, url = {https://inside.rotman.utoronto.ca/behaviouraleconomicsinaction/files/2013/09/GuideGamificationEducationDec2013.pdf}, author = {Huang, Wendy Hsin-Yuan and Soman, Dilip}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:93I9NIQH 2405685:HWNWYFFK}, } @article{hu_effects_2019, title = {Effects of gesture-based match-to-sample instruction via virtual reality technology for {Chinese} students with autism spectrum disorders}, volume = {65}, issn = {2047-3869}, url = {https://doi.org/10.1080/20473869.2019.1602350}, doi = {10.1080/20473869.2019.1602350}, abstract = {Effective strategies to address academic performance are critical to students with disabilities in inclusive settings. The purpose of this study was to investigate the effectiveness of using gesture-based instruction via Leap Motion-aided virtual reality (VR) technology to teach matching skills to school-aged students with autism spectrum disorder (ASD) in China. Three participants with ASD from general education schools participated in this study. A multiple probe design across participants was used. The results indicated that all participants acquired the target match-to-sample skills and maintained the acquired skills at a high level for up to 12 weeks. Results of this study provide important implications to special education and general education teachers working with students with ASD.}, number = {5}, urldate = {2021-03-04}, journal = {International Journal of Developmental Disabilities}, author = {Hu, Xiaoyi and Han, Zhuo Rachel}, year = {2019}, note = {Publisher: Taylor \& Francis \_eprint: https://doi.org/10.1080/20473869.2019.1602350 KerkoCite.ItemAlsoKnownAs: 10.1080/20473869.2019.1602350 2339240:XFCC6MFH 2405685:2Q77DSNT}, keywords = {China, autism spectrum disorders, computer-assisted instruction, gesture-based, match-to-sample, virtual reality technology}, pages = {327--336}, } @article{hsu_reexamining_2019, title = {Reexamining the impact of self-determination theory on learning outcomes in the online learning environment}, volume = {24}, doi = {10.1007/s10639-019-09863-w}, number = {3}, journal = {Education and information technologies}, author = {Hsu, Hui-Ching Kayla and Wang, Cong Vivi and Levesque-Bristol, Chantal}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-09863-w 2339240:2XB7RW54 2405685:YKVJG2Z5}, pages = {2159--2174}, } @article{hsin_influence_2014, title = {The {Influence} of {Young} {Children}'s {Use} of {Technology} on {Their} {Learning}: {A} {Review}}, volume = {17}, journal = {Educational Technology and Society}, author = {Hsin, C.-T and Li, Ming-Chaun and Tsai, Chin-Chung}, month = oct, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CW4NPEFU 2405685:FXTVP56R}, keywords = {⛔ No DOI found}, pages = {85--99}, } @article{hsia_web-based_2015, title = {A web-based peer-assessment approach to improving junior high school students' performance, self-efficacy and motivation in performing arts courses: {Peer} assessment for performing art courses}, volume = {47}, shorttitle = {A web-based peer-assessment approach to improving junior high school students' performance, self-efficacy and motivation in performing arts courses}, doi = {10.1111/bjet.12248}, abstract = {In this paper, a web-based peer-assessment approach is proposed for conducting performing arts activities. A peer-assessment system was implemented and applied to a junior high school performing arts course to evaluate the effectiveness of the proposed approach. A total of 163 junior high students were assigned to an experimental group and a control group. The students in the experimental group learned with the web-based peer-assessment approach, whereas those in the control group learned with a web-based streaming video-supported environment. The experimental results showed that, in comparison with the web-based streaming video-supported learning approach, the web-based peer assessment approach could significantly improve the students' performance, self-efficacy and motivation in the performing arts course. In the meantime, it was found that the peer assessment ratings were highly correlated with the teachers' ratings in every performance item; moreover, the performance ratings were highly related to the students' self-efficacy in evaluating peers' work and improving their own work based on peers' comments as well as their intrinsic motivation, showing the effectiveness of the performance scoring rubrics and the peer assessment approach. The satisfaction questionnaire results also revealed that the students who learned with the peer assessment approach were significantly more satisfied with the learning activity than those who learned with the web-based learning approach.}, journal = {British Journal of Educational Technology}, author = {Hsia, Lu‐Ho and Huang, Iwen and Hwang, Gwo-Jen}, month = mar, year = {2015}, note = {shortDOI: 10/f84xvq KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12248 10/f84xvq 2405685:YWGGD5I8}, } @techreport{hrw_shall_2018, title = {"{Shall} {I} feed my daughter, or {Educate} her?": {Barriers} to {Girls}' {Education} in {Pakistan}}, url = {https://www.hrw.org/report/2018/11/12/shall-i-feed-my-daughter-or-educate-her/barriers-girls-education-pakistan#}, institution = {Human Rights Watch}, author = {HRW}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PT2YE8RZ 2405685:GVVQQU5S}, } @article{hrastinski_what_2019, title = {What {Do} {We} {Mean} by {Blended} {Learning}?}, volume = {63}, issn = {1559-7075}, url = {https://doi.org/10.1007/s11528-019-00375-5}, doi = {10.1007/s11528-019-00375-5}, abstract = {The term blended learning is used frequently, but there is ambiguity about what is meant. What do we mean by blended learning? What, how and why are we blending? In this paper different definitions, models and conceptualizations of blended learning and their implications are discussed. Inclusive definitions and models, and diverse conceptualizations, mean that essentially all types of education that include some aspect of face-to-face learning and online learning is described as blended learning in the literature. Blended learning has become an umbrella term. Blended learning is also used to describe other blends, such as combining different instructional methods, pedagogical approaches and technologies, although these blends are not aligned with influential blended learning definitions. Since blended learning has many meanings, it is important that researchers and practitioners carefully explain what blended learning means to them. It is also suggested that alternative, more descriptive terms, could be used as a complement or replacement to blended learning.}, language = {en}, number = {5}, urldate = {2020-07-15}, journal = {TechTrends}, author = {Hrastinski, Stefan}, year = {2019}, note = {shortDOI: 10/ggkdqc KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-019-00375-5 10/ggkdqc 2405685:QXWVB278}, pages = {564--569}, } @article{hoyles_cornerstone_2013, title = {Cornerstone {Mathematics}: {Designing} digital technology for teacher adaptation and scaling}, volume = {45}, shorttitle = {Cornerstone {Mathematics}}, doi = {10.1007/s11858-013-0540-4}, number = {7}, journal = {ZDM}, author = {Hoyles, Celia and Noss, Richard and Vahey, Phil and Roschelle, Jeremy}, year = {2013}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-013-0540-4 2339240:78W225AM 2405685:DEFNNFF5}, pages = {1057--1070}, } @book{hoyles_mathematics_2010, series = {New {ICMI} {Study} {Series}}, title = {Mathematics {Education} and {Technology}-{Rethinking} the {Terrain}: {The} 17th {ICMI} {Study}}, isbn = {978-1-4419-0145-3}, shorttitle = {Mathematics {Education} and {Technology}-{Rethinking} the {Terrain}}, url = {https://www.springer.com/gp/book/9781441901453}, abstract = {Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence. Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.}, language = {en}, urldate = {2020-08-31}, publisher = {Springer US}, editor = {Hoyles, Celia and Lagrange, Jean-Baptiste}, year = {2010}, doi = {10.1007/978-1-4419-0146-0}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4419-0146-0 2339240:WT42ZDIR 2405685:IXWTT5D6}, } @article{howard_seeing_2016, title = {Seeing the system: {Dynamics} and complexity of technology integration in secondary schools}, volume = {21}, issn = {1360-2357, 1573-7608}, shorttitle = {Seeing the system}, url = {http://link.springer.com/10.1007/s10639-015-9424-2}, doi = {10.1007/s10639-015-9424-2}, language = {en}, number = {6}, urldate = {2021-02-19}, journal = {Education and Information Technologies}, author = {Howard, Sarah K. and Thompson, Kate}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9424-2 2339240:CII7NCHY 2405685:FJ4EYFUE}, pages = {1877--1894}, } @article{howard_having_2016, title = {Having a go: {Looking} at teachers’ experience of risk-taking in technology integration}, volume = {21}, shorttitle = {Having a go}, doi = {10.1007/s10639-015-9386-4}, number = {5}, journal = {Education and Information Technologies}, author = {Howard, Sarah K. and Gigliotti, Amanda}, year = {2016}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9386-4 2339240:VVUJLTB5 2405685:P3379GLF}, pages = {1351--1366}, } @article{hossain_mothers_2017, title = {Mothers' and {Fathers}' {Perceived} {Engagement} in {Children}'s {Care} and {Schooling} in {Bangladesh}: {A} {Rural}-{Urban} {Comparison}}, volume = {48}, issn = {0047-2328}, shorttitle = {Mothers' and {Fathers}' {Perceived} {Engagement} in {Children}'s {Care} and {Schooling} in {Bangladesh}}, url = {https://www.jstor.org/stable/44509190}, doi = {10.3138/jcfs.48.4.289}, abstract = {Couched within the bioecological systems theory, this paper examined whether (i) mothers and fathers differed in their perceived engagement with their school-age children's routine care, care on demand, academic interaction at home, and academic interaction at school; (ii) mothers' and fathers' engagement varied as a function of gender-of-child and rural and urban residence; and (iii) socioeconomic and support variables were associated with fathers' engagement with their children's care and academic work in twoparent rural and urban families in Bangladesh. Mother and father pairs from 40 rural and 41 urban families participated in the study. Mothers and fathers were separately interviewed to collect the data. Mothers spent more time in children's routine care and academic interaction at home than fathers did in both rural and urban families. Urban parents spent more time with their children than rural parents did. While rural mothers spent more time in sons' routine care and academic interaction at home than they did with daughters, urban fathers spent more time with sons' routine care than they did with their daughters. Whereas fathers' age and number of children negatively and length of marriage positively predicted fathers' engagement in children's routine care, fathers' age negatively and length of marriage and extra-familial support positively predicted fathers' engagement in children' academic interaction at home in rural families. Findings are discussed in relation to rural and urban fathers' changing roles in children's care and intellectual development in Bangladesh. Formulé dans la théorie des systèmes biologiques et écologiques, cet article examine dans quelle mesure (i) l'engagement des mères et des pères diffère dans les soins directs ou indirects donnés à leurs enfants d'âge scolaire, ainsi que dans leur suivi scolaire à domicile et à l'école; (ii) l'implication des mères et des pères varie en fonction du sexe de l'enfant et de son lieu de résidence rural ou urbain; et (iii) les variables socio-économiques et de soutien sont associées à la motivation des pères dans les soins et l'éducation de leurs enfants pour les familles biparentales rurales et urbaines au Bangladesh. La participation à cette étude comprend des couples mère-père provenant de 40 familles rurales et 41 familles urbaines. Les mères et les pères sont interrogés séparément pour la collecte de données. Les mères consacrent plus de temps que les pères aux soins directs des enfants et au suivi scolaire à domicile, aussi bien dans les familles rurales que les familles urbaines. Les parents en milieu urbain consacrent plus de temps à leurs enfants que les parents en milieu rural. Tandis que les mères en milieu rural consacrent plus de temps aux soins directs et suivi scolaire de leurs fils plutôt que de leurs filles, les pères en milieu urbain consacrent par ailleurs plus de temps que les mères aux soins directs de leurs fils. D'autre part, l'impact négatif de l'âge des pères et du nombre d'enfants ainsi que l'impact positif de la durée du mariage influent sur l'implication des pères dans les soins directs, tandis que l'impact négatif de l'âge des pères et l'impact positif de la durée du mariage et de la prise en charge extra-familiale présagent l'implication des pères dans le suivi scolaire des enfants à domicile chez les familles rurales. Les résultats sont examinés en rapport avec l'évolution du rôle des pères dans les soins et le développement intellectuel des enfants en milieu rural et urbain au Bangladesh. Basado en la teoría de los sistemas bioecológicos, este documento examinó si (i) las madres y los padres se diferenciaron de su participación percibida con el cuidado de rutina de sus hijos de edad escolar, el cuidado por encargo, la interacción académica en el hogar y la interacción académica en la escuela; (ii) la participación de las madres y los padres variaba en función de género de niño y de la residencia rural y urbana; y (iii) las variables socioeconómicas y las de apoyo se asociaron con la participación de los padres con el cuidado de sus hijos y su trabajo académico en las familias rurales y urbanas con dos padres en Bangladesh. Pares de un padre y una madre de 40 familias rurales y 41 urbanas participaron en el estudio. Las madres y los padres fueron entrevistados separadamente para recopilar la información. Las madres pasaban más tiempo con el cuidado de rutina de los niños y la interacción académica en el hogar que los padres en las familias rurales y urbanas. Los padres urbanos pasaban más tiempo con sus hijos que los padres rurales. Mientras que las madres rurales pasaban más tiempo en el cuidado de rutina y la interacción académica de sus hijos en casa que con sus hijas, los padres urbanos pasaban más tiempo con la atención de rutina de sus hijos que con sus hijas. Mientras que la edad del padre y el número de hijos negativamente predijeron la participación en la atención habitual de sus hijos y la duración del matrimonio predijo positivamente la participación del padre en la atención habitual de sus hijos, la edad del padre y la duración del matrimonio y el apoyo extrafamiliar predijeron positivamente la participación de los padres en la interacción académica de los niños de familias rurales. Los hallazgos se discuten en relación con los roles cambiantes de los padres rurales y los padres urbanos con el cuidado de sus hijos y el desarrollo intelectual de sus niños en Bangladesh.}, number = {4}, urldate = {2022-10-26}, journal = {Journal of Comparative Family Studies}, author = {Hossain, Ziarat and Atencio, David J.}, year = {2017}, note = {Publisher: Dr. George Kurian KerkoCite.ItemAlsoKnownAs: 10.3138/jcfs.48.4.289 2339240:KBS8X3LS 2405685:V2DDIL9P}, pages = {289--311}, } @incollection{hossain_politics_2019, address = {Oxford, United Kingdom ; New York}, edition = {First Edition}, title = {The {Politics} of {Learning} {Reforms} in {Bangladesh} {Naomi} , {Mirza} {M}. {Hassan}, {Muhammad} {Ashikur} {Rahman}, {Khondoker} {Shakhawat} {Ali}, and {Md}. {Sajidul} {Islam} {Introduction}}, isbn = {978-0-19-883568-4}, language = {en}, booktitle = {The politics of education in developing countries: from schooling to learning}, publisher = {Oxford University Press}, author = {Hossain, N and Hassan, M and Rahman, M and Ali, K and Islam, Md}, editor = {Hickey, Samuel and Hossain, Naomi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4KSRXN8F 2405685:APF6QN7D}, keywords = {Developing countries, Education, Education and state, Political aspects}, } @article{hossain_factors_2017, title = {Factors {Affecting} {Higher} {Education} {Quality} in {Bangladesh}: {An} {Attempt} to {Improve} {Higher} {Education} {Quality} in {Bangladesh} through {HEQEP}.}, volume = {1}, url = {https://ijsab.com/wp-content/uploads/2017/02/5.pdf}, abstract = {To meet the globalization challenges raising higher education quality to the world standard is essential. Because Economic Factors, An Era of Competition, Demographic Realities, lack of infrastectural development ,Governmental Political and Legal Challenges, Religious Factors, internal conflicts among educational institutions, corruption etc affect quality of higher education in Bangladesh. Bangladesh Govt. has taken initiatives to develop the quality of tertiary education. Govt. plans to prepare university graduates in such way that they can successfully compete in the context of international knowledge society. The Government prepared a Higher Education Strategic Plan 2006-26, which was fully homegrown with participation of front-line academics from both public and private universities and representatives from think-tanks and the private sector. Accordingly, the Ministry of Education, with the assistance of the World Bank, has undertaken a Higher Education Quality Enhancement Project (HEQEP). The project aims at improving the quality of teaching-learning and research capabilities of the tertiary education institutions through encouraging both innovation and accountability and by enhancing the technical and institutional capacity of the higher education sector. he Higher Education Quality Enhancement Project (HEQEP) will comprise of the following 4 (four) components: (i) promotion of academic innovation in teaching-learning and research through an Academic Innovation Fun (AIF) allocating funds on a competitive basis to public and private universities; (ii) institutional capacity building at the University Grants Commission (UGC) and the universities; (iii) connectivity capacity building for universities and research centers through the development of the Bangladesh Research and Education Network (BdREN) ; and (iv) support to the operation of the project implementation unit. The University Grants Commission of Bangladesh is the implementing agency of the project. A HEQEP Unit has been established in UGC for implementation, management, monitoring and evaluation of the activities.}, language = {en}, number = {1}, journal = {International Journal of Science and Business}, author = {Hossain, Md}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4ZQMXJ4E 2405685:NVSTLUHE}, keywords = {⛔ No DOI found}, pages = {47--59}, } @inproceedings{hossain_data_2018, title = {Data {Privacy} in {Bangladesh} {A} {Review} of {Three} {Key} {Stakeholders} {Perspectives}}, isbn = {978-1-63248-164-1}, url = {https://www.seekdl.org/conferences/paper/details/9840.html}, doi = {10.15224/978-1-63248-164-1-32}, language = {en}, urldate = {2020-10-06}, booktitle = {Seventh {International} {Conference} on {Advances} in {Social} {Science}, {Economics} and {Management} {Study} - {SEM} 2018}, publisher = {Institute of Research Engineers and Doctors}, author = {Hossain, Kamal and Alam, Khabirul and Khan, Umme Saara}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.15224/978-1-63248-164-1-32 2339240:KCTEUWP5 2405685:B99HJAAP}, pages = {46--50}, } @article{horswood_school_2019, title = {School factors related to the emotional wellbeing and resettlement outcomes of students from refugee backgrounds: {Protocol} for a systematic review}, volume = {8}, doi = {10.1186/s13643-019-1016-6}, abstract = {Background: Schools can play a vital role in the resettlement of refugee children and their families. Yet, the body of research examining school environmental factors that support the mental health and acculturation of refugee children is methodologically heterogeneous, investigates numerous and disparate school factors, and is often "hidden" in broader qualitative studies. This limits the capacity to apply the findings in a practical manner. Methods: Based on PRISMA statement principles, we review the relevant literature to investigate the relationship between school climate and the emotional wellbeing and resettlement outcomes of refugee students. Six electronic databases will be systematically searched: MEDLINE, PsycINFO, Embase, CINAL, Web of Science, and ERIC, supplemented by a systematic review of the grey literature, relevant international websites, and sequential, site-specific internet searches. Finally, subject area experts will be consulted and backward and forward citation searches of included articles will be completed. Two independent reviewers will screen identified articles against eligibility criteria and extract data for included studies. Quality of included studies will be assessed using the Mixed Methods Appraisal Tool (MMAT) for mixed studies reviews. Data will be synthesised using a convergent qualitative narrative approach. Discussion: Given the centrality of school in the daily lives of resettled refugee children, it is vital to assess the impact of school climate on the psychosocial wellbeing and resettlement trajectories of this population. This review will identify evidence-based school factors which support good mental health and resettlement outcomes for refugee students and make recommendations for translation of this knowledge into the school environment.}, number = {1}, journal = {Systematic Reviews}, author = {Horswood, Deserae and Baker, Jess and Fazel, Mina and Rees, Susan and Heslop, Linda and Silove, Derrick}, year = {2019}, note = {Publisher: Systematic Reviews KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-019-1016-6 2405685:X7EVBRYF}, keywords = {Acculturation, Mental health, Refugee, Resettlement, School, Systematic review}, pages = {4--9}, } @techreport{horn_rise_2011, title = {The {Rise} of {K}–12 {Blended} {Learning}}, url = {https://www.christenseninstitute.org/wp-content/uploads/2013/04/The-rise-of-K-12-blended-learning.pdf}, language = {en}, author = {Horn, Michael B and Staker, Heather}, year = {2011}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:S9RMZFD5}, } @misc{hoque_how_2015, title = {How civil society influences education policy in {Bangladesh}}, url = {https://www.globalpartnership.org/blog/how-civil-society-influences-education-policy-bangladesh}, author = {Hoque, E}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VK5AVDHJ 2405685:5RZ7G7TC}, } @article{hooli_living_2016, title = {Living labs and knowledge creation in developing countries: {Living} labs as a tool for socio-economic resilience in {Tanzania}}, volume = {8}, issn = {2042-1338}, shorttitle = {Living labs and knowledge creation in developing countries}, url = {https://doi.org/10.1080/20421338.2015.1132534}, doi = {10.1080/20421338.2015.1132534}, abstract = {Living Labs (LL) are platforms to increase innovation through the interaction of various actors. LLs are based on an open innovation process, community involvement, co-creation of products, and services or societal innovations together with users. Bottom-up approaches, such as LLs, are needed to support innovation processes in local communities. Developing countries expect that innovation systems with LLs will contribute positively to socio-economic resilience and poverty alleviation. However, only few studies exist about LLs in developing countries. This article studies LLs in Tanzania, with regard to their knowledge creation processes and contribution to socio-economic resilience of local communities. In Tanzania, LLs create new entrepreneurial skills and opportunities for people with limited formal education. The participants in LLs discuss and define local challenges in groups and find solutions through co-creation. They combine local knowledge and practices with external ones, the latter found mostly through learning to use the Internet. Direct networking between LLs in Tanzania helps to share experiences and best practices. External funding and know-how transfer support LLs, but the commitment of their key person(s) is crucial.}, number = {1}, urldate = {2021-01-18}, journal = {African Journal of Science, Technology, Innovation and Development}, author = {Hooli, Lauri and Jauhiainen, Jussi S. and Lähde, Kristiina}, year = {2016}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/20421338.2015.1132534 KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2015.1132534 2339240:TE26NA6N 2405685:YLHQ38BJ}, keywords = {030, 031, 035, Living Lab, O00, O55, Tanzania, developing countries, innovation system, knowledge creation}, pages = {61--70}, } @misc{hooker_study_2017, title = {A {Study} on the {Implementation} of the {Strengthening} {Innovation} and {Practice} in {Secondary} {Education} {Initiative} for the preparation of {Science}, {Technology}, {English} and {Mathematics} ({STEM}) {Teachers} in {Kenya} to integrate {Information} and {Communication} {Technology} ({ICT}) in {Teaching} and {Learning}}, url = {https://www.researchgate.net/publication/327235025_A_Study_on_the_Implementation_of_the_Strengthening_Innovation_and_Practice_in_Secondary_Education_Initiative_for_the_preparation_of_Science_Technology_English_and_Mathematics_STEM_Teachers_in_Kenya_to}, urldate = {2021-03-19}, author = {Hooker, Mary}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HGF73GAE 2405685:2RW7F2AH}, } @techreport{hong_mixed_2018, title = {Mixed methods appraisal tool ({MMAT}), version 2018}, url = {http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf}, urldate = {2019-12-12}, author = {Hong, Q.N. and Pluye, P. and Fabregues, S. and Bartlett, G. and Boardman, F. and Cargo, M. and Dagenais, P. and Gagnon, M-P. and Griffiths, F. and Nicolau, B. and O'Cathain, A. and Rousseau, M-C. and Vedel, I.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VPTYK3KB 2405685:WJWIBS9S VPTYK3KB}, } @misc{hong_mixed_2018, title = {Mixed methods appraisal tool ({MMAT}), version 2018 user guide}, url = {http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf}, urldate = {2019-12-12}, publisher = {McGill University Department of Family Medicine}, author = {Hong, Q.N. and Pluye, P. and Fabregues, S. and Bartlett, G. and Boardman, F. and Cargo, M. and Dagenais, P. and Gagnon, M-P. and Griffiths, F. and Nicolau, B. and O'Cathain, A. and Rousseau, M-C. and Vedel, I.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:U2U6MV3S 2405685:VGEQX2AW 2534378:T56FHVRW VPTYK3KB}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{hong_kong_education_bureau_realising_2015, type = {Report on the {Fourth} {Strategy} on {Information} {Technology} in {Education}}, title = {Realising {IT} potential, unleashing learning power: {A} holistic approach}, url = {https://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/ITE4_report_ENG.pdf}, urldate = {2021-08-05}, author = {{Hong Kong Education Bureau}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XLDY2W3L 2405685:MF4PVKEJ}, } @incollection{holtzblatt_1_2017, address = {Boston}, series = {Interactive {Technologies}}, title = {1 - {Introduction}}, isbn = {978-0-12-800894-2}, url = {https://www.sciencedirect.com/science/article/pii/B9780128008942000016}, abstract = {User-centered design is a tried and true approach to product design. Start with an understanding of the user gathered via rich field interviews and build that understanding into your new product—then test and iterate the result with the user again. The first edition of this book introduced Contextual Design, a complete method to do just that. But over the last 10years, there's been a revolution in technology with smartphones and tablets providing constant, continuous connection with people, information sources, media, and the support structures of our lives wherever we happen to be. Our inquiry into the impact of these devices led to the development of the Cool Concepts, an articulation of what makes these devices loved. This new integration of technology into life requires new ways to understand and design, and therefore a revision of the Contextual Design method. This chapter motivates that redesign and discusses the principles driving the method: design for life, design in teams, and immersion in the life of the user.}, language = {en}, urldate = {2021-03-01}, booktitle = {Contextual {Design} ({Second} {Edition})}, publisher = {Morgan Kaufmann}, author = {Holtzblatt, Karen and Beyer, Hugh}, editor = {Holtzblatt, Karen and Beyer, Hugh}, month = jan, year = {2017}, doi = {10.1016/B978-0-12-800894-2.00001-6}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-12-800894-2.00001-6 2405685:5CHLT6ZG}, keywords = {Business analysis, Contextual design, Contextual inquiry, Cool concepts, Design, Design for life, Design thinking, HCI, Human-machine interaction, Marketing, Mobile design, Product design, Requirements gathering, System design, UX, Usability, User experience, User research, User-centered design}, pages = {3--29}, } @misc{hollingworth_acceptable_2018, title = {Acceptable {Use} {Policy}}, url = {http://www.longhill.org.uk/wp-content/uploads/2018/08/Acceptable-Use-Policy-3.pdf}, publisher = {Longhill High School}, author = {Hollingworth, Jimmy}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BJ2YR528 2405685:DF5L4MNY}, } @article{hollands_edtech_2017, title = {{EdTech} {Decision}-{Making} in {Higher} {Education}.}, journal = {Online Submission}, author = {Hollands, Fiona M. and Escueta, Maya}, year = {2017}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:43R3DKYC 2405685:BVI5B7N9}, keywords = {⛔ No DOI found}, } @misc{holla_capturing_2019, title = {Capturing cost data: a first-mile problem}, shorttitle = {Capturing cost data}, url = {https://blogs.worldbank.org/impactevaluations/capturing-cost-data-first-mile-problem}, abstract = {Before we bought our house, my husband and I knew the price. The real estate agent wasn’t allowed to give us a back-of-the-envelope estimate right at the end of the process. She wasn't allowed to just declare that the house was low cost, affordable, or sustainable for our budget. We ...}, language = {en}, urldate = {2022-09-26}, author = {Holla, Alaka}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6P53FYVF 2405685:DNBLYQQA}, } @misc{hoffman_sandboxes_2013, title = {Sandboxes {Explained}: {How} {They}’re {Already} {Protecting} {You} and {How} to {Sandbox} {Any} {Program}}, shorttitle = {Sandboxes {Explained}}, url = {https://www.howtogeek.com/169139/sandboxes-explained-how-theyre-already-protecting-you-and-how-to-sandbox-any-program/}, abstract = {Sandboxing is an important security technique that isolates programs, preventing malicious or malfunctioning programs from damaging or snooping on the rest of your computer. The software you use is already sandboxing much of the code you run every day.}, language = {en-US}, urldate = {2021-06-10}, journal = {How-To Geek}, author = {Hoffman, Chris}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4BDBQB5P 2405685:NLQHIMXA}, } @inproceedings{hoel_influence_2017, title = {The influence of data protection and privacy frameworks on the design of learning analytics systems}, doi = {10.1145/3027385.3027414}, booktitle = {Proceedings of the seventh international learning analytics \& knowledge conference}, author = {Hoel, Tore and Griffiths, Dai and Chen, Weiqin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3027385.3027414 2339240:FSZIGLDN 2405685:R4C2Z93R}, pages = {243--252}, } @article{hirshleifer_incentives_2015, title = {Incentives for effort or outputs? {A} field experiment to improve student performance}, shorttitle = {Incentives for effort or outputs?}, journal = {Unpublished manuscript. Cambridge, MA: Abdul Latif Jameel Poverty Action Lab (J-PAL)}, author = {Hirshleifer, Sarojini}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E8S99ZXJ 2405685:FB2HA35I}, keywords = {⛔ No DOI found}, } @article{hirsh-pasek_putting_2015, title = {Putting {Education} in “{Educational}” {Apps}: {Lessons} {From} the {Science} of {Learning}}, volume = {16}, issn = {1529-1006}, url = {https://doi.org/10.1177/1529100615569721}, doi = {10.1177/1529100615569721}, abstract = {Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications (?apps?) for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, ?educational? apps?the number of which, as of January 2015, stood at 80,000 in Apple?s App Store (Apple, 2015)?are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children?s apps. In short, we will show how the design and use of educational apps aligns with known processes of children?s learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning?four ?pillars? of learning?within the context of a supported learning goal are considered educational.}, number = {1}, urldate = {2020-08-31}, journal = {Psychological Science in the Public Interest}, author = {Hirsh-Pasek, Kathy and Zosh, Jennifer M. and Golinkoff, Roberta Michnick and Gray, James H. and Robb, Michael B. and Kaufman, Jordy}, month = apr, year = {2015}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/1529100615569721 2339240:K25MMW72 2405685:I73DRP3M}, pages = {3--34}, } @article{hinton_pathways_2019, title = {Pathways to {Impact}: {Insights} from {Research} {Partnerships} in {Uganda} and {India}}, volume = {50}, copyright = {Copyright (c) 2019 IDS Bulletin}, issn = {1759-5436}, shorttitle = {Pathways to {Impact}}, url = {https://bulletin.ids.ac.uk/}, doi = {10.19088/1968-2019.105}, abstract = {This article sets out a perspective from the United Kingdom’s Department for International Development (DFID) on the challenges of achieving research uptake. Two country case studies are presented from India and Uganda, which explore research projects under the Economic and Social Research Council ESRC-DFID-funded Raising Learning Outcomes programme. These case studies focus on relationships between the key stakeholders that enable policy debate relevant to the funded research. They are not a direct assessment of the impact that this research has had. Rather, this article explores the messy and iterative processes that DFID advisers are engaged in within the networks that they are embedded (and those that they are not), the way that they use partnerships to access evidence and promote it into policy debate, and the other drivers that matter. This article is important as a contribution to ongoing efforts to improve the quality and usage of education evidence in low-income contexts.}, language = {en}, number = {1}, urldate = {2022-09-09}, journal = {IDS Bulletin}, author = {Hinton, Rachel and Bronwin, Rona and Savage, Laura}, month = jun, year = {2019}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.19088/1968-2019.105 2339240:JWHLVPZ9 2405685:U3THZZ5F}, keywords = {Impact, Policy Engagement, Research Partnership, Research Uptake}, } @techreport{hinton_assessing_2015, title = {Assessing the {Strength} of {Evidence} in the {Education} {Sector}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/BE2_Guidance_Note_ASE_final_2015-30-06f_.pdf}, language = {en}, author = {Hinton, Dr Rachel and Robinson, Mark}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZAKNKGZH 2405685:A2PWYDJD 2405685:EAT6TR3I 2405685:N9U3UVYE 2405685:SBS9IZU4 2405685:UNKK86NW 2534378:TNJW2UAA}, keywords = {⛔ No DOI found}, pages = {52}, } @misc{hinostroza_ict_2017, title = {{ICT}, education and social development in {Latin} {America} and the {Caribbean} – {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000262862_eng}, urldate = {2022-06-06}, author = {Hinostroza, J. Enrique}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DKL4STWM 2405685:75KUTCQH}, } @book{hina_usaid_2017, title = {The {USAID} {Pre}-{Service} {Teacher} {Education} {Program} and {Teacher} {Professionalization} in {Pakistan}}, url = {https://www.cambridgescholars.com/download/sample/63684}, urldate = {2020-08-13}, publisher = {Cambridge Scholars Publishing}, author = {Hina, Khushbakht}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MQDPKZFT}, } @article{himelfarb_primer_2019, title = {A primer on standardized testing: {History}, measurement, classical test theory, item response theory, and equating}, volume = {33}, issn = {1042-5055}, shorttitle = {A primer on standardized testing}, url = {https://doi.org/10.7899/JCE-18-22}, doi = {10.7899/JCE-18-22}, abstract = {This article presents health science educators and researchers with an overview of standardized testing in educational measurement. The history, theoretical frameworks of classical test theory, item response theory (IRT), and the most common IRT models used in modern testing are presented.A narrative overview of the history, theoretical concepts, test theory, and IRT is provided to familiarize the reader with these concepts of modern testing. Examples of data analyses using different models are shown using 2 simulated data sets. One set consisted of a sample of 2000 item responses to 40 multiple-choice, dichotomously scored items. This set was used to fit 1-parameter logistic (PL) model, 2PL, and 3PL IRT models. Another data set was a sample of 1500 item responses to 10 polytomously scored items. The second data set was used to fit a graded response model.Model-based item parameter estimates for 1PL, 2PL, 3PL, and graded response are presented, evaluated, and explained.This study provides health science educators and education researchers with an introduction to educational measurement. The history of standardized testing, the frameworks of classical test theory and IRT, and the logic of scaling and equating are presented. This introductory article will aid readers in understanding these concepts.}, number = {2}, urldate = {2022-08-25}, journal = {Journal of Chiropractic Education}, author = {Himelfarb, Igor}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.7899/JCE-18-22 2339240:6S5MIL7N 2405685:ZB8LXLCI}, pages = {151--163}, } @article{hill_professional_2013, title = {Professional {Development} {Research}: {Consensus}, {Crossroads}, and {Challenges}}, volume = {42}, issn = {0013-189X}, shorttitle = {Professional {Development} {Research}}, url = {https://doi.org/10.3102/0013189X13512674}, doi = {10.3102/0013189X13512674}, abstract = {Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature.}, language = {en}, number = {9}, urldate = {2020-05-12}, journal = {Educational Researcher}, author = {Hill, Heather C. and Beisiegel, Mary and Jacob, Robin}, month = dec, year = {2013}, note = {Publisher: American Educational Research Association shortDOI: 10/gdqbjb KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X13512674 10/gdqbjb 2405685:638YT9CJ 2405685:X5HM4IVD 2534378:YPGSUAT2}, keywords = {C:International}, pages = {476--487}, } @techreport{hilbert_digital_2011, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Digital {Gender} {Divide} or {Technologically} {Empowered} {Women} in {Developing} {Countries}? {A} {Typical} {Case} of {Lies}, {Damned} {Lies}, and {Statistics}}, shorttitle = {Digital {Gender} {Divide} or {Technologically} {Empowered} {Women} in {Developing} {Countries}?}, url = {https://papers.ssrn.com/abstract=2039116}, abstract = {The discussion about women’s access to and use of digital Information and Communication Technologies (ICT) in developing countries has been inconclusive so far. Some claim that women are rather technophobic and that men are much better users of digital tools, while others argue that women enthusiastically embrace digital communication. This article puts this question to an empirical test. We analyze data sets from 12 Latin American and 13 African countries from 2005-08. This is believed to be the most extensive empirical study in this field so far. The results are surprisingly consistent and revealing: the reason why fewer women access and use ICT is a direct result of their unfavorable conditions with respect to employment, education and income. When controlling for these variables, women turn out to be more active users of digital tools than men. This turns the alleged digital gender divide into an opportunity: given women’s affinity for ICT, and given that digital technologies are tools that can improve living conditions, ICT represent a concrete and tangible opportunity to tackle longstanding challenges of gender inequalities in developing countries, including access to employment, income, education and health services.}, language = {en}, number = {ID 2039116}, urldate = {2020-06-02}, institution = {Social Science Research Network}, author = {Hilbert, Martin}, month = nov, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UBBG896Q}, keywords = {Damned Lies, Digital Gender Divide or Technologically Empowered Women in Developing Countries? A Typical Case of Lies, Martin Hilbert, SSRN, and Statistics}, } @misc{higher_education_council_nrpu_2018, title = {{NRPU} {Approved} {Projects} 2017-18}, url = {https://hec.gov.pk/english/services/universities/nrpu/Pages/NRPU%20Approved%20Projects.aspx}, urldate = {2021-02-03}, author = {Higher Education Council}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NDH6S4XZ 2405685:XZQHTNWR}, } @techreport{high-level_panel_of_eminent_persons_on_new_2013, title = {A {New} {Global} {Partnership}: {Eradicate} {Poverty} and {Transform} {Economies} through {Sustainable} {Development}}, url = {https://www.post2020hlp.org/wp-content/uploads/docs/UN-Report.pdf}, urldate = {2020-12-18}, author = {{High-Level Panel of Eminent Persons on} and {the Post-2015 Development Agenda}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EA8HH9KE 2405685:RY88YPDL}, } @article{higgins_sutton_2013, title = {The {Sutton} {Trust}-{Education} {Endowment} {Foundation} {Teaching} and {Learning} {Toolkit}.}, author = {Higgins, S and Katsipataki, M and Kokotsaki, D and Coleman, R and Major, LE and Coe, R}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:55P3LDDR 2405685:94YTCPST}, keywords = {⛔ No DOI found}, } @book{higgins_cochrane_2011, title = {Cochrane {Handbook} for {Systematic} {Reviews} of {Interventions}}, isbn = {978-1-119-96479-7}, url = {http://handbook-5-1.cochrane.org/}, abstract = {Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves. This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from Google Play or the MedHand Store.}, language = {en}, publisher = {John Wiley \& Sons}, author = {Higgins, Julian P. T. and Green, Sally}, month = aug, year = {2011}, note = {Google-Books-ID: NKMg9sMM6GUC KerkoCite.ItemAlsoKnownAs: 2129771:AQG5FQL5 2317526:LYDVD3NA 2405685:W4SFJU7Y 261495:9MDYPILH}, keywords = {Medical / General}, } @book{hickey_politics_2019, address = {Oxford, New York}, title = {The {Politics} of {Education} in {Developing} {Countries}: {From} {Schooling} to {Learning}}, isbn = {978-0-19-883568-4}, shorttitle = {The {Politics} of {Education} in {Developing} {Countries}}, abstract = {Why have many developing countries that have succeeded in expanding access to education made such limited progress on improving learning outcomes? There is a growing recognition that the learning crisis constitutes a significant dimension of global inequality and also that educational outcomes in developing countries are shaped by political as well as socio-economic and other factors. The Politics of Education in Developing Countries focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries: Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda.The problem of education quality is serious across the Global South. The Politics of Education in Developing Countries: From Schooling to Learning deploys a new conceptual framework-the domains of power approach-to show how the type of political settlement shapes the level of elite commitment and state capacity to improving learning outcomes. The domain of education is prone to being highly politicized, as it offers an important source of both rents and legitimacy to political elites, and can be central to paradigmatic elite ideas around nation-building and modernity. Of particular importance is the relative strength of coalitions pushing for access as against those focused on issues of higher quality education. This book concludes with a discussion of entry points and strategies for thinking and working politically in relation to education quality reforms and critical commentaries.}, publisher = {Oxford University Press}, editor = {Hickey, Sam and Hossain, Naomi}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZZAYYIKN 2405685:QACRC4YY 4656463:KABW2JXP}, } @article{hew_where_2019, title = {Where is the “theory” within the field of educational technology research?}, volume = {50}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12770}, doi = {10.1111/bjet.12770}, abstract = {Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers \& Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).}, language = {en}, number = {3}, urldate = {2019-12-20}, journal = {British Journal of Educational Technology}, author = {Hew, Khe Foon and Lan, Min and Tang, Ying and Jia, Chengyuan and Lo, Chung Kwan}, year = {2019}, note = {shortDOI: 10/ggfwht KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12770 10/ggfwht 2339240:CK56VJL5 2339240:UB5ENBCI 2405685:WFXYS36Q 2405685:Z25HD3K7}, pages = {956--971}, } @book{hespanha_linear_2018, title = {Linear systems theory}, publisher = {Princeton university press}, author = {Hespanha, Joao P.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GSZKISLH 2405685:6T5JW898}, } @article{henrie_measuring_2015, title = {Measuring student engagement in technology-mediated learning: a review}, volume = {90}, issn = {03601315}, shorttitle = {Measuring student engagement in technology-mediated learning}, url = {https://blendedtoolkit.wisc.edu/wp-content/uploads/2018/06/MEASURING-STUDENT-ENGAGEMENT.pdf}, doi = {10.1016/j.compedu.2015.09.005}, abstract = {Using digital technology to deliver content, connect learners, and enable anytime, anywhere learning is increasing, but keeping students engaged in technology-mediated learning is challenging. Instructional practices that encourage greater engagement are essential if we are to effectively use digital instructional technologies. To determine the impact of innovative instructional practices on learning, we need useful measures of student engagement. These measures should be adaptable to the unique challenges to studying technology-mediated learning, such as when students learn at a distance or in a blended learning course. In this review, we examine existing approaches to measure engagement in technology-mediated learning. We identify strengths and limitations of existing measures and outline potential approaches to improve the measurement of student engagement. Our intent is to assist researchers, instructors, designers, and others in identifying effective methods to conceptualize and measure student engagement in technology-mediated learning.}, language = {en}, urldate = {2021-11-09}, journal = {Computers \& Education}, author = {Henrie, Curtis R. and Halverson, Lisa R. and Graham, Charles R.}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2015.09.005 2339240:HL9U2TRE 2405685:IV4JC5GW}, pages = {36--53}, } @techreport{henrick_assessing_2017, address = {New York, NY}, title = {Assessing {Research}-{Practice} {Partnerships}}, url = {https://rpp.wtgrantfoundation.org/wp-content/uploads/2019/09/Assessing-Research-Practice-Partnerships.pdf}, language = {en}, institution = {William T. Grant Foundation.}, author = {Henrick, Erin C and Cobb, Paul and Penuel, William R and Jackson, Kara and Clark, Tiffany}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GAHU8QH9 2405685:6VXW2NF4}, } @article{hennessy_pedagogic_2016, title = {Pedagogic change by {Zambian} primary school teachers participating in the {OER4Schools} professional development programme for one year}, volume = {31}, issn = {0267-1522}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1}, doi = {10.1080/02671522.2015.1073343}, abstract = {Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.}, language = {en}, number = {4}, journal = {Research Papers in Education}, author = {Hennessy, Sara and Haßler, Björn and Hofmann, R.}, month = aug, year = {2016}, note = {shortDOI: 10/gftr46 KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2015.1073343 10/gftr46 10/ghgnfx 2129771:4DDI7MD4 2129771:CPWUEHPK 2129771:DLXY6Q8J 2129771:QGHFB3QL 2129771:WHB6UUT9 2339240:8PZIPSBY 2339240:ASBRKMNU 2339240:UTDG7DWR 2339240:VBAD27XQ 2405685:C677I5RF 2405685:CHHQANDG 2405685:CSCFPKV2 2405685:F6292I9Z 2405685:LDKZC9TP 2405685:NAJLZ3FE 2405685:NK5HW6CV 2405685:R5KQR27A 2405685:S9FRC57W 2405685:VZ562RQX 2405685:YBR4RYHA 2534378:4NJUGCID 2534378:E2PEHWQT 2534378:GGBWWEIN 2534378:HQ26LIRW 2534378:QVE8VZAZ 2534378:Z7EEHWT2 257089:AGK9WB3X 257089:FXEJEAA9 261451:ENUVRNA2 261495:4NPFWURU 261495:YIZHH9Z5}, keywords = {C:sub-Saharan Africa, CAREER development, EDUCATION -- Study \& teaching, GRADUATE education, PROFESSIONAL education, TEACHER training, ZAMBIA, Zambia, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099887, \_\_\_working\_potential\_duplicate, \_\_finaldtb, digital technology, docs.opendeved.net, dode\_eth-src-dode, dode\_eth-trf2-dode, interactive pedagogy, open educational resources, sub-Saharan Africa, teacher professional development}, pages = {399--427}, } @techreport{hennessy_oer4schools_2014, title = {{OER4Schools}: {Participants} {Book}}, url = {http://oer.educ.cam.ac.uk/w/images/6/61/OER4Schools_Participants_book.pdf}, urldate = {2020-08-04}, institution = {The Centre for Commonwealth Education}, author = {Hennessy, Sara and Haßler, Björn and Blair, Janet and Duggal, Nitu and Shin Leong, Wei and Makonga, Abel and Tembo, Agness}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:58TW376N 2405685:FBGNRJ43}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{hennessy_challenges_2015, title = {Challenges and opportunities for teacher professional development in interactive use of technology in {African} schools}, volume = {24}, issn = {1475939X}, url = {https://www.researchgate.net/publication/303388174_Challenges_and_opportunities_for_teacher_professional_development_in_interactive_use_of_technology_in_African_schools}, doi = {10.1080/1475939X.2015.1092466}, abstract = {This article examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (‘OER4Schools’) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers. [ABSTRACT FROM PUBLISHER]}, language = {en}, number = {5}, journal = {Technology, Pedagogy and Education}, author = {Hennessy, Sara and Haßler, Bjoern and Hofmann, Riikka}, year = {2015}, note = {Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=111289127\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1092466 10/gfv5xz 2129771:L2HUHYLN 2339240:24LHAF5C 2339240:K9R22K2F 2339240:WV3XY5NW 2405685:6ZLKKKH7 2405685:8V49PM4G 2405685:KILQYYBU 2405685:SXKPQUJ5 2534378:6TMRG3EP 2534378:BF6PBW3F 2534378:QQ6BVI89}, keywords = {ADULTS, AFRICA, Article, CAREER development, Digital Technology, EDUCATION, EDUCATIONAL technology research, Interactive Pedagogy, Open Educational Resources, PRIMARY school teachers, Sub-Saharan Africa, Zambia, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099892, \_\_finaldtb, digital technology, interactive pedagogy, open educational resources, sub-Saharan Africa, teacher professional development}, pages = {1--28}, } @article{hennessy_teacher_2010, title = {Teacher factors influencing classroom use of {ICT} in sub-{Saharan} {Africa}}, volume = {2}, url = {https://pdfs.semanticscholar.org/56ec/8d2248a546352fed0f520972b57034334a45.pdf}, abstract = {This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.}, journal = {Itupale Online Journal of African Studies}, author = {Hennessy, Sara and Harrison, David and Wamakote, Leonard}, year = {2010}, note = {EdTechHub.Copy: 2129771:J94BQM7C KerkoCite.ItemAlsoKnownAs: 2129771:J94BQM7C 2339240:957DANTW 2405685:RXIW5GY7}, keywords = {Schools, Secondary, Scientific literature, ⛔ No DOI found}, pages = {39--54}, } @book{hennessy_bridging_2014, title = {Bridging between research and practice: {Supporting} professional development through collaborative studies of classroom teaching with technology}, isbn = {978-94-6209-434-5}, url = {https://www.springer.com/gp/book/9789462094345}, abstract = {This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory – through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially. The book reflects upon the power of lesson video review and details how the co-inquirers negotiated “intermediate theory” – bridging educational theory and specific settings – framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique – not models of “best practice”. The resources make pedagogy explicit and vividly illustrate the book’s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources. The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes – springboarding teachers’ further critique and professional learning. “I cannot recommend this book too highly … it weaves a complex developmental story with a range of facets. It emphasises clearly the rigour of the research that was conducted, while demonstrating the complexity of the inter-relationships, practices and issues for both teachers and researchers in developing practical and theoretical knowledge. Its graphic insights through text and associated media provide exemplars for teachers and those who work with teachers as a rich resource. It shows us all what can be achieved and the means of achieving it.” Prof. Barbara Jaworski, University of Loughborough}, publisher = {Sense Publishers}, author = {Hennessy, Sara}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TSJ3FNKZ 2534378:F6KIMYGG}, } @misc{hennessy_introducing_2019, title = {Introducing the {EdTech} {Hub}’s programme for research in low-income countries – {The} {EdTech} {Hub}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2019/10/16/introducing-the-edtech-hubs-programme-for-research-in-low-income-countries/}, language = {en-GB}, urldate = {2019-10-16}, journal = {EdTech Hub}, author = {Hennessy, Sara}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:A7H9CPGD A7H9CPGD}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @techreport{hennessy_developing_2010, address = {Cambridge, UK and Dar es Salaam, TZ}, title = {Developing use of {ICT} to enhance teaching and learning in {East} {African} schools: a review of the literature}, shorttitle = {Developing use of {ICT} to enhance teaching and learning in {East} {African} schools: a review of the literature}, url = {http://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf}, number = {1}, institution = {Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa.}, author = {Hennessy, S. and Onguko, B. and Ang'ondi, E.K. and Harrison, D. and Namalefe, S. and Naseem, A. and Wamakote, L.}, year = {2010}, note = {00005, 4316 KerkoCite.ItemAlsoKnownAs: 2129771:LK7DM4JL 2339240:GZVFPL8L 2405685:8RKDCB7L 2405685:UJYURVSI}, pages = {121}, } @book{hennessy_learning_2013, address = {Paris}, series = {{OECD} {Education} {Working} {Papers} {No}. 89.}, title = {Learning from international experiences with interactive whiteboards: {The} role of professional development in integrating the technology}, url = {http://tinyurl.com/OECDIWBS}, publisher = {OECD Publishing}, author = {Hennessy, S. and London, L.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2PSREG5Q 2405685:VVAL36CP}, } @inproceedings{henderson_s__yeow_j_ipad_2012, title = {{iPad} in education: {A} case study of {iPad} adoption and use in a primary school.}, booktitle = {In 45th {International} {Conference} on {System} {Science} ({HICSS}) 2012}, publisher = {IEEE}, author = {{Henderson, S., \& Yeow, J.}}, year = {2012}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:8UWM3IZS 2405685:YVTIBQYU}, keywords = {⛔ No DOI found}, pages = {78--87}, } @article{henaku_measuring_2017, title = {Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers}, volume = {8}, issn = {2222-1735, 2222-1735}, url = {https://files.eric.ed.gov/fulltext/EJ1139812.pdf}, abstract = {Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers--and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.}, language = {English}, number = {10}, journal = {Journal of Education and Practice}, author = {Henaku, Christina Bampo and Pobbi, Michael Asamani}, year = {2017}, note = {Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR KerkoCite.ItemAlsoKnownAs: 2339240:26FQF7T2 2405685:TZV9EH2V 2405685:XV256FAE 2534378:BN4CL6MA 2534378:V3NGM6FT 2534378:WHV54Y47}, keywords = {Behavior Change, Classroom Techniques, Comparative Analysis, Conventional Instruction, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Elementary Education, Elementary School Teachers, Foreign Countries, Ghana, Intermode Differences, Multidimensional Scaling, Questionnaires, Statistical Analysis, Teacher Surveys, Teaching Skills, Training Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096069, \_\_finaldtb, ⛔ No DOI found}, pages = {54--64}, } @techreport{heinrich_p_ipad_2012, type = {Naace {Research} {Papers}}, title = {The {iPad} as a {Tool} {For} {Education} - a case study}, author = {{Heinrich, P.}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FC3GMYB8 2405685:YGDJMN4F}, } @article{heibi_software_2019, title = {Software review: {COCI}, the {OpenCitations} {Index} of {Crossref} open {DOI}-to-{DOI} citations}, volume = {121}, issn = {0138-9130, 1588-2861}, shorttitle = {Software review}, url = {http://link.springer.com/10.1007/s11192-019-03217-6}, doi = {10.1007/s11192-019-03217-6}, abstract = {Abstract In this paper, we present COCI, the OpenCitations Index of Crossref open DOI-to-DOI citations ( http://opencitations.net/index/coci ). COCI is the first open citation index created by OpenCitations, in which we have applied the concept of citations as first-class data entities, and it contains more than 445 million DOI-to-DOI citation links derived from the data available in Crossref. These citations are described using the resource description framework by means of the newly extended version of the OpenCitations Data Model (OCDM). We introduce the workflow we have developed for creating these data, and also show the additional services that facilitate the access to and querying of these data via different access points: a SPARQL endpoint, a REST API, bulk downloads, Web interfaces, and direct access to the citations via HTTP content negotiation. Finally, we present statistics regarding the use of COCI citation data, and we introduce several projects that have already started to use COCI data for different purposes.}, language = {en}, number = {2}, urldate = {2021-05-02}, journal = {Scientometrics}, author = {Heibi, Ivan and Peroni, Silvio and Shotton, David}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-019-03217-6 2405685:PITG898L}, pages = {1213--1228}, } @inproceedings{heavner_leap_2017, title = {{LEAP} {From} {Pilot} to {Scale}: {Embedding} {Digital} {Reading} within the {Kenya} {National} {Library} {Service}}, copyright = {cc\_by\_4}, shorttitle = {{LEAP} {From} {Pilot} to {Scale}}, url = {http://library.ifla.org/2229/}, abstract = {Mobile technologies have become more normalized for data collection, education for displaced communities and interventions at a distance. Yet, questions remain around how to effectively bring these technology interventions from pilot efforts to broad scale adoption. Worldreader is demonstrating operational success in its digital reading programs in Kenya. In 2014, Worldreader, in partnership with the Kenyan National Library Service (knls), launched its digital reading program, called LEAP (Libraries E-reading Activities Partnership) in eight libraries. By December 2017, LEAP had successfully scaled to all 61 public libraries in the country. This paper outlines five key insights for moving from pilot to country-level scale: 1. Start slow, start smart 2. Leverage economies of scale 3. Step by step: Implement in phases 4. Manage change: Creating a unified vision of success 5. Implement sustainability from the start. These learnings can inform others leveraging technology to improve education around the world and contribute to strengthening an effective, responsible and efficient ecosystem of technology-enriched educational programs.}, language = {en}, urldate = {2021-05-22}, author = {Heavner, Rachel and Lowe, Zev and Mwachi-Amolo, Joan}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IGJL4PW2 2405685:GNGTW6N4}, keywords = {⛔ No DOI found}, } @article{hazra_using_2017, title = {Using the confidence interval confidently}, volume = {9}, issn = {20721439, 20776624}, url = {http://jtd.amegroups.com/article/view/16406/13455}, doi = {10.21037/jtd.2017.09.14}, abstract = {Biomedical research is seldom done with entire populations but rather with samples drawn from a population. Although we work with samples, our goal is to describe and draw inferences regarding the underlying population. It is possible to use a sample statistic and estimates of error in the sample to get a fair idea of the population parameter, not as a single value, but as a range of values. This range is the confidence interval (CI) which is estimated on the basis of a desired confidence level. Calculation of the CI of a sample statistic takes the general form: CI = Point estimate ± Margin of error, where the margin of error is given by the product of a critical value (z) derived from the standard normal curve and the standard error of point estimate. Calculation of the standard error varies depending on whether the sample statistic of interest is a mean, proportion, odds ratio (OR), and so on. The factors affecting the width of the CI include the desired confidence level, the sample size and the variability in the sample. Although the 95\% CI is most often used in biomedical research, a CI can be calculated for any level of confidence. A 99\% CI will be wider than 95\% CI for the same sample. Conflict between clinical importance and statistical significance is an important issue in biomedical research. Clinical importance is best inferred by looking at the effect size, that is how much is the actual change or difference. However, statistical significance in terms of P only suggests whether there is any difference in probability terms. Use of the CI supplements the P value by providing an estimate of actual clinical effect. Of late, clinical trials are being designed specifically as superiority, non-inferiority or equivalence studies. The conclusions from these alternative trial designs are based on CI values rather than the P value from intergroup comparison.}, language = {en}, number = {10}, urldate = {2021-08-05}, journal = {Journal of Thoracic Disease}, author = {Hazra, Avijit}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.21037/jtd.2017.09.14 10/gcrg3v 2339240:ZRSB26XS 2405685:69JLZB5V}, pages = {4124--4129}, } @techreport{hayes_universal_2018, address = {Washington, D.C.}, title = {Universal {Design} for {Learning} to {Help} {All} {Children} {Read}: {Promoting} {Literacy} for {Learners} with {Disabilities}}, language = {en}, institution = {USAID}, author = {Hayes, Anne and Turnbull, Ann and Moran, Norma}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BQZXP46T 2405685:QAQ8FR9B}, pages = {184}, } @book{hattie_visible_2012, title = {Visible learning for teachers: {Maximizing} impact on learning}, shorttitle = {Visible learning for teachers}, publisher = {Routledge}, author = {Hattie, John}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:24JDEIRH 2405685:TKCIH9PB}, } @book{hattie_what_2015, title = {What works best in education: {The} politics of collaborative expertise}, shorttitle = {What works best in education}, publisher = {British Columbia Teachers' Federation}, author = {Hattie, John}, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs:2405685:J6IMU5KZ}, } @misc{hatsaandh_need_2019, title = {The {Need} {For} {Bilingual} {Education} {In} {Afghanistan} – {OpEd}}, url = {https://www.eurasiareview.com/23042019-the-need-for-bilingual-education-in-afghanistan-analysis/}, abstract = {Although Afghanistan a linguistically diverse country, yet only two languages, Pashto and Dari, are used as mediums of instruction in schools. Bilingual education is, so far, alien to Afghanistan. …}, language = {en-US}, urldate = {2022-06-13}, journal = {Eurasia Review}, author = {Hatsaandh, Abdul Hamid}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:K6IS2ZXF 4042040:VEMTNZGC}, } @article{hassan_icts_2012, title = {{ICTs} in {Learning} in {Pakistan}}, volume = {1}, doi = {10.11591/ijere.v1i2.1244}, abstract = {The paper investigates the barriers to the integration of Information and Communication Technologies (ICTs) at secondary level learning in Pakistan, with special emphasis on Punjab province. Exploring major barriers to the integration of ICTs at the school level, teacher level and student level and possible enablers to these barriers is the major focus of study. Sequential mixed method design is used. Interviews were analysed qualitatively whereas survey questionnaire were analysed quantitatively. It is observed from the findings that most of the participants have positive perceptions about integration of ICTs into their teaching and learning. Administrators and ICT coordinators revealed many barriers and possible enablers to the integration of ICTs. Many of these barriers are verified by the teachers and students. Later on however there were some barriers which were not endorsed by the teachers and students.}, journal = {International Journal of Evaluation and Research in Education (IJERE)}, author = {Hassan, Taimoor and Sajid, Ar}, month = sep, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.11591/ijere.v1i2.1244 2339240:N34T78WC 2405685:5INDIDCV}, } @article{hassan_mobile_2017, title = {Mobile {Identity} {Construction} by {Male} and {Female} {Students} in {Pakistan}: {On}, {In}, and {Through} the {Phone}}, volume = {13}, issn = {1544-7529}, shorttitle = {Mobile {Identity} {Construction} by {Male} and {Female} {Students} in {Pakistan}}, url = {https://www.itidjournal.org/index.php/itid/article/view/1483}, abstract = {This article reports on focus group research in Pakistan about the symbolic value and use of mobile phones by students in constructing their identities on the phone, in the phone, and through the phone. A striking conclusion is the difference between how men and women use their phones, and we provide accounts of the harassment and bullying of women through their mobiles.}, language = {en}, number = {0}, urldate = {2020-11-27}, journal = {Information Technologies \& International Development}, author = {Hassan, Bushra and Unwin, Tim}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:48D4PCFU 2405685:F7CBLYIG}, keywords = {Pakistan, identity, mobiles, students, symbolism, ⛔ No DOI found}, pages = {16}, } @techreport{hasler_berufsbildung_2019, address = {Bonn, Germany}, title = {Berufsbildung in {Sub}-{Sahara} {Afrika}: {Stand} der {Forschung}}, copyright = {Creative-Commons-Lizenz CC BY 4.0}, url = {https://lit.bibb.de/vufind/Record/DS-184013}, language = {German}, urldate = {2018-12-08}, institution = {VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany}, author = {Haßler, Björn and Stock, Inka and Schaffer, Jens and Winkler, Enno and Kagambèga, Assèta and Haseloff, Gesine and Marsden, Melissa and Watson, Joe and Gordon, Rebecca and Damani, Kalifa}, year = {2019}, doi = {10.5281/zenodo.3334690}, note = {urn:nbn:de:0035-vetrepository-775510-9 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3334690 2317526:XAXNF68P 2339240:GVETNP2S 2405685:6QK46DKT 2405685:946X9BZX}, keywords = {\_DOILIVE, \_not\_EdTechHub, \_yl:c, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{hasler_research_2019, type = {Working {Paper}}, title = {Research publication strategy and proposed publications}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/NM6CPLE9}, number = {4}, institution = {EdTech Hub}, author = {Haßler, Björn and McIntyre, Nora and Hollow, David and Jordan, Katy and Hennessy, Sara and Brugha, Meaghan and Mitchell, Joel}, month = dec, year = {2019}, doi = {10.5281/zenodo.3624978}, note = {EdTechHub.Copy: 2129771:SNH4JG9L EdTechHub.Source: 2339240:94ZP3EK4 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3624978 2129771:SNH4JG9L 2339240:94ZP3EK4 2339240:VMNDUZSF 2405685:2GLWRD86}, keywords = {LP: English, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:n, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @incollection{hasler_open_2014, title = {Open {Content}}, copyright = {Copyright © 2015 John Wiley \& Sons, Ltd.}, isbn = {978-1-118-76777-1}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118767771.wbiedcs154}, abstract = {Open content is typically digital content that allows broader use than traditionally printed or copyrighted content. Open content is freed up content, for instance through permissive licensing, such as Creative Commons. Open content includes open educational resources (OER), OpenCourseWare (OCW), open video, open access publications, as well as open data. It shares some similarity with open source software. Open content can have different freedoms, such as legal freedom, technological freedom (including usability and accessibility), as well as freedom in terms of education and participation, related to inclusion and interactive pedagogy. More broadly open content is related to open education and open educational practices. Although open content can be traced back further, the movement developed particularly rapidly in the 2000s, with major education and research stakeholders publishing open content and adopting policies promoting open content and open research practices. This entry reviews the origins of open content, and discusses different aspects of “open.” Two specific areas are highlighted: first, open content in higher education, including open textbooks, massively open online courses, open video, and research on open content, pointing to cost savings; second, open educational resources in Africa through recent developments and success stories, particularly in the context of OER Africa.}, language = {en}, urldate = {2019-11-05}, booktitle = {The {International} {Encyclopedia} of {Digital} {Communication} and {Society}}, publisher = {Wiley-Blackwell}, author = {Haßler, Björn and Mays, Tony}, year = {2014}, doi = {10.1002/9781118767771.wbiedcs154}, note = {EdTechHub.Source: 2129771:FY5V62YE shortDOI: 10/ghgnfs KerkoCite.ItemAlsoKnownAs: 10.1002/9781118767771.wbiedcs154 10/ghgnfs 2129771:FY5V62YE 2339240:SH85QKLX 2339240:UQM5RELF 2405685:3SMZ333H 2405685:A8LVRMQR 2405685:L6CQTXAK 2405685:UP7P7L2D 2405685:Z2N7IQ6J 2405685:Z2W75XMJ}, keywords = {Author:Haßler, \_C:Canada CAN, \_C:France FRA, \_C:South Africa ZAF, \_C:Spain ESP, \_C:United Kingdom GBR, \_\_C:scheme:1, dode\_eth-src-dode, dode\_eth-trf2-dode, open access, open education, open educational resources}, pages = {1--11}, } @article{hasler_tablet_2016, title = {Tablet use in schools: a critical review of the evidence for learning outcomes}, volume = {32}, shorttitle = {Tablet use in schools}, doi = {10.1111/jcal.12123}, number = {2}, journal = {Journal of Computer Assisted Learning}, author = {Haßler, Björn and Major, Louis and Hennessy, Sara}, year = {2016}, note = {EdTechHub.Source: 2129771:9IYKEUKJ shortDOI: 10/f8f6mc KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12123 10/f8f6mc 2129771:6YGVDBXS 2129771:9IYKEUKJ 2129771:BFWTG2BG 2129771:HX6DBG7W 2317526:3V7LV2NP 2339240:C6LDZSDW 2339240:GNBA7ZJI 2339240:WPK23R37 2339240:YYGY6J8F 2405685:7552P2EL 2405685:9I6F956M 2405685:J6HBWCZL 2405685:SZ2DB7K2 503888:U6FRZHMB}, keywords = {Android, Author:Haßler, dode\_eth-src-dode, dode\_eth-trf2-dode, iPad, learning outcomes, school, systematic reviews, tablets}, pages = {139--156}, } @techreport{hasler_perspectives_2016, title = {Perspectives on technology, resources and learning: {Productive} classroom practices, effective teacher professional development}, url = {https://www.educ.cam.ac.uk/people/staff/watson/Hassler%20et%20al%202016%20-%20Perspectives%20on%20Technology,%20Resources%20and%20Learning%20(Full).pdf}, language = {en}, institution = {University of Cambridge}, author = {Haßler, Björn and Major, L. and Warwick, P. and Watson, S. and Hennessy, S. and Nicholl, B.}, year = {2016}, note = {EdTechHub.Source: 2129771:XWX767NR KerkoCite.ItemAlsoKnownAs: 2129771:XWX767NR 2339240:LXSZ3BDY 2405685:KP542JTW}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, pages = {60}, } @techreport{hasler_short_2016, title = {A short guide on the use of technology in learning: {Perspectives} and toolkit for discussion}, shorttitle = {A short guide on the use of technology in learning}, url = {https://zenodo.org/record/2626660#.Xil1Rmj7TQA}, abstract = {Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development}, urldate = {2020-01-23}, institution = {University of Cambridge}, author = {Haßler, Björn and Major, L and Warwick, P and Watson, S and Hennessy, S and Nichol, B}, month = jun, year = {2016}, doi = {10.5281/zenodo.2626660}, note = {EdTechHub.Source: 2129771:IEVE675M shortDOI: 10/ghgk6j KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626660 10/ghgk6j 2129771:IEVE675M 2339240:VNSW8D9S 2405685:D2DUUSMC}, keywords = {\_not\_EdTechHub, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{hasler_process_2019, title = {Process for iterative and adaptive implementation of government policy in order to utilise educational technology}, url = {https://doi.org/10.5281/zenodo.3372141}, abstract = {An output of Activating EdTech Jordan.  Information about the Activating EdTech Jordan and our outputs can be found at http://tiny.cc/ActivatingEdTech.  Our outputs are archived here https://zenodo.org/communities/aet/.}, language = {eng}, urldate = {2022-10-21}, institution = {Open Development \& Education}, author = {Haßler, Björn and Khalayleh, Abdullah}, month = oct, year = {2019}, doi = {10.5281/zenodo.3372141}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3372141 2405685:E29PL7BW}, } @article{hasler_bridging_2010, title = {Bridging the {Bandwidth} {Gap}: {Open} {Educational} {Resources} and the {Digital} {Divide}}, volume = {3}, issn = {1939-1382}, url = {http://bjohas.de/wiki/Bridging_the_Bandwidth_Gap_-_OER_and_the_Digital_Divide}, doi = {10.1109/tlt.2010.8}, abstract = {http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8}, number = {2}, journal = {IEEE Transactions on Learning Technologies}, author = {Haßler, Björn and Jackson, Alan McNeil}, year = {2010}, note = {00008 EdTechHub.Source: 2129771:WU5VWEPS shortDOI: 10/dxgcg5 KerkoCite.ItemAlsoKnownAs: 10/dxgcg5 2129771:WU5VWEPS 2405685:VCQFS2J9}, keywords = {Author:Haßler, dode\_eth-src-dode, dode\_eth-trf2-dode}, pages = {110--115}, } @techreport{hasler_systemic_2019, type = {Working {Paper}}, title = {Systemic {Mixed}-{Methods} {Research} — {A} conceptual framework for {EdTech} research along the {IDIA} scale}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/RUSE8WYV}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Hennessy, Sara and Hollow, David and Simpson, Lea and Carter, Alice and Damani, Kalifa and Francis, Gill and Jordan, Katy and McIntyre, Nora and Mitchell, Joel}, month = jan, year = {2019}, doi = {10.5281/zenodo.3595482}, note = {EdTechHub.Copy: 2129771:SLHSYDRF PreviousDOI: 10.5281/zenodo.3377829 PreviousShortDOI: 10/ghgngc KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3377828 10.5281/zenodo.3377829 10.5281/zenodo.3595482 10/ghgngc 2129771:84AIHEAJ 2129771:Q74CFTXR 2129771:SLHSYDRF 2339240:2DHE9CQC 2339240:BF96YT5K 2339240:FJZA9NPX 2339240:NLMLQD75 2405685:6YT2AIMC 2405685:7S8Z2IUF 2405685:RUSE8WYV}, keywords = {LP: English, R:Mixed methods, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_dont\_post\_PDF, \_yl:f, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://jl4d.org/index.php/ejl4d/article/view/264}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.}, number = {1}, author = {Haßler, Björn and Hennessy, Sara and Hofmann, Riikka}, year = {2018}, note = {00000 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:AAT7FR3H 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2249382:CS9PALG8 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2339240:YSVITTWH 2405685:M8UDHT7A 2405685:NZ3GKZCR 2405685:ZFJ79LQS 2486141:Z3PRLX4K 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI}, keywords = {AWP2, Active Learning, Africa, Author:Haßler, CitedIn:DFID\_SRF, CitedIn:OER4S-TPE-Anon, CitedIn:OER4Schools-2012-HHH1-anon, CitedIn:PhD\_Thesis, DIAL-RDO, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, IMPORT\_FROM\_DFID\_RITE, InPrep, Inservice Teacher Education, Low Income Groups, Motivation, OER4Schools, Open Educational Resources, Peer Teaching, RPF-May-2016, Resource Allocation, Rural Schools, Scaffolding (Teaching Technique), Scheduling, Shared Resources and Services, Sustainable Development, Sustainable Development Goal 4, Teacher Professional Development, Technology Uses in Education, Telecommunications, \_\_\_working\_potential\_duplicate, missingHU, peer-facilitation, school-based active learning, sub-Saharan Africa, ⛔ No DOI found}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://jl4d.org/index.php/ejl4d/article/view/264}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.}, number = {1}, author = {Haßler, Björn and Hennessy, Sara and Hofmann, Riikka}, year = {2018}, note = {00000 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:AAT7FR3H 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2249382:CS9PALG8 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2339240:YSVITTWH 2405685:M8UDHT7A 2405685:NZ3GKZCR 2405685:ZFJ79LQS 2486141:Z3PRLX4K 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI}, keywords = {AWP2, Active Learning, Africa, Author:Haßler, CitedIn:DFID\_SRF, CitedIn:OER4S-TPE-Anon, CitedIn:OER4Schools-2012-HHH1-anon, CitedIn:PhD\_Thesis, DIAL-RDO, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, IMPORT\_FROM\_DFID\_RITE, InPrep, Inservice Teacher Education, Low Income Groups, Motivation, OER4Schools, Open Educational Resources, Peer Teaching, RPF-May-2016, Resource Allocation, Rural Schools, Scaffolding (Teaching Technique), Scheduling, Shared Resources and Services, Sustainable Development, Sustainable Development Goal 4, Teacher Professional Development, Technology Uses in Education, Telecommunications, \_\_\_working\_potential\_duplicate, missingHU, peer-facilitation, school-based active learning, sub-Saharan Africa, ⛔ No DOI found}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License}, issn = {2311-1550}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://files.eric.ed.gov/fulltext/EJ1174461.pdf}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.}, language = {en}, number = {1}, journal = {Journal of Learning for Development}, author = {Haßler, Björn and Hennessy, Sara and Hofmann, Riikka}, month = mar, year = {2018}, note = {00000 EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:AAT7FR3H 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2249382:CS9PALG8 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:C7CKIPL7 2339240:D83N6FTA 2339240:HGHAYJ5G 2339240:HR2YGWX3 2405685:7X2D9JDG 2405685:CUHYHFLV 2405685:NKSYKNQN 2405685:NVEVT9HX 2405685:NZ3GKZCR 2405685:ZFJ79LQS 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI}, keywords = {Active Learning, Africa, Author:Haßler, C:sub-Saharan Africa, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, Inservice Teacher Education, Low Income Groups, Motivation, Open Educational Resources, Peer Teaching, Resource Allocation, Rural Schools, Scaffolding (Teaching Technique), Scheduling, Shared Resources and Services, Sustainable Development, Sustainable Development Goal 4, Teacher Professional Development, Technology Uses in Education, Telecommunications, \_\_\_working\_potential\_duplicate, dode\_eth-src-dode, dode\_eth-trf2-dode, peer-facilitation, school-based active learning, sub-Saharan Africa, ⛔ No DOI found}, pages = {58--78}, } @techreport{hasler_investigation_2011, address = {Cambridge}, title = {An investigation of appropriate new technologies to support interactive teaching in {Zambian} schools ({ANTSIT}). {A} joint report from {Aptivate} and the {Centre} for {Commonwealth} {Education} ({University} of {Cambridge}). {Final} {Report} to {DfID}.}, shorttitle = {An investigation of appropriate new technologies to support interactive teaching in {Zambian} schools ({ANTSIT})}, url = {http://www.educ.cam.ac.uk/centres/archive/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf}, institution = {Aptivate and University of Cambridge}, author = {Haßler, Björn and Hennessy, S. and Lord, T. and Cross, A. and Jackson, A. and Simpson, M.}, year = {2011}, note = {0007 EdTechHub.Source: 2129771:ZATDIRKP EdTechHub.Source: 2129771:ZATDIRKP KerkoCite.ItemAlsoKnownAs: 2129771:ZATDIRKP 2405685:3TABTBW7}, keywords = {Author:Haßler, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{hasler_school-based_2014, title = {School-based professional development in a developing context: {Lessons} learnt from a case study in {Zambia}}, volume = {41}, issn = {1941-5257}, shorttitle = {School-based professional development in a developing context}, url = {https://doi.org/10.1080/19415257.2014.938355}, doi = {10.1080/19415257.2014.938355}, abstract = {This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.}, number = {5}, journal = {Professional Development in Education}, author = {Haßler, Björn and Hennessy, S. and Cross,, A.}, collaborator = {Chileshe, E. and Machiko, B.}, year = {2014}, note = {00015 EdTechHub.Source: 2129771:7RVZCL3K shortDOI: 10/gfv5xw KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.938355 10/gfv5xw 2129771:7RVZCL3K 2339240:6HHB3GBE 2405685:3RWNJGGM 2405685:72I5EQTH 2405685:RUTXQFGV}, keywords = {Author:Haßler, Open Educational Resources, Zambia, digital technology, dode\_eth-src-dode, dode\_eth-trf2-dode, interactive pedagogy, reflective practice, school-based professional development, sub-Saharan Africa}, pages = {806--825}, } @misc{hasler_synthesis_2019, address = {Cambridge, UK}, title = {Synthesis of {Reviews} on {Teacher} {Professional} {Development} in {Sub}-{Saharan} {Africa}}, copyright = {Creative Commomns Attribution 4.0}, url = {https://docs.opendeved.net/lib/SC8FTPC4}, language = {en-GB}, urldate = {2019-09-09}, publisher = {Open Development \& Education}, author = {Haßler, Björn and D’Angelo, Sophia and Walker, Hannah and Marsden, Melissa}, month = oct, year = {2019}, note = {EdTechHub.Source: 2129771:SC8FTPC4 KerkoCite.ItemAlsoKnownAs: 2129771:SC8FTPC4 2339240:GJ83JMQA 2405685:T7DTBWJB}, keywords = {\_yl:i, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{hasler_donor_2018, title = {Donor {Organizations} \& the {Principles} for {Digital} {Development}: {A} {Landscape} {Assessment} and {Gap} {Analysis}. ({Principles} for {Digital} {Development} — {Resource} {Development} {Program} {Asset} {No}. 1)}, shorttitle = {Donor {Organizations} \& the {Principles} for {Digital} {Development}}, url = {https://zenodo.org/record/1204703#.XfJKv3X7Qeo}, abstract = {Donor Organizations \& the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018\_interactive.pdf}, urldate = {2019-12-12}, institution = {Jigsaw and Open Develoment \& Education}, author = {Haßler, Björn and Brugha, Meaghan and Muyoya, Chisenga and Mitchell, Joel and Hollow, David and Jackson, Alan}, month = mar, year = {2018}, doi = {10.5281/zenodo.1204703}, note = {EdTechHub.Source: 2129771:I2CG3TP3 shortDOI: 10/ghgk6z KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1204703 10/ghgk6z 2129771:I2CG3TP3 2129771:SI7RBL6P 2405685:46SDL9HI}, keywords = {\_DOILIVE, \_not\_EdTechHub, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @book{hasler_synergies_2018, address = {Cambridge, UK}, title = {Synergies {Between} the {Principles} for {Digital} {Development} and {Four} {Case} {Studies}}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {https://zenodo.org/record/1219919#.XfJKv3X7Qeo}, abstract = {This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education \& Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico).}, urldate = {2019-12-12}, publisher = {Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge}, author = {Haßler, Björn and Broadbent, E. and Cunningham, A. and Chimombo, J. and Jamil, B. R. and Kauthria, R. and Lake, L. and Rose, P. and Sarfraz, S. and Szekely, M.}, month = mar, year = {2018}, doi = {10.5281/zenodo.1219919}, note = {shortDOI: 10/ghgngb KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1196830 10.5281/zenodo.1219919 10/ghgnf9 10/ghgngb 1867969:MS4YEFUV 2129771:3HPEHK45 2339240:6UEQFTXM 2339240:HYX3RTJZ 2339240:WNVALD7D 2405685:A8G2S2ZT 2405685:FUKJ5SE8 2405685:IGGQMIXI 2405685:PWCIYQJM}, keywords = {\_DOILIVE, \_\_\_working\_potential\_duplicate, \_not\_EdTechHub, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @book{hasler_synergies_2018, address = {Cambridge, UK}, title = {Synergies {Between} the {Principles} for {Digital} {Development} and {Four} {Case} {Studies}}, url = {https://zenodo.org/record/1219919#.XfJKv3X7Qeo}, abstract = {This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education \& Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico).}, urldate = {2019-12-12}, publisher = {Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge}, author = {Haßler, Björn and Broadbent, E. and Cunningham, A. and Chimombo, J. and Jamil, B. R. and Kauthria, R. and Lake, L. and Rose, P. and Sarfraz, S. and Szekely, M.}, month = mar, year = {2018}, keywords = {\_DOILIVE, \_\_\_working\_potential\_duplicate, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @book{hasler_synergies_2018, address = {Cambridge, UK}, title = {Synergies {Between} the {Principles} for {Digital} {Development} and {Four} {Case} {Studies}}, publisher = {Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge}, author = {Haßler, Björn and Broadbent, E. and Cunningham, A. and Chimombo, J. and Jamil, B. R. and Kauthria, R. and Lake, L. and Rose, P. and Sarfraz, S. and Szekely, M.}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IG2SDM9M 2486141:SKVSDTSW}, } @book{hasler_synergies_2018, address = {Cambridge, UK}, title = {Synergies {Between} the {Principles} for {Digital} {Development} and {Four} {Case} {Studies}}, url = {https://zenodo.org/record/1219919#.XfJKv3X7Qeo}, abstract = {This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education \& Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico).}, urldate = {2019-12-12}, publisher = {Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge}, author = {Haßler, Björn and Broadbent, E. and Cunningham, A. and Chimombo, J. and Jamil, B. R. and Kauthria, R. and Lake, L. and Rose, P. and Sarfraz, S. and Szekely, M.}, month = mar, year = {2018}, keywords = {\_DOILIVE, \_\_\_working\_potential\_duplicate, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @book{hasler_atlas_2017, title = {An {Atlas} of {The} {Forty} {Colleges} of {Education} in {Ghana}}, copyright = {All rights reserved}, url = {http://bjohas.de/atlas2017}, author = {Haßler, Björn and Akunor, J. T. and Nyamador, E. S.}, year = {2017}, doi = {10.5281/zenodo.3911076}, note = {EdTechHub.Source: 2129771:F7ZRYUZX shortDOI: 10/ghgk6m KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911076 10/ghgk6m 2129771:F7ZRYUZX 2129771:U3IVX9WX 2405685:SKFNBK29}, keywords = {\_DOILIVE, \_not\_EdTechHub, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{hasler_methodology_2019, type = {Working {Paper}}, title = {Methodology for literature reviews undertaken by the {EdTech} {Hub}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/BMM3Z3CM}, abstract = {An output of the EdTEch Hub}, language = {eng}, number = {3}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and {Sara Hennessy} and {David Hollow} and {Katy Jordan} and {Kevin Martin} and {Mary Murphy} and {Hannah Walker}}, month = jan, year = {2019}, doi = {10.5281/zenodo.3352101}, note = {EdTechHub.Copy: 2129771:3GKL5PCI EdTechHub.Copy: 2129771:L2EAYWTN shortDOI: 10/ghgnfq KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3352101 10.5281/zenodo.3595594 10/ghgnfq 2129771:3GKL5PCI 2129771:K4IV67YV 2129771:L2EAYWTN 2317526:NRY5DISC 2339240:LY57CR53 2339240:XNCNITQP 2405685:BMM3Z3CM 2405685:CEJDF5XI}, keywords = {LP: English, R:Literature review, systematic review, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_dont\_post\_PDF, \_yl:h, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_country_2019, type = {Research instrument}, title = {Country list with {HDI}, {iHDI}, {MPI} and {Gini} (version 1)}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/3BG5X7VG}, abstract = {This is pdf of a country list with HDI, iHDI, MPI and Gini. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB (which will also be available as a data file).}, number = {08-2}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = jan, year = {2019}, doi = {10.53832/edtechhub.0017}, note = {previousshortDOI: 10/ghgk6v previousDOI: 10.5281/zenodo.3346903 EdTechHub.Source: 2405685:3BG5X7VG EdTechHub.Source: {\textless}this{\textgreater} shortDOI: 10/ghgk6v KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3346903 10.53832/edtechhub.0017 10/ghgk6v 2129771:FLGEYF22 2339240:SZ4GSDD6 2405685:3BG5X7VG}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:q, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_keyword_2019, type = {Working {Paper} - {Research} {Instrument}}, title = {Keyword inventory (version 1)}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/LSEETV6K}, abstract = {The document contains the keyword inventory used for automated searching. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB.}, number = {08-1}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = oct, year = {2019}, doi = {10.53832/edtechhub.0016}, note = {previousshortDOI: 10/ghgnfm previousDOI: 10.5281/zenodo.3523935 EdTechHub.Copy: 2129771:NB3WMPDJ shortDOI: 10/ghgnfm KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523935 10.53832/edtechhub.0016 10/ghgnfm 2129771:NB3WMPDJ 2339240:B5AIHWDZ 2405685:2GC35JLV 2405685:LSEETV6K}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_yl:p, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_literature_2019, type = {Working {Paper}}, title = {Literature {Reviews} of {Educational} {Technology} {Research} in {Low}- and {Middle}-{Income} {Countries}: {An} audit of the field}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/NM6CPLE9}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoe and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = dec, year = {2019}, doi = {10.53832/edtechhub.0015}, note = {previousShortDOI: 10/ghgnfn previousShortDOI: 10/ghgnfn previousDOI: 10.5281/zenodo.4779020 previousDOI: 10.5281/zenodo.4768577 previousDOI: 10.5281/zenodo.3594489 previousShortDOI: 10/ghgnfn EdTechHub.Copy: 2129771:USWMWK73 previousShortDOI: 10/ghgnfn KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523943 10.5281/zenodo.3594489 10.5281/zenodo.4768577 10.5281/zenodo.4779020 10.53832/edtechhub.0015 10/ghgnfn 2129771:K852X3EV 2129771:T7BUZI5N 2129771:USWMWK73 2339240:5KS58AH6 2339240:NZDE37HY 2405685:NM6CPLE9 2405685:SSWKT2MV 2405685:TDVP3W34}, keywords = {LP: English, R:Literature review, systematic review, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v1, \_yl:g, \_zenodoETH:submitted, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode, educational technology, EdTech, low-income countries, literature review}, } @misc{hasler_global_2018, title = {Global {Public} {Goods}: {Example} document for licensing and publishing documents}, shorttitle = {Global {Public} {Goods}}, url = {https://docs.opendeved.net/lib/NCQCUJ4Z}, abstract = {This is an example document to illustrate licensing and publishing, including upload to Zenodo.}, language = {eng}, urldate = {2019-11-05}, author = {Haßler, Björn}, month = mar, year = {2018}, doi = {10.5281/zenodo.1201612}, note = {EdTechHub.Source: 2129771:NCQCUJ4Z shortDOI: 10/ggkzrv KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1201612 10/ggkzrv 2129771:NCQCUJ4Z 2339240:NKJDCS7P 2405685:34B85SEP 2405685:8FBS8XA8}, keywords = {\_DOILIVE, \_not\_EdTechHub, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, } @misc{hasler_hello_2019, title = {Hello, {I}’m {Björn}, {Director} of {Research} – {The} {EdTech} {Hub}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2019/11/18/hello-im-bjorn-director-of-research/}, abstract = {I’m Dr Björn Haßler, one of the three Directors of Research for the programme. Research, and particularly at-scale research, is a core focus for the \#EdTechHub and that’s why we have three Directors of Research, who will also introduce themselves. I am — we all are — extremely happy that we have been awarded the programme. We, like all our competitors, worked hard for around 1.5 years until the final submission. However, this work paid off! It means we can get going on the important mission.}, language = {en-GB}, urldate = {2019-11-18}, journal = {EdTech Hub}, author = {Haßler, Björn}, month = nov, year = {2019}, doi = {10.5281/zenodo.3906829}, note = {EdTechHub.Copy: 2129771:NPLNWHCZ shortDOI: 10/ghgnfd KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906829 10/ghgnfd 2129771:NPLNWHCZ 2129771:XKQV2EDS 2405685:3IM8DBXI}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_yl:r, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_systems_2019, address = {Cambridge, UK}, title = {Systems {Leadership} for {Learning}}, copyright = {Creative Commomns Attribution 4.0}, institution = {Open Development \& Education}, author = {Haßler, Björn}, year = {2019}, doi = {10.5281/zenodo.3595400}, note = {EdTechHub.Copy: 2129771:H3CR3Q8S shortDOI: 10/gg26c7 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626704 10.5281/zenodo.3595400 10/gg26c7 2129771:H3CR3Q8S 2339240:EXPQPHYQ 2405685:F7MH9IWP}, keywords = {\_DOILIVE, \_not\_EdTechHub, \_yl:a, \_zenodoODE, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @techreport{hasler_wraha_2018, address = {Cambridge, UK}, title = {{WRAHA}: {We} {Refugees} {Also} {Have} {Ambitions}! - research design for an unsuccessful {eCubed} application}, copyright = {Creative Commomns Attribution 4.0}, institution = {Open Development \& Education}, author = {Haßler, Björn}, month = jul, year = {2018}, note = {EdTechHub.Source: 2129771:XH2ESLDR KerkoCite.ItemAlsoKnownAs: 2129771:XH2ESLDR 2339240:X22MW4SZ 2405685:6PAFL5VC}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, copyright = {Copyright (c) 2018 Journal of Learning for Development - JL4D}, issn = {2311-1550}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://jl4d.org/index.php/ejl4d/article/view/264}, doi = {10.56059/jl4d.v5i1.264}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.}, language = {en}, number = {1}, urldate = {2022-08-22}, journal = {Journal of Learning for Development}, author = {Haßler, Bjoern and Hennessy, Sara and Hofmann, Riikka}, month = mar, year = {2018}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v5i1.264 2339240:P65I7MGU 2405685:T2I86FZT}, keywords = {Open Educational Resources, Sustainable Development Goal 4, Teacher Professional Development, peer-facilitation, school-based active learning, sub-Saharan Africa}, } @techreport{hasler_synergies_2018, address = {Cambridge}, title = {Synergies between the principles for digital development and four case studies}, url = {https://zenodo.org/record/1219919#.YSvjgNNKj9G}, institution = {REAL Centre, Faculty of Education, University of Cambridge}, author = {Haßler, Bjoern}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NGZHXKD5 2405685:C4X9KNTW}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} for {Teacher} {Professional} {Development}}, volume = {5}, number = {1}, journal = {Journal for Learning for Development}, author = {Haßler, B and Hennessy, S and Hofmann, R}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9BPXVI62 2405685:3GSCKVWC}, keywords = {⛔ No DOI found}, pages = {55--78}, } @book{hartnett_motivation_2016, address = {New York, NY}, title = {Motivation in online education}, isbn = {978-981-10-0698-2}, url = {https://link.springer.com/book/10.1007/978-981-10-0700-2}, publisher = {Springer}, author = {Hartnett, Maggie}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZM5MIYVY 2405685:LCAAMID8}, } @misc{harris_educational_2018, title = {Educational {Technology} {Standards} and {Frameworks}}, url = {https://mattharrisedd.com/2018/11/09/educational-technology-standards-frameworks/}, abstract = {An overview of the most common Educational Technology Standards and Frameworks, such as ISTE, UNESCO, iNACOL, P21, SAMR, TPACK, RAT, TIM, PICRAT, SAMMS, 4Shifts}, language = {en-US}, urldate = {2020-12-15}, journal = {The International EdTech Blog with Matt Harris Ed.D.}, author = {Harris, Matt and {Ed.D.}}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z6MA5CSE 2405685:YK48WEEL}, } @misc{harris_how_2019, title = {How {TV} white space is helping bridge the digital divide}, url = {https://news.microsoft.com/on-the-issues/2019/06/25/airband-white-space/}, abstract = {How the need for reliable internet in Essex County, New York, led to a business that services the local community.}, language = {en-US}, urldate = {2020-09-08}, journal = {On the Issues}, author = {Harris, Briony}, month = jun, year = {2019}, note = {Section: Rural Broadband KerkoCite.ItemAlsoKnownAs: 2339240:5GTBVDTK 2405685:7N7JWBUX}, } @article{harmon-jones_what_2013, title = {What is approach motivation?}, volume = {5}, issn = {1754-0739}, url = {https://doi.org/10.1177/1754073913477509}, doi = {10.1177/1754073913477509}, abstract = {We discuss some research that has examined approach motivational urges and how this research clarifies the definition of approach motivation. Our research and that of others have raised doubts about the commonly accepted definition of approach motivation, which views it as a positive affective state triggered by positive stimuli. We review evidence that suggests: (a) that approach motivation is occasionally evoked by negative stimuli; (b) that approach motivation may be experienced as a negative state; and (c) that stimuli are unnecessary to evoke approach motivation.}, language = {en}, number = {3}, urldate = {2022-05-09}, journal = {Emotion Review}, author = {Harmon-Jones, Eddie and Harmon-Jones, Cindy and Price, Tom F.}, month = jul, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1754073913477509 2339240:Y34W8XRA 2405685:8LC3SMI5}, keywords = {anger, approach motivation, emotion, startle eyeblink}, pages = {291--295}, } @techreport{harley_tessa_2012, title = {{TESSA} {Formative} {Evaluation} {Report} {Executive} {Summary}}, url = {http://www.tessafrica.net/sites/www.tessafrica.net/files/TESSA%20Executive%20Summary.pdf}, urldate = {2020-06-26}, institution = {Teacher education in sub-Saharan Africa}, author = {Harley, Ken and Simiyu Barasa, Fred}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X4HFGDN9}, } @techreport{harley_teacher_2012, title = {Teacher {Education} in {Sub}-{Saharan} {Africa}: formative evaluation report}, url = {http://www.tessafrica.net/sites/www.tessafrica.net/files/TESSA_Formative_Evaluation_Report_October_2012.pdf}, institution = {Teacher Education in Sub-Saharan Africa (TESSA)}, author = {Harley, Ken and Barasa, Fred Simiyu}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5BSR5SID 2405685:CT5DSKZ6 2534378:927M5SAG 2534378:V4FU8B92}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457446, \_\_finaldtb, auto\_merged, ⛔ No DOI found}, } @techreport{harley_teacher_2012, title = {Teacher {Education} in {Sub}-{Saharan} {Africa}: formative evaluation report}, url = {http://www.tessafrica.net/sites/www.tessafrica.net/files/TESSA_Formative_Evaluation_Report_October_2012.pdf}, institution = {Teacher Education in Sub-Saharan Africa (TESSA)}, author = {Harley, Ken and Barasa, Fred Simiyu}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6LCQWKL6 2405685:GW7U34GK 2534378:927M5SAG 2534378:V4FU8B92}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457446, \_\_finaldtb, ⛔ No DOI found}, } @article{hargreaves_evaluating_2010, title = {Evaluating system change: {A} planning guide}, shorttitle = {Evaluating system change}, author = {Hargreaves, Margaret B.}, year = {2010}, note = {Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2339240:AXZ8XGT6 2405685:TUJCU3WK}, keywords = {⛔ No DOI found}, } @article{hardman_implementing_2015, title = {Implementing school-based teacher development in {Tanzania}}, volume = {41}, issn = {1941-5257}, url = {https://doi.org/10.1080/19415257.2015.1026453}, doi = {10.1080/19415257.2015.1026453}, abstract = {This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.}, number = {4}, urldate = {2020-09-18}, journal = {Professional Development in Education}, author = {Hardman, Frank and Hardman, Jan and Dachi, Hillary and Elliott, Louise and Ihebuzor, Noel and Ntekim, Maniza and Tibuhinda, Audax}, month = aug, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19415257.2015.1026453 shortDOI: 10/gfv5xx KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2015.1026453 10/gfv5xx 2129771:2ABESKPA 2405685:2A8AKS3Z 2405685:5228WPEN 2405685:N44VX4DB 2534378:2UNZYMXP 2534378:ZQIPTYJL}, keywords = {Tanzania, \_\_C:filed:1, capacity development, primary education, quality education, school-based teacher development, teacher education reform}, pages = {602--623}, } @article{hardman_developing_2011, title = {Developing a systemic approach to teacher education in sub-{Saharan} {Africa}: emerging lessons from {Kenya}, {Tanzania} and {Uganda}}, volume = {41}, issn = {0305-7925, 1469-3623}, shorttitle = {Developing a systemic approach to teacher education in sub-{Saharan} {Africa}}, url = {http://www.tandfonline.com/doi/abs/10.1080/03057925.2011.581014}, doi = {10.1080/03057925.2011.581014}, abstract = {While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.}, language = {en}, number = {5}, urldate = {2020-05-12}, journal = {Compare: A Journal of Comparative and International Education}, author = {Hardman, Frank and Ackers, Jim and Abrishamian, Niki and O’Sullivan, Margo}, month = sep, year = {2011}, note = {shortDOI: 10/gftr63 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2011.581014 10/gftr63 2339240:7KFNHLPK 2339240:I6BDIQNZ 2339240:JJ5GL8XB 2339240:LE5N7BCQ 2405685:CBBDLLFH 2405685:J57J3RGT 2405685:PDZKWSFZ 2405685:Q7GP9QSC 2405685:QWHDI7ZH 2534378:L9VFMLYK}, keywords = {C:Kenya / Uganda / Tanzania, Education, Education for All, Education reform, Kenya, Pedagogy, Principles, Quality of education, Tanzania, Teacher education, Uganda, \_\_\_working\_potential\_duplicate, basic education, pre-service and in-service training, quality education, sub-Saharan Africa, teacher education reform}, pages = {669--683}, } @techreport{haque_study_2017, title = {A {Study} on {Implementation} of `{ICT} in {Education} {Training}’ in {Government} {Primary} {Schools}}, url = {http://www.nape.gov.bd/sites/default/files/files/nape.portal.gov.bd/publications/f3d0fbb5_715e_4602_a3a6_0a2c01160620/researchReporton%20ICTinEducation2017.pdf}, language = {en}, author = {Haque, Z and Sarker, D and Rahman, Md and Ohiduzzaman, K and Ahammed, S and Islam, Md and Hasan, M}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YPSRY3QV 2405685:WYITTZMP}, pages = {79}, } @article{hanushek_distribution_2011, title = {The {Distribution} of {Teacher} {Quality} and {Implications} for {Policy}}, volume = {4}, doi = {10.1146/annurev-economics-080511-111001}, abstract = {It has become commonplace to measure teacher quality in terms of teacher value-added. Operationally, this means evaluating teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in teacher effectiveness, much of which is within schools as opposed to between schools. The policy implications of these variations are dramatic. But the underlying statistical modeling has become the subject of intense research, in part because of this direct use of value-added measures in policy discussions.}, journal = {Annual Review of Economics}, author = {Hanushek, Eric and Rivkin, Steven}, month = aug, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-economics-080511-111001 2339240:FBQY8YNZ 2405685:H5R2C39B}, pages = {131--157}, } @article{hansson_teachers_2018, title = {The {Teachers}’ {Portal} as a tool for teachers’ professional development in {Bangladesh}: {Facilitating} nationwide networking and digital multimedia content for 40,000 schools}, volume = {14}, url = {https://www.learntechlib.org/p/188280/}, abstract = {The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students’ learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers’ perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers’ Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students’ creativity and encourage students’ active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers’ Portal is a key driver for changing Bangladeshi education and preparing the young generation with quality education.}, number = {3}, journal = {International Journal of Education and Development using ICT}, author = {Hansson, H and Sultana, S and Sarwar, A and Ahmed, F and Uddin, R and Saha, P and Islam, G and Islam, M}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YUIF5MMJ 2405685:ZSXBG9LT}, keywords = {⛔ No DOI found}, pages = {113--130}, } @article{hankivsky_intersectionality-based_2014, title = {An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity}, volume = {13}, issn = {1475-9276}, shorttitle = {An intersectionality-based policy analysis framework}, url = {https://doi.org/10.1186/s12939-014-0119-x}, doi = {10.1186/s12939-014-0119-x}, abstract = {In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework.}, number = {1}, urldate = {2021-02-27}, journal = {International Journal for Equity in Health}, author = {Hankivsky, Olena and Grace, Daniel and Hunting, Gemma and Giesbrecht, Melissa and Fridkin, Alycia and Rudrum, Sarah and Ferlatte, Olivier and Clark, Natalie}, month = dec, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s12939-014-0119-x 2129771:2SJPGWSG 2405685:YC55WA3X}, keywords = {Equity, Health, Intersectionality, Policy analysis, Reflexivity, \_C:Australia AUS, \_C:Canada CAN, \_C:Finland FIN, \_C:India IND, \_C:New Zealand NZL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:scheme:1}, pages = {119}, } @techreport{hankivsky_intersectionality-based_2012, title = {An {Intersectionality}-{Based} {Policy} {Analysis} {Framework}}, url = {https://data2.unhcr.org/en/documents/download/46176}, author = {Hankivsky, Olena}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UL8AGJDZ 2405685:T6G4MKTK}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Denmark DNK, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:India IND, \_C:Ireland IRL, \_C:Japan JPN, \_C:Mexico MEX, \_C:New Zealand NZL, \_C:Norway NOR, \_C:South Africa ZAF, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:scheme:1}, } @book{hanemann_harnessing_2016, address = {Hamburg}, edition = {2nd edition}, title = {Harnessing the {Potential} of {ICTs}: {Literacy} and {Numeracy} {Programmes} {Using} {Radio}, {TV}, {Mobile} {Phones}, {Tablets} and {Computers}}, isbn = {978-92-820-1205-5}, shorttitle = {Harnessing the {Potential} of {ICTs}}, url = {https://eric.ed.gov/?id=ED573633}, abstract = {The UNESCO Institute for Lifelong Learning (UIL) has published a second edition of "Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers." This compilation of case studies from all world regions presents promising literacy and numeracy programmes that use information and communication technologies (ICTs) in their access and outreach strategies. The twenty-six case studies illustrate how ICTs such as radio, TV, mobile phones, tablets and computers can be used as media of instruction, can supplement face-to-face teaching, and can help to develop and strengthen youth and adult literacy, language and numeracy skills. The case studies featured in this publication can also be found in the UNESCO Effective Literacy and Numeracy Practices Database (LitBase). [For the 1st Edition: "Harnessing the Potential of ICTs for Literacy Teaching and Learning: Effective Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets, and Computers," see ED560504.]}, language = {en}, urldate = {2020-12-01}, publisher = {UNESCO Institute for Lifelong Learning}, author = {Hanemann, Ulrike and Scarpino, Cassandra}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EHGHB4P6 2339240:JK88DX53 2405685:24SDVCB2 2405685:WAVX3A5A}, keywords = {Adult Literacy, Case Studies, Distance Education, Educational Technology, Foreign Countries, Handheld Devices, Instructional Materials, Literacy Education, Mathematics Education, Numeracy, Program Content, Program Effectiveness, Radio, Teaching Methods, Technology Integration, Technology Uses in Education, Telecommunications, Television, Videoconferencing}, } @article{hammond_what_2019, title = {What is an ecological approach and how can it assist in understanding {ICT} take-up?}, volume = {51}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12889}, doi = {10.1111/bjet.12889}, abstract = {This paper argues that ecological frameworks offer a powerful way of explaining the take-up of information and communication technology (ICT) in schools. Past research has focused on teachers and their willingness and readiness to use ICT but this has not satisfactorily explained the use (or non-use) of ICT. Gaps in this research can be addressed by an ecological approach which shifts attention from the teacher to the context in which ICT is expected to be used. Such an approach, following Bronfenbrenner and others, looks at the relationship of individuals to the system in which they act, a relationship which is seen as interdependent. An ecological perspective explains how take-up of ICT is influenced by the degree to which different levels of a system, eg, micro, meso, exo and macro levels, are aligned. It is recommended that researchers and policy makers should pay greater attention to context when advocating the use of ICT.}, language = {en}, number = {3}, urldate = {2020-01-07}, journal = {British Journal of Educational Technology}, author = {Hammond, Michael}, year = {2019}, note = {shortDOI: 10/ggf5gb KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12889 10/ggf5gb 2339240:2JN64RFF 2339240:KIW5RY6Y 2339240:M2AJGK69 2339240:XRN7BCP5 2405685:2DYHWMKY 2405685:9NRLBU5A 2405685:GY9VCUGX 2405685:P9WACL45}, pages = {853--866}, } @phdthesis{hammed_n_m_a_information_2014, title = {Information and communication technology in early childhood education: challenges for effective implementation and integration}, author = {{Hammed, N. M. A.}}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:72DZJXGZ 2405685:3ZV69SBM}, } @article{hamilton_substitution_2016, title = {The {Substitution} {Augmentation} {Modification} {Redefinition} ({SAMR}) {Model}: a {Critical} {Review} and {Suggestions} for its {Use}}, volume = {60}, shorttitle = {The {Substitution} {Augmentation} {Modification} {Redefinition} ({SAMR}) {Model}}, doi = {10.1007/s11528-016-0091-y}, abstract = {The Substitution, Augmentation, Modification, and Redefinition (SAMR) model is a four-level, taxonomy-based approach for selecting, using, and evaluating technology in K-12 settings (Puentedura 2006). Despite its increasing popularity among practitioners, the SAMR model is not currently represented in the extant literature. To focus the ongoing conversation regarding K-12 educators’ understanding and implementation of technology, we provide a critical review of the SAMR model using theory and prior research. We focus on the absence of context, its hierarchical structure, and the emphasis placed on product over process and conclude with suggestions to guide educators’ and researchers’ technology integration efforts.}, journal = {TechTrends}, author = {Hamilton, Erica and Rosenberg, Joshua and Akcaoglu, Mete}, month = may, year = {2016}, note = {zotzenLib.CopiedFrom: 2339240:W3GKLWDB KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-016-0091-y 2339240:W3GKLWDB 2405685:XWI5T9XF}, } @techreport{halverson_personalization_2015, address = {University of Wisconsin-Madison}, type = {{WCER} {Working} {Paper}}, title = {Personalization in practice: observations from the field}, url = {https://files.eric.ed.gov/fulltext/ED577057.pdf}, language = {en}, number = {2015‐8}, institution = {Wisconsin Center for Education Research}, author = {Halverson, Rich and Barnicle, Al and Hackett, Sarah and Rawat, Tanushree and Rutledge, Julia and Kallio, Julie and Mould, Curt and Mertes, Janice}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D8QPMN7Q 2405685:S553ICMH}, keywords = {⛔ No DOI found}, } @article{habibi_building_2018, title = {Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program}, volume = {19}, url = {https://www.researchgate.net/publication/322129440_Building_an_Online_Community_Student_Teachers'_Perceptions_on_the_Advantages_of_Using_Social_Networking_Services_in_A_Teacher_Education_Program}, doi = {10.17718/tojde.382663}, abstract = {This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.}, language = {English}, number = {1}, journal = {Turkish Online Journal of Distance Education}, author = {Habibi, Akhmad and Mukinin, Amirul and Riyanto, Yatim and Prasohjo, Lantip Diat and Sulistiyo, Urip and Sofwan, Muhammad and Saudagar, Ferdiaz}, month = jan, year = {2018}, note = {Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2405685:J6BE7A45 2534378:E9ZSB7L9 2534378:MCTX9ZFS}, keywords = {Case Studies, College Students, Computer Mediated Communication, Critical Thinking, Data Analysis, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Focus Groups, Foreign Countries, Group Discussion, Higher Education, Independent Study, Indonesia, Interpersonal Communication, Learner Engagement, Learning Motivation, Practicums, Preservice Teacher Education, Qualitative Research, Social Networks, Student Teacher Attitudes, Teacher Education Programs, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097353, \_\_finaldtb}, pages = {46--61}, } @article{habibi_building_2018, title = {Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program}, volume = {19}, url = {https://www.researchgate.net/publication/322129440_Building_an_Online_Community_Student_Teachers'_Perceptions_on_the_Advantages_of_Using_Social_Networking_Services_in_A_Teacher_Education_Program}, doi = {10.17718/tojde.382663}, abstract = {This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.}, language = {English}, number = {1}, journal = {Turkish Online Journal of Distance Education}, author = {Habibi, Akhmad and Mukinin, Amirul and Riyanto, Yatim and Prasohjo, Lantip Diat and Sulistiyo, Urip and Sofwan, Muhammad and Saudagar, Ferdiaz}, month = jan, year = {2018}, note = {Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2339240:76QI6ABS 2405685:27N3HDGU 2534378:E9ZSB7L9 2534378:MCTX9ZFS}, keywords = {Case Studies, College Students, Computer Mediated Communication, Critical Thinking, Data Analysis, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Focus Groups, Foreign Countries, Group Discussion, Higher Education, Independent Study, Indonesia, Interpersonal Communication, Learner Engagement, Learning Motivation, Practicums, Preservice Teacher Education, Qualitative Research, Social Networks, Student Teacher Attitudes, Teacher Education Programs, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097353, \_\_finaldtb}, } @article{gyawali_need_2018, title = {Need for optical intervention in children attending a school for the blind in {Eritrea}}, volume = {101}, copyright = {© 2017 Optometry Australia}, issn = {1444-0938}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/cxo.12601}, doi = {10.1111/cxo.12601}, abstract = {Purpose To identify the need for optical intervention including spectacles and low vision devices (LVDs) in children attending the only school for the blind in Eritrea. Methods A total of 92 children were examined using the World Health Organization Prevention of Blindness program form for the recording of children with blindness and vision impairment. Examination included distance and near visual acuity (VA), refraction, trial of LVDs and evaluation of anterior and posterior segments. All the children who showed at least one line improvement in distance or near VA with refractive correction and/or LVDs were provided with these devices. Results Six children had distance VA of ≥6/18 (no vision impairment, NVI) at presentation and were excluded from analysis. For the remaining 86 children, male to female ratio was 1.2:1.0 with a mean age of 11.8 ± 2.8 years (range: 6–17 years). At presentation, 47 (54.7 per cent) children were blind (VA {\textless}3/60) and 24 (27.9 per cent) were severely visually impaired (VA {\textless}6/60–3/60), which reduced to 42 (48.9 per cent) and seven (8.1 per cent) children after refraction, respectively. A further 5.8 per cent (five children) achieved NVI with refractive correction. Using distance LVDs, 26 (30.2 per cent) and 16 (18.6 per cent) children had NVI and moderate vision impairment (VA {\textless}6/18–6/60), respectively. In terms of near vision, eight (9.3 per cent) children had near VA better than 1.00 M at presentation, which improved to 11 (12.8 per cent) with refractive correction and 19 (22.1 per cent) with near LVDs. A total of 29 spectacles and 42 LVDs were provided. Conclusion A significant number of children at the school for the blind benefited from refractive correction and LVDs. With such optical intervention, many of these children could study at mainstream schools with print media. A system including comprehensive vision examinations before admission to the school, refractive services and low vision rehabilitation is required to ensure that children with adequate residual vision do not have to be limited to learning in Braille media.}, language = {en}, number = {4}, urldate = {2021-03-04}, journal = {Clinical and Experimental Optometry}, author = {Gyawali, R and Moodley, V R}, year = {2018}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/cxo.12601 KerkoCite.ItemAlsoKnownAs: 10.1111/cxo.12601 2339240:LHWAJYVQ 2405685:QQPVFFVQ}, keywords = {childhood vision impairment, low vision, low vision devices, schools for the blind}, pages = {565--570}, } @article{gyaase_gauging_2019, title = {Gauging the {E}-{Readiness} for the {Integration} of {Information} and {Communication} {Technology} {Into} {Pre}-{Tertiary} {Education} in {Ghana}: {An} {Assessment} of {Teachers}' {Technological} {Pedagogical} {Content} {Knowledge} ({TPACK})}, volume = {15}, copyright = {Access limited to members}, shorttitle = {Gauging the {E}-{Readiness} for the {Integration} of {Information} and {Communication} {Technology} {Into} {Pre}-{Tertiary} {Education} in {Ghana}}, url = {https://www.igi-global.com/article.aspx?ref=gauging-the-e-readiness-for-the-integration-of-information-and-communication-technology-into-pre-tertiary-education-in-ghana&titleid=223469}, doi = {10.4018/ijicte.2019040101}, abstract = {Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires...}, language = {en}, number = {2}, urldate = {2020-01-31}, journal = {International Journal of Information and Communication Technology Education (IJICTE)}, author = {Gyaase, Patrick Ohemeng and Gyamfi, Samuel Adu and Kuranchie, Alfred}, month = apr, year = {2019}, doi = {10.4018/IJICTE.2019040101}, note = {shortDOI: 10/ggjtn5 KerkoCite.ItemAlsoKnownAs: 10.4018/IJICTE.2019040101 10/ggjtn5 2339240:DI3QR5XW 2405685:B5VHAXKP}, pages = {1--17}, } @techreport{gutnick_always_2010, address = {New York}, title = {Always connected: the new digital media habits of young children}, shorttitle = {Always connected}, url = {https://www.researchgate.net/publication/216841554_Always_connected_The_new_digital_media_habits_of_young_children}, institution = {The Joan Ganz Cooney Center at Sesame Workshop}, author = {Gutnick, A. and Robb, Michael and Takeuchi, Lori and Kotler, Jennifer}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S7ATT27X 2405685:UY859QN8}, } @article{gutierrez_determinants_2010, title = {Determinants of {ICT} {Usage} among {Low}-{Income} {Groups} in {Colombia}, {Mexico}, and {Peru}}, volume = {26}, issn = {0197-2243, 1087-6537}, url = {http://www.tandfonline.com/doi/abs/10.1080/01972243.2010.511559}, doi = {10.1080/01972243.2010.511559}, abstract = {The authors examine the determinants of information and communications technology (ICT) usage among low-income people in three developing countries: Colombia, Mexico, and Peru. Using two composite indicators, they focus on cross-country differences and similarities in ICT usage across gender, age, education, and income levels. The authors’ analysis indicates that the single most important factor limiting the digitalization of low-income people in all three countries was lack of education. The impact of income itself was low although positive. Their findings also suggest that comprehensive measures that mix standard ICTs with very advanced ones can be misleading.}, language = {en}, number = {5}, urldate = {2020-06-02}, journal = {The Information Society}, author = {Gutiérrez, Luis H. and Gamboa, Luis F.}, month = sep, year = {2010}, note = {shortDOI: 10/cdbk9j KerkoCite.ItemAlsoKnownAs: 10/cdbk9j 2405685:KI5MYZCC}, pages = {346--363}, } @article{gupta_systems_2013, title = {The {Systems} {Approach} in {Education}}, volume = {1}, url = {http://mitpublications.org/yellow_images/1388206782_logo_paper%207.pdf}, language = {en}, journal = {International Journal of Management}, author = {Gupta, Swati and Gupta, Amit}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KAQRJD8J 2405685:C2W5JGAU 2405685:DHK64PHH}, keywords = {⛔ No DOI found}, pages = {4}, } @article{gupta_health-related_2011, title = {Health-related rehabilitation services: assessing the global supply of and need for human resources}, volume = {11}, issn = {1472-6963}, shorttitle = {Health-related rehabilitation services}, url = {https://doi.org/10.1186/1472-6963-11-276}, doi = {10.1186/1472-6963-11-276}, abstract = {Human resources for rehabilitation are often a neglected component of health services strengthening and health workforce development. This may be partly related to weaknesses in the available research and evidence to inform advocacy and programmatic strategies. The objective of this study was to quantitatively describe the global situation in terms of supply of and need for human resources for health-related rehabilitation services, as a basis for strategy development of the workforce in physical and rehabilitation medicine.}, number = {1}, urldate = {2021-03-04}, journal = {BMC Health Services Research}, author = {Gupta, Neeru and Castillo-Laborde, Carla and Landry, Michel D.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6963-11-276 2339240:ZMDVUMKV 2405685:B5VIRCLF}, keywords = {Health Workforce, Medical Workforce, Rehabilitation Health, Rehabilitation Personnel, Rehabilitation Service}, pages = {276}, } @article{gungor_turkish_2016, title = {Turkish pre-service teachers' reflective practices in teaching {English} to young learners}, volume = {41}, issn = {0313-5373, 0313-5373}, url = {https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2971&context=ajte}, doi = {10.14221/ajte.2016v41n2.9}, abstract = {The course "Teaching English to Young Learners" is the first stage where pre-service teachers are introduced to a child's world, developmental characteristics, needs, interests as well as teaching and learning techniques for these learners in English language teaching pre-service teacher education programmes in Turkey. This action research study identifies the gap that pre-service teachers experience between the theoretical considerations and realities of teaching, and the problems they face in this course. It provides the opportunity for monitoring and evaluating themselves in a pre-service teacher education programme in Turkey. Hence, this piece of research aims to promote reflective practice at the preservice level in teaching English to young learners through video recorded microteaching sessions, reflective journals, and lesson plans of pre-service teachers. The study reports on the results by highlighting the contribution of these reflective tools to pre-service teachers' professional development, self- and peer- reflections and the preparedness to teach English to young learners. Finally, insights and recommendations concerning teacher educators and pre-service programmes are offered to promote reflective practice and make methodology courses more beneficial before pre-service teachers embark on their practicum experience.}, language = {English}, number = {2}, journal = {Australian Journal of Teacher Education}, author = {Güngör, Muzeyyen Nazli}, month = feb, year = {2016}, note = {Publisher: Edith Cowan University, Bradford Street, Mount Lawley, West Australia 6050, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826521925?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14221/ajte.2016v41n2.9 2405685:LGB6A2T8 2534378:MA7EKPTA 2534378:MK9KRY6K}, keywords = {Action Research, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Elementary Education, English (Second Language), Foreign Countries, Higher Education, Journal Writing, Language Teachers, Lesson Plans, Postsecondary Education, Preservice Teacher Education, Preservice Teachers, Qualitative Research, Reflection, Reflective Teaching, Second Language Instruction, Teaching Methods, Turkey, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096127, \_\_finaldtb}, pages = {137--151}, } @article{gujjar_study_2011, title = {A {Study} of the {Application} of {Information} {Technology} in {Distance} {Education} in {Pakistan}}, volume = {7}, issn = {0973-0559}, url = {https://eric.ed.gov/?id=EJ1102173}, doi = {10.26634/jet.7.4.1389}, abstract = {Education plays a vital role to develop the nation culturally, economically and socially. That is why every nation focuses on this sector. For its improvement all endeavors are being made through formal education, Non-formal education and Distance Education. The trend of distance education has developed considerably in developed countries and developing countries. Information technology plays a pivotal role for the development of Distance Education. Keeping in view the importance of I.T. in education, this study was developed. The main aim of this study was to investigate the use of information technology in distance education in Pakistan. Population comprised of the I.T. users, person helping, operating or supervising the I.T. tools as planners, academicians, designers, programmers, producers, operators, regional directors and Deans of AIOU. Questionnaire on five point Likert scale was prepared. Collected data was tabulated and analyzed. The main conclusions of the study are: The use of information technology is still limited. Computer net work was not used for distance learners, Radio, T.V. programs and relevant audio material, videocassettes were prepared and CDs, software still not in use. University library was not computerized. Staff got training from time to time in I.T. Education in their specialization. But there is need to make I.T. system more sophisticated according to new trends and students' needs. There is also need to develop regional centers, which should serve as resource centers to the facilitation of distance learners.}, language = {en}, number = {4}, urldate = {2020-12-01}, journal = {Journal of Educational Technology}, author = {Gujjar, Aijaz Ahmed and Ahmed, Saira Ijaz and Ramzan, Muhammad}, year = {2011}, note = {Publisher: i-manager Publications KerkoCite.ItemAlsoKnownAs: 10.26634/jet.7.4.1389 2339240:GMBSS6P7 2405685:F2XC3TFE}, keywords = {Access to Information, Data Analysis, Data Collection, Distance Education, Electronic Libraries, Foreign Countries, Information Technology, Likert Scales, Nonformal Education, Open Universities, Questionnaires, Radio, Scores, Statistical Analysis, Student Needs, Technology Uses in Education, Television, Trend Analysis, Use Studies}, pages = {11--18}, } @incollection{guggenheim_indonesias_2012, title = {Indonesia's {Quiet} {Springtime}: {Knowledge}, {Policy} and {Reform}}, url = {https://bookshop.iseas.edu.sg/publication/478}, abstract = {There are reasons for thinking that this is at last Indonesia's moment on the world stage. Having successfully negotiated its difficult transition to...}, language = {en}, urldate = {2020-09-29}, booktitle = {Indonesia {Rising}: {The} {Repositioning} of {Asia}'s {Third} {Giant}}, publisher = {Institute of Southeast Asian Studies}, author = {Guggenheim, Scott}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TPFWM4PW 2405685:4ILELC5B}, pages = {200}, } @techreport{guerrero_what_2012, address = {London}, title = {What works to improve teacher attendance in developing countries? {A} systematic review}, copyright = {978-1-907345-39-5}, url = {https://assets.publishing.service.gov.uk/media/57a08a6040f0b652dd0006da/Q39Teacher_attendance_2012Guerrero.pdf}, abstract = {Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.}, language = {en}, institution = {EPPI: Centre, Social Science Research Unit, Institute of Education, University of London.}, author = {Guerrero, Gabriela and Leon, Juan and Zapata, Mayli and Sugimaru, Claudia and Cueto, Santiago}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HQMEK2DN 2405685:RVQVA5PM 4556019:9LQMSXJ4}, keywords = {potential solutions, ⛔ No DOI found}, pages = {125}, } @article{gudmundsdottir_when_2010, title = {When does {ICT} support education in {South} {Africa}? {The} importance of teachers' capabilities and the relevance of language}, volume = {16}, issn = {0268-1102}, shorttitle = {When does {ICT} support education in {South} {Africa}?}, url = {https://doi.org/10.1080/02681102.2010.498409}, doi = {10.1080/02681102.2010.498409}, abstract = {The aim of this paper is to highlight some of the challenges of information and communication technology (ICT) integration in a South African classroom setting. The main focus is on the concept of a digital divide, and how cultural complexity with special emphasis on language can affect the divide in schools that already have material access to ICT. The study is based on fieldwork in seventh-grade classes in four primary schools in Cape Town, South Africa. The learners answered a questionnaire regarding their ICT use and skills, and interviews were conducted with learners, teachers, and principals. In conclusion, it is argued that the challenges of language in South African schools can exacerbate or maintain the digital divide among learners who are already disadvantaged due to a range of social inequalities. For learners to fully master the use of ICT in today's global knowledge society, it needs to be put in a local context, which includes use in a familiar language. Moreover, it is suggested that greater opportunities for teacher training are needed in order to enhance culturally sensitive and appropriate ICT integration based on local needs and capacity.}, number = {3}, urldate = {2022-05-19}, journal = {Information Technology for Development}, author = {Gudmundsdottir, G. B.}, month = jul, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02681102.2010.498409 KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2010.498409 2405685:U9M2N3BV 4042040:YQYVKVPN}, keywords = {ICT integration, digital divide, disadvantaged learners, language of teaching and learning, teacher training}, pages = {174--190}, } @techreport{guajardo_teacher_2011, title = {Teacher {Motivation}: {Theoretical} {Framework}, {Situation} {Analysis} of {Save} the {Children} {Country} {Offices}, and {Recommended} {Strategies}}, language = {EN}, institution = {Save the Children}, author = {Guajardo, Jarret}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZJTYNS5F}, } @article{gu_facilitating_2019, title = {Facilitating innovation with technology: {Key} actors in educational ecosystems}, volume = {50}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, shorttitle = {Facilitating innovation with technology}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12786}, doi = {10.1111/bjet.12786}, language = {en}, number = {3}, urldate = {2019-12-20}, journal = {British Journal of Educational Technology}, author = {Gu, Xiaoqing and Crook, Charles and Spector, Mike}, year = {2019}, note = {shortDOI: 10/ggfwhs KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12786 10/ggfwhs 2339240:39M39SXM 2339240:EFRE7X2P 2405685:442VMQ2C 2405685:DBTEPLR6}, pages = {1118--1124}, } @misc{gsma_accelerating_2017, title = {Accelerating affordable smartphone ownership in emerging markets}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2017/07/accelerating-affordable-smartphone-ownership-emerging-markets-2017.pdf}, urldate = {2020-09-24}, author = {GSMA}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QFFJ8AB6 2405685:JNRV8W9V}, } @misc{gsma_digital_2018, title = {Digital transformation in {Tanzania}. {The} role of mobile technology and impact on development goals}, url = {https://data.gsmaintelligence.com/api-web/v2/research-file-download?id=39256224&file=2736-180319-Tanzania.pdf}, author = {GSMA}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R9F7Z4VM 2405685:PDC2FA2K}, } @misc{gsma_gsma_2018, title = {{GSMA} {Mobile} {Connectivity} {Index}}, url = {https://www.mobileconnectivityindex.com/}, abstract = {The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions}, language = {English}, urldate = {2020-04-28}, journal = {GSMA Mobile Connectivity Index}, author = {GSMA}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:5WXLVYAH}, } @misc{gsma_gsma_2018, title = {{GSMA} {Mobile} {Connectivity} {Index} {\textbar} {Sierra} {Leone}}, url = {https://www.mobileconnectivityindex.com/}, abstract = {The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions}, urldate = {2020-06-25}, author = {GSMA}, year = {2018}, note = {Library Catalog: www.mobileconnectivityindex.com EdTechHub.ItemAlsoKnownAs: 2405685:AGNKXIPC}, } @techreport{gsma_que_2018, title = {¿{Qué} debe incluir la política pública del próximo presidente para integrar completamente a {El} {Salvador} a la economía digital?}, url = {https://www.gsma.com/latinamerica/wp-content/uploads/2019/01/GSMA-EL-SALVADOR-DIGITAL.pdf}, urldate = {2021-12-20}, author = {{GSMA}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97MH9542 2405685:RS4FH537}, } @techreport{gruen_open_2014, title = {Open for {Business}: {How} {Open} {Data} {Can} {Help} {Achieve} the {G20} {Growth} {Target}}, url = {https://lateraleconomics.com.au/wp-content/uploads/omidyar_open_business.pdf}, urldate = {2022-06-20}, institution = {Lateral Economics}, author = {Gruen, Nicholas and Houghton, John and Tooth, Richard}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N6CIMVHK 2405685:2YZPLTEL}, } @article{grover_classroom_2016, title = {Classroom {Cybernetics}: an {Approach} for {Effective} and {Efficient} {Classroom} {Teaching}}, volume = {4}, shorttitle = {Classroom {Cybernetics}}, abstract = {Cybernetics is not a new invention but its potential for application has not exhausted even after nearly seventy years of its origin. It started with idea of automation and control in the electrical and mechanical systems, but later on extended to biological, social systems and learning systems. Present paper is about application of cybernetics in education systems and discussion has been limited to only classroom situation. Cybernetics means ‘to steer’, ‘to navigate’ or ‘to govern’ for taking the system to desired goal. Here in classroom teaching-learning process is a system and the goal is success of the learner and learning process. Classroom cybernetics is constituted by Constructivism, Conversation theory and a feedback system. Constructivism resulted in five E’s namely- Engage, Explore, Explain, Elaborate and Evaluate. Conversation theory necessitatesinteraction between teacher and learner which passes through three levels of language namely-natural language, subject language and meat language. Feedback is another essential element of cybernetics which is an instrument for controlling the system to maintain equilibrium, move forward or even reverse it. Problem with the conversation theory is that it is applicable only for one to one correspondence between teacher and learner, thus can’t directly help in classroom situation. To make it applicable for classroom situation Ashby’s Law of requisite Variety has been applied which necessitates that teacher need to be hugely better equipped than the learners and should be skilled enough to visualize the learners’ state of mind. Thus effective use of constructivism, conversation theory, feedback loop and Ashby’s law of requisite varieties makes comprehensive Classroom Cybernetics.}, journal = {International Journal of Research in Advent Technology}, author = {Grover, Vijay}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AUZTI59W 2405685:8KRWBNE8}, keywords = {⛔ No DOI found}, pages = {45--52}, } @article{gronlund_effective_2010, title = {Effective {Use} of {Assistive} {Technologies} for {Inclusive} {Education} in {Developing} {Countries}: {Issues} and challenges from two case studies}, volume = {6}, issn = {1814-0556}, shorttitle = {Effective {Use} of {Assistive} {Technologies} for {Inclusive} {Education} in {Developing} {Countries}}, url = {https://www.learntechlib.org/p/42264/}, abstract = {Developing countries face many obstacles in the process of implementing inclusive education (IE). Effective use of assistive technologies (AT) can help governments in developing countries achieve inclusive education by helping children with disabilities in schools. Despite the importance and positive impact of AT, prior research on the use of AT in inclusive education especially in developing countries is limited. To fill the research gap in this area, this paper investigates the research question of, How can AT be effectively used for IE in developing countries? To address this question,...}, language = {en}, number = {4}, urldate = {2020-04-03}, journal = {International Journal of Education and Development using ICT}, author = {Grönlund, Åke and Lim, Nena and Larsson, Hannu}, month = dec, year = {2010}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:MQSJ66AT 2405685:AYQJEEVW}, keywords = {⛔ No DOI found}, pages = {5--26}, } @article{groff_dynamic_2013, title = {Dynamic {Systems} {Modeling} in {Educational} {System} {Design} \& {Policy}}, volume = {2}, issn = {2254-7339}, url = {http://naerjournal.ua.es/article/view/v2n2-3}, doi = {10.7821/naer.2.2.72-81}, number = {2}, urldate = {2021-02-28}, journal = {Journal of New Approaches in Educational Research}, author = {Groff, Jennifer Sterling}, month = jul, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.7821/naer.2.2.72-81 2405685:769WZKJB}, pages = {72--81}, } @article{groff_personalized_2017, title = {Personalized {Learning}: {The} {State} of the {Field} \& {Future} {Directions} - 2017}, shorttitle = {Personalized {Learning}}, url = {https://www.academia.edu/40662346/Personalized_Learning_The_State_of_the_Field_and_Future_Directions_2017}, abstract = {Personalized Learning: The State of the Field \& Future Directions - 2017}, urldate = {2022-06-24}, author = {Groff, Jennifer}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VKJBHFCG 2405685:DXH58PJM}, keywords = {⛔ No DOI found}, } @inproceedings{grimus_mobile_2012, title = {Mobile {Learning} as a chance to enhance education in developing countries – on the example of {Ghana}}, abstract = {Education has become one of the biggest public enterprises in Ghana, taking about 11 percent of the GDP, enrolling about a quarter of the population in schools and other educational services (EDU 2011). The need for content, the demands of young people, requesting material for self-conducted learning, the lack of teachers, the small proportion of trained teachers and the lack of equipment in schools in rural areas are a huge challenge. The advancement of technology and high mobile penetration rates in developing countries has broadened the horizon of education. One possibility to overcome the problems is the application of the concept of mobile learning (called m-Learning). At first, it is required to describe the current situation in Ghana; this includes the identification of stakeholders as well as corresponding and influencing factors, which have to be taken in consideration when planning a holistic m-Learning-model for Ghana. MLearning implies inherently a chance in the didactical approach. In the next step, together with a group of teachers in Ghana, research will be done, aiming at the implementation of a sustainable m-Learning concept for secondary education. Integrating teachers in the first phase is a necessity, since it supports the development of a pedagogical concept, which is necessary for a change in pedagogical practice to integrate m-Learning in daily practice.}, language = {en}, author = {Grimus, Margarete and Ebner, Martin and Holzinger, Andreas}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5CCNSQIW 2405685:F9UHH538}, keywords = {⛔ No DOI found}, pages = {340--345}, } @article{grimus_learning_2015, title = {Learning and {Teaching} {With} {Mobile} {Devices}: {An} {Approach} in {Higher} {Secondary} {Education} in {Ghana}}, volume = {7}, issn = {1941-8647, 1941-8655}, shorttitle = {Learning and {Teaching} {With} {Mobile} {Devices}}, url = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijmbl.2015040102}, doi = {10.4018/ijmbl.2015040102}, abstract = {While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.}, language = {en}, number = {2}, urldate = {2020-03-17}, journal = {International Journal of Mobile and Blended Learning}, author = {Grimus, Margarete and Ebner, Martin}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 10/ggn3xd 2339240:MHJH5AZV 2405685:NCJ8I8FF}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {17--32}, } @article{grimus_learning_2015, title = {Learning and teaching with mobile devices: an approach in higher secondary education in {Ghana}}, volume = {7}, issn = {1941-8647, 1941-8647}, url = {https://www.researchgate.net/publication/274254881_Learning_and_Teaching_With_Mobile_Devices_An_Approach_in_Higher_Secondary_Education_in_Ghana}, doi = {10.4018/ijmbl.2015040102}, abstract = {While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.}, language = {English}, number = {2}, journal = {International Journal of Mobile and Blended Learning}, author = {Grimus, Margarete and Ebner, Martin}, year = {2015}, note = {Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2405685:XK46R6XU 2534378:5KLKWTMM 2534378:KZNNQLJ5}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Faculty Development, Feedback (Response), Foreign Countries, Ghana, Handheld Devices, Online Surveys, Secondary Education, Semi Structured Interviews, Student Attitudes, Teacher Attitudes, Technical Education, Technology Uses in Education, Telecommunications, Workshops, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096257, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {17--32}, } @article{grimus_learning_2015, title = {Learning and teaching with mobile devices: an approach in higher secondary education in {Ghana}}, volume = {7}, issn = {1941-8647, 1941-8647}, url = {https://www.researchgate.net/publication/274254881_Learning_and_Teaching_With_Mobile_Devices_An_Approach_in_Higher_Secondary_Education_in_Ghana}, doi = {10.4018/ijmbl.2015040102}, abstract = {While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.}, language = {English}, number = {2}, journal = {International Journal of Mobile and Blended Learning}, author = {Grimus, Margarete and Ebner, Martin}, year = {2015}, note = {Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2405685:XK46R6XU 2534378:5KLKWTMM 2534378:KZNNQLJ5}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Faculty Development, Feedback (Response), Foreign Countries, Ghana, Handheld Devices, Online Surveys, Secondary Education, Semi Structured Interviews, Student Attitudes, Teacher Attitudes, Technical Education, Technology Uses in Education, Telecommunications, Workshops, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096257, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {17--32}, } @article{grimus_learning_2014, title = {{LEARNING} {AND} {TEACHING} {WITH} {MOBILE} {DEVICES} {AN} {APPROACH} {IN} {SECONDARY} {EDUCATION} {IN} {GHANA}}, language = {en}, author = {Grimus, Margarete and Ebner, Martin}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4INLKHHR 2405685:DSWX579I}, keywords = {⛔ No DOI found}, pages = {10}, } @techreport{grimus_learning_2014, address = {Austria}, title = {Learning and {Teaching} with {Mobile} {Devices}: {An} {Approach} in {Secondary} {Education} in {Ghana}}, url = {https://files.eric.ed.gov/fulltext/ED557242.pdf}, abstract = {While many developing nations find Internet-based e-learning unsuitable for their needs (lack of technology as well as of accessibility), mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). This article examines the chances and challenges of the use of mobile devices to support improvement and transformation of education in a Senior High School in Ghana. It draws attention to the local situation in a field-study looking at infrastructure, development of material and support. A model for teacher training was designed to facilitate teachers’ attitudes and abilities for implementation of mobile learning. The article figures out how mobile devices can be integrated in learning and teaching on the specific background of a school in Ghana. Based on our results we conclude that teachers and students want to use mobile devices in learning. Their perceptions are positive and they developed courses for specific subjects available for eReaders and mobile phones. The results and feedback from two workshops encourage us to propose this model as an example for integration of mobile devices for learning in other regions of Sub Sahara Africa.}, language = {en}, institution = {Institute for Information Systems Computer Media, Graz University of Technology}, author = {Grimus, Margarete and Ebner, Martin}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KUYCFDLA 2405685:W83IEEJP}, } @misc{grimmette_ou_2019, title = {{OU} partners with {Ministry} of {Education} in {Ghana} to launch {OpenSTEM} {Africa}}, url = {https://ounews.co/education-languages-health/education/ou-partners-with-ministry-of-education-in-ghana-to-launch-openstem-africa/}, abstract = {The Open University and the Ministry of Education (Ghana) have launched a programme to promote the effective teaching of practical science in Senior High Schools. Open STEM Africa: Ghana, is aimed at improving practical teaching and learning of science and in particular providing support for under-qualified or inexperienced science teachers, in line with the government of Ghana’s education policy.}, language = {en-GB}, urldate = {2020-08-03}, journal = {OU News}, author = {Grimmette, Hannah}, month = oct, year = {2019}, note = {Library Catalog: ounews.co Section: Education KerkoCite.ItemAlsoKnownAs: 2405685:GB3T6EY7}, } @article{grenier_value_2015, title = {The value of language skills}, issn = {20549571}, url = {http://wol.iza.org/articles/economic-value-of-language-skills}, doi = {10.15185/izawol.205}, language = {en}, urldate = {2020-06-16}, journal = {IZA World of Labor}, author = {Grenier, Gilles}, year = {2015}, note = {shortDOI: 10/ghgn52 KerkoCite.ItemAlsoKnownAs: 10/ghgn52 2405685:2S696UER}, } @article{greenleaf_limitations_2010, title = {Limitations of {Malaysia}’s {Data} {Protection} {Bill}}, language = {en}, author = {Greenleaf, Graham}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CB72STTR 2405685:PSA77FZR}, keywords = {⛔ No DOI found}, pages = {4}, } @article{greenhow_learning_2017, title = {Learning and teachin with social network sites: {A} decade of research in {K}-12 related education}, volume = {22}, doi = {10.1007/s10639-015-9446-9}, number = {2}, journal = {Education and Information Technologies}, author = {Greenhow, Christine and Askari, E}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9446-9 2405685:CQQGDLH3}, pages = {623--645}, } @techreport{greenhill_leave_2017, address = {London}, title = {The ‘leave no one behind’ index}, url = {https://cdn.odi.org/media/documents/11656.pdf}, language = {en}, institution = {Overseas Development Institute}, author = {Greenhill, Romilly}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VFT83VC2 2405685:MFW2ERFR}, keywords = {⛔ No DOI found}, pages = {9}, } @misc{green_payment_2016, title = {Payment by {Results} hasn’t produced much in the way of results, but aid donors are doing it anyway. {Why}? – {FP2P}}, url = {https://oxfamapps.org/fp2p/payment-by-results-hasnt-produced-much-in-the-way-of-results-but-aid-donors-are-doing-it-anyway-why/}, urldate = {2022-06-09}, author = {Green, Duncan}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KUX5CYJA 2405685:2JC5M5HW 4656463:5538DZJJ}, } @book{green_how_2016, address = {Oxford}, title = {How change happens}, publisher = {Oxford University Press}, author = {Green, D.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9WGBKM7K 2405685:DWDK4DTC}, } @article{granic_technology_2019, title = {Technology acceptance model in educational context: {A} systematic literature review}, volume = {50}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, shorttitle = {Technology acceptance model in educational context}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12864}, doi = {10.1111/bjet.12864}, abstract = {A respectable amount of work dealing with Technology Acceptance Model (TAM) clearly indicates a popularity of TAM in the field of technology acceptance in general. Nevertheless, there is still a gap in existing knowledge regarding representative academic literature that underlie research on TAM in educational context. The main objective of this systematic literature review is to provide an overview of the current state of research efforts on TAM application in the field of learning and teaching for a variety of learning domains, learning technologies and types of users. Through systematic search by the use of EBSCO Discovery Service, the review has identified 71 relevant studies ranged between 2003 and 2018. The main findings indicate that TAM and its many different versions represent a credible model for facilitating assessment of diverse learning technologies. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors affecting acceptance of learning with technology. The paper identifies some gaps in current work and suggests areas for further investigation. The results of this systematic review provide a better understanding of TAM acceptance studies in educational context and create a firm foundation for advancing knowledge in the field. Practitioner Notes What is already known about this topic Technology acceptance research in teaching and learning context has become an attractive trend. A number of reviews and meta-analysis focused on specific topics related to technology acceptance in education have been conducted. The Technology Acceptance Model (TAM) is the key model in understanding predictors of human behaviour towards potential acceptance or rejection of the technology. What this paper adds The state of current research on Technology Acceptance Model application in educational context lacks comprehensive reviews addressing variety of learning domains, learning technologies and types of users. The paper presents systematic review of relevant academic literature on Technology Acceptance Model (TAM) in the field of learning and teaching. The paper provides empirical evidence on the predictive validity of the models based on TAM presented in selected literature. The findings revealed that TAM, along with its many different versions called TAM++, is a leading scientific paradigm and credible model for facilitating assessment of diverse technological deployments in educational context. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors that have affected acceptance of learning with technology. Implications for practice and/or policy The systematic review adds to the body of knowledge and creates a firm foundation for advancing knowledge in the field. By following the most common research objectives and/or by filling current gaps in applied research methods, chosen sample groups and types of result analysis, an own study could be conducted. Future research may well focus on identifying additional external factors that could further explain acceptance and usage of various learning technologies.}, language = {en}, number = {5}, urldate = {2019-11-15}, journal = {British Journal of Educational Technology}, author = {Granić, Andrina and Marangunić, Nikola}, year = {2019}, note = {shortDOI: 10/gf5f7d KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12864 10/gf5f7d 2339240:UDAZ2J5E 2405685:2JHVIT8F}, pages = {2572--2593}, } @book{grandvoinnet_opening_2015, series = {New {Frontiers} of {Social} {Policy}}, title = {Opening the {Black} {Box}: {The} contextual drivers of social accountability}, isbn = {978-1-4648-0481-6}, shorttitle = {Opening the {Black} {Box}}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-0481-6}, urldate = {2020-12-10}, publisher = {The World Bank}, author = {Grandvoinnet, Helene and Aslam, Ghazia and Raha, Shomikho}, year = {2015}, doi = {10.1596/978-1-4648-0481-6}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0481-6 2339240:J8RUNV3U 2405685:5ECFJ4UA}, } @article{graham_towards_2015, title = {Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: {Towards} a study of information geographies}, volume = {2}, issn = {20544049}, shorttitle = {Towards a study of information geographies}, url = {http://doi.wiley.com/10.1002/geo2.8}, doi = {10.1002/geo2.8}, language = {en}, number = {1}, urldate = {2016-01-21}, journal = {Geo: Geography and Environment}, author = {Graham, Mark and De Sabbata, Stefano and Zook, Matthew A.}, month = jun, year = {2015}, note = {shortDOI: 10/ggsp4d KerkoCite.ItemAlsoKnownAs: 10/ggsp4d 2405685:6MNK7SAW}, keywords = {Digital Divide, Geoweb, augmented realities, immutable mobiles, information geography}, pages = {88--105}, } @techreport{gpe_guidelines_2015, title = {Guidelines for {Education} {Sector} {Plan} {Preparation}}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.globalpartnership.org/sites/default/files/document/file/2020-GPE-guidelines-preparation-EN.pdf}, urldate = {2021-10-08}, institution = {UNESCO}, author = {{GPE} and {IIEP-UNESCO}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CWTV3PW6 2339240:NAIGI842 2405685:LPT3UV3S 2405685:RV7S3GC7}, } @misc{gpe_and_education_data_solutions_roundtable_outcomes_2019, title = {Outcomes of the {Education} {Data} {Solutions} {Roundtable}}, url = {https://www.globalpartnership.org/content/outcomes-education-data-solutions-roundtable}, abstract = {This document’s intent is to support developing country partners by offering concrete, actionable recommendations for improving their education sector data production, flows, reporting and usage.}, language = {en}, urldate = {2022-10-04}, author = {{GPE and Education Data Solutions Roundtable}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9XIDS2VQ 2405685:QQHWSN5A 4656463:59CUBSHX}, } @techreport{gpe_ghana_2018, title = {Ghana education sector analysis. 2018 {\textbar} {Documents} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/content/ghana-education-sector-analysis-2018}, abstract = {Ghana’s Education Sector Analysis (ESA) 2018 provides an objective assessment of the state of education in the country. It has been produced to inform the finalization of the Education Sector Plan (ESP) 2018–2030 and to ensure a broad evidence base for future policymaking.}, language = {en}, urldate = {2022-06-09}, author = {{GPE}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RDJIZ8QW 2405685:QS9P7AFP 4656463:DS6H59W5}, } @misc{gpe_meeting_2019, title = {Meeting the data challenge in education. {A} knowledge and innovation exchange ({KIX}) discussion paper {\textbar} {Documents} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper}, abstract = {The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.}, language = {en}, urldate = {2022-09-28}, publisher = {GPE}, author = {{GPE}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QLLLFLC4 2405685:XMDKWKPS 4656463:8GKMQBH2}, } @techreport{gpe_summative_2019, title = {Summative {GPE} country program evaluation}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2019-07-summative-gpe-country-program-evaluation-rwanda.pdf}, language = {en}, author = {GPE}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LE4APHVD 2405685:BVBDM9S7}, pages = {151}, } @techreport{gpe_using_2019, title = {Using technology to bring education to the most remote areas}, url = {https://www.globalpartnership.org/sites/default/files/f_gpe1037_2-page_country_story_pakistan_a4-print.pdf}, author = {GPE}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ACEKM42F 2405685:DG7BRX4X}, } @techreport{gpe_using_2019, title = {Using technology to bring education to the most remote areas}, url = {https://www.globalpartnership.org/sites/default/files/f_gpe1037_2-page_country_story_pakistan_a4-print.pdf}, author = {GPE}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ACEKM42F 2405685:DG7BRX4X}, } @techreport{government_of_zimbabwe_education_2019, title = {Education {Amendment} {Act}}, url = {https://www.veritaszim.net/sites/veritas_d/files/EDUCATION%20AMENDMENT%20ACT%2C%202019%20%5B%20Act%2015-2019%5D_0.pdf}, urldate = {2020-06-27}, author = {Government of Zimbabwe}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:AGMIFLQB}, } @techreport{government_of_the_republic_of_malawi_education_2014, title = {Education {Sector} {Implementation} {Plan} {II} (2013/14 - 2017/18)}, url = {https://www.globalpartnership.org/sites/default/files/malawi_esip_ii.pdf}, urldate = {2022-10-31}, author = {{Government of the Republic of Malawi} and UNICEF Malawi}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HJJGG7CU 2405685:2IVEYH7J}, } @techreport{government_of_the_punjab_punjab_2019, title = {Punjab {Education} {Sector} {Plan} 2019/20–2023/2024}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-19-Pakistan-Punjab-ESP.pdf}, urldate = {2020-07-20}, author = {{Government of the Punjab}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ATSY7HWB}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{government_of_the_punjab_punjab_2019, title = {Punjab {Education} {Sector} {Plan} (2019-2024)}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/pakistan-punjab-esp.pdf}, urldate = {2020-06-11}, author = {Government of the Punjab}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6NJ2RV3L}, } @techreport{government_of_the_punjab_punjab_2018, title = {Punjab {IT} {Policy}}, url = {https://policy.pitb.gov.pk/system/files/Punjab_IT_Policy_2018_05062018.pdf}, urldate = {2020-07-20}, author = {{Government of the Punjab}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LFJZRJPR}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{government_of_sindh_school_education__literacy_department_school_2019, title = {School {Education} {Sector} {Plan} and {Roadmap} for {Sindh} (2019–2024)}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-19-Pakistan-Sindh-ESP.pdf}, urldate = {2020-07-20}, author = {{Government of Sindh. School Education \& Literacy Department}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HIXLP8XY 2405685:EQ4B5935 2405685:EV5Y3ETE}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{government_of_sindh_essp_2019, title = {{ESSP} {Contract} 2019: {Example} partnership contract}, url = {https://www.sef.org.pk/wp-content/uploads/2017/download_page/contract/ESSP%20Contract%202019.pdf}, urldate = {2022-04-07}, publisher = {Government of Sindh}, author = {{Government of Sindh}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JUWLIC7T 2405685:IHHEEJET 4656463:WIQKWWML}, } @techreport{government_of_sindh_school_2019, title = {School {Education} {Sector} {Plan} and {Roadmap} for {Sindh}}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-19-Pakistan-Sindh-ESP.pdf}, urldate = {2020-08-13}, author = {Government of Sindh}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BWRZQRFU}, } @misc{government_of_sierra_leone_sierra_2011, title = {Sierra {Leone} {Teaching} {Service} {Commission} {Act}}, url = {http://www.sierra-leone.org/Laws/2011-01.pdf}, urldate = {2022-12-22}, author = {Government of Sierra Leone}, month = mar, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XVKYXQ4E 2405685:D8ZBENA6}, } @techreport{government_of_sierra_leone_sierra_2019, title = {Sierra {Leone}’s {Medium}-{Term} {National} {Development} {Plan} 2019-2023: {Education} for {Development}.}, url = {https://www.imf.org/en/Publications/CR/Issues/2019/07/09/Sierra-Leone-Economic-Development-Documents-National-Development-Plan-2019-23-47099}, author = {Government of Sierra Leone}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RPKBXC8H 2405685:XNWLCKWJ}, } @techreport{government_of_sierra_leone_agenda_2013, title = {The {Agenda} for {Prosperity}: {Road} to {Middle} {Income} {Status}}, url = {http://extwprlegs1.fao.org/docs/pdf/sie149110.pdf}, language = {en}, author = {Government of Sierra Leone}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FHMH4G7H 2405685:7DIVY6PP}, keywords = {⛔ No DOI found}, pages = {216}, } @techreport{government_of_rwanda_national_2015, title = {National {ICT} {Strategy} and {Plan} {NICI} - 2015}, url = {https://www.itu.int/en/ITU-D/Cybersecurity/Documents/National_Strategies_Repository/Rwanda%20NCSS%20NICI_III.pdf}, author = {Government of Rwanda}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z7UNCKNZ 2405685:8HCP38PR}, } @techreport{government_of_rwanda_nici-2010_2010, title = {The {NICI}-2010 {Plan}}, url = {https://nyabihu.gov.rw/fileadmin/user_upload/NICI_II.pdf}, author = {Government of Rwanda}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XFC7GT49 2405685:YP3XVYES}, } @techreport{government_of_pakistan_pakistan_2018, address = {Islamabad, Pakistan}, title = {Pakistan {Education} {Statistics} 2016-17.pdf}, url = {http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202016-17.pdf}, urldate = {2020-07-20}, author = {{Government of Pakistan} and {Ministry of Federal Education and Professional Training} and {National Education Management Information System} and {Academy of Educational Planning and Management}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CUXC3C5A 2405685:JC6NK8YQ 2405685:PLDXDU8E}, } @techreport{government_of_pakistan_economic_advisers_wing_finance_division_pakistan_2019, address = {Islamabad, Pakistan}, title = {Pakistan {Economic} {Survey} 2018–19}, url = {http://www.finance.gov.pk/survey/chapters_19/Economic_Survey_2018_19.pdf}, urldate = {2020-07-20}, institution = {Government of Pakistan}, author = {{Government of Pakistan. Economic Adviser's Wing, Finance Division}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KNTFZ89B}, keywords = {auto\_merged}, } @techreport{government_of_pakistan_pakistan_2018, title = {Pakistan {Education} {Statistics} 2016-17}, url = {http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202016-17.pdf}, urldate = {2020-06-11}, institution = {Government of Pakistan}, author = {Government of Pakistan}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SECKE4CB 2405685:AQDUZ6BJ 2405685:VX7D4S3R}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{government_of_malawi_malawi-growth-and-development-strategy-mgds-iii-2017-2022_2017, title = {Malawi-{Growth}-and-{Development}-{Strategy}-{MGDS}-{III}-2017-2022 (low res).pdf}, url = {https://malawi.un.org/sites/default/files/2020-04/Malawi-Growth-and-Development-Strategy-MGDS-III-2017-2022%20%28low%20res%29.pdf}, urldate = {2022-11-02}, author = {Government of Malawi}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:99BEMNP3 2405685:8AV66KVR}, } @misc{government_of_malawi_national_2014, title = {National {ICT} {Master} {Plan}}, url = {https://info.undp.org/docs/pdc/Documents/MWI/DRAFT%20MASTER%20ICT%20PLAN%20REPORT%203%20V3%2004022014.docx}, author = {Government of Malawi}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JKYMAPAN 2405685:DGG93AXT}, } @techreport{government_of_liberia_national_2019, title = {National {ICT} {Policy} (2019-2024)}, url = {http://www.moci.gov.lr/doc/ICT%20_%20Telecom%20Policy%20Main%20Body.pdf}, urldate = {2020-06-25}, author = {Government of Liberia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:742YQUUN}, } @techreport{government_of_kenya_county_2019, address = {Nairobi, Kenya}, title = {The {County} {Allocation} of {Revenue} {Bill}, 2019}, url = {http://www.parliament.go.ke/sites/default/files/2019-04/THE%20COUNTY%20ALLOCATION%20OF%20REVENUE%20BILL%202019%20Combined%20%281%29.pdf}, author = {{Government of Kenya}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HBM87LKU}, } @misc{government_of_india_personal_2019, title = {The {Personal} {Data} {Protection} {Bill}}, url = {http://164.100.47.4/BillsTexts/LSBillTexts/Asintroduced/373_2019_LS_Eng.pdf}, urldate = {2022-06-14}, author = {Government of India}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6FDVNC76 2405685:VDBFPWZS}, } @misc{government_of_ghana_education_2018, title = {Education {Sector} {Performance} {Report} 2018}, shorttitle = {{ESPR} 2018}, url = {https://www.globalpartnership.org/sites/default/files/document/file/2020-16-Ghana%20-%20ESP-IR.pdf}, urldate = {2022-06-09}, author = {{Government of Ghana}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z7835E53 2405685:9ZZWBVR6 4656463:TFP8BJT6}, } @misc{government_of_bangladesh_national_2018, title = {National {ICT} {Policy} 2018}, url = {https://www.policy.gov.bd/policy/ict-division?lang=en}, author = {{Government of Bangladesh}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H56MA5IU 2405685:2X3HT3PX}, } @article{gove_designing_2017, title = {Designing for {Scale}: {Reflections} on {Rolling} {Out} {Reading} {Improvement} in {Kenya} and {Liberia}}, volume = {2017}, copyright = {© 2017 Wiley Periodicals, Inc.}, issn = {1534-8687}, shorttitle = {Designing for {Scale}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/cad.20195}, doi = {10.1002/cad.20195}, abstract = {Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.}, language = {en}, number = {155}, urldate = {2020-01-17}, journal = {New Directions for Child and Adolescent Development}, author = {Gove, Amber and Poole, Medina Korda and Piper, Benjamin}, year = {2017}, note = {shortDOI: 10/ggkzrw KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20195 10/ggkzrw 2405685:HTRYQVPL}, pages = {77--95}, } @article{gove_assessing_2017, title = {Assessing the {Impact} of {Early} {Learning} {Programs} in {Africa}}, volume = {2017}, issn = {1520-3247}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5814861/}, doi = {10.1002/cad.20224}, abstract = {We present results from early learning programs in six African countries: Ethiopia, Kenya, Liberia, Malawi, Tanzania, and Uganda. In partnership with ministries of education, RTI International has worked within government systems to support the design and deployment of locally contextualized materials, training, and assessment tools, with the goal of improving outcomes for early learners in primary schools, and in Kenya and Tanzania preprimary as well. Here we report on the experience and evidence of impact from specific programs in each country, including summary assessment results when available. In several countries with completed impact evaluations, there are significant and important learning gains of between 0.2 and 2.57 SD in effect size; in one case the percentage of students reaching grade‐level reading proficiency increased from 12\% to 47\%. In the context of increased urgency surrounding what UNESCO has called a “global learning crisis,” these experiences provide useful lessons for policymakers and practitioners alike.}, number = {158}, urldate = {2020-07-27}, journal = {New Directions for Child and Adolescent Development}, author = {Gove, Amber and Brunette, Tracy and Bulat, Jennae and Carrol, Bidemi and Henny, Catherine and Macon, Wykia and Nderu, Evangeline and Sitabkhan, Yasmin}, year = {2017}, pmid = {29243385}, pmcid = {PMC5814861}, note = {shortDOI: 10/gf86mm KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20224 10/gf86mm 2405685:B4LHC2GD}, pages = {25--41}, } @book{gove_early_2011, address = {Washington, D.C., USA}, edition = {Report by Early Grade Learning Community of Practice (Revised edition).}, title = {Early reading: {Igniting} education for all}, url = {https://shared.rti.org/content/early-reading-igniting-education-all-report-early-grade-learning-community-practice}, publisher = {RTI}, author = {Gove, A. and Cvelich, P.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UT79GB9X 2405685:REPVRWJE}, } @book{gough_introduction_2017, edition = {2nd}, title = {An {Introduction} to {Systematic} {Reviews}}, publisher = {Sage}, author = {Gough, David and Oliver, Sandy and Thomas, James}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5P6DHX2K 2405685:B4KR3X7L}, } @article{gothwal_randomized_2018, title = {Randomized {Trial} of {Tablet} {Computers} for {Education} and {Learning} in {Children} and {Young} {People} with {Low} {Vision}}, volume = {95}, issn = {1538-9235}, url = {https://journals.lww.com/optvissci/Fulltext/2018/09000/Randomized_Trial_of_Tablet_Computers_for_Education.23.aspx}, doi = {10.1097/OPX.0000000000001270}, abstract = {SIGNIFICANCE  Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE  A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS  This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between {\textless}20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS  Nineteen participants (95\%) enrolled within 6 months in the United Kingdom, and 20 participants (100\%), in India. Retention at 3 months was 85\% (n = 17) in the United Kingdom and 95\% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90\%) found it easily accessible. CONCLUSIONS  This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.}, language = {en-US}, number = {9}, urldate = {2021-03-04}, journal = {Optometry and Vision Science}, author = {Gothwal, Vijaya K. and Thomas, Rachel and Crossland, Michael and Bharani, Seelam and Sharma, Sujata and Unwin, Hilary and Xing, Wen and Khabra, Komel and Dahlmann-Noor, Annegret}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0000000000001270 2339240:SXY2YJHR 2405685:UGWPD2IR}, pages = {873--882}, } @inproceedings{goswami_whats_2019, title = {What’s most broken? {A} tool to assist data-driven iterative improvement of an intelligent tutoring system}, copyright = {Copyright (c) 2019 Association for the Advancement of Artificial Intelligence}, shorttitle = {What’s {Most} {Broken}?}, url = {https://ojs.aaai.org/index.php/AAAI/article/view/5107}, doi = {10.1609/aaai.v33i01.33019941}, language = {en}, urldate = {2020-11-18}, booktitle = {Proceedings of the {AAAI} {Conference} on {Artificial} {Intelligence}}, author = {Goswami, Mononito and Mian, Shiven and Mostow, Jack}, year = {2019}, note = {Number: 01 KerkoCite.ItemAlsoKnownAs: 10.1609/aaai.v33i01.33019941 2339240:3SW7MPDM 2405685:YURLY5VP}, pages = {9941--9942}, } @techreport{goransson_apping_2018, title = {Apping and resilience: {How} smartphones help {Syrian} refugees in {Lebanon} negotiate the precarity of displacement}, url = {https://www.clingendael.org/sites/default/files/2018-07/PB_Mobile_phones_July_2018.pdf}, urldate = {2020-09-29}, institution = {Clingendael Netherlands Institute of International Relations}, author = {Göransson, Markus}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XWGZ2UPM 2405685:U9DIK4S6}, } @techreport{goodwin_k_use_2012, title = {Use of tablet technology in the classroom.}, institution = {NSW Department of Education and Communities}, author = {{Goodwin, K.}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YS6XDKHS 2405685:LV4CLWTE}, } @article{goker_effectiveness_2016, title = {The {Effectiveness} and {Usability} of the {Educational} {Software} on {Concept} {Education} for {Young} {Children} with {Impaired} {Hearing}}, volume = {12}, doi = {10.12973/eurasia.2016.1207a}, abstract = {Early intervention and early education have a special place in educating the children with Impaired Hearing (IH). The advancements in information and communication technologies have led to adopting the view that such technologies could be applied in the educational process of the children with IH. Besides, the positive results acquired in the studies conducted in the light of this review have brought up the fact that proper technology-based educational environments should be provided and popularized for the young children with IH. In this study, educational software has been developed for the purpose of teaching emotions and opposite concepts to young children with IH. With this software, videos with topic descriptions, games reinforcing funny and topic-based learning, questions and audio-visual feedbacks have been used. The effectiveness of this software in concept education along with its usability by children has been examined; and in addition, the subjective viewpoints of the teachers of students with IH on this software have been consulted as well.}, journal = {EURASIA Journal of Mathematics, Science \& Technology Education}, author = {Goker, Hanife and Ozaydin, Latife and Tekedere, Hakan}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.12973/eurasia.2016.1207a 2339240:LS7NEM49 2405685:CW2LUTWC}, pages = {109--124}, } @article{gokdas_examining_2017, title = {Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables}, volume = {17}, issn = {13030485}, url = {https://www.researchgate.net/publication/319283701_Examining_the_Impact_of_Instructional_Technology_and_Material_Design_Courses_on_Technopedagogical_Education_Competency_Acquisition_According_to_Different_Variables/link/59ac2cf7aca272f8a15887c9/download}, doi = {10.12738/estp.2017.5.0322}, abstract = {The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.}, language = {English}, number = {5}, journal = {Kuram ve Uygulamada Egitim Bilimleri}, author = {Gokdas, Ibrahim and Torun, Fulya}, month = oct, year = {2017}, note = {Place: Istanbul Publisher: EDAM (Educational Consultancy Ltd.) KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2017.5.0322 2339240:EF8DNMCK 2405685:B5B67FPC 2405685:XJ6W8XN4 2534378:GJ3VLQ36 2534378:WA8MCE6F 2534378:XN65FFGQ}, keywords = {Communication, Computers, Core curriculum, Early childhood education, Education, Educational technology, Knowledge, Learning, Mathematics, Pedagogy, Preschool education, Science education, Social research, Students, Teacher education, Teaching methods, Web 2.0, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095985, \_\_finaldtb}, pages = {1733--1758}, } @article{godfrey_redesigning_2018, title = {Redesigning local games to stimulate pupils’ interest in learning numeracy in {Tanzania}}, volume = {14}, abstract = {The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government’s efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy skills. Three games: Ruka Kamba, Manati, and Kombolela were developed using eXtreme Programming practices and elements of game design for learning proposed by Plass et al. (2015). The developed games were piloted at Mlimani primary school with 111 pupils using direct observation and questionnaire, and 12 teachers using focus group interviews. The study found that the majority of children indicated that developed games are enjoyable, fun, and easy to play. Nonetheless, some few usability problems were identified during observation and are discussed. Similarly, teachers indicated that the developed games were pedagogical effective having content and skills necessary for improving numeracy skills both for self-learning and in the classroom. This study has demonstrated that local games can be redesigned into digital form and be used for stimulating interest of pupils in learning numeracy skills in developing countries.}, language = {en}, number = {3}, journal = {International Journal of Education and Development Using Information and Communication Technology}, author = {Godfrey, Zitto and Mtebe, Joel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S24WW8YM 2405685:KKH7XJTH}, keywords = {⛔ No DOI found}, pages = {17--37}, } @article{gocen_effects_2013, title = {The effects of {TV} on speech education}, volume = {8}, issn = {1990-3839}, url = {https://eric.ed.gov/?id=EJ1008317}, abstract = {Generally, the speaking aspect is not properly debated when discussing the positive and negative effects of television (TV), especially on children. So, to highlight this point, this study was first initialized by asking the question: "What are the effects of TV on speech?" and secondly, to transform the effects that TV has on speech in a utilizable manner, "How can we utilize TV in speech education?". The required data were collected through a survey with the middle school students involved in the sample. Students who argued that TV "does not" corrupt their speech are in the opinion that they imitate how people speak on TV and think that figures they see on TV actually speak well, teaching them how to speak well also, and that TV expands their vocabulary, helping them to express themselves more easily. According to this result, "TV language" should set an example for that matter. (Contains 7 tables.)}, language = {en}, number = {2}, urldate = {2021-11-02}, journal = {Educational Research and Reviews}, author = {Gocen, Gokcen and Okur, Alpaslan}, month = jan, year = {2013}, note = {Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 2339240:5CCTPXEY 2405685:2T5B8FSB}, keywords = {Articulation (Speech), Foreign Countries, Mass Media Effects, Mass Media Role, Middle School Students, Middle Schools, Speech Communication, Speech Habits, Speech Skills, Teacher Attitudes, Television, Television Research, Television Viewing, ⛔ No DOI found}, pages = {63--68}, } @article{gnyawali_optical_2012, title = {Optical {Needs} of {Students} with {Low} {Vision} in {Integrated} {Schools} of {Nepal}}, volume = {89}, issn = {1538-9235}, url = {https://journals.lww.com/optvissci/Abstract/2012/12000/Optical_Needs_of_Students_with_Low_Vision_in.15.aspx}, doi = {10.1097/OPX.0b013e3182772f3c}, abstract = {Purpose  To identify the optical needs of students with low vision studying in the integrated schools for the blind in Nepal. Methods  A total of 779 blind and vision-impaired students studying in 67 integrated schools for the blind across Nepal were examined using the World Health Organization/Prevention of Blindness Eye Examination Record for Children with Blindness and Low Vision. Glasses and low-vision devices were provided to the students with low vision who showed improvement in visual acuity up to a level that was considered sufficient for classroom learning. Follow-up on the use and maintenance of device provided was done after a year. Results  Almost 78\% of students studying in the integrated schools for the blind were not actually blind; they had low vision. Five students were found to be wrongly enrolled. Avoidable causes of blindness were responsible for 41\% of all blindness. Among 224 students who had visual acuity 1/60 or better, distance vision could be improved in 18.7\% whereas near vision could be improved in 41.1\% students. Optical intervention provided improved vision in 48.2\% of students who were learning braille. Only 34.8\% students were found to be using the devices regularly after assessment 1 year later; the most common causes for nonuse were damage or misplacement of the device. Conclusions  A high proportion of students with low vision in integrated schools could benefit from optical intervention. A system of comprehensive eye examination at the time of school enrollment would allow students with low vision to use their available vision to the fullest, encourage print reading over braille, ensure appropriate placement, and promote timely adoption and proper usage of optical device.}, language = {en-US}, number = {12}, urldate = {2021-03-04}, journal = {Optometry and Vision Science}, author = {Gnyawali, Subodh and Shrestha, Jyoti Baba and Bhattarai, Dipesh and Upadhyay, Madan}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0b013e3182772f3c 2339240:FB9RDDK4 2405685:ELQBAZZ6}, pages = {1752--1756}, } @techreport{glss_ghana_2017, address = {Ghana}, title = {Ghana {Living} {Standard} {Survey}}, url = {https://www.statsghana.gov.gh/gssmain/fileUpload/pressrelease/GLSS7%20MAIN%20REPORT_FINAL.pdf}, language = {eng}, number = {7}, author = {{GLSS}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NESIRGQA 2405685:35KGE7PQ}, keywords = {Adrenal Medulla, Aging, Animals, Animals, Newborn, Body Weight, Catecholamines, Dopamine beta-Hydroxylase, Epinephrine, Female, Humans, In Vitro Techniques, Maternal-Fetal Exchange, Metaraminol, Morphine, Morphine Dependence, Pregnancy, Rats, Tyrosine 3-Monooxygenase}, pages = {343}, } @article{gloria_influence_2016, title = {Influence of mobile learning training on pre-service social studies teachers' technology and mobile phone self-efficacies}, volume = {7}, issn = {2222-1735, 2222-1735}, url = {https://files.eric.ed.gov/fulltext/EJ1089740.pdf}, abstract = {Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.}, language = {English}, number = {2}, journal = {Journal of Education and Practice}, author = {Gloria, Adedoja and Oluwadara, Abimbade}, year = {2016}, note = {Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR KerkoCite.ItemAlsoKnownAs: 2405685:2B3XKEGJ 2405685:MNN95GGK 2534378:GD8S4UHN 2534378:KAL73UF6 2534378:SDN92DUR}, keywords = {Age Differences, ERIC, Current Index to Journals in Education (CIJE), Electronic Learning, Foreign Countries, Higher Education, Instructional Effectiveness, Likert Scales, Nigeria, Postsecondary Education, Predictor Variables, Preservice Teachers, Pretests Posttests, Questionnaires, Self Efficacy, Social Studies, Student Teacher Attitudes, Technological Literacy, Technology Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096188, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {74--79}, } @misc{global_partnership_for_sustainable_development_data_inclusive_2019, title = {Inclusive data charter}, url = {https://www.data4sdgs.org/initiatives/inclusive-data-charter}, urldate = {2021-02-01}, author = {Global Partnership for Sustainable Development Data}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JR7S3TSD 2405685:2LBXPGMA}, } @misc{global_partnership_for_education_3_2019, title = {3 examples of mother tongue education to improve learning {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/blog/3-examples-mother-tongue-education-improve-learning}, abstract = {GPE supports mother tongue education as a key component of the foundation of learning. On International Mother Tongue Day we review how three partner countries—Eritrea, The Gambia and Uzbekistan—with help from GPE, are implementing mother tongue programs.}, language = {en}, urldate = {2020-08-26}, journal = {Education for All blog}, author = {{Global Partnership for Education}}, month = feb, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BDTJKNV3 2405685:NKEBMREJ}, } @misc{global_partnership_for_education_global_2018, title = {Global {Partnership} for {Education} launches new public-private initiative to address the data challenge in global education}, url = {https://www.globalpartnership.org/news/global-partnership-education-launches-new-public-private-initiative-address-data-challenge-global-education}, abstract = {In an effort to help developing countries strengthen their collection, management and utilization of education data, high-level representatives from the private sector, international organizations, developing country governments and other partners are coming together at the Global Partnership for Education (GPE) Financing Conference to launch a major new initiative called the Education Data Solutions Roundtable.}, language = {en}, urldate = {2021-02-01}, journal = {Global Partnership for Education}, author = {Global Partnership for Education}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TKZR8775 2405685:P6NCTW32}, } @techreport{global_partnership_for_education_pakistan_2019, title = {Pakistan ({Balochistan}): {Using} technology to bring education to the most remote areas}, url = {https://www.globalpartnership.org/sites/default/files/f_gpe1037_2-page_country_story_pakistan_web.pdf}, author = {{Global Partnership for Education}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X8TQADM6 2405685:8C795EZ9}, } @misc{global_partnership_for_education_using_2019, title = {Using technology to bring education to the most remote areas}, url = {https://www.globalpartnership.org/sites/default/files/f_gpe1037_2-page_country_story_pakistan_web.pdf}, urldate = {2021-06-24}, author = {Global Partnership for Education}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CV6J6IEN 2405685:Q6H4DRVL}, } @misc{global_innovation_exchange_kytabu_2016, title = {{KYTABU}}, url = {https://scalingoffgrid.org/innovations/kytabu}, language = {en}, urldate = {2020-08-28}, author = {{Global Innovation Exchange}}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MT8QSEFY}, } @techreport{global_education_monitoring_report_team_education_2016, type = {Global education monitoring report, 2016}, title = {Education for people and planet: creating sustainable futures for all}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000245752}, urldate = {2021-10-03}, author = {{Global Education Monitoring Report Team}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5521479 10.5281/zenodo.5521482 10.5281/zenodo.5521636 2339240:QA9TDYJ2 2405685:4I9G4MUN 2405685:BTUXGINQ 2405685:KUZZEJM7 2405685:M8II5D5S}, keywords = {\_\_\_working\_potential\_duplicate, \_r:AddedByZotZen}, } @techreport{global_education_monitoring_report_accountability_2017, title = {Accountability in education: meeting our commitments}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000259338}, urldate = {2020-12-10}, institution = {UNESCO}, author = {Global Education Monitoring Report}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LX3XZ45L 2405685:AYVKJDAA}, } @misc{global_economy_student_2018, title = {Student teacher ratio, primary school in {Africa}}, url = {https://www.theglobaleconomy.com/rankings/student_teacher_ratio_primary_school/Africa/}, urldate = {2020-06-27}, author = {Global Economy}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LF7527RK 2405685:CIPJ3D8F}, } @techreport{global_business_coalition_for_education_ebola_2014, title = {Ebola {Emergency}: {Restoring} {Education}, {Creating} {Safe} {Schools} and {Preventing} a {Long}-term {Crisis}}, url = {https://gbc-education.org/wp-content/uploads/2014/12/EbolaandEducationReport122014.pdf}, author = {Global Business Coalition for Education}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HBG9FT6H 2405685:VQS75XIN}, } @incollection{glewwe_improving_2016, title = {Improving education outcomes in developing countries: {Evidence}, knowledge gaps, and policy implications}, volume = {5}, shorttitle = {Improving education outcomes in developing countries}, booktitle = {Handbook of the {Economics} of {Education}}, publisher = {Elsevier}, author = {Glewwe, Paul and Muralidharan, Karthik}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HBFU2UXC 2405685:NT8NMCST}, pages = {653--743}, } @techreport{glewwe_improving_2015, address = {Oxford, England}, title = {Improving {School} {Education} {Outcomes} in {Developing} {Countries}: {Evidence}, {Knowledge} {Gaps}, and {Policy} {Implications}}, url = {https://riseprogramme.org/sites/default/files/2020-11/RISE_WP-001_GlewweMuralidharan.pdf}, number = {Working Paper 15/001}, institution = {Oxford Policy Management}, author = {Glewwe, Paul and Muralidharan, Karthik}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D9N4M5M3 2405685:EX5TJALL}, } @incollection{glewwe_school_2013, title = {School resources and educational outcomes in developing countries: {A} review of the literature from 1990 to 2010.}, url = {http://hanushek.stanford.edu/sites/default/files/publications/Glewwe%20et%20al.%202013%20EdPol%20in%20Dev%20Countries.pdf}, urldate = {2019-11-15}, author = {Glewwe, Paul and Hanuschek, Eric A. and Humpage, Sarah and Ravina, Renato}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QFEGIQ7A 2405685:VQ8JWAT9}, } @techreport{glewwe_school_2011, type = {Working {Paper}}, title = {School {Resources} and {Educational} {Outcomes} in {Developing} {Countries}: {A} {Review} of the {Literature} from 1990 to 2010}, shorttitle = {School {Resources} and {Educational} {Outcomes} in {Developing} {Countries}}, url = {https://www.nber.org/papers/w17554}, abstract = {Developing countries spend hundreds of billions of dollars each year on schools, educational materials and teachers, but relatively little is known about how effective these expenditures are at increasing students' years of completed schooling and, more importantly, the skills that they learn while in school. This paper examines studies published between 1990 and 2010, in both the education literature and the economics literature, to investigate which specific school and teacher characteristics, if any, appear to have strong positive impacts on learning and time in school. Starting with over 9,000 studies, 79 are selected as being of sufficient quality. Then an even higher bar is set in terms of econometric methods used, leaving 43 "high quality" studies. Finally, results are also shown separately for 13 randomized trials. The estimated impacts on time in school and learning of most school and teacher characteristics are statistically insignificant, especially when the evidence is limited to the "high quality" studies. The few variables that do have significant effects - e.g. availability of desks, teacher knowledge of the subjects they teach, and teacher absence - are not particularly surprising and thus provide little guidance for future policies and programs.}, number = {17554}, urldate = {2022-04-07}, institution = {National Bureau of Economic Research}, author = {Glewwe, Paul W. and Hanushek, Eric A. and Humpage, Sarah D. and Ravina, Renato}, month = oct, year = {2011}, doi = {10.3386/w17554}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w17554 2339240:P9BUQZZG 2405685:BWJZZECA 4656463:ZREMRIUZ}, } @book{glatthorn_curriculum_2019, edition = {5}, title = {Curriculum {Leadership}}, isbn = {978-1-5063-6317-2}, url = {http://mehrmohammadi.ir/wp-content/uploads/2020/02/Curriculum-Leadership-Strategies.pdf}, author = {Glatthorn, A and Boschee, F and Whitehead, B and Boschee, B}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QDYREIE8 2405685:MK6VHNE4}, } @article{gladys_effect_2019, title = {Effect of re-entry policy implementation on readmitted girls’ academic performance in mathematics in selected secondary schools of {Mufulira} {District} in {Zambia}}, volume = {5}, issn = {2575-1883}, url = {http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=367&doi=10.11648/j.ijdsa.20190505.11}, doi = {10.11648/j.ijdsa.20190505.11}, abstract = {Zambia is one of the countries in the Sub-Sahara Africa that has an established Re-Entry Policy. The policy was declared in 1997 and allows pregnant school girls to go to school. The aim is to create academically healthy learning institutions in which both girls and boys are free. As per findings of this research, the Re-Entry Policy has helped reduce gender discrepancies in terms of equity in education. Sad though, the paper has reviewed that most reentered girls fail mathematics, a thing that disadvantages them because mathematics is used as criteria of purity for admission into university and well-paid jobs. As such, the purpose of this study was to investigate the effect of Re-Entry Policy implementation on readmitted girl’s performance in mathematics. In order to achieve this aim, a qualitative research approach guided by some research questions and objectives was undertaken. Data relating to the research was collected through interview guides and questionnaires, and analyzed using narrative techniques. Furthermore, purposive sampling technique was used because the study targeted a specific group of people and characteristics. The conclusion made through the findings of this paper were that the perceived poor performance in mathematics by reentered girls is a ‘socio construct’ and not solely due to the Re-Entry Policy. This implies that the implementation of the policy is what is key; hence, the variations in performance for reentered girls in individual schools.}, language = {en}, number = {5}, urldate = {2021-01-30}, journal = {International Journal of Data Science and Analysis}, author = {Gladys, Nsalamba and Alex, Simpande}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.11648/j.ijdsa.20190505.11 2339240:4IEBB4NH 2405685:B89SQIGF}, pages = {73--85}, } @book{giz_cooperation_2015, title = {Cooperation {Management} for {Practitioners} {Managing} {Social} {Change} {With} {Capacity} {Works}.}, isbn = {978-3-658-07904-8}, language = {en}, publisher = {Gabler}, author = {GIZ}, year = {2015}, note = {OCLC: 893897509 KerkoCite.ItemAlsoKnownAs: 2281034:96YVCMD4 2339240:G2IY97SJ 2405685:KPJ7AUXJ 2447227:X7L5UCIQ}, } @phdthesis{gitome_evaluation_2015, type = {Thesis}, title = {Evaluation of the application of mobile phone technology in teaching and learning: {A} case study of {Kamwenja} {Teacher}' college, {Nyeri} {County}, {Kenya}.}, shorttitle = {Evaluation of the application of mobile phone technology in teaching and learning}, url = {http://repository.mkurwanda.ac.rw/handle/123456789/1825}, abstract = {This research was designed to investigate the application of mobile phone technology in teaching and learning among tutors and students of Kamwenja Teachers College in Nyeri County in Kenya. The problem this study addressed was to establish whether mobile phones in the hands of students and tutors were beneficial for teaching and learning or if they impede learning process in Teacher Training Colleges in Kenya. The variables under consideration were: quality teaching and learning as dependent variable and owning mobile phones, awareness of educational potential of mobile phones, acceptance of mobile phones, and mobile phones influence as alternative learning and instructional methods as independent variables. The data was collected from 71 tutors and 498 students. The sample size was worked out at 20\% to be 15 tutors and 100 second year teacher trainees in the college. Stratified random sampling was used to ensure the sample was a true representation of the whole population. Data was collected through questionnaires that were both quantitative and qualitative to ensure high quality of information for the study where 98.2\% response rate was achieved. To ensure Validity and Reliability of Research Instruments a pre-test of the questionnaire was conducted on tutors and students of Kagumo Teachers College. A reliability coefficient of 0.7 was adopted for the items while an expert, the supervisor, guided in validity of the items. The study was guided by the activity theory also known as Cultural Historical Activity Theory. Primary data was analysed with the aid of Statistical Package for Social Sciences (SPSS version 20) software to generate descriptive statistics, correlation and multiple regression analysis. The findings of the study revealed that ownership of mobile phone had a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly and even when regressed together with other factors. Further, the study revealed that awareness of the educational potential of mobile phone technology, acceptance of mobile phone technology and mobile phone technology as an alternative learning and instructional methods were found to have a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly, however when all the factors were regressed together they were found to have a positive and but insignificant effect on application of mobile phone technology in teaching and learning. In order to enhance use of mobile phone technology in teaching and learning students and teachers should be encouraged to acquire mobile phones with internet connectivity features. The general usage of mobile phone in teachers training colleges was found to be very high. However the rate at which mobile phones are used for exchanging learning information is low. The researcher recommends that policies be put in place on use of mobile phone technology in teaching and learning and train tutors on how to teach differently using mobile phone technology. Future researchers should try to establish hindrances of application of mobile phone technology in teaching and learning.}, language = {en}, urldate = {2021-04-02}, school = {Mount Kenya University}, author = {Gitome, Mwangi Joseph}, month = jun, year = {2015}, note = {Accepted: 2016-04-04T13:40:40Z KerkoCite.ItemAlsoKnownAs: 2339240:FXSLMRTK 2405685:6TXKF9WF}, } @book{giroux_critical_2011, title = {On critical pedagogy}, publisher = {Bloomsbury Publishing USA}, author = {Giroux, Henry A.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WSGBF8GV 2405685:IV8KDKWV}, } @techreport{girls_education_challenge_thematic_2018, title = {Thematic review: {Educational} technology}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/730861/TR-Educational-Technology.pdf}, urldate = {2021-03-04}, institution = {Department for International Development}, author = {Girls Education Challenge}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NA8KXCUL 2405685:THTBI2F2}, } @techreport{girl_effect_real_2018, title = {Real girls, real lives, connected}, url = {https://static1.squarespace.com/static/5b8d51837c9327d89d936a30/t/5bbe7cbe9140b7d43f282e21/1539210748592/GE_VO_Executive+Summary+Report.pdf}, urldate = {2020-07-21}, author = {Girl Effect and Vodafone Foundation}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:E59HUMCH}, } @misc{girl_effect_tega_2016, title = {{TEGA}}, url = {https://global.girleffect.org/what-we-do/mobile-platforms/tega/}, author = {Girl Effect}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IVYR2NPT 2405685:LVC9B29M}, } @phdthesis{girgis_case_2015, type = {{MPhil} {Dissertation}}, title = {A case study of the {One} {Laptop} per {Child} {Project} in {Rwanda}: {Exploring} the socio-cultural dimensions of delivery and implementation.}, school = {University of Cambridge, Cambridge, UK.}, author = {Girgis, R.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LRYTMBME 2405685:NRTNZLBJ}, } @misc{gilpin_white_2014, title = {White {Space}, the next internet disruption: 10 things to know}, shorttitle = {White {Space}, the next internet disruption}, url = {https://www.techrepublic.com/article/white-space-the-next-internet-disruption-10-things-to-know/}, language = {en}, urldate = {2020-06-04}, journal = {TechRepublic}, author = {Gilpin, Lyndsey}, month = mar, year = {2014}, note = {Library Catalog: www.techrepublic.com KerkoCite.ItemAlsoKnownAs: 2405685:BRHSZUJB}, } @techreport{gillwald_much_2016, title = {Much ado about nothing? {Zero}-rating in the {African} content}, url = {https://researchictafrica.net/publications/Other_publications/2016_RIA_Zero-Rating_Policy_Paper_-_Much_ado_about_nothing.pdf}, language = {EN}, institution = {Research ICT Africa}, author = {Gillwald, Alison and Chair, Chenai and Futter, Ariel and Koranteng, Kweku and Odufuwa, Fola and Walubengo, John}, month = sep, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZTWKPG2C 5085376:TZV5IKYY}, } @article{gillett-swan_challenges_2017, title = {The challenges of online learning: supporting and engaging the isolated learner}, volume = {10}, url = {https://www.researchgate.net/publication/312182813_The_Challenges_of_Online_Learning_Supporting_and_Engaging_the_Isolated_Learner}, doi = {10.5204/jld.v9i3.293}, abstract = {Higher education providers are becoming increasingly aware of the diversity of their current and potential learners and are moving to provide a range of options for their engagement. The increasingly flexible delivery modes available for university students provide multiple pathways and opportunities for those seeking further education. In changing between and across modes, a one-size-fits-all approach is often used. That is, internal content is converted into a form deemed suitable for an external delivery. However, there is a significant problem with the one-size-fits-all approach for external students who feel or experience isolation. When compared to their internal counterparts, these students often face a number of barriers to their full participation in coursework units. These barriers may not be experienced by those engaging in these same units via face-to-face or blended enrolment modes and therefore present another type of learner to consider in the planning and implementation of learning activities online. The barriers to participation appear particularly evident in groupwork activities. The online environment also presents challenges for many academic staff who increasingly require higher levels of technological competency and proficiency on top of their regular academic workload. Drawing on reflections of several years of facilitating student learning online, this paper provides one lecturer’s perspective and critical commentary on some of the challenges faced by external students and the implications of an increasingly online delivery framework for practice.}, language = {en}, number = {1}, journal = {Journal of Learning Design}, author = {Gillett-Swan, Jenna}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.5204/jld.v9i3.293 10/ggsdcx 2339240:IWU6RRHL 2405685:CZP733LL}, pages = {20--30}, } @article{gill_reimagining_2016, title = {Reimagining accountability in {K}–12 education}, volume = {2}, issn = {2379-4615}, url = {https://muse.jhu.edu/article/634509}, doi = {10.1353/bsp.2016.0007}, abstract = {Since the passage of the No Child Left Behind Act (NCLB) in 2002, American policymakers have relied primarily on outcome-based accountability in the form of high-stakes testing to improve public school performance. With NCLB supplanted in 2015 by the Every Student Succeeds Act—which gives states far greater discretion in the design of accountability systems—the time is ripe for policymakers to consider extensive behavioral science literature that shows outcome-based accountability is only one of multiple forms of accountability, each invoking distinct motivational mechanisms. We review rule-based, market-based, and professional accountability alongside outcome-based accountability, using evidence from the laboratory and the field to describe how each can produce favorable or unfavorable effects. We conclude that policymakers should (a) make greater use of professional accountability, which has historically been underutilized in education; (b) use transparency to promote professional accountability; and (c) use multiple, complementary forms of accountability, creating a complete system that encourages and supports the continuous improvement of educational practice.}, language = {en}, number = {1}, urldate = {2022-01-11}, journal = {Behavioral Science \& Policy}, author = {Gill, Brian P. and Lerner, Jennifer S. and Meosky, Paul}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1353/bsp.2016.0007 2339240:74EHK2GG 2339240:HXPBR7K9 2405685:26F46SAH 2405685:89CB97ST 2405685:DSNUX997 2534379:VZZ2GY2R}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {57--70}, } @incollection{gibbs_complexity_2019, edition = {1}, series = {Research from five {Continents}}, title = {Complexity leadership theory:: a framework for leading in {Australian} early childhood education settings}, isbn = {978-3-8474-2199-3}, shorttitle = {Complexity leadership theory}, url = {https://www.jstor.org/stable/j.ctvmd84fc.16}, abstract = {This conceptual and theoretical chapter focuses upon the challenges and opportunities of leading in Australian early childhood education (ECE). Leading and leadership in ECE is enacted within a complex landscape comprising complicated legislation, a volatile workforce, comprehensive standards of practice and a diversity of children and families. In that context, the chapter highlights the perceptions that reinforce the challenges of leading in ECE and goes on to discuss an alternative theoretical framework; -complexity leadership theory and complex adaptive systems theory. This framework is proposed as a way of thinking about the emergence of leadership in an environment where educators can}, urldate = {2021-01-06}, booktitle = {Leadership in {Early} {Education} in {Times} of {Change}}, publisher = {Verlag Barbara Budrich}, author = {Gibbs, Leanne and Press, Frances and Wong, Sandie}, editor = {Strehmel, Petra and Heikka, Johanna and Hujala, Eeva and Rodd, Jillian and Waniganayake, Manjula}, year = {2019}, doi = {10.2307/j.ctvmd84fc.16}, note = {KerkoCite.ItemAlsoKnownAs: 10.2307/j.ctvmd84fc.16 2339240:QSK8QXYM 2405685:EVWY4XH8}, pages = {173--186}, } @misc{ghanaweb_ghana_2018, title = {Ghana to get a {Digital} {Strategy} {Policy} soon}, url = {https://www.ghanaweb.com/GhanaHomePage/business/Ghana-to-get-a-Digital-Strategy-Policy-soon-680791}, abstract = {Ghana has started the process of developing a new Digital Strategy Policy, that's according to the Ministry of Communications. Currently, the Ministry has a 2012 Broadband Policy and an outdated Telecoms policy.}, language = {en}, urldate = {2020-06-23}, author = {GhanaWeb}, year = {2018}, note = {Library Catalog: www.ghanaweb.com EdTechHub.ItemAlsoKnownAs: 2405685:BWVWMR4V}, } @techreport{ghana_statistical_survey__unicef_ghana_2018, type = {Survey {Findings} {Report}}, title = {Ghana {Multiple} {Indicator} {Cluster} {Survery} 2017/2018}, url = {https://www.unicef.org/ghana/sites/unicef.org.ghana/files/2019-04/MICS%20Report.pdf}, abstract = {The Multiple Indicator Cluster Survey Six (MICS 6) was conducted in 2017/18 by Ghana Statistical Service in collaboration with the Ministry of Health, Ministry of Education, Ministry of Sanitation and Water Resources, Ministry of Gender, Children and Social Protection, Ghana Health Service and the Ghana Education Service as part of the Global MICS Programme. Technical support was provided by the United Nations Children’s Fund (UNICEF), with government funding and financial support of UNICEF, KOICA, UNDP, USAID and the World Bank through the Statistics for Results Facility – Catalytic Fund (SRF-CF). The Global MICS Programme was developed by UNICEF in the 1990s as an international multi-purpose household survey programme to support countries in collecting internationally comparable data on a wide range of indicators on the situation of children and women. MICS surveys measure key indicators that allow countries to generate data for use in policies, programmes, and national development plans, and to monitor progress towards the Sustainable Development Goals (SDGs) and other internationally agreed upon commitments.}, urldate = {2020-06-23}, author = {Ghana Statistical Survey \& UNICEF}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SGN2Z4NH 2339240:TA8SP5N7 2405685:65AVJUKD 2405685:65LG7X5H 2405685:JV6UZAGF}, } @techreport{ghana_statistical_service_ghana_2014, type = {Main {Report}}, title = {Ghana {Living} {Standards} {Survey}: {Round} 6 ({GLSS6})}, url = {https://statsghana.gov.gh/gssmain/fileUpload/Living%20conditions/GLSS6_Main%20Report.pdf}, urldate = {2020-10-27}, author = {{Ghana Statistical Service}}, month = aug, year = {2014}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:YI5IIQT5}, } @article{geyer_consumer_2011, title = {Consumer toy or corporate tool: the {iPad} enters the workplace}, volume = {18}, doi = {10.1145/1978822.1978832}, number = {4}, journal = {interactions}, author = {Geyer, Megan and Felske, Frances}, year = {2011}, note = {00003 shortDOI: 10/bdxm23 KerkoCite.ItemAlsoKnownAs: 10/bdxm23 2129771:EXL76G2Z 2405685:7HK9ASB7}, pages = {45--49}, } @article{getenet_professionalizing_2016, title = {Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge}, volume = {21}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-013-9306-4}, doi = {10.1007/s10639-013-9306-4}, abstract = {In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities.}, language = {en}, number = {1}, urldate = {2020-01-27}, journal = {Education and Information Technologies}, author = {Getenet, Seyum Tekeher and Beswick, Kim and Callingham, Rosemary}, month = jan, year = {2016}, note = {shortDOI: 10/gf5f37 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9306-4 10/gf5f37 2339240:X5KT8D38 2405685:M6FHA5XE}, pages = {19--34}, } @article{getenet_using_2019, title = {Using design-based research to bring partnership between researchers and practitioners}, volume = {61}, issn = {0013-1881}, url = {https://doi.org/10.1080/00131881.2019.1677168}, doi = {10.1080/00131881.2019.1677168}, abstract = {Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.}, number = {4}, urldate = {2019-12-10}, journal = {Educational Research}, author = {Getenet, Seyum}, month = oct, year = {2019}, note = {EdTechHub.Copy: 2129771:XWT48UG5 shortDOI: 10/ggd8hp KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2019.1677168 10/ggd8hp 2129771:XWT48UG5 2339240:FNGCAY8H 2405685:SXE25TP7}, keywords = {Design-based research, evidence-informed practice, practice, practitioners, professional development, teacher education}, pages = {482--494}, } @techreport{gemeda_mobile_2017, title = {Mobile {Data} {Plans} in {Kenya}. {Quantifying} {Women}'s {Access} to the {Digital} {World}}, url = {https://a4ai.org/quantifying-womens-access-to-the-digital-world-in-kenya}, institution = {Alliance for Affordable Internet}, author = {Gemeda, B.T. and Thakur, D.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HRY4VJMC 2405685:KMJJPPRF}, } @article{gelvanovska_broadband_2014, title = {Broadband {Networks} in the {Middle} {East} and {North} {Africa}: {Accelerating} {High}-{Speed} {Internet} {Access}}, shorttitle = {Broadband {Networks} in the {Middle} {East} and {North} {Africa}}, url = {https://elibrary.worldbank.org/doi/pdf/10.1596/978-1-4648-0112-9}, doi = {10.1596/978-1-4648-0112-9}, language = {en}, urldate = {2020-09-17}, journal = {Directions in Development - Information and Communication Technologies}, author = {Gelvanovska, Natalija and Rogy, Michel and Rossotto, Carlo Maria}, month = feb, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0112-9 2339240:83N2BEGY 2405685:8YWUEN9R}, } @book{gebhardt_gender_2019, title = {Gender differences in computer and information literacy: {An} in-depth analysis of data from {ICILS}}, isbn = {978-3-030-26203-7}, shorttitle = {Gender {Differences} in {Computer} and {Information} {Literacy}}, url = {https://library.oapen.org/handle/20.500.12657/22956}, abstract = {This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.}, language = {English}, urldate = {2021-04-29}, publisher = {Springer Nature}, author = {Gebhardt, Eveline and Thomson, Sue and Ainley, John and Hillman, Kylie}, year = {2019}, doi = {10.1007/978-3-030-26203-7}, note = {Accepted: 2020-03-18 13:36:15 Journal Abbreviation: An In-depth Analysis of Data from ICILS KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-26203-7 2339240:WGHTZ8T5 2405685:7BDLRHWK}, } @misc{gdpr_gdpr_2019, title = {{GDPR} {Definitions}}, url = {https://gdpr-text.com/read/article-4/}, abstract = {For the purposes of this Regulation:...}, language = {en}, urldate = {2022-06-20}, journal = {GDPR-Text.com {\textbar} GDPR Text, Translation and Commentary}, author = {GDPR}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ERWQGLKM 2405685:VNDD6W74}, } @misc{gdpr_general_2016, title = {General {Data} {Protection} {Regulation} ({GDPR}) – {Official} {Legal} {Text}}, url = {https://gdpr-info.eu/}, abstract = {General Data Protection Regulation (EU GDPR) – The official PDF of the Regulation (EU) 2016/679, its recitals \& key issues as a neatly arranged website.}, language = {en-US}, urldate = {2022-06-14}, journal = {General Data Protection Regulation (GDPR)}, author = {GDPR}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MGFPLUMM 2405685:FXJKHWRK}, } @techreport{gavin_mid-term_2018, title = {Mid-term performance evaluation for the {Tusome} {Pamoja} ({Let}’s {Read} {Together}) activity in {Tanzania}}, url = {https://pdf.usaid.gov/pdf_docs/PA00TGR7.pdf}, language = {en}, institution = {USAID}, author = {Gavin, Megan and Davis, Michelle and Komba, Immakulata and Pearson, Brenda and Laden, Jacob and Teli, Godfrey and Usika, Gerald}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPSP5FH3 2405685:42YXQJ2X}, } @misc{gavi_drcs_2018, title = {{DRC}’s solar revolution}, url = {https://www.gavi.org/vaccineswork/drcs-solar-revolution}, language = {en}, urldate = {2022-11-14}, author = {{GAVI}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AIPGPP7C 2339240:VL9RM8EW 2405685:78PNQEQR 2405685:88V9YNWU 4656463:ATZF95TH}, } @incollection{gauthier_making_2013, title = {Making leakages visible: public expenditure tracking in education}, isbn = {978-0-203-10981-6}, shorttitle = {4 {Making} leakages visible}, abstract = {The public expenditure tracking survey (PETS) is a tool that has been developed to strengthen the relationships of accountability in budgeting and service delivery by improving the quality of information on public expenditure and provider performance.}, booktitle = {Global {Corruption} {Report}: {Education}}, publisher = {Routledge}, author = {Gauthier, Bernard}, year = {2013}, note = {Num Pages: 7 KerkoCite.ItemAlsoKnownAs: 2339240:FSMHKCMV 2405685:P5MITX7Y 4656463:IJ7MMQMC}, } @inproceedings{gasparini_tablet_2012, title = {Tablet {PCs}–{An} {Assistive} {Technology} for {Students} with {Reading} {Difficulties}?}, booktitle = {{ACHI} 2012, {The} {Fifth} {International} {Conference} on {Advances} in {Computer}-{Human} {Interactions}}, author = {Gasparini, Andrea A and Culén, Alma Leora}, year = {2012}, note = {00012 KerkoCite.ItemAlsoKnownAs: 2129771:D8YCGGAP 2405685:444DWXKB}, keywords = {⛔ No DOI found}, pages = {28--34}, } @incollection{garin_ceiling_2014, address = {Dordrecht}, title = {Ceiling {Effect}}, isbn = {978-94-007-0753-5}, url = {https://doi.org/10.1007/978-94-007-0753-5_296}, language = {en}, urldate = {2023-09-21}, booktitle = {Encyclopedia of {Quality} of {Life} and {Well}-{Being} {Research}}, publisher = {Springer Netherlands}, author = {Garin, Olatz}, editor = {Michalos, Alex C.}, year = {2014}, doi = {10.1007/978-94-007-0753-5_296}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-007-0753-5\_296 2339240:4RMUG5W8 2405685:55YRSBRK}, pages = {631--633}, } @book{garcia_bilingual_2011, title = {Bilingual {Education} in the 21st {Century}}, isbn = {978-1-4443-5978-7}, url = {https://blackwells.co.uk/bookshop/product/Bilingual-Education-in-the-21st-Century-by-Ofelia-Garca/9781444359787}, abstract = {'Bilingual Education in the 21st Century' examines language and bilingualism as individual and societal phenomena, presents program types, variables, and polici}, language = {en}, urldate = {2023-02-10}, publisher = {Blackwell}, author = {García, Ofelia}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DZ39JJ7U 4042040:9TBPMGD8}, } @techreport{garcia-jaramillo_effectiveness_2015, address = {Paris, France}, type = {Background paper prepared for the {Education} for {All} {Global} {Monitoring} {Report} 2015 {Education} for {All} 2000-2015 achievements and challenges}, title = {Effectiveness of targeting in social protection aimed to children: lessons for a post-2015 agenda}, url = {https://www.eccnetwork.net/sites/default/files/media/file/232421eng.pdf}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {Garcia-Jaramillo, Sandra and Miranti, Riyana}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B5QJZIR4 2405685:KBCSWZR3}, } @misc{garba_connecting_2019, address = {Kiev, Ukraine}, title = {Connecting the {Last} {Mile}, a {Fundamental} of {Digital} {Transformation}}, url = {https://www.itu.int/en/ITU-D/Regional-Presence/Europe/Documents/Events/2019/Workshop%20Kyiv/Aminata%20Garba%203%20Last%20Mile%20Connectivity%20Kiev.pdf}, urldate = {2020-09-17}, author = {Garba, Aminata A.}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NVSNZNY9 2405685:69ZV4LDK}, } @article{ganimian_improving_2016, title = {Improving {Education} in {Developing} {Countries}: {Lessons} {From} {Rigorous} {Impact} {Evaluations}}, volume = {86}, issn = {0034-6543}, shorttitle = {Improving {Education} in {Developing} {Countries}}, url = {https://doi.org/10.3102/0034654315627499}, doi = {10.3102/0034654315627499}, abstract = {In this article, we reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We considered for inclusion in our review all studies in recent syntheses that have reached seemingly conflicting conclusions about which interventions improve educational outcomes. We grouped interventions based on their theory of action. We derived four lessons from the studies we review. First, reducing the costs of going to school and expanding schooling options increase attendance and attainment, but do not consistently increase student achievement. Second, providing information about school quality, developmentally appropriate parenting practices, and the economic returns to schooling affects the actions of parents and the achievement of children and adolescents. Third, more or better resources improve student achievement only if they result in changes in children?s daily experiences at school. Fourth, well-designed incentives increase teacher effort and student achievement from very low levels, but low-skilled teachers need specific guidance to reach minimally acceptable levels of instruction.}, number = {3}, urldate = {2020-05-17}, journal = {Review of Educational Research}, author = {Ganimian, Alejandro J. and Murnane, Richard J.}, month = sep, year = {2016}, note = {Publisher: American Educational Research Association shortDOI: 10/gftsqv KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315627499 10/gftsqv 2405685:K7UCCCJN}, pages = {719--755}, } @techreport{ganimian_improving_2014, address = {Massachusetts}, title = {Improving educational outcomes in developing countries: {Lessons} from rigorous impact evaluations}, url = {https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2471177}, number = {Working Paper 20284}, author = {Ganimian, Alejandro J and Murnane, Richard J}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YZ6XLAEZ 2405685:SEVDD7JB}, } @article{gambari_effects_2015, title = {Effects of {Computer}-{Assisted} {STAD}, {LTM} and {ICI} {Cooperative} {Learning} {Strategies} on {Nigerian} {Secondary} {School} {Students}' {Achievement}, {Gender} and {Motivation} in {Physics}.}, volume = {6}, number = {19}, journal = {Journal of Education and Practice}, author = {Gambari, Isiaka Amosa and Yusuf, Mudasiru Olalere and Thomas, David Akpa}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3Y2F895S 2405685:26UT4TRL}, keywords = {⛔ No DOI found}, pages = {16--28}, } @article{gambari_promoting_2016, title = {Promoting {Intrinsic} and {Extrinsic} {Motivation} among {Chemistry} {Students} using {Computer}-{Assisted} {Instruction}}, volume = {7}, issn = {1309-517X}, url = {https://www.cedtech.net/article/promoting-intrinsic-and-extrinsic-motivation-among-chemistry-students-using-computer-assisted-6161}, doi = {10.30935/cedtech/6161}, abstract = {The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.}, language = {english}, number = {1}, urldate = {2020-08-31}, journal = {Contemporary Educational Technology}, author = {Gambari, Isiaka A. and Gbodi, Bimpe E. and Olakanmi, Eyitao U. and Abalaka, Eneojo N.}, month = mar, year = {2016}, note = {Publisher: M. Bastas KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6161 2339240:GELHAMZU 2405685:8EMFIC9C}, pages = {25--46}, } @article{gambari_effects_2018, title = {Effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools students in geometry}, volume = {4}, number = {4}, journal = {MOJES: Malaysian Online Journal of Educational Sciences}, author = {Gambari, Amosa Isiaka and Shittu, Ahmed Tajudeen and Daramola, Florence Olutunu and James, Moses}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4S7GQLI 2405685:HCUSVZFM}, keywords = {⛔ No DOI found}, pages = {31--47}, } @techreport{galligan_cameras_2019, title = {Cameras in the classroom: {Facial} recognition technology in schools}, url = {http://stpp.fordschool.umich.edu/technology-assessment}, institution = {University of Michigan}, author = {Galligan, Claire}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F3637ZJ8 2405685:XVF9F5NU}, } @article{gainous_internet_2016, title = {Internet freedom and social media effects: democracy and citizen attitudes in {Latin} {America}}, volume = {40}, issn = {1468-4527}, shorttitle = {Internet freedom and social media effects}, url = {https://doi.org/10.1108/OIR-11-2015-0351}, doi = {10.1108/OIR-11-2015-0351}, abstract = {Purpose The purpose of this paper is to theorize the heightened exposure to information via the internet can lead citizens to be more critical about political conditions in their countries because using social media increases the likelihood of being exposed to dissident information. Further, the authors argue that the degree to which information is restricted, or internet access is limited, across countries can decrease this effect simply because the likelihood of exposure to a dissident flow is diminished. Design/methodology/approach The authors used survey data from the 2010 Latino Barometer to estimate a series of multilevel models to test whether citizens’ attitudes about the political conditions and about democracy in their respective countries worsen, and whether this effect is stronger in countries with higher internet freedom. Findings The results confirm that social media use has a negative influence on citizens’ attitudes about their national political conditions. In addition, respondents from those countries with more internet freedom tended to have more positive attitudes about their democracy and political conditions, generally. However, as a result of more internet freedom, the negative effects of internet and social media use on these attitudes was more pronounced in countries with more internet freedom. Originality/value These results suggest that the flow of information via the internet has substantial effect on how people feel about their government. This could be consequential for political stability, particularly in countries the conditions are not favorable. That said, these results also suggest that governments can actively decrease the odds of this dissidence building by controlling the flow of information.}, number = {5}, urldate = {2022-06-06}, journal = {Online Information Review}, author = {Gainous, Jason and Wagner, Kevin and Gray, Tricia}, month = jan, year = {2016}, note = {Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/OIR-11-2015-0351 2339240:5DKJPVYR 2405685:QIGFI5EV}, keywords = {Digital information, Internet filtering, Latin America, Political attitudes, Social media}, pages = {712--738}, } @techreport{gaible_scoping_2018, title = {A {Scoping} {Study}: {Transforming} {Education} {Through} {Technology}}, url = {https://www.heart-resources.org/assignment/a-scoping-study-transforming-education-through-technology/}, language = {en}, institution = {The Health \& Education Advice \& Resource Team}, author = {Gaible, Edmond}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CD2E8VHE 2405685:64LZQNBS}, keywords = {⛔ No DOI found}, } @techreport{gaible_transforming_2018, address = {London, UK}, title = {Transforming education through technology: {Second}-stage report}, language = {en}, institution = {The Health \& Education Advice \& Resource Team (HEART)}, author = {Gaible, Edmond}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5AU4L3E3 2405685:WSUKVSRT}, } @article{gafinowitz_contextual_2016, title = {Contextual {Analysis} of {eGranary} {Implementation} in sub {Saharan} countries}, author = {Gafinowitz, Nicola}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DFGWGXRT}, keywords = {⛔ No DOI found}, } @inproceedings{gafinowitz_digital_2016, title = {Digital {Library} {Appropriation} in the {Context} of {SubSaharan} {Countries}: {The} {Case} of {eGranary} {Digital} {Library} {Implementation}}, shorttitle = {Digital {Library} {Appropriation} in the {Context} of {SubSaharan} {Countries}}, doi = {10.1145/3001913.3006638}, booktitle = {Proceedings of the 7th {Annual} {Symposium} on {Computing} for {Development}}, author = {Gafinowitz, Nicci CL}, year = {2016}, note = {shortDOI: 10/ghgn48 KerkoCite.ItemAlsoKnownAs: 10/ghgn48 2405685:E5AP7SNE}, pages = {1--4}, } @article{gafeeva_what_2018, title = {What else can your payment card do? {Multifunctionality} of payment modes can reduce payment transparency}, volume = {29}, issn = {1573-059X}, shorttitle = {What else can your payment card do?}, url = {https://doi.org/10.1007/s11002-017-9445-2}, doi = {10.1007/s11002-017-9445-2}, abstract = {Payment modes (e.g., cash vs. credit card) vary in the transparency of the outflow of money. Smartcards (multifunctional cards), which bundle payment with non-payment functions (e.g., loyalty programs, identification, and other information functions), have become an increasingly popular payment mode. This shift toward multifunctionality in payment modes is assumed to reduce payment transparency and consequently to decrease consumers’ recall accuracy of past expenditures. We employ a field study to examine recall accuracy for recent purchases with cash, a single-function card, and a multifunctional card. We find that recall accuracy is lower when using a single- or a multifunction card than cash. We also find that it is not the multifunctionality of the card that results in a higher recall error but the individual usage patterns: A higher usage frequency of the non-payment functions results in a higher recall error.}, language = {en}, number = {1}, urldate = {2022-09-26}, journal = {Marketing Letters}, author = {Gafeeva, Rufina and Hoelzl, Erik and Roschk, Holger}, month = mar, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11002-017-9445-2 2339240:DMG9PCAU 2405685:LPYS8JCS}, keywords = {Digital payment modes, Money, Multifunctionality, Payment distinctiveness, Recall error, Transparency}, pages = {61--72}, } @techreport{gad_recruitment_2015, type = {Thesis}, title = {Recruitment and {Retention} of {Public} {Sector} {Teachers} in {Ghana}: {A} {Discrete} {Choice} {Experiment}}, copyright = {University of Ghana}, shorttitle = {Recruitment and {Retention} of {Public} {Sector} {Teachers} in {Ghana}}, url = {http://localhost:8080/handle/123456789/8207}, abstract = {The shortage of public sector teachers in rural areas is one of the main challenges facing policy makers in the education sector, in both developing and developed countries. This study sought to analyze the preferences of teachers, and how they would respond to alternative incentives associated with working in a rural location. Discrete Choice Experiment (DCE) which is rooted in Random Utility Theory (RUT) was used to capture the responses of 120 teacher trainees in Berekum College of Education. However, the full and the subgroup models were generated using the binary probit in STATA (Version 11.0). Marginal effect was also estimated. The magnitude of estimates from both the probit model and the marginal effects indicate that, for rural area posting, teachers in the public sector generally prefer and place higher priority on incentive packages such as granting of study leave with pay, provision of housing and promotion after three years of work. This was generally supported by the subgroup analysis. Also, the levels of salary will be traded off for non-financial incentive packages. It is recommended that in order to desist from force recruitment and the problem of mitigating geographical imbalances of public sector teachers, policy makers in the education sector should adopt a strategy by granting of study leave with pay, provision of housing and promotion after three years of teaching in rural areas}, language = {en}, urldate = {2022-08-22}, institution = {University of Ghana}, author = {Gad, B. K.}, month = jun, year = {2015}, note = {Accepted: 2016-04-20T09:46:19Z KerkoCite.ItemAlsoKnownAs: 2339240:WQNVPQ36 2405685:ZIH4NIXS}, } @article{furio_effects_2013, title = {The effects of the size and weight of a mobile device on an educational game}, volume = {64}, doi = {10.1016/j.compedu.2012.12.015}, journal = {Computers \& Education}, author = {Furió, David and González-Gancedo, Santiago and Juan, M and Seguí, Ignacio and Costa, María and others}, year = {2013}, note = {00009 shortDOI: 10/f4thzj KerkoCite.ItemAlsoKnownAs: 10/f4thzj 2129771:QAJQFAG5 2405685:P7VRRX6Q}, pages = {24--41}, } @article{furio_mobile_2014, title = {Mobile learning vs. traditional classroom lessons: a comparative study}, doi = {10.1111/jcal.12071}, journal = {Journal of Computer Assisted Learning}, author = {Furió, D and Juan, M-C and Seguí, I and Vivó, R}, year = {2014}, note = {00000 shortDOI: 10/f7dqjb KerkoCite.ItemAlsoKnownAs: 10/f7dqjb 2129771:6H2BPCC9 2405685:4W8AK7IT}, } @misc{funda_wande_funda_2019, title = {Funda {Wande} - {YouTube}}, url = {https://www.youtube.com/c/FundaWande/about}, abstract = {Funda Wande is a not-for-profit organisation that aims to ensure that all learners in South Africa can read for meaning in their home language by the age of 10. We develop video and print materials to train teachers how to teach reading for meaning in Grades R–3. All our materials are freely available and are Creative Commons licensed, so anyone can use them. www.fundawande.org}, urldate = {2022-08-23}, author = {{Funda Wande}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LECWHUV3 2405685:49D5RUBG}, } @misc{front_page_africa_liberia_2019, title = {Liberia: {Framework} and {Strategy} {Drawn} up at {UNESCO}-{MOE} {ICT} in {Education} {Policy} {Workshop}}, shorttitle = {Liberia}, url = {https://frontpageafricaonline.com/education/liberia-framework-and-strategy-drawn-up-at-unesco-moe-ict-in-education-policy-workshop/}, abstract = {MONROVIA – UNESCO Liberia over the weekend ended a two-day workshop in Monrovia on ICT in Education, with participants building a consensus on a framework and strategy for a draft national policy on ICT in Education in country. The workshop is part of a UNESCO-CFIT project sponsored by the People’s Republic of China in collaboration […]}, language = {en-US}, urldate = {2020-05-08}, author = {Front Page Africa}, year = {2019}, note = {Library Catalog: frontpageafricaonline.com KerkoCite.ItemAlsoKnownAs: 2339240:KFUWVVA9 2405685:3L33SBJW}, } @book{fritz_problem-driven_2014, title = {Problem-{Driven} {Political} {Economy} {Analysis}}, url = {https://openknowledge.worldbank.org/handle/10986/16389}, language = {en}, publisher = {World Bank}, author = {Fritz, Verena and Levy, Brian and Ort, Rachel}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FSUU33LR 2405685:CDW5KW5K}, } @techreport{fritz_problem-driven_2014, address = {Washington D.C.}, title = {Problem-{Driven} {Political} {Economy} {Analysis}: {The} {World} {Bank}'s {Experience}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/16389/9781464801211.pdf?sequence=1&isAllowed=y}, institution = {World Bank Group}, author = {Fritz, Verena and Levy, Brian and Ort, Rachel}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E5VN56Y5 2405685:WIZSDXWT}, } @techreport{friedlander_literacy_2016, address = {Stanford, California}, title = {Literacy {Boost} in {Rwanda}: {Impact} {Evaluation} of a 2-year {Randomized} {Control} {Trial}.}, url = {https://static1.squarespace.com/static/57ffc29c414fb543385340da/t/580b907f6b8f5b0d54ca464a/1477152950891/Friedlander_Goldenberg_2016_LiteracyBoostInRwanda.pdf}, institution = {Stanford University}, editor = {Friedlander, E and Goldenberg, C}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I24TPEWC}, } @article{freudenberger_tusome_2017, title = {Tusome {Midline} evaluation 2017 final report from {DEC}}, doi = {https://ierc-publicfiles.s3.amazonaws.com/public/resources/Tusome%20Midline%20evaluation%202017%20final%20report%20from%20DEC.pdf}, author = {Freudenberger, Elizabeth and Davis, Jeff}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3KWQGK3D 2405685:IWDPTBQN}, keywords = {⚠️ Invalid DOI}, } @techreport{freidhoff_michigans_2017, title = {Michigan's {K}-12 virtual learning effectiveness report 2015-2016}, url = {https://mvlri.org/research/publications/michigans-k-12-virtual-learning-effectiveness-report-2015-16/}, author = {Freidhoff, J}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2TNGBWPK}, } @misc{frei_gender_2014, title = {Gender {Mainstreaming} {Toolkit} for {Teachers} and {Teacher} {Educators}}, language = {en}, author = {Frei, Sibyl and Leowinata, Sevilla}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E9EBYQBX 2405685:5N9EL5L8}, } @article{fredin_working_2015, title = {Working toward more engaged and successful accounting students: a balanced scorecard approach}, volume = {8}, copyright = {Copyright (c)}, issn = {1942-2512}, shorttitle = {Working toward more engaged and successful accounting students}, url = {https://www.clutejournals.com}, doi = {10.19030/ajbe.v8i1.9016}, abstract = {Prior research indicates that student engagement is the key to student success, as measured by college grades, degree completion, and graduate school enrollment.  We propose a set of goals and objectives for accounting students, in particular, to help them become engaged not only in the educational process, but also in the accounting profession.  Utilizing a balanced scorecard framework, we categorize these goals into three main perspectives: Learning and Growth, Student Professional Development, and Employer/Graduate School.  The proposed goals are related to each other, suggesting that accounting students recognize the wide reach of their experiences.  If students are able to see that their successful completion of coursework can lead to successful interactions with business professionals (i.e. potential employers), they will be more likely to work hard in their endeavors – in other words, they will be more engaged in the broader educational experience.  If they are more engaged in their educational experiences, they will be more likely to succeed.}, language = {en}, number = {1}, urldate = {2021-11-11}, journal = {American Journal of Business Education (AJBE)}, author = {Fredin, Amy and Fuchsteiner, Peter and Portz, Kris}, year = {2015}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.19030/ajbe.v8i1.9016 2339240:J96DJNCT 2405685:2TNPTBMD}, pages = {49--62}, } @article{foulds_playing_2019, title = {Playing {Every} {Day} on {Sesame} {Street}}, volume = {12}, url = {https://files.eric.ed.gov/fulltext/EJ1238557.pdf}, language = {EN}, number = {1}, journal = {American Journal of Play}, author = {Foulds, Kim and Bucuvalas, Abby}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:87NLH2N4 2405685:CNFZA5YN}, keywords = {⛔ No DOI found}, pages = {20}, } @techreport{fosci_open_2019, title = {Open {Access} {Research}: {A} {Review} of {DFID}’s {Policy} and {Practice}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://assets.publishing.service.gov.uk/media/5d88c88be5274a156810713c/Review_DFID_Open_Access_Reseach_Policy_and_Practice_2019.pdf}, urldate = {2020-08-18}, author = {Fosci, Mattia and Johnson, Rob and Chiarelli, Andrea}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2C224QX7 2129771:C79Y6RX2 2405685:SHZYZGLN}, } @techreport{forti_e-waste_2018, title = {E-{Waste} {Statistics}: {Guidelines} on classification reporting and indicators}, url = {http://collections.unu.edu/eserv/UNU:6477/RZ_EWaste_Guidelines_LoRes.pdf}, number = {Second edition}, institution = {United Nations University}, author = {Forti, Vanessa and Balde, Kees and Kuehr, Ruediger}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XWDG6GIB 2405685:QTBL8NPC}, } @misc{foreign_commonwealth_and_development_office_ilm_2018, title = {Ilm {Ideas} {Education} {Innovation} {Programme} - {Phase} {II} ({Ilm}-2)}, url = {https://devtracker.fcdo.gov.uk/projects/GB-1-204277/documents}, urldate = {2021-03-02}, author = {Foreign, Commonwealth {and} Development Office}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BWHYKMHD 2405685:RN53J7PC}, } @misc{foreign_commonwealth_and_development_office_khyber_2011, title = {Khyber {Pakhtunkhwa} {Education} {Sector} {Programme}}, url = {https://devtracker.fcdo.gov.uk/projects/GB-1-202328}, urldate = {2021-03-02}, author = {Foreign, Commonwealth {and} Development Office}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:THUCC6ZL 2405685:MAS6IKMY}, } @article{ford_cognitive_2019, title = {A cognitive assessment tool designed for data collection in the field in low-and middle-income countries}, volume = {14}, issn = {1745-4999}, url = {https://doi.org/10.1177/1745499919829217}, doi = {10.1177/1745499919829217}, abstract = {The Rapid Assessment of Cognitive and Emotional Regulation (RACER) is a tablet-based assessment tool for children that measures executive function (EF) skills. Instructions that are brief and visually presented; game-like tasks are designed to easily engage children regardless of literacy level and variable test administration settings. RACER measures inhibitory control and working memory. This study presents the theoretical rationale and empirical evidence for tablet-based assessments of EF, the process of administering the RACER assessments. The current sample consists of students in Lebanon (N=1900) and Niger (N=850). The results indicate that individual differences in EF can be assessed by the RACER tablet tasks. Specifically, we demonstrate that EF scores are associated in expected ways with age and that tasks function similarly to what has been observed in high-income countries. The feasibility and utility for researchers, practitioners, and clinicians, of this cognitive assessment tool is discussed.}, language = {en}, number = {1}, journal = {Research in Comparative and International Education}, author = {Ford, Cassie B. and Kim, Ha Yeon and Brown, Lindsay and Aber, J. Lawrence and Sheridan, Margaret A.}, year = {2019}, note = {shortDOI: 10/ggcdmq KerkoCite.ItemAlsoKnownAs: 10.1177/1745499919829217 10/ggcdmq 2339240:LIPC5YY2 2339240:TL333DE5 2339240:XVBLDC46 2339240:Z5BEQNRN 2405685:3PXAARND 2405685:JSZ4DA4J 2405685:K8AE89HH}, pages = {141--157}, } @misc{flynn_how_2016, title = {How {Listening} {Drives} {Improvement} in {Vocabulary} and {Reading} {Comprehension}}, url = {https://www.tales2go.com/2016westedstudy.pdf}, urldate = {2022-06-25}, journal = {WestEd}, author = {Flynn, Kylie and Matlen, Bryan and Atienza, Sara and Schneider, Steven}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DLMP6AS5 2405685:JMKSUCXM}, } @article{fitzgerald_literature_2018, title = {A literature synthesis of personalised technology-enhanced learning: what works and why}, volume = {26}, issn = {2156-7077}, shorttitle = {A literature synthesis of personalised technology-enhanced learning}, url = {http://oro.open.ac.uk/57942/}, doi = {10.25304/rlt.v26.2095}, abstract = {Personalised learning, having seen both surges and declines in popularity over the past few decades, is once again enjoying a resurgence. Examples include digital resources tailored to a particular learner’s needs, or individual feedback on a student’s assessed work. In addition, personalised technology-enhanced learning (TEL) now seems to be attracting interest from philanthropists and venture capitalists indicating a new level of enthusiasm for the area and a potential growth industry. However, these industries may be driven by profit rather than pedagogy, and hence it is vital these new developments are informed by relevant, evidence-based research. For many people, personalised learning is an ambiguous and even loaded term that promises much but does not always deliver. This paper provides an in-depth and critical review and synthesis of how personalisation has been represented in the literature since 2000, with a particular focus on TEL. We examine the reasons why personalised learning can be beneficial and examine how TEL can contribute to this. We also unpack how personalisation can contribute to more effective learning. Lastly, we examine the limitations of personalised learning and discuss the potential impacts on wider stakeholders.}, urldate = {2020-05-12}, journal = {Research in Learning Technology}, author = {FitzGerald, Elizabeth and Jones, Ann and Kucirkova, Natalia and Scanlon, Eileen}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v26.2095 10/ggtvrf 2339240:BQZN4QMG 2339240:MNB3BJD3 2339240:PQY29F39 2405685:NMBZ59MG}, } @article{fishman_design-based_2013, title = {Design-{Based} {Implementation} {Research}: {An} {Emerging} {Model} for {Transforming} the {Relationship} of {Research} and {Practice}}, volume = {115}, url = {https://doi.org/10.1177/016146811311501415}, doi = {10.1177/016146811311501415}, abstract = {This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.}, language = {en}, number = {14}, journal = {Teachers College Record: The Voice of Scholarship in Education}, author = {Fishman, Barry J and Penuel, William R and Allen, Anna-Ruth and Cheng, Britte Haugan and Sabelli, Nora}, year = {2013}, note = {EdTechHub.Copy: 2129771:JIBWPGSE KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501415 2129771:JIBWPGSE 2339240:2FIFHB2M 2339240:TJLDAUNX 2339240:UWS3I3ET 2405685:6UJQ32JH 2405685:8T9Z277Z 2405685:NYT7JDUT}, keywords = {⛔ No DOI found}, pages = {136--156}, } @article{fisher_evaluating_2016, title = {Evaluating {Mobile} {Survey} {Tools} ({MSTs}) for {Field}-{Level} {Monitoring} and {Data} {Collection}: {Development} of a {Novel} {Evaluation} {Framework}, and {Application} to {MSTs} for {Rural} {Water} and {Sanitation} {Monitoring}}, volume = {13}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {1660-4601}, shorttitle = {Evaluating {Mobile} {Survey} {Tools} ({MSTs}) for {Field}-{Level} {Monitoring} and {Data} {Collection}}, url = {https://www.mdpi.com/1660-4601/13/9/840}, doi = {10.3390/ijerph13090840}, abstract = {Information and communications technologies (ICTs) such as mobile survey tools (MSTs) can facilitate field-level data collection to drive improvements in national and international development programs. MSTs allow users to gather and transmit field data in real time, standardize data storage and management, automate routine analyses, and visualize data. Dozens of diverse MST options are available, and users may struggle to select suitable options. We developed a systematic MST Evaluation Framework (EF), based on International Organization for Standardization/International Electrotechnical Commission (ISO/IEC) software quality modeling standards, to objectively assess MSTs and assist program implementers in identifying suitable MST options. The EF is applicable to MSTs for a broad variety of applications. We also conducted an MST user survey to elucidate needs and priorities of current MST users. Finally, the EF was used to assess seven MSTs currently used for water and sanitation monitoring, as a validation exercise. The results suggest that the EF is a promising method for evaluating MSTs.}, language = {en}, number = {9}, urldate = {2022-06-05}, journal = {International Journal of Environmental Research and Public Health}, author = {Fisher, Michael B. and Mann, Benjamin H. and Cronk, Ryan D. and Shields, Katherine F. and Klug, Tori L. and Ramaswamy, Rohit}, month = sep, year = {2016}, note = {Number: 9 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph13090840 2405685:ZGWRS463 2486141:F5QF34FL}, keywords = {ICT, communications, data, evaluation, information, mobile, software, survey, technology, water}, pages = {840}, } @techreport{fisher_blended_2017, title = {Blended {Beyond} {Borders}: {A} scan of blended learning obstacles and opportunities in {Brazil}, {Malaysia}, \& {South} {Africa}}, language = {en}, author = {Fisher, Julia Freeland and Bushko, Katrina and White, Jenny}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X5WTULD9}, pages = {162}, } @misc{fink_communications_2019, title = {Communications for {Development}}, url = {https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/CQRNC7}, doi = {10.7910/DVN/CQRNC7}, abstract = {In 2012, Ghana Health Services (GHS), with funding from the United Nations Children’s Fund (UNICEF), launched a Communication for Development (C4D)...}, language = {en}, urldate = {2022-03-18}, publisher = {Harvard Dataverse}, author = {Fink, Günther and Karlan, Dean and Udry, Christopher and Osei, Robert}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/CQRNC7 2405685:GVUSAT6F}, keywords = {Health and Life Sciences, Medicine, Social Sciences}, } @techreport{filmer_learning-adjusted_2018, address = {Washington, DC}, type = {Policy {Research} {Working} {Paper};{No}. 8591}, title = {Learning-{Adjusted} {Years} of {Schooling} ({LAYS}): {Defining} {A} {New} {Macro} {Measure} of {Education}}, copyright = {© World Bank. https://openknowledge.worldbank.org/handle/10986/30464 License: CC BY 3.0 IGO.}, url = {http://hdl.handle.net/10986/30464}, language = {en}, institution = {World Bank}, author = {Filmer, Deon and Rogers, Halsey and Angrist, Noam and Sabarwal, Shwetlena}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8591 2339240:3A9F6FVB 2339240:KGVQPHCJ 2405685:59ERQXRR 2405685:GSG23QSA 2405685:TP9IZVSC 2447227:6BFXZ6TA 2561267:ELKQGNZN}, keywords = {\_B:important, \_\_\_working\_potential\_duplicate, \_final\_bib, \_important, \_s:DFID, ⛔ No DOI found, ❓ Multiple DOI}, pages = {61}, } @book{field_discovering_2018, address = {Los Angeles ; London}, edition = {5th edition.}, title = {Discovering statistics using {IBM} {SPSS} statistics}, isbn = {978-1-5264-1951-4}, language = {eng}, publisher = {SAGE}, author = {Field, Andy P.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7BN3B36D 2405685:CFJAF8HE}, keywords = {Computer programs; Statistics as Topic; Software; Database Management Systems; Social Sciences, Handbooks, manuals, etc, Statistical methods, Statistics; Social sciences, methods; Data Interpretation, Statistical; SPSS (Computer file)}, } @misc{fhi360_liberia_2016, title = {Liberia {Teacher} {Training} {Program} {II} ({LTTP} {II})}, url = {https://www.fhi360.org/projects/liberia-teacher-training-program-ii-lttp-ii}, abstract = {FHI 360’s Liberia Teacher Training Program II (LTTP II) builds on work conducted under LTTP I to address Liberia’s critical shortages of qualified teachers and institutional capacity to produce new teachers.}, urldate = {2020-05-08}, author = {FHI360}, year = {2016}, note = {Library Catalog: www.fhi360.org KerkoCite.ItemAlsoKnownAs: 2339240:KJT59EFR 2405685:TVLFHSTQ}, } @misc{fhi360_mobile_2019, title = {Mobile {Solutions} {Technical} {Assistance} and {Research} ({mSTAR})}, url = {https://www.fhi360.org/projects/mobile-solutions-technical-assistance-and-research-mstar}, abstract = {The FHI 360 Mobile Solutions Technical Assistance and Research (mSTAR) project, funded by the U.S. Agency for International Development (USAID), increased access to and use of mobile and digital technologies by low-income individuals, civil society, local government institutions and private-sector stakeholders.}, urldate = {2020-06-26}, author = {FHI360}, year = {2019}, note = {Library Catalog: www.fhi360.org EdTechHub.ItemAlsoKnownAs: 2405685:XJSKZQMC}, } @misc{fesf_family_educational_services_foundation_technology_2018, title = {Technology {Based} {Deaf} {Education} {Initiative} by {FESF} {Pakistan} {Wins} {Prestigious} {WISE} {Awards}}, url = {https://www.fesf.org.pk/technology-based-deaf-education-initiative-by-fesf-pakistan-wins-prestigious-wise-awards/}, language = {en-US}, urldate = {2020-07-21}, author = {{FESF. Family Educational Services Foundation}}, year = {2018}, note = {Library Catalog: www.fesf.org.pk KerkoCite.ItemAlsoKnownAs: 2405685:EBK48Q7M}, keywords = {auto\_merged}, } @misc{ferry_true_2018, title = {The {True} {Cost} of {Freemium}}, url = {https://www.cpomagazine.com/data-privacy/the-true-cost-of-freemium/}, language = {en-US}, urldate = {2021-07-14}, journal = {CPO Magazine}, author = {Ferry, Anna}, month = nov, year = {2018}, note = {Section: Data Privacy KerkoCite.ItemAlsoKnownAs: 2339240:IUSPGZNA 2405685:RR5WASM6}, } @article{ferrer_tablet_2011, title = {Tablet {PCs}, academic results and educational inequalities}, volume = {56}, doi = {10.1016/j.compedu.2010.07.018}, number = {1}, journal = {Computers \& Education}, author = {Ferrer, Ferran and Belvís, Esther and Pàmies, Jordi}, year = {2011}, note = {00017 shortDOI: 10/dqjvx4 KerkoCite.ItemAlsoKnownAs: 10/dqjvx4 2129771:DQ7A6M8G 2405685:ZZZDM8V4}, pages = {280--288}, } @techreport{ferreira_baseline-endline_2018, title = {Baseline-{Endline} {Report}: {Reaching} the {Unreached} ({RtU}) through {Open} and {Distance} {Learning} ({ODL}) in {Bangladesh}, {India} and {Pakistan}}, shorttitle = {Baseline-{Endline} {Report}}, url = {http://oasis.col.org/handle/11599/2848}, abstract = {This report documents the baseline-endline study by the GIRLS Inspire team's Reaching the Unreached project to examine the implications of skills training and education for women's and girls' empowerment and sustainable livelihoods in Bangladesh, India and Pakistan. It is based on data collected from quarterly reports mirrored against the project outcomes, meeting reports and surveys from March 2016 to March 2017. The quarterly and meeting reports documented the activities undertaken to provide training for unreached women and girls in the selected countries. While the actual training was offered exclusively to women and girls, the reports and surveys also captured the input of men and boys in terms of their participation in various community events and as staff members of the partner organisations.}, urldate = {2020-12-01}, institution = {Commonwealth of Learning}, author = {Ferreira, Frances and Cruz, Charisse and Smith, Kristina and {Commonwealth of Learning (COL) (British Columbia)}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6XL37978 2405685:NM8GPWDQ}, keywords = {Access to Education, Bangladesh, Barriers, Child Abuse, Decision Making, Distance Education, Dropouts, Economic Factors, Educational Attainment, Elementary Secondary Education, Employer Attitudes, Employment, Empowerment, Females, Foreign Countries, Health, Income, India, Job Skills, Marriage, Occupational Aspiration, Pakistan, Postsecondary Education, Program Effectiveness, Skill Development, Sustainability, Training, Womens Education}, } @techreport{ferreira_reaching_2017, type = {Report}, title = {Reaching the {Unreached} {Through} {Open} and {Distance} {Learning} ({ODL}) in {Bangladesh}, {India} and {Pakistan}}, url = {http://oasis.col.org/handle/11599/2757}, abstract = {GIRLS Inspire is a Commonwealth of Learning (COL) project established to mobilise the power of open and distance learning (ODL) to provide secondary schooling and skills development training to women and girls who are prevented from attending schools by barriers such as early marriage, cultural norms and distance from schools. This final report to the Department of Foreign Affairs and Trade (DFAT) Australia reflects on the work that has taken place since January 2016. It is framed around the project’s objectives and provides a rich account of activities that took place, presented in both quantitative and qualitative forms.}, language = {en}, urldate = {2021-01-05}, institution = {Commonwealth of Learning (COL)}, author = {Ferreira, Frances}, month = apr, year = {2017}, note = {Accepted: 2017-07-08T01:14:45Z KerkoCite.ItemAlsoKnownAs: 2339240:WTLYI8A9 2405685:DBN3P8G4}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{ferreira_reaching_2017, title = {Reaching the {Unreached} ({RtU}) through {Open} and {Distance} {Learning} ({ODL}) in {Bangladesh}, {India} and {Pakistan}}, url = {http://oasis.col.org/bitstream/handle/11599/2848/2017_Ferreira-Cruz-Smith_Baseline-Endline-Report.pdf?sequence=1&isAllowed=y}, author = {Ferreira, F and Cruz, C and Smith, K}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ISYEPM5P 2405685:W55NCH9D}, } @techreport{ferreira_reaching_2017, title = {Reaching the {Unreached} through {Open} and {Distance} {Learning} ({ODL}) in {Bangladesh}, {India} and {Pakistan}}, url = {http://oasis.col.org/handle/11599/2757}, author = {Ferreira, F}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZDU284P6 2405685:QZQE2876}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{fernandez-lopez_mobile_2013, title = {Mobile learning technology based on {iOS} devices to support students with special education needs}, volume = {61}, doi = {10.1016/j.compedu.2012.09.014}, journal = {Computers \& Education}, author = {Fernández-López, Álvaro and Rodríguez-Fórtiz, María José and Rodríguez-Almendros, María Luisa and Martínez-Segura, María José}, year = {2013}, note = {00026 shortDOI: 10/f4hnzg KerkoCite.ItemAlsoKnownAs: 10/f4hnzg 2129771:BFWDTZ88 2405685:VQRYXHV3}, pages = {77--90}, } @article{fernald_strategies_2011, title = {Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries}, volume = {378}, doi = {10.1016/S0140-6736(11)60889-1}, abstract = {This report is the second in a Series on early child development in low-income and middle-income countries and assesses the effectiveness of early child development interventions, such as parenting support and preschool enrolment. The evidence reviewed suggests that early child development can be improved through these interventions, with effects greater for programmes of higher quality and for the most vulnerable children. Other promising interventions for the promotion of early child development include children's educational media, interventions with children at high risk, and combining the promotion of early child development with conditional cash transfer programmes. Effective investments in early child development have the potential to reduce inequalities perpetuated by poverty, poor nutrition, and restricted learning opportunities. A simulation model of the potential long-term economic effects of increasing preschool enrolment to 25\% or 50\% in every low-income and middle-income country showed a benefit-to-cost ratio ranging from 6·4 to 17·6, depending on preschool enrolment rate and discount rate.}, journal = {Lancet}, author = {Fernald, Lia and Alderman, Harold and Behrman, Jere and O'Gara, Chloe and Yousafzai, Aisha and Cabral de Mello, Meena and Hidrobo, Melissa and Ulkuer, Nurper and Ertem, Ilgi and Iltus, Selim}, month = sep, year = {2011}, note = {shortDOI: 10/bphz4m KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(11)60889-1 10/bphz4m 2339240:U6FXSTXG 2405685:7F469WAJ 2405685:7F5HTSH8 4803016:YIU4VCUY}, pages = {1339--53}, } @misc{ferlazzo_strategies_2015, title = {Strategies for helping students motivate themselves}, url = {https://www.edutopia.org/blog/strategies-helping-students-motivate-themselves-larry-ferlazzo}, abstract = {To inspire intrinsic motivation in students, schools should focus on nurturing their sense of autonomy, competence, relatedness, and relevance.}, language = {en}, urldate = {2021-11-09}, journal = {Edutopia}, author = {Ferlazzo, Larry}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QEZXQXFE 2405685:B6FJ8RGV}, } @techreport{fellows_learning_2018, address = {Seattle, WA, USA}, title = {The learning circle experience: {Findings} from the {P2PU} participant survey}, url = {https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/40986/Findings%20from%20the%20P2PU%20learning%20circle%20participant%20post-survey.pdf}, urldate = {2020-07-20}, institution = {University of Washington Information School}, author = {Fellows, Michelle}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9R6YAL7K}, } @techreport{federal_ministry_of_education_nigeria_education_2017, title = {Education for {Change}: {A} {Ministerial} {Strategic} {Plan}}, author = {Federal Ministry of Education (Nigeria)}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z8I67DMT}, } @techreport{federal_ministry_of_education_nigeria_national_2019, title = {National {Implementation} {Guidelines} for {ICT} in {Education}}, url = {http://education.gov.ng/wp-content/uploads/2019/07/NATIONAL-IMPLEMENTATION-GUIDELINES-FOR-ICT-IN-EDUCATION-2019.pdf}, urldate = {2020-07-07}, author = {Federal Ministry of Education (Nigeria)}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YDFAS5EL}, } @techreport{federal_ministry_of_education_nigeria_national_2019, title = {National {Policy} on {ICT} in {Education}}, url = {http://education.gov.ng/wp-content/uploads/2019/08/NATIONAL-POLICY-ON-ICT-IN-EDUCATION-2019.pdf}, urldate = {2020-07-07}, author = {Federal Ministry of Education (Nigeria)}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MDRRF95U}, } @techreport{federal_ministry_of_education_nigeria_nigeria_2015, title = {Nigeria: {Education} for {All} 2015 {National} {Review}}, author = {Federal Ministry of Education (Nigeria)}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YTNNVWZU}, } @misc{federal_government_of_nigeria_nigeria_2010, title = {Nigeria {Vision} 20: 2020}, url = {https://www.nigerianstat.gov.ng/pdfuploads/Abridged_Version_of_Nigeria%20Vision%202020.pdf}, urldate = {2020-07-07}, author = {Federal Government of Nigeria}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:J2G2NMSN}, } @techreport{fawe_gender_2018, address = {Nairobi, Kenya}, title = {Gender responsive pedagogy: {A} toolkit for teachers and schools. 2nd ed.}, url = {https://www.unicef.org/esa/media/6726/file/GRP-A-Toolkit-for-Teachers-and-Schools-2020.pdf}, urldate = {2021-04-29}, institution = {Forum for African Women Educationalists (FAWE).}, author = {FAWE}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H5QIUE3J 2405685:WMBZ8VMB}, } @incollection{faustino_development_2011, title = {Development entrepreneurship}, url = {https://asiafoundation.org/publication/built-on-dreams-grounded-in-reality-economic-policy-reform-in-the-philippines/}, language = {en}, booktitle = {Built on dreams, grounded in reality: {Economic} policy reform in the {Philippines}}, publisher = {The Asia Foundation}, author = {Faustino, J and Fabella, V.R}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XERF5XA6 2405685:LT93ZA7S}, pages = {337}, } @article{faul_networks_2016, title = {Networks and {Power}: {Why} {Networks} are {Hierarchical} {Not} {Flat} and {What} {Can} {Be} {Done} {About} {It}}, volume = {7}, copyright = {© 2015 University of Durham and John Wiley \& Sons, Ltd}, issn = {1758-5899}, shorttitle = {Networks and {Power}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/1758-5899.12270}, doi = {10.1111/1758-5899.12270}, abstract = {Many scholars, policy makers and practitioners associate new, networked forms of collaboration and governance with positive attributes such as speed, flexibility, adaptability and ‘flatness’. This article contrasts the assumptions that networks essentially moderate external asymmetries of power with the network theoretical view that networks may amplify existing hierarchies. The case study network explored supports the network theoretical view that existing power relations may be increased when a multistakeholder partnership network is established. The use of Social Network Analysis facilitates the comparison of the structures and relationships into which global policy actors are organised (the formal network) with the relationships and relational structures into which they choose to organise themselves (informal network). In the conclusions, I introduce the practice of network rewiring that could overcome the network mechanisms that amplify existing power relations. Further research is required that adds more case study evidence in order to raise (and begin to answer) questions that will give a wider view of the social structuring of power in partnership networks in international development, such as those referred to in the recently-adopted Sustainable Development Goals (SDGs).}, language = {en}, number = {2}, urldate = {2021-04-20}, journal = {Global Policy}, author = {Faul, Moira V.}, year = {2016}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/1758-5899.12270 zotzenLib.CopiedFrom: 2339240:H9TX8DSA KerkoCite.ItemAlsoKnownAs: 10.1111/1758-5899.12270 2339240:H9TX8DSA 2405685:DSF3CRU9}, pages = {185--197}, } @techreport{fasih_pakistan_2019, title = {Pakistan: {Learning} {Poverty} {Brief}}, url = {http://pubdocs.worldbank.org/en/214101571223451727/SAS-SACPK-PAK-LPBRIEF.pdf}, urldate = {2020-08-11}, institution = {EduAnalytics}, author = {Fasih, Tazeen and Baron, Juan and Geven, Koen Martijn}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JFEQA28N}, } @article{fasasi_effects_2017, title = {Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science}, volume = {39}, issn = {0950-0693}, url = {https://doi.org/10.1080/09500693.2017.1296599}, doi = {10.1080/09500693.2017.1296599}, abstract = {This study investigated the effect of Ethnoscience instruction and moderating effects of school location and parental educational status on students' attitude to science. It employed pretest-posttest, non-equivalent control group quasiexperimental design. Participants were 352 Junior Secondary School 1 (aged 9–12 years) students from two schools, each in urban and rural areas of Ìbàdàn, southwestern Nigeria. Instruments used are: Teachers Instructional Guide on Ethnoscience instruction, Teachers Instructional Guide on Modified Lecture Method and Attitude Toward Science Scale (r = 0.86). Three null hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Significant main effect of treatment on attitude to science (F(1, 347) = 296, p {\textless} 0.05) was recorded, with Ethnoscience instruction group performing better than the Modified Lecture Method group. Effect size of treatment was strong (η2 p = 0.46). Also recorded were significant main effects of school location (F(1, 347) = 10.2, p {\textless} .05) and parental educational status (F(1, 347 = 3.37), p {\textless} 0.05) on students' attitude to science with weak effect sizes (η2 p = 0.029 and η2 p = 0.019 respectively). Learners in rural schools performed better than those in urban schools and those from lowly educated parents had better performance than highly educated parents. Ethnoscience instruction promoted learners' attitude to science. Therefore, its use in educational instruction, especially among traditional science learners, should be explored.}, number = {5}, urldate = {2020-01-27}, journal = {International Journal of Science Education}, author = {Fasasi, Rasheed Adekunle}, month = mar, year = {2017}, note = {shortDOI: 10/ggjhrw KerkoCite.ItemAlsoKnownAs: 10.1080/09500693.2017.1296599 10/ggjhrw 2339240:SG5B5MDZ 2405685:Q9ZMLV8R}, keywords = {Ethnoscience instruction, attitude towards science, parental educational status, school location}, pages = {548--564}, } @article{farooq_study_2012, title = {A study of online {English} language teacher education programmes in distance education context in {Pakistan}}, volume = {5}, issn = {1916-4742, 1916-4742}, url = {https://files.eric.ed.gov/fulltext/EJ1080034.pdf}, doi = {10.5539/elt.v5n11p91}, abstract = {Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.}, language = {English}, number = {11}, journal = {English Language Teaching}, author = {Farooq, Muhammad U. and Al Asmari, AbdulRahman and Javid, Choudhary Z.}, year = {2012}, note = {Publisher: Canadian Center of Science and Education, 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773213777?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.5539/elt.v5n11p91 2339240:2EBC4XAX 2405685:9V9TWTN7 2405685:ZUW8ZBWE 2534378:6E7C4XSE 2534378:BNLKR978}, keywords = {Access to Education, Blended Learning, Computer Mediated Communication, Control Groups, Costs, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Educational Quality, English (Second Language), Experimental Groups, Foreign Countries, Higher Education, Language Teachers, Masters Programs, Online Courses, Open Universities, Pakistan, Postsecondary Education, Pretests Posttests, Program Improvement, Second Language Instruction, Second Language Learning, Statistical Analysis, Student Attitudes, Student Characteristics, Teacher Education Programs, Teaching Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096524, \_\_finaldtb}, pages = {91--103}, } @article{farooq_learning_2015, title = {Learning through {Assistive} {Devices}: {A} {Case} of {Students} with {Hearing} {Impairment}}, volume = {37}, issn = {0555-7747}, shorttitle = {Learning through {Assistive} {Devices}}, url = {https://eric.ed.gov/?id=EJ1210345}, abstract = {Present era has introduced persons with disabilities with a range of assistive devices that have rapidly increased their educational, vocational, and frivolous activities. Current descriptive study attempted to explore the effects of assistive devices on the learning of hearing impaired students. A sample of 200 hearing impaired students was selected to identify the assistive devices that are more in use by hearing impaired students. All of the assistive devices commonly used for hearing impairment were included in the study to explore the effects of each on the learning of students with hearing impairment. The mean difference in the learning of students suggested that assistive technologies are overall assistance for the students with hearing impairment and there is no substitute to these devices that could assist them in such a quite differentiated manner. The role of high tech assistive devices as well as low tech devices has been highlighted prominently. The parents of hearing impaired students were also the part of study and found satisfied with the use of assistive devices for their children. It is divulged that there is a need to reduce the cost of assistive devices to be used by the students with hearing impairment.}, language = {en}, number = {1}, urldate = {2020-12-10}, journal = {Bulletin of Education and Research}, author = {Farooq, Muhammad Shahid and {Aasma} and Iftikhar, Umaira}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z7WED3QU 2405685:L6EEZ9LR}, keywords = {Assistive Technology, Costs, Elementary School Students, Foreign Countries, Grade 4, Hearing Impairments, Interpersonal Communication, Parent Attitudes, Program Effectiveness, Quality of Life, Student Needs, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {1--17}, } @article{farooq_learning_2015, title = {Learning through {Assistive} {Devices}: {A} {Case} of {Students} with {Hearing} {Impairment}}, volume = {37}, issn = {0555-7747}, shorttitle = {Learning through {Assistive} {Devices}}, url = {https://eric.ed.gov/?id=EJ1210345}, abstract = {Present era has introduced persons with disabilities with a range of assistive devices that have rapidly increased their educational, vocational, and frivolous activities. Current descriptive study attempted to explore the effects of assistive devices on the learning of hearing impaired students. A sample of 200 hearing impaired students was selected to identify the assistive devices that are more in use by hearing impaired students. All of the assistive devices commonly used for hearing impairment were included in the study to explore the effects of each on the learning of students with hearing impairment. The mean difference in the learning of students suggested that assistive technologies are overall assistance for the students with hearing impairment and there is no substitute to these devices that could assist them in such a quite differentiated manner. The role of high tech assistive devices as well as low tech devices has been highlighted prominently. The parents of hearing impaired students were also the part of study and found satisfied with the use of assistive devices for their children. It is divulged that there is a need to reduce the cost of assistive devices to be used by the students with hearing impairment.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Bulletin of Education and Research}, author = {Farooq, Muhammad Shahid and Aasma and Iftikhar, Umaira}, month = jun, year = {2015}, note = {Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:BMZ8MTPR 2405685:GTZBXLQU}, keywords = {Assistive Technology, Costs, Elementary School Students, Foreign Countries, Grade 4, Hearing Impairments, Interpersonal Communication, Parent Attitudes, Program Effectiveness, Quality of Life, Student Needs, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {1--17}, } @article{farooq_public_2017, title = {Public vs {Private} {Quality} {Education} at {Primary} {Level} in {Pakistan}}, volume = {6}, issn = {1300-915X}, url = {https://eric.ed.gov/?id=EJ1243624}, abstract = {Pakistan is an ethnically and religiously diverse country of over 190 million people. There are 22.6 million boys and girls out of school that's nearly half (44\%) of all children in the country. This study was designed to assess comparative quality measures of primary level education at both public and private institutions of Pakistan. This study based on secondary data specially focused on ASER Pakistan Survey Report 2015 that was conducted in 146 rural districts of Pakistan, covering 83,755 households in 4,217 villages throughout the country. Detailed information was collected on 258,021 children (59\% males, 41\% females) aged 3-16 years. Out of these 219,609 children aged 5-16 years were tested for language and arithmetic competencies. It was found that Public schools lacking with trained teaching staff, well equipped classrooms and good policy and administration. While the other hand private schools deficient of well-educated staff, good infrastructure and self-motivation. It was recommended that the Government needs to realize this situation and to equalize the standards of public and private sector to achieve vigorous quality education at this level.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {International Online Journal of Primary Education}, author = {Farooq, Muhammad Sabil and Feroze, Nazia and Kai, Yuan Tong}, year = {2017}, note = {Publisher: International Online Journal of Primary Education KerkoCite.ItemAlsoKnownAs: 2339240:JRSDGKRM 2405685:BSNTWHMM}, keywords = {Academic Achievement, Arithmetic, Educational Administration, Educational Policy, Educational Quality, Educational Resources, Elementary Education, Elementary School Students, Foreign Countries, Literacy, Mathematics Skills, Private Education, Public Education, Secondary School Students, Socioeconomic Influences, Teacher Competencies, ⛔ No DOI found}, pages = {1--23}, } @article{farhana_use_2019, title = {Use of {ICT} by {Biology} {Teachers} in the {Secondary} {Schools}: {Bangladesh} {Perspective}}, shorttitle = {Use of {ICT} by {Biology} {Teachers} in the {Secondary} {Schools}}, url = {https://www.iiste.org/Journals/index.php/JCSD/article/view/45995}, doi = {10.7176/jcsd/45-05}, abstract = {Information and communication technologies (ICT) have changed the pedagogy in education offering more student-centered learning incidents. The purpose of this study was to evaluate the use of ICT by the biology teachers in teaching-learning process of secondary schools in Bangladesh. A total of 50 biology teachers from several secondary schools of Bangladesh participated in the study. It was found that teachers have better access to computer than the average populace of Bangladesh. They have working knowledge on Microsoft Office Word, Excel, Power Point, and different web browsers. A good number of the teachers use computer for preparing their lectures, use internet for accessing educational materials, takes classes with multimedia with the support of ICT. However, about 17\% to 25\% were found to be not using these ICT means. Many teachers opined that they have less number of computers in the school to prepare for class work. They also assessed that hardware troubleshooting, software malfunction and unexpected power failure as challenges for using ICT. This paper recommends to provide continuous in-servicing training on ICT, interest free loan to teachers for purchasing laptop computer and to ensure technical support to overcome software and hardware problems in the schools.}, language = {en}, urldate = {2021-05-07}, journal = {Journal of Culture, Society and Development}, author = {Farhana, Z and Chowdhury, S}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.7176/jcsd/45-05 10/gj37jj 2339240:R2I6C4KK 2405685:8YK9A8A2}, } @article{falloon_exploring_2014, title = {Exploring young students’ talk in {iPad}-supported collaborative learning environments}, volume = {77}, issn = {0360-1315}, url = {http://www.sciencedirect.com/science/article/pii/S0360131514000931}, doi = {10.1016/j.compedu.2014.04.008}, journal = {Computers \& Education}, author = {Falloon, Garry and Khoo, Elaine}, year = {2014}, note = {00000 shortDOI: 10/f59djk KerkoCite.ItemAlsoKnownAs: 10/f59djk 2129771:RTLLXK27 2405685:HAAQ3EEM}, pages = {13--28}, } @inproceedings{falloon_ipads_2014, address = {Adelaide}, title = {{iPads} in the {Primary} {School}: {Emerging} {Research}}, author = {Falloon, Garry}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PFTIL4RJ 2405685:ISGN3KBA}, keywords = {⛔ No DOI found}, } @article{faize_revamping_2018, title = {Revamping {Higher} {Education} {Research} in {Pakistan}}, volume = {15}, issn = {1812-1829}, url = {https://www.jstor.org/stable/10.13169/polipers.15.2.0085}, doi = {10.13169/polipers.15.2.0085}, abstract = {The world economy has shifted from export of natural resources to Knowledge-Based Economy (KBE) at present. The addition of hi-tech knowledge to finished products has provided impetus to many crippling economies. The role of higher education is very vital in realising this KBE. This is evident from the role that the US and European universities have assumed as business incubators and income generators through intensive industry-university liaison. However, the higher education institutes in Pakistan are still teaching-focussed. The need is to revamp higher education institutions by identifying the impediments in higher education research and exploring ways and means for improving it. The data for this study was collected from 655 faculty members selected from six universities through an open-ended questionnaire. For increasing reliability in the findings, a short semi-structured interview was conducted with 20 research experts. The questionnaire data was quantitatively analysed using percentages while the interviews were thematically analysed for drawing conclusions.}, number = {2}, urldate = {2021-02-02}, journal = {Policy Perspectives}, author = {Faize, Fayyaz Ahmad and Khan, Adnan Sarwar and Kalim, Inayat}, year = {2018}, note = {Publisher: Pluto Journals KerkoCite.ItemAlsoKnownAs: 10.13169/polipers.15.2.0085 10/ghzt9d 2339240:B93HYZ9R 2405685:7GNQGM5A}, pages = {85--97}, } @article{fairlie_effects_2012, title = {The effects of home computers on educational outcomes: {Evidence} from a field experiment with community college students}, volume = {122}, shorttitle = {The effects of home computers on educational outcomes}, doi = {10.1111/j.1468-0297.2011.02484.x}, number = {561}, journal = {The Economic Journal}, author = {Fairlie, Robert W. and London, Rebecca A.}, year = {2012}, note = {Publisher: Oxford University Press Oxford, UK KerkoCite.ItemAlsoKnownAs: 10.1111/j.1468-0297.2011.02484.x 2339240:LQIGRRDA 2405685:AI8VD6L6}, pages = {727--753}, } @article{fairlie_academic_2012, title = {Academic achievement, technology and race: {Experimental} evidence}, volume = {31}, shorttitle = {Academic achievement, technology and race}, doi = {10.1016/j.econedurev.2012.04.003}, number = {5}, journal = {Economics of Education Review}, author = {Fairlie, Robert W.}, year = {2012}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2012.04.003 2339240:CHZ2J6S6 2405685:LZFAY4ZT}, pages = {663--679}, } @article{fairlie_boys_2016, title = {Do boys and girls use computers differently, and does it contribute to why boys do worse in school than girls?}, volume = {16}, issn = {1935-1682}, url = {https://www.degruyter.com/document/doi/10.1515/bejeap-2015-0094/html}, doi = {10.1515/bejeap-2015-0094}, abstract = {Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls.}, language = {en}, number = {1}, journal = {The BE Journal of Economic Analysis \& Policy}, author = {Fairlie, Robert W.}, month = jan, year = {2016}, note = {Publisher: De Gruyter KerkoCite.ItemAlsoKnownAs: 10.1515/bejeap-2015-0094 2339240:4UGCV2FT 2339240:RGUQIY3U 2405685:6L2THSSR 2405685:D9RDFBES}, pages = {59--96}, } @article{fairlie_effects_2012, title = {The effects of home access to technology on computer skills: {Evidence} from a field experiment}, volume = {24}, shorttitle = {The effects of home access to technology on computer skills}, doi = {10.1016/j.infoecopol.2012.06.001}, number = {3-4}, journal = {Information Economics and Policy}, author = {Fairlie, Robert W.}, year = {2012}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.infoecopol.2012.06.001 2339240:FVPZD3HY 2405685:YKXVMTXC}, pages = {243--253}, } @incollection{faguet_is_2015, title = {Is {Decentralization} {Good} for {Development}?}, abstract = {Decentralization research has become more quantitative and formal over the past two decades. But as technical rigor has increased, the focus of research has narrowed to decentralization’s effects on particular policy variables, leaving aside larger, more nuanced and complex questions of crucial importance to policymakers contemplating reform. This book seeks to return attention to issues like this that rank among policymakers’ first concerns, but are methodologically difficult to answer. We do this by marrying the insights and experience of senior policymakers involved in driving decentralization forward at the highest levels, with academics working at the forefront of the field in economics, politics, and development and policy studies. This chapter introduces the book by analyzing the following questions: Why do politicians decentralize in the first place? How can reform be made politically feasible? How can decentralization lead to improved development outcomes? Do municipalities compete amongst themselves, and what effects might this have on public policy and services? Will decentralization promote clientelism or broad-based development? And finally, will decentralization strengthen or weaken developing states? The evidence presented in the book provides a firm basis for concrete answers to all of these questions, allied to specific policy advice for aspiring reformers.}, language = {en}, booktitle = {. {Is} {Decentralization} {Good} for {Development}}, author = {Faguet, Jean-Paul and Pöschl, Caroline}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PZE7EEHV 2405685:IML2PFMW 4656463:PKKG5BHR}, pages = {25}, } @article{fagernas_preferences_2012, title = {Preferences and skills of {Indian} public sector teachers}, volume = {1}, issn = {2193-9020}, url = {https://econpapers.repec.org/article/sprizaldv/v_3a1_3ay_3a2012_3ai_3a1_3ap_3a1-31_3a10.1186_2f2193-9020-1-3.htm}, doi = {10.1186/2193-9020-1-3}, abstract = {I25, J41, J45 Copyright Fagernäs and Pelkonen; licensee Springer. 2012}, number = {1}, urldate = {2022-08-22}, journal = {IZA Journal of Labour \& Development}, author = {Fagernäs, Sonja and Pelkonen, Panu}, year = {2012}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2339240:BDBGTNN7 2405685:2CNDI2PP}, keywords = {Discrete choice experiment, Hiring quotas, India, Job preferences, Skills, Teacher recruitment}, pages = {1--31}, } @book{fadel_four-dimensional_2015, title = {Four-{Dimensional} {Education}: {The} {Competencies} {Learners} {Need} to {Succeed}}, isbn = {ISBN-13: 978-1518642562}, url = {https://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/}, publisher = {Center for Curriculum Redesign}, author = {Fadel, C and Bialik, M and Trilling, B}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3H548KCJ 2405685:LLXK8YUD}, } @book{facer_learning_2011, title = {Learning futures: {Education}, technology and social change}, shorttitle = {Learning futures}, publisher = {Taylor \& Francis}, author = {Facer, Keri}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6Y2MJWHK 2405685:9SMMWNQI}, } @book{ezumah_toward_2010, title = {Toward a {Successful} {Plan} for {Educational} {Technology} for {Low}-{Income} {Communities}: {A} {Formative} {Evaluation} of {One} {Laptop} {Per} {Child} ({OLPC}) {Projects} in {Nigeria} and {Ghana}}, shorttitle = {Toward a {Successful} {Plan} for {Educational} {Technology} for {Low}-{Income} {Communities}}, publisher = {Howard University}, author = {Ezumah, Bellarmine Anthonia}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QACMCJHK 2405685:RVDBGKGG}, keywords = {\_\_\_working\_potential\_duplicate}, } @phdthesis{ezumah_toward_2010, address = {United States -- District of Columbia}, type = {Ph.{D}.}, title = {Toward a {Successful} {Plan} for {Educational} {Technology} for {Low}-income {Communities}: {A} {Formative} {Evaluation} of {One} {Laptop} {Per} {Child} ({OLPC}) {Projects} in {Nigeria} and {Ghana}}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, shorttitle = {Toward a {Successful} {Plan} for {Educational} {Technology} for {Low}-income {Communities}}, url = {https://search.proquest.com/docview/861340927/abstract/DF462B3222614CE3PQ/1}, abstract = {Copious educational technology projects have been implemented in several low-income communities by multilateral institutions, individuals, and governmental agencies. Statistics show that the majority of these initiatives fail to accomplish their objectives, thereby wasting colossal amounts of money, talent, and resources. Scholars aver that poor planning and implementation are the major deterrents to a successful technology project (Flagg, 1990; Osin, 1998; Warschauer, 2006). Responding to this problem, the current work seeks to provide a model for an effective plan for introducing educational technology that will yield a better result for elementary education. Using as a case the One Laptop Per Child (OLPC), a computer program initiated by MIT professor Nicholas Negroponte to enhance education in low-income communities, this study specifically evaluates the planning and implementation strategies employed in the OLPC pilot projects in Abuja, Nigeria and Accra, Ghana. A participatory research approach was employed and qualitative data were collected in situ using in-depth interviews and questionnaires with parents, school leaders, students, public educational officials, community leaders, subject-matter experts, and OLPC personnel involved in the OLPC projects at LEA Galadima Primary School, Abuja, Nigeria and Kanda Primary School, Accra, Ghana. The project under study is a Western initiative; thus, the dominant paradigm of development communication theory and its alternative, the participatory action research, were employed as the theoretical framework. Results from the study allowed the researcher to posit a model toward a better plan for educational technology adoption in low-income communities. Some highlights include the need for every country to establish a standardized educational technology objective, ability to raise funds enough to keep it going, the need to incorporate local materials as major content, and acknowledging input of local experts, and the teachers' role in the entire process.}, language = {English}, urldate = {2020-03-17}, school = {Howard University}, author = {Ezumah, Bellarmine Anthonia}, year = {2010}, note = {ISBN: 9781124554051 KerkoCite.ItemAlsoKnownAs: 2339240:3C5KL7WE 2405685:UGU8C7RW}, keywords = {Applied sciences, Communication and the arts, Constructivist pedagogy, Education, Educational technology, Formative evaluation, Ghana, Low-income, Nigeria, One Laptop Per Child, \_\_\_working\_potential\_duplicate}, } @incollection{ezumah_planning_2012, title = {Planning and designing educational technology for low-income communities: {A} participatory and proactive approach}, isbn = {978-1-4666-0134-5 978-1-4666-0135-2}, url = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-4666-0134-5}, abstract = {This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops, convenient, and provides a different kind of learning content. As with the theme of this chapter, the XO laptop, although possessing disruptive technological qualities, was unable to achieve its goal due to lack of thorough planning and implementation of the adoption process. Results from the study informed the author to posit a model for technology adoption in low-income communities that is considered inclusive, participatory, and proactive, involving all stakeholders in setting up a policy. Such policy is expected to serve as benchmark for measuring the congruency of any proposed product whether disruptive or sustainable to the local need before its adoption.}, language = {en}, urldate = {2020-03-17}, booktitle = {Disruptive {Technologies}, {Innovation} and {Global} {Redesign}: {Emerging} {Implications}}, publisher = {IGI Global}, author = {Ezumah, Bellarmine}, editor = {Ekekwe, Ndubuisi and Islam, Nazrul}, year = {2012}, doi = {10.4018/978-1-4666-0134-5}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-0134-5 2339240:RRTECR3A 2405685:8K8CRIHL}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{ezumah_planning_2012, title = {Planning and designing educational technology for low-income communities: {A} participatory and proactive approach}, shorttitle = {Planning and designing educational technology for low-income communities}, doi = {10.4018/978-1-4666-0134-5.ch017}, abstract = {This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops, convenient, and provides a different kind of learning content. As with the theme of this chapter, the XO laptop, although possessing disruptive technological qualities, was unable to achieve its goal due to lack of thorough planning and implementation of the adoption process. Results from the study informed the author to posit a model for technology adoption in low-income communities that is considered inclusive, participatory, and proactive, involving all stakeholders in setting up a policy. Such policy is expected to serve as benchmark for measuring the congruency of any proposed product whether disruptive or sustainable to the local need before its adoption.}, journal = {Disruptive Technologies, Innovation and Global Redesign: Emerging Implications}, author = {Ezumah, Bellarmine}, month = jan, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-0134-5.ch017 2339240:6SLEALNK 2405685:GQ3B44QV}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {315--330}, } @article{ezeugwu_effect_2016, title = {Effect of {Mathematics} {Game}-based {Instructional} {Techniques} on {Students}’ {Achievements} and {Interest} in {Algebra} at {Basic} {Education} {Level}}, volume = {12}, number = {4}, journal = {Global Journal of Pure and Applied Mathematics}, author = {Ezeugwu, Justin JO and Onuorah, J. C. and Asogwa, Uchenna D. and Ukoha, Ikemsinachi Prince}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RY2H7LZJ 2405685:UFI9A38M}, keywords = {⛔ No DOI found}, pages = {3727--3744}, } @techreport{evans_equivalent_2019, address = {Washington, DC}, type = {Working {Paper}}, title = {Equivalent {Years} of {Schooling}: {A} {Metric} to {Communicate} {Learning} {Gains} in {Concrete} {Terms}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Equivalent {Years} of {Schooling}}, url = {https://openknowledge.worldbank.org/handle/10986/31315}, abstract = {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.}, language = {English}, number = {8752}, urldate = {2022-01-11}, institution = {World Bank}, author = {Evans, David K and Yuan, Fei}, month = feb, year = {2019}, doi = {10.1596/1813-9450-8752}, note = {Accepted: 2019-02-21T21:57:06Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8752 2339240:G8VXLD8Z 2339240:YC4YK2TQ 2405685:HU5C56PD 2405685:KL7YY8E7 2405685:VQUG747J 2534379:G8AZFHFY}, keywords = {Education, Impact Evaluation, Learning Outcomes, Lifetime Earnings, Net Present Value, Poverty Reduction, Years of Schooling, \_\_\_working\_potential\_duplicate}, } @article{evans_equivalent_2019, title = {Equivalent {Years} of {Schooling}: {A} {Metric} to {Communicate} {Learning} {Gains} in {Concrete} {Terms}}, shorttitle = {Equivalent {Years} of {Schooling}}, url = {http://hdl.handle.net/10986/31315}, doi = {10.1596/1813-9450-8752}, abstract = {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.}, urldate = {2023-09-21}, author = {Evans, David K. and Yuan, Fei}, month = feb, year = {2019}, note = {Publisher: World Bank, Washington, DC KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8752 2339240:5JI69878 2405685:7CTP3XVS}, } @book{evans_cost-effectiveness_2014, series = {Policy {Research} {Working} {Papers}}, title = {Cost-{Effectiveness} {Measurement} in {Development}: {Accounting} for {Local} {Costs} and {Noisy} {Impacts}}, shorttitle = {Cost-{Effectiveness} {Measurement} in {Development}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7027}, language = {en}, urldate = {2022-04-01}, publisher = {The World Bank}, author = {Evans, David K. and Popova, Anna}, month = sep, year = {2014}, doi = {10.1596/1813-9450-7027}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7027 2339240:9TRQJA7R 2405685:MNGE8QKW}, } @techreport{evans_what_2015, address = {Washington, D.C.}, title = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}? {An} {Analysis} of {Divergent} {Findings} in {Systematic} {Reviews}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/21642/WPS7203.pdf?sequence=1&isAllowed=y}, abstract = {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.}, language = {en}, number = {7203}, institution = {World Bank Group}, author = {Evans, David K and Popova, Anna}, year = {2015}, doi = {10.1596/1813-9450-7203}, note = {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}, pages = {43}, } @article{evans_what_2016, title = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}? {An} {Analysis} of {Divergent} {Findings} in {Systematic} {Reviews}}, volume = {31}, issn = {0257-3032, 1564-6971}, shorttitle = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}?}, url = {https://academic.oup.com/wbro/article-lookup/doi/10.1093/wbro/lkw004}, doi = {10.1093/wbro/lkw004}, language = {en}, number = {2}, urldate = {2020-05-15}, journal = {The World Bank Research Observer}, author = {Evans, David K. and Popova, Anna}, month = aug, year = {2016}, note = {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}, pages = {242--270}, } @article{evans_what_2016, title = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}?: {An} {Analysis} of {Divergent} {Findings} in {Systematic} {Reviews}}, volume = {31}, copyright = {http://creativecommons.org/licenses/by-nc-nd/3.0/igo}, issn = {1564-6971}, shorttitle = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}?}, url = {https://openknowledge.worldbank.org/handle/10986/29308}, doi = {10.1093/wbro/lkw004}, abstract = {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.}, language = {en}, number = {2}, urldate = {2022-06-06}, journal = {World Bank Research Observer}, author = {Evans, David K. and Popova, Anna}, month = aug, year = {2016}, note = {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}, pages = {242--70}, } @misc{evans_can_2018, title = {Can technology enable effective teacher coaching at scale?}, url = {https://blogs.worldbank.org/impactevaluations/can-technology-enable-effective-teacher-coaching-scale}, abstract = {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 ...}, language = {EN}, urldate = {2020-05-10}, author = {Evans, David}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7HET7C9K 2405685:XCWVRPKM}, } @misc{evans_four_2017, title = {Four cautionary lessons about education technology}, url = {https://blogs.worldbank.org/education/four-cautionary-lessons-about-education-technology}, abstract = {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 ...}, language = {en}, urldate = {2022-02-02}, journal = {World Bank Blogs}, author = {Evans, David}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LU3TS2MY 2405685:R238S3X3}, } @misc{evans_teacher_2017, title = {Teacher {Coaching}: {What} {We} {Know}}, shorttitle = {Teacher {Coaching}}, url = {https://blogs.worldbank.org/impactevaluations/teacher-coaching-what-we-know}, abstract = {“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., ...}, language = {en}, urldate = {2020-01-17}, journal = {World Bank Blogs - Development Impact}, author = {Evans, David}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VHFL7S36 VHFL7S36}, } @techreport{eurostat_manual_2011, address = {LU}, title = {Manual on sources and methods for the compilation of {COFOG} {Statistics} : {Classification} of the {Functions} of {Government} ({COFOG})}, shorttitle = {Manual on sources and methods for the compilation of {COFOG} {Statistics}}, url = {https://data.europa.eu/doi/10.2785/16355}, language = {en}, urldate = {2022-04-01}, institution = {European Commission}, author = {Eurostat}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EE2PEJ2Z 2405685:ZQPCFEZB}, } @techreport{european_commission_empowering_2013, type = {Website}, title = {Empowering teachers and children for a healthy digital life : report on activities carried out at the {European} {School} of {Varese}, {Italy}.}, shorttitle = {Empowering teachers and children for a healthy digital life}, url = {http://op.europa.eu/en/publication-detail/-/publication/c677eb59-fd4e-4ec0-9741-9b30c0fde0ff}, abstract = {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.}, language = {en}, urldate = {2021-03-17}, author = {{European Commission}}, year = {2013}, note = {ISBN: 9789279392757 Publisher: Publications Office of the European Union KerkoCite.ItemAlsoKnownAs: 2339240:LH2LVYSI 2405685:84AG7C6Q}, } @misc{european_commission_towards_2015, title = {Towards a new digital ethics: {Data}, {Dignity} and {Technology}}, url = {https://edps.europa.eu/data-protection/our-work/publications/opinions/towards-new-digital-ethics-data-dignity-and_en}, urldate = {2022-06-14}, author = {European Commission}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BLEX4UJX 2405685:TNLSBWZQ}, } @misc{euromoney_learning_what_2018, title = {What is blockchain?}, url = {https://www.euromoney.com/learning/blockchain-explained/what-is-blockchain}, author = {Euromoney Learning}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X86I2N26 2405685:AAI5LF57}, } @incollection{ettekal_ecological_2017, title = {Ecological {Systems} {Theory}}, abstract = {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.}, author = {Ettekal, Andrea and Mahoney, Joseph}, month = apr, year = {2017}, doi = {10.4135/9781483385198.n94}, note = {zotzenLib.CopiedFrom: 2339240:NR3WND7N KerkoCite.ItemAlsoKnownAs: 10.4135/9781483385198.n94 2339240:NR3WND7N 2405685:D24BMJBJ}, pages = {239--241}, } @techreport{ethiopia_national_planning_commission_ethiopia_2016, address = {Addis Ababa, Ethiopia}, type = {National {Development} {Plan}}, title = {Ethiopia {Growth} and {Transformation} {Plan} {II} ({GTP} {II}) {\textbar} {Green} {Growth} {Knowledge} {Platform}}, url = {https://www.greengrowthknowledge.org/national-documents/ethiopia-growth-and-transformation-plan-ii-gtp-ii}, urldate = {2020-12-15}, institution = {Federal Democratic Republic of Ethiopia}, author = {{Ethiopia National Planning Commission}}, month = may, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XG2MRXIK}, } @article{essuman_decentralisation_2011, title = {Decentralisation policy and practice in {Ghana}: the promise and reality of community participation in education in rural communities}, volume = {26}, url = {https://www.tandfonline.com/doi/abs/10.1080/02680939.2011.554999?journalCode=tedp20}, doi = {10.1080/02680939.2011.554999}, number = {4}, journal = {Journal of Education Policy}, author = {Essuman, Ato and Akyeampong, Kwame}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2011.554999 2339240:367L95ZT 2405685:MRVNK2D7}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {513--527}, } @article{essuman_decentralisation_2011, title = {Decentralisation policy and practice in {Ghana}: the promise and reality of community participation in education in rural communities}, volume = {26}, issn = {0268-0939}, shorttitle = {Decentralisation policy and practice in {Ghana}}, url = {https://doi.org/10.1080/02680939.2011.554999}, doi = {10.1080/02680939.2011.554999}, abstract = {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.}, number = {4}, urldate = {2020-03-13}, journal = {Journal of Education Policy}, author = {Essuman, Ato and Akyeampong, Kwame}, month = jul, year = {2011}, note = {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}, pages = {513--527}, } @article{essien_role_2018, title = {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}}, volume = {22}, shorttitle = {The {Role} of {Language} in the {Teaching} and {Learning} of {Early} {Grade} {Mathematics}}, doi = {10.1080/18117295.2018.1434453}, abstract = {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.}, journal = {African Journal of Research in Mathematics, Science and Technology Education}, author = {Essien, Anthony}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/18117295.2018.1434453 2405685:IWGA86UZ 4042040:U3N3KGSI}, pages = {1--12}, } @techreport{escueta_education_2017, address = {Cambridge, MA}, title = {Education technology: {An} evidence-based review}, shorttitle = {Education technology}, url = {http://www.nber.org/papers/w23744.pdf}, abstract = {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.}, language = {en}, number = {w23744}, institution = {National Bureau of Economic Research}, author = {Escueta, Maya and Quan, Vincent and Nickow, Andre Joshua and Oreopoulos, Philip}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w23744 2339240:3BIGHYQN 2339240:FYC7BPHW 2339240:LYBI56IU 2405685:63EDEAFD 2405685:AEIV8XGY 2405685:AWIHDCCP}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{eriksen_tanzania_2018, title = {Tanzania: {A} political-economy analysis}, url = {https://nupi.brage.unit.no/nupi-xmlui/bitstream/handle/11250/2488663/NUPI_rapport_Tanzania_SundstolEriksen.pdf?sequence=2}, language = {en}, institution = {Norwegian Institute of International Affairs}, author = {Eriksen, Stein Sundstøl}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4U8585S9 2405685:KYTPDW4N}, pages = {46}, } @techreport{english_in_action_classroom_2011, title = {The {Classroom} {Practices} of {Primary} and {Secondary} {School} {Teachers} {Participating} in {English} in {Action}}, url = {https://assets.publishing.service.gov.uk/media/57a08ad9ed915d622c00093f/2a_the_classroom_practices-teachers_participating_in_english_in_action.pdf}, urldate = {2020-09-23}, author = {English in Action}, year = {2011}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:6D7Y5AC8}, } @article{engestrom_design_2011, title = {From design experiments to formative interventions}, volume = {21}, issn = {0959-3543}, url = {https://doi.org/10.1177/0959354311419252}, doi = {10.1177/0959354311419252}, abstract = {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.}, language = {en}, number = {5}, urldate = {2022-12-07}, journal = {Theory \& Psychology}, author = {Engeström, Yrjö}, month = oct, year = {2011}, note = {Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/0959354311419252 2339240:KAQBZKPN 2405685:ZH34YXTN}, pages = {598--628}, } @article{engel_new_2014, title = {New {Evidence} on {Teacher} {Labor} {Supply}}, volume = {51}, issn = {0002-8312}, url = {https://doi.org/10.3102/0002831213503031}, doi = {10.3102/0002831213503031}, abstract = {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.}, language = {en}, number = {1}, urldate = {2022-05-16}, journal = {American Educational Research Journal}, author = {Engel, Mimi and Jacob, Brian A. and Curran, F. Chris}, month = feb, year = {2014}, note = {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}, pages = {36--72}, } @techreport{enge_elimu_2011, title = {Elimu kwa teknolojia ({A} {BridgeIT} {Program}) summative evaluation executive summary}, url = {https://www.iyfnet.org/sites/default/files/library/BridgeIT_Eval_Exec_Summary_Jul2011.pdf}, abstract = {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}, language = {en-US}, urldate = {2021-01-25}, institution = {Mobiles for Education Alliance}, author = {Enge, Kjell}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GPEHCK2C 2405685:4XYAPMQW}, } @misc{eneza_education_infographic_2013, title = {An {Infographic} {Presentation} of {Eneza}'s 2012 {Impact} {Study}}, url = {https://enezaeducation.com/an-infographic-presentation-of-enezas-2012-impact-study/}, abstract = {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}, language = {en-GB}, urldate = {2020-07-21}, journal = {Eneza Education}, author = {{Eneza Education}}, month = may, year = {2013}, note = {Library Catalog: enezaeducation.com KerkoCite.ItemAlsoKnownAs: 2339240:LSRRXLCC 2405685:VBPTJLET}, } @misc{elouardani_11_2016, title = {11 raisons qui dont que les enseignants n'utilisent pas les nouvelle technologie en classe}, url = {http://edupronet.com/11-freins-aux-nouvelles-technologies-en-classe/}, abstract = {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}, language = {fr-FR}, urldate = {2020-07-14}, journal = {Edupronet}, author = {Elouardani, Karim}, month = jan, year = {2016}, note = {Library Catalog: edupronet.com EdTechHub.ItemAlsoKnownAs: 2405685:4C64T32C}, } @incollection{ellis_emergence_2010, title = {The emergence of language as a complex adaptive system}, isbn = {978-0-203-83565-4 978-1-136-85798-0 978-0-415-49067-2}, url = {https://www.taylorfrancis.com/books/9780203835654}, language = {en}, urldate = {2021-01-06}, booktitle = {The {Routledge} {Handbook} of {Applied} {Linguistics}}, publisher = {Routledge}, author = {Ellis, Nick C.}, month = sep, year = {2010}, doi = {10.4324/9780203835654.ch46}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9780203835654.ch46 2339240:CPF3F2SJ 2405685:ZGGHQJX8}, } @techreport{ellis_rapid_2019, address = {Cardiff}, title = {A {Rapid} {Evidence} {Assessment} of the effectiveness of educational interventions to support children and young people with multi-sensory impairment.}, number = {GSR report number 51/2019}, institution = {Welsh Government}, author = {Ellis, L and Douglas, G and Hewett, R and McLinden, T and Terlektsi, E and Wotten, AM and Ware, J and Williams, L}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5DZTY8BD 2405685:2FIF7LND}, } @techreport{elletson_elearning_2014, address = {Germany}, title = {The {eLearning} {Africa} {Report} 2014}, institution = {ICWE}, author = {Elletson, H and MacKinnon,, A}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:QW73IAIF 2405685:I49WJ6N6}, } @techreport{elks_lessons_2016, type = {{DFID} {Think} {Piece}}, title = {Lessons learned from-introducing value-added performance measures in {Uganda}}, url = {https://assets.publishing.service.gov.uk/media/585a7c41e5274a13070000ee/Lessons-learned-from-introducing-value-added-performance-measures-in-Uganda.pdf}, urldate = {2022-10-04}, institution = {HEART}, author = {Elks, Phil}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BC3Q9BSL 2405685:8Z5M7R78 4656463:BQQC9G96}, } @techreport{elks_impact_2016, type = {{DFID} {Think} {Piece}}, title = {The impact of assessment results on education policy and practice in {East} {Africa}}, url = {https://www.heart-resources.org/wp-content/uploads/2016/04/Think-Piece-the-impact-of-assessment-results-on-education-policy-and-practice-in-East-Africa.pdf}, language = {en}, author = {Elks, Phil}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QP2XQ2MH 2405685:SPVN38J2}, } @article{el-gayar_students_2011, title = {Students' {Acceptance} of {Tablet} {PCs} and {Implications} for {Educational} {Institutions}.}, volume = {14}, number = {2}, journal = {Educational Technology \& Society}, author = {El-Gayar, Omar F and Moran, Mark and Hawkes, Mark}, year = {2011}, note = {00039 KerkoCite.ItemAlsoKnownAs: 2129771:WD4ZS6N9 2405685:RTDX35AF}, keywords = {⛔ No DOI found}, pages = {58--70}, } @misc{ekitabu_ekitabu_2016, title = {Ekitabu}, url = {https://www.youtube.com/c/Ekitabuplus}, urldate = {2022-08-23}, journal = {youtube}, author = {{Ekitabu}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:88CVSTBM 2405685:WVWZZH3Q}, } @misc{ekitabu_impact_2016, title = {Impact}, url = {https://www.ekitabu.com/index.php/impact/}, abstract = {Impact: Improving educational achievement outcomes, engaging students and teachers through digital content and providing access for inclusive and quality education for a…}, language = {en-US}, urldate = {2020-08-26}, journal = {eKitabu}, author = {{eKitabu}}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z4MSYQZG 2405685:KHQ3XKD3}, } @article{ekanayake_developing_2014, title = {Developing teachers’ pedagogical practice in teaching science lessons with mobile phones: {Vol} 23, {No} 2}, volume = {23}, url = {https://www.tandfonline.com/doi/abs/10.1080/1475939X.2013.810366}, doi = {10.1080/1475939X.2013.810366}, number = {2}, urldate = {2020-12-10}, journal = {Technology, Pedagogy and Education}, author = {Ekanayake, T.M.S.S.K.Y. and Wishart, J.}, year = {2014}, note = {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}, pages = {131--150}, } @article{ekanayake_mobile_2014, title = {Mobile phone images and video in science teaching and learning}, volume = {39}, url = {https://www.researchgate.net/publication/263764480_Mobile_phone_images_and_video_in_science_teaching_and_learning}, doi = {10.1080/17439884.2013.825628}, language = {en}, number = {2}, urldate = {2020-09-23}, journal = {Learning Media and Technology}, author = {Ekanayake, Sakunthala and Wishart, Jocelyn}, year = {2014}, note = {shortDOI: 10/ghgn5j KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2013.825628 10/ghgn5j 2405685:RFWQKYW5}, } @article{eisenach_economics_2015, title = {The {Economics} of {Zero} {Rating}}, url = {https://www.nera.com/content/dam/nera/publications/2015/EconomicsofZeroRating.pdf}, language = {EN}, journal = {Insights in Economics}, author = {Eisenach, Jeffrey}, month = mar, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JNMEL2Q8}, keywords = {⛔ No DOI found}, pages = {16}, } @article{edyburn_critical_2013, title = {Critical issues in advancing the special education technology evidence base}, volume = {80}, doi = {10.1177/001440291308000107}, number = {1}, journal = {Exceptional Children}, author = {Edyburn, Dave L.}, year = {2013}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/001440291308000107 2339240:CEK85TUR 2405685:CZ25UJQH}, pages = {7--24}, } @misc{edweb_planning_2019, title = {Planning for the {Total} {Cost} of {Edtech} {Initiatives}}, url = {https://home.edweb.net/planning-for-the-total-cost-of-edtech-initiatives/}, abstract = {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.}, language = {en-US}, urldate = {2021-05-20}, journal = {edWeb}, author = {edWeb}, month = jun, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M3CJMVFE 2405685:D6RP9ZAL}, } @misc{edwards_rwandas_2019, title = {Rwanda's education {U}-turn sparks debate on mother tongue instruction}, url = {https://www.devex.com/news/sponsored/rwanda-s-education-u-turn-sparks-debate-on-mother-tongue-instruction-96129}, abstract = {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?}, language = {EN}, urldate = {2020-08-21}, journal = {Devex}, author = {Edwards, Sophie}, month = oct, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:4PRWXPW4}, } @misc{educational_publications_department_text_2015, title = {Text {Books} {Download}}, url = {http://www.edupub.gov.lk/BooksDownload.php}, urldate = {2020-08-18}, author = {Educational Publications Department}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YA95HWR7 2405685:P7QN9TUZ}, } @techreport{education_endowment_foundation_abracadabra_2019, title = {Abracadabra ({ABRA})}, urldate = {2020-06-30}, author = {Education Endowment Foundation}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:YLWE42F5}, } @techreport{education_endowment_foundation_collaborative_2018, title = {Collaborative learning}, url = {https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/collaborative-learning}, abstract = {Toolkit Strand: Collaborative learning, Moderate impact for very low cost, based on extensive evidence.}, language = {en}, urldate = {2020-07-21}, author = {Education Endowment Foundation}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XZTVAWVE}, } @techreport{education_endowment_foundation_feedback_2018, title = {Feedback}, url = {https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=131&t=Teaching%20and%20Learning%20Toolkit&e=131&s=}, language = {en}, urldate = {2020-07-20}, author = {Education Endowment Foundation}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BV4UWW34}, } @techreport{education_endowment_foundation_peer_2018, title = {Peer {Tutoring}}, url = {https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=140&t=Teaching%20and%20Learning%20Toolkit&e=140&s=}, urldate = {2020-07-23}, institution = {Education Endowment Foundation}, author = {Education Endowment Foundation}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XUX39MF7 2405685:TVRIGR3Z}, } @misc{education_development_center_advancing_2014, title = {Advancing {Youth} {Project}: {Interactive} {Audio} {Instruction} {Program} in {Liberia}}, url = {https://www.edc.org/advancing-youth-project-interactive-audio-instruction-program-liberia}, urldate = {2020-05-08}, author = {Education Development Center}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A5DU5UUV 2405685:GP68D93N}, } @misc{education_development_center_learning_2014, title = {Learning in the {Time} of {Ebola}}, url = {https://www.edc.org/learning-time-ebola}, urldate = {2020-05-08}, author = {Education Development Center}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4XGCPT9M 2405685:5RLGRBT3}, } @techreport{education_development_center_radio_2015, title = {Radio {Instruction} to {Strengthen} {Education} and {Zanzibar} {Teacher} {Upgrading} by {Radio}: {Post} {Project} {Evaluation}}, url = {https://www.edc.org/sites/default/files/uploads/RISE-ZTUR-evaluation.pdf}, language = {EN}, author = {{Education Development Center}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JURP6FM4 2405685:L5ZIDJJB}, pages = {63}, } @techreport{education_department_gilgit-baltistan_gilgit-balitstan_2014, title = {Gilgit-{Balitstan} {Education} {Strategy} 2015-2030}, url = {http://gbdoe.edu.pk/Downloads/Gilgit-Baltistan-Education-Strategy-2015-30.pdf}, author = {Education Department Gilgit-Baltistan}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YCSMH4HH 2405685:US3T2YSD}, } @techreport{education_commission_transforming_2019, address = {New York}, title = {Transforming the {Education} {Workforce}: {Learning} {Teams} for a {Learning} {Generation}}, url = {https://educationcommission.org/wp-content/uploads/2019/09/Transforming-the-Education-Workforce-Full-Report.pdf}, abstract = {The Education Commission's vision to strengthen, diversify, and transform the education workforce to deliver inclusive, quality education for all.}, institution = {Education Commission}, author = {Education Commission}, year = {2019}, note = {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}, } @techreport{educate_a_child_accelerated_2016, type = {Occasional {Paper} \#1}, title = {Accelerated {Education} {Programming}}, abstract = {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.}, language = {en}, number = {Educate a Child}, author = {Educate a Child}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZH9EV95S 2405685:X6T6UE7Y}, pages = {19}, } @misc{editor_centre_2017, title = {Centre for {National} {Distance} {Learning} and {Open} {Schooling} ({CENDLOS})}, url = {https://comosaconnect.org/centre-for-national-distance-learning-and-open-schooling-cendlos/}, abstract = {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…}, language = {en-GB}, urldate = {2020-06-29}, journal = {COMOSAConnect}, author = {Editor}, year = {2017}, note = {Library Catalog: comosaconnect.org EdTechHub.ItemAlsoKnownAs: 2405685:446NUNEW}, } @article{eder_theory_2016, title = {Theory of {Technical} {Systems}: {Educational} {Tool} for {Engineering}}, volume = {4}, issn = {2332-3205}, url = {https://eric.ed.gov/?q=systems+theory+education+technology&pg=2&id=EJ1103203}, doi = {10.13189/ujer.2016.040617}, abstract = {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.}, language = {en}, number = {6}, urldate = {2020-12-22}, journal = {Universal Journal of Educational Research}, author = {Eder, Wolfgang Ernst}, year = {2016}, note = {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}, pages = {1395--1405}, } @misc{edell_what_2019, title = {What {Is} {Agile} {Methodology}: {A} {Primer} on {Moving} {Fast}}, shorttitle = {What {Is} {Agile} {Methodology}}, url = {https://angel.co/blog/agile-methodology-a-primer-on-moving-fast}, abstract = {Everything you need to know about agile methodologies and its many frameworks.}, urldate = {2021-07-22}, journal = {AngelList Blog}, author = {Edell, Patrick}, month = aug, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y7NF9Q4W 2405685:ZHA5T29U}, } @techreport{eddy-spicer_under_2016, type = {Systematic {Review}}, title = {Under what conditions do inspection, monitoring and assessment improve system efficiency, service delivery and learning outcomes? {Systematic} {Review}}, url = {https://www.gov.uk/research-for-development-outputs/protocol-under-what-conditions-do-inspection-monitoring-and-assessment-improve-system-efficiency-service-delivery-and-learning-outcomes-for-the-poorest-and-most-marginalised-a-realist-synthesis-of-school-accountabili}, abstract = {This review is on the poorest and most marginalised. It is a realist synthesis of school accountability in low- and middle-income countries}, language = {en}, urldate = {2022-06-06}, institution = {UCL Institute of Education}, author = {Eddy-Spicer, David and Ehren, Melanie and Bangpan, Mukdarut and Khatwa, Meena and Perrone, Frank}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9FP5E9H2 2405685:D85HT9MN 4656463:ZHN6JUVY}, } @techreport{edc_final_2011, title = {Final {Report} of the {Somali} {Interactive} {Radio} {Instruction} {Program}}, url = {https://pdf.usaid.gov/pdf_docs/pdact951.pdf}, urldate = {2022-06-25}, author = {EDC and USAID}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L6VKIBT2 2405685:X8BKJ6LT}, } @misc{edc_learning_2014, title = {Learning in the {Time} of {Ebola}}, url = {https://www.edc.org/learning-time-ebola}, urldate = {2020-03-30}, author = {EDC}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AGQVB3I9 2405685:IMQ3NAEC IMQ3NAEC}, } @article{economist_pakistan_2018, title = {Pakistan is home to the most frenetic education reforms in the world}, issn = {0013-0613}, url = {https://www.economist.com/briefing/2018/01/04/pakistan-is-home-to-the-most-frenetic-education-reforms-in-the-world}, abstract = {Reformers are trying to make up for generations of neglect}, urldate = {2020-12-21}, journal = {The Economist}, author = {Economist}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YEAF5JMF 2405685:XI9CLLJE}, } @article{ebitz_stakeholder_2010, title = {Stakeholder {Analysis} for {Educators}: {Obtaining} {Support} and {Reducing} {Obstacles}}, volume = {35}, issn = {1059-8650, 2051-6169}, shorttitle = {Stakeholder {Analysis} for {Educators}}, url = {http://www.tandfonline.com/doi/full/10.1080/10598650.2010.11510665}, doi = {10.1080/10598650.2010.11510665}, abstract = {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.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {Journal of Museum Education}, author = {Ebitz, David}, month = jun, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10598650.2010.11510665 2339240:DL5YDJC9 2405685:IS9BMREJ}, pages = {187--191}, } @article{dyrvig_checklists_2014, title = {Checklists for external validity: a systematic review}, volume = {20}, copyright = {© 2014 John Wiley \& Sons, Ltd.}, issn = {1365-2753}, shorttitle = {Checklists for external validity}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jep.12166}, doi = {10.1111/jep.12166}, abstract = {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.}, language = {en}, number = {6}, urldate = {2021-05-03}, journal = {Journal of Evaluation in Clinical Practice}, author = {Dyrvig, Anne-Kirstine and Kidholm, Kristian and Gerke, Oke and Vondeling, Hindrik}, year = {2014}, note = {\_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}, pages = {857--864}, } @article{dyer_sustaining_2019, title = {Sustaining learner participation and progression through networked schooling: a systemic approach for {Mobile} {Out} of {School} {Children}}, volume = {64}, issn = {0738-0593}, shorttitle = {Sustaining learner participation and progression through networked schooling}, url = {http://eprints.whiterose.ac.uk/139179/}, doi = {10.1016/j.ijedudev.2018.11.002}, abstract = {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.}, language = {en}, urldate = {2020-01-31}, journal = {International Journal of Educational Development}, author = {Dyer, C. and Echessa, E.}, month = jan, year = {2019}, note = {shortDOI: 10/ggjq9n KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2018.11.002 10/ggjq9n 2339240:2ZQYMQNZ 2405685:5RL4Q5RD}, pages = {8--16}, } @article{duveskog_life_2012, title = {Life planning by digital storytelling in a primary school in rural {Tanzania}}, volume = {15}, url = {https://drive.google.com/file/d/1jdqhgwteYFznrexAJD41RGUYgNGff_Km/view?usp=drive_open&usp=embed_facebook}, abstract = {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.}, number = {4}, urldate = {2020-11-18}, journal = {Educational Technology \& Society}, author = {Duveskog, Marcus and Tedre, Matti and Sedano, Carolina Islas and Sutinen, Erkki}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RY6T9AGL 2405685:KW2JCTF6}, keywords = {⛔ No DOI found}, pages = {225--237}, } @inproceedings{duveskog_working_2010, title = {Working for my dreams - a {Tanzanian} {OLPC} experience}, abstract = {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.}, booktitle = {2010 {IST}-{Africa}}, author = {Duveskog, M. and Sedano, C. I. and Sutinen, E.}, year = {2010}, note = {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}, pages = {1--10}, } @article{durusoy_effect_2018, title = {The effect of instructional material design process to mathematics teacher candidates' {TPACK}}, volume = {4}, issn = {2501-1111, 2501-1111}, url = {https://oapub.org/edu/index.php/ejes/article/view/1577/4209}, doi = {10.5281/zenodo.1222082}, abstract = {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.}, language = {English}, number = {5}, journal = {European Journal of Education Studies}, author = {Durusoy, Okan and Karamete, Aysen}, year = {2018}, note = {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}, pages = {35--45}, } @article{durkin_autism_2015, title = {Autism screening and diagnosis in low resource settings: {Challenges} and opportunities to enhance research and services worldwide}, volume = {8}, issn = {1939-3806}, shorttitle = {Autism screening and diagnosis in low resource settings}, doi = {10.1002/aur.1575}, abstract = {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.}, language = {eng}, number = {5}, journal = {Autism Research: Official Journal of the International Society for Autism Research}, author = {Durkin, Maureen S. and Elsabbagh, Mayada and Barbaro, Josephine and Gladstone, Melissa and Happe, Francesca and Hoekstra, Rosa A. and Lee, Li-Ching and Rattazzi, Alexia and Stapel-Wax, Jennifer and Stone, Wendy L. and Tager-Flusberg, Helen and Thurm, Audrey and Tomlinson, Mark and Shih, Andy}, year = {2015}, pmid = {26437907}, pmcid = {PMC4901137}, note = {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}, pages = {473--476}, } @article{durisic_parental_2017, title = {Parental involvement as an important factor for successful education}, volume = {7}, issn = {ISSN-1855-9719}, url = {https://eric.ed.gov/?id=EJ1156936}, abstract = {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.}, language = {en}, number = {3}, journal = {Center for Educational Policy Studies Journal}, author = {Đurišić, Maša and Bunijevac, Mila}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9IY7D2UD 2405685:5JN4MSQZ}, keywords = {⛔ No DOI found}, pages = {17}, } @misc{duquesnoy_9_2018, title = {9 avantages la technologie en classe \& 18 façons de l’intégrer dans ses cours}, url = {http://portaileduc.net/website/9-avantages-la-technologie-en-classe-18-facons-de-lintegrer-dans-ses-cours/}, abstract = {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…}, language = {fr-FR}, urldate = {2020-07-14}, journal = {PortailEduc}, author = {Duquesnoy, Maxime}, month = apr, year = {2018}, note = {Library Catalog: portaileduc.net EdTechHub.ItemAlsoKnownAs: 2405685:N33JHTS7}, } @article{dundar_tablet_2012, title = {Tablet vs. {Paper}: {The} {Effect} on {Learners}' {Reading} {Performance}.}, volume = {4}, number = {3}, journal = {International Electronic Journal of Elementary Education}, author = {Dundar, Hakan and Akcayir, Murat}, year = {2012}, note = {00007 KerkoCite.ItemAlsoKnownAs: 2129771:RGAHPBS9 2405685:3EE4XZP3}, keywords = {⛔ No DOI found}, pages = {441--450}, } @article{duncan-howell_digital_2012, title = {Digital mismatch: {Expectations} and realities of digital competency amongst pre-service education students}, volume = {28}, copyright = {Copyright (c)}, issn = {1449-5554}, shorttitle = {Digital mismatch}, url = {https://ajet.org.au/index.php/AJET/article/view/819}, doi = {10.14742/ajet.819}, abstract = {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.}, language = {en}, number = {5}, urldate = {2021-05-10}, journal = {Australasian Journal of Educational Technology}, author = {Duncan-Howell, Jennifer}, month = jul, year = {2012}, note = {Number: 5 zotzenLib.CopiedFrom: 2339240:2CK7YFH8 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.819 2339240:2CK7YFH8 2405685:JM9PRADZ}, } @book{duit_governance_2010, title = {Governance, complexity, and resilience}, publisher = {Elsevier}, author = {Duit, Andreas and Galaz, Victor and Eckerberg, Katarina and Ebbesson, Jonas}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:56KLFLGR 2405685:LTUZFYI9}, } @article{duflo_incentives_2012, title = {Incentives work: {Getting} teachers to come to school}, volume = {102}, doi = {10.1257/aer.102.4.1241}, number = {4}, journal = {American Economic Review}, author = {Duflo, Esther and Hanna, Rema and Ryan, Stephen}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/aer.102.4.1241 2339240:SGHUYHRZ 2405685:27NFBCPU}, pages = {1241--1278}, } @article{duflo_peer_2011, title = {Peer {Effects}, {Teacher} {Incentives}, and the {Impact} of {Tracking}: {Evidence} from a {Randomized} {Evaluation} in {Kenya}}, volume = {101}, issn = {0002-8282}, shorttitle = {Peer {Effects}, {Teacher} {Incentives}, and the {Impact} of {Tracking}}, url = {https://www.aeaweb.org/articles?id=10.1257/aer.101.5.1739}, doi = {10.1257/aer.101.5.1739}, abstract = {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)}, language = {en}, number = {5}, urldate = {2020-07-23}, journal = {American Economic Review}, author = {Duflo, Esther and Dupas, Pascaline and Kremer, Michael}, month = aug, year = {2011}, note = {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}, pages = {1739--1774}, } @article{duflo_school_2015, title = {School governance, teacher incentives, and pupil–teacher ratios: {Experimental} evidence from {Kenyan} primary schools}, volume = {123}, issn = {00472727}, shorttitle = {School governance, teacher incentives, and pupil–teacher ratios}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0047272714002412}, doi = {10.1016/j.jpubeco.2014.11.008}, abstract = {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.}, language = {en}, urldate = {2020-05-25}, journal = {Journal of Public Economics}, author = {Duflo, Esther and Dupas, Pascaline and Kremer, Michael}, month = mar, year = {2015}, note = {shortDOI: 10/f68tj3 KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2014.11.008 10/f68tj3 2405685:MC4383YQ}, pages = {92--110}, } @article{dubeck_designing_2015, title = {Designing a program of teacher professional development to support beginning reading acquisition in coastal {Kenya}}, volume = {41}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059314001473}, doi = {10.1016/j.ijedudev.2014.11.022}, abstract = {What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge.}, language = {en}, urldate = {2020-05-16}, journal = {International Journal of Educational Development}, author = {Dubeck, Margaret M. and Jukes, Matthew C.H. and Brooker, Simon J. and Drake, Tom L. and Inyega, Hellen N.}, month = mar, year = {2015}, note = {shortDOI: 10/f7fghr KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 10/f7fghr 2405685:4WTUAF8V 2405685:USCCYKCK 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP}, keywords = {ADULTS, BEST practices, EDUCATION, EDUCATIONAL innovations, EDUCATIONAL intervention, ELEMENTARY education, KENYA, Kenya, LITERACY, Literacy, Perception, Reading instruction, TEACHER development, TEACHING methods, Teacher education, Text messages, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099920, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {88--96}, } @article{dubeck_designing_2015, title = {Designing a program of teacher professional development to support beginning reading acquisition in coastal {Kenya}}, volume = {41}, issn = {07380593}, url = {https://www.poverty-action.org/sites/default/files/publications/designing%20a%20program%20of%20teacher%20pd%20to%20support%20beg%20read%20acquisition%20in%20coa..._0.pdf}, doi = {10.1016/j.ijedudev.2014.11.022}, abstract = {What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]}, journal = {International Journal of Educational Development}, author = {Dubeck, Margaret M. and Jukes, Matthew C.H. and Brooker, Simon J. and Drake, Tom L. and Inyega, Hellen N.}, month = mar, year = {2015}, note = {Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=108296506\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 2339240:B8GCJR9U 2405685:7W777384 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP}, keywords = {ADULTS, BEST practices, EDUCATION, EDUCATIONAL innovations, EDUCATIONAL intervention, ELEMENTARY education, KENYA, Kenya, LITERACY, Literacy, Perception, Reading instruction, TEACHER development, TEACHING methods, Teacher education, Text messages, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099920, \_\_finaldtb}, } @article{du_plessis_educational_2016, title = {Educational {Research} for {Social} {Change} {And} the {Need} for {New} {Methodologies}}, volume = {5}, issn = {2221-4070}, shorttitle = {Editorial}, url = {http://www.scielo.org.za/pdf/ersc/v5n2/01.pdf}, language = {En}, number = {2}, journal = {Educational Research for Social Change (ERSC)}, author = {du Plessis, Andre}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U6UJD9DG 2405685:UEMED7IE}, keywords = {⛔ No DOI found}, pages = {viii--xii}, } @misc{dsti_media_sierra_2019, title = {Sierra {Leone} invests \$1.5 million to bring education innovation to schools for better learning outcomes}, url = {https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/}, abstract = {A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More}, language = {en-US}, urldate = {2020-12-15}, journal = {Directorate of Science, Technology and Innovation}, author = {{DSTI Media}}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:B6TMDRUY}, } @misc{dsh_digital_2012, title = {The {Digital} {StudyHall} ({DSH})}, url = {http://dsh.jeejio.com/info/overview.html}, urldate = {2020-01-30}, journal = {Digital StudyHall}, author = {DSH}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6QKRLMUD 6QKRLMUD}, } @article{dryden-peterson_pathways_2017, title = {Pathways to {Educational} {Success} {Among} {Refugees}: {Connecting} {Locally} and {Globally} {Situated} {Resources}}, volume = {54}, issn = {0002-8312}, shorttitle = {Pathways to {Educational} {Success} {Among} {Refugees}}, url = {https://doi.org/10.3102/0002831217714321}, doi = {10.3102/0002831217714321}, abstract = {This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya. This research builds on Bronfenbrenner’s ecological model to consider both the locally and globally situated nature of resources across refugees’ ecosystems. Analysis examines the nature and content of student-identified supports and their perceived influence on access to and persistence in school as well as the mediating role of technology. The findings suggest consideration of both locally situated relationships and globally situated relationships as critical educational supports. Implications include leveraging naturally occurring virtual relationships to support educational success of refugees and other young people who are physically isolated from access to needed supports in their local region.}, language = {en}, number = {6}, urldate = {2020-04-28}, journal = {American Educational Research Journal}, author = {Dryden-Peterson, Sarah and Dahya, Negin and Adelman, Elizabeth}, month = dec, year = {2017}, note = {Publisher: American Educational Research Association shortDOI: 10/ggjrsj KerkoCite.ItemAlsoKnownAs: 10.3102/0002831217714321 10/ggjrsj 2339240:8ABCDXEX 2405685:V8STHZKK}, keywords = {Google Scholar/ refugee education technology, RER theme\_pedagogies and modalities}, pages = {1011--1047}, } @article{dryden-peterson_refugee_2016, title = {Refugee education: {The} crossroads of globalization}, volume = {45}, shorttitle = {Refugee {Education}}, url = {https://journals.sagepub.com/doi/10.3102/0013189X16683398}, doi = {10.3102/0013189x16683398}, abstract = {In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that educ...}, language = {en}, number = {9}, urldate = {2020-04-27}, journal = {Educational Researcher}, author = {Dryden-Peterson, Sarah}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189x16683398 2339240:VI7UJX9B 2405685:BA7Y334L}, keywords = {AA - to delete, Edtech hub/ refugees education}, pages = {473--482}, } @techreport{dross_how_2013, title = {How to {Define} and {Measure} {Value} for {Money} in the {Humanitarian} {Sector} ?}, url = {https://www.sida.se/en/publications/study-how-to-define-and-measure-value-for-money-in-the-humanitarian-sector-final-report}, author = {Dross, Ester and Baker, Jock and Polastro, Riccardo and Shah}, year = {2013}, note = {Publisher: SIDA KerkoCite.ItemAlsoKnownAs: 2339240:3GYTDBNR 2405685:YBERFJY7}, pages = {127}, } @article{dresser_impact_2012, title = {The {Impact} of {Scripted} {Literacy} {Instruction} on {Teachers} and {Students}}, volume = {21}, issn = {1536-3031}, url = {https://eric.ed.gov/?id=EJ986817}, abstract = {Today, effective and creative teacher designed instruction is being replaced by scripted reading programs. These programs are changing the role of the teacher in the classroom from professionals to mere transmitters of knowledge. The idea that the role of the teacher had changed became evident while conducting a study with elementary school teachers from a local school. The five participating teachers were concerned about their English learners (ELs) not meeting their academic requirements. They attributed their students' low-test scores to the fact that a large number of them were proficient decoders, but struggled with reading comprehension and content knowledge. They felt that the scripted literacy program was rushed and did not give them enough time to take a closer look at students' individual reading needs. This article begins with a brief overview of the initial study and presents some of the unexpected findings. The article also explores some of the unintended consequences of scripted reading programs as well as the claims made by some proponents. At the end, it provides some alternatives to scripted instruction. (Contains 1 figure.)}, language = {en}, number = {1}, urldate = {2022-08-23}, journal = {Issues in Teacher Education}, author = {Dresser, Rocio}, year = {2012}, note = {Publisher: Caddo Gap Press KerkoCite.ItemAlsoKnownAs: 2339240:UYNF7HAW 2405685:TESFFI56}, keywords = {Action Research, Decoding (Reading), Elementary School Teachers, English Language Learners, Individual Needs, Instructional Effectiveness, Literacy, Reading Comprehension, Reading Instruction, Reading Programs, Second Language Learning, Teacher Attitudes, Teacher Responsibility, Teacher Role, Teaching Methods, ⛔ No DOI found}, } @article{dowd_realizing_2016, title = {Realizing capabilities in {Ethiopia}: maximizing early childhood investment for impact and equity}, volume = {17}, issn = {1945-2829, 1945-2837}, shorttitle = {Realizing {Capabilities} in {Ethiopia}}, url = {https://www.tandfonline.com/doi/full/10.1080/19452829.2016.1225702}, doi = {10.1080/19452829.2016.1225702}, language = {en}, number = {4}, urldate = {2023-08-16}, journal = {Journal of Human Development and Capabilities}, author = {Dowd, Amy Jo and Borisova, Ivelina and Amente, Ali and Yenew, Alene}, month = oct, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19452829.2016.1225702 2405685:UA2H3FXC}, pages = {477--493}, } @misc{dover_digital_2013, title = {Digital {Study} {Hall}: {Lighthouse} {Case} {Study}}, url = {http://gsnetworks.org/wp-content/uploads/2013/11/Digital-Study-Hall.pdf}, urldate = {2020-01-30}, publisher = {Global Solution Networks}, author = {Dover, Mark}, year = {2013}, note = {EdTechHub.ItemAlsoKnownAs:2405685:MA8GBA4K}, } @techreport{douglas_international_2010, address = {Ireland}, title = {International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children}, url = {http://www.ncse.ie/research}, institution = {National Council for Special Education (NCSE)}, author = {Douglas, Graeme and McLinden, Mike and Steve, McCall and Pavey, Susan and Ware, J and Farrell, A}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:45QZZCB8 2405685:MZA7MRZ8}, } @phdthesis{dotse_tablet_2019, type = {Thesis}, title = {A {Tablet} based tool to aid learning of mathematics for {Basic} 1 \& 2 pupils in {Berekuso}}, url = {https://air.ashesi.edu.gh/bitstream/handle/20.500.11988/516/Dotse_Etonam_2019_MIS_Thesis.pdf?sequence=1}, language = {EN}, urldate = {2020-08-26}, school = {Ashesi University}, author = {Dotse, Etonam. Y.}, month = apr, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:9K498IG7}, } @techreport{doss_supporting_2017, title = {Supporting {Parenting} through {Differentiated} and {Personalized} {Text}-{Messaging}: {Testing} {Effects} on {Learning} {During} {Kindergarten}}, shorttitle = {Supporting {Parenting} through {Differentiated} and {Personalized} {Text}-{Messaging}}, url = {https://cepa.stanford.edu/content/supporting-parenting-through-differentiated-and-personalized-text-messaging-testing-effects-learning-during-kindergarten}, abstract = {Recent studies have shown that texting-based interventions can produce educational benefits in children across a range of ages. These studies vary in their focus from broad curricula on child development, to reminders about missing work, to steps needed in order to enroll in college. Given the potential effectiveness of texting, as well as the ease of systematically varying}, language = {en}, urldate = {2021-04-06}, author = {Doss, Christopher and Fahle, Erin and Loeb, Susanna and York, Ben}, month = may, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9AKV6UFP 2405685:RWQG2ZYP 2405685:WL2K529Q}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @book{dornyei_teaching_2013, title = {Teaching and {Researching}: {Motivation}}, isbn = {978-1-317-86282-6}, shorttitle = {Teaching and {Researching}}, abstract = {Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research. Key new features and material:· A brand new chapter on current socio-dynamic and complex systems perspectives · New approaches to motivating students based on the L2 Motivational Self System· Illustrative summaries of qualitative and mixed methods studies· Samples of new self-related motivation measures Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice, and offers practical tips. The final section provides a range of useful resources, including relevant websites, key reference works and tried and tested example questionnaires. Written in an accessible style and illustrated with concrete examples, it is an invaluable resource for teachers and researchers alike.}, language = {en}, publisher = {Routledge}, author = {Dörnyei, Zoltán and Ushioda, Ema}, month = nov, year = {2013}, note = {Google-Books-ID: EaIuAgAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:I6SLCXLL 2405685:9FLIF94V}, keywords = {Language Arts \& Disciplines / General, Language Arts \& Disciplines / Linguistics / General}, } @techreport{donnelly_empowering_2015, title = {Empowering {Teachers} to {Promote} {Inclusive} {Education}. {A} case study of approaches to training and support for inclusive teacher practice}, url = {https://www.european-agency.org/sites/default/files/Empowering%20Teachers%20to%20Promote%20Inclusive%20Education.%20A%20case%20study.pdf}, language = {en}, institution = {European Agency for Special Needs and Inclusive Education}, author = {Donnelly, Verity}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WMMVHIHD 2405685:ERPJWFQ4}, pages = {63}, } @article{donkor_community_2018, title = {Community {Involvement} and {Teacher} {Attendance} in {Basic} {Schools}: {The} {Case} of {East} {Mamprusi} {District} in {Ghana}}, volume = {6}, issn = {23116897, 23103868}, shorttitle = {Community {Involvement} and {Teacher} {Attendance} in {Basic} {Schools}}, url = {https://archive.conscientiabeam.com/index.php/61/article/view/561}, doi = {10.18488/journal.61.2018.62.50.63}, number = {2}, urldate = {2022-01-06}, journal = {International Journal of Education and Practice}, author = {Donkor, Anthony Kudjo and Waek, Biliman Izal}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.18488/journal.61.2018.62.50.63 2129771:E9APLJTI 2405685:PP65IURJ 4556019:EPP8DR5S}, pages = {50--63}, } @article{donkor_basic_2015, title = {Basic school leaders in {Ghana}: how equipped are they?}, volume = {18}, issn = {1360-3124, 1464-5092}, shorttitle = {Basic school leaders in {Ghana}}, url = {http://www.tandfonline.com/doi/full/10.1080/13603124.2013.817610}, doi = {10.1080/13603124.2013.817610}, language = {en}, number = {2}, urldate = {2020-03-10}, journal = {International Journal of Leadership in Education}, author = {Donkor, Anthony Kudjo}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13603124.2013.817610 2339240:P72HNBED 2405685:CFS6T8VW}, pages = {225--238}, } @techreport{dolton_global_2018, title = {Global {Teacher} {Status} {Index} 2018}, url = {https://www.varkeyfoundation.org/media/4867/gts-index-13-11-2018.pdf}, urldate = {2021-08-03}, institution = {Varkey Foundation}, author = {Dolton, Peter and Marcenaro, Oscar and De Vries, Robert and She, Po-Wen}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2WNEVKAW 2534378:5DF2C2QB}, } @article{doebel_meta-analysis_2015, series = {Theories of development}, title = {A meta-analysis of the {Dimensional} {Change} {Card} {Sort}: {Implications} for developmental theories and the measurement of executive function in children}, volume = {38}, issn = {0273-2297}, shorttitle = {A meta-analysis of the {Dimensional} {Change} {Card} {Sort}}, url = {http://www.sciencedirect.com/science/article/pii/S0273229715000477}, doi = {10.1016/j.dr.2015.09.001}, abstract = {The Dimensional Change Card Sort (DCCS) is a widely used measure of executive function in children. In the standard version, children are shown cards depicting objects that vary on two dimensions (e.g., colored shapes such as red rabbits and blue boats), and are told to sort them first by one set of rules (e.g., shape) and then by another (e.g., color). Most 3-year-olds persist in sorting by the pre-switch rules, whereas 5-year-olds switch flexibly. We conducted a meta-analysis of standard and experimental versions of the task (N = 69 reports, 426 conditions) to examine the influence of diverse task variations on performance. Age, how the test stimuli were labeled for the child, emphasis on conflict in the verbal introduction of the post-switch rules, and the number of pre-switch trials each independently predicted switching on the standard DCCS, whereas pre-switch feedback, practice, and task modality did not. Increasing the relative salience of the post-switch dimension was associated with higher rates of switching, and, conversely, decreasing post-switch salience was associated with lower rates of switching, and under both kinds of manipulation performance continued to be associated with age. Spatially separating the dimensional values was associated with higher rates of switching, and it was confirmed that the degree of spatial separation matters, with children benefiting most when the dimensional values are fully spatially segregated.Switch rates tended to be higher in versions on which children were prompted to label the stimuli compared to when the experimenter provided labels, and lower when reversal instructions were used in conjunction with the standard task stimuli. Theoretical and practical implications for the study and measurement of executive function in early childhood are discussed.}, language = {en}, urldate = {2019-11-04}, journal = {Developmental Review}, author = {Doebel, Sabine and Zelazo, Philip David}, month = dec, year = {2015}, note = {shortDOI: 10/f74vt9 KerkoCite.ItemAlsoKnownAs: 10.1016/j.dr.2015.09.001 10/f74vt9 2339240:NRX2Z5F9 2405685:DPMQWU6D}, keywords = {Cognitive control, Cognitive flexibility, DCCS, Executive function, Meta-analysis, Set-shifting}, pages = {241--268}, } @inproceedings{dodson_minding_2013, address = {Cape Town, South Africa}, series = {{ICTD} '13}, title = {Minding the gaps: cultural, technical and gender-based barriers to mobile use in oral-language {Berber} communities in {Morocco}}, isbn = {978-1-4503-1906-5}, shorttitle = {Minding the gaps}, url = {https://doi.org/10.1145/2516604.2516626}, doi = {10.1145/2516604.2516626}, abstract = {The proliferation of text-based applications in the Mobiles for Development (M4D) domain tends to privilege the conventional wisdom that texting is a ubiquitous skill among mobile phone users. This view obscures many real and present barriers to using SMS and mobile features, most critically where low literate and/or oral language-dependent communities cannot rely on text as a viable communications system. This paper investigates mobile "utility gaps" -- the spaces between high rates of mobile phone ownership and low use of productive features on mobile phones. These gaps preclude the adoption of many text-based development initiatives, which in turn affects the potential impact of such initiatives. Working with low-literate Berber-Muslim women in a predominantly oral-language community in rural southwest Morocco, we have found that an overall lack of functional literacy and numeracy is a major contributor to a mobile utility gap in that community. Non-standard mobile phone interfaces, a complex language environment with both Arabic and Berber dialects and multiple alphabets and gender-specific cultural norms also present significant impediments to using mobile phones as a development strategy in the Berber communities studied. Furthermore, we explore the paradox of social networks where a reliance on others to assist with phone use is often coupled with surveillance and a loss of privacy. These results are potentially relevant to projects involving other indigenous communities in North Africa.}, urldate = {2020-08-06}, booktitle = {Proceedings of the {Sixth} {International} {Conference} on {Information} and {Communication} {Technologies} and {Development}: {Full} {Papers} - {Volume} 1}, publisher = {Association for Computing Machinery}, author = {Dodson, Leslie L. and Sterling, S. Revi and Bennett, John K.}, month = dec, year = {2013}, note = {shortDOI: 10/ggxwgh KerkoCite.ItemAlsoKnownAs: 10.1145/2516604.2516626 10/ggxwgh 2339240:JP29DDF6 2405685:KQDDN4RT}, keywords = {Berber, HCI, HCID, ICTD, M4D, Morocco, gender, mobile phones, mobiles for development}, pages = {79--88}, } @article{dlamini_discourse_2018, title = {The discourse on {ICT} teacher professional development needs: {The} case of a {South} {African} teachers’ union}, volume = {14}, issn = {1814-0556}, url = {https://files.eric.ed.gov/fulltext/EJ1190045.pdf}, abstract = {The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school factors and system, and other external factors. This exploratory study was conducted within the framework of a teachers’ union to understand members’ preparedness to integrate ICT tools in their teaching practices. Findings indicate the need for in-service professional development activities in the use of ICT for teaching, in teaching in multicultural environments, and in classroom management. Equally important is the role of school management and administration in the adoption and integration of ICT tools in education. In addition, the research provided clear evidence that despite the huge investments into ICT infrastructure by government, inequalities in ICT competencies among teachers remain. The most important conclusion is that the investments being made are politically motivated and that teachers are being side-lined in the decision-making processes and preference given to political visions.}, language = {en}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Dlamini, Reuben and Mbatha, Khanyisile}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FCJF68RN 2405685:HQE8MXWS}, keywords = {⛔ No DOI found}, pages = {17--37}, } @article{dlamini_discourse_2018, title = {The discourse on {ICT} teacher professional development needs: {The} case of a {South} {African} teachers’ union}, volume = {14}, issn = {1814-0556}, shorttitle = {The discourse on {ICT} teacher professional development needs}, url = {https://www.learntechlib.org/p/184684/}, abstract = {The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school...}, language = {en}, number = {2}, urldate = {2022-07-01}, journal = {International Journal of Education and Development using ICT}, author = {Dlamini, Reuben and Mbatha, Khanyisile}, month = oct, year = {2018}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:JX8TEHVV 2405685:UB39IXQK}, keywords = {⛔ No DOI found}, } @article{dlamini_discourse_2018, title = {The discourse on {ICT} teacher professional development needs: {The} case of a {South} {African} teachers’ union}, volume = {14}, issn = {1814-0556}, shorttitle = {The discourse on {ICT} teacher professional development needs}, url = {https://www.learntechlib.org/p/184684/}, abstract = {The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school...}, language = {en}, number = {2}, urldate = {2022-07-01}, journal = {International Journal of Education and Development using ICT}, author = {Dlamini, Reuben and Mbatha, Khanyisile}, month = oct, year = {2018}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:JX8TEHVV 2405685:UB39IXQK}, keywords = {⛔ No DOI found}, } @misc{dixon_mozilla_2017, title = {Mozilla releases research results: {Zero} rating is not serving as an on-ramp to the internet}, shorttitle = {Mozilla releases research results}, url = {https://blog.mozilla.org/blog/2017/07/31/mozilla-releases-research-results-zero-rating-not-serving-ramp-internet/}, abstract = {Can digital literacy and Equal Rating solutions help connect the unconnected? Today, 4 billion people live without the internet. There’s a global debate about how to connect the unconnected, but ...}, language = {en-US}, urldate = {2020-09-23}, journal = {The Mozilla Blog}, author = {Dixon, Denelle}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MXAAJ9EJ 2405685:U56FFASH 2405685:ZWUN8FG4}, keywords = {\_\_\_working\_potential\_duplicate}, } @misc{directorate_of_science_technology__innovation_sierra_leone_sierra_2019, title = {Sierra {Leone} designs online portal to take long wait out of teacher recruitment}, url = {https://www.dsti.gov.sl/sierra-leone-designs-online-portal-to-take-long-wait-out-of-teacher-recruitment/}, abstract = {A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, month = dec, year = {2019}, note = {Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:UWP4N7FT}, } @techreport{directorate_of_science_technology__innovation_sierra_leone_sierra_2019, title = {Sierra {Leone} {National} {Innovation} and {Digital} {Strategy} (2019-2029): {Digitization} for all: {Identity}, {Economy}, and {Governance}}, url = {https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZAK6UTWJ 2405685:65CSGZUZ 2405685:ALD9DQ6P}, } @misc{directorate_of_science_technology__innovation_sierra_leone_sierra_2019, title = {Sierra {Leone} turns to technology and analytics to put quality back into education}, url = {https://www.dsti.gov.sl/sierra-leone-turns-to-technology-and-analytics-to-put-quality-back-into-education/}, abstract = {Today, an estimated 2 million students return to school for the second year of the Free Quality School Education (FQSE) Program. The Government of Sierra Leone commits 21\% of theRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, month = sep, year = {2019}, note = {Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2405685:Z3DPRDU6}, } @misc{directorate_of_science_technology_and_innovation_government_2019, title = {Government of {Sierra} {Leone} {Education} {Data} {Hub}}, url = {https://educationdatahub.dsti.gov.sl/}, urldate = {2020-12-17}, author = {Directorate of Science, Technology {and} Innovation}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8BAXTEYI 2405685:46EQS5JF}, } @techreport{directorate_of_science_technology_and_innovation_national_2019, title = {National {Innovation} and {Digital} {Strategy}}, url = {https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf}, urldate = {2020-12-16}, author = {Directorate of Science, Technology {and} Innovation}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q8HXYPXT 2405685:GWCHFY72}, } @techreport{directorate_of_primary_education_bangladesh_2019, title = {Bangladesh {Primary} {Education} {Annual} {Sector} {Performance} {Report} 2019}, author = {Directorate of Primary Education}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YZZV53KC 2405685:BZR78EKI}, } @techreport{directorate_of_primary_education_bangladesh_2019, title = {Bangladesh {Primary} {Education} {Annual} {Sector} {Performance} {Report} ({ASPR}) 2019}, url = {http://dpe.gov.bd/site/publications/e9fe3732-1457-4619-a79e-27898f1b2010/Annual-Sector-Performance-Report-ASPR---2019}, author = {Directorate of Primary Education}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BCNM4PNJ 2405685:CW438FLX}, } @article{diop_understanding_2019, title = {Understanding the {Allocation} of {Public} {Personnel} {Across} {Government} {Health} {Facilities} in {Ghana}}, abstract = {In order to deliver public services, governments must allocate scarce human and financial resources across their territories, yet there is little systematic evidence on the productivity of these inputs or allocative efficiency with which governments allocate them. We study this by leveraging a unique panel dataset of service delivery, health outcomes, and human and financial inputs in the universe of over 5,000 public health facilities in Ghana. Our research design allows us to estimate the marginal returns to health personnel and inputs, while controlling for unobserved heterogeneity across facilities. We document the roles and current distribution of the different types of health workers and facilities within the health system, and investigate the relationship between patient volume and the number of health workers in a facility. We discuss implications for optimal staffing allocations and further research.}, language = {en}, author = {Diop, Binta Zahra and Awoonor-Williams, Koku and Ofosu, Anthony and Williams, Martin J}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HZJI434B 2405685:FWKIXDSV 4656463:5KM5I7B7}, keywords = {⛔ No DOI found}, pages = {30}, } @techreport{digital_literacy_trust_technology_2018, address = {Nairobi, Kenya}, title = {Technology for {Inclusive} {Education} ({TFIE}) {Pilot} {Report}}, url = {https://www.ekitabu.com/wp-content/uploads/2019/08/Technology-for-Inclusive-Education-Pilot-Report-31-AUG-2018.pdf}, language = {EN}, urldate = {2020-08-27}, author = {{Digital Literacy Trust}}, month = jul, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:SH5FCHUZ}, } @inproceedings{dieste_quantitative_2011, title = {Quantitative {Determination} of the {Relationship} between {Internal} {Validity} and {Bias} in {Software} {Engineering} {Experiments}: {Consequences} for {Systematic} {Literature} {Reviews}}, shorttitle = {Quantitative {Determination} of the {Relationship} between {Internal} {Validity} and {Bias} in {Software} {Engineering} {Experiments}}, doi = {10.1109/ESEM.2011.37}, abstract = {Quality assessment is one of the activities performed as part of systematic literature reviews. It is commonly accepted that a good quality experiment is bias free. Bias is considered to be related to internal validity (e.g., how adequately the experiment is planned, executed and analysed). Quality assessment is usually conducted using checklists and quality scales. It has not yet been proven, however, that quality is related to experimental bias. Aim: Identify whether there is a relationship between internal validity and bias in software engineering experiments. Method: We built a quality scale to determine the quality of the studies, which we applied to 28 experiments included in two systematic literature reviews. We proposed an objective indicator of experimental bias, which we applied to the same 28 experiments. Finally, we analysed the correlations between the quality scores and the proposed measure of bias. Results: We failed to find a relationship between the global quality score (resulting from the quality scale) and bias, however, we did identify interesting correlations between bias and some particular aspects of internal validity measured by the instrument. Conclusions: There is an empirically provable relationship between internal validity and bias. It is feasible to apply quality assessment in systematic literature reviews, subject to limits on the internal validity aspects for consideration.}, booktitle = {2011 {International} {Symposium} on {Empirical} {Software} {Engineering} and {Measurement}}, author = {Dieste, Oscar and Grim´n, Anna and Juristo, Natalia and Saxena, Himanshu}, month = sep, year = {2011}, note = {ISSN: 1949-3789 KerkoCite.ItemAlsoKnownAs: 10.1109/ESEM.2011.37 2405685:WVW5MNFJ}, keywords = {Checklist, Context, Correlation, Inspection, Instruments, Quality Assessment (QA) of experiments, Quality Scale, Quality assessment, Software engineering, Systematic Literature Review (SLR), Systematics}, pages = {285--294}, } @misc{diaz_digital_2013, title = {Digital {Badges} for {Professional} {Development}}, url = {https://er.educause.edu/articles/2013/7/digital-badges-for-professional-development}, abstract = {Brent Herbert-Copley, Ditch the resume and pick up a badge, they\&\#39;re not just for Boy Scouts, Globe and Mail, May 1, 2013.}, language = {en}, urldate = {2021-03-29}, journal = {EDUCAUSE}, author = {Diaz, Veronica}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4Q7LF5YE 2405685:ACFRJGNS}, } @article{diaz_orchestrating_2014, title = {Orchestrating the {XO} computer with digital and conventional resources to teach mathematics}, doi = {10.1111/jcal.12081}, journal = {Journal of Computer Assisted Learning}, author = {Diaz, A and Nussbaum, M and Varela, I}, year = {2014}, note = {shortDOI: 10/f7fddg KerkoCite.ItemAlsoKnownAs: 10/f7fddg 2129771:AQVD8PJD 2405685:ESAFZKQQ}, } @article{dias_role_2016, title = {The role of parents in the engagement of young children with digital technologies: {Exploring} tensions between rights of access and protection, from ‘{Gatekeepers}’ to ‘{Scaffolders}’}, volume = {6}, issn = {2043-6106}, shorttitle = {The role of parents in the engagement of young children with digital technologies}, url = {https://doi.org/10.1177/2043610616676024}, doi = {10.1177/2043610616676024}, abstract = {This study investigates the role played by parents as mediators of young children’s access and engagement with digital technologies. In Belgium, Germany, Latvia and Portugal, qualitative in-depth interviews were conducted with 10 families in each country, including one child between 6 and 7 years old. Our findings show that parents of young children mainly play the role of ‘gatekeepers’ when it comes to facilitating and constraining access to and use of digital technologies. Parents’ perceptions of the efficacy of digital technologies as responsible entertainment and as educational tools influence the technologies available at home and accessible to the child. These perceptions in turn impact parents’ mediation strategies with regard to children’s actual use of digital technologies, with restrictive mediation – of time and less of content – and supervision applied most. The power exerted by parents over access and use may be understood as a limitation of the children’s rights. On the other hand, parents are not always concerned with the right of protection as they believe – sometimes incorrectly – that they are in control of the content their children are exposed to.}, language = {en}, number = {4}, urldate = {2021-10-07}, journal = {Global Studies of Childhood}, author = {Dias, Patrícia and Brito, Rita and Ribbens, Wannes and Daniela, Linda and Rubene, Zanda and Dreier, Michael and Gemo, Monica and Di Gioia, Rosanna and Chaudron, Stéphane}, month = dec, year = {2016}, note = {Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/2043610616676024 2339240:FJ79XEXS 2339240:W2VDPGKE 2405685:C9LWTMEE 2405685:GSXXHBSB}, keywords = {Children, digital technologies, gatekeepers, parental mediation, scaffolders}, pages = {414--427}, } @techreport{dhs_digital_2012, address = {Lucknow, India}, title = {Digital {Study} {Hall} {Biannual} report 2012}, url = {http://digitalstudyhall.in/reports/dsh-biannual-report-2012.pdf}, urldate = {2020-01-30}, institution = {Digital Study Hall}, author = {DHS}, year = {2012}, note = {EdTechHub.ItemAlsoKnownAs:2405685:IYX4P468}, } @article{dhir_role_2013, title = {The {Role} of the {iPad} in the {Hands} of the {Learner}}, volume = {19}, number = {5}, journal = {Journal of Universal Computer Science}, author = {Dhir, Amandeep and Gahwaji, Nahla M and Nyman, Gote}, year = {2013}, note = {00002 KerkoCite.ItemAlsoKnownAs: 2129771:EN5457KM 2405685:98MGPQGC}, keywords = {⛔ No DOI found}, pages = {706--727}, } @techreport{dhar_reshaping_2018, type = {Working {Paper}}, title = {Reshaping adolescents' gender attitudes: evidence from a school-based experiment in {India}}, shorttitle = {Reshaping adolescents' gender attitudes}, url = {https://www.nber.org/papers/w25331}, abstract = {Societal norms about gender roles contribute to the economic disadvantages facing women in many developing countries. This paper evaluates a school-based intervention in India that engaged adolescents in classroom discussions about gender equality for two and a half years with the goal of eroding their support for restrictive gender norms. Using a randomized controlled trial, we find that the program made attitudes 0.18 standard deviations more supportive of gender equality, or, equivalently, converted 16\% of participants' regressive views. In addition, self-reported behavior became more aligned with progressive gender norms, particularly among boys. The effects observed in the short run were still present two years after the program had ended.}, number = {25331}, urldate = {2022-03-04}, institution = {National Bureau of Economic Research}, author = {Dhar, Diva and Jain, Tarun and Jayachandran, Seema}, month = dec, year = {2018}, doi = {10.3386/w25331}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w25331 2339240:W8AREQBB 2405685:NBD6LG5T}, } @techreport{dhar_reshaping_2018, type = {Working {Paper}}, title = {Reshaping adolescents' gender attitudes: evidence from a school-based experiment in {India}}, shorttitle = {Reshaping adolescents' gender attitudes}, url = {https://www.nber.org/papers/w25331}, abstract = {Societal norms about gender roles contribute to the economic disadvantages facing women in many developing countries. This paper evaluates a school-based intervention in India that engaged adolescents in classroom discussions about gender equality for two and a half years with the goal of eroding their support for restrictive gender norms. Using a randomized controlled trial, we find that the program made attitudes 0.18 standard deviations more supportive of gender equality, or, equivalently, converted 16\% of participants' regressive views. In addition, self-reported behavior became more aligned with progressive gender norms, particularly among boys. The effects observed in the short run were still present two years after the program had ended.}, number = {25331}, urldate = {2022-03-04}, institution = {National Bureau of Economic Research}, author = {Dhar, Diva and Jain, Tarun and Jayachandran, Seema}, month = dec, year = {2018}, doi = {10.3386/w25331}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w25331 2339240:W8AREQBB 2405685:NBD6LG5T}, } @incollection{dhaliwal_comparative_2013, title = {Comparative {Cost}-{Effectiveness} {Analysis} to {Inform} {Policy} in {Developing} {Countries}: {A} {General} {Framework} with {Applications} for {Education}}, shorttitle = {8. {Comparative} {Cost}-{Effectiveness} {Analysis} to {Inform} {Policy} in {Developing} {Countries}}, booktitle = {Education policy in developing countries}, publisher = {University of Chicago Press}, author = {Dhaliwal, Iqbal and Duflo, Esther and Glennerster, Rachel and Tulloch, Caitlin}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DG9Q8TQF 2405685:YEG3692Q}, pages = {285--338}, } @techreport{dfid_business_2016, title = {Business {Case}: {Support} to {Lebanon}’s {Reaching} {All} {Children} with {Education} plan ({RACE} {II}): reaching {Lebanese} and refugee children aged 3-18 with formal education}, url = {http://iati.dfid.gov.uk/iati_documents/5774948.odt}, institution = {DFID}, author = {DFID}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9MNJSX6Z 2405685:YZCLQRS3}, } @techreport{dfid_dfid_2018, title = {{DFID} {Digital} {Strategy}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/701443/DFID-Digital-Strategy-23-01-18a.pdf}, urldate = {2020-09-06}, author = {{DFID}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WHMH62EM 2405685:JXKSWHHT}, } @techreport{dfid_dfid_2018, title = {{DFID} {Education} {Policy}: {Get} {Children} {Learning}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/685536/DFID-Education-Policy-2018a.pdf}, language = {en}, author = {{DFID}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QWCG3Z4G 2339240:CH6NJBI5 2405685:EX3LGFKW 2405685:LZRSS3GU 2405685:WP53PKT3 2534378:9HQCM62H}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {46}, } @misc{dfid_dfid_2018, title = {{DFID} {Education} policy: get children learning}, url = {https://www.edu-links.org/sites/default/files/media/file/DFID-Education-Policy-2018a.pdf}, language = {en}, author = {DFID}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZIM7BYSJ 2405685:ZVNXCXRB}, } @article{dfid_dfid_2019, title = {{DFID} ethical guidance for research, evaluation and monitoring activities}, url = {https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=web&cd=&ved=0CAIQw7AJahcKEwj49-Lk0tuAAxUAAAAAHQAAAAAQAg&url=https%3A%2F%2Fassets.publishing.service.gov.uk%2Fgovernment%2Fuploads%2Fsystem%2Fuploads%2Fattachment_data%2Ffile%2F838106%2FDFID-Ethics-Guidance-Oct2019.pdf&psig=AOvVaw2fnDCKdcdYgOlU4ur6QcJz&ust=1692085201445770&opi=89978449}, language = {en}, author = {{DFID}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DYKR49HK 2129771:MLJ8DYDF 2129771:XH8PYE58 2339240:NSUHFAGV 2405685:KMWTSU7N 2405685:WIMGWF8H}, keywords = {⛔ No DOI found}, pages = {33}, } @techreport{dfid_dfid_2011, title = {{DFID} {Ethics} {Principles} for {Research} and {Evaluation}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67483/dfid-ethics-prcpls-rsrch-eval.pdf}, urldate = {2021-05-09}, author = {{DFID}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UVI5MIT5 2129771:ZS9X8R6Z 2405685:N8ARLYKX}, } @techreport{dfid_dfid_2013, title = {{DFID} {Research} {Open} and {Enhanced} {Access} - {Implementation} {Guide} (v1.1)}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/181177/DFIDResearch-Open-and-Enhanced-Access-Implementation-Guide.pdf}, urldate = {2020-08-18}, author = {{DFID}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2PHDD7YL 2129771:DB8ARQQZ 2405685:3RGNUZVV}, } @article{dfid_dfid_2013, series = {V1.1}, title = {{DFID} {Research} {Open} and {Enhanced} {Access} {Policy}}, language = {en}, author = {DFID}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:985M56X9 2405685:ELQSZ63X}, keywords = {⛔ No DOI found}, pages = {15}, } @techreport{dfid_dfid_2013, title = {{DFID} {Research} {Open} and {Enhanced} {Access} {Policy} (v1.1)}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/181176/DFIDResearch-Open-and-Enhanced-Access-Policy.pdf}, language = {en}, author = {{DFID}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9YKJJ2H8 2129771:C6UBZFCA 2405685:KRP4LRVP}, pages = {19}, } @techreport{dfid_dfids_2011, title = {{DFID}’s {Approach} to {Value} for {Money} ({VfM})}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67479/DFID-approach-value-money.pdf}, language = {en}, urldate = {2022-03-22}, institution = {Department for International Development}, author = {DFID}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EVQLVDTR 2405685:SEVP4XKL}, } @article{dfid_dfids_2014, title = {{DFID}'s evaluation framework for payment by results}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/436051/Evaluation-Framework-Payment-by-Results3.pdf}, language = {en}, author = {DFID}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AZ3RL342 2405685:KP6PIPQN}, keywords = {⛔ No DOI found}, pages = {25}, } @techreport{dfid_education_2012, title = {Education {Fund} for {Sindh} 
Pilot {Programme}: 2012/13-2014/15: {Business} {Case}}, url = {https://devtracker.fcdo.gov.uk/projects/GB-1-202378/documents}, institution = {Department for International Development}, author = {DFID}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4KN9UV5K 2405685:M6S66V2L}, } @techreport{dfid_girls_2018, title = {Girls {Education} {Challenge}: {Thematic} {Review} ({Education} {Technology})}, url = {https://dfid-gec-api.s3.amazonaws.com/linked-resources/Thematic-Review-Educational-Technology.pdf}, institution = {DFID}, author = {DFID}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KJJSGCBR 2405685:WQ3F6U6S}, } @misc{dfid_leh_2018, title = {Leh {Wi} {Learn} - {Sierra} {Leone} {Secondary} {Education} {Improvement} {Programme}}, language = {EN}, urldate = {2020-12-15}, author = {{DFID}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9PJP3ZYU}, } @techreport{dfid_vfm_2019, title = {{VfM} {Guidance}: {The} 4th {E} {Equity} {External} {Version}}, url = {https://www.ukaiddirect.org/wp-content/uploads/2021/02/Equity-and-VfM-Guidance-2019_FCDO_EXTERNAL.pdf}, institution = {Department for International Development}, author = {DFID}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HMCK3CL2 2405685:44MY29ZM}, } @techreport{dfe_department_for_education_realising_2019, address = {London, UK}, title = {Realising the potential of technology in education: {A} strategy for education providers and the technology industry}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/791931/DfE-Education_Technology_Strategy.pdf}, institution = {Department for Education}, author = {DfE (Department for Education)}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5UWKJNTD 2405685:R2I7U6ZD}, } @techreport{devtrio_consultants_research_2019, title = {Research into {Digital} {Accessibility} and {Literacy} among {School} {Teachers} in {Punjab}: {Research} {Report}}, url = {https://www.britishcouncil.pk/sites/default/files/dal_compressed_22_august_2019.pdf}, urldate = {2020-08-12}, institution = {British Council}, author = {{DevTrio Consultants}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:C7T2UTEY}, } @misc{developmentaid_khyber_2018, title = {Khyber {Pakhtunkhwa} {Education} {Sector} {Programme} ({KESP}) 2}, url = {https://www.developmentaid.org/}, abstract = {Innovative membership organization offering services to the international sector. Instant access to high quality CV’s, procurement notices shortlist and awards information.}, language = {en}, urldate = {2021-02-13}, journal = {DevelopmentAid}, author = {DevelopmentAid}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EL3GQSC6 2405685:3CR2GMFA}, } @misc{det_norske_veritas_certificates_2017, title = {Certificates in the blockchain}, url = {https://www.dnv.com/assurance/certificates-in-the-blockchain.html#:~:text=When%20a%20certificate%20is%20issued,commonly%20referred%20to%20as%20nodes}, author = {Det Norske Veritas}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:29TXBDVE 2405685:TRGSP8JF}, } @article{derksen_influence_2010, title = {The influence of ecological theory in child and youth care: {A} review of the literature}, volume = {1}, shorttitle = {The influence of ecological theory in child and youth care}, doi = {10.18357/ijcyfs13/420102091}, number = {3/4}, journal = {International Journal of Child, Youth and Family Studies}, author = {Derksen, Teri}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.18357/ijcyfs13/420102091 2339240:NNK7PE3M 2405685:6SZRHDGF}, pages = {326--339}, } @misc{department_of_planning_policy_and_research_education_2019, title = {Education {Statistical} {Abstract} 2016-2018 ({Unpublished})}, publisher = {The Ministry of Education and Vocational Training}, author = {Department of Planning, Policy {and} Research}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8VVC4TYA 2405685:EE4V6GP2}, } @misc{department_of_education_children_services_data_2013, title = {Data {Access} {Protocol}}, url = {https://education.nt.gov.au/__data/assets/pdf_file/0006/257883/DataAccessProtocol.pdf}, urldate = {2022-06-14}, author = {Department of Education Children Services}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MPJEIYTY 2405685:PY3ZWV84}, } @book{department_of_basic_education_curriculum_2011, title = {Curriculum and assessment policy statement {English} first additional language. {Grade} 1-3: {Foundation} phase {Grade} 1-3 : {Foundation} phase}, isbn = {978-1-4315-0411-4}, shorttitle = {Curriculum and assessment policy statement {English} first additional language. {Grade} 1-3}, url = {https://www.education.gov.za/LinkClick.aspx?fileticket=BCaB_SnaASA%3d&tabid=571&portalid=0&mid=1561}, language = {English}, author = {{Department of Basic Education} and {Department of Basic Education}}, year = {2011}, note = {OCLC: 795890650 KerkoCite.ItemAlsoKnownAs: 2339240:85ZLV8MG 2405685:5NGUPTLB}, } @article{denning_christensen_2016, title = {Christensen updates disruption theory}, volume = {44}, issn = {1087-8572}, url = {https://www.emerald.com/insight/content/doi/10.1108/SL-01-2016-0005/full/html}, doi = {10.1108/sl-01-2016-0005}, language = {en}, number = {2}, urldate = {2020-03-18}, journal = {Strategy \& Leadership}, author = {Denning, Stephen}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/sl-01-2016-0005 10/ggn58p 2339240:23G37SBT 2405685:UW33SZVP}, pages = {10--16}, } @article{demir_using_2018, title = {Using online peer assessment in an instructional technology and material design course through social media}, volume = {75}, issn = {0018-1560, 0018-1560}, url = {https://www.researchgate.net/publication/316117107_Using_online_peer_assessment_in_an_Instructional_Technology_and_Material_Design_course_through_social_media}, doi = {10.1007/s10734-017-0146-9}, abstract = {This study was designed to investigate the student teachers perceptions about and benefits and challenges of using Facebook as an online peer assessment tool for the student teachers' works. The study group included 24 student teachers in science education department of a state university located in the southeast region of Turkey. A case study approach of the qualitative method was employed in the research. Semi-structured interviews were conducted to collect the data. The interviews were audio recorded, and records of all the interviews were transcribed into full text in Turkish. Collected data were analyzed using an emergent coding approach. Codes, then, were categorized to constitute themes and subthemes. The findings indicated that the student teachers were able to give objective feedback on their peers' work and engaged more actively in class after participating in online peer assessment. Additionally, the students found it exciting and productive to use Facebook as a peer assessment tool in their learning.}, language = {English}, number = {3}, journal = {Higher Education: The International Journal of Higher Education Research}, author = {Demir, Mehmet}, month = mar, year = {2018}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013524252?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-017-0146-9 2339240:I42X9GJR 2405685:9QLMMRGN 2534378:G3WM932R 2534378:Q94E3FCI 2534378:YRDI45P7}, keywords = {Case Studies, Case studies, Coding, College students, Computer Uses in Education, ERIC, Current Index to Journals in Education (CIJE), Education--Higher Education, Educational Technology, Educational technology, Feedback, Feedback (Response), Foreign Countries, Higher Education, Higher education, Instructional Technology and Material Design, Internet, Interviews, Learner Engagement, Learning, Mass media, Peer Evaluation, Peer assessment, Peers, Preservice Teachers, Qualitative Research, Qualitative research, Science education, Semi Structured Interviews, Social Media, Social classes, Social media, Social networks, Structured interviews, Student Attitudes, Student teachers, Students, Teachers, Technology, Turkey, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097831, \_\_finaldtb}, pages = {399--414}, } @article{deluca_collaborative_2015, title = {Collaborative inquiry as a professional learning structure for educators: a scoping review}, volume = {41}, copyright = {Extra URL: http://www.tandfonline.com/doi/full/10.1080/19415257.2014.933120}, issn = {1941-5257, 1941-5265}, shorttitle = {Collaborative inquiry as a professional learning structure for educators}, url = {https://www.researchgate.net/publication/271874474_Collaborative_inquiry_as_a_professional_learning_structure_for_educators_a_scoping_review}, doi = {10.1080/19415257.2014.933120}, language = {en}, number = {4}, urldate = {2021-05-28}, journal = {Professional Development in Education}, author = {DeLuca, Christopher and Shulha, Jason and Luhanga, Ulemu and Shulha, Lyn M. and Christou, Theodore M. and Klinger, Don A.}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.933120 2339240:UZNSRZ87 2405685:P9ZIAF7Z 2405685:V5T5TF7R 2534378:UEDI3VF6}, pages = {640--670}, } @phdthesis{deliou_pratiques_2014, type = {{PhD} {Thesis}}, title = {Pratiques de l'enseignement des sciences expérimentales et de la technologie en cycle 3 dans un milieu multiculturel: cas de la {Guyane}}, shorttitle = {Pratiques de l'enseignement des sciences expérimentales et de la technologie en cycle 3 dans un milieu multiculturel}, school = {Université René Descartes-Paris V}, author = {Déliou, Henri-Pierre}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5R4QEM77 4042040:NN3PFDR9}, } @article{degraff_kreyol_2018, title = {Kreyòl, pedagogy, and technology for opening up quality education in {Haiti}: {Changes} in teachers' metalinguistic attitudes as first steps in a paradigm shift}, volume = {94}, shorttitle = {Kreyòl, pedagogy, and technology for opening up quality education in {Haiti}}, doi = {10.1353/lan.2018.0030}, number = {2}, journal = {Language}, author = {DeGraff, Michel and Stump, Glenda S.}, year = {2018}, note = {Publisher: Linguistic Society of America KerkoCite.ItemAlsoKnownAs: 2405685:TBPSKJ55 4042040:FQ8JKR53}, pages = {e127--e157}, } @misc{dede_designing_2016, title = {Designing an {Educational} {Innovation} to {Achieve} {Scale}: {Five} {Critical} {Concepts}}, shorttitle = {Designing an {Educational} {Innovation} to {Achieve} {Scale}}, url = {https://evolllution.com/managing-institution/operations_efficiency/designing-an-educational-innovation-to-achieve-scale-five-critical-concepts/}, abstract = {Research has documented that in education, unlike other sectors of society, the scaling of successful instructional programs from a few settings to widespread use across a range of contexts is very difficult (Dede, Honan, \& Peters, 2005). In fact, research typically shows a huge influence of setting (e.g., the teacher’s content preparation, students’ self-efficacy, prior […]}, urldate = {2021-02-23}, journal = {The EvoLLLution}, author = {Dede, Chris}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TX3BDCL8}, } @incollection{deci_motivation_2012, title = {Motivation, personality, and development within embedded social contexts: an overview of self-determination theory}, isbn = {978-0-19-539982-0}, shorttitle = {Motivation, personality, and development within embedded social contexts}, url = {https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780195399820.001.0001/oxfordhb-9780195399820-e-6}, abstract = {"Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory" published on by Oxford University Press.}, language = {en}, urldate = {2022-06-09}, booktitle = {The {Oxford} {Handbook} of {Human} {Motivation}}, author = {Deci, Edward L. and Ryan, Richard M.}, month = feb, year = {2012}, doi = {10.1093/oxfordhb/9780195399820.013.0006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/oxfordhb/9780195399820.013.0006 2339240:TBNV2RWW 2405685:P8QL6VW7}, } @misc{debroy_how_2018, title = {How is {E}-{Learning} helping to combat {Southeast} {Asia} teacher shortage?}, url = {https://edtechreview.in/news/3127-e-learning-to-combat-southeast-asia-teacher-shortage}, author = {Debroy, Ananya}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J76PGQSH 2405685:I9PG7LWZ}, } @article{dean_he_2019, title = {“{He} is suitable for her, of course he is our relative”: a qualitative exploration of the drivers and implications of child marriage in {Gezira} {State}, {Sudan}}, volume = {4}, copyright = {© Author(s) (or their employer(s)) 2019. Re-use permitted under CC BY. Published by BMJ.. This is an open access article distributed in accordance with the Creative Commons Attribution 4.0 Unported (CC BY 4.0) license, which permits others to copy, redistribute, remix, transform and build upon this work for any purpose, provided the original work is properly cited, a link to the licence is given, and indication of whether changes were made. See: https://creativecommons.org/licenses/by/4.0/.}, issn = {2059-7908}, shorttitle = {“{He} is suitable for her, of course he is our relative”}, url = {https://gh.bmj.com/content/4/3/e001264}, doi = {10.1136/bmjgh-2018-001264}, abstract = {Introduction Child marriage is a fundamental development challenge for women and girls, with significant negative health and social outcomes. Sudan has a high rate of child marriage, with 34\% of women aged 20–24 married before their 18th birthday. Since limited preventive interventions exist, we aimed to inform the evidence base to strengthen strategic action, using mixed qualitative methods to enhance study credibility. This study is the first to conduct a rigorous qualitative examination of the drivers of child marriage from the perspective of key stakeholders involved in marriage decision making within Sudan, and makes a significant contribution towards global knowledge by developing an evidence-based conceptual framework. Methods Initially, we completed 14 focus group discussions separated by gender with mothers, fathers, and girls married as adolescents, and 23 key informant interviews. We then used a critical incident case study approach to explore 11 ‘cases’ of child marriage (46 interviews). Results Findings indicate that gendered social norms and values, underpinned by religious beliefs and educational accessibility, interconnect to shape marriage decisions. In this context, many child marriages are triggered by an intrakinship proposal and further enabled by the relative lack of autonomy and influence of girls and women in marriage decision-making processes. Discussion Interconnected drivers demand context-specific holistic and multisectoral approaches, which should include simultaneous strategies to expand access to education, health services and livelihood opportunities, and evoke legal change, and participatory social and attitudinal processes that include the engagement of religious leaders and men.}, language = {en}, number = {3}, urldate = {2021-12-31}, journal = {BMJ Global Health}, author = {Dean, Laura and Obasi, Angela and Sony, Asma El and Fadul, Selma and Hassan, Hanaa El and Thomson, Rachael and Tolhurst, Rachel}, month = may, year = {2019}, pmid = {31263579}, note = {Publisher: BMJ Specialist Journals Section: Research KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2018-001264 2339240:CZMCDL8D 2405685:YWXI8CIJ}, keywords = {child health, qualitative study}, pages = {e001264}, } @misc{dean_karlan_nimble_2017, title = {Nimble {RCTs} - {A} {Powerful} {Methodology} in the {Program} {Design} {Toolbox}}, url = {http://pubdocs.worldbank.org/en/626921495727495321/Nimble-RCTs-WorldBankMay2017-v4.pdf}, urldate = {2019-12-30}, author = {{Dean Karlan}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XJNAYYQG XJNAYYQG}, } @inproceedings{deacon_wrapping_2018, title = {Wrapping of a {Social} {Innovation} {MOOC}}, booktitle = {{ICEL} 2018 13th {International} {Conference} on e-{Learning}}, publisher = {Academic Conferences and publishing limited}, author = {Deacon, Andrew and Jaffer, Tasneem and Jawitz, Jeff and Small, Janet and Walji, Sukaina}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:MV5F5QJ8}, keywords = {⛔ No DOI found}, pages = {61}, } @techreport{de_melo_impact_2014, title = {The {Impact} of a {One} {Laptop} per {Child} {Program} on {Learning}: {Evidence} from {Uruguay}}, shorttitle = {The {Impact} of a {One} {Laptop} per {Child} {Program} on {Learning}}, url = {https://ideas.repec.org/p/iza/izadps/dp8489.html}, abstract = {We present evidence on the impact on students' math and reading scores of one of the largest deployments of an OLPC program and the only one implemented at a national scale: Plan Ceibal in Uruguay. Unlike previous work in the field, we have unique data that allow us to know the exact date of laptop delivery for every student in the sample. This gives us the ability to use a continuous treatment, where days of exposure are used as a treatment intensity measure. We use a panel data framework including fixed effects at the individual level. Given that there is some variation in the date of laptop delivery across individuals within the same school, we can identify the effect of the program net of potential heterogeneity in the rate schools gain improvements on student's achievement over time in the absence of the OLPC program across the country (i.e. we allow each school to follow a different learning growth curve over time due to unobservable time-varying heterogeneity). We also run an alternative specification where we allow for different learning growth curves over time between schools located in Montevideo and the rest of Uruguay. Our results suggest that in the first two years of its implementation the program had no effects on math and reading scores. The zero effect could be explained by the fact that laptops in class are mainly used to search for information on the internet.}, language = {en}, number = {8489}, urldate = {2020-01-08}, institution = {Institute of Labor Economics (IZA)}, author = {De Melo, Gioia and Machado, Alina and Miranda, Alfonso}, month = sep, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FCSWAZ8X 2339240:KPQERMHS 2405685:NKJMEWZ2}, keywords = {education, impact evaluation, technology, ⛔ No DOI found}, pages = {17}, } @article{de-marcos_effectiveness_2016, title = {On the effectiveness of game-like and social approaches in learning: {Comparing} educational gaming, gamification \& social networking}, volume = {95}, issn = {0360-1315}, shorttitle = {On the effectiveness of game-like and social approaches in learning}, url = {http://www.sciencedirect.com/science/article/pii/S0360131515300981}, doi = {10.1016/j.compedu.2015.12.008}, abstract = {Game-like approaches are becoming increasingly popular in education, with educational games and gamification drawing increasing levels of attention. While games specifically designed for educational purposes have been used for decades, gamification is particularly new and contrasting evidence was presented about its effectiveness. The potential of social networks has also been harnessed by educators and institutions either using popular social networking sites or specific educational instances. This paper studies how well-established approaches (educational game and social networking) compare with more novel ones (gamification and social gamification) in terms of learning performance in an undergraduate course. Four experimental conditions were compared in an experiment (N = 379). Results suggest that all experimental conditions significantly impact on learning performance, but social gamification returned better results in terms of immediacy and for all types of assessments.}, language = {en}, urldate = {2020-03-30}, journal = {Computers \& Education}, author = {de-Marcos, Luis and Garcia-Lopez, Eva and Garcia-Cabot, Antonio}, month = apr, year = {2016}, note = {shortDOI: 10/f8ggts KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2015.12.008 10/f8ggts 2339240:26FFSMAM 2405685:P8FAKBL8}, keywords = {Educational game, Gamification, Learning, Social networking}, pages = {99--113}, } @techreport{de_hoyos_teaching_2017, type = {Policy {Research} {Working} {Paper}}, title = {Teaching with the {Test}: {Experimental} {Evidence} on {Diagnostic} {Feedback} and {Capacity} {Building} for {Public} {Schools} in {Argentina}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/28922/WPS8261.pdf?sequence=1&isAllowed=y}, number = {8261}, institution = {World Bank}, author = {de Hoyos, Rafael and Ganimian, Alejandro J and Holland, Peter A}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4444M8W 2405685:ARGESB4X}, } @article{de_hoop_no_2019, title = {No lost generation: {Supporting} the school participation of displaced {Syrian} children in {Lebanon}}, volume = {55}, url = {https://doi.org/10.1080/00220388.2019.1687875}, doi = {10.1080/00220388.2019.1687875}, abstract = {This study documents the impact of a cash transfer programme–known as the No Lost Generation Programme (NLG) and locally as Min Ila (‘from to’)–on the school participation of displaced Syrian children in Lebanon. An initiative of the government of Lebanon, the United Nations Children’s Fund (UNICEF), and the World Food Programme (WFP), the programme provided cash for the benefit of children enrolled in afternoon shifts at public primary schools. It was designed to cover the cost of commuting to school and to compensate households for income forgone because children were attending school instead of working. Commuting costs and forgone income are two critical barriers to child school participation. The analysis relies on a geographical regression discontinuity design to identify the impact halfway through the first year of programme operation, the 2016/2017 school year. The analysis finds substantive impacts on school attendance among enrolled children, which increased by 0.5 days to 0.7 days per week, an improvement of about 20 per cent relative to the control group. School enrolment among Syrian children rose rapidly across all Lebanon’s governorates during the period of the evaluation, resulting in supply-side capacity constraints that appear to have dampened positive enrolment impacts.}, number = {sup1}, journal = {Journal of Development Studies}, author = {de Hoop, Jacobus and Morey, Mitchell and Seidenfeld, David}, year = {2019}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2019.1687875 2405685:6254DV2I}, pages = {107--127}, } @article{de_clercq_teacher_2014, title = {Teacher knowledge and employer-driven professional development: a critical analysis of the {Gauteng} {Department} of {Education} programmes}, volume = {20}, shorttitle = {Teacher knowledge and employer- driven professional development}, url = {https://www.researchgate.net/publication/266930833_Teacher_knowledge_and_employer-_driven_professional_development_A_critical_analysis_of_the_Gauteng_Department_of_Education_programmes}, abstract = {There is growing consensus in international and local literature that, to be effective, professional development activities (PDAs) should focus on ways of teaching that improve learners' learning, but there is no clear consensus on the teaching focus and the form in which teacher learning is organised. Drawing from literature on teacher knowledge, in particular Shulman's distinction between subject matter and pedagogical content knowledge (PCK), this article critically reviews the PDAs provided by the Gauteng Department of Education (GDE), South Africa. It identifies 2009 as a turning point in the GDE provision of PDAs. Until 2009, most PDAs were targeted at the improvement of a few discrete aspects of teacher practice, to comply with a new curriculum framework. Around 2009, the GDE turned towards scripted teaching in a form of standardised lesson plans, to engineer a whole new practice for teachers in order to improve learners' results. The argument of this article is that teacher knowledge of subject matter, consisting of knowledge of the substantive and syntactic aspects of the curriculum content and beyond, has not been imparted to teachers by employer-driven curriculum implementation workshops or short courses, and that only a limited number of teaching routines such as sequencing and pacing of the curriculum content can be imparted by scripted lesson plans. Although the idea of scripting a new practice is understandable in the light of the general agreement that PDAs in South Africa failed to make a difference to teachers' practice and to learners' performance, it is essential to understand its limitations., Y. (2014) Teacher knowledge and employer-driven professional development: A critical analysis of the Gauteng Department of Education programmes. Southern African Review of Education, 20(1): 129-147.}, number = {1}, journal = {Southern African Review of Education}, author = {de Clercq, Francine and Shalem, Yael}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:59VJE745 2405685:Z6VARPVH 2534378:7FDZ8B93}, keywords = {⛔ No DOI found}, } @techreport{de_barros_assessment_2019, title = {Assessment of the {Impact} of the {Jovem} de {Futuro} {Program} on {Learning}}, url = {http://documents1.worldbank.org/curated/en/825101561723584640/pdf/Assessment-of-the-Impact-of-the-Jovem-de-Futuro-Program-on-Learning.pdf}, language = {en}, institution = {World Bank}, author = {de Barros, Ricardo Paes and de Carvalho, Mirela and Franco, Samuel and Garcia, Beatriz and Henriques, Ricardo and Machado, Laura}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2GLYDRF3 2405685:67VRVQEZ}, } @article{davis_investigation_2013, title = {An {Investigation} of the {Impact} of an {Intervention} to {Reduce} {Academic} {Procrastination} {Using} {Short} {Message} {Service} ({SMS}) {Technology}}, abstract = {This mixed-method pilot study investigated the impact of a custom Short Message Service (SMS) reminder system developed to help students reduce procrastination and increase performance on weekly content-related quizzes in a high-enrollment hybrid online course. Text message reminders were sent to three students with high procrastination and low performance levels on a schedule based on free-operant avoidance principles, where messages would be terminated upon completion of the weekly quiz. The results suggest that there was sufficient evidence that the system had a positive effect on procrastination levels, but less evidence for an effect on performance. Subsequent interviews with the participants confirmed the utility and potential of the system, and revealed areas for improvement in the implementation of the SMS reminder system as well as an understanding of the students’ response to the intervention.}, language = {en}, journal = {Journal of Interactive Online Learning}, author = {Davis, D and Abbitt, J}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:GVZZTKW6}, keywords = {⛔ No DOI found}, pages = {25}, } @misc{davis_5_2019, title = {5 {Ways} {EdTech} {Helps} {Students} {With} {Special} {Needs} in the {Classroom}}, url = {https://www.viewsonic.com/library/education/5-ways-edtech-helps-students-special-needs/}, abstract = {EdTech helps students with special needs to engage with learning better than ever before. Find out how to implement EdTech as assistive technology.}, language = {en-US}, urldate = {2020-04-03}, journal = {ViewSonic Library}, author = {Davis, Chris}, month = aug, year = {2019}, note = {Library Catalog: www.viewsonic.com Section: Education KerkoCite.ItemAlsoKnownAs: 2339240:L69ICGF3 2405685:SCWN8NNM SCWN8NNM}, } @article{davies_south_2016, title = {South {African} textbook asks pupils how victim's behaviour led to rape}, url = {https://www.theguardian.com/world/2016/sep/08/south-african-textbook-asks-how-victims-behaviour-led-rape}, journal = {The Guardian}, author = {Davies, Rob}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BZSQHK5R 2405685:NA45DKCX}, } @techreport{datta_political_2011, title = {The political economy of policy-making in {Indonesia}}, url = {https://www.odi.org/publications/6217-political-economy-policy-making-indonesia-opportunities-improving-demand-and-use-knowledge}, language = {en}, institution = {Overseas Development Institute}, author = {Datta, Ajoy and Jones, Harry and Febriany, Vita and Harris, Dan and Dewi, Rika Kumala and Wild, Leni and Young, John}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NRSUFGI8 2405685:K72RFQIZ}, pages = {88}, } @misc{das_data_2013, title = {A {Data} {Guide} to {Sir} {Michael} {Barber}’s “{The} {Good} {News} from {Pakistan}”}, url = {https://blogs.worldbank.org/developmenttalk/data-guide-sir-michael-barber-s-good-news-pakistan}, abstract = {Shanta’s blog reported on Sir Michael Barber’s approach to implementing service delivery or “Deliverology”. Sir Michael was back at the World Bank on June 6th to present “The Good News from Pakistan”, where he outlined the impressive changes in Punjab, Pakistan as a result of his leadership in delivering deliverology. ...}, language = {en}, urldate = {2020-12-21}, journal = {World Bank Blogs}, author = {Das, Jishnu}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8DFQYSP4 2405685:WXNMULPY}, } @article{daryai-hansen_pluralistic_2015, title = {Pluralistic approaches to languages in the curriculum: {The} case of {French}-speaking {Switzerland}, {Spain} and {Austria}}, volume = {12}, issn = {1479-0718}, shorttitle = {Pluralistic approaches to languages in the curriculum}, url = {https://doi.org/10.1080/14790718.2014.948877}, doi = {10.1080/14790718.2014.948877}, abstract = {While the idea of plurilingual competence is widely established theoretically and promoted in European language policies, it is not implemented in educational practice, where separate plurilingualism is still dominant. The idea of languages as autonomous entities is e.g. reflected in the Common European Framework of Reference for Languages (CEFR) scales. The paper introduces to the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA). Pluralistic approaches use teaching and learning activities involving several (i.e. more than one) varieties of language, e.g. the language(s) of schooling, foreign languages, regional, minority and migration languages. FREPA thereby offers tools to put the theoretical insights and language policies into practice. The article illustrates how pluralistic approaches, in recent years, have been used in the process of large-scale national and regional curriculum renewals in Austria, French-speaking Switzerland and Spain. By promoting plurilingual education on the macro-level and including languages that are still neglected in most European curricula, these countries make a key contribution to diminishing discrepancy between theory and practice. The three cases manifest the context specificity of language-planning decisions and support supra-level comparisons by defining the specific aims and contents of plurilingual education. Furthermore, the curricular implementations offer the possibility to discuss the implementation in actual classroom practice.}, number = {1}, urldate = {2023-02-10}, journal = {International Journal of Multilingualism}, author = {Daryai-Hansen, Petra and Gerber, Brigitte and Lörincz, Ildikó and Haller, Michaela and Ivanova, Olga and Krumm, Hans-Jürgen and Reich, Hans H.}, month = jan, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/14790718.2014.948877 KerkoCite.ItemAlsoKnownAs: 10.1080/14790718.2014.948877 2405685:FYFIP28B 4042040:6Z5W4CRL}, keywords = {language learning, language status, linguistic landscape, multilingualism, plurilingualism}, pages = {109--127}, } @techreport{darling-hammond_effective_2016, address = {Learning Policy Institute}, type = {Research {Brief}}, title = {Effective {Teacher} {Professional} {Development}}, copyright = {Creative Commons Attribution—NonCommercial 4.0 International License}, url = {https://www.yu.edu/sites/default/files/inline-files/Effective_Teacher_Professional_Development_REPORT.pdf}, abstract = {Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to succeed in the 21st century. However, many teacher professional development initiatives appear ineffective in supporting changes in teacher practices and student learning. To identify the features of effective professional development, this paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. It identifies features of these approaches and offers descriptions of these models to inform those seeking to understand how to foster successful strategies.}, language = {EN}, institution = {Learning Policy Institute}, author = {Darling-Hammond, Linda and Hyler, Maria E and Gardner, Madelyn}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EXG2P88C 2339240:FAGZPTMD 2339240:KZWPKKEX 2405685:3EICVTPU 2405685:5UT4JT9U 2405685:7VUTJF44 2405685:DFJ5VQ9P 2405685:L5AA7H42 2534378:LEAZX89C 2534378:VMCMZ256}, keywords = {C:United States / International, \_\_\_working\_potential\_duplicate, important, ⛔ No DOI found}, pages = {76}, } @techreport{darling-hammond_effective_2017, address = {Palo Alto, CA}, title = {Effective teacher professional development}, copyright = {Creative Commons Attribution—NonCommercial 4.0 International License}, url = {https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf}, institution = {Learning Policy Institute}, author = {Darling-Hammond, Linda and Hyler, Maria E. and Gardner, Madelyn}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U3TNTQVM 2405685:CHPTP257}, } @book{darling-hammond_empowered_2017, address = {San Francisco, CA}, edition = {First edition}, title = {Empowered educators: how high-performing systems shape teaching quality around the world}, isbn = {978-1-119-36960-8 978-1-119-36961-5 978-1-119-36957-8}, shorttitle = {Empowered educators}, publisher = {Jossey-Bass}, author = {Darling-Hammond, Linda}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPLPX7IV 2405685:VS6WIN6M}, keywords = {Case studies, Education and state, Teachers, Training of}, } @misc{dark_for_2018, title = {For children with disabilities in {Nigeria}, educational opportunities remain scant}, url = {https://www.devex.com/news/for-children-with-disabilities-in-nigeria-educational-opportunities-remain-scant-93819}, urldate = {2020-07-07}, journal = {Devex}, author = {Dark, Shayera}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3VDV3IBS}, } @article{damgaard_nudging_2018, title = {Nudging in education}, volume = {64}, issn = {0272-7757}, url = {https://www.sciencedirect.com/science/article/pii/S0272775717306374}, doi = {10.1016/j.econedurev.2018.03.008}, abstract = {Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken at young ages and involve immediate costs and potential, future benefits. In such settings behavioural barriers (e.g. lack of self-control, limited attention and social norms) likely influence choices and this may motivate the use of low cost ‘nudges’ to gently push behaviour in the desired direction. Our review of nudging interventions shows that while nudging often has positive effects, the greatest effects often arise for individuals affected most by the behavioural barrier targeted by the intervention. Hence understanding underlying behavioural mechanisms is crucial. Negative effects may arise in situations where nudges potentially crowd-out intrinsic motivation, if nudges pressurise individuals, or in situations where the choice architect has an insufficient understanding of behavioural mechanisms.}, urldate = {2024-02-14}, journal = {Economics of Education Review}, author = {Damgaard, Mette Trier and Nielsen, Helena Skyt}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.008 2339240:YBXW7W6Z 2405685:TFBCJC4T}, keywords = {Behavioural bias, Boost policies, Human capital investment}, pages = {313--342}, } @inproceedings{dalla_longa_animations_2013, title = {Do animations in enhanced ebooks for children favour the reading comprehension process?: a pilot study}, booktitle = {Proceedings of the 12th {International} {Conference} on {Interaction} {Design} and {Children}}, publisher = {ACM}, author = {Dalla Longa, Nicol and Mich, Ornella}, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:7XSFWB7H 2405685:DRCD8JLH}, keywords = {⛔ No DOI found}, pages = {621--624}, } @techreport{dahya_education_2016, title = {Education in {Conflict} and {Crisis}: {How} {Can} {Technology} {Make} a {Difference}? {A} {Landscape} {Review}}, url = {https://www.eccnetwork.net/sites/default/files/media/file/GIZ%20InDesign-Vorlage%20fu%CC%88r%20Publikationen%20%E2%80%93%20DIN%20A4%20hoch.pdf}, urldate = {2020-01-23}, institution = {Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH}, author = {Dahya, Negin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9EWUA37L 2405685:3YFL8XJY 2405685:F9UDND4G}, } @techreport{dahya_landscape_2016, title = {Landscape {Review}: {Education} in {Conflict} and {Crisis} - {How} {Can} {Technology} {Make} a {Difference}? {\textbar} {INEE}}, url = {https://inee.org/resources/landscape-review-education-conflict-and-crisis-how-can-technology-make-difference}, abstract = {Conflict and crisis are among the biggest obstacles to ensuring inclusive and quality education for all (Sustainable Development Goal 4). The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized, affected by war, natural disasters, and the rapid spread of disease. Across these different contexts, tools like radio, mobile phones, mobile projectors, e-readers and tablets, laptops and computers can facilitate teaching and learning in a range of different ways. The term “mobility” with regard to learning is highly relevant in this landscape: it recognizes that learning should not stop as people move, and that people on the move are focused on continuing their education. This landscape aims to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base.}, urldate = {2020-04-29}, author = {Dahya}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZP6IQ38R 2405685:6F95SRW2}, keywords = {GENERAL - to be categorised, RER theme\_pedagogies and modalities, RER theme\_supporting educators}, } @misc{daems_getting_2018, title = {Getting back to normal after {Ebola} strikes}, url = {https://www.unicef.org/stories/getting-back-normal-after-ebola-strikes}, abstract = {Beating Ebola starts in the classroom. It doesn't end there}, language = {en}, urldate = {2020-08-18}, journal = {UNICEF}, author = {Daems, Typhaine and Willemot, Yves}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3I6BWQ34 2405685:T24CRW2F}, } @inproceedings{czerniewicz_inequality_2018, title = {Inequality as higher education goes online}, doi = {10.1007/978-3-319-74857-3_6}, booktitle = {Networked learning}, publisher = {Springer}, author = {Czerniewicz, Laura}, year = {2018}, note = {shortDOI: 10/ghgn5d KerkoCite.ItemAlsoKnownAs: 10/ghgn5d 2405685:CBPGKS9D}, pages = {95--106}, } @misc{czerniewicz_knowledge_2016, address = {Dublin, Ireland}, type = {Education}, title = {Knowledge inequalities: {A} marginal view of the digital landscape. {Keynote} presentation.}, copyright = {License: CC Attribution License}, url = {https://www.slideshare.net/laura_Cz/laura-czerniewicz-open-repositories-conference-2016-dublin}, abstract = {Keynote presentation at Open Repositories Conference 2016 Dublin Ireland 14}, urldate = {2020-12-08}, author = {Czerniewicz, Laura}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4CT5ERST 2405685:MUNVHXSY}, } @misc{custer_6_2018, title = {6 key insights into the data and information education leaders want most}, url = {https://www.brookings.edu/articles/6-key-insights-into-the-data-and-information-education-leaders-want-most/}, author = {Custer, Samantha and King, Elizabeth and Atinc, Tamar and Read, Lindsay and Sethi, Tanya}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VRE4MDHJ 2405685:9Q8HHQZY}, } @techreport{custer_towards_2018, title = {Towards {Data}-{Driven} {Education} {Systems}. {Insights} into using information to measure results and manage change}, url = {https://www.brookings.edu/wp-content/uploads/2018/02/toward-data-driven-education-systems.pdf}, institution = {Center for Universal Education at Brookings}, author = {Custer, Samantha and King, Elizabeth and Atinc, Tamar and Read, Lindsay and Sethi, Tanya}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4LI72NDP 2405685:NN6DQVYH}, } @misc{custer_6_2018, title = {6 key insights into the data and information education leaders want most}, url = {https://www.brookings.edu/blog/education-plus-development/2018/02/20/6-key-insights-into-the-data-and-information-education-leaders-want-most/}, abstract = {Researchers summarize their new analysis of two unique global surveys that assess the use of data and evidence by education leaders in developing countries.}, language = {en-US}, urldate = {2020-12-18}, journal = {Brookings Institute}, author = {Custer, Samantha and King, Elizabeth and Atinc, Tamar Manuelyan and Read, Lindsay and Sethi, Tanya}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CUVUYU5E 2405685:YWY9KVI4}, } @techreport{custer_toward_2018, title = {Toward data-driven education systems: {Insights} into using information to measure results and manage change}, institution = {Brookings Institute}, author = {Custer, Samantha and King, Elizabeth and Atinc, Tamar Manuelyan and Read, Lindsay and Sethi, Tanya}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NVMGTGNN 2405685:NAUJIU5T}, } @misc{curious_learning_how_2017, title = {How 30\% of {Children} {Taught} {Themselves} to {Read}}, url = {https://www.curiouslearning.org/essays/2017/5/16/how-six-children-in-ethiopia-taught-themselves-to-read}, abstract = {In April our colleague Markos traveled from Addis Ababa to Wonchi, a remote village in Ethiopia. His goal: to track down 20 children who had participated in a digital learning pilot, four years ago. What he found stunned our team – all six of the children he tested had taught themselves to read, usi}, language = {en-US}, urldate = {2022-06-15}, journal = {Curious Learning}, author = {{Curious Learning}}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z3YLQCZR 4042040:UGJ64H5P}, } @techreport{cummings_collective_2016, address = {Overseas Development Institute}, title = {Collective action and the deployment of teachers in {Niger}}, language = {en}, author = {Cummings, Clare and Noura, Idi Mahamadou Mamane}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LST7TSU2 2405685:X365MBV4}, } @techreport{cummings_collective_2016, title = {Collective action and the deployment of teachers in {Niger}: a political economy analysis}, shorttitle = {Collective action and the deployment of teachers in {Niger}}, url = {https://odi.org/en/publications/collective-action-and-the-deployment-of-teachers-in-niger-a-political-economy-analysis/}, abstract = {This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.}, language = {en-gb}, urldate = {2022-01-05}, author = {Cummings, Clare}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J2DAW36G 2405685:U52CDIP3 4556019:2MDNIQ4B}, keywords = {C:Niger}, } @article{cumming_ipads_2014, title = {{iPads} as instructional tools to enhance learning opportunities for students with developmental disabilities: {An} action research project}, volume = {12}, doi = {10.1177/1476750314525480}, number = {2}, journal = {Action Research}, author = {Cumming, Therese M and Strnadová, Iva and Singh, Sylvia}, year = {2014}, note = {00000 shortDOI: 10/f53pm5 KerkoCite.ItemAlsoKnownAs: 10/f53pm5 2129771:K97LMCWI 2405685:PD9RT3NZ}, pages = {151--176}, } @inproceedings{cullen_opportunities_2019, address = {Edinburgh, Scotland.}, title = {The {Opportunities} and {Challenges} for {Developing} {ICT}-{Based} {Science} {Learning} and {Teaching} in {Ghana}}, url = {http://oasis.col.org/bitstream/handle/11599/3276/PCF9_Papers_paper_232.pdf?sequence=1&isAllowed=y}, abstract = {Africa’s transition to an innovation-led, knowledge-based economy could drive the continent’s economic growth and lift millions out of poverty and there is opportunity to increase the number of skilled professionals across the chemistry, biology and physics disciplines. However not enough students enrol in science subjects in Higher Education in Ghana, with proportions admitted to public universities well short of the Government’s 60\% target. Significant barriers for all young people include the lack of practical scientific equipment in schools, and barriers to young women include prevailing socio-cultural attitudes, a lack of female role models and unsupportive educational environments.}, language = {en}, booktitle = {Pan-{Commonwealth} {Forum}}, author = {Cullen, Jane and Mallet,, Joshua}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JZX3ZXZ4}, pages = {7}, } @inproceedings{culen_a__gasparini_a_tweens_2012, title = {Tweens with the {iPad} classroom—{Cool} but not really helpful?}, booktitle = {In e-{Learning} and e-{Technologies} in {Education} ({ICEEE}), 2012 {International} {Conference} on}, author = {{Culén, A., \& Gasparini, A.}}, year = {2012}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:RKXYJY5N 2405685:LDT2VUW7}, keywords = {⛔ No DOI found}, pages = {1--6}, } @article{cui_meta-analysis_2018, title = {A {Meta}-analysis of the {Peer} {Evaluation} {Effects} on {Learning} {Achievements} in {Blended} {Learning} {Environment}}, doi = {10.1007/978-3-319-94505-7_18}, journal = {International Conference on Blended Learning}, author = {Cui, Papan and Zheng, Lanqin}, year = {2018}, note = {shortDOI: 10/ghgn4n KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-94505-7\_18 10/ghgn4n 2405685:XDP92C9L}, } @article{cruz_perez_actores_2016, title = {Los actores educativos frente al uso de la lengua materna en un centro escolar indígena de {Chiapas}}, volume = {7}, issn = {2007-7467}, doi = {10.23913/ride.v7i13.233}, language = {es}, number = {13}, urldate = {2022-05-25}, journal = {RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo}, author = {Cruz Pérez, Oscar and García Lara, Germán Alejandro and Ocaña Zúñiga, Jesús and Pérez Jiménez, Carlos Eduardo}, month = dec, year = {2016}, note = {Publisher: Centro de Estudios e Investigaciones para el Desarrollo Docente A.C. KerkoCite.ItemAlsoKnownAs: 2405685:XUIH64JG 4042040:4BYRTSHQ}, pages = {37--54}, } @misc{crowley_design-based_2016, title = {Design-{Based} {Research} and {Design}-{Based} {Implementation} {Research} {\textbar} {InformalScience}.org}, url = {https://www.informalscience.org/news-views/design-based-research-and-design-based-implementation-research}, urldate = {2021-11-04}, author = {Crowley, Kevin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N6JXHCC5 2405685:ZME3DNCB}, } @techreport{crouch_worldwide_2018, address = {Oxford}, title = {Worldwide inequality and poverty in cognitive results: {Cross}-sectional evidence and time-based trends}, url = {https://riseprogramme.org/sites/default/files/2020-11/RISE_WP-019_Crouch-Gustafsson.pdf}, number = {RISE-WP 18/019}, institution = {University of Oxford}, author = {Crouch, Luis and Gustafsson, Martin}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BWCVWIEB 2405685:7AP6WKFU}, } @techreport{crouch_meeting_2019, title = {Meeting the data challenge in education: {A} knowledge and innovation exchange}, url = {https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper}, abstract = {The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.}, language = {en}, urldate = {2020-08-06}, institution = {Global Partnership for Education}, author = {Crouch, Luis}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3KBXHSD9 2339240:PYIIMTJL 2405685:FK24U2VZ 2405685:NNIMTDB4 2405685:PCB2NZJ6 2534378:K8UUXZMX}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{crouch_meeting_2019, title = {Meeting the data challenge in education. {A} knowledge and innovation exchange ({KIX}) discussion paper {\textbar} {Documents} {\textbar} {Global} {Partnership} for {Education}}, url = {https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper}, abstract = {The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.}, language = {en}, urldate = {2022-09-28}, institution = {GPE}, author = {Crouch, L}, year = {2019}, note = {Publisher: GPE KerkoCite.ItemAlsoKnownAs: 2339240:JCMTRFJJ 2405685:EPWQ79FB}, } @article{crompton_mobile_2019, title = {Mobile learning and student cognition: {A} systematic review of {PK}-12 research using {Bloom}’s {Taxonomy}}, volume = {50}, copyright = {© 2018 British Educational Research Association}, issn = {1467-8535}, shorttitle = {Mobile learning and student cognition}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12674}, doi = {10.1111/bjet.12674}, abstract = {The rise of mobile learning in schools during the past decade has led to promises about the power of mobile learning to extend and enhance student cognitive engagement. The purpose of this study was to examine trends to determine the cognitive level students are involved in within mobile learning activities. This systematic review involved an aggregated and configurative synthesis of PK-12 mobile learning studies from 2010 to 16 and used Bloom’s Taxonomy as a theoretical framework for categorizing the cognitive level of student activities. Major new findings include that students are involved in activities at all six levels of Bloom’s Taxonomy. This study shows that over 60\% of researchers are developing activities that require high levels of cognitive processing, a large increase from past studies. Nonetheless, 40\% are integrating mobile devices in ways that keep students working with minimal cognitive processing. In both elementary and secondary studies, there was a 40/60\% split in the use of lower versus high level thinking opportunities. New findings show that mobile devices were integrated into science, mathematics, social studies, literacy, art and special education. Studies in science settings were the majority of the studies (40\%), followed by literacy (24\%).}, language = {en}, number = {2}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Crompton, Helen and Burke, Diane and Lin, Yi-Ching}, year = {2019}, note = {shortDOI: 10/gf5f7g KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12674 10/gf5f7g 2339240:ITSJB3B5 2339240:KIEJIK2D 2405685:J23Q8BH4}, keywords = {Reviewed}, pages = {684--701}, } @incollection{crompton_diachronic_2014, title = {A diachronic overview of mobile learning: {A} shift toward student-centred pedagogies}, booktitle = {Increasing access mobile learning}, publisher = {Commonwealth of Learning}, author = {Crompton, Helen}, editor = {Ally, M. and Tsinakos, A.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YMPGU356}, } @book{crompton_iste_2017, title = {{ISTE} {Standards} for {Educators}}, publisher = {International Society for Technology in Education}, author = {Crompton, Helen}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6UYYM57G 2405685:UAK8E9CE}, keywords = {\_\_\_working\_potential\_duplicate}, } @inproceedings{cristol_innovative_2019, title = {Innovative {Delivery} of {Education} in {Bangladesh} {Using} {Mobile} {Technology}}, url = {https://www.learntechlib.org/p/210599/}, abstract = {Given the increasing use and accessibility of mobile technology, a pilot study, “Innovative Delivery of Education in Bangladesh Using Mobile Technology” was carried out using mobile learning devices to both increase and enrich the delivery of educational services in a remote Bangladesh district. The APTUS system was used to allow learners’ connection to digital learning platforms and content without electricity or internet access. The researchers maintained that mobile learning associated with Project Based Learning can effect student learning in five ways: (1) contingent learning, changing...}, language = {en}, urldate = {2022-10-26}, author = {Cristol, Dean and Al-Sabbagh, Samah and Abdulbaki, Anwar and Majareh, Maryam and Tuhin, Salah Uddin and Gimbert, Belinda}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4FSQZLHQ 2405685:2CUIABK2}, pages = {37--45}, } @inproceedings{cristol_innovative_2019, title = {Innovative {Delivery} of {Education} in {Bangladesh} {Using} {Mobile} {Technology}}, abstract = {Given the increasing use and accessibility of mobile technology, a pilot study, “Innovative Delivery of Education in Bangladesh Using Mobile Technology” was carried out using mobile learning devices to both increase and enrich the delivery of educational services in a remote Bangladesh district. The APTUS system was used to allow learners’ connection to digital learning platforms and content without electricity or internet access. The researchers maintained that mobile learning associated with Project Based Learning can effect student learning in five ways: (1) contingent learning, changing experience students have by responding to the environment; (2) situated learning, in which learning occurs in the conditions applicable to the learning; (3) authentic learning connected to immediate learning goals; (4) context-aware learning, in which the environment and history affect learning; and (5) personalized learning. The results from this pilot research study provides evidence of the students achievement growth overtime and motivated to learn higher-order thinking technology enhanced skills when practical applications are supplemented with technology tools such as tablets. Students reported a heightened interest in science as a result of the project. Teachers maintained that their teaching skills were enhanced by the project and able to apply practical applications to teach science rather than lecturing and rote learning. Parents attributed the project for their children being more motivated to learn science inside and outside of the classroom. The study appears to have a positive impact on the three groups of the participants and should be scaled up to benefit more learning communities, especially in remote areas of Bangladesh.}, language = {en}, author = {Cristol, Dean and Abdulbaki, Anwar and Tuhin, Salah Uddin and Al-Sabbagh, Samah and Majareh, Maryam and Gimbert, Belinda}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UXGNF73S 2405685:MVSQSM9B}, keywords = {⛔ No DOI found}, pages = {9}, } @techreport{cristia_technology_2012, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {Technology and child development: {Evidence} from the {One} {Laptop} {Per} {Child} {Program} [{IZA} {Discussion} {Paper} {No}. 6401]}, shorttitle = {Technology and {Child} {Development}}, url = {https://papers.ssrn.com/abstract=2025317}, abstract = {Although many countries are aggressively implementing the One Laptop per Child (OLPC) program, there is a lack of empirical evidence on its effects. This paper presents the impact of the first large-scale randomized evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate that the program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools. This expansion in access translated into substantial increases in use both at school and at home. No evidence is found of effects on enrollment and test scores in Math and Language. Some positive effects are found, however, in general cognitive skills as measured by Raven's Progressive Matrices, a verbal fluency test and a Coding test.}, language = {en}, number = {ID 2025317}, urldate = {2019-11-06}, institution = {Social Science Research Network}, author = {Cristia, Julian and Ibarraran, Pablo and Cueto, Santiago and Santiago, Ana and Severin, Eugenio}, month = mar, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H697XM5B 2405685:LP9YKN89}, keywords = {\_Source:Intuitive, education, experiments, technology}, } @article{cristia_technology_2012, title = {Technology and {Child} {Development}: {Evidence} from the {One} {Laptop} {Per} {Child} {Program} [{IDB} {Working} {Paper} {No}. {IDB}-{WP}-304]}, doi = {10.2139/ssrn.2032444}, language = {en}, author = {Cristia, Julián P and Ibarrarán, Pablo and Cueto, Santiago and Santiago, Ana and Severín, Eugenio}, month = apr, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2032444 10/ggf853 2339240:ZPH88FN8 2405685:2EZM2D4J 683578:TAE6LJIM}, keywords = {\_THEME: Curriculum and resources}, pages = {42}, } @techreport{crisp_it_2017, title = {It takes a village to raise a teacher: the {Learning} {Assistant} programme in {Sierra} {Leone}}, url = {http://oro.open.ac.uk/49603/1/Sierra%20Leone%20LA%20Research%20Report%20170517%20FINAL.PDF}, urldate = {2020-05-25}, author = {Crisp, Martin and Wolfenden, Freda}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I76Z2SKV}, } @book{creswell_designing_2011, address = {London}, edition = {2nd Edition}, title = {Designing and conducting mixed methods research}, publisher = {SAGE}, author = {Creswell, John and Plano Clark, Vicki}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RJTZ4YRF 2405685:JYHZ2A8P}, } @book{creswell_designing_2010, address = {Thousand Oaks}, edition = {2nd ed.}, title = {Designing and conducting mixed methods research}, isbn = {978-1-4129-9365-4}, url = {https://books.google.co.uk/books/about/Designing_and_Conducting_Mixed_Methods_R.html?id=6tYNo0UpEqkC&redir_esc=y}, abstract = {PREFACE; Chapter 1. The Nature of Mixed Methods Research; Chapter 2. The Foundations of Mixed Methods Research; Chapter 3. Choosing a Mixed Methods Research Design; Chapter 4. Examples of Mixed Methods Designs; Chapter 5. Introducing a Mixed Methods Study; Chapter 6. Collecting Data in Mixed Methods Research; Chapter 7. Analyzing and Interpreting Data in Mixed Methods Research; Chapter 8. Writing and Evaluating Mixed Methods Research; Chapter 9. Summary and Recommendations; Appendix A: An Example of the Convergent Parallel Design; Appendix B: An Example of the Explanatory Sequential Design; Appendix C: An Example of the Exploratory Sequential Design; Appendix D: An Example of the Embedded Design; Appendix E: An Example of the Transformative Design; Appendix F: An Example of the Multiphase Design; Appendix G. Glossary; References; Subject Index; Author Index; About the Authors; List of Tables; List of Figures;}, language = {eng}, urldate = {2022-05-31}, publisher = {SAGE Publications}, author = {Creswell, John W. and Plano Clark, Vicki L.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MJ9GH854 2405685:58HWXRSA}, keywords = {Evaluation, Methodology, Research, Social sciences}, } @book{creswell_designing_2010, address = {Thousand Oaks}, edition = {2nd ed.}, title = {Designing and conducting mixed methods research}, isbn = {978-1-4129-9365-4}, url = {https://books.google.co.uk/books/about/Designing_and_Conducting_Mixed_Methods_R.html?id=6tYNo0UpEqkC&redir_esc=y}, abstract = {PREFACE; Chapter 1. The Nature of Mixed Methods Research; Chapter 2. The Foundations of Mixed Methods Research; Chapter 3. Choosing a Mixed Methods Research Design; Chapter 4. Examples of Mixed Methods Designs; Chapter 5. Introducing a Mixed Methods Study; Chapter 6. Collecting Data in Mixed Methods Research; Chapter 7. Analyzing and Interpreting Data in Mixed Methods Research; Chapter 8. Writing and Evaluating Mixed Methods Research; Chapter 9. Summary and Recommendations; Appendix A: An Example of the Convergent Parallel Design; Appendix B: An Example of the Explanatory Sequential Design; Appendix C: An Example of the Exploratory Sequential Design; Appendix D: An Example of the Embedded Design; Appendix E: An Example of the Transformative Design; Appendix F: An Example of the Multiphase Design; Appendix G. Glossary; References; Subject Index; Author Index; About the Authors; List of Tables; List of Figures;}, language = {eng}, urldate = {2022-05-31}, publisher = {SAGE Publications}, author = {Creswell, John W. and Plano Clark, Vicki L.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MJ9GH854 2405685:58HWXRSA}, keywords = {Evaluation, Methodology, Research, Social sciences}, } @book{creswell_concise_2014, title = {A concise introduction to mixed methods research}, url = {https://www.google.co.uk/books/edition/A_Concise_Introduction_to_Mixed_Methods/XQPbwAEACAAJ?hl=en}, language = {en}, urldate = {2021-11-09}, publisher = {SAGE Publications}, author = {Creswell, John W.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZJGY64YI 2405685:23B2BHKA}, } @book{creswell_qualitative_2013, title = {Qualitative {Inquiry} and {Research} {Design}: {Choosing} {Among} {Five} {Approaches}}, abstract = {Civil rights rhetoric has been central to the debate over U.S. immigration policy since at least the 1960s. A coalition of interest groups, including churches, ethnic organizations, civil rights groups, and employer associations has played a fundamental role in advancing civil rights norms in the immigration arena. The growing importance of civil rights rhetoric in the debate over U.S. immigration policy, DeLaet asserts, helps to explain the liberalization of U.S. immigration policy in spite of growing evidence that the public opposition to immigration has grown during the same period. In turn, the liberalization of U.S. immigration policy has contributed to rising numbers of both legal and illegal immigrants. Thus, high levels of immigration reflect the basic provisions of current U.S. immigration policy, rather than a loss of governmental control. Many analysts have suggested that the immigration policy reforms passed by Congress in 1996 marked the beginning of a new era of restrictionism. However, as DeLaet illustrates, the new restrictions adopted in 1996 contain many of the same loopholes as previous legislation, indicating the coalition of interest groups supporting immigration still pose a significant obstacle to efforts to restrict immigration.}, author = {Creswell, John W.}, year = {2013}, note = {Google-Books-ID: Ykruxor10cYC KerkoCite.ItemAlsoKnownAs: 2339240:H49ACLEI 2405685:XAH8M47G}, keywords = {Social Science / Research}, } @book{creswell_research_2013, title = {Research design: {Qualitative}, quantitative, and mixed methods approaches}, shorttitle = {Research design}, url = {https://books.google.co.uk/books?hl=en&lr=&id=EbogAQAAQBAJ&oi=fnd&pg=PR1&dq=Creswell,+J.+W.+(2013).+Research+design:+Qualitative,+quantitative,+and+mixed+methods+approaches.+Sage+publications.&ots=cahMvRMvy7&sig=fFkqT9Wdxv5ynFtKsR_x5I-ibHQ}, urldate = {2016-09-01}, publisher = {Sage publications}, author = {Creswell, John W.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2317526:XSDAVWUD 2339240:AEI4HQT3 2405685:Z8HN9VZI UA-bb5c0afe-682c-4bd9-aca1-669ecb7d5b34}, keywords = {CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:PhD\_Thesis, InterviewMethodology, \_THEME: Education management}, } @techreport{cresswell_system-level_2016, title = {System-level assessment and educational policy {\textbar} {Unesco} {IIEP} {Learning} {Portal}}, url = {https://learningportal.iiep.unesco.org/en/library/system-level-assessment-and-educational-policy}, urldate = {2022-08-25}, institution = {Australian Council for Educational Research}, author = {Cresswell, John}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2937U5L7 2405685:ZBB9FHFG}, } @misc{crawfurd_does_2019, title = {Does {Education} {Need} a {QALY} and {Is} {LAYS} {It}?}, url = {https://www.cgdev.org/blog/does-education-need-qaly-and-lays-it}, language = {en}, urldate = {2021-05-20}, journal = {Center For Global Development}, author = {Crawfurd, Lee and Hares, Susannah and Le Nestour, Alexis and Rossiter, Jack}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HEH7E87J 2405685:YR4DSMZM}, } @techreport{craig_valters_theories_2014, title = {Theories of {Change} in {International} {Development}: {Communication}, {Learning}, or {Accountability}?}, url = {http://www.lse.ac.uk/internationalDevelopment/research/JSRP/downloads/JSRP17.Valters.pdf}, urldate = {2019-04-03}, author = {{Craig Valters}}, month = aug, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2281034:IQABMJRF 2405685:PZ42WCEB 2447227:3JH8VATA}, } @techreport{cpdi_policy_2018, title = {Policy {Paper} on {Punjab} {Provincial} {Finance} {Commission} ({PFC}) {Award}}, url = {https://www.cpdi-pakistan.org/wp-content/uploads/2019/02/Policy-Paper-Punjab-PFC-Award.pdf}, urldate = {2023-05-12}, author = {{CPDI}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PWFFNEVU 2405685:U3BPCIUJ 4656463:JVRVIG8W 5055029:VFWN9VV3}, } @techreport{coventry_university_abracadabra_2019, title = {Abracadabra ({ABRA})}, url = {https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/project/?id=187&t=EEF%20Projects&e=187&s=}, abstract = {Project: Abracadabra (ABRA), An online reading programme to improve early literacy}, language = {en}, urldate = {2020-06-29}, institution = {Education Endowment Foundation}, author = {{Coventry University}}, month = nov, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:VUPTIFAH}, } @article{courtois_student_2014, title = {Student acceptance of tablet devices in secondary education: {A} three-wave longitudinal cross-lagged case study}, volume = {35}, doi = {10.1016/j.chb.2014.03.017}, journal = {Computers in Human Behavior}, author = {Courtois, Cédric and Montrieux, Hannelore and De Grove, Frederik and Raes, Annelies and De Marez, Lieven and Schellens, Tammy}, year = {2014}, note = {00000 shortDOI: 10/f5528j KerkoCite.ItemAlsoKnownAs: 10/f5528j 2129771:7GI2HKMA 2405685:HALABZTM}, pages = {278--286}, } @techreport{cortes_too_2018, title = {Too little or too much? {Actionable} advice in an early-childhood text messaging experiment}, shorttitle = {Too little or too much?}, url = {https://www.nber.org/papers/w24827.pdf}, abstract = {Text-message based parenting programs have proven successful in improving parental engagement and preschoolers’ literacy development. The tested programs have provided a combination of (a) general information about important literacy skills, (b) actionable advice (i.e.,specific examples of such activities), and (c) encouragement. The regularity of the texts – each week throughout the school year – also provided nudges to focus parents’ attention on their children. This study seeks to identify mechanisms of the overall effect of such programs. It investigates whether the actionable advice alone drives previous study’s results and whether additional texts of actionable advice improve program effectiveness. The findings provide evidence that text messaging programs can supply too little or too much information. A single text per week is not as effective at improving parenting practices as a set of three texts that also include information and encouragement, but a set of five texts with additional actionable advice is also not as effective as the three-text approach. The results on children’s literacy development depend strongly on the child’s pre-intervention literacy skills. For children in the lowest quarter of the pre-treatment literacy assessments, only providing one example of an activity decreases literacy scores by 0.15 standard deviations relative to the original intervention. Literacy scores of children in higher quarters are marginally higher with only one tip per week. We find no positive effects of increasing to five texts per week.}, language = {EN}, number = {w24827}, urldate = {2020-05-03}, institution = {National Bureau of Economic Research}, author = {Cortes, Kalena and Fricke, Hans and Loeb, Susanna and Song, David}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w24827 2339240:9CSWFM66 2405685:6R2T8MU5 2405685:76A6BBRX}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{cormack_data_2016, title = {A {Data} {Protection} {Framework} for {Learning} {Analytics}}, volume = {3}, issn = {1929-7750}, url = {https://learning-analytics.info/index.php/JLA/article/view/4554}, doi = {10.18608/jla.2016.31.6}, abstract = {Most studies on the use of digital student data adopt an ethical framework derived from human-subject research, based on the informed consent of the experimental subject. However, consent gives universities little guidance on using learning analytics as a routine part of educational provision: which purposes are legitimate and which analyses involve an unacceptable risk of harm. Obtaining consent when students join a course will not give them meaningful control over their personal data three or more years later. Relying on consent may exclude those most likely to benefit from early intervention. This paper proposes a new framework based on the approach used in data protection law. Separating the processes of analysis (pattern-finding) and intervention (pattern-matching) gives students and staff continuing protection from inadvertent harm during data analysis. Students have a fully informed choice whether or not to accept individual interventions. Organizations obtain clear guidance: how to conduct analysis, which analyses should not proceed, and when and how interventions should be offered. The framework provides formal support for practices already being adopted and helps with several open questions in learning analytics, including its application to small groups and alumni, automated processing, and privacy-sensitive data.}, language = {en}, number = {1}, urldate = {2021-02-08}, journal = {Journal of Learning Analytics}, author = {Cormack, Andrew Nicholas}, month = apr, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.18608/jla.2016.31.6 2339240:GP98CEKP 2405685:MXJ5A83W}, } @article{cordon_system_2013, title = {System {Theories}: {An} {Overview} of {Various} {System} {Theories} and {Its} {Application} in {Healthcare}}, volume = {2}, copyright = {http://creativecommons.org/licenses/by/2.0/}, shorttitle = {System {Theories}}, url = {Throughout the course of human evolution, humans have been solving complex problems. In this paper, various system theories such as General Systems Theory, Chaos Theory, Complex-Adaptive Systems, and Integral Theory are described and discussed within the context of the human body. Different systems of varying context, such as: (1) when facilitating sustainable changes in organizations; (2) when promoting the unification of health care teams to enhance patient care; and (3) when explaining treatment principles in oncology, are also described and discussed in this paper, using systems theory as a framework. Systems theory has many applications, not only in leadership and organization, but also in oncology. Leaders need to be systems thinkers in order to facilitate sustainable change in their organizations.}, abstract = {Throughout the course of human evolution, humans have been solving complex problems. In this paper, various system theories such as General Systems Theory, Chaos Theory, Complex-Adaptive Systems, and Integral Theory are described and discussed within the context of the human body. Different systems of varying context, such as: (1) when facilitating sustainable changes in organizations; (2) when promoting the unification of health care teams to enhance patient care; and (3) when explaining treatment principles in oncology, are also described and discussed in this paper, using systems theory as a framework. Systems theory has many applications, not only in leadership and organization, but also in oncology. Leaders need to be systems thinkers in order to facilitate sustainable change in their organizations.}, language = {en}, number = {1}, urldate = {2020-12-22}, journal = {American Journal of Systems Science}, author = {Cordon, Charissa P.}, year = {2013}, note = {Publisher: Scientific \& Academic Publishing KerkoCite.ItemAlsoKnownAs: 2339240:TCH3DQVY 2405685:ZPHEKP5H}, keywords = {⛔ No DOI found}, pages = {13--22}, } @techreport{cordingley_developing_2015, title = {Developing {Great} {Teaching}: {Lessons} from the international reviews into effective professional development}, url = {https://tdtrust.org/wp-content/uploads/2015/10/DGT-Full-report.pdf}, institution = {Teacher Development Trust}, author = {Cordingley, Philippa and Higgins, Steve and Coe, Rob and Greany, Toby and Buckler, N. and Coles-Jordan, D. and Crisp, B. and Saunders, L.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UQJ8GNC7 2405685:4CD9B9MI 2405685:LLH3AAD5 2534378:BF6I8W9B}, keywords = {C:England / International, \_\_\_working\_potential\_duplicate}, } @techreport{cordingley_developing_2015, title = {Developing great teaching: lessons from the international reviews into effective professional development}, url = {https://tdtrust.org/wp-content/uploads/2015/10/DGT-Full-report.pdf}, institution = {Teacher Development Trust}, author = {Cordingley, P and Higgins, S and Greany, T and Buckler, N and Coles-Jordan, D and Crisp, B and Saunders, L and Coe, R}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VRGQHSQ6 2405685:P7V7CHIN}, } @misc{cookman_18th_2010, title = {The 18th {Amendment} and {Pakistan}’s {Political} {Transitions}}, url = {https://www.americanprogress.org/issues/security/news/2010/04/19/7587/the-18th-amendment-and-pakistans-political-transitions/}, abstract = {The passage of Pakistan’s 18th amendment to its constitution could mark a shift to a more representative federal system, writes Colin Cookman.}, language = {en-US}, urldate = {2020-07-21}, journal = {Center for American Progress}, author = {Cookman, Colin}, month = apr, year = {2010}, note = {Library Catalog: www.americanprogress.org KerkoCite.ItemAlsoKnownAs: 2339240:H7LHVCWZ 2405685:FRU6GRD7 2405685:LTPLGRV2}, } @article{contreras_fuzzy_2016, title = {Fuzzy {Boundaries} {Between} {Post}-{Disaster} {Phases}: {The} {Case} of {L}’{Aquila}, {Italy}}, volume = {7}, issn = {2192-6395}, shorttitle = {Fuzzy {Boundaries} {Between} {Post}-{Disaster} {Phases}}, url = {https://doi.org/10.1007/s13753-016-0095-4}, doi = {10.1007/s13753-016-0095-4}, abstract = {A number of indices have been developed for measuring vulnerability to disasters, but little attention has been paid to recovery indices. Post-disaster periods are usually divided into four phases. The terms established by the United Nations Development Programme for post-disaster phases—relief, early recovery, recovery, and development—are used in this article. This research examines the hypothesis that the boundaries between post-disaster recovery phases are fuzzy and should be defined by the progress achieved in the recovery process, rather than by the amount of time elapsed since the event. The methodology employed involved four steps: fieldwork, mapping, identification of indicators, and assessment. The case study area was the city of L’Aquila in the Abruzzo region of central Italy, which was struck by an earthquake in April 2009. For each phase of the recovery process in L’Aquila a score was calculated based on the progress observed in 2016, 7 years after the earthquake. The highest score went to the early recovery phase (14 points), followed by the recovery phase (13 points), the development phase (12 points), and the relief phase (4 points). The results demonstrate the possibility of defining post-disaster recovery phases in an affected area based on measuring achievements through indicators rather than defining recovery phases in terms of elapsed time after a disaster.}, language = {en}, number = {3}, urldate = {2023-03-10}, journal = {International Journal of Disaster Risk Science}, author = {Contreras, Diana}, month = sep, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s13753-016-0095-4 2339240:T6CY76IU 2405685:KA8GKPV7}, keywords = {Disaster recovery, Earthquakes, Geographical information system (GIS), L’Aquila, Post-disaster phases, Spatial indicators}, pages = {277--292}, } @misc{consortium_for_school_networking_smartit_2016, title = {{SmartIT}: {Total} {Cost} of {Ownership} {Assessment}}, url = {https://www.cosn.org/tco}, urldate = {2021-05-20}, author = {Consortium for School Networking}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JD9MQENJ 2405685:FVTSMWDW}, } @incollection{conole_7cs_2015, title = {The {7Cs} of learning design}, booktitle = {Learning {Design}}, publisher = {Routledge}, author = {Conole, Gráinne}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2NSI7HAR}, pages = {129--157}, } @article{connolly_trials_2018, title = {The trials of evidence-based practice in education: a systematic review of randomised controlled trials in education research 1980–2016}, volume = {60}, issn = {0013-1881}, shorttitle = {The trials of evidence-based practice in education}, url = {https://doi.org/10.1080/00131881.2018.1493353}, doi = {10.1080/00131881.2018.1493353}, abstract = {Background: The use of randomised controlled trials (RCTs) in education has increased significantly over the last 15 years. However, their use has also been subject to sustained and rather trenchant criticism from significant sections of the education research community. Key criticisms have included the claims that: it is not possible to undertake RCTs in education; RCTs are blunt research designs that ignore context and experience; RCTs tend to generate simplistic universal laws of ‘cause and effect’; and that they are inherently descriptive and contribute little to theory.Purpose: This article seeks to assess the above four criticisms of RCTs by considering the actual evidence in relation to the use of RCTs in education in practice.Design and methods: The article is based upon a systematic review that has sought to identify and describe all RCTs conducted in educational settings and including a focus on educational outcomes between 1980 and 2016. The search is limited to articles and reports published in English.Results: The systematic review found a total of 1017 unique RCTs that have been completed and reported between 1980 and 2016. Just over three quarters of these have been produced over the last 10 years, reflecting the significant increase in the use of RCTs in recent years. Overall, just over half of all RCTs identified were conducted in North America and a little under a third in Europe. The RCTs cover a wide range of educational settings and focus on an equally wide range of educational interventions and outcomes. The findings not only disprove the claim that it is not possible to do RCTs in education but also provide some supporting evidence to challenge the other three key criticisms outlined earlier.Conclusions: While providing evidence to counter the four criticisms outlined earlier, the article suggests that there remains significant progress to be made. The article concludes by outlining some key challenges for researchers undertaking RCTs in education.}, number = {3}, urldate = {2022-12-07}, journal = {Educational Research}, author = {Connolly, Paul and Keenan, Ciara and Urbanska, Karolina}, month = jul, year = {2018}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00131881.2018.1493353 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2018.1493353 2339240:IGPCB9G7 2405685:2CVG8HCS}, keywords = {Correction, RCT, Systematic reviews, context, education, educational settings, theory}, pages = {276--291}, } @book{connolly_using_2017, series = {{BERA}/{SAGE} {Research} {Methods} in {Education}}, title = {Using {Randomised} {Controlled} {Trials} in {Education}}, url = {https://uk.sagepub.com/en-gb/eur/using-randomised-controlled-trials-in-education/book243420}, language = {en-gb}, urldate = {2019-11-05}, publisher = {SAGE Publications Limited}, author = {Connolly, Paul and Biggart, Andy and Miller, Sarah and O'Hare, Liam and Thurston, Allen}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U7JPSH6B 2405685:6ER6F5U6}, } @techreport{connal_evaluation_2018, title = {Evaluation of the {Global} {Partnership} for {Education} ({GPE}) – {Literacy} and {Numeracy} {Education} {Support} ({LANES}) program in {Tanzania} (2014–2018)}, url = {https://www.globalpartnership.org/sites/default/files/2019-04-sida-evaluation-tanzania-lanes-program.pdf}, urldate = {2021-01-30}, institution = {Global Partnership for Education (GPE)}, author = {Connal, Criana and Strath, Annelie and Dihenga, Khalid}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7NCCCT65 2405685:ZQUC7ZNS}, } @techreport{conceicao_human_2019, title = {Human development report 2019: beyond income, beyond averages, beyond today: inequalities in human development in the 21st century}, shorttitle = {Human development report 2019}, url = {http://hdr.undp.org/sites/default/files/hdr2019.pdf}, language = {en}, author = {Conceição, Pedro and {United Nations Development Programme}}, year = {2019}, note = {OCLC: 1130905759 KerkoCite.ItemAlsoKnownAs: 2339240:EFRSRANV 2405685:SNQDEQWB 2405685:VXDMBKGS}, } @misc{communications_authority_of_kenya_second_2019, title = {Second {Quarter} {Statistics} {Report} for the {Financial} {Year} 2019/2020}, url = {https://ca.go.ke/wp-content/uploads/2020/03/Sector-Statistics-Report-Q2-2019-2020-1.pdf}, urldate = {2020-07-01}, author = {Communications Authority of Kenya}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:3QABM8GW}, } @article{commonwealth_of_learning_open_2017, title = {Open {Schooling}: {Addressing} the {Challenge} of {Out}-of-{School} {Youth}}, copyright = {https://creativecommons.org/licenses/by-sa/4.0/}, shorttitle = {Open {Schooling}}, url = {http://oasis.col.org/handle/11599/2721}, abstract = {Goal 4 of the Sustainable Development Goals aims to ensure inclusive and quality education for all and promote lifelong learning. One target is to ensure that all girls and boys complete free, equitable and quality primary and secondary education by 2030. Yet, this is impossible to achieve within present mainstream education systems. A new way of thinking about schooling is required. // Open Schooling is a model to address this problem without having a disruptive effect on mainstream schooling – a symbiotic relationship, where both systems can benefit from another, is possible. // A multidimensional approach is required. Part of the solution is to improve teaching and learning in conventional schools in order to decrease dropout and increase throughput, while also providing access to quality learning opportunities to out-of-school youth through innovative open schooling. Open schooling}, language = {en}, urldate = {2020-07-21}, author = {{Commonwealth of Learning}}, month = mar, year = {2017}, note = {Accepted: 2017-03-28T21:32:23Z Publisher: Commonwealth of Learning (COL) KerkoCite.ItemAlsoKnownAs: 2339240:H7D8S5HN 2405685:NKWVVEW4}, } @techreport{commonwealth_of_learning_reaching_2017, title = {Reaching the {Unreached} through {Open} and {Distance} {Learning} ({ODL}) in {Bangladesh}, {India} and {Pakistan}: {Final} {Report}}, url = {http://oasis.col.org/handle/11599/2757}, institution = {Commonwealth of Learning}, author = {Commonwealth of Learning}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L7RZVSRD 2405685:PXY96GW4}, } @misc{comings_assessing_2018, title = {Assessing the {Impacts} of {Literacy} {Learning} {Games} for {Syrian} {Refugee} {Children}: {An} executive overview of {Antura} and the {Letters} and {Feed} the {Monster} {Impact} {Evaluations}}, shorttitle = {Assessing the {Impacts} of {Literacy} {Learning} {Games} for {Syrian} {Refugee} {Children}}, url = {https://resourcecentre.savethechildren.net/node/13365/pdf/eduapp4syria-ie-summary-2018.pdf}, language = {en}, urldate = {2020-04-29}, journal = {Resource Centre}, author = {Comings, J}, year = {2018}, note = {Library Catalog: resourcecentre.savethechildren.net KerkoCite.ItemAlsoKnownAs: 2339240:5LHG7PS3 2405685:FVNNLQD4}, keywords = {RER theme\_pedagogies and modalities}, } @incollection{colman_corsi_2015, title = {Corsi blocks}, isbn = {978-0-19-965768-1}, url = {https://www.oxfordreference.com/view/10.1093/acref/9780199657681.001.0001/acref-9780199657681-e-9316}, abstract = {A popular test of *short-term memory and *spatial ability based on a set of nine wooden blocks, arranged}, language = {en}, urldate = {2019-12-09}, booktitle = {A {Dictionary} of {Psychology}}, publisher = {Oxford University Press}, author = {Colman, Andrew M.}, month = may, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6KPHZ7NQ 2405685:GTXC8Z4A}, } @article{collingridge_primer_2013, title = {A {Primer} on {Quantitized} {Data} {Analysis} and {Permutation} {Testing}}, volume = {7}, doi = {10.1177/1558689812454457}, number = {1}, journal = {Journal of Mixed Methods Research}, author = {Collingridge, Dave S.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1558689812454457 2339240:MYXDT4X7 2405685:DSZVWWJP}, pages = {81--97}, } @article{coles_using_2013, title = {Using video for professional development: the role of the discussion facilitator}, volume = {16}, issn = {1386-4416, 1573-1820}, shorttitle = {Using video for professional development}, url = {http://link.springer.com/10.1007/s10857-012-9225-0}, doi = {10.1007/s10857-012-9225-0}, abstract = {Past research into the use of video for professional development has failed to problematise or theorise sufficiently the role of the discussion facilitator. It has been reported consistently that it can be hard or take time to establish norms for discussion of video but little has been said about reasons why, or the role of the discussion facilitator. As a starting point in this area, I suggest fives aspects or decision points in the role of the facilitator. Two aspects are taken from the literature and the others are drawn from empirical data, collected as part of an enactivist study into the use of video in one secondary school. At the school, teachers commented on finding video watching in a group more useful than lesson observation, with no evidence of this taking time to develop. I offer speculations, based on enactivist category theory, as to why the use of video in this school is effective. Having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories (and, by implication, the others). I conclude that the role of the facilitator cannot be separated from a consideration of the historical context in which discussion takes place.}, language = {en}, number = {3}, urldate = {2020-09-28}, journal = {Journal of Mathematics Teacher Education}, author = {Coles, Alf}, month = jun, year = {2013}, note = {shortDOI: 10/gf7gq6 KerkoCite.ItemAlsoKnownAs: 10/gf7gq6 2405685:GIYVKDIG 2534378:DGNEMY2J}, pages = {165--184}, } @misc{cognizant_blockchain_2019, title = {Blockchain {Goes} to {School}}, url = {https://www.cognizant.com/us/en/whitepapers/documents/blockchain-goes-to-school-codex3775.pdf}, author = {Cognizant}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HRWJ4MFX 2405685:RDV6F68H}, } @article{coffie_transforming_2019, title = {Transforming {Teacher} {Education} and {Learning} in {Ghana}: {The} {Impact} of a {Continuous} {Professional} {Development} on {Physics} {Teaching} at the {Colleges} of {Education}}, volume = {6}, abstract = {The colleges of education in Ghana have been involved in a continuous professional development for over four years with support of Transforming Teacher Education and Learning (T-TEL). The main purpose of this research was to assess the perceived impact of the continuous professional programme on physics teaching at the colleges of education. Descriptive cross sectional survey was used for the study. An online survey was conducted which was completed by 85 physics tutors. The survey data were analysed using means and standard deviations and ANOVA. It was found that the professional development is perceived by the physics tutors to have great impact on their teaching practice. It was also found out that there was no statistical significant difference in the perceived impact of the professional development based on tutors’ experience. It was concluded that if the student teachers who are being trained by these tutors will learn these ideas from their tutors and practice them, teaching at the basic schools will be more interactive, students-centered and gender responsive.}, language = {en}, number = {7}, journal = {International journal of Research and Scientific Innovation}, author = {Coffie, Isaac Sonful}, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:IPJBNU3S}, keywords = {⛔ No DOI found}, } @techreport{coffey_international_endline_2017, title = {Endline {Evaluation} {Report} {Step} {Change} {Window}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/700963/Endline-report-Girls-Education-Challenge-Step-Change-Window.pdf}, urldate = {2021-05-21}, institution = {Coffey International Development LTD}, author = {{Coffey International}}, month = dec, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PCGTYYT9 2534379:PTFM2Z5J}, } @techreport{coffey_international_process_2016, title = {Process {Evaluation} {Report} 2016: {Evaluation} {Services} {Provider} for the {Pakistan} {Innovation} {Fund} {Phase} {II}}, url = {https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/701020/Pakistan-Innovation-Fund-Phase-2.pdf}, language = {en}, author = {Coffey International}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:73YN4MSN 2405685:6R7GGHTD}, } @techreport{coe_great_2019, title = {Great {Teaching} {Toolkit}: {Evidence} {Review}}, url = {https://assets.website-files.com/5ee28729f7b4a5fa99bef2b3/5ee9f507021911ae35ac6c4d_EBE_GTT_EVIDENCE%20REVIEW_DIGITAL.pdf}, urldate = {2020-08-11}, institution = {Evidence Based Education}, author = {Coe, Rob and Rauch, C.J. and Kime, Stuart and Singleton, Dan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:4IL87MTM}, keywords = {C:England/International}, } @article{coban_evaluation_2016, title = {The evaluation of "technological pedagogical content knowledge based argumentation practices" training for science teachers}, volume = {41}, issn = {13001337}, url = {https://www.researchgate.net/publication/312418051_The_Evaluation_of_Technological_Pedagogical_Content_Knowledge_based_Argumentation_Practices_Training_for_Science_Teachers}, doi = {10.15390/EB.2016.6615}, abstract = {In science education, creating learning environments supported with technology and students' use of theory-evidence coordination when expressing their ideas is emphasized regarding the development of students' scientific reasoning, critical thinking, decision making skills, and etc. In this process, great responsibilities are fallen to teachers as planner and designer of a learning environment. In this study, it is aimed to assess the training which aims the development of science teachers' technological pedagogical content knowledge (TPACK) through argumentation practices. In this context; this study evaluated the science teachers' argumentation skills, self-efficacy perceptions towards TPACK and the teachers' views about the training. 37 science teachers working at different cities in Turkey participated in the one group pre-test post-test experimental training study, which was lasted 54 hours during a week. The training is composed of both hand and minds on argumentation practices based on TPACK. The participants joined different activities such as collaborative group works, drama, modeling, thematic games, art activities, problem-based learning, field trips, observation and workshops. In the study, Argumentation Test, TPACK Self-Efficacy Belief Scale were used as data collection tools. At the end of the training written views of science teachers towards activities were taken. In the light of the findings, this training was effective on the participants' self-efficacy levels towards technological pedagogical content knowledge. Moreover, this training resulted in a positive change in the participants' views about how a statement could be accepted as an argument. However, the increase in scores of argumentation skills was not significant. Additionally almost all of the participants stated that they found the activities useful and can use in their classes. By considering these results, some suggestions were given.}, language = {English}, number = {188}, journal = {Egitim ve Bilim}, author = {Çoban, Gül Ünal and Akpinar, Ercan and Baran, Bahar and Saglam, Merve Kocagül and Özcan, Erkan and Kahyaoglu, Yasemin}, year = {2016}, note = {Place: Ankara Publisher: Turk Egitim Dernegi Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871595467?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.15390/EB.2016.6615 2339240:E9JW57H6 2405685:V9ACJE9V 2534378:T4XZE24B 2534378:V7KCNHFG}, keywords = {Argumentation, Education, Professional development, Science teachers, Technological pedagogical content knowledge, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097466, \_\_finaldtb}, } @misc{coaction_learning_lab_framework_2019, title = {{FRAMEWORK} {FOR} {STAKEHOLDER} {INCLUSION} {IN} {THE} {TECHNOLOGY} {PLANNING} {PROCESS}}, url = {https://coaction.psu.edu/inclusion-framework/}, journal = {Penn State COACTION LEARNING LAB}, author = {CoAction Learning Lab}, year = {2019}, note = {zotzenLib.CopiedFrom: 2339240:7JSJ8J8R KerkoCite.ItemAlsoKnownAs: 2339240:7JSJ8J8R 2405685:T8SP8NAM}, } @article{clist_payment_2019, title = {Payment by results in international development: {Evidence} from the first decade}, volume = {37}, issn = {0950-6764, 1467-7679}, shorttitle = {Payment by results in international development}, url = {https://onlinelibrary.wiley.com/doi/10.1111/dpr.12405}, doi = {10.1111/dpr.12405}, abstract = {Donors would be sensible to limit themselves to either ‘small PbR’ (where the costs of PbR are minimised) or genuine ‘big PbR’ (where projects seek to maximise PBR’s benefits). The current evidence shows that projects outside these two categories are worse than traditional forms of aid. Evidence for ‘small PbR’ is mixed, while there is no evidence for ‘big PbR’ as it has yet to be tried.}, language = {en}, number = {6}, urldate = {2022-06-09}, journal = {Development Policy Review}, author = {Clist, Paul}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/dpr.12405 2339240:7FJCYSTU 2405685:XNFE2NTT 4656463:IMJ7GRVC}, pages = {719--734}, } @misc{cline_10_2018, title = {10 {Important} {Facts} {About} {Girls}' {Education} in {Somalia}}, url = {https://borgenproject.org/tag/literacy-in-somalia}, author = {Cline, Matthew}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GWI7YLXI 2405685:EI2YAW8S}, } @misc{clifton_staggering_2018, title = {'{Staggering}' trade in fake degrees revealed}, url = {https://www.bbc.co.uk/news/uk-42579634}, author = {Clifton, Helen and Chapman, Matthew and Cox, Simon}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IT5F2PZK 2405685:Y98LD7G9}, } @misc{clear_words_translations_localization_2017, title = {Localization \& {Translation} {Are} {Not} {The} {Same} - {But} {What}'s {The} {Difference}?}, url = {http://clearwordstranslations.com/difference-localization-translation/}, abstract = {If you're wondering what the difference is between localization and translation, check out this article before you start going global.}, language = {de-DE}, urldate = {2020-06-08}, journal = {Clear Words Translations}, author = {Clear words translations}, month = dec, year = {2017}, note = {Library Catalog: clearwordstranslations.com EdTechHub.ItemAlsoKnownAs: 2405685:ZTFVGY6P}, } @misc{clear_global_language_2019, title = {Language data for {Nigeria}}, url = {https://clearglobal.org/language-data-for-nigeria/}, abstract = {Find information about languages in Nigeria, thanks to our language data, including interactive and static language maps for Nigeria.}, language = {en-US}, urldate = {2023-02-10}, author = {{CLEAR Global}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XYMKEPWU 4042040:JHQCMKE9}, } @misc{clarke_fake_2017, title = {Fake degrees: the secret industry damaging so many employers}, url = {https://www.agencycentral.co.uk/articles/2017-04/why-fake-degrees-are-destroying-recruitment.htm}, author = {Clarke, Jon}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PSWW5GB3 2405685:FBXMTUJZ}, } @article{clarke-midura_assessment_2010, title = {Assessment, technology, and change}, volume = {42}, doi = {10.1080/15391523.2010.10782553}, number = {3}, journal = {Journal of Research on Technology in Education}, author = {Clarke-Midura, Jody and Dede, Chris}, year = {2010}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2010.10782553 2339240:CPXR4MNB 2405685:QM5ZHDJQ}, pages = {309--328}, } @article{clark-wilson_scaling_2015, title = {Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices}, volume = {47}, shorttitle = {Scaling a technology-based innovation}, doi = {10.1007/s11858-014-0635-6}, number = {1}, journal = {ZDM}, author = {Clark-Wilson, Alison and Hoyles, Celia and Noss, Richard and Vahey, Phil and Roschelle, Jeremy}, year = {2015}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-014-0635-6 2339240:9PSESTIX 2405685:4QKXAEPX}, pages = {79--92}, } @techreport{cite_comprehensive_initiative_on_technology_education_framework_2018, address = {Cambridge, Massachusetts}, title = {A framework for evaluating appropriateness of educational technology use in global development programs}, url = {https://www.edu-links.org/sites/default/files/media/file/A%20FRAMEWORK%20FOR%20EVALUATING%20APPROPRIATENESS.pdf}, institution = {Comprehensive Initiative on Technology Education (CITE), Massachusetts Institute of Technology (MIT)}, author = {CITE (Comprehensive Initiative on Technology Education)}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UKY5W649 2405685:FSFHRK83}, } @techreport{cilliers_can_2019, title = {Can public rankings improve school performance? {Evidence} from a nationwide reform in {Tanzania}}, shorttitle = {Can {Public} {Rankings} {Improve} {School} {Performance}?}, url = {https://www.riseprogramme.org/publications/rise-working-paper-19027-can-public-rankings-improve-school-performance-evidence}, urldate = {2021-02-11}, institution = {Research on Improving Systems of Education (RISE)}, author = {Cilliers, Jacobus and Mbiti, Isaac and Zeitlin, Andrew}, year = {2019}, doi = {10.35489/BSG-RISE-WP_2019/027}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2019/027 2339240:8NZV7LWT 2405685:PDZ4MDGU}, } @techreport{cilliers_can_2019, type = {{RISE} {Working} {Paper} {Series}. 19/027}, title = {Can {Public} {Rankings} {Improve} {School} {Performance}? {Evidence} from a {Nationwide} {Reform} in {Tanzania}}, shorttitle = {Can {Public} {Rankings} {Improve} {School} {Performance}?}, url = {https://doi.org/10.35489/BSG-RISE-WP_2019/027}, language = {en}, urldate = {2022-04-07}, author = {Cilliers, Jacobus and Mbiti, Isaac and Zeitlin, Andrew}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BKU3WJ9A 2405685:A72EGY39 4656463:UPYF75H3}, } @techreport{cilliers_can_2019, type = {{RISE} {Working} {Paper} {Series}. 19/027}, title = {Can {Public} {Rankings} {Improve} {School} {Performance}? {Evidence} from a {Nationwide} {Reform} in {Tanzania}}, shorttitle = {Can {Public} {Rankings} {Improve} {School} {Performance}?}, url = {https://doi.org/10.35489/BSG-RISE-WP_2019/027}, language = {en}, urldate = {2022-04-07}, author = {Cilliers, Jacobus and Mbiti, Isaac and Zeitlin, Andrew}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BKU3WJ9A 2405685:A72EGY39 4656463:UPYF75H3}, } @techreport{cilliers_can_2019, type = {{RISE} {Working} {Paper} {Series}. 19/027}, title = {Can {Public} {Rankings} {Improve} {School} {Performance}? {Evidence} from a {Nationwide} {Reform} in {Tanzania}}, shorttitle = {Can {Public} {Rankings} {Improve} {School} {Performance}?}, url = {https://doi.org/10.35489/BSG-RISE-WP_2019/027}, language = {en}, urldate = {2022-04-07}, author = {Cilliers, Jacobus and Mbiti, Isaac and Zeitlin, Andrew}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BKU3WJ9A 2405685:A72EGY39 4656463:UPYF75H3}, } @techreport{cilliers_how_2018, title = {How to {Improve} {Teaching} {Practice}? {Experimental} {Comparison} of {Centralized} {Training} and {In}-classroom {Coaching}}, shorttitle = {How to {Improve} {Teaching} {Practice}?}, url = {https://www.riseprogramme.org/publications/rise-working-paper-18024-how-improve-teaching-practice-experimental-comparison}, abstract = {We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the official literacy curriculum. Pupils exposed to two years of the program improved their reading proficiency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proficiency.}, language = {en}, urldate = {2020-05-16}, institution = {Research on Improving Systems of Education (RISE)}, author = {Cilliers, Jacobus and Fleisch, Brahm and Prinsloo, Cas and Taylor, Stephen}, month = sep, year = {2018}, doi = {10.35489/BSG-RISE-WP_2018/024}, note = {shortDOI: 10/ghgnff KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2018/024 10/ghgnff 2405685:WYIY3SSM}, keywords = {C: South Africa}, } @article{ciampa_learning_2014, title = {Learning in a mobile age: an investigation of student motivation: {Learning} in a mobile age}, volume = {30}, issn = {02664909}, shorttitle = {Learning in a mobile age}, url = {http://doi.wiley.com/10.1111/jcal.12036}, doi = {10.1111/jcal.12036}, language = {en}, number = {1}, urldate = {2014-04-08}, journal = {Journal of Computer Assisted Learning}, author = {Ciampa, K.}, year = {2014}, note = {shortDOI: 10/f5rf5t KerkoCite.ItemAlsoKnownAs: 10/f5rf5t 2129771:JTR4P68L 2405685:MRMCTDLX}, pages = {82--96}, } @article{chua_managing_2015, title = {Managing {School} {Internal} {Mechanisms} for {Performance} {Improvement} in {Secondary} {Education}: {Case} of {Six} {Secondary} {Schools} in {Eastern} {Zone} in {Tanzania}}, volume = {5}, shorttitle = {Managing {School} {Internal} {Mechanisms} for {Performance} {Improvement} in {Secondary} {Education}}, url = {https://cyberleninka.org/article/n/1360574}, doi = {10.1177/2158244015610172}, number = {4}, urldate = {2023-02-28}, journal = {SAGE Open}, author = {Chua, C. L. and Mosha, H. J.}, year = {2015}, note = {Number: 4 Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/2158244015610172 2339240:VUQAIBPJ 2405685:5YIWKPDK}, } @techreport{chrzanowski_open_2016, title = {Open {Data} {Readiness} {Assessment}: {Prepared} for the {Government} of {Sierra} {Leone}}, url = {https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf}, urldate = {2020-12-15}, institution = {World Bank Group; Open Aid Partnership}, author = {Chrzanowski, Pierre and Holm, Jeanne and Manley, Laura and Dodds, Elizabeth and Baker, Rob}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:83I8VUFY}, } @techreport{christina_expanding_2015, address = {Washington, DC}, title = {Expanding access to early childhood development using interactive audio instruction: {A} toolkit and guidelines for program design and implementation.}, url = {http://documents.worldbank.org/curated/en/743571468204574547/pdf/940100REVISED000ELP0WB0EDC0Feb02015.pdf}, urldate = {2020-01-31}, institution = {World Bank}, author = {Christina, Rachel and Louge, Nathalie}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YFQMYA4M 2405685:X5FH7F6E}, } @techreport{christensen_mooc_2013, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {The {MOOC} {Phenomenon}: {Who} {Takes} {Massive} {Open} {Online} {Courses} and {Why}?}, shorttitle = {The {MOOC} {Phenomenon}}, url = {https://papers.ssrn.com/abstract=2350964}, abstract = {Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. But there are no robust, published data that describe who is taking these courses and why they are doing so. As such, we do not yet know how transformative the MOOC phenomenon can or will be. We conducted an online survey of students enrolled in at least one of the University of Pennsylvania’s 32 MOOCs offed on the Coursera platform. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters.}, language = {en}, number = {ID 2350964}, urldate = {2020-09-15}, institution = {Social Science Research Network}, author = {Christensen, Gayle and Steinmetz, Andrew and Alcorn, Brandon and Bennett, Amy and Woods, Deirdre and Emanuel, Ezekiel}, month = nov, year = {2013}, doi = {10.2139/ssrn.2350964}, note = {shortDOI: 10/ghgngt KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2350964 10/ghgngt 2405685:52M7RSDL 2405685:UCFGTJGC}, keywords = {C: International, Distance Education, MOOCs, Massive Open Online Courses, Online Education}, } @article{chowdhury_localization_2011, title = {Localization of {Digital} {Content} for {Use} in {Secondary} {Schools} of {Bangladesh}}, url = {https://files.eric.ed.gov/fulltext/ED523765.pdf}, author = {Chowdhury, M. D. and Al-Mahmood, A and Bashar, M. A. and Ahmed, J. U.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XLFK5MLF 2405685:ZHXAJX88}, keywords = {⛔ No DOI found}, } @article{chowdhury_teacher_2012, title = {Teacher educators’ perspectives of the introduction of {ICT} in education in {Bangladesh}}, volume = {6}, number = {2}, journal = {Critical Literacy: Theories and Practices}, author = {Chowdhury, M}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:INLPU2EQ 2405685:72TSTWR5}, keywords = {⛔ No DOI found}, pages = {66--85}, } @techreport{choudhoury_poverty_2016, address = {Bangladesh, UK and Denmark}, title = {Poverty and violence in {Korail} slum in {Dhaka}}, url = {https://torturedocumentationproject.files.wordpress.com/2014/05/poverty-and-violence-in-korail-slum-in-dhaka.pdf}, urldate = {2021-10-25}, institution = {University of Dhaka Department of Peace and Conflict Studies, DIGNITY and University of Edinburgh Anthropology Department}, author = {Choudhoury, Zahid ul Arefin and Durrat, Fahima and Hussain, Maria and Alam, Mohammad Shaheenur and Andersen, Morten Koch}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4WWBJ9J9 2405685:MFAXWBP9}, } @article{chirwa_access_2018, title = {Access and use of internet in teaching and learning at two selected teachers’ colleges in {Tanzania}}, volume = {14}, abstract = {Recently, the application of Information and Communication Technologies (ICTs) is inevitable especially in improving education system. It is on the basis of this reality that this paper investigated access and use of Internet in teaching and learning in teachers’ colleges (TCs), basing on two selected colleges in Tanzania. The results indicate that the majority (83.2\%) of respondents used the Internet for academic purposes, 61.3\% used it for searching news and 50\% for communication, slightly more than a half (52\%) of the respondents were using Internet for games and entertainments while only (43\%) used it for social network. However, the frequency of using internet for academic purposes is not convincing as only 12.5\% of the respondents used it daily. There is also limited access to internet and ICT facilities in these teachers’ colleges in Tanzania. It is therefore, concluded that the parent ministry in co-operation with college principals should improve Internet access and use in TCs by ensuring that there is good access to ICT facilities that offers internet services, tutors are well trained on ICTs basics and information literacy, and that the ratio of tutors and student-teachers to computers and other ICTs available in their colleges is improved.}, language = {en}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Chirwa, Mussa}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JTNPEQLC 2405685:JRNKD45P}, keywords = {⛔ No DOI found}, pages = {4--16}, } @misc{chioda_educate_2019, title = {Educate! {RCT} 4-{Year} {Follow}-{On} ({Interpretation} {Memo})}, url = {https://www.gov.uk/research-for-development-outputs/educate-rct-4-year-follow-on-interpretation-memo}, abstract = {Follow-up to a Randomized Controlled Trial which measured impact on students 4 years after completing the Educate! programme}, language = {en}, urldate = {2023-06-22}, author = {Chioda, L and Gertler, L and Gertler, P}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6FACMQ2Z 2405685:YKS9CJL2}, } @inproceedings{chinen_evaluation_2016, address = {Evanston, IL}, title = {Evaluation of the {Transformative} {Potential} of {Positive} {Gender} {Socialization} in {Education} for {Peace} {Building}.}, url = {https://files.eric.ed.gov/fulltext/ED567431.pdf}, abstract = {American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.}, language = {English}, publisher = {Society for Research on Educational Effectiveness}, author = {Chinen, Marjorie and Elmeski, Mohammed}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MAP7CBL4 2405685:N7W75YR3 2405685:ZS4NGWQB 2534378:NLJUTVDT 2534378:QEDQMKYP}, keywords = {Comparative Analysis, ERIC, Resources in Education (RIE), Educational Practices, Elementary Education, Elementary School Teachers, Foreign Countries, Inservice Teacher Education, Intervention, Mixed Methods Research, Outcome Measures, Peace, Program Effectiveness, Randomized Controlled Trials, Sex Fairness, Socialization, Synchronous Communication, Teacher Attitudes, Teacher Characteristics, Telecommunications, Uganda, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097972, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, } @techreport{chinen_evaluation_2016, address = {Evanston, IL}, title = {Evaluation of the transformative potential of positive gender socialization in education for peace building}, url = {https://files.eric.ed.gov/fulltext/ED567431.pdf}, abstract = {American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.}, language = {English}, institution = {Society for Research on Educational Effectiveness}, author = {Chinen, Marjorie and Elmeski, Mohammed}, year = {2016}, note = {Publication Title: Society for Research on Educational Effectiveness Loc in Archive 1826527485; ED567431 Extra URL: https://www.peace-ed-campaign.org/evaluation-transformative-potential-positive-gender-socialization-education-peacebuilding/ KerkoCite.ItemAlsoKnownAs: 2339240:WKT3G6D8 2405685:BDVXUH5G 2534378:NLJUTVDT 2534378:QEDQMKYP}, keywords = {Comparative Analysis, ERIC, Resources in Education (RIE), Educational Practices, Elementary Education, Elementary School Teachers, Foreign Countries, Inservice Teacher Education, Intervention, Mixed Methods Research, Outcome Measures, Peace, Program Effectiveness, Randomized Controlled Trials, Sex Fairness, Socialization, Synchronous Communication, Teacher Attitudes, Teacher Characteristics, Telecommunications, Uganda, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097972, \_\_finaldtb}, } @incollection{chigona_teacher_2019, address = {Paris}, title = {Teacher education for realities of 21st century learners in rural {South} {Africa}}, url = {https://marcelo.pimenta.com.br/wp-content/uploads/2019/11/Human-Learning-in-the-Digital-Era.pdf}, booktitle = {Human learning in the digital era}, publisher = {UNESCO}, author = {Chigona, A. and Chigona, W.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ALK9J264 2405685:FW9G3E5R}, pages = {21--26}, } @article{cheung_edutainment_2012, title = {Edutainment {Radio}, {Women}’s {Status} and {Primary} {School} {Participation}: {Evidence} from {Cambodia}}, abstract = {This paper explores the effect of being exposed to education-entertainment (“edutaiment”) gender-related radio information on women’s status and primary school participation. Specifically, I examine one of the most popular radio stations in Cambodia using two identification strategies. The first exploits plausible exogenous variation in over-the-air signal strength between radio transmitters and villages within a district. The second exploits the variation across time and space in exposure. Using individual data, both approaches show that access to both entertaining and educating information about gender issues had a significant impact on behavior by raising the women’s decision-making power within the household and increasing children’s primary school attendance. The impact was found in both poor and rural households confirming that en radio broadcast is an effective way to transmit information in the more marginalized areas. Suggestive evidence shows that the exposure also affected attitudes towards domestic violence and the prevalence of son preference which is a stepping stone towards changing socially constructed gender norms. The effect on investing in children’s human capital is also reflected by higher primary school enrollment three years after exposure.}, language = {en}, author = {Cheung, Maria}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WUMYSGHP 2405685:USAIB9C7}, keywords = {⛔ No DOI found}, pages = {47}, } @techreport{chesterton_community_college_chesterton_2014, title = {Chesterton {Tablet} {Learning} {Scheme} - {Evaluation} {Report}}, url = {http://chestertoncc.net/tabletlearning/the-scheme/evaluation-report/}, urldate = {2014-08-11}, author = {Chesterton Community College}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:LYMXZP2D 2405685:4U9HY58F}, } @article{chemwei_relationship_2016, title = {Relationship between {Teacher} - {Educator} {Characteristics} and the {Integration} of {Information} and {Communication} {Technologies} in {Teaching} and {Learning} in {Teacher} {Education} {Institutions} in {Kenya}}, url = {/paper/Relationship-between-Teacher-Educator-and-the-of-in-Chemwei-Kiboss/458df4dfdd01ddd7f3a9082e85431425c7997041}, abstract = {It is a government policy that all institutions of learning in Kenya, across the curricula embrace Information Communication Technology (ICT) as the world moves towards knowledge based economy. The evidence in literature reveals positive effects of information and communication technology in instruction. But teachers have a challenging task in integrating the tools of ICT in teaching especially those teacher educators not quite exposed to technology. This is because so many factors influence ICT integration. In this paper, we explore the the relationship between teacher-educators’ age, gender, level of education, and teaching experience and the integration level of ICTs in teaching in primary teacher training colleges in Kenya. The simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents who participated in the study. Data was collected using a questionnaire, an interview schedule and an observation schedule. The data collected was analyzed descriptively with the help of SPSS program version 17.0 for frequencies, means, standard deviation and percentages. The inferential statistics used to determine relationships among variables was the Pearson moment Correlation. Regression analysis was used to determine the best predictors of ICT integration among the independent variables. A p-value of less than 0.05 was interpreted as significant. Results indicated that there is a significant relationship between teacher-educators’ level of ICT integration in teaching and their age. However, the findings showed no relationships between teacher educators’ level of ICT integration in teaching and gender as well as their level of education. Teacher-educators’ years of teaching are insignificant in explaining teachereducators’ integration ICT in teaching. Based on the findings, we recommended that information and communication integration be made part of undergraduate training in universities in order to equip future teacher educators with ICT skills; planning for the implementation of ICT integration into teaching in teachers’ training programmes early would increase the pre-service teachers’ expertise and lead to an increase in the level of ICT integration during the earlier years of their careers. There is also need to hire young teacher-educators to the field, especially female teachers. This would also increase the representation of the female perspective toward the improvement of the level of ICT integration into teaching.}, language = {en}, urldate = {2021-04-01}, journal = {undefined}, author = {Chemwei, B. and Kiboss, J. and Njag, Kageni}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3YGCEK6E 2339240:8DL2NNSV 2405685:M277EP4B 2405685:ZJ6CMABQ}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{chatfield_research_2018, title = {Research with, not about, communities — {Ethical} guidance towards empowerment in collaborative research, a report for the {TRUST} {Project}}, url = {https://trust-project.eu/wp-content/uploads/2018/07/TRUST-Community-Participation-in-Research-Final.pdf}, language = {en}, institution = {TRUST}, author = {Chatfield, Kate and Biernacki, Olivia and Schroeder, Doris and Cavallaro, Francesca and Cook, Julie and N’Diaye, Dieynaba and Bompart, Francois and Chennells, Roger and Toohey, Jacintha and Wynberg, Rachel and van Niekirk, Jaci and Ait, Myriam}, month = jul, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YSSRQE2V 2405685:VLUSM32C}, } @article{charness_handbook_2016, title = {Handbook of the {Psychology} of {Aging} ({Eighth} {Edition})}, url = {https://www.sciencedirect.com/science/article/pii/B9780124114692000200}, doi = {10.1016/B978-0-12-411469-2.00020-0}, abstract = {We review recent data and theory about technology adoption and acceptance by older adults, focusing on information and communications technology (ICT), digital gaming, and social networking sites. Representative data in developed countries indicate that older adult cohorts lag in ICT use, including Internet use, despite apparent benefits that some products may provide. The lag is particularly noticeable in digital gaming and social networking. Theories of technology acceptance and adoption suggest that this lag may be attributable to cost–benefit factors such as perceived usefulness and perceived ease of use. Other factors that may differentially affect older cohorts are concerns about privacy loss as well as cognitive, perceptual and psychomotor costs. The accelerating digital provision of services may disadvantage non-participating seniors. Those who design ICT products and their training and support packages could benefit from improved theories of ICT adoption and supporting tools to produce usable and useful products for seniors.}, journal = {Elsevier}, author = {Charness, Neil and Boot, Walter R}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-12-411469-2.00020-0 2339240:EPRTMQ5X 2405685:TH9XGK3F}, pages = {389--407}, } @misc{chapman_early_2010, title = {Early {Childhood} {Longitudinal} {Study}, {Kindergarten} {Class} of 1998–99 ({ECLS}) correct theta scores for the kindergarten through eighth grade data collections errata}, url = {https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010052}, abstract = {Find information about and locate all publications and data products on education information from the National Center for Education Statistics--NCES--. In most cases you may also browse the content of publications or download data files.}, language = {EN}, urldate = {2022-03-04}, publisher = {National Center for Education Statistics}, author = {Chapman, Chris}, month = mar, year = {2010}, note = {Publisher: National Center for Education Statistics KerkoCite.ItemAlsoKnownAs: 2339240:EQ6XZLZG 2339240:WSU7RL5V 2405685:FIB7ELXL 2405685:L4SZDBCW}, } @phdthesis{chapman_meeting_2019, title = {Meeting them where they are: {The} use of {Twitter} in youth civic education}, author = {Chapman, A L}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CU7ZJ7CJ}, } @article{chaplin_internal_2018, title = {The {Internal} and {External} {Validity} of the {Regression} {Discontinuity} {Design}: {A} {Meta}-{Analysis} of 15 {Within}-{Study} {Comparisons}}, volume = {37}, copyright = {© 2018 by the Association for Public Policy Analysis and Management}, issn = {1520-6688}, shorttitle = {The {Internal} and {External} {Validity} of the {Regression} {Discontinuity} {Design}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/pam.22051}, doi = {10.1002/pam.22051}, abstract = {Theory predicts that regression discontinuity (RD) provides valid causal inference at the cutoff score that determines treatment assignment. One purpose of this paper is to test RD's internal validity across 15 studies. Each of them assesses the correspondence between causal estimates from an RD study and a randomized control trial (RCT) when the estimates are made at the same cutoff point where they should not differ asymptotically. However, statistical error, imperfect design implementation, and a plethora of different possible analysis options, mean that they might nonetheless differ. We test whether they do, assuming that the bias potential is greater with RDs than RCTs. A second purpose of this paper is to investigate the external validity of RD by exploring how the size of the bias estimates varies across the 15 studies, for they differ in their settings, interventions, analyses, and implementation details. Both Bayesian and frequentist meta-analysis methods show that the RD bias is below 0.01 standard deviations on average, indicating RD's high internal validity. When the study-specific estimates are shrunken to capitalize on the information the other studies provide, all the RD causal estimates fall within 0.07 standard deviations of their RCT counterparts, now indicating high external validity. With unshrunken estimates, the mean RD bias is still essentially zero, but the distribution of RD bias estimates is less tight, especially with smaller samples and when parametric RD analyses are used.}, language = {en}, number = {2}, urldate = {2021-05-03}, journal = {Journal of Policy Analysis and Management}, author = {Chaplin, Duncan D. and Cook, Thomas D. and Zurovac, Jelena and Coopersmith, Jared S. and Finucane, Mariel M. and Vollmer, Lauren N. and Morris, Rebecca E.}, year = {2018}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pam.22051 KerkoCite.ItemAlsoKnownAs: 10.1002/pam.22051 2405685:WS7XADDG}, pages = {403--429}, } @book{chang_lean_2018, address = {Hoboken, New Jersey}, edition = {1 edition}, title = {Lean {Impact}: {How} to {Innovate} for {Radically} {Greater} {Social} {Good}}, isbn = {978-1-119-50660-7}, shorttitle = {Lean {Impact}}, url = {https://www.wiley.com/en-us/Lean+Impact%3A+How+to+Innovate+for+Radically+Greater+Social+Good-p-9781119506645}, abstract = {Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices popularized by bestseller The Lean Startup that have fueled technology breakthroughs touching every aspect of our lives, LEAN IMPACT turns our attention to a new goal--achieving radically greater social good.  Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the needs. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a Silicon Valley executive to her most recent experience as Chief Innovation Officer at USAID. She brings the book to life with inspiring stories from interviews spanning more than 200 organizations across the U.S. and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.}, language = {English}, publisher = {Wiley}, author = {Chang, Ann Mei}, collaborator = {Ries, Eric}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PEQKDJHC 2339240:XNBA9I6L 2405685:6L9G8KMG 2405685:CDVCSBVT}, } @inproceedings{chang_pre-pilot_2013, address = {New York, NY, USA}, title = {Pre-pilot findings on developing a literacy tablet}, booktitle = {Proceedings of the 12th {International} {Conference} on {Interaction} {Design} and {Children}}, publisher = {ACM}, author = {Chang, Angela and Nunez, David and Roberts, Tom and Sengeh, David and Breazeal, Cynthia}, month = jun, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:IANNNRMF 2405685:SLU323AD}, pages = {471--474}, } @inproceedings{chambo_towards_2013, title = {Towards the development of mobile learning model for {Tanzania} secondary schools: {Case} study {Kilimanjaro} region}, shorttitle = {Towards the development of mobile learning model for {Tanzania} secondary schools}, doi = {10.1109/SCAT.2013.7055102}, abstract = {This paper explores the factors that influence the implementation of m-learning and proposes a model for implementing m-learning in Tanzania. The study was conducted in ten secondary schools in the Kilimanjaro region in Tanzania. Purposive and convenience sampling techniques were used to determine students majoring in science subjects. Findings indicate that majority of students own mobile phones and have access to the Internet connectivity. However, m-learning platforms that are currently in place are not viable solution in all contexts and not necessarily the best solution. Therefore, the design of m-learning content should focus on learning profile and personal needs such as location and affordability. A framework that considers four factors: user satisfaction, pedagogy, technology, and economy of use are proposed for Tanzanian context. It is concluded that education stakeholders should consider the opportunities of technology in education in order to boost knowledge sharing among students.}, booktitle = {2013 {Pan} {African} {International} {Conference} on {Information} {Science}, {Computing} and {Telecommunications} ({PACT})}, author = {Chambo, F. F. and Laizer, L. S. and Nkansah-Gyekye, Y. and Ndume, V.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/SCAT.2013.7055102 2339240:STRH6VLC 2405685:BPEQ8EVG}, keywords = {Computational modeling, Context modeling, Educational institutions, Internet, Internet connectivity, Interoperability, Kilimanjaro region, Learning Science, M-Learning, Materials, Mobile handsets, Secondary School, Tanzania secondary school, computer aided instruction, economy of use, education stakeholder, emerging technology, knowledge sharing, m-learning, mobile learning, mobile learning model, mobile phone, pedagogy, sampling methods, sampling technique, science subject, user satisfaction}, pages = {127--130}, } @phdthesis{chakraborty_learner_2017, type = {{PhD}}, title = {Learner engagement strategies in online class environment}, url = {https://www.proquest.com/docview/1957642485}, school = {Texas A\&M University}, author = {Chakraborty, Misha}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y3ZPJ4WL 2405685:M3RWSCLI}, } @techreport{centre_for_international_development_pdia_2018, title = {{PDIA} {Toolkit}: {A} {DIY} {Approach} to {Solving} {Complex} {Problems}}, url = {https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf}, institution = {Harvard University}, author = {Centre for International Development}, editor = {Samji, Salimah and Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:KEV55ST7}, } @misc{central_digital_and_data_office_government_2019, title = {Government {Design} {Principles}}, url = {https://www.gov.uk/guidance/government-design-principles}, abstract = {The UK government's design principles and examples of how they've been used.}, language = {en}, urldate = {2021-05-19}, journal = {GOV.UK}, author = {Central Digital {and} Data Office}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HEJIHY8U 2405685:R8NQTVRI}, } @book{centola_how_2018, address = {Princeton; Oxford}, series = {Princeton {Analytical} {Sociology} {Series}}, title = {How behavior spreads: the science of complex contagions}, isbn = {978-0-691-17531-7}, shorttitle = {How behavior spreads}, abstract = {"A new, counterintuitive theory for how social networks influence the spread of behavior. New social movements, technologies, and public-health initiatives often struggle to take off, yet many diseases disperse rapidly without issue. Can the lessons learned from the viral diffusion of diseases be used to improve the spread of beneficial behaviors and innovations? In How Behavior Spreads, Damon Centola presents over a decade of original research examining how changes in societal behavior--in voting, health, technology, and finance--occur and the ways social networks can be used to influence how they propagate. Centola's startling findings show that the same conditions accelerating the viral expansion of an epidemic unexpectedly inhibit the spread of behaviors. While it is commonly believed that "weak ties"--long-distance connections linking acquaintances--lead to the quicker spread of behaviors, in fact the exact opposite holds true. Centola demonstrates how the most well-known, intuitive ideas about social networks have caused past diffusion efforts to fail, and how such efforts might succeed in the future. Pioneering the use of Web-based methods to understand how changes in people's social networks alter their behaviors, Centola illustrates the ways in which these insights can be applied to solve countless problems of organizational change, cultural evolution, and social innovation. His findings offer important lessons for public health workers, entrepreneurs, and activists looking to harness networks for social change.Practical and informative, How Behavior Spreads is a must-read for anyone interested in how the theory of social networks can transform our world"--Provided by publisher}, publisher = {Princeton University Press}, author = {Centola, Damon}, year = {2018}, note = {OCLC: on1035756208 KerkoCite.ItemAlsoKnownAs: 2339240:848LEBT4 2405685:42X86VX5}, keywords = {Human behavior}, } @techreport{centers_for_disease_control_and_prevention_creating_2013, address = {Atlanta, Georgia}, title = {Creating an {Analysis} {Plan}}, language = {en}, author = {{Centers for Disease Control and Prevention}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G5FA6TLA 2405685:4MMWUV5A}, pages = {45}, } @misc{center_for_public_impact_politics_2016, title = {The politics of performance in {Punjab}}, url = {https://www.centreforpublicimpact.org/insights/the-politics-of-punjab-performance}, abstract = {All government leaders strive for improvements in public services. Systems differ, approaches fluctuate and funding streams vary, but theirs is a shared goal of achieving better services for their citizens. It's how they get re-elected - and how they make a difference.Take Shehbaz Sharif, for example. The chief ministe...}, urldate = {2022-09-29}, journal = {Centre For Public Impact (CPI)}, author = {{Center for Public Impact}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NFBWY4C3 2405685:M4J5LKHL 4656463:W379LJS9}, } @misc{cecs_international_2017, title = {International {Computer} {Drivers} {License} ({ICDL})}, url = {https://www.cecs.org.za/computer-training-courses/international-computer-drivers-license-icdl}, urldate = {2020-08-28}, journal = {Community Education Computer Society}, author = {{CECS}}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:E78FLVCW}, } @misc{ccsso_common_2010, title = {Common {Core} {State} {Standards} for {English} {Language} {Arts} \& {Literacy} in {History}/{Social} {Studies}, {Science}, and {Technical} {Subjects}}, url = {http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf}, publisher = {National Governors Association Center for Best Practices, Council of Chief State School Officers}, author = {CCSSO and NGA}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7RAPP7G9 2405685:XKP2YDQD}, } @article{castillo_moocs_2015, title = {{MOOCs} for {Development}: {Trends}, {Challenges}, and {Opportunities}}, volume = {11}, shorttitle = {{MOOCs} for {Development}}, url = {https://repository.upenn.edu/literacyorg_articles/6}, abstract = {The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield.}, language = {en}, number = {2}, journal = {International Technologies \& International Development}, author = {Castillo, Nathan and Lee, Jinsol and Zahra, Fatima and Wagner, Daniel}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8AU49IM2 2339240:WGQB94SX 2405685:5JCJIPT7 2405685:82EBLYPU 2405685:BN8SW2CU 2405685:DW9WW7W3 2405685:Z42A7H6F 2534378:HTZ6UWB7}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {35--42}, } @article{castillo_supporting_2018, title = {Supporting home language reading through technology in rural {South} {Africa}}, volume = {36}, abstract = {This paper describes a short-term longitudinal study in South Africa, with children in grades 1-3, some of whom received a multimedia technology reading support program in one of three home languages and English (through exisiting computer labs in schools). Findings reveal a positive and significant impact on local language reading acquisition among children with multimedia support. The study shows that effective literacy support can help struggling rural learners make significant gains that will help them complete their schooling. The ability to accomplish a full cycle of primary school with fully developed reading skills has significant implications for life-long learning.}, language = {en}, journal = {Journal Articles (Literacy.org)}, author = {Castillo, Nathan M and Wagner, Daniel A}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ERTXSBTT 4042040:AJUCZRX7}, keywords = {⛔ No DOI found}, } @article{castillo_moocs_2015, title = {{MOOCs} for development: trends, challenges, and opportunities}, volume = {11}, shorttitle = {{MOOCs} for development}, url = {https://repository.upenn.edu/literacyorg_articles/6}, language = {en}, number = {2}, journal = {Information Technologies \& International Development}, author = {Castillo, Nathan M. and Lee, Jinsol and Zahra, Fatima T. and Wagner, Daniel A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BSHFENDC 2405685:J3GZQZR9}, keywords = {⛔ No DOI found}, } @article{castillo_moocs_2015, title = {{MOOCs} for development: trends, challenges, and opportunities}, volume = {11}, shorttitle = {{MOOCs} for development}, url = {https://repository.upenn.edu/literacyorg_articles/6}, language = {en}, number = {2}, journal = {Information Technologies \& International Development}, author = {Castillo, Nathan M. and Lee, Jinsol and Zahra, Fatima T. and Wagner, Daniel A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BSHFENDC 2405685:J3GZQZR9}, keywords = {⛔ No DOI found}, } @article{castillo_multilingual_2019, title = {Multilingual literacy transfer in rural {South} {Africa}: {A} technology-based impact study}, volume = {65}, doi = {10.1007/s11159-019-09779-0}, journal = {International Review of Education}, author = {Castillo, N. and Wagner, D.A.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-019-09779-0 2339240:KIHKDCTG 2405685:SIG5VBIC}, pages = {389--408}, } @misc{cast_universal_2018, title = {Universal {Design} for {Learning} {Guidelines} version 2.2.}, url = {http://udlguidelines.cast.org/}, urldate = {2020-06-01}, author = {CAST}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:6XPC3WHH}, } @article{carrillo_information_2011, title = {Information {Technology} and {Student} {Achievement}: {Evidence} from a {Randomized} {Experiment} in {Ecuador}}, issn = {1556-5068}, shorttitle = {Information {Technology} and {Student} {Achievement}}, url = {http://www.ssrn.com/abstract=1818756}, doi = {10.2139/ssrn.1818756}, language = {en}, urldate = {2021-02-18}, journal = {SSRN Electronic Journal}, author = {Carrillo, Paul E. and Onofa, Mercedes and Ponce, Juan}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.1818756 2339240:9JK7EE7F 2405685:3YBRPD28}, } @article{carrier_pre-service_2012, title = {Pre-service teacher training in {Malawi}: findings of a pilot study on the viability of media players for teacher development}, volume = {8}, url = {https://files.eric.ed.gov/fulltext/EJ1084165.pdf}, abstract = {As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]}, language = {English}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Carrier, Carol and Finholt-Daniel, Matt and Sales, Gregory C}, year = {2012}, note = {Place: Bridgetown Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:H5SC64NG 2405685:HNDKMF9C 2534378:5F2RLGL3 2534378:783739U4}, keywords = {Distance learning, Education, Learning, Malawi, Software, Student teachers, Teacher education, Teaching, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096523, \_\_finaldtb, ⛔ No DOI found}, pages = {77--91}, } @article{carr_does_2012, title = {Does {Math} {Achievement} h'{APP}'en when {iPads} and {Game}-{Based} {Learning} are {Incorporated} into {Fifth}-{Grade} {Mathematics} {Instruction}?}, volume = {11}, number = {1}, journal = {Journal of Information Technology Education}, author = {Carr, Jennie M}, year = {2012}, note = {00004 KerkoCite.ItemAlsoKnownAs: 2129771:FDS3EMAS 2405685:3Q5Q7NPI}, keywords = {⛔ No DOI found}, } @article{carr-hill_effects_2016, title = {The effects of school-based decision-making on educational outcomes in low-and middle-income contexts: a systematic review}, volume = {12}, shorttitle = {The effects of school-based decision-making on educational outcomes in low-and middle-income contexts}, number = {1}, journal = {Campbell Systematic Reviews}, author = {Carr-Hill, Roy and Rolleston, Caine and Schendel, Rebecca}, year = {2016}, note = {Number: 1 Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2339240:36DHD9ZE 2405685:ZVY6STTI}, keywords = {❓ Multiple DOI}, pages = {1--169}, } @article{carr-hill_missing_2013, title = {Missing {Millions} and {Measuring} {Development} {Progress}}, volume = {46}, issn = {0305-750X}, url = {http://www.sciencedirect.com/science/article/pii/S0305750X13000053}, doi = {10.1016/j.worlddev.2012.12.017}, abstract = {In developing countries, assessments of progress toward development goals are based increasingly on household surveys. These are inappropriate for obtaining information about the poorest. Typically, they omit by design: the homeless; those in institutions; and mobile, nomadic, or pastoralist populations. Moreover, in practice, household surveys typically under-represent: those in fragile, disjointed households; slum populations and areas posing security risks. Those six sub-groups constitute a large fraction of the “poorest of the poor”. We estimate that 250 million are missed worldwide from the sampling frames of such surveys and from many censuses and their omission may well lead to substantial biases.}, language = {en}, urldate = {2020-12-10}, journal = {World Development}, author = {Carr-Hill, Roy}, month = jun, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2012.12.017 2339240:A2SLGWL3 2405685:E5Q3UPWM}, keywords = {accurate population counts, household surveys, inequalities, invisible populations, measurement of poverty, millenium development goals}, pages = {30--44}, } @techreport{carpio_tv_2015, title = {{TV} {White} {Space} for {Development} {Programs} in the {Philippines}: {Implications} and {Challenges}}, url = {https://papers.iafor.org/wp-content/uploads/papers/acset2015/ACSET2015_18915.pdf}, urldate = {2020-09-08}, author = {Carpio, Marife}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FWBITVZM 2405685:WNRSRB6Q}, } @article{carpenter_broadening_2019, title = {Broadening borders to build better schools: virtual professional learning communities}, volume = {34}, issn = {0951354X}, url = {https://www.researchgate.net/publication/335273534_Broadening_borders_to_build_better_schools_Virtual_professional_learning_communities}, doi = {10.1108/IJEM-09-2018-0296}, abstract = {PurposeThe purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic.Design/methodology/approachA phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013).FindingsTeacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice.Research limitations/implicationsThe research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year.Practical implicationsThe findings from this study have practical implications for rural teachers and school implementation of a professional learning community model.Originality/valueThe promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).}, language = {English}, number = {2}, journal = {The International Journal of Educational Management}, author = {Carpenter, Daniel and Munshower, Paul}, year = {2019}, note = {Place: Bradford Publisher: Emerald Group Publishing Limited Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2338030077?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1108/IJEM-09-2018-0296 2339240:ITBNKNJS 2405685:493XEK9T 2405685:BXCJZXC3 2534378:9DM4HQE9 2534378:BDJAHBNX 2534378:EEJ2GZ6E}, keywords = {Collaboration, Communities of Practice, Computer Mediated Communication, ERIC, Current Index to Journals in Education (CIJE), Education, Educational technology, Faculty Development, Learning, Meetings, Preferences, Professional development, Professional learning communities, Rural Schools, Rural schools, School districts, Teacher Attitudes, Teacher Collaboration, Teacher collaboration, Teachers, Teaching, Virtual professional learning communities, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095794, \_\_finaldtb}, pages = {296--314}, } @techreport{carlson_using_2013, type = {{JBS} {International}}, title = {Using {Technology} to {Deliver} {Educational} {Services} to {Children} and {Youth} in {Environments} {Affected} by {Crisis} and/or {Conflict}}, url = {https://www.usaid.gov/sites/default/files/documents/2155/ICTs%20in%20Conflict%20Compendium%20FINAL.pdf}, language = {en}, institution = {USAID}, author = {Carlson, Samuel}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5E653KB4 2339240:6M4YIDMP 2339240:DU3JCSXY 2339240:MFVCNPSC 2339240:SUI8RG7A 2339240:WDV6QU5C 2405685:3SB7Z8VQ 2405685:E3G5KJKB 2405685:FNRVFPGD 2405685:R6ZHWDGR 2405685:SC98YYD8 2405685:U7BYSB7J 2405685:YHUVT2EW 4803016:8KXS5F5P}, keywords = {Screened, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {41}, } @article{cano_applying_2018, title = {Applying the information search process model to analyze aspects in the design of serious games for children with hearing impairment}, volume = {17}, issn = {1615-5297}, url = {https://doi.org/10.1007/s10209-016-0520-x}, doi = {10.1007/s10209-016-0520-x}, abstract = {Deaf children traditionally face greater challenges and encounter difficulties particular to their abilities. The Information Search Process model (ISP) is oriented in the context of the present work as a process of searching for information about children with a hearing impairment in the area of literacy, applying the different stages of the ISP model to identify different aspects of hearing impairment. A case study was carried out at the USAER school in Aguascalientes, Mexico, a school that enables children with hearing impairments to be included in regular secondary schooling. The children here are aged 12–15 years and have literacy problems. Eight children from 7 to 11 years of age were also evaluated in the Institute for Deaf and Blind Children in Cali, Colombia. The ISP model can be deemed to have been useful for identifying the relevant needs to support both teachers and deaf children. A need was identified, to construct a game that integrates the activities undertaken following the FitzGerald keys and in turn allow them to assess learning through different activities that help increase the semantic repertoire.}, language = {en}, number = {1}, urldate = {2021-03-04}, journal = {Universal Access in the Information Society}, author = {Cano, Sandra and Alghazzawi, Daniyal M. and Arteaga, Jaime Muñoz and Fardoun, Habib M. and Collazos, César A. and Amador, Viviana Bustos}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10209-016-0520-x 2339240:UHUF6RAC 2405685:FBY7T8A3}, pages = {83--95}, } @book{cangiano_public_2013, title = {Public {Financial} {Management} and {Its} {Emerging} {Architecture}}, url = {https://www.imf.org/en/Publications/Books/Issues/2016/12/31/Public-Financial-Management-and-Its-Emerging-Architecture-40035}, abstract = {The first two decades of the twenty-first century have witnessed an influx of innovations and reforms in public financial management. The current wave of reforms is markedly different from those in the past, owing to the sheer number of innovations, their widespread adoption, and the sense that they add up to a fundamental change in the way governments manage public money. This book takes stock of the most important innovations that have emerged over the past two decades.}, language = {ENG}, urldate = {2022-11-12}, author = {Cangiano, Marco and Curristine, Teresa and Lazare, Michael}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:589N33J2 2405685:I8MBX2GY 4656463:V53EPAZX}, } @book{cameron_access_2010, address = {University of Sussex Centre for International Education}, series = {{CREATE} {Pathways} to {Access}}, title = {Access to and exclusion from primary education in slums of {Dhaka}, {Bangladesh}}, isbn = {978-0-901881-52-6}, url = {https://files.eric.ed.gov/fulltext/ED513311.pdf}, language = {en}, number = {Research Monograph No. 45}, author = {Cameron, Stuart}, year = {2010}, note = {OCLC: 749900177 Consortium for Research on Educational Access, Transitions and Equity KerkoCite.ItemAlsoKnownAs: 2339240:5C85GC9N 2405685:9GI5WMTR}, } @misc{cambridge_education_survey_2017, title = {A {Survey} of {ICT} {Capacity} in {Ghana}'s {Public} {Colleges} of {Education}}, url = {https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/ICT%20Survey%20Report%20.pdf}, urldate = {2020-06-29}, author = {Cambridge Education}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BY4LX4FZ}, } @article{calhoun_using_2014, title = {Using {Technology} to {Shift} {Education} {Paradigms} in {Low}-{Resource} {Environments}}, volume = {3}, copyright = {Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access ). All third-party images reproduced on this journal are shared under Educational Fair Use. For more information on Educational Fair Use , please see this useful checklist prepared by Columbia University Libraries . All copyright of third-party content posted here for research purposes belongs to its original owners. Unless otherwise stated all references to characters and comic art presented on this journal are ©, ® or ™ of their respective owners. No challenge to any owner’s rights is intended or should be inferred.}, issn = {2165-2627}, url = {http://www.stabilityjournal.org/articles/10.5334/sta.ds/}, doi = {10.5334/sta.ds}, abstract = {Article: Using Technology to Shift Education Paradigms in Low-Resource Environments}, language = {en}, number = {1}, urldate = {2020-01-31}, journal = {Stability: International Journal of Security and Development}, author = {Calhoun, Elizabeth and Calhoun, Nathaniel}, month = may, year = {2014}, note = {secondary school students using e-learning technologies in government schools in sub-Saharan Africa shortDOI: 10/ggdb2b KerkoCite.ItemAlsoKnownAs: 10.5334/sta.ds 10/ggdb2b 2339240:3KQK6H9H 2405685:5W73FW4P}, pages = {Art. 21}, } @book{cairney_politics_2016, title = {The {Politics} of {Evidence}-{Based} {Policy} {Making}}, isbn = {978-1-137-51780-7}, url = {https://www.palgrave.com/gp/book/9781137517807}, abstract = {The Politics of Evidence Based Policymaking identifies how to work with policymakers to maximize the use of scientific evidence. Policymakers cannot consider all evidence relevant to policy problems. They use two shortcuts: ‘rational’ ways to gather enough evidence, and ‘irrational’ decision-making, drawing on emotions, beliefs, and habits. Most scientific studies focus on the former. They identify uncertainty when policymakers have incomplete evidence, and try to solve it by improving the supply of information. They do not respond to ambiguity, or the potential for policymakers to understand problems in very different ways. A good strategy requires advocates to be persuasive: forming coalitions with like-minded actors, and accompanying evidence with simple stories to exploit the emotional or ideological biases of policymakers.}, language = {en}, urldate = {2020-09-24}, publisher = {Palgrave Macmillan UK}, author = {Cairney, Paul}, year = {2016}, doi = {10.1057/978-1-137-51781-4}, note = {KerkoCite.ItemAlsoKnownAs: 10.1057/978-1-137-51781-4 2339240:HG29HKXG 2405685:FQ3JTME9}, } @article{cahit_internal_2015, title = {Internal {Validity}: {A} {Must} in {Research} {Designs}}, volume = {10}, issn = {1990-3839}, shorttitle = {Internal {Validity}}, abstract = {In experimental research, internal validity refers to what extent researchers can conclude that changes in dependent variable (i.e. outcome) are caused by manipulations in independent variable. The causal inference permits researchers to meaningfully interpret research results. This article discusses (a) internal validity threats in social and educational research using examples from the contemporary literature, and (b) research designs in terms of their ability to control various internal validity threats. An Eric and psychinfo search was performed to retrieve articles regarding this internal validity review. In conclusion, an appropriate research design that control possible extraneous variables is needed to be able meaningfully interpret research results. Although pretest-posttest experimental-control group design controls most of internal validity threats, the most appropriate research design would vary based on the research questions or goals.}, language = {en}, number = {2}, urldate = {2021-05-03}, journal = {Educational Research and Reviews}, author = {Cahit, Kaya}, month = jan, year = {2015}, note = {Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 2405685:IQ577IVL}, keywords = {Control Groups, Educational Research, Literature Reviews, Predictor Variables, Pretests Posttests, Quasiexperimental Design, Research Design, Research Methodology, Research Problems, Social Science Research, Time Perspective, Validity, ⛔ No DOI found}, pages = {111--118}, } @article{caffery_multilingual_2016, title = {Multilingual language policy and mother tongue education in {Timor}-{Leste}: a multiscalar approach}, volume = {15}, issn = {1573-1863}, shorttitle = {Multilingual language policy and mother tongue education in {Timor}-{Leste}}, url = {https://doi.org/10.1007/s10993-015-9393-8}, doi = {10.1007/s10993-015-9393-8}, abstract = {This article looks at multilingual, mother-tongue-based language policies influenced by colonial and postcolonial histories and globalization processes. We use multiscalar analysis to show these policies as creative responses to problems affected by national and international forces. Our study focuses on Timor-Leste, specifically a pilot mother-tongue-based multilingual education program. We analyse the program’s practices and successful outcomes, in the adverse circumstances of this small, impoverished, recently independent nation, as it attempts to manage high levels of linguistic diversity (16 mother tongues and a five-language destination system) through multilingual education. We also identify tensions and problems that impinge on the outcomes for this ambitious program. Despite the obstacles, Timor-Leste’s multiscalar multilingual literacy policy is an important case that reinforces the significance of mother tongue education as a response to global complexity. The pilot program provides valuable lessons for many other parts of the world with similar problems, particularly for nations with comparable colonial histories.}, language = {en}, number = {4}, urldate = {2022-04-06}, journal = {Language Policy}, author = {Caffery, Jo and Coronado, Gabriela and Hodge, Bob}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10993-015-9393-8 2405685:BNX4YVWA 4042040:GWJV7DU6}, pages = {561--580}, } @article{cabrera_higher_2019, title = {Do higher salaries yield better teachers and better student outcomes?}, issn = {0022-166X, 1548-8004}, url = {http://jhr.uwpress.org/content/early/2019/04/04/jhr.55.4.0717-8911R3}, doi = {10.3368/jhr.55.4.0717-8911R3}, abstract = {We study the effects of a policy aimed at attracting more experienced and better qualified teachers in primary schools in disadvantaged neighborhoods in Uruguay. Teachers in these schools could earn higher salaries, and more experienced teachers are given priority in choosing teaching positions. Eligibility for the program was based on a poverty index with a cutoff rule. Estimates from regression discontinuity models show that the policy successfully led to ‘hiring experience from other schools’, and also increased tenure. Overall, the effect on student outcomes was small. We rationalize this result by showing that the program may have increased experience in ways that are not strongly associated with improved student outcomes. Consistent with this, we do find achievement gains for students in schools that saw a reduction in the share of very inexperienced teachers. The results underscore that increases in teacher pay may only improve student outcomes if it increases those teacher characteristics that actually improve student outcomes.}, language = {en}, urldate = {2022-08-03}, journal = {Journal of Human Resources}, author = {Cabrera, José María and Webbink, Dinand}, month = apr, year = {2019}, note = {Publisher: University of Wisconsin Press KerkoCite.ItemAlsoKnownAs: 10.3368/jhr.55.4.0717-8911R3 2339240:7TS6UAPR 2405685:IIE4HRSX}, keywords = {I2, J24, disadvantaged students, student performance, teacher experience, teacher salaries}, } @techreport{cabinet_office_adding_2011, title = {Adding it up: improving analysis \& modelling in central government}, shorttitle = {Adding it up}, url = {http://dera.ioe.ac.uk/6321/2/coiaddin.pdf}, urldate = {2020-09-30}, institution = {Cabinet Office, UK Government}, author = {Cabinet Office}, year = {2011}, note = {Context Object: ?url\_ver=Z39.88-2004\&rft\_val\_fmt=info\%3Aofi\%2Ffmt\%3Akev\%3Amtx\%3Adc\&rft.title=Adding+it+up\%3A+improving+analysis+\%26+modelling+in+central+government\&rft.publisher=The+Stationery+Office\&rft.type=Document+from+Web\&rft.type=NonPeerReviewed\&rft.format=application\%2Fpdf\&rft.identifier=http\%3A\%2F\%2Fdera.ioe.ac.uk\%2F6321\%2F2\%2Fcoiaddin.pdf\&rft.identifier=++Cabinet+Office\%0A+Cabinet+Office+(Performance+and+Innovation+Unit)\%2C+corp+creators.+++Adding+it+up\%3A+improving+analysis+\%26+modelling+in+central+government.+++++++++++\&rft.relation=http\%3A\%2F\%2Fdera.ioe.ac.uk\%2F6321\%2F Publisher: The Stationery Office KerkoCite.ItemAlsoKnownAs: 2339240:3S4LI4VJ 2405685:EDPSIM4Z}, } @unpublished{bursztyn_misperceived_2018, title = {Misperceived social norms: female labor force participation in {Saudi} {Arabia}}, url = {https://home.uchicago.edu/bursztyn/Misperceived_Norms_2018_06_20.pdf}, abstract = {Through the custom of guardianship, husbands typically have the final word on their wives’ labor supply decisions in Saudi Arabia, a country with very low female labor force participation (FLFP). We provide incentivized evidence (both from an experimental sample in Riyadh and from a national sample) that the vast majority of young married men in Saudi Arabia privately support FLFP outside of home from a normative perspective, while they substantially underestimate the level of support for FLFP by other similar men – even men from their same social setting, such as their neighbors. We then show that randomly correcting these beliefs about others increases married men’s willingness to let their wives join the labor force (as measured by their costly sign-up for a job-matching service for their wives). Finally, we find that this decision maps onto real outcomes: four months after the main intervention, the wives of men in our original sample whose beliefs about acceptability of FLFP were corrected are more likely to have applied and interviewed for a job outside of home. Together, our evidence indicates a potentially important source of labor market frictions, where job search is underprovided due to misperceived social norms.}, language = {en}, author = {Bursztyn, Leonardo and Gonzalez, Alessandra L and Yanagizawa-Drott, David}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NPL67IC4 2405685:Q5LSEXBV}, } @book{burns_educating_2019, title = {Educating 21st {Century} {Children}: {Emotional} {Well}-{Being} in the {Digital} {Age}}, url = {https://www.oecd-ilibrary.org/education/educating-21st-century-children_b7f33425-en}, abstract = {What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind, and older, better-educated parents are increasingly playing an active role in their children's education. At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes. This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies. It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.}, language = {English}, urldate = {2022-08-21}, publisher = {OECD Publishing}, author = {Burns, Tracey and Gottschalk, Francesca}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QCFAWB6K 2405685:EUL4UHAW}, } @techreport{burns_information_2019, title = {Information and communications technologies in secondary education in sub-{Saharan} {Africa}: {Policies}, practices, trends, and recommendations}, url = {https://mastercardfdn.org/wp-content/uploads/2019/11/ICT-in-Secondary-Education.pdf}, institution = {Mastercard Foundation}, author = {Burns, Mary and Santally, Mohammad Issack}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BIW2Z8U5 2405685:PF2YUZR3}, pages = {81}, } @article{burns_staying_2013, title = {Staying or leaving? {Designing} for persistence in an online educator training programme in {Indonesia}}, volume = {28}, issn = {0268-0513, 1469-9958}, shorttitle = {Staying or leaving?}, url = {http://www.tandfonline.com/doi/abs/10.1080/02680513.2013.851023}, doi = {10.1080/02680513.2013.851023}, abstract = {This case study discusses factors impacting the attrition and persistence rates of 60 Indonesian educators in an online programme in 2010. Course designers developed three variations of a web-based programme – a fully online, hybrid and web-facilitated model – and placed 20 learners, all with similar technology skills, in the three different models. The online cohort experienced a 31\% attrition rate while 100\% of learners in the hybrid and web-facilitated models completed the programme. Data collection revealed that the greatest factor impacting attrition or persistence was the absence or presence of face-to-face interaction with the instructor and colleagues. This paper outlines programme design elements that learners found most helpful in successfully completing the course.}, language = {en}, number = {2}, urldate = {2020-05-22}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Burns, Mary}, month = jun, year = {2013}, note = {shortDOI: 10/ggx3rg KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2013.851023 10/ggx3rg 2339240:Z3PSB7EP 2339240:Z4Q6JPIM 2405685:FQJN7IPM 2405685:IPRAAK3V 2405685:M5M8WHW2 2405685:QM54QTRZ}, keywords = {Indonesia, completion, online learning, persistence, readiness}, pages = {141--152}, } @techreport{burns_where_2015, address = {New York}, title = {Where it's needed the most: {Quality} professional development for all teachers}, url = {https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers}, language = {en}, institution = {Inter-Agency Network for Education in Emergencies}, author = {Burns, M. and Lawrie, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4SP3RKS 2405685:GXPBN6L8 2405685:WZCNCBLM 2405685:XJ326CKU}, } @misc{burke_tyranny_2019, title = {The tyranny of national averages}, url = {https://medium.com/atlasai/the-tyranny-of-national-statistics-d3a79af526a9}, abstract = {Marshall Burke and Apoorva Lal, AtlasAI}, language = {en}, urldate = {2020-01-29}, journal = {Medium}, author = {Burke, Marshall}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T8VCAZG2 2405685:7S7TEAT5 7S7TEAT5}, } @techreport{burden_k_hopkins_p_male_t_martin_s__trala_c_ipad_2012, title = {{iPad} {Scotland} {Evaluation}}, institution = {University of Hull}, author = {{Burden, K., Hopkins, P., Male, T., Martin, S., \& Trala, C.}}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BYHQGWUL 2405685:HFXXSAXW}, } @article{burch_technocentrism_2018, title = {Technocentrism and social fields in the {Indian} {EdTech} movement: formation, reproduction and resistance}, volume = {33}, issn = {0268-0939, 1464-5106}, shorttitle = {Technocentrism and social fields in the {Indian} {EdTech} movement}, url = {https://www.tandfonline.com/doi/full/10.1080/02680939.2018.1435909}, doi = {10.1080/02680939.2018.1435909}, abstract = {All over the globe, educational technology (EdTech) is being sold to schools as a central mechanism for improving access to quality learning for high poverty populations. There is a growing scholarship that interrogates the institutional drivers of the ‘EdTech craze’. Building on this work, this paper examines how technocentrism as a specific strain of neoliberalism is reflected at both the organizational and institutional levels, both by private and public sectors in the case of school education in India. We argue that using institutional theory to explain complex multi-layered reforms means looking in tandem at macro principles defined through interactions in the organizational field and the re-experiencing and transformation of those processes at the micro level.}, language = {en}, number = {5}, urldate = {2020-12-07}, journal = {Journal of Education Policy}, author = {Burch, Patricia and Miglani, Neha}, month = sep, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2018.1435909 2339240:5ZMGP38H 2339240:MRFCBMCJ 2339240:WHH9EURE 2405685:HEHKWVQS}, pages = {590--616}, } @incollection{bulman_technology_2016, title = {Technology and education: {Computers}, software, and the internet}, volume = {5}, shorttitle = {Technology and education}, booktitle = {Handbook of the {Economics} of {Education}}, publisher = {Elsevier}, author = {Bulman, George and Fairlie, Robert W.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LL75ZDAT 2405685:4Z5BR2BU}, pages = {239--280}, } @article{buliva_teachers_2018, title = {Teachers’ attitudes towards the utility of computers in education in {Kenya}}, volume = {6}, doi = {10.30918/aerj.61.18.004}, journal = {African Educational Research Journal}, author = {Buliva, Newton}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.61.18.004 10.30918/aerj.61.18.004 10/gj37d7 2339240:7GZZFLDB 2405685:UDGTWCSZ}, pages = {5--9}, } @book{bulfin_critical_2015, address = {Basingstoke and St. Martins, New York}, series = {Digital {Education} and {Learning}}, title = {Critical {Perspectives} on {Technology} and {Education}}, isbn = {978-1-137-38544-4}, url = {https://www.palgrave.com/gp/book/9781137385444}, abstract = {This book offers critical readings of issues in education and technology and demonstrates how researchers can use critical perspectives from sociology, digital media, cultural studies, and other fields to broaden the "ed-tech" research imagination, open up new topics, ask new questions, develop theory, and articulate an agenda for informed action.}, language = {en}, urldate = {2019-12-20}, publisher = {Palgrave Macmillan US}, author = {Bulfin, Scott and Johnson, Nicola F. and Rowan, Leonie}, year = {2015}, doi = {10.1057/9781137385451}, note = {shortDOI: 10/ghgk6w KerkoCite.ItemAlsoKnownAs: 10.1057/9781137385451 10/ghgk6w 2339240:AHVAPHQK 2405685:VZPWUIH7}, } @article{bulawa_constraints_2013, title = {Constraints to {Senior} {Management}’s {Capacity} to {Implement} the {Performance} {Management} {System} in {Senior} {Secondary} {Schools} in {Botswana}}, volume = {6}, issn = {1913-9039, 1913-9020}, url = {http://www.ccsenet.org/journal/index.php/ies/article/view/26913}, doi = {10.5539/ies.v6n5p56}, number = {5}, urldate = {2020-04-14}, journal = {International Education Studies}, author = {Bulawa, Philip}, month = apr, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v6n5p56 10/ggrw4k 2339240:9IE3DJ78 2405685:ULLQQKQA}, pages = {p56}, } @article{bukhari_blended_2016, title = {Blended learning implementation in secondary education for girls: case study {Tatweer} project {Saudi} {Arabia}}, volume = {4}, shorttitle = {Blended learning implementation in secondary education for girls}, url = {https://www.idpublications.org/wp-content/uploads/2016/09/Full-Paper-BLENDED-LEARNING-IMPLEMENTATION-IN-SECONDARY-EDUCATION-FOR-GIRLS-CASE-STUDY-TATWEER-PROJECT.pdf}, abstract = {Blended learning (BL) has been the subject of much research recently, and the present research adds to this growing body of knowledge as the first substantial study on BL in secondary education for girls in Saudi Arabia. Based on field work comprising interviews and questionnaires this research reports the results of an exploratory, empirical case study of a large-scale programme (Tatweer project) for the introduction of blended learning into 25 traditional secondary girls' schools in Saudi Arabia. Adopting the interpretive research paradigm the objective of the study is to gain rich insight into blended learning guided by the effect of BL on female education. The study demonstrates a number of positive effects of BL on students' engagement and self-development, however, problems with the workloads of students and the failure of teachers to integrate face-to-face learning with e-learning are also observed. Throughout the research Sharpe et al.'s (2006) 8-dimensional framework of BL is applied in a new way to assess the implementation level of BL. This results in the recommendation to extend this framework with an ethical dimension. Further recommendations of the work are to actively seek feedback from key stakeholder groups during BL implementation, to use BL for teacher training in BL, and to measure performance indicators like students' workloads during the transition of traditional schools to BL.}, language = {en}, number = {7}, journal = {International Journal of Academic Research and Reflection}, author = {Bukhari, Eman Gasim}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4JYTCT2G 2405685:2HHSZJIC 2405685:EGT5Q49L}, keywords = {⛔ No DOI found}, pages = {15}, } @techreport{building_evidence_in_education_assessing_2015, title = {Assessing the {Strength} of {Evidence} in the {Education} {Sector}}, url = {https://www.usaid.gov/sites/default/files/documents/1865/BE2_Guidance_Note_ASE.pdf}, language = {en}, author = {Building Evidence in Education}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NWPUN86B 2405685:XQR2NCPT}, pages = {52}, } @techreport{building_evidence_in_education_assessing_2015, title = {Assessing the {Strength} of {Evidence} in the {Education} {Sector} ({DRAFT})}, institution = {Building Evidence in Education}, author = {{Building Evidence in Education}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZNW6RPS2 2405685:5DGY6G7J}, } @techreport{buhl-wiggers_impact_2017, title = {The {Impact} of {Teacher} {Effectiveness} on {Student} {Learning} in {Africa}}, url = {https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/Buhl-Wiggers%20The%20Impact%20of%20Teacher%20Effectiveness%202017-04-30.pdf}, abstract = {Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient.}, institution = {Rise Programme}, author = {Buhl-Wiggers, Julie and Kerwin, Jason and Smith, Jeffrey and Thornton, Rebecca}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AEMAW5PW 2405685:LSQR8MAH 2447227:8W4XYI4G}, keywords = {C:Uganda, NULP}, } @article{budge_academics_2016, title = {Academics who tweet: “messy” identities in academia}, volume = {8}, issn = {2050-7003}, shorttitle = {Academics who tweet}, url = {https://doi.org/10.1108/JARHE-11-2014-0114}, doi = {10.1108/JARHE-11-2014-0114}, abstract = {Purpose The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist.}, number = {2}, urldate = {2021-05-03}, journal = {Journal of Applied Research in Higher Education}, author = {Budge, Kylie and Lemon, Narelle and McPherson, Megan}, month = jan, year = {2016}, note = {Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JARHE-11-2014-0114 2405685:ZSTRNA6N}, keywords = {Academics, Artists, Identity, Narrative inquiry, Social media, Twitter}, pages = {210--221}, } @article{buchel_expanding_2019, title = {Expanding {School} {Time} and the {Value} of {Computer}-{Assisted} {Learning}: {Evidence} from a {Randomized} {Controlled} {Trial} in {El} {Salvador}}, url = {https://boris.unibe.ch/142255/1/201904_CALImpact_Evaluation_Report_April19.pdf}, language = {en}, author = {Buchel, Konstantin and Jakob, Martina and Kuhnhanss, Christoph and Steffen, Daniel and Brunetti, Aymo}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9YIYHWW9 2405685:BNSIAB6T}, keywords = {⛔ No DOI found}, pages = {44}, } @article{buabeng-andoh_factors_2019, title = {Factors {That} {Influence} {Teachers}' {Pedagogical} {Use} of {ICT} in {Secondary} {Schools}: {A} {Case} of {Ghana}}, volume = {10}, issn = {1309-517X}, shorttitle = {Factors {That} {Influence} {Teachers}' {Pedagogical} {Use} of {ICT} in {Secondary} {Schools}}, url = {https://eric.ed.gov/?id=EJ1221987}, abstract = {Technology is perceived as a vital driving force for contemporary education. The Government of Ghana acknowledges the relevance of Information and Communication Technology (ICT) in education, and it is financing ICT in secondary schools. However, most instructors are unwilling to integrate ICT into their teaching. Therefore, the purpose of this study was to investigate the factors that influence secondary school teachers' ICT usage in schools. The participants were 376 teachers randomly selected from 24 public and private schools. The data collected from the participants were analyzed by using descriptive statistics and analysis of variance. The results showed that teachers' use of ICT was still confined to basic and traditional activities such as search for information, class presentation etc. Internal and external factors were found to influence teachers' ICT usage. Also, female teachers reported that they use ICT more than male teachers. In general, this study has contributed to the literature regarding teachers' pedagogical use of ICT in secondary schools and also their gender differences in the use of ICT.}, language = {en}, number = {3}, urldate = {2021-01-15}, journal = {Contemporary Educational Technology}, author = {Buabeng-Andoh, Charles}, year = {2019}, note = {Publisher: Contemporary Educational Technology KerkoCite.ItemAlsoKnownAs: 2339240:BKXQRZLF 2405685:CJMLD46D}, keywords = {Access to Computers, Competence, Computer Uses in Education, Foreign Countries, Gender Differences, Influence of Technology, Information Technology, Instructional Leadership, Pedagogical Content Knowledge, Private Schools, Public Schools, Rural Schools, Secondary School Teachers, Secondary Schools, Self Efficacy, Teacher Attitudes, Technological Literacy, Technology Integration, Training, Urban Schools, ⛔ No DOI found}, pages = {272--288}, } @article{brunskill_evaluating_2010, title = {Evaluating an adaptive multi-user educational tool for low-resource environments}, url = {https://www.cs.cmu.edu/~ebrun/ictd_brunskill2010.pdf}, journal = {Proceedings of the IEEE/ACM International Conference on Information and Communication Technologies and Development}, author = {Brunskill, Emma and Garg, Sunil and Tseng, Clint and Pal, Joyojeet and Findlater, Leah}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JLXT8FY7 2405685:JI99TA9R}, keywords = {⛔ No DOI found}, } @techreport{bruns_great_2014, address = {Washington D.C.}, title = {Great teachers: {How} to raise student learning in {Latin} {America} and the {Caribbean}}, url = {https://www.worldbank.org/content/dam/Worldbank/document/LAC/Great_Teachers-How_to_Raise_Student_Learning-Barbara-Bruns-Advance%20Edition.pdf}, urldate = {2020-01-30}, institution = {World Bank Group}, author = {Bruns, Barbara and Luque, Javier}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LR5JEH7V 2405685:IWC7GUBK 2405685:XIDFUBL9}, keywords = {C:Latin America and the Carribeans}, } @techreport{bruns_through_2017, title = {Through the {Looking} {Glass}: {Can} {Classroom} {Observation} and {Coaching} {Improve} {Teacher} {Performance} in {Brazil}?}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/27962/WPS8156.pdf?sequence=1&isAllowed=y}, language = {en}, institution = {World Bank Group}, author = {Bruns, Barbara and Costa, Leandro and Cunha, Nina}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GTWNV6MT 2405685:U2D68PYR}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {44}, } @article{bruns_through_2018, title = {Through the looking glass: can classroom observation and coaching improve teacher performance in {Brazil}?}, volume = {64}, issn = {0272-7757}, shorttitle = {Through the looking glass}, url = {https://www.researchgate.net/publication/323850707_Through_the_Looking_Glass_Can_Classroom_Observation_and_Coaching_Improve_Teacher_Performance_in_Brazil}, doi = {10.1016/j.econedurev.2018.03.003}, abstract = {We conducted a randomized evaluation of a program in Brazil that provided secondary schools with classroom observation feedback and access to expert coaching. Coaching content was based on Teach Like A Champion, by Douglas Lemov, which imparts practical strategies to increase teachers’ effectiveness by maximizing time on instruction and student engagement. In treatment schools, the program raised the skills of pedagogical coordinators tasked with supporting teachers to improve instruction, increased teachers’ time on instruction, raised student engagement and produced statistically significant student learning gains. Program schools performed 0.05–0.09 SD higher in 10th grade math and Portuguese on a state test and 0.06 SD higher in Portuguese on a national high school leaving test (12th grade). High quality coaching delivered to the coordinators via Skype kept costs at \$2.40 per student, making the program a cost-effective and promising strategy for school-based efforts to raise teachers’ classroom effectiveness. (I21, I25, I28, J18, O15)}, language = {en}, urldate = {2020-09-28}, journal = {Economics of Education Review}, author = {Bruns, Barbara and Costa, Leandro and Cunha, Nina}, month = jun, year = {2018}, note = {Extra URL: http://www.sciencedirect.com/science/article/pii/S0272775717303576 KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.003 10/ggft3x 2129771:PXEQ493U 2339240:EJ9DHWVT 2339240:TJCEV7VS 2405685:27VSFIJU 2405685:7A2ZCMGH 2405685:PH86GT2T 2534378:CH4WAJDT 2534378:FM4VRQ7G 2534378:X3NNFD6B}, keywords = {Classroom observation, Economic development, Economic impact, Educational economics, Randomization, Teacher coaching, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425900, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {214--250}, } @misc{bruns_bringing_2018, title = {In {Bringing} a {Literacy} {Project} to {Scale}, has {Kenya} {Found} a {Holy} {Grail}?}, url = {https://www.cgdev.org/blog/bringing-literacy-project-scale-has-kenya-found-holy-grail}, abstract = {An article of faith among development economists is that “evidence-based policy” holds the promise of faster progress. Barbara Bruns set out to find a rigorously evaluated pilot whose evidence had led to a program at scale. It wasn’t easy.}, language = {en}, urldate = {2020-08-12}, journal = {Center For Global Development}, author = {Bruns, Barbara}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2D7IEEZ6 2339240:GIKWZG8S 2405685:IUEBJUAM}, } @article{brunette_impact_2019, title = {The impact of mother tongue reading instruction in twelve {Ugandan} languages and the role of language complexity, socioeconomic factors, and program implementation}, volume = {63}, issn = {0010-4086, 1545-701X}, url = {https://www.journals.uchicago.edu/doi/10.1086/705426}, doi = {10.1086/705426}, language = {en}, number = {4}, urldate = {2022-06-11}, journal = {Comparative Education Review}, author = {Brunette, Tracy and Piper, Benjamin and Jordan, Rachel and King, Simon and Nabacwa, Rehemah}, month = nov, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/705426 2405685:N6LYI2SD 4042040:KKJT92BH}, pages = {591--612}, } @article{brown-jeffy_toward_2011, title = {Toward a conceptual framework of culturally relevant pedagogy: {An} overview of the conceptual and theoretical literature}, volume = {38}, issn = {0737-5328}, shorttitle = {Toward a {Conceptual} {Framework} of {Culturally} {Relevant} {Pedagogy}}, url = {https://eric.ed.gov/?id=EJ914924}, abstract = {The United States is a diverse country with constantly changing demographics. The noticeable shift in demographics is even more phenomenal among the school-aged population. The increase of ethnic-minority student presence is largely credited to the national growth of the Hispanic population, which exceeded the growth of all other ethnic minority group students in public schools. Scholars have pondered over strategies to assist teachers in teaching about diversity (multiculturalism, racism, etc.) as well as interacting with the diversity found within their classrooms in order to ameliorate the effects of cultural discontinuity. One area that has developed in multicultural education literature is culturally relevant pedagogy (CRP). CRP maintains that teachers need to be non-judgmental and inclusive of the cultural backgrounds of their students in order to be effective facilitators of learning in the classroom. The plethora of literature on CRP, however, has not been presented as a testable theoretical model nor has it been systematically viewed through the lens of critical race theory (CRT). By examining the evolution of CRP among some of the leading scholars, the authors broaden this work through a CRT infusion which includes race and indeed racism as normal parts of American society that have been integrated into the educational system and the systematic aspects of school relationships. Their purpose is to infuse the tenets of CRT into an overview of the literature that supports a conceptual framework for understanding and studying culturally relevant pedagogy. They present a conceptual framework of culturally relevant pedagogy that is grounded in over a quarter of a century of research scholarship. By synthesizing the literature into the five areas and infusing it with the tenets of CRT, the authors have developed a collection of principles that represents culturally relevant pedagogy. (Contains 1 figure and 1 note.)}, language = {en}, number = {1}, urldate = {2020-12-08}, journal = {Teacher Education Quarterly}, author = {Brown-Jeffy, Shelly and Cooper, Jewell E.}, year = {2011}, note = {Publisher: Caddo Gap Press KerkoCite.ItemAlsoKnownAs: 2339240:99DAXIRH 2405685:9V2M6ABC}, keywords = {Cultural Pluralism, Culturally Relevant Education, Developmentally Appropriate Practices, Educational Quality, Ethnicity, Holistic Approach, Identification (Psychology), Inclusion, Literature Reviews, Minority Groups, Multicultural Education, Student Diversity, Teacher Attitudes, Teacher Student Relationship, Teaching Methods, ⛔ No DOI found}, pages = {65--84}, } @techreport{brookings_toward_2018, title = {Toward data-driven education systems: {Insights} into using information to measure results and manage change}, url = {https://www.brookings.edu/research/toward-data-driven-education-systems-insights-into-using-information-to-measure-results-and-manage-change/}, urldate = {2022-09-28}, institution = {Brookings Institution}, author = {{Brookings}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NUJIHWHG 2405685:A7LND39E 4656463:I2U6Q6T4}, } @article{broks_systems_2016, title = {Systems theory of systems thinking: {General} and particular within modern science and technology education}, volume = {15}, shorttitle = {Systems theory of systems thinking}, number = {4}, journal = {Journal of Baltic Science Education}, author = {Broks, Andris}, year = {2016}, note = {Publisher: Scientia Socialis Ltd. KerkoCite.ItemAlsoKnownAs: 2339240:H8LWFWWG 2405685:HNGMVQRZ}, keywords = {⛔ No DOI found}, pages = {408--410}, } @article{brocke_standing_2015, title = {Standing on the shoulders of giants: challenges and recommendations of literature search in information systems research}, volume = {37}, language = {en}, number = {9}, journal = {Communications of the Association for Information Systems}, author = {Brocke, J and Simons, A and Riemer, K}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q5G3VE6D 2486141:3WXVUKHH}, keywords = {⛔ No DOI found}, pages = {205--224}, } @misc{broadband_commission_child_2019, title = {Child {Online} {Safety} {Universal} {Declaration}}, url = {https://www.broadbandcommission.org/publication/child-online-safety-declaration/}, abstract = {There are more than 2 billion children under the age of 18, with the majority living in the developing countries in Sub Saharan Africa, Asia and Latin America and the Caribbean. Many children have access to and are being impacted by the Internet. They may also be exploited by its use in unthinkable ways, and … Child Online Safety Declaration Read More »}, language = {en-US}, urldate = {2022-04-25}, journal = {Broadband Commission}, author = {{Broadband Commission}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NW5QXBCI 2405685:BQBQG5BV}, } @techreport{british_council_technology_2015, address = {New Delhi}, title = {Technology for professional development: access, interest and opportunity for teachers of {English} in {South} {Asia}}, url = {https://www.britishcouncil.in/sites/default/files/digital_teachers_report_final_low_res.pdf}, urldate = {2020-05-21}, institution = {British Council}, author = {British Council}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UE23QGKH}, } @techreport{british_council_university_2018, title = {The {University} {Research} {System} in {Pakistan}}, url = {https://www.britishcouncil.pk/about/research-reports/university-research-system-pakistan}, abstract = {With the support of the Higher Education Commission of Pakistan and the British Council, Knowledge Platform conducted in 2018 a seminal research project titled The University Research System}, language = {en}, urldate = {2021-02-03}, author = {British Council}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FZNEBDL7 2405685:U6LB4RQA}, } @article{brion_keeping_2019, title = {Keeping the learning going: using mobile technology to enhance learning transfer}, volume = {18}, issn = {1570-2081, 1573-1723}, shorttitle = {Keeping the learning going}, url = {http://link.springer.com/10.1007/s10671-018-09243-0}, doi = {10.1007/s10671-018-09243-0}, language = {en}, number = {3}, urldate = {2023-12-11}, journal = {Educational Research for Policy and Practice}, author = {Brion, Corinne}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10671-018-09243-0 2405685:VFBUV8DG}, pages = {225--240}, } @techreport{bridges_how_2017, address = {Washington, DC}, type = {Working {Paper}}, title = {How ({Not}) to {Fix} {Problems} that {Matter}: {Assessing} and {Responding} to {Malawi}'s {History} of {Institutional} {Reform}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {How ({Not}) to {Fix} {Problems} that {Matter}}, url = {https://openknowledge.worldbank.org/handle/10986/29111}, abstract = {Malawi can be understood as a microcosm of institutional reform approaches in developing countries more broadly. A common feature of such approaches, whether implemented by government or donors, is reform initiatives that yield institutions that "look like" those found in higher-performing countries but rarely acquire the same underlying functionality. This paper presents a retrospective analysis of previous institutional reform projects in Malawi, as well as interviews with Malawi-based development practitioners. The paper finds a plethora of interventions that, merely by virtue of appearing to be in conformity with "best practices" elsewhere, are deemed to be successful yet fail to fix underlying problems, sometimes in contradiction to internal and public narratives of positive progress. This unhappy arrangement endures because a multitude of imperatives, incentives, and norms appear to keep governments and donors from more closely examining why such intense, earnest, and long-standing efforts at reform have, to date, yielded so few successes. This paper seeks to promote a shift in approach to institutional reform, offering some practical recommendations for reform-minded managers, project teams, and political leaders in which the focus is placed on crafting solutions to problems that Malawians themselves nominate, prioritize, and enact.}, language = {English}, urldate = {2022-10-12}, institution = {World Bank}, author = {Bridges, Kate and Woolcock, Michael}, month = dec, year = {2017}, doi = {10.1596/1813-9450-8289}, note = {Accepted: 2017-12-29T15:36:13Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8289 2339240:5IPEVBSQ 2405685:AT78SWY3 4656463:P3GHJI3Y}, keywords = {Capacity Building, Civil Service, Development Effectiveness, Governance, Institutions, Legitimacy, Public Administration, Public Sector, Reform}, } @misc{bridge_international_learning_2017, title = {Learning gains in {Liberia}}, url = {https://www.bridgeinternationalacademies.com/impact/learning-gains-in-liberia/}, abstract = {Bridge manages 68 of the 200 ‘Liberian Education Advancement Program’ (LEAP) schools in partnership with the Liberian government. Discover our impact.}, language = {en-GB}, journal = {Bridge International Academies}, author = {Bridge International}, year = {2017}, note = {Library Catalog: www.bridgeinternationalacademies.com KerkoCite.ItemAlsoKnownAs: 2405685:YKT56VQU}, } @misc{bricklin_killing_2012, title = {Killing '{Sesame} {Street}' {In} {Pakistan}}, url = {https://www.forbes.com/sites/juliabricklin/2012/06/06/killing-sesame-street-in-pakistan/}, language = {en}, urldate = {2020-06-09}, journal = {Forbes}, author = {Bricklin, Julia}, month = jun, year = {2012}, note = {Library Catalog: www.forbes.com Section: Business KerkoCite.ItemAlsoKnownAs: 2339240:EG2LHUD3 2405685:ESE7I5BY 4803016:LQTRPS8C}, } @misc{brescia_tipping_2019, address = {Rochester, NY}, type = {{SSRN} {Scholarly} {Paper}}, title = {On {Tipping} {Points} and {Nudges}: {Review} of {Cass} {Sunstein}'s {How} {Change} {Happens}}, shorttitle = {On {Tipping} {Points} and {Nudges}}, url = {https://papers.ssrn.com/abstract=3389471}, abstract = {In How Change Happens, Cass Sunstein explores the mechanisms through which social change can occur, the triggers that can cause it, and the pitfalls along the road to change. For Sunstein, small influences, which arise through what he has called “nudges,” can have large impacts, particularly where they indicate that support for existing norms has fallen. When this occurs, it can reveal hidden preferences that might have existed all along, but individuals were discouraged from making them public because of the existence of those norms. Once support for an existing norm begins to disappear, it can create a tipping point and then a “norm cascade”: when support for a new norm takes hold securely in society. In recent years, several works have appeared that have attempted to explain the sources of social change by looking at examples of successful campaigns and trying to divine the sources of such successes. Sunstein offers a different perspective. He provides more of a theoretical view on the sources of social change, not just identifying the levers that can bring it about but also some guidance on how to utilize them. It is a welcome addition to the scholarship on social change and stands as an elegant and insightful complement to some of the other, recent and more inductive scholarship on the subject. As a way to test Sunstein’s theory of social change, this review asks whether that theory can help explain recent developments, namely, the victory of the marriage equality campaign and the rise of a new and emboldened white nationalism in the wake of the election of Donald Trump to the U.S. presidency. As a review of these phenomena shows, Sunstein’s theory of change helps to provide insights into how such change came about, but, it also raises more questions. Indeed, questions still linger, like when is a nudge enough, can we identify what will make something “tip”? Nevertheless, Sunstein offers deep insights into the inner workings of social change and how norm entrepreneurs can understand not just how change happens but also how to bring it about.}, language = {en}, urldate = {2024-02-15}, author = {Brescia, Raymond H.}, month = may, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9ULKIFSJ 2405685:HDU54ARW}, keywords = {Nudges, Social Change}, } @phdthesis{brennan_best_2013, type = {Thesis}, title = {Best of both worlds: issues of structure and agency in computational creation, in and out of school}, copyright = {M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission.}, shorttitle = {Best of both worlds}, url = {https://dspace.mit.edu/handle/1721.1/79157}, abstract = {We live in a computational culture - a culture in which we are surrounded by computational systems and interfaces, from social networks to banking infrastructure, to entertainment platforms, to transportation systems. This culture introduces new expectations and new opportunities for learning, creating new demands for what to learn and offering new possibilities for how to learn. In this dissertation, I adopt a predominantly qualitative approach to exploring learning in computational culture, studying how the Scratch programming environment and online community are employed to support learning both in and out of school. To this end, I conducted interviews with 30 kids working with Scratch at home and 30 teachers working with Scratch in K-12 classrooms to develop descriptions of computational creation in these two settings. Using a theoretical framework of agency and structure, I analyze how the at-home and school-classroom contexts enable - or constrain - young people's agency in computational creation. Despite common assumptions that at-home learning is necessarily low-structure/high-agency and that at-school learning is necessarily high-structure/low-agency, I argue that structure and agency need not be in opposition. Designers of learning environments should explore intermediate possibilities, finding ways to employ structure in the service of learner agency.}, language = {eng}, urldate = {2021-05-17}, school = {Massachusetts Institute of Technology}, author = {Brennan, Karen A. (Karen Ann)}, year = {2013}, note = {Accepted: 2013-06-17T19:03:09Z Journal Abbreviation: Issues of structure and agency in computational creation, in and out of school KerkoCite.ItemAlsoKnownAs: 2339240:RJ3MM3NS 2405685:8JFG95LR}, } @article{brass_forum_2016, title = {Forum: {A} governmentality perspective on the {Common} {Core}}, volume = {51}, doi = {https://www.academia.edu/29406302/Brass_J_2016_Forum_A_Governmentality_Perspective_on_the_Common_Core_Proofs_Research_in_the_Teaching_of_English_Volume_51_Number_2}, abstract = {The Common Core State Standards (CCSS) have anchored an education policy apparatus that seeks to reconstruct much of the work of curriculum, teaching, and teacher education. However, teachers and teacher education faculty have often struggled to}, language = {en}, number = {2}, urldate = {2021-11-09}, journal = {Research in the Teaching of English}, author = {Brass, Jory}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8ZPKUMFV 2405685:425PDIYE}, keywords = {⚠️ Invalid DOI, ⛔ No DOI found}, pages = {230--240}, } @article{brady_academic_2019, title = {Academic staff perspectives on technology for assessment ({TfA}) in higher education: {A} systematic literature review}, volume = {50}, copyright = {© 2019 British Educational Research Association}, issn = {1467-8535}, shorttitle = {Academic staff perspectives on technology for assessment ({TfA}) in higher education}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12742}, doi = {10.1111/bjet.12742}, abstract = {This paper presents a systematic literature review of academic staff experiences and perceptions of adopting Technology for Assessment OF/FOR/AS Learning in Higher Education. This paper is a qualitative synthesis of 65 peer-reviewed journal articles published between 2012 and 2017 reporting on the use of technology for assessment (TfA). The results suggest that there are some efficiencies for staff in implementing TfA but this can come with a cost at the set-up and maintenance phases. Furthermore, results indicated that assessment design is not of foremost concern to academic staff when introducing TfA, but that a wide variety of pressures and both educational and operational drivers are present. There were inconclusive findings in relation to understandings of appropriate institutional environments and supports for TfA to flourish in higher education. There is a need for empirical research, particularly longitudinal investigations, of academic experiences of implementations of TfA to investigate sustainability of adoption. The imperative of exploring the academic staff perspective as the instigator and manager of both the technology and the student learning experience requires deep consideration as TfA adoption progresses.}, language = {en}, number = {6}, urldate = {2019-11-15}, journal = {British Journal of Educational Technology}, author = {Brady, Mairead and Devitt, Ann and Kiersey, Rachel A.}, year = {2019}, note = {shortDOI: 10/gf5f7m KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12742 10/gf5f7m 2339240:BGFA2SDN 2405685:DBQ25LCM}, pages = {3080--3098}, } @inproceedings{bradley_mobile_2019, title = {Mobile literacy among {Syrian} refugee women teachers}, url = {https://research-publishing.net/manuscript?10.14705/rpnet.2019.38.986}, doi = {10.14705/rpnet.2019.38.986}, abstract = {This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]}, language = {English}, booktitle = {{CALL} and complexity – short papers from {EUROCALL} 2019}, publisher = {Research-publishing.net}, author = {Bradley, Linda and Bahous, Rima and Albasa, Ali}, year = {2019}, note = {Publisher: Research-publishing.net, La Grange des Noyes, 25110 Voillans, France KerkoCite.ItemAlsoKnownAs: 10.14705/rpnet.2019.38.986 2339240:ZAUCKJ67 2405685:45VMGDEX 2405685:8RNRFPG7 2405685:HUEZG3W8 2534378:93K5R9FV 2534378:NR6VFNNC}, keywords = {Career Development, Cross Cultural Studies, ERIC, Resources in Education (RIE), Faculty Development, Females, Foreign Countries, Handheld Devices, Informal Education, Information Technology, Land Settlement, Lebanon, Literacy, Occupational Aspiration, Refugees, Second Language Instruction, Second Language Learning, Sweden, Syria, Teacher Attitudes, Telecommunications, Videoconferencing, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095768, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {57--62}, } @misc{brac_brac_2019, title = {{BRAC} {Education} {Programme} {Bangladesh}}, url = {http://www.brac.net/program/wp-content/uploads/2019/12/Factsheet-BRAC-Education-Programme-June-2019.pdf}, urldate = {2021-10-25}, author = {{BRAC}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V9ITPR43 2405685:QBPVDD4B}, } @article{bozkurt_analysis_2018, title = {An analysis of peer reviewed publications on openness in education in half a century: {Trends} and patterns in the open hemisphere}, volume = {35}, copyright = {Copyright (c) 2018 Australasian Journal of Educational Technology}, issn = {1449-5554}, shorttitle = {An analysis of peer reviewed publications on openness in education in half a century}, url = {https://ajet.org.au/index.php/AJET/article/view/4252}, doi = {10.14742/ajet.4252}, abstract = {Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.}, language = {en}, number = {4}, urldate = {2019-03-22}, journal = {Australasian Journal of Educational Technology}, author = {Bozkurt, Aras and Koseoglu, Suzan and Singh, Lenandlar}, month = nov, year = {2018}, note = {shortDOI: 10/gf5f7n KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4252 10/gf5f7n 2339240:8XL5IRCU 2405685:KCMI3HXH}, keywords = {Open Education, Open Educational Practices (OEPs), Open Educational Resources (OERs), Open Learning, Openness, Reviewed}, } @article{bozkurt_distance_2019, title = {From {Distance} {Education} to {Open} and {Distance} {Learning}: {A} {Holistic} {Evaluation} of {History}, {Definitions}, and {Theories}}, copyright = {Access limited to members}, shorttitle = {From {Distance} {Education} to {Open} and {Distance} {Learning}}, url = {https://www.igi-global.com/gateway/chapter/227916}, doi = {10.4018/978-1-5225-8431-5.ch016}, abstract = {As pragmatist, interdisciplinary fields, distance education (DE) and open and distance learning (ODL) transform and adapt themselves according to changing paradigms. In this regard, the purpose of this study is to examine DE and ODL from different perspectives to discern their future directions. The study concludes that DE and ODL are constantly developing interdisciplinary fields where technology has become a significant catalyst and these fields become part of the mainstream education. However, mainstreaming should be evaluated with caution, and there is a need to revisit core values and fundamentals where critical pedagogy would have a pivotal role. Besides, there is no single theory that best explains these interdisciplinary fields, and therefore, there is a need to benefit from different theoretical approaches. Finally, as a result of constant changes, we should keep the definition of both DE and ODL up-to-date to better explain the needs of the global teaching and learning ecosystem.}, language = {English}, urldate = {2020-05-26}, journal = {Handbook of Research on Learning in the Age of Transhumanism}, author = {Bozkurt, Aras and Bozkurt, Aras}, year = {2019}, note = {ISBN: 9781522584315 Publisher: IGI Global shortDOI: 10/ghgn5b KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-5225-8431-5.ch016 10/ghgn5b 2405685:HUJRQ23F}, } @article{boyd_effect_2011, title = {The effect of school neighborhoods on teacher retention decisions}, issn = {New York: Russell Sage Foundation Press}, url = {https://cepa.stanford.edu/content/effect-school-neighborhoods-teacher-retention-decisions}, abstract = {A substantial body of research demonstrates that schools with large populations of poor, non-white and low-achieving students, on average have more difficulty attracting and retaining teachers (Boyd et. al., 2005; Boyd et al, 2009; Hanushek et. al., 2004; Ingersoll, 2001; Scafidi et. al., 2007). However, little work assesses the extent to which differences in the neighborhoods}, language = {en}, urldate = {2022-05-16}, journal = {Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances}, author = {Boyd, Donald and Lankford, Hamilton and Loeb, Susanna and Ronfeldt, Matthew and Wyckoff, James}, month = sep, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5CMZS5JR 2405685:76GIZ8LC}, keywords = {⛔ No DOI found}, pages = {377}, } @article{bowsher_preparation_2018, title = {Preparation and support for teachers in public schools: {Reflections} on the first year of teaching}, url = {https://nces.ed.gov/programs/}, author = {Bowsher, A. and Sparks, D. and Hoyer, K.M.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TSCMK9TQ}, keywords = {⛔ No DOI found}, } @article{bower_technology-mediated_2019, title = {Technology-{Mediated} {Learning} {Theory}}, volume = {50}, issn = {0007-1013}, doi = {10.1111/bjet.12771}, abstract = {Technology-enhanced learning research, such as that relating to the use of online technologies in formal learning contexts, is sometimes criticised for being under-theorised. This paper draws together areas of research and theory that have previously been somewhat separately treated, to support the integrated analysis and research of situations where technology mediates learning. First, key areas of research and theory relating to technology-mediated learning are introduced, along with their associated conceptual underpinnings and assumptions, in terms of premises. These areas are then explained with relation to one another regarding how they can be used to holistically understand learning in contexts where technology mediates learning. The implications of the theoretical concepts are discussed in terms of the future conduct of technology-mediated learning research, as well as the scope and conditions under which the theorisations apply.}, language = {en}, number = {3}, urldate = {2020-12-22}, journal = {British Journal of Educational Technology}, author = {Bower, Matt}, month = may, year = {2019}, note = {Publisher: Wiley-Blackwell KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12771 2339240:DUA7DI6P 2405685:48HFJPQV}, keywords = {Educational Technology, Electronic Learning, Learning Theories, Meta Analysis, Technology Integration, Technology Uses in Education}, pages = {1035--1048}, } @article{bouzid_using_2016, title = {Using {Educational} {Games} for {Sign} {Language} {Learning} - {A} {SignWriting} {Learning} {Game}: {Case} {Study}}, volume = {19}, issn = {1176-3647}, shorttitle = {Using {Educational} {Games} for {Sign} {Language} {Learning} - {A} {SignWriting} {Learning} {Game}}, url = {http://www.jstor.org/stable/jeductechsoci.19.1.129}, abstract = {ABSTRACT Apart from being used as a means of entertainment, computer games have been adopted for a long time as a valuable tool for learning. Computer games can offer many learning benefits to students since they can consume their attention and increase their motivation and engagement which can then lead to stimulate learning. However, most of the research to date on educational computer games, in particular learning versions of existing computer games, focused only on learner with typical development. Rather less is known about designing educational games for learners with special needs. The current research presents the results of a pilot study. The principal aim of this pilot study is to examine the interest of learners with hearing impairments in using an educational game for learning the sign language notation system SignWriting. The results found indicated that, overall, the application is useful, enjoyable and easy to use: the game can stimulate the students' interest in learning such notations.}, number = {1}, urldate = {2020-12-10}, journal = {Journal of Educational Technology \& Society}, author = {Bouzid, Yosra and Khenissi, Mohamed Ali and Essalmi, Fathi and Jemni, Mohamed}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DXXIUF8I 2405685:L83ZWRA2}, keywords = {⛔ No DOI found}, pages = {129--141}, } @article{boskic_using_2018, title = {Using {Technology} to {Provide} {Higher} {Education} for {Refugees}}, url = {https://brill.com/view/book/edcoll/9789004366077/BP000025.xml}, doi = {10.1163/9789004366077_014}, abstract = {"Using Technology to Provide Higher Education for Refugees" published on 24 Mar 2018 by Brill {\textbar} Sense.}, language = {en}, urldate = {2020-05-05}, journal = {Transnational Perspectives on Innovation in Teaching and Learning Technologies}, author = {Boškić, Natasha and Sork, Thomas J. and Irwin, Rita and Nashon, Samson and Nicol, Cynthia and Meyer, Karen and Hu, Sharon}, month = mar, year = {2018}, note = {Publisher: Brill Sense Section: Transnational Perspectives on Innovation in Teaching and Learning Technologies shortDOI: 10/ggtwpr KerkoCite.ItemAlsoKnownAs: 10.1163/9789004366077\_014 10/ggtwpr 2339240:LAN4C6SI 2405685:RK8N5ERM}, pages = {285--304}, } @article{borzekowski_impact_2019, title = {The {Impact} of an {Educational} {Media} {Intervention} to {Support} {Children}’s {Early} {Learning} in {Rwanda}}, volume = {51}, issn = {1878-4658}, url = {https://doi.org/10.1007/s13158-019-00237-4}, doi = {10.1007/s13158-019-00237-4}, abstract = {Children in developing countries often lack sufficient support for early learning skills prior to beginning school. This research evaluates an educational media intervention using an animated cartoon program, Akili and Me. The program was originally created in Tanzania to teach early learning skills. This program was adapted in content and language use in this study in Rwanda. The two-week intervention involved primary school students (mean age = 7.1 years) who were randomized into two groups (intervention and comparison group). The intervention group viewed one Ankit and Me episode a day for five days. This viewing was repeated the following week. Similarly, the comparison watched the same amount of television but the content consisted of local popular programs. Baseline and follow-up assessments evaluated 10 areas of early learning, using an adaptation of the International Development and Early Learning Assessment (IDELA), and also children’s media receptivity. At follow-up, children in the intervention program, Akili and Me, had significantly higher scores for counting, number recognition, shape knowledge, letter identification, color identification, body part recognition, health knowledge, and vocabulary. The analyses provide promising evidence that locally produced educational media interventions can impact early learning skills, even among children living in resource-poor communities.}, language = {en}, number = {1}, journal = {International Journal of Early Childhood}, author = {Borzekowski, Dina and Lando, Agnes Lucy and Olsen, Sara and Giffen, Lauren}, month = mar, year = {2019}, note = {shortDOI: 10/gf84g7 KerkoCite.ItemAlsoKnownAs: 10.1007/s13158-019-00237-4 10/gf84g7 2339240:4M44CELZ 2339240:S9UUM2LQ 2339240:U3CZV6QS 2405685:CFDKXVTN 2405685:D2RCFMG5 2405685:LXHQCK2G 2405685:S9R2V6GT 4803016:Z6Y5C2HY}, keywords = {Literacy, Media receptivity, Numeracy, Rwanda, School readiness skills, Television, \_\_\_working\_potential\_duplicate}, pages = {109--126}, } @article{borzekowski_impact_2019, title = {The impact of {Galli} {Galli} {Sim} {Sim} on {Indian} preschoolers}, volume = {64}, doi = {10.1016/j.appdev.2019.101054}, abstract = {While educational media can affect young children's development, rigorous studies rarely occur in low and middle income countries. Using an experimental design, researchers investigated the effect of an educational television series (Galli Galli Sim Sim (GGSS), the Indian version of Sesame Street) with 1340 children in 99 preschools in Lucknow, India. Boys and girls, ages three to seven and mostly from low income households, saw 30 min of television five days a week for twelve weeks, varying how much Galli Galli Sim Sim versus other programming children watched. Assessments occurred at baseline, endline, and six weeks later. Hierarchical models showed that Galli Galli Sim Sim receptivity, an independent variable that combines exposure and recall, significantly improved literacy, numeracy, socio-emotional strategies, and nutritional knowledge. Locally-produced educational media should be encouraged as it can positively affect potential school success and child development.}, language = {en}, urldate = {2020-06-09}, journal = {Journal of Applied Developmental Psychology}, author = {Borzekowski, Dina L. G. and Singpurwalla, Darius and Mehrotra, Deepti and Howard, Donna}, month = jul, year = {2019}, note = {shortDOI: 10/gf84g5 KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2019.101054 10/gf84g5 2339240:MHHA268R 2405685:ER687Z8I 4803016:WC8Z9BF8}, } @article{borzekowski_role_2010, title = {The role of {Kilimani} {Sesame} in the healthy development of {Tanzanian} preschool children}, volume = {31}, issn = {0193-3973}, url = {http://www.sciencedirect.com/science/article/pii/S0193397310000584}, doi = {10.1016/j.appdev.2010.05.002}, abstract = {Kilimani Sesame, a media intervention that employs print, radio, and television, was developed to entertain and educate preschool children in Tanzania. This study examined the effects of a six-week intervention delivering Kilimani Sesame material to 223 children in the rural district of Kisarawe and the city of Dar es Salaam. Results offer evidence that literacy and numeracy, social and emotional development, and health and hygiene significantly improved from baseline to post-intervention; those with the greatest receptivity to Kilimani Sesame performed the best after the intervention, controlling for baseline scores, sex, age, location, and general media receptivity. This study shows that an educational media intervention directed towards very young children can have an impact on their healthy development, even in locales where populations have minimal resources and face extreme hardships.}, language = {en}, number = {4}, urldate = {2020-03-25}, journal = {Journal of Applied Developmental Psychology}, author = {Borzekowski, Dina L. G. and Macha, Jacob E.}, month = jul, year = {2010}, note = {shortDOI: 10/dfhqrx KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2010.05.002 10/dfhqrx 2339240:DVE3B5Y9 2405685:FD5BZ3BI 2405685:I5UGE5MK}, keywords = {African children, Educational television, Literacy, Media receptivity, Preschool children, Sesame Street}, pages = {298--305}, } @article{borzekowski_quasi-experiment_2018, title = {A quasi-experiment examining the impact of educational cartoons on {Tanzanian} children}, volume = {54}, issn = {0193-3973}, url = {http://www.sciencedirect.com/science/article/pii/S0193397317300850}, doi = {10.1016/j.appdev.2017.11.007}, abstract = {Educational media can positively impact young children; however, few studies have been conducted in developing countries. Researchers investigated the impact of an animated educational series, where participants were randomized to see Akili and Me versus other popular programs. In interviews with children, researchers assessed measures before and after four weeks of exposure. From Morogoro, Tanzania, 568 children (mean age - 4.8years) participated. Controlling for the child's sex, age, and baseline skills in the assessed follow up outcome, exposure to Akili and Me significantly improved drawing skills, shape knowledge, number recognition, counting, and English skills. Young and vulnerable children can benefit from a locally-produced educational program. Media interventions should be encouraged as they effectively and efficiently alter school readiness.}, language = {en}, urldate = {2020-03-25}, journal = {Journal of Applied Developmental Psychology}, author = {Borzekowski, Dina L. G.}, month = jan, year = {2018}, note = {shortDOI: 10/gczvxt KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2017.11.007 10/gczvxt 2339240:7VNNEECK 2339240:ITCSRTPS 2339240:TV3YF5VR 2405685:9KZC8YTW 2405685:G2F33XBN 2405685:I27K89G7 2405685:XVBCRWSR}, keywords = {Educational media, Literacy, Numeracy, School readiness, Television}, pages = {53--59}, } @article{borzekowski_sesame_2015, title = {Sesame street in the tea estates: {A} multi-media intervention to improve sanitation and hygiene among {Bangladesh}'s most vulnerable youth}, volume = {81}, doi = {10.1016/j.aogh.2015.02.748}, journal = {Annals of Global Health}, author = {Borzekowski, Dina}, month = feb, year = {2015}, note = {shortDOI: 10/gg26fp KerkoCite.ItemAlsoKnownAs: 10.1016/j.aogh.2015.02.748 10/gg26fp 2339240:8Q2HKU7I 2405685:8RY3PYAF 4803016:Y5CF7KER}, pages = {107--108}, } @article{borup_adolescent_2014, title = {The adolescent community of engagement framework: {A} lens for research on {K}-12 online learning}, volume = {22}, shorttitle = {The adolescent community of engagement framework}, url = {http://www.editlib.org/p/112371}, number = {1}, journal = {Journal of Technology and Teacher Education}, author = {Borup, Jered and West, Richard E. and Graham, Charles R. and Davies, Randall S.}, year = {2014}, note = {Publisher: Society for Information Technology \& Teacher Education zotzenLib.CopiedFrom: 2339240:JQVYBSNT KerkoCite.ItemAlsoKnownAs: 2339240:JQVYBSNT 2405685:39ZJTW8M}, keywords = {⛔ No DOI found}, pages = {107--129}, } @misc{borowski_casels_2019, title = {{CASEL}'s framework for systemic social and emotional learning}, url = {https://measuringsel.casel.org/wp-content/uploads/2019/08/AWG-Framework-Series-B.2.pdf}, publisher = {Establishing Practical Social-Emotional Competence Assessment Work Group}, author = {Borowski, T.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z2WGRMIS 2405685:ARDRR5TA}, } @article{borokhovski_extended_2011, title = {An extended systematic review of {Canadian} policy documents on e-learning: what we’re doing and not doing}, volume = {37}, copyright = {Copyright (c) 2011 Eugene Borokhovski, Robert Bernard, Erin Mills, Philip C Abrami, C Anne Wade, Rana Tamim, Edward Bethel, Gretchen Lowerison, David Pickup, Michael A Surkes}, issn = {1499-6685}, shorttitle = {An extended systematic review of canadian policy documents on e-learning}, url = {https://www.cjlt.ca/index.php/cjlt/article/view/26353}, doi = {10.21432/t22p41}, language = {en}, number = {3}, urldate = {2021-08-05}, journal = {Canadian Journal of Learning and Technology}, author = {Borokhovski, Eugene and Bernard, Robert and Mills, Erin and Abrami, Philip C. and Wade, C. Anne and Tamim, Rana and Bethel, Edward and Lowerison, Gretchen and Pickup, David and Surkes, Michael A.}, month = oct, year = {2011}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 10.21432/t22p41 10/gmfk2v 2339240:CHEZSB5X 2405685:6HB7ZEXG}, } @article{bornstein_cognitive_2012, title = {Cognitive and socioemotional caregiving in developing countries}, volume = {83}, issn = {0009-3920}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3270892/}, doi = {10.1111/j.1467-8624.2011.01673.x}, abstract = {Enriching caregiving practices foster the course and outcome of child development. We studied two developmentally significant domains of positive caregiving -- cognitive and socioemotional -- in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated.}, number = {1}, urldate = {2022-03-04}, journal = {Child Development}, author = {Bornstein, Marc H. and Putnick, Diane L.}, year = {2012}, pmid = {22277006}, pmcid = {PMC3270892}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8624.2011.01673.x 2339240:B9VFFTA2 2405685:3GF9TM87}, pages = {46--61}, } @misc{borgen_project_expanding_2016, title = {Expanding {Early} {Childhood} {Enrollment}: {Mobile} {Schools} in {Mongolia}}, shorttitle = {Expanding {Early} {Childhood} {Enrollment}}, url = {https://borgenproject.org/mobile-schools-in-mongolia/}, abstract = {Mobile Schools in Mongolia: Mongolia has experienced an increase in kindergarten enrollment due to the emergence of mobile schools.}, language = {en-US}, urldate = {2020-08-31}, journal = {The Borgen Project}, author = {{Borgen Project}}, month = may, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4RSCSGYS 2405685:LGSCN4FJ}, } @article{borgatti_network_2011, title = {On {Network} {Theory}}, doi = {10.2139/ssrn.2260993}, abstract = {Research on social networks has grown considerably in the last decade. However, there is a certain amount of confusion about network theory — for example, what it is, what is distinctive about it, and how to generate new theory. This paper attempts to remedy the situation by clarifying the fundamental concepts of the field (such as the network) and characterizing how network reasoning works. We start by considering the definition of network, noting some confusion caused by two different perspectives, which we refer to as realist and nominalist. We then analyze two well-known network theories, Granovetter’s strength of weak ties, to identify characteristic elements of network theorizing. We argue that both theories share an underlying theoretical model, which we label the network flow model, from which we derive additional implications. We also discuss network phenomena that do not appear to fit the flow model and discuss the possibility of a second fundamental model, which we call the bond model. We close with a discussion of the merits of model-based network theorizing for facilitating the generation of new theory, as well as a discussion of endogeneity in network theorizing.}, journal = {SSRN Electronic Journal}, author = {Borgatti, Stephen and Halgin, Daniel}, month = jan, year = {2011}, note = {zotzenLib.CopiedFrom: 2339240:SWTXTUQH KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2260993 2339240:SWTXTUQH 2405685:SZ42AN3H}, } @misc{booton_rise_2016, title = {The rise and fall of the {PC} in one chart}, url = {https://www.marketwatch.com/story/one-chart-shows-how-mobile-has-crushed-pcs-2016-04-20}, language = {en-US}, urldate = {2021-05-03}, journal = {MarketWatch}, author = {Booton, Jennifer}, month = apr, year = {2016}, note = {Section: Industries KerkoCite.ItemAlsoKnownAs: 2339240:USFBBPHB 2405685:D94GQ9W9}, } @techreport{booth_thinking_2015, address = {GSDRC}, title = {Thinking and {Working} {Politically}}, url = {https://cdn.odi.org/media/documents/10106.pdf}, institution = {University of Birmingham}, author = {Booth, David}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GD66V3AN 2405685:2Q6Q9SGI}, } @article{booth_working_2012, title = {Working with the {Grain} and {Swimming} against the {Tide}}, volume = {14}, issn = {1471-9037}, url = {https://doi.org/10.1080/14719037.2012.657959}, doi = {10.1080/14719037.2012.657959}, abstract = {Research into the governance of public goods provision in Africa suggests that, on their own, bottom–up pressures from voters and service users are only a weak factor in improving performance. It confirms the importance of working with politicians and service providers as well as clients. However, getting ‘uptake’ of these findings into the practice of development agencies is difficult. In the dissemination of previous studies, certain propositions about the power of information and community monitoring have been heavily over-sold because they satisfy practitioners' hunger for simple, upbeat messages. Incentives, ideologies and vested interests inhibit the adoption of more complex findings.}, number = {2}, urldate = {2020-09-22}, journal = {Public Management Review}, author = {Booth, David}, month = feb, year = {2012}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/14719037.2012.657959 KerkoCite.ItemAlsoKnownAs: 10.1080/14719037.2012.657959 2339240:U2LWYWNF 2339240:ZXRHL45K 2405685:XB92ZXCD 2405685:YTRBP623}, keywords = {Africa, community monitoring, governance, public services, research uptake}, pages = {163--180}, } @article{boone_us_2012, title = {{US} pulls funding from {Pakistan}'s {Sesame} {Street}}, url = {https://www.theguardian.com/world/2012/jun/05/pakistan-sesame-street-funding-withdrawn}, language = {en-GB}, urldate = {2020-06-09}, journal = {The Guardian}, author = {Boone, Jon}, month = jun, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RVN4BHMY 2405685:2YC6M7TZ 4803016:NPYGTLE6}, keywords = {Children's TV, Pakistan, Sesame Street, Television, US news, World news}, } @article{bonner_voices_2018, title = {Voices {From} {Urban} {Classrooms}: {Teachers}’ {Perceptions} on {Instructing} {Diverse} {Students} and {Using} {Culturally} {Responsive} {Teaching}}, volume = {50}, issn = {0013-1245}, shorttitle = {Voices {From} {Urban} {Classrooms}}, url = {https://doi.org/10.1177/0013124517713820}, doi = {10.1177/0013124517713820}, abstract = {This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.}, language = {en}, number = {8}, urldate = {2021-11-02}, journal = {Education and Urban Society}, author = {Bonner, Patricia J. and Warren, Susan R. and Jiang, Ying H.}, month = nov, year = {2018}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0013124517713820 2339240:FNKUDWZC 2405685:JUZUBP8C}, keywords = {multicultural education, social justice, students, teachers, urban education}, pages = {697--726}, } @article{bonhomme_school_2016, title = {School {Characteristics} and {Teacher} {Turnover}: {Assessing} the {Role} of {Preferences} and {Opportunities}}, volume = {126}, issn = {1468-0297}, shorttitle = {School {Characteristics} and {Teacher} {Turnover}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/ecoj.12279}, doi = {10.1111/ecoj.12279}, abstract = {Job characteristics can affect worker turnover through their effect on utility and through their effect on outside job opportunities. The aim of this study is to identify and estimate the roles of these two channels separately. Our method exploits information on job changes, and relies on an augmented sample selection correction. To illustrate our approach, we use an exhaustive register of Dutch primary school teachers and show a detailed picture of preferences for school characteristics. We also find that the dependence between current and outside job attributes can affect turnover and thus the allocation of teachers across schools.}, language = {en}, number = {594}, urldate = {2022-05-16}, journal = {The Economic Journal}, author = {Bonhomme, Stéphane and Jolivet, Grégory and Leuven, Edwin}, year = {2016}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ecoj.12279 KerkoCite.ItemAlsoKnownAs: 10.1111/ecoj.12279 2339240:N9X56GT8 2405685:4SI4U49A}, pages = {1342--1371}, } @article{bold_experimental_2018, title = {Experimental evidence on scaling up education reforms in {Kenya}}, volume = {168}, issn = {0047-2727}, url = {https://www.sciencedirect.com/science/article/pii/S0047272718301518}, doi = {10.1016/j.jpubeco.2018.08.007}, abstract = {What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample.}, language = {en}, urldate = {2022-04-07}, journal = {Journal of Public Economics}, author = {Bold, Tessa and Kimenyi, Mwangi and Mwabu, Germano and Ng’ang’a, Alice and Sandefur, Justin}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2018.08.007 2339240:58EIIZ3H 2405685:XRHDAKJR 4656463:B7GSKCJK}, keywords = {Contract teachers, Education, External validity, Kenya, Randomized evaluation, State capacity}, pages = {1--20}, } @techreport{bold_what_2017, address = {Washington, DC}, type = {Working {Paper}}, title = {What {Do} {Teachers} {Know} and {Do}? {Does} {It} {Matter}? {Evidence} from {Primary} {Schools} in {Africa}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {What {Do} {Teachers} {Know} and {Do}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7956}, abstract = {School enrollment has universally increased over the past 25 years in low-income countries. However, enrolling in school does not guarantee that children learn. A large share of children in low-income countries learn little, and they complete their primary education lacking even basic reading, writing, and arithmetic skills—the so-called "learning crisis." This paper uses data from nationally representative surveys from seven Sub-Saharan African countries, representing close to 40 percent of the region's total population, to investigate possible answers to this policy failure by quantifying teacher effort, knowledge, and skills. Averaging across countries, the paper finds that students receive two hours and fifty minutes of teaching per day—or just over half the scheduled time. In addition, large shares of teachers do not master the curricula of the students they are teaching; basic pedagogical knowledge is low; and the use of good teaching practices is rare. Exploiting within-student, within-teacher variation, the analysis finds significant and large positive effects of teacher content and pedagogical knowledge on student achievement. These findings point to an urgent need for improvements in education service delivery in Sub-Saharan Africa. They also provide a lens through which the growing experimental and quasi-experimental literature on education in low-income countries can be interpreted and understood, and point to important gaps in knowledge, with implications for future research and policy design.}, language = {en}, number = {7956}, urldate = {2020-05-25}, institution = {World Bank}, author = {Bold, Tessa and Filmer, Deon and Martin, Gayle and Molina, Ezequiel and Rockmore, Christophe and Stacy, Brian and Svensson, Jakob and Wane, Waly}, month = jan, year = {2017}, doi = {10.1596/1813-9450-7956}, note = {shortDOI: 10/gftst3 KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7956 10/gftst3 2339240:BTMNBWLP 2405685:I898ERZQ 2405685:NZXPNUED 4656463:N34TLK8Y}, keywords = {Education, Education Policy, Learning Crisis, Public Service Delivery, Teacher Absenteeism, Teacher Effectiveness, Teacher Performance}, } @techreport{boisvert_case_2017, title = {Case {Study} {Report}: {RET} {International} {Kenya}}, url = {https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1001&context=cie_eccn}, language = {en}, institution = {University of Massachusetts Amherst}, author = {Boisvert, Kayla}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZPJGD9MB 2405685:SACV4G7Q}, pages = {29}, } @inproceedings{boell_wwwlitbasketsio_2019, address = {WW Huang, JK Lee}, title = {wwwlitbaskets.io, an {IT} artifact supporting exploratory literature searches for {Information} {Systems} research}, language = {en}, booktitle = {Proceedings of the {Pacific} {Asia} conference on information systems (eds {KK} {Wei}}, author = {Boell, SK and Wang, B}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EDNQS3TE 2486141:V87EDIZ4}, keywords = {\_Added-ailr-2024, ⛔ No DOI found}, } @book{boaz_what_2019, address = {Bristol, U.K.}, title = {What works now? : evidence-informed policy and practice}, isbn = {978-1-4473-4548-0}, shorttitle = {What works now?}, url = {https://eprints.kingston.ac.uk/id/eprint/43124/}, abstract = {Building substantially on the earlier, landmark text, What Works? (Policy Press, 2000), this book brings together key thinkers and researchers to provide a contemporary review of the aspirations and realities of evidence-informed policy and practice. The text is clearly structured and provides sector-by-sector analysis of evidence use in policy-making and service delivery. It considers some cross-cutting themes, including a section of international commentaries, and concludes by looking at lessons from the past and prospects for the future.}, language = {en}, urldate = {2020-09-24}, publisher = {Policy Press}, author = {Boaz, Annette and Davies, Huw and Fraser, Alec and Nutley, Sandra}, editor = {Boaz, Annette and Davies, Huw and Fraser, Alec and Nutley, Sandra}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2S6VILZT 2405685:8BD4NMZZ}, } @article{boadu_examination_2014, title = {An examination of the use of technology in the teaching of history. {A} study of selected senior high schools in the cape coast metropolis, {Ghana}.}, volume = {8}, copyright = {Copyright (c)}, issn = {1694-2116}, url = {https://www.ijlter.org/index.php/ijlter/article/view/155}, abstract = {This study examined the use of technology in the teaching of History in three (3) selected Senior High Schools in the Cape Coast metropolis. The study was modelled on the descriptive survey design with a sample size of 159 respondents, made up of 153 History students and 6 History teachers from three selected schools. The instruments used to collect data were the questionnaire and the interview guide. The study found that technologies such as computers, projectors, internet, and audio-visuals, could be used to teach History. Again, it was found that teachers have positive perceptions of the use of technology in teaching History, and students were also found to portray positive attitudes in class when technology is used to teach. Finally, the study revealed that teachers face the challenge of unavailability of technology resources, lack of enough time, and lack of motivation, in their attempt to use technology in class. It is recommended that seminars should be organized for teachers to expose them to the types of technologies and how to use them. Again, Ministry of Education should make technology resources available in schools, and also teachers should innovative and creative by using a variety of technologies in their lessons.}, language = {en}, number = {1}, urldate = {2021-01-22}, journal = {International Journal of Learning, Teaching and Educational Research}, author = {Boadu, Gideon}, month = nov, year = {2014}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:I44YNVA2 2405685:BTZJESKM}, keywords = {Attitude, History, Perception, Teaching, Technology, ⛔ No DOI found}, pages = {187--214}, } @article{blundell_using_2019, title = {Using {Dual} {Systems} theory to conceptualise challenges to routine when transforming pedagogy with digital technologies}, copyright = {© 2019 Informa UK Limited, trading as Taylor \& Francis Group}, issn = {1354-0602}, url = {https://www.tandfonline.com/doi/abs/10.1080/13540602.2019.1652161}, abstract = {(2019). Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies. Teachers and Teaching: Vol. 25, No. 8, pp. 937-954.}, language = {en}, urldate = {2021-01-04}, journal = {Teachers and Teaching}, author = {Blundell, Christopher and Lee, Kar-Tin and Nykvist, Shaun}, month = aug, year = {2019}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 2339240:9MZUUQP9 2339240:MJVTRQD2 2405685:IESPF387}, keywords = {Barriers, Case Studies, Classroom Techniques, Correlation, Educational Change, Information Technology, Learning Theories, Student Behavior, Systems Approach, Teacher Attitudes, Teacher Role, Teacher Student Relationship, Teaching Methods, Technology Integration, ⛔ No DOI found}, } @article{blayone_theorising_2019, title = {Theorising {Effective} {Uses} of {Digital} {Technology} with {Activity} {Theory}}, volume = {28}, issn = {1475-939X}, doi = {10.1080/1475939X.2019.1645728}, abstract = {Effective uses of digital technologies are vital to full inclusion in a network society. Digital-abilities researchers have produced several major frameworks, but these have generally not incorporated socio-contextual perspectives. To explore this lacuna, and engage in a reflective act of theorisation, activity theory is used to conceptualise four sub-systems of digitally mediated action. Eschewing technological determinism, humans are positioned as active agents capable of identifying, taking up, modifying and even subverting established technology uses in pursuit of meaningful objectives. At the same time, attention is given to contextual conditions shaping diverse activity systems supported by assemblages of humans and machines. Having theorised effective digital-technology uses through the lens of activity theory, the author reflects on this conceptual apparatus itself. In so doing, activity theory is characterised as a fertile, if complex and contested, future-oriented tradition that challenges individual-social dichotomies and addresses both humans and machines as mediators of activity, development and learning.}, language = {en}, number = {4}, urldate = {2020-12-22}, journal = {Technology, Pedagogy and Education}, author = {Blayone, Todd J. B.}, year = {2019}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2019.1645728 2339240:5T4VKUGM 2405685:KTIRVW7U}, keywords = {Automation, Computer Use, Cultural Influences, Educational Technology, Group Activities, Information Technology, Man Machine Systems, Social Theories, Technology Uses in Education}, pages = {447--462}, } @misc{blank_why_2013, title = {Why the {Lean} {Start}-{Up} {Changes} {Everything}}, url = {https://hbr.org/2013/05/why-the-lean-start-up-changes-everything}, urldate = {2022-04-25}, author = {Blank, Steve}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H5DTADYK 2405685:7WJEFDW3}, } @article{blackwell_adoption_2013, title = {Adoption and use of technology in early education}, volume = {69}, issn = {03601315}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131513001917}, doi = {10.1016/j.compedu.2013.07.024}, abstract = {The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both first-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Unified Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators’ access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0–4-year-olds reveal that while extrinsic barriers influence access to a range of technologies, positive beliefs in children’s learning from technology significantly predicted actual use of technology. Overall, the study provides new insight into factors influencing technology integration specifically for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education.}, language = {en}, urldate = {2020-08-31}, journal = {Computers \& Education}, author = {Blackwell, Courtney K. and Lauricella, Alexis R. and Wartella, Ellen and Robb, Michael and Schomburg, Roberta}, month = nov, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.07.024 2339240:I4HQZHFT 2405685:J5PT4C67}, pages = {310--319}, } @article{bjorkman-nyqvist_income_2013, title = {Income shocks and gender gaps in education: {Evidence} from {Uganda}}, volume = {105}, issn = {0304-3878}, shorttitle = {Income shocks and gender gaps in education}, url = {https://www.sciencedirect.com/science/article/pii/S0304387813001120}, doi = {10.1016/j.jdeveco.2013.07.013}, abstract = {This paper uses exogenous variation in rainfall across districts in Uganda to estimate the causal effects of household income shocks on children's enrollment and academic performance conditional on gender. I find negative deviations in rainfall from the long-term mean to have negative and highly significant effects on female enrollment in primary schools and the effect grows stronger for older girls. I find no effect of rainfall variation on the enrollment of boys and young girls. Moreover, I find that when schooling is free of charge and both marginal boys and girls are enrolled, a negative income shock has an adverse effect on the test scores of female students while boys are not affected. The results imply that households respond to income shocks by varying the amount of schooling and resources provided to girls while boys are to a large extent sheltered — a finding consistent with a model where parents' values of child labor differ across sexes.}, language = {en}, urldate = {2022-03-04}, journal = {Journal of Development Economics}, author = {Björkman-Nyqvist, Martina}, month = nov, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2013.07.013 2339240:3MWRAZHD 2405685:PTXH2C5H}, keywords = {Education, Gender, Rainfall, Test scores}, pages = {237--253}, } @misc{bizimungu_meet_2018, title = {Meet the {Rwandan} innovation for {One}-{Laptop}-{Per}-{Child}}, url = {https://www.newtimes.co.rw/business/meet-rwandan-innovation-one-laptop-child}, urldate = {2020-08-17}, journal = {The New Times}, author = {Bizimungu, Julius}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U6CFZ9UP 2405685:R2ZWT8EX}, } @techreport{bird_nudging_2019, type = {Working {Paper}}, title = {Nudging at {Scale}: {Experimental} {Evidence} from {FAFSA} {Completion} {Campaigns}}, url = {https://www.nber.org/system/files/working_papers/w26158/w26158.pdf}, abstract = {Do nudge interventions that have generated positive impacts at a local level maintain efficacy when scaled state or nationwide? What specific mechanisms explain the positive impacts of promising smaller-scale nudges? We investigate, through two randomized controlled trials, the impact of a national and state-level campaign to encourage students to apply for financial aid for college. The campaigns collectively reached over 800,000 students, with multiple treatment arms to investigate different potential mechanisms. We find no impacts on financial aid receipt or college enrollment overall or for any student subgroups. We find no evidence that different approaches to message framing, delivery, or timing, or access to one-on-one advising affected campaign efficacy. We discuss why nudge strategies that work locally may be hard to scale effectively.}, language = {en}, number = {26158}, author = {Bird, A., Kelli and Castleman, Benjamin and Denning, Jeffrey and Goodman, Joshua and Lamberton, Cait and Rosinger, Kelly Ochs}, month = aug, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HFPDIEFC 2405685:H6VSP7UX 2405685:VPY45H37 2534379:ZU7H9IF5}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {59}, } @article{billah_access_2013, title = {Access and equity in {Open} {Education} {Resources}: {E}-learning for girl and women in {Bangladesh} {Open} {University}.}, url = {http://oasis.col.org/handle/11599/2024}, abstract = {Open Educational Resources are freely accessible, usually openly licensed documents and media that are useful for teaching, learning, educational, assessment and research purposes. E-learning is (website, e-book, cd, DVD etc) latest addition to OER which is accessible through internet and computing systems. Though these resources are ‘open’ to all for learning, but the socio economic situation of women and girls in Bangladesh is a challenge to take the advantage of e-learning systems. This research has been carried out to comprehend the situation of women and girls in Bangladesh in terms of E-learning, identify the challenges and opportunities of access to E-learning among women and girls and recommend about further improvement of those systems. The research had been consisted of several stages of analysis. Primarily different e-learning systems have been identified and later the contents have been analyzed to explore whether the topics and knowledge are relevant to women and girls. In the next stage, two groups of girls have been selected as respondent groups among which one group has been selected as user group who are currently using e-learning systems, and other group has non-users group. Comparison between these two groups has helped to identify the challenges that some girls face to use e-learning system and to recognize the factors that facilitated some girls to use the elearning system. In further stage of analysis, information from user’s group has helped to explore about the contents that should be included in the e-learning systems especially for women education, which will ensure a gender balance to use the system. At the end, it is expected that the research can recommend two factors; firstly, how these e-learning system could be more accessible among girls/women through increasing knowledge about the systems, and; secondly, what is required to include in these system to ensure equity to use the system and to gain knowledge from it.}, language = {en}, author = {Billah, Masum}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QQ62CXHP 2405685:IREWUQKV}, keywords = {⛔ No DOI found}, pages = {8}, } @article{bilinski_when_2017, title = {When cost-effective interventions are unaffordable: {Integrating} cost-effectiveness and budget impact in priority setting for global health programs}, volume = {14}, issn = {1549-1676}, shorttitle = {When cost-effective interventions are unaffordable}, url = {https://dx.plos.org/10.1371/journal.pmed.1002397}, doi = {10.1371/journal.pmed.1002397}, language = {en}, number = {10}, urldate = {2022-03-29}, journal = {PLOS Medicine}, author = {Bilinski, Alyssa and Neumann, Peter and Cohen, Joshua and Thorat, Teja and McDaniel, Katherine and Salomon, Joshua A.}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pmed.1002397 2339240:DPDBP8UV 2405685:G3W2NWX3}, pages = {e1002397}, } @article{biesta_talking_2017, title = {Talking about education: exploring the significance of teachers’ talk for teacher agency}, volume = {49}, issn = {0022-0272, 1366-5839}, shorttitle = {Talking about education}, url = {https://www.tandfonline.com/doi/full/10.1080/00220272.2016.1205143}, doi = {10.1080/00220272.2016.1205143}, abstract = {The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work.}, language = {en}, number = {1}, urldate = {2021-05-27}, journal = {Journal of Curriculum Studies}, author = {Biesta, Gert and Priestley, Mark and Robinson, Sarah}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/00220272.2016.1205143 10/ghwmhm 2339240:6GITREFE 2339240:9UFQQ4H3 2405685:69R7MRX9 2405685:P2VLRWBR}, pages = {38--54}, } @article{bibi_causes_2019, title = {Causes of {Girls} {Drop} out from {Primary} {Schools} in {Tehsil} {Bahrain} {District} {Swat}, {KPK} {Pakistan}}, volume = {3}, issn = {2617-1252}, url = {https://eric.ed.gov/?id=EJ1266053}, doi = {10.18488/journal.137.2019.31.44.58}, abstract = {Getting education is very important for both boys and girls. However, there are female children who do not complete school cycle and leave school before its completion which is one of the concerning issues for the Ministry of Education in Pakistan. To know why these girls drop out of school, the study provides some brief information on it. To get information on the above issue, structured interviews were used. The study was conducted in 4 Girls primary schools of Tehsil Bahrain district SWAT. Data was collected from sample of 80 respondents, in which (11 dropout girls from Govt Girls Primary School Madyan Swat, 16 from Govt Girls Primary School Ayeen Swat, 22 dropout girls from Girls Primary School Darolai Swat, 3 dropout girls from Girls Primary School Jail Bahrain Swat. 20 mothers of the dropout students and 8 teachers. After collecting information, some of the main causes for the dropout were found as work to earn some money for support of family (poverty), moving from one place to another, culture of the village, punishment, teachers' behavior, long distance from house to school and lack of text books and facilities. By looking to the findings of the study, there is a need of other researches in the area.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Asian Journal of Contemporary Education}, author = {Bibi, Aqsa and Ahmad, Waqar}, year = {2019}, note = {Publisher: AESS Publications KerkoCite.ItemAlsoKnownAs: 10.18488/journal.137.2019.31.44.58 2339240:2CGD2B4A 2405685:8LQ6V9XE}, keywords = {Child Labor, Cultural Influences, Dropout Research, Dropouts, Elementary School Students, Females, Foreign Countries, Individual Characteristics, Poverty, Student Attitudes}, pages = {44--58}, } @article{biasutti_using_2012, title = {Using {Wiki} in teacher education: {Impact} on knowledge management processes and student satisfaction - {ScienceDirect}}, volume = {59}, url = {https://www.sciencedirect.com/science/article/abs/pii/S0360131512000930?via%3Dihub}, doi = {10.1016/j.compedu.2012.04.009}, number = {3}, urldate = {2022-08-22}, journal = {Computers \& Education}, author = {Biasutti, Michele and El-Deghaidy, Heba}, month = nov, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.04.009 2339240:BB2ATG9A 2405685:BF358BBB}, } @article{bhuasiri_critical_2012, title = {Critical success factors for e-learning in developing countries: {A} comparative analysis between {ICT} experts and faculty}, volume = {58}, url = {http://www.sciencedirect.com/science/article/pii/S0360131511002545}, doi = {10.1016/j.compedu.2011.10.010}, abstract = {This study identifies the critical success factors that influence the acceptance of e-learning systems in developing countries. E-learning is a popular mode of delivering educational materials in higher education by universities throughout the world. This study identifies multiple factors that influence the success of e-learning systems from the literature and compares the relative importance among two stakeholder groups in developing countries, ICT experts and faculty. This study collected 76 usable responses using the Delphi method and Analytic Hierarchy Process (AHP) approach. The results reveal 6 dimensions and 20 critical success factors for e-learning systems in developing countries. Findings illustrate the importance of curriculum design for learning performance. Technology awareness, motivation, and changing learners behavior are prerequisites for successful e-learning implementations. Several recommendations are provided to aid the implementation of e-learning systems for developing countries which have relevance for researchers and practitioners. Limitations as well as possible research directions are also discussed.}, number = {2}, journal = {Computers \& Education}, author = {Bhuasiri, Wannasiri and Xaymoungkhoun, Oudone and Zo, Hangjung and Rho, Jae Jeung and Ciganek, Andrew P.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.10.010 10/dp8bv8 2339240:AGES4SVM 2339240:JTA584Q4 2339240:PRLY7JT2 2405685:4V5A5CV2}, keywords = {AHP, Critical success factors, Delphi method, Developing countries, E-learning}, pages = {843--855}, } @techreport{bhatta_bangladesh_2019, address = {Washington, DC}, title = {Bangladesh {Education} {Sector} {Public} {Expenditure} {Review}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, url = {https://openknowledge.worldbank.org/handle/10986/35956}, abstract = {Adequate investment in human capital development is critical for enabling Bangladesh to reach its goal of becoming an upper middle-income country. Bangladesh, currently a lower-middle country with an annual per capita gross national income (GNI) of USD 1,470 (WDI 2019), aims to attain upper-middle income status by 2021 and eliminate poverty by 2030. Recognizing the importance of investing in education for building its human capital base, the government of Bangladesh (GoB) has been allocating a large portion of the national budget to the education sector each year during the past two decades. Effective utilization and equitable distribution of allocated public spending is important for ensuring adequate progress in education outcomes. This report analyzes major spending and outcomes trends in the overall education sector in recent years, with a focus on primary and secondary education. Responding to the recommendation of the 2015 Bangladesh Public Expenditure Review Update for more analytical work on public spending in different sectors, including education, the current study analyzes the trends in major education expenditures, access to education, quality of education, and disparities in education outcomes in the past two decades. It also looks at the composition of education expenditure, consistency between budget allocations and actual expenditures, equity in education spending, and potential links between spending and key educational outcomes. Because of data limitations, this report focuses mainly on primary and secondary education. It is expected that this analysis will add to the literature on investments in the Bangladesh education sector and inform discussions on identifying policy priorities and making resource allocation decisions in the sector.}, language = {English}, urldate = {2022-04-07}, institution = {World Bank}, author = {Bhatta, Saurav Dev and Genoni, Maria Eugenia and Sharma, Uttam and Khaltarkhuu, Buyant Erdene and Maratou-Kolias, Laura and Asaduzzaman, T. M.}, month = jan, year = {2019}, note = {Accepted: 2021-07-19T16:19:39Z KerkoCite.ItemAlsoKnownAs: 2339240:W64P6523 2405685:HJVFISKT 4656463:CYJBRSJM}, keywords = {Education Budget, Education Expenditure, Education Outcomes, Equity in Education, Public Expenditure Review}, } @article{beuermann_one_2015, title = {One {Laptop} per {Child} at home: {Short}-term impacts from a randomized experiment in {Peru}}, volume = {7}, copyright = {Copyright American Economic Association Apr 2015}, issn = {19457782}, shorttitle = {One {Laptop} per {Child} at {Home}}, url = {http://search.proquest.com/docview/1666803887/abstract/C105196B854C43EFPQ/1}, doi = {10.1257/app.20130267}, abstract = {This paper presents results from a randomized controlled trial whereby approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Children randomized to receive laptops scored about 0.8 standard deviations higher in a test of XO proficiency but showed lower academic effort as reported by teachers. There were no impacts on academic achievement or cognitive skills as measured by the Raven's Progressive Matrices test. Finally, there was little evidence for spillovers within schools. (JEL I21, I28, J13, O15)}, language = {English}, number = {2}, urldate = {2020-05-21}, journal = {American Economic Journal. Applied Economics}, author = {Beuermann, Diether W. and Cristia, Julian and Cueto, Santiago and Malamud, Ofer and Cruz-Aguayo, Yyannu}, year = {2015}, note = {Num Pages: 28 Place: Nashville, United States Publisher: American Economic Association Section: Articles KerkoCite.ItemAlsoKnownAs: 10.1257/APP.20130267 10.1257/app.20130267 10/gd853r 2339240:27SMHV3H 2339240:CPRGCBM2 2339240:TELXF9WP 2405685:9EXLABVP 2405685:9FMQU6XN 2405685:XXVAITEK}, keywords = {ACCESS TO LAPTOPS, Academic achievement, Achievement tests, Business And Economics, EXCLUSION CRITERIA APPLIED, Elementary school students, Portable computers, Quality: H, Relevance: M, Statistical analysis, \_\_\_working\_potential\_duplicate, publishPDF}, pages = {53--80}, } @article{bett_cascade_2016, title = {The cascade model of teachers’ continuing professional development in {Kenya}: {A} time for change?}, volume = {3}, issn = {2331-186X}, shorttitle = {The cascade model of teachers’ continuing professional development in {Kenya}}, url = {https://www.cogentoa.com/article/10.1080/2331186X.2016.1139439}, doi = {10.1080/2331186X.2016.1139439}, abstract = {Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institutionbased models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.}, language = {en}, number = {1}, urldate = {2020-05-16}, journal = {Cogent Education}, author = {Bett, Harry Kipkemoi}, editor = {Boylan, Mark}, month = jan, year = {2016}, note = {shortDOI: 10/gfw2mk KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2016.1139439 10/gfw2mk 2405685:K8ZKUDQE}, } @techreport{bethell_mathematics_2016, title = {Mathematics {Education} in {Sub}-{Saharan} {Africa}: {Status}, {Challenges}, and {Opportunities}}, url = {http://documents.worldbank.org/curated/en/538251476977591230/pdf/ACS19117-V2-Version-2-Full-report-final-P152990-PUBLIC.pdf}, language = {en}, institution = {World Bank}, author = {Bethell, George}, month = jun, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RLWDJUUB}, pages = {212}, } @article{best_impact_2013, title = {The impact of national and international assessment programmes on education policy, particularly policies regarding resource allocation and teaching and learning practices in developing countries}, url = {https://research.acer.edu.au/ar_misc/16}, language = {en}, journal = {Assessment and Reporting}, author = {Best, Maura and Knight, Pat and Lietz, Petra and Lockwood, Craig and Nugroho, Dita and Tobin, Mollie}, month = jan, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3E86RV4E 2339240:RM39ASND 2405685:C73HHYCX 2405685:UYWTZXP2 4656463:FV5IGYM4 4656463:V4MNFV8M}, keywords = {⛔ No DOI found}, } @techreport{bertoni_teacher_2018, title = {Teacher {Policies}, {Incentives}, and {Labor} {Markets} in {Chile}, {Colombia}, and {Perú}: {Implications} for {Equality}}, shorttitle = {Teacher {Policies}, {Incentives}, and {Labor} {Markets} in {Chile}, {Colombia}, and {Perú}}, url = {https://publications.iadb.org/handle/11319/9124}, urldate = {2022-05-16}, institution = {Inter-American Development Bank}, author = {Bertoni, Eleonora and Elacqua, Gregory and Jaimovich, Analía and Rodríguez, Julio and Santos, Humberto}, month = aug, year = {2018}, doi = {10.18235/0001319}, note = {KerkoCite.ItemAlsoKnownAs: 10.18235/0001319 2339240:4RHG5HRJ 2405685:QUXD8IIV}, } @techreport{bertoni_teachers_2019, title = {Teachers' {Preferences} for {Proximity} and the {Implications} for {Staffing} {Schools}: {Evidence} from {Peru}}, shorttitle = {Teachers' {Preferences} for {Proximity} and the {Implications} for {Staffing} {Schools}}, url = {https://publications.iadb.org/en/teachers-preferences-proximity-and-implications-staffing-schools-evidence-peru}, urldate = {2022-05-16}, institution = {Inter-American Development Bank}, author = {Bertoni, Eleonora and Elacqua, Gregory and Hincapie, Diana and Méndez, Carolina and Paredes, Diana}, month = oct, year = {2019}, doi = {10.18235/0001977}, note = {KerkoCite.ItemAlsoKnownAs: 10.18235/0001977 2129771:L9UR6285 2339240:92L8XSSF 2339240:YW9P92JU 2405685:7YJITWWI 2405685:JVM5XA6B 2405685:NTU6WXZ3 4556019:SVTALQW6}, keywords = {C:Peru, \_C:Peru PER}, } @misc{berry_ebola_2015, title = {Ebola, {Education} {And} {Innovation} {In} {Sierra} {Leone}}, url = {https://dfid.blog.gov.uk/2015/09/11/ebola-education-and-innovation-in-sierra-leone/}, urldate = {2020-08-18}, journal = {DFID bloggers}, author = {Berry, Chris}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y4SENBBT 2405685:CYLG6GK7 2405685:DD7BMIBU}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{bernbaum_education_2011, title = {Education {Management} {Information} {Systems}: {A} {Guide} to {Education} {Project} {Design}, {Evaluation}, and {Implementation} {Based} on {Experiences} from {EQUIP2} {Projects} in {Malawi}, {Uganda}, and {Zambia}}, url = {https://www.openemis.org/wp-content/uploads/2018/04/Lessons_Learned_in_Education_Management_Information_Systems_2011_en.pdf}, language = {en}, author = {Bernbaum, Marcia and Moses, Kurt}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HJ2STF6F 2405685:7V7B4M5J}, } @article{bernasconi_higher_2017, title = {Higher education reforms: {Latin} {America} in comparative perspective}, volume = {25}, copyright = {Copyright (c) 2019 Andrés Bernasconi, Sergio Celis}, issn = {1068-2341}, shorttitle = {Higher education reforms}, url = {https://epaa.asu.edu/ojs/index.php/epaa/article/view/3240}, doi = {10.14507/epaa.25.3240}, abstract = {This article introduces a special issue of EPAA/AAPE devoted to recent higher education reforms in Latin America. The last two decades have seen much policy development in higher education in the region, examined and discussed by scholars in each country, but dialog with the international literature on higher education reform, or an explicit comparative focus, have been mostly absent from these works. By way of presentation of the papers included in this issue, we first provide an overview of major policy changes in higher education in the Latin American region since the 1990s. We then turn to the six works in this special issue to describe the theories and methods supporting them. Next, we illustrate how general analytic categories can be derived from single or multi country case studies to illuminate themes capable of cutting across the particulars of national contexts, with their unique traditions, policy paths, and politics. Our three common threads are, first, the types of drivers for reform, that is, how policy change originates, either bottom-up from the institutions, or top-down from the government, and various possibilities in between. Second, understanding challenges to institutional autonomy in a continuum of intensity of state intended intervention in higher education. Third, explaining different levels of strain between public and private sectors in higher education based on conditions of competition for economic resources. While the papers in this special issue do not cover all countries, nor all issues on which policy has been crafted in the last two decades across the region, the collection of articles herein account for topics of enduring importance: faculty work in Ecuador, financial aid in Colombia, public policy decentralization in Argentina, quality assurance models in Colombia and Uruguay, the emerge of new institutions and universities in Argentina and Uruguay, and social justice, access, and inclusion in higher education, in Argentina, Bolivia, Brazil, Chile, Colombia, and Ecuador. The articles presented in this special issue provide much insight onto higher education policy in Latin America and, additionally, offer ample opportunity to develop social science knowledge on the basis of strong comparative work.}, language = {en}, urldate = {2022-04-19}, journal = {Education Policy Analysis Archives}, author = {Bernasconi, Andrés and Celis, Sergio}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.14507/epaa.25.3240 2339240:4M24F399 2405685:RNRQL9Z2}, keywords = {Change in universities}, pages = {67--67}, } @article{bernard_meta-analysis_2014, title = {A meta-analysis of blended learning and technology use in higher education: from the general to the applied}, volume = {26}, issn = {1867-1233}, shorttitle = {A meta-analysis of blended learning and technology use in higher education}, url = {https://doi.org/10.1007/s12528-013-9077-3}, doi = {10.1007/s12528-013-9077-3}, abstract = {This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review of technology integration (Schmid et al. in Comput Educ 72:271–291, 2014). In addition, the methodology of meta-analysis is described and illustrated by examples from the current study. The paper begins with a summary of the experimental research on distance education (DE) and online learning (OL), encapsulated in meta-analyses that have been conducted since 1990. Then it introduces the Bernard et al. (Rev Educ Res 74(3):379–439, 2009) meta-analysis, which attempted to alter the DE research culture of always comparing DE/OL with CI by examining three forms of interaction treatments (i.e., student–student, student–teacher, student–content) within DE, using the theoretical framework of Moore (Am J Distance Educ 3(2):1–6, 1989) and Anderson (Rev Res Open Distance Learn 4(2):9–14, 2003). The rest of the paper revolves around the general steps and procedures (Cooper in Research synthesis and meta-analysis: a step-by-step approach, 4th edn, SAGE, Los Angeles, CA, 2010) involved in conducting a meta-analysis. This section is included to provide researchers with an overview of precisely how meta-analyses can be used to respond to more nuanced questions that speak to underlying theory and inform practice—in other words, not just answers to the “big questions.” In this instance, we know that technology has an overall positive impact on learning (g+ = +0.35, p {\textless} .01, Tamim et al. in Rev Educ Res 81(3):4–28, 2011), but the sub-questions addressed here concern BL interacting with technology in higher education. The results indicate that, in terms of achievement outcomes, BL conditions exceed CI conditions by about one-third of a standard deviation (g+ = 0.334, k = 117, p {\textless} .001) and that the kind of computer support used (i.e., cognitive support vs. content/presentational support) and the presence of one or more interaction treatments (e.g., student–student/–teacher/–content interaction) serve to enhance student achievement. We examine the empirical studies that yielded these outcomes, work through the methodology that enables evidence-based decision-making, and explore how this line of research can improve pedagogy and student achievement.}, language = {en}, number = {1}, urldate = {2020-07-18}, journal = {Journal of Computing in Higher Education}, author = {Bernard, Robert M. and Borokhovski, Eugene and Schmid, Richard F. and Tamim, Rana M. and Abrami, Philip C.}, month = apr, year = {2014}, note = {shortDOI: 10/gcsf95 KerkoCite.ItemAlsoKnownAs: 10.1007/s12528-013-9077-3 10/gcsf95 2405685:PTIFABKG}, pages = {87--122}, } @techreport{berlinski_sms-based_2016, title = {{SMS}-based school parents communication technology}, url = {https://www.gov.uk/research-for-development-outputs/sms-based-school-parents-communication-technology}, abstract = {Authors test whether a program of sending student data to parents using high frequency text messaging improves education outcomes}, language = {en}, urldate = {2020-12-11}, institution = {Department for International Development (DFID)}, author = {Berlinski, S. and Busso, M. and Dinkelman, Taryn and Martinez, C.A.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FUNKQBK8 2405685:UTJ8CXMM}, } @techreport{berlinski_reducing_2016, type = {Unpublished manuscript}, title = {Reducing parent-school information gaps and improving education outcomes: {Evidence} from high frequency text messaging in {Chile}}, author = {Berlinski, S and Busso, M and Dinkelman, T and Martinez, C}, year = {2016}, note = {Unpublished manuscript KerkoCite.ItemAlsoKnownAs: 2339240:N86NWJH3 2339240:V9MAA8TA 2405685:6ID6IG4N 2405685:BKQ2QT3T 2405685:X8X54KXI 2534379:ZWANWA4Z}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{bergman_how_2019, title = {How behavioral science can empower parents to improve children's educational outcomes}, volume = {5}, issn = {2379-4615}, url = {https://muse.jhu.edu/article/748230}, doi = {10.1353/bsp.2019.0004}, abstract = {Parents powerfully influence their children’s educational outcomes. Yet psychological and informational barriers impede parents’ ability to engage with their children in ways that improve outcomes: parents tend to have inflated perceptions of their children’s performance, which can deter them from taking helpful steps to effectively support their learning, and parenting is complex. Limited cognitive bandwidth for coping with complexities can steer parents’ attention away from actions that have long-term benefits for their children and toward actions yielding immediate returns. Poor school-to-parent communication and poverty exacerbate all of these problems. In this article, the author demonstrates how providing timely, actionable information to parents can lower these barriers and help parents engage with their children more productively from kindergarten through high school. Moreover, providing this information can improve educational outcomes at low cost.}, language = {en}, number = {1}, urldate = {2022-03-04}, journal = {Behavioral Science \& Policy}, author = {Bergman, Peter}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1353/bsp.2019.0004 2339240:EFP32JJ7 2405685:W5PIX5JE}, pages = {52--67}, } @article{bergman_technology_2016, title = {Technology adoption in education: {Usage}, spillovers and student achievement}, shorttitle = {Technology adoption in education}, author = {Bergman, Peter}, year = {2016}, note = {Publisher: CESifo Working Paper Series KerkoCite.ItemAlsoKnownAs: 2339240:E749AIMV 2405685:9XZ8ZZNP}, keywords = {⛔ No DOI found}, } @article{berente_research_2019, title = {Research commentarydata-driven computationally intensive theory development}, volume = {30}, doi = {10.1287/isre.2018.0774}, language = {en}, number = {1}, journal = {Information Systems Research}, author = {Berente, N. and Seidel, S and Safadi, H.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1287/isre.2018.0774 2405685:YYPVZ3MY 2486141:Q2QSCZPT}, keywords = {\_Added-ailr-2024}, pages = {50--64}, } @incollection{benson_how_2016, title = {How can {Mother} {Tongue}-based {MLE} be carried out in classrooms where three or more local languages are represented as mother tongues?}, language = {en}, booktitle = {Good {Answers} to {Tough} {Questions} in {Mother} {Tongue}-{Based} {Multilingual} {Education}}, author = {Benson, Carol and Young, Catherine}, collaborator = {Trudell, B and Young, Catherine}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:BJRXRRBA 4042040:7A5RR9A2}, pages = {1--7}, } @incollection{benson_l1-based_2019, title = {L1-based multilingual education in the {Asia} and {Pacific} region and beyond}, isbn = {978-1-138-95560-8 978-1-315-66623-5}, url = {https://www.routledgehandbooks.com/doi/10.4324/9781315666235-3}, abstract = {This must-have handbook offers a comprehensive survey of the field. It reviews the language education policies of Asia, encompassing 30 countries sub-divided by regions, namely East, Southeast, South and Central Asia, and considers the extent to which these are being implemented and with what effect. \</P\> \<P\>The most recent iteration of language education policies of each of the countries is described and the impact and potential consequence of any change is critically considered. Each country chapter provides a historical overview of the languages in use and language education policies, examines the ideologies underpinning the language choices, and includes an account of the debates and controversies surrounding language and language education policies, before concluding with some predictions for the future.\</P\>}, language = {en}, urldate = {2023-02-10}, booktitle = {The {Routledge} {International} {Handbook} of {Language} {Education} {Policy} in {Asia}}, publisher = {Routledge Handbooks Online}, author = {Benson, Carol and Kirkpatrick, Andy and Liddicoat, Anthony J.}, month = apr, year = {2019}, doi = {10.4324/9781315666235-3}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781315666235-3 2405685:RGBXIMBH 4042040:IP29C89Y}, } @article{benmarrakchi_exploring_2017, title = {Exploring the use of the {ICT} in supporting dyslexic students’ preferred learning styles : {A} preliminary evaluation}, volume = {22}, issn = {1573-7608}, shorttitle = {Exploring the use of the {ICT} in supporting dyslexic students’ preferred learning styles}, url = {https://doi.org/10.1007/s10639-016-9551-4}, doi = {10.1007/s10639-016-9551-4}, abstract = {Dyslexia is one of the most common learning disabilities. It is described as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. It affects relatively about 7–10 \% of the population across most languages and cultures. In this study, we explore the potential benefits offered by the use of Information and Communication Technology (ICT) to support dyslexic students by considering their preferred learning styles. In the current paper we administered the VAK and Honey \& Mumford questionnaires to 28 Arabic students with ages between 8 and 10 years old. 8 students from dyslexic group and 20 students from control group were selected to assess and compare their preferred learning style. The implemented system focuses on dyslexia in Arabic language, especially in Arabic countries such as Morocco. Based on the results of the analysis of learning styles differences, we introduced an adaptive mobile learning to support and promote learning for dyslexic students. The aim of the study is to consider the relationship between dyslexia and learning style and to suggest a different learning way. Preliminary results show that the ICT has a valuable role in providing opportunities for learners with dyslexia to participate more fully in education.}, language = {en}, number = {6}, urldate = {2021-03-04}, journal = {Education and Information Technologies}, author = {Benmarrakchi, FatimaEzzahra and El Kafi, Jamal and Elhore, Ali and Haie, Sara}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-016-9551-4 2339240:JB36NYMR 2405685:K785EP3C}, pages = {2939--2957}, } @article{bengtsson_how_2016, title = {How to plan and perform a qualitative study using content analysis}, volume = {2}, issn = {23529008}, url = {https://linkinghub.elsevier.com/retrieve/pii/S2352900816000029}, doi = {10.1016/j.npls.2016.01.001}, language = {en}, urldate = {2023-10-06}, journal = {NursingPlus Open}, author = {Bengtsson, Mariette}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.npls.2016.01.001 2339240:SKJRXYHY 2405685:8ZSD4CAB}, pages = {8--14}, } @misc{benavot_gender_2016, title = {Gender bias is rife in textbooks}, url = {https://gemreportunesco.wpcomstaging.com/2016/03/08/gender-bias-is-rife-in-textbooks/}, author = {Benavot, A and Jere, C}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KE99ZXSB 2405685:XIDCIV8X}, } @misc{ben-hassine_government_2019, title = {Government {Policy} for the {Internet} {Must} {Be} {Rights}-{Based} and {User}-{Centred} {\textbar} {United} {Nations}}, url = {https://www.un.org/en/chronicle/article/government-policy-internet-must-be-rights-based-and-user-centred}, urldate = {2022-11-18}, author = {Ben-Hassine, Wafa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RGPAFMXP 2405685:KE3RRNLQ}, } @article{beltramo_sms_2012, title = {Do {SMS} {Text} {Messaging} and {SMS} {Community} {Forums} {Improve} {Outcomes} of {Adult} and {Adolescent} {Literacy} {Programs}?}, url = {https://escholarship.org/uc/item/1c31c2m4}, abstract = {The most recent two decades in Senegal have been witness to a large shift of social communication norms, accessibility of information communication technologies (ICTs), and growth of ICT networks. Use of mobile phones in rural areas in Senegal is substantial– the penetration rate is 44.6\% in 2008 (ITU, 2009). Increased cell phone usage is matched by expanding network coverage and the emergence of several competing operators.2Basic use of mobile phones in rural areas is widespread, but sending SMS and accessing the Internet by mobile phone is much less common (ITU, 2009). The possibility to expand SMS usage in rural communities throughout Senegal is large as text messaging remains the least expensive form of communication over distance. In addition, a significant portion of the rural Senegalese population migrates for work (on average each household reported 5 of their family members currently living and working outside Senegal).Senegalese out-migration flows are dominated by men ages 15-34 and thus this youthful population is of prime age for developing communication patterns which incorporate text messaging (UNDP Human Development Statistics, 2009)3. SMS text messaging can provide a low-cost solution to communicate with the diaspora. (see Appendix 3). However, the usage of mobile phones as a communications strategy can only be functional if all members of the community understand how to use, and have access to, a cell phone, as well as read and write messages. A very high share of women and teenage girls in rural Senegal lack both access to a mobile phone and the literacy skills needed to text message. In our study, only one in 8 female respondents owned a cell phone, less than half the rate for men. In addition, over 40\% of the female respondents had no literacy or numeracy skills, again almost double the rate for men. Thus, the gender bias in literacy and numeracy skills and cell phone ownership must be addressed for equitable inclusive growth using ICT. We report on a pilot study in 20 communities of adding cell phone literacy and a free “SMS Community Forum” to an adult literacy and numeracy program. Overall results are promising, but the SMS Community Forum is not yet achieving all of its goals.}, language = {en}, urldate = {2020-07-21}, author = {Beltramo, Theresa and Levine, David}, month = nov, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F3W5M8WZ 2405685:E9QTU7D4 2405685:TBS7DQQ4}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{belotto_data_2018, title = {Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis.}, volume = {23}, shorttitle = {Data analysis methods for qualitative research}, url = {https://nsuworks.nova.edu/tqr/vol23/iss11/2/}, doi = {10.46743/2160-3715/2018.3492}, number = {11}, journal = {The Qualitative Report}, author = {Belotto, Michael J.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.46743/2160-3715/2018.3492 2405685:5N7JRUCZ 2405685:VFBZDQZ4 2534378:6EM4AA2V 2534378:EHPTTHWF}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {2622--2633}, } @inproceedings{beg_beyond_2019, title = {Beyond the {Basics}: {Improving} {Post}-{Primary} {Content} {Delivery} through {Classroom} {Technology}}, url = {https://riseprogramme.org/sites/default/files/inline-files/Beg.pdf}, abstract = {Using an RCT in middle schools in Pakistan, we test the effect of a governmentimplemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student achievement increased by 0.2-0.3 standard deviations on math and science tests, 52 to 120 percent more than the control group, and students were more likely to pass the provincially standardized high stakes exams. Increased efforts by both students and teachers indicate a complementarity between technology and other inputs in education production. At a scale of 100 schools, this program is extremely cost-effective.}, language = {en}, author = {Beg, Sabrin and Lucas, Adrienne M and Halim, Waqas and Saif, Umer}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:N3IQ9VDH 2405685:56WJPPUE}, pages = {41}, } @techreport{beg_beyond_2019, type = {Working {Paper}}, title = {Beyond the {Basics}: {Improving} {Post}-{Primary} {Content} {Delivery} through {Classroom} {Technology}}, shorttitle = {Beyond the {Basics}}, url = {http://www.nber.org/papers/w25704}, abstract = {Using an RCT in middle schools in Pakistan, we test the effect of a government- implemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student's combined math and science score increased by 0.3 standard deviations on both project and government tests, 59 percent more than the control group. Students were also more likely to pass the provincial high-stakes exams. Increased attendance by both students and teachers indicate technology can increase other inputs. At the 200 school scale, this program is extremely cost-effective.}, number = {25704}, urldate = {2020-06-03}, institution = {National Bureau of Economic Research}, author = {Beg, Sabrin A and Lucas, Adrienne M and Halim, Waqas and Saif, Umar}, month = mar, year = {2019}, doi = {10.3386/w25704}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:8S5BZEQ5 2339240:N3IQ9VDH 2405685:56WJPPUE 2405685:MXHG8QD6}, keywords = {EXCLUSION CRITERIA APPLIED, Quality: H, Relevance: M}, } @techreport{beg_engaging_2019, title = {Engaging {Teachers} with {Technology} {Increased} {Achievement}, {Bypassing} {Teachers} {Did} {Not}}, url = {https://www.nber.org/papers/w25704}, abstract = {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.}, language = {en}, number = {25704}, institution = {National Bureau of Economic Research}, author = {Beg, Sabrin A. and Lucas, Adrienne M. and Halim, Waqas and Saif, Umar}, year = {2019}, doi = {10.3386/w25704}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w25704 2339240:TBHVAYN6 2339240:ZM4QJ97Y 2405685:85UPRNLV 2405685:P6CAARB6}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{bediang_computer_2013, title = {Computer literacy and e-learning perception in {Cameroon}: the case of {Yaounde} {Faculty} of {Medicine} and {Biomedical} {Sciences}}, volume = {13}, issn = {1472-6920}, shorttitle = {Computer literacy and {E}-learning perception in {Cameroon}}, url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-13-57}, doi = {10.1186/1472-6920-13-57}, abstract = {Background: Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaoundé has played a pioneering role in Cameroon in making significant efforts to improve students’ and lecturers’ access to computers and to Internet on its campus. The objective is to investigate how computer literacy and the perception towards e-learning and its potential could contribute to the learning and teaching process within the FMBS academic community. Method: A cross-sectional survey was carried out among students, residents and lecturers. The data was gathered through a written questionnaire distributed at FMBS campus and analysed with routine statistical software. Results: 307 participants answered the questionnaire: 218 students, 57 residents and 32 lecturers. Results show that most students, residents and lecturers have access to computers and Internet, although students’ access is mainly at home for computers and at cyber cafés for Internet. Most of the participants have a fairly good mastery of ICT. However, some basic rules of good practices concerning the use of ICT in the health domain were still not well known. Google is the most frequently used engine to retrieve health literature for all participants; only 7\% of students and 16\% of residents have heard about Medical Subject Headings (MeSH). The potential of e-learning in the improvement of teaching and learning still remains insufficiently exploited. About two thirds of the students are not familiar with the concept of e-leaning. 84\% of students and 58\% of residents had never had access to e-learning resources. However, most of the participants perceive the potential of e-learning for learning and teaching, and are in favour of its development at the FMBS. Conclusion: The strong interest revealed by the study participants to adopt and follow-up the development of elearning, opens new perspectives to a faculty like the FMBS, located in a country with limited resources. However, the success of its development will depend on different factors: the definition of an e-learning strategy, the implementation of concrete measures and the adoption of a more active and participative pedagogy.}, language = {en}, number = {57}, urldate = {2021-08-05}, journal = {BMC Medical Education}, author = {Bediang, Georges and Stoll, Beat and Geissbuhler, Antoine and Klohn, Axel M and Stuckelberger, Astrid and Nko’o, Samuel and Chastonay, Philippe}, month = dec, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6920-13-57 10/gb332f 2339240:UWNK53WJ 2405685:B67TQHQM}, } @article{becker_internal_2016, title = {The {Internal}, {External}, and {Diagnostic} {Validity} of {Sluggish} {Cognitive} {Tempo}: {A} {Meta}-{Analysis} and {Critical} {Review}}, volume = {55}, issn = {0890-8567}, shorttitle = {The {Internal}, {External}, and {Diagnostic} {Validity} of {Sluggish} {Cognitive} {Tempo}}, url = {https://www.sciencedirect.com/science/article/pii/S0890856715008229}, doi = {10.1016/j.jaac.2015.12.006}, abstract = {Objective To conduct the first meta-analysis evaluating the internal and external validity of the sluggish cognitive tempo (SCT) construct as related to or distinct from attention-deficit/hyperactivity disorder (ADHD) and as associated with functional impairment and neuropsychological functioning. Method Electronic databases were searched through September 2015 for studies examining the factor structure and/or correlates of SCT in children or adults. The search procedures identified 73 papers. The core SCT behaviors included across studies, as well as factor loadings and reliability estimates, were reviewed to evaluate internal validity. Pooled correlation effect sizes using random effects models were used to evaluate SCT in relation to external validity domains (i.e., demographics, other psychopathologies, functional impairment, and neuropsychological functioning). Results Strong support was found for the internal validity of the SCT construct. Specifically, across factor analytic studies including more than 19,000 individuals, 13 SCT items loaded consistently on an SCT factor as opposed to an ADHD factor. Findings also support the reliability (i.e., internal consistency, test–retest reliability, interrater reliability) of SCT. In terms of external validity, there is some indication that SCT may increase with age (r = 0.11) and be associated with lower socioeconomic status (r = 0.10). Modest (potentially negligible) support was found for SCT symptoms being higher in males than females in children (r = 0.05) but not in adults. SCT is more strongly associated with ADHD inattention (r = 0.63 in children, r = 0.72 in adults) than with ADHD hyperactivity-impulsivity (r = 0.32 in children, r = 0.46 in adults), and it likewise appears that SCT is more strongly associated with internalizing symptoms than with externalizing symptoms. SCT is associated with significant global, social, and academic impairment (r = 0.38–0.44). Effects for neuropsychological functioning are mixed, although there is initial support for SCT being associated with processing speed, sustained attention, and metacognitive deficits. Conclusion This meta-analytic review provides strong support for the internal validity of SCT and preliminary support for the external validity of SCT. In terms of diagnostic validity, there is currently not enough evidence to describe SCT in diagnostic terms. Key directions for future research are discussed, including evaluating the conceptualization of SCT as a transdiagnostic construct and the need for longitudinal research.}, language = {en}, number = {3}, urldate = {2021-05-03}, journal = {Journal of the American Academy of Child \& Adolescent Psychiatry}, author = {Becker, Stephen P. and Leopold, Daniel R. and Burns, G. Leonard and Jarrett, Matthew A. and Langberg, Joshua M. and Marshall, Stephen A. and McBurnett, Keith and Waschbusch, Daniel A. and Willcutt, Erik G.}, month = mar, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jaac.2015.12.006 2405685:9SPLF4RZ}, keywords = {attention-deficit/hyperactivity disorder, diagnosis, nosology, sluggish cognitive tempo, systematic review}, pages = {163--178}, } @misc{becker_cyclone_2019, title = {Cyclone {Idai}: {On} the {Ground} {Data} from {Mozambique}}, shorttitle = {Cyclone {Idai}}, url = {https://www.geopoll.com/blog/cyclone-idai-data-mozambique/}, abstract = {GeoPoll has conducted an SMS survey in Mozambique to reach those affected by Cyclone Idai. Data from Sofala province and Beira city following the cyclone.}, language = {en-US}, urldate = {2020-09-17}, journal = {GeoPoll}, author = {Becker, Nick}, month = mar, year = {2019}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BNT75G27}, } @article{bebell_educational_2010, title = {Educational outcomes and research from 1:1 computing settings}, volume = {9}, shorttitle = {Educational outcomes and research from 1:1 computing settings}, url = {http://www.jtla.org}, abstract = {Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.}, number = {1}, journal = {Journal of Technology, Learning, and Assessment}, author = {Bebell, D. and O'Dwyer, L. M.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TV2JLSG4 2405685:3HZ7QNKB}, keywords = {⛔ No DOI found}, pages = {5--13}, } @techreport{beatty_indonesia_2018, title = {Indonesia got schooled: 15 years of rising enrolment and flat learning profiles}, url = {https://learningportal.iiep.unesco.org/en/library/indonesia-got-schooled-15-years-of-rising-enrolment-and-flat-learning-profiles}, urldate = {2022-09-23}, institution = {Research on Improving Systems of Education}, author = {Beatty, Amanda and Berkhout, Emilie and Bima, Luhur and Coen, Thomas and Pradhan, Menno and Suryadarma, Daniel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EQJ6EPPM 2405685:KRUEWZDW}, } @techreport{bbs_household_2017, address = {Bangladesh}, type = {Survey}, title = {Household {Income} and {Expenditure} {Survey} 2016-2017}, url = {http://www.bbs.gov.bd/site/page/648dd9f5-067b-4bcc-ba38-45bfb9b12394/Income,-Expenditure-&-Poverty}, institution = {Bangladesh Bureau of Statistics}, author = {{BBS}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5FKNQZYC 2405685:T7SBCC5A}, } @techreport{bbc_media_action_sierra_2018, title = {Sierra {Leone} {Media} {Landscape} {Report}}, url = {https://www.communityengagementhub.org/wp-content/uploads/sites/2/2019/09/Sierra-Leone-Media-Landscape-Report_BBC-Media-Action_January-2019.pdf}, urldate = {2020-11-25}, author = {{BBC Media Action}}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7N6UW9TG 2405685:644SZI8D}, } @misc{bbc_millions_2014, title = {Millions of {Bangladeshis} learn {English} with {BBC} {Janala}}, url = {https://www.bbc.co.uk/mediaaction/where-we-work/asia/bangladesh/bbc.com/mediaaction/where-we-work/asia/bangladesh/bbc-janala/}, abstract = {From 2005-2014, BBC Janala ("window" in Bangla) was a unique service unlocking access to English language learning for millions of people in Bangladesh.}, language = {en}, urldate = {2022-06-25}, author = {BBC}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SEHN95DH 2405685:CW86V3PW}, } @article{bbc_us_2012, title = {{US} pulls {Pakistan} {Sesame} {Street} aid}, url = {https://www.bbc.com/news/world-asia-18329054}, urldate = {2020-06-09}, author = {{BBC}}, month = jun, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X5ZI5F5J 2405685:9SH62KD4 4803016:FMFFZ2VN}, } @book{bazeley_integrating_2018, address = {London}, title = {Integrating analyses in mixed methods research}, isbn = {978-1-5264-1719-0}, url = {https://methods.sagepub.com/book/integrating-analyses-in-mixed-methods-research}, abstract = {Integrating Analyses for Mixed Methods Research goes beyond mixed methods research design and data collection, providing a pragmatic discussion of the challenges of effectively integrating data to facilitate a more comprehensive and rigorous level of analysis. Showcasing a range of strategies for integrating different sources and forms of data as well as different approaches in analysis, readers learn to plan, conduct, and disseminate complex analyses with confidence. Key techniques include: . Building an integrative framework . Analyzing sequential, complementary and comparative data . Identifying patterns and contrasts in linked data . Categorizing, counting, and blending mixed data . Managing dissonance and divergence . Transforming analysis into warranted assertions With clear steps that can be tailored to any project, this book is perfect for students and researchers undertaking their own mixed methods research.}, language = {eng}, publisher = {SAGE Publications Ltd.}, author = {Bazeley, Patricia}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VQ9CBAJM 2405685:SWHQHA7X}, keywords = {Methodology, Mixed methods research, Research, Social sciences}, } @techreport{baxter_accelerated_2016, type = {Literature {Review}}, title = {Accelerated {Education} {Programs} in {Crisis} and {Conflict}: {Building} {Evidence} and {Learning}}, url = {https://www.edu-links.org/sites/default/files/media/file/AEP-Literature-Review-FINAL.pdf}, urldate = {2020-07-31}, institution = {USAID}, author = {Baxter, Pamela and Ramesh, Aparna and Menendez, Alicia and North, Lindsay}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UE4JKC88 2405685:2DB7N5CB}, } @article{baxter_roles_2014, title = {Roles and student identities in online large course forums: {Implications} for practice}, volume = {15}, issn = {1492-3831}, shorttitle = {Roles and student identities in online large course forums}, url = {http://www.irrodl.org/index.php/irrodl/article/view/1593}, doi = {10.19173/irrodl.v15i1.1593}, abstract = {The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.}, language = {en}, number = {1}, urldate = {2020-09-16}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Baxter, Jacqueline Aundree and Haycock, Jo}, month = jan, year = {2014}, note = {shortDOI: 10/ghgn5q KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v15i1.1593 10/ghgn5q 2405685:ZWM6856B}, keywords = {C: United Kingdom, e-learning, higher education, online forums, online identities, online learning}, } @techreport{bau_misallocation_2017, title = {The {Misallocation} of {Pay} and {Productivity} in the {Public} {Sector}: {Evidence} from the {Labor} {Market} for {Teachers}}, url = {http://documents.worldbank.org/curated/en/565311493912180970/pdf/WPS8050.pdf}, number = {8050}, urldate = {2020-05-25}, institution = {World Bank}, author = {Bau, Natalie and Das, Jishnu}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FV9UENIM}, } @misc{bates_generalizability_2017, title = {The {Generalizability} {Puzzle}}, url = {https://www.povertyactionlab.org/sites/default/files/L8_Generalizability_Bates_Global2018.pdf}, language = {en}, author = {Bates, Mary Ann and Glennerster, Rachel}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JV55SGNA 2405685:L3HLWW54}, } @article{bates_generalizability_2017, title = {The {Generalizability} {Puzzle} ({SSIR})}, url = {https://ssir.org/articles/entry/the_generalizability_puzzle}, abstract = {Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT.}, language = {en-us}, number = {Summer}, urldate = {2022-09-10}, journal = {Stanford Social Innovation Review}, author = {Bates, Mary Ann and Glennerster, Rachel}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WU46XGSX 2405685:7FV674NZ}, } @incollection{batada_opening_2016, title = {Opening {New} {Doors}: {Community} {Engagement} in {India}}, language = {en}, urldate = {2020-06-09}, booktitle = {The {Sesame} {Effect}: {The} {Global} {Impact} of the {Longest} {Street} in the {World}}, publisher = {Routledge}, author = {Batada, Ameena and Banerjee, Sashwati and Subramanian, Mathangi and Banerjee, Sashwati and Subramanian, Mathangi}, year = {2016}, doi = {10.4324/9781315751399-22}, note = {shortDOI: 10/ghgnft KerkoCite.ItemAlsoKnownAs: 10.4324/9781315751399-22 10/ghgnft 2339240:EJMMLJ6S 2405685:3NXVDGQ4 4803016:ELWAHINR}, pages = {207--229}, } @article{bassani_financial_2013, title = {Financial incentives and coverage of child health interventions: a systematic review and meta-analysis}, volume = {13}, issn = {1471-2458}, shorttitle = {Financial incentives and coverage of child health interventions}, url = {https://doi.org/10.1186/1471-2458-13-S3-S30}, doi = {10.1186/1471-2458-13-S3-S30}, abstract = {Financial incentives are widely used strategies to alleviate poverty, foster development, and improve health. Cash transfer programs, microcredit, user fee removal policies and voucher schemes that provide direct or indirect monetary incentives to households have been used for decades in Latin America, Sub-Saharan Africa, and more recently in Southeast Asia. Until now, no systematic review of the impact of financial incentives on coverage and uptake of health interventions targeting children under 5 years of age has been conducted. The objective of this review is to provide estimates on the effect of six types of financial incentive programs: (i) Unconditional cash transfers (CT), (ii) Conditional cash transfers (CCT), (iii) Microcredit (MC), (iv) Conditional Microcredit (CMC), (v) Voucher schemes (VS) and (vi) User fee removal (UFR) on the uptake and coverage of health interventions targeting children under the age of five years.}, language = {en}, number = {3}, urldate = {2020-09-24}, journal = {BMC Public Health}, author = {Bassani, Diego G. and Arora, Paul and Wazny, Kerri and Gaffey, Michelle F. and Lenters, Lindsey and Bhutta, Zulfiqar A.}, month = sep, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1471-2458-13-S3-S30 2339240:SBGICXE9 2405685:5C3UBNZE}, pages = {S30}, } @article{basma_teacher_2018, title = {Teacher {Professional} {Development} and {Student} {Literacy} {Growth}: a {Systematic} {Review} and {Meta}-analysis}, volume = {30}, issn = {1573-336X}, shorttitle = {Teacher {Professional} {Development} and {Student} {Literacy} {Growth}}, url = {https://doi.org/10.1007/s10648-017-9416-4}, doi = {10.1007/s10648-017-9416-4}, abstract = {This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p {\textless} 0.001) but more than 30 PD hours was not significant (g = 0.143, p {\textgreater} .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p {\textless} 0.001 for high-quality studies, g = 0.077, p {\textgreater} 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.}, language = {en}, number = {2}, urldate = {2020-08-26}, journal = {Educational Psychology Review}, author = {Basma, Badriah and Savage, Robert}, month = jun, year = {2018}, note = {shortDOI: 10/ghgn5t KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-017-9416-4 10/ghgn5t 2405685:9XT28XJI}, keywords = {C: International}, pages = {457--481}, } @book{bashir_facing_2018, address = {Washington, DC}, title = {Facing {Forward}: {Schooling} for {Learning} in {Africa}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, isbn = {978-1-4648-1260-6}, shorttitle = {Facing {Forward}}, url = {https://openknowledge.worldbank.org/handle/10986/29377}, abstract = {This book lays out a range of policy and implementation actions that are needed for countries in sub-Saharan Africa to meet the challenge of improving learning while expanding access and completion of basic education for all. It underscores the importance of aligning the education system to be relentlessly focused on learning outcomes and to ensuring that all children have access to good schools, good learning materials, and good teachers. It is unique in characterizing countries according to the challenges they faced in the 1990s and the educational progress they have made over the past 25 years. The authors review the global literature and contribute their extensive new analyses of multiple datasets from over three dozen countries in the region. They integrate findings about what affects children's learning, access to schooling, and progress through basic education. The book examines four areas to help countries better align their systems to improve learning: completing the unfinished agenda of reaching universal basic education with quality; ensuring effective management and support of teachers; targeting spending priorities and budget processes on improving quality; and closing the institutional capacity gap. It concludes with an assessment of how future educational progress may be affected by projected fertility rates and economic growth. The primary audience for this book are policy makers in Africa, practitioners, and partners concerned about building the knowledge capital of sub-Saharan Africa.}, language = {English}, urldate = {2022-04-07}, publisher = {World Bank}, author = {Bashir, Sajitha and Lockheed, Marlaine and Ninan, Elizabeth and Tan, Jee-Peng}, month = sep, year = {2018}, doi = {10.1596/978-1-4648-1260-6}, note = {Accepted: 2018-02-27T16:15:42Z KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1260-6 2339240:Y9QPSZXG 2405685:VYN2EFHC 4656463:NVHXUYRY}, keywords = {Education Management, Education Spending, Human Capital, Institutional Capacity, Knowledge Capital, Service Delivery, Teacher Effectiveness, Universal Basic Education}, } @misc{basco_potencial_2019, title = {Un potencial con barreras: {La} participación de las mujeres en el área de {Ciencia} y {Tecnología} en {Argentina} {\textbar} {Publications}}, url = {https://publications.iadb.org/publications/spanish/document/Un_potencial_con_barreras_la_participaci%C3%B3n_de_las_mujeres_en_el_%C3%A1rea_de_Ciencia_y_Tecnolog%C3%ADa_en_Argentina_es_es.pdf}, urldate = {2021-12-15}, author = {Basco, Ana Inés and Lavena, Cecilia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VWA7ATK4 2405685:ATMQ6L3D}, } @techreport{basco_compas_2017, title = {Compás {Millennial}: {La} generación {Y} en la era de la integración 4.0}, shorttitle = {Compás {Millennial}}, url = {https://publications.iadb.org/handle/11319/8347}, urldate = {2021-12-20}, institution = {Inter-American Development Bank}, author = {Basco, Ana Inés and Carballo, Marita and Pernas, Mariana and Alzualde, Paula and Codoni, Soledad and Conte Grand, Ramiro and Wulff, Alejandra and Basco, Ana Inés and Carballo, Marita}, month = jul, year = {2017}, doi = {10.18235/0000726}, note = {KerkoCite.ItemAlsoKnownAs: 10.18235/0000726 2339240:3AM622JQ 2405685:L25Q4V8W}, } @misc{basco_techno-integration_2017, title = {Techno-integration of {Latin} {America}: institutions, exponential trade, and equality in the era of algorithms}, url = {https://publications.iadb.org/en/techno-integration-latin-america-institutions-exponential-trade-and-equality-era-algorithms}, urldate = {2021-12-20}, author = {Basco, Ana Ines}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J9ZR2BWL 2405685:J6XNQ8WQ}, } @article{basal_perceptions_2015, title = {Perceptions of {Pre}-{Service} {English} {Teachers} towards the {Integration} of an {LMS} into {English} {Language} {Teacher} {Education}}, volume = {23}, issn = {1059-7069, 1059-7069}, url = {https://www.researchgate.net/publication/285164371_Perceptions_of_Pre-service_English_Teachers_towards_the_Integration_of_an_LMS_into_English_Language_Teacher_Education}, abstract = {With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.}, language = {English}, number = {4}, journal = {Journal of Technology and Teacher Education}, author = {Basal, Ahmet}, month = oct, year = {2015}, note = {Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 KerkoCite.ItemAlsoKnownAs: 2339240:4T94IMY8 2339240:B9W5UL64 2405685:4IJ8J5M9 2405685:6R226P29 2405685:GJ6BUUDJ 2405685:KG76HLNZ 2534378:EJCE3JYX 2534378:NZ3ANACE 2534378:RIF73PHV}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Educational technology, English (Second Language), English teachers, Foreign Countries, Foreign language instruction, Higher Education, Language Teachers, Language teachers, Learning management systems, Likert Scales, Management Systems, Mixed Methods Research, Positive Attitudes, Postsecondary Education, Preservice Teachers, Questionnaires, Second Language Instruction, Second Language Learning, Semi Structured Interviews, Student Attitudes, Teacher Education, Teacher education, Technology Integration, Turkey, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096949, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {485--507}, } @techreport{barry_emergency_2012, title = {in {Emergency} and {Post}-{Crisis} {Situations}}, url = {https://www.eccnetwork.net/sites/default/files/media/file/Technology-in-Emergencies-_-Post-Crises.pdf}, language = {en}, institution = {Global Education Cluster Working Group and IIEP-UNESCO}, author = {Barry, Barbara and Newby, Landon}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TBXXUF5N 2405685:2TJ3MN4H}, keywords = {⛔ No DOI found}, pages = {52}, } @article{barrera-osorio_medium-_2019, title = {Medium- and {Long}-{Term} {Educational} {Consequences} of {Alternative} {Conditional} {Cash} {Transfer} {Designs}: {Experimental} {Evidence} from {Colombia}}, volume = {11}, issn = {1945-7782}, shorttitle = {Medium- and {Long}-{Term} {Educational} {Consequences} of {Alternative} {Conditional} {Cash} {Transfer} {Designs}}, url = {https://www.aeaweb.org/articles?id=10.1257/app.20170008}, doi = {10.1257/app.20170008}, abstract = {In 2005 the city of Bogota, Colombia, introduced three conditional cash transfer programs for secondary schooling, randomly assigning socioeconomically disadvantaged students to different payment structures. We show, through administrative data, that forcing families to save one-third of the transfer increases long-term human capital accumulation by means of additional tertiary education—which is not incentivized—, casting doubt on conditionalities as a driving mechanism. Directly incentivizing on-time tertiary enrollment does no better than forcing families to save a portion of the transfer. Whereas forcing families to save increases enrollment in four-year universities, incentivizing tertiary enrollment only increases enrollment in low-quality colleges.}, language = {en}, number = {3}, urldate = {2021-03-19}, journal = {American Economic Journal: Applied Economics}, author = {Barrera-Osorio, Felipe and Linden, Leigh L. and Saavedra, Juan E.}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170008 2405685:Q5ED3LVK}, keywords = {Education, Financial Aid, Returns to Education, Human Capital, Household Saving, Human Development, Income Distribution, Labor Productivity, Economic Development: Human Resources, Migration, Occupational Choice, Personal Finance, State and Local Government: Health, Public Pensions, Analysis of Education, Educational Finance, Skills, Welfare}, pages = {54--91}, } @misc{barr_information_2012, title = {Information and collective action in community-based monitoring of schools : {Field} and lab experimental evidence from {Uganda}}, url = {https://www.semanticscholar.org/paper/Information-and-collective-action-in-monitoring-of-Barr-Mugisha/99f5806ab361f3308d652b9549b390e4f183b672}, urldate = {2022-06-14}, author = {Barr, A and Mugisha, F and Serneels, P and Zeitlin, A}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8MW4XELS 2405685:DFTQKSMR}, } @article{barquero_mathematical_2018, title = {Mathematical modelling in teacher education: dealing with institutional constraints}, volume = {50}, issn = {1863-9690, 1863-9690}, url = {https://www.researchgate.net/publication/322397290_Mathematical_modelling_in_teacher_education_Dealing_with_institutional_constraints}, doi = {10.1007/s11858-017-0907-z}, abstract = {Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints--most of them beyond the scope of action of teachers and students and not approached by previous research--hindering the integration of mathematical modelling in current secondary schools.}, language = {English}, number = {1-2}, journal = {ZDM: The International Journal on Mathematics Education}, author = {Barquero, Berta and Bosch, Marianna and Romo, Avenilde}, month = apr, year = {2018}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101593199?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-017-0907-z 2339240:4YXECT54 2405685:2GGB99HT 2405685:6B4BREQ8 2534378:8BWRCH2S 2534378:RTGC7399}, keywords = {Anthropological theory of the didactic, Barriers, Case Studies, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Ecological Factors, Ecology, Foreign Countries, Functions, Inservice Teacher Education, Institutional constraints, Instructional Design, Mathematical Models, Mathematical modelling, Mathematics Teachers, Mexico, Online Courses, Prediction, Regression (Statistics), Social Media, Study and research path, Teacher education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095891, \_\_finaldtb}, pages = {31--43}, } @article{barquedano-lopez_equity_2013, title = {Equity issues in {Parental} and {Community} involvement in schools: {What} teacher educators need to know}, volume = {37}, url = {https://journals.sagepub.com/doi/abs/10.3102/0091732x12459718?journalCode=rrea}, doi = {10.3102/0091732X12459718}, number = {1}, journal = {Review of Research in Education}, author = {Barquedano-Lopez, Patricia and Alexander, Rebecca Anne and Hernandez, Sara}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0091732X12459718 2339240:RZUZ62KS 2405685:HZYTDCMD}, pages = {149--1182}, } @article{barnett_redesigning_2018, title = {Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in {Sierra} {Leone}}, volume = {363}, copyright = {Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions. This is an Open Access article distributed under the terms of the Creative Commons Attribution IGO License (https://creativecommons.org/licenses/by-nc/3.0/igo/), which permits use, distribution, and reproduction for non-commercial purposes in any medium, provided the original work is properly cited.}, issn = {0959-8138, 1756-1833}, shorttitle = {Redesigning an education project for child friendly radio}, url = {http://www.bmj.com/lookup/doi/10.1136/bmj.k4667}, doi = {10.1136/bmj.k4667}, abstract = {{\textless}p{\textgreater}\textbf{Sarah Barnett and colleagues} describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone{\textless}/p{\textgreater}}, language = {en}, journal = {BMJ}, author = {Barnett, Sarah and van Dijk, Jetske and Swaray, Abdulai and Amara, Tamba and Young, Patricia}, year = {2018}, note = {shortDOI: 10/ggqvr7 KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 10/ggqvr7 2339240:6IXLT92N 2405685:6Z36JH5J 2405685:S35X3HD9}, pages = {k4667}, } @article{barnett_cohort_2013, title = {Cohort profile: the {Young} {Lives} study}, volume = {42}, issn = {1464-3685, 0300-5771}, shorttitle = {Cohort {Profile}}, url = {https://academic.oup.com/ije/article-lookup/doi/10.1093/ije/dys082}, doi = {10.1093/ije/dys082}, language = {en}, number = {3}, urldate = {2022-03-04}, journal = {International Journal of Epidemiology}, author = {Barnett, Inka and Ariana, Proochista and Petrou, Stavros and Penny, Mary E and Duc, Le Thuc and Galab, S and Woldehanna, Tassew and Escobal, Javier A and Plugge, Emma and Boyden, Jo}, month = jun, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/ije/dys082 2339240:MC6B34MC 2405685:4ISBYZ3W}, pages = {701--708}, } @article{barnes_reforming_2019, title = {Reforming teacher education in {Nigeria}: {Laying} a foundation for the future}, volume = {79}, issn = {0742-051X}, shorttitle = {Reforming teacher education in {Nigeria}}, url = {https://www.sciencedirect.com/science/article/pii/S0742051X18306103}, doi = {10.1016/j.tate.2018.12.017}, abstract = {Teacher educators in Nigeria receive limited professional development, particularly regarding the instruction of early grade reading skills. As part of the USAID-funded Northern Education Initiative Plus project, Florida State University faculty provided intensive teacher educator professional development to staff at four Teacher Education Institutions in northern Nigeria. Positive impacts on teacher educator knowledge, skills, and attitudes were observed related to content and pedagogical knowledge, use of participatory teaching and learning activities in the college classrooms, and improvement in student teacher engagement and learning. Continued success of the implemented model for training will be dependent upon national adoption and scale up.}, language = {en}, urldate = {2022-10-10}, journal = {Teaching and Teacher Education}, author = {Barnes, Adrienne E. and Boyle, Helen and Zuilkowski, Stephanie Simmons and Bello, Zaliha Nasiruddeen}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2018.12.017 2339240:982EMD2L 2405685:7EPWKCK2}, pages = {153--163}, } @techreport{bari_pakistan_2017, title = {Pakistan {National} {Human} {Development} {Report}: {Unleashing} the {Potential} of a {Young} {Pakistan}}, url = {file:///Users/samwilson/Downloads/NHDR_Summary%202017%20Final.pdf}, institution = {UNDP}, author = {Bari, Faisal and Najam, Adil}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5GXLJ7XT 2405685:T34JH5FN}, } @phdthesis{barends_elements_2019, title = {Elements {Shaping} the {South} {African} {Education} {System} of the {Future}}, url = {https://zenodo.org/record/3370973}, abstract = {The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to these trends? Who could influence the system?  To address these questions, a mixed-method approach was adopted. First, conceptual systems diagrams were developed to depict the current education system and its stakeholders. Then, semi-structured expert interviews were used to identify future trends, threats and opportunities.  This study found that the trends impacting South Africa broadly align with global trends. Examples include an increase in privatisation, technology in schools and climate change. More violence in schools is the main outlier. The study found that the risks related to technology and climate change are not being planned or accounted for. Similarly, violence is currently not a priority. The study also found that participants agreed on who the major stakeholders are, but disagreed on what actions stakeholders should take.}, language = {eng}, urldate = {2021-02-27}, author = {Barends, Heidi}, month = aug, year = {2019}, doi = {10.5281/zenodo.3370973}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3370973 2129771:SRHYMTCJ 2405685:P5HYT2GH}, keywords = {Actor Diagram, Basic Education, CLD, Causal Loop Diagram, Education System, Foresight Study, Future Study, Future Trends, South African Education System, Systems Approach, \_C:China CHN, \_C:Germany DEU, \_C:India IND, \_C:Japan JPN, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:scheme:1, \_not\_EdTechHub, \_zenodoOTHER}, } @misc{barends_elements_2019, title = {Elements {Shaping} the {South} {African} {Education} {System} of the {Future} [poster]}, url = {https://zenodo.org/record/3595240}, abstract = {A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973)}, language = {eng}, urldate = {2021-02-27}, author = {Barends, Heidi}, month = aug, year = {2019}, doi = {10.5281/zenodo.3595240}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595240 2129771:FSCTULII 2405685:77J8XQBA}, keywords = {Basic Education, Education System, Foresight Study, Future Study, Future Trends, South African Education, South African Education System, \_not\_EdTechHub, \_zenodoOTHER}, } @misc{barends_elements_2019, title = {Elements {Shaping} the {South} {African} {Education} {System} of the {Future} [presentation]}, url = {https://zenodo.org/record/3595232}, abstract = {A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973)}, language = {eng}, urldate = {2021-02-27}, author = {Barends, Heidi}, month = aug, year = {2019}, doi = {10.5281/zenodo.3595232}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595232 2129771:4BH928RM 2405685:HSWKSDPH}, keywords = {Actor Diagram, Basic Education, Causal Loop Diagram, Education System, Foresight Study, Future Study, Future Trends, South African Education, South African Education System, Systems Approach, \_not\_EdTechHub, \_zenodoOTHER}, } @book{barber_deliverology_2011, title = {Deliverology 101: {A} {Field} {Guide} {For} {Educational} {Leaders}}, isbn = {978-1-4129-8950-3}, shorttitle = {Deliverology 101}, abstract = {'Michael Barber's pioneering work as head of my Delivery Unit helped ensure real progress, not just with our education reforms, but with healthcare and policing too. It attracted worldwide attention. This guide distils the wisdom he gained at that time and has refined since. I strongly recommend it.' - Tony Blair, Former UK Prime Minister 1997-2007A step-by-step approach to delivering resultsMichael Barber, former chief advisor on delivery to British Prime Minister Tony Blair, and his colleagues Andy Moffit and Paul Kihn thoroughly describe Barber's proven reform delivery processes in this practical field guide. The timing is ideal, as Barack Obama's administration prioritizes education reform. Citing education reform case studies from more than 20 countries, the authors assert that most previous reforms were unsuccessful due to failed implementation. This book focuses on how to accomplish meaningful results, including:- Significant and ongoing education reform- Excellence and equity across public educationThe authors illustrate a field-tested program that ensures reform is achieved in the most profound sense, with students able to see, feel, and reap the benefits of a high-quality education. It is based not only on the experience of the Blair administration but also on case studies of successful implementation of reform in the U.S. and elsewhere.Listen as Barber describes the importance of the book:}, language = {en}, publisher = {Corwin Press}, author = {Barber, Michael and Moffit, Andy and Kihn, Paul}, year = {2011}, note = {Google-Books-ID: xABno3Uy4QEC KerkoCite.ItemAlsoKnownAs: 2339240:489PXSCK 2405685:VPHVU2TK}, keywords = {Education / Decision-Making \& Problem Solving, Education / Leadership}, } @techreport{barber_good_2013, title = {The {Good} {News} {From} {Pakistan}}, url = {https://assets.website-files.com/59ca37d5fcfbf3000197aab3/5be1df67f395d780786441d8_Pakistan%20final.pdf}, language = {en}, institution = {Reform}, author = {Barber, Michael}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K28XC5MN 2405685:WBFPYM6D}, keywords = {⛔ No DOI found}, } @incollection{barab_design-based_2014, title = {Design-based research: a methodological toolkit for engineering change}, volume = {2}, url = {https://sashabarab.org/wp-content/uploads/2015/03/Ch-8-Cambridge-Handbook-of-the-Learning-Sciences.pdf}, booktitle = {Handbook of the {Learning} {Sciences}}, author = {Barab, S.}, year = {2014}, note = {EdTechHub.Copy: 2129771:N54R9A2V KerkoCite.ItemAlsoKnownAs: 2129771:N54R9A2V 2339240:HZYMHDPX 2405685:SB55YALH}, } @techreport{banks_developing_2013, title = {Developing a {Quantitative} {Data} {Analysis} {Plan}}, url = {https://rsph.anu.edu.au/files/Data_Analysis_Plan_Guide_20131125_0.pdf}, language = {en}, institution = {Australian National University}, author = {Banks, Emily and Paige, Ellie and Mather, Tanya}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XHJFCBTZ 2405685:7KGBUJMK}, pages = {12}, } @techreport{bangser_making_2017, title = {Making innovation work for girls and women in {Tanzania}, {Tanzania}: {HDIF}, 2017}, shorttitle = {Making innovation work for girls and women in {Tanzania}, {Tanzania}}, institution = {HDIF Tanzania}, author = {Bangser, Maggie and Davies, Emma and Lähde, Kristiina and McGinty, David}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZALEY47R 2405685:T32KPMWC}, } @techreport{bangladesh_bureau_of_statistics_bbs_progotir_2019, address = {Dhaka, Bangladesh}, title = {Progotir {Pathey}, {Bangladesh} {Multiple} {Indicator} {Cluster} {Survey} 2019, {Survey} {Findings} {Report}}, url = {https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Bangladesh/2019/Survey%20findings/Bangladesh%202019%20MICS%20Survey%20Findings_English.pdf}, institution = {Bangladesh Bureau of Statistics (BBS)}, author = {{Bangladesh Bureau of Statistics (BBS)} and UNICEF Bangladesh}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GI5823C2 2339240:N5JK4A3G 2405685:2RPSQCKH 2405685:78ADZUUD}, } @misc{bangay_researchers_2015, title = {Researchers ask questions and policymakers want answers: {How} can both do better?}, shorttitle = {Researchers ask questions and policymakers want answers}, url = {https://www.heart-resources.org/blog/researchers-asboth-do-better/}, abstract = {In a recent meeting between DFID advisers and Young Lives researchers, we asked the question: ‘Who is this research for?’ Although there was collective agreement on the value of evidence that can drive change and make a difference to children’s lives, it was also clear there were tensions between the drivers and approaches of the... Read more}, language = {en-US}, urldate = {2022-09-09}, journal = {HEART}, author = {Bangay, Colin and Little, Angela}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X83WNVCL 2405685:3URFSMBL}, } @techreport{banes_using_2019, title = {Using information communications technologies ({ICT}) to implement universal design for learning}, url = {https://www.urc-chs.com/sites/default/files/urc-grn-ict.pdf}, urldate = {2020-05-29}, institution = {USAID}, author = {Banes, David and Hayes, Anne and Kurz, Christopher and Kushalnagar, Raja}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UPJYRCHC 2405685:HNQV5VIQ 2405685:LDR4KKFM}, } @techreport{banes_using_2019, address = {Chevy Chase, MD, USA}, type = {A working paper prepared by {University} {Research} {Co}., {LLC}. ({URC}) under the {Reading} within {REACH} {Initiative} for {USAID}’s {Building} {Evidence} and {Supporting} {Innovation} to {Improve} {Primary} {Grade} {Assistance} for the {Office} of {Education} ({E3}/{ED}).}, title = {Using {Information} {Communication} {Technologies} ({ICT}) to {Implement} {Universal} {Design} for {Learning} ({UDL})}, url = {https://www.globalreadingnetwork.net/sites/default/files/resource_files/Using%20ICT%20to%20Implement%20Universal%20Design%20for%20Learning_REACH%202019.pdf}, institution = {University Research Co., LLC}, author = {Banes, David and Hayes, Anne and Kurz, Christopher and Kulshalnagar, Raja}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QM93JBAC 2405685:QDLCLTE4}, pages = {104}, } @article{banerji_improving_2016, title = {Improving literacy and math instruction at scale in {India}’s primary schools: {The} case of {Pratham}’s {Read} {India} program}, volume = {17}, issn = {1573-1812}, url = {https://doi.org/10.1007/s10833-016-9285-5}, doi = {10.1007/s10833-016-9285-5}, abstract = {Pratham’s “Read India” initiative is a large-scale intervention to improve basic learning and arithmetic among children in primary school. It was started almost 10 years ago and has evolved considerably over time. Currently, this initiative uses two strategies. The first strategy is to work directly with village communities and local schools to improve children’s learning. “Learning camps” are organized in the local school or community for a period of 6–10 days at a time. Local village volunteers help to teach children who are organized in groups by their level of learning. These camps—intensive bursts of focused instruction—are repeated several times during the year. This model which has been rigourously evaluated shows that children’s learning levels improve significantly. The second strategy is to work with the government. This approach is used when school systems want to partner or collaborate with Pratham for improving basic learning. The key element here too is grouping children and teaching them from their level rather than by their grade. This approach also shows promising results. Independent evaluations and randomized control trials conducted on both models have indicated significant impact. Moving between the present set of conditions in India and past lessons, this case describes a decade-long journey of efforts to change teaching and learning at the ground level as well the efforts to bring about significant shifts in priority at the system level. The “Read India” case presented here contributes knowledge on strategies under which effective pedagogy can be brought to scale. It also discusses challenges of transforming instructional change in a context of low initial capacity at the school and system levels, where attention to rapid expansion of access to school had kept aside for a long time critical questions about teaching quality and learning outcomes. A second contribution of “Read India” to current knowledge on large-scale educational change relates to the role non-government actors such as Pratham can play in bringing effective pedagogy to scale to improve student learning.}, number = {4}, journal = {Journal of Educational Change}, author = {Banerji, Rukmini and Chavan, Madhav}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-016-9285-5 2339240:6F6UMYHI 2405685:NAFYVSTY}, pages = {453--475}, } @techreport{banerjee_mainstreaming_2016, type = {{SSRN} {Scholarly} {Paper}}, title = {Mainstreaming an {Effective} {Intervention}: {Evidence} from {Randomized} {Evaluations} of “{Teaching} at the {Right} {Level}” in {India}}, shorttitle = {Mainstreaming an effective intervention}, url = {https://www.nber.org/papers/w22746.pdf}, abstract = {Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems.}, language = {en}, number = {22746}, urldate = {2020-05-21}, institution = {National Bureau of Economic Research}, author = {Banerjee, Abhijit and Banerji, Rukmini and Berry, James and Duflo, Esther and Kannan, Harini and Mukherji, Shobhini and Shotland, Marc and Walton, Michael}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2846971 10.3386/w22746 2339240:3FN7KNY9 2339240:9ZHN4D7Y 2339240:LV86BN65 2339240:MV4YEA5H 2339240:ZHK98NL7 2405685:9WZ9WKDD 2405685:CVNYTCCU 2405685:GVGW8XZ2 2405685:IV47HTVT 2405685:LEGZTSPV 2405685:SCRBWPAQ 2405685:WLHXYFPY 2534379:AFKBDWJ8}, keywords = {C:India, Education, India, \_\_\_working\_potential\_duplicate}, } @article{banerjee_proof_2017, title = {From proof of concept to scalable policies: {Challenges} and solutions, with an application}, volume = {31}, url = {https://www.aeaweb.org/articles?id=10.1257/jep.31.4.73}, doi = {10.1257/jep.31.4.73}, language = {en}, number = {4}, journal = {Journal of Economic Perspectives}, author = {Banerjee, Abhijit and Banerji, Rukmini and Berry, James and Duflo, Esther and Kannan, Harini and Mukerji, Shobhini and Shotland, Marc and Walton, Michael}, year = {2017}, note = {zotzenLib.CopiedFrom: 2339240:8EQYM6DE KerkoCite.ItemAlsoKnownAs: 10.1257/jep.31.4.73 2339240:8EQYM6DE 2405685:QMPVWQMF}, pages = {73--102}, } @article{banerjee_pitfalls_2010, title = {Pitfalls of {Participatory} {Programs}: {Evidence} from a {Randomized} {Evaluation} in {Education} in {India}}, volume = {2}, issn = {1945-7731, 1945-774X}, shorttitle = {Pitfalls of {Participatory} {Programs}}, url = {https://pubs.aeaweb.org/doi/10.1257/pol.2.1.1}, doi = {10.1257/pol.2.1.1}, abstract = {Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their quality. We conducted a randomized evaluation of three interventions to encourage beneficiaries' participation to India: providing information on existing institutions, training community members in a testing tool for children, and training volunteers to hold remedial reading camps. These interventions had no impact on community involvement, teacher effort, or learning outcomes inside the school. However, in the third intervention, youth volunteered to teach camps, and children who attended substantially improved their reading skills. This suggests that citizens face constraints in influencing public services. (JEL H52, I21, I28, O15)}, language = {en}, number = {1}, urldate = {2020-08-30}, journal = {American Economic Journal: Economic Policy}, author = {Banerjee, Abhijit V and Banerji, Rukmini and Duflo, Esther and Glennerster, Rachel and Khemani, Stuti}, month = feb, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/pol.2.1.1 2339240:I9GC9MIA 2339240:SHAS8VPC 2405685:6DRYV3BJ 2405685:VZFH9VKJ}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {1--30}, } @article{banerjee_mainstreaming_2016, title = {Mainstreaming an {Effective} {Intervention}: {Evidence} from {Randomized} {Evaluations} of '{Teaching} at the {Right} {Level}' in {India}}, issn = {1556-5068}, shorttitle = {Mainstreaming an {Effective} {Intervention}}, url = {http://www.ssrn.com/abstract=2846971}, doi = {10.2139/ssrn.2846971}, language = {en}, urldate = {2022-06-11}, journal = {National Bureau of Economic Research Working Paper No. 22746}, author = {Banerjee, Abhijit V. and Banerji, Rukmini and Berry, James and Kannan, Harini and Mukerji, Shobhini and Walton, Michael}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2846971 2405685:DJ6CUVFB 4042040:GUZPRGAM}, pages = {1--39}, } @phdthesis{bandyopadhyay_technology_2013, address = {College Park}, type = {{PhD} {Thesis}}, title = {Technology {Integration} before {Student} {Outcomes}: {Factors} {Affecting} {Teacher} {Adoption} of {Technology} in {India}}, shorttitle = {Technology {Integration} before {Student} {Outcomes}}, school = {University of Maryland}, author = {Bandyopadhyay, Alankar}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B3L4QKW6 2405685:75QWBXX7}, } @article{bando_books_2017, title = {Books or laptops? {The} effect of shifting from printed to digital delivery of educational content on learning}, volume = {61}, issn = {0272-7757}, shorttitle = {Books or laptops?}, url = {http://www.sciencedirect.com/science/article/pii/S0272775716307245}, doi = {10.1016/j.econedurev.2017.07.005}, abstract = {Information and communication technologies can be used for educational purposes, but these devices may also pose as distractors that may tamper with the learning process. This paper presents results from a randomized controlled trial in which laptops replaced traditional textbook provision in elementary schools in high poverty communities in Honduras. We show that at the end of one school year, we fail to reject that there were no differences between laptop and textbook provision on mathematics and Spanish test scores and in non-academic outcomes related to coding and verbal fluency.}, language = {en}, urldate = {2020-05-20}, journal = {Economics of Education Review}, author = {Bando, Rosangela and Gallego, Francisco and Gertler, Paul and Fonseca, Dario Romero}, month = dec, year = {2017}, note = {shortDOI: 10/gct74h KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2017.07.005 10/gct74h 2405685:F56XXH53}, keywords = {Computers, E-learning, Education, RCT, Technology, Textbooks}, pages = {162--173}, } @techreport{bandiera_economic_2018, title = {The {Economic} {Lives} of {Young} {Women} in the {Time} of {Ebola}: {Lessons} from an {Empowerment} {Program}}, shorttitle = {The {Economic} {Lives} of {Young} {Women} in the {Time} of {Ebola}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/31219}, abstract = {We evaluate an intervention to raise young women’s economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can …nd support, receive information on health/reproductive issues and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. Our analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4 700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend signi…cantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16pp drop in school enrolment post-crisis. These adverse e¤ects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. Our analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women, and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts. JEL Classi…cation: I25, J13, J24.}, language = {en}, urldate = {2020-07-21}, institution = {World Bank}, author = {Bandiera, Oriana and Buehren, Niklas and Goldstein, Markus and Rasul, Imran and Smurra, Andrea}, month = dec, year = {2018}, doi = {10.1596/31219}, note = {shortDOI: 10/ghgngq KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8760 10.1596/31219 10/ghgngn 10/ghgngq 2339240:P9QQ2FKF 2405685:2TEE6A8C 2405685:BA7ISGH3}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{bandiera_empowering_2012, title = {Empowering {Adolescent} {Girls}: {Evidence} from a {Randomized} {Control} {Trial} in {Uganda}}, shorttitle = {Empowering {Adolescent} {Girls}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/25529}, abstract = {Nearly 60\% of Uganda’s population is aged below 20. This generation faces health challenges associated with HIV, coupled with economic challenges arising from an uncertain transition into the labor market. We evaluate the impacts of a programme designed to empower adolescent girls against both challenges through the simultaneous provision of: (i) life skills to build knowledge and reduce risky behaviors; (ii) vocational training enabling girls to establish small-scale enterprises. The randomized control trial tracks 4 800 girls over two years. We …nd the programme signi…cantly improves HIV and pregnancy related knowledge, as well as corresponding risky behaviors: among those sexually active, self-reported routine condom usage increases by 50\%. Furthermore, from a baseline of 21\%, there is the near elimination of girls reporting having recently had sex unwillingly. On outcomes related to vocational training, the intervention raised the likelihood of girls being engaged in income generating activities by 35\%, mainly driven by increased participation in self-employment. The …ndings suggest combined interventions might be more e¤ective among adolescent girls than single-pronged interventions aiming to change risky behaviors solely through related education programmes, or to improve labor market outcomes solely through vocational training.}, language = {en}, urldate = {2022-06-06}, publisher = {World Bank}, author = {Bandiera, Oriana and Buehren, Niklas and Burgess, Robin and Goldstein, Markus and Gulesci, Selim and Rasul, Imran and Sulaiman, Munshi}, month = dec, year = {2012}, doi = {10.1596/25529}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/25529 2339240:QLSZVP97 2405685:XLMCMUMT 4656463:6HBDA7WI}, } @book{banbeis_pocket_2018, address = {Dhaka, Bangladesh}, title = {Pocket {Book} on {Bangladesh} {Education} {Statistics} 2017}, url = {http://lib.banbeis.gov.bd/BANBEIS_PDF/Pocket%20Book%20on%20Bangladesh%20Education%20Statistics%202017.pdf}, number = {457}, publisher = {Bangladesh Bureau of Education Information and Statistics}, author = {BANBEIS}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZHXMREZX 2405685:7BICVCRT}, } @inproceedings{bamgbose_african_2011, title = {African {Languages} {Today}: {The} {Challenge} of and {Prospects} for {Empowerment} under {Globalization}}, isbn = {978-1-57473-446-1}, shorttitle = {African {Languages} {Today}}, url = {http://www.lingref.com/cpp/acal/40/paper2561.pdf}, abstract = {Abstract: Ayo Bamgbose, African Languages Today: The Challenge of and Prospects for Empowerment under Globalization}, urldate = {2022-06-10}, booktitle = {Selected {Proceedings} of the 40th {Annual} {Conference} on {African} {Linguistics}}, publisher = {Cascadilla Proceedings Project}, author = {Bamgbose, Ayo}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IEWJWUT3 4042040:3KFY9V4P}, pages = {1--14}, } @incollection{tashakkori_using_2010, address = {Thousand Oaks, CA}, edition = {2}, title = {Using mixed methods in monitoring and evaluation: experiences from international development}, isbn = {978-1-4129-7266-6 978-1-5063-3519-3}, shorttitle = {Using mixed methods in monitoring and evaluation}, url = {http://methods.sagepub.com/book/sage-handbook-of-mixed-methods-social-behavioral-research-2e/n24.xml}, urldate = {2021-11-09}, booktitle = {{SAGE} handbook of mixed methods in social \& behavioral research}, publisher = {SAGE Publications, Inc.}, author = {Bamberger, Michael and Rao, Vijayendra and Woolcock, Michael}, collaborator = {Tashakkori, Abbas and Teddlie, Charles}, year = {2010}, doi = {10.4135/9781506335193.n24}, note = {KerkoCite.ItemAlsoKnownAs: 10.4135/9781506335193.n24 2339240:5MW89JI8 2405685:BVIE6VGI}, pages = {613--642}, } @techreport{bamberger_introduction_2012, title = {Introduction {To} {Mixed} {Methods} {In} {Impact} {Evaluation}}, url = {https://www.betterevaluation.org/en/resources/guides/intro_mixed-methods_impact-evaluation}, urldate = {2019-11-07}, author = {Bamberger, M.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VR8UU3JQ 2405685:MTREI8RF}, } @article{ball_teachers_2010, title = {The {Teacher}'s {Soul} and the {Terrors} of {Performativity}}, volume = {March-April 2003}, doi = {10.1080/0268093022000043065}, abstract = {This paper is the latest in a short series on the origins, processes and effects of performativity in the public sector. Performativity, it is argued, is a new mode of state regulation which makes it possible to govern in an ‘advanced liberal’ way. It requires individual practitioners to organize themselves as a response to targets, indicators and evaluations. To set aside personal beliefs and commitments and live an existence of calculation. The new performative worker is a promiscuous self, an enterprising self, with a passion for excellence. For some, this is an opportunity to make a success of themselves, for others it portends inner conflicts, inauthenticity and resistance. It is also suggested that performativity produces opacity rather than transparency as individuals and organizations take ever greater care in the construction and maintenance of fabrications.}, journal = {Journal of Education Policy}, author = {Ball, Stephen}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/0268093022000043065 2339240:XZ27I8QP 2405685:YS73W7I6}, pages = {215--228}, } @inproceedings{ball_educational_2010, address = {Paris}, title = {Educational equity for children from diverse language backgrounds: {Mother} tongue-based bilingual or multilingual education in the early years}, language = {en}, author = {Ball, Jessica}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N6QQYUVI 4042040:8UDVVC6X}, keywords = {⛔ No DOI found}, } @article{bali_reimagining_2019, title = {Reimagining digital literacies from a feminist perspective in a postcolonial context}, volume = {7}, doi = {10.17645/mac.v7i2.1935}, number = {2}, journal = {Media and Communication}, author = {Bali, Maha}, year = {2019}, note = {Publisher: PRT shortDOI: 10/ghd7tr KerkoCite.ItemAlsoKnownAs: 10.17645/mac.v7i2.1935 10/ghd7tr 2129771:YNKMTYRY 2405685:WRQ65HUV 2486141:KHXAW3EG}, pages = {69--81}, } @article{balducci_unstructured_2018, title = {Unstructured data in marketing}, volume = {46}, doi = {10.1007/s11747-018-0581-x}, language = {en}, number = {4}, journal = {Journal of the Academy of Marketing Science}, author = {Balducci, B and Marinova, D}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11747-018-0581-x 2405685:RTNHA8JP 2486141:GRQZTIKQ}, pages = {557--590}, } @techreport{bakshi_cost_2011, title = {Cost {Effectiveness} of {Interactive} {Radio} {Instruction} {Program} {Karnataka}: {Basic} and {Program} {Cost} {Effectiveness}}, shorttitle = {Cost {Effectiveness} of {Interactive} {Radio} {Instruction} {Program} {Karnataka}}, url = {https://ideas.repec.org/p/ess/wpaper/id4576.html}, abstract = {The Program CEA extends to the study to an impact analysis of the Radio programs to assess whether the expenditure being made for this intervention is helping the students in improving their learning outcomes. This would then serve as a true measure of effectiveness that is; linking the outreach with the outcomes. This requires tracking a cohort of treatment and control groups over a period of three years. Also the study has documented the qualitative behaviour as observed in these groups. URL:[http://cbps.in/Publications.aspx].}, language = {en}, urldate = {2020-08-06}, institution = {eSocialSciences}, author = {Bakshi, Shubhashansha}, month = nov, year = {2011}, note = {Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:L8345RND 2405685:ESR8WZQI}, keywords = {Attendance, CEA, Central Tendency, Cost Effectiveness, Enrolment, Interactive Radio Instruction Program, Karnataka, Qualitative analysis, Research, Teachers, cohort of treatment, data, outcomes, qualitative behaviour, school, villages}, } @book{bakker_design_2018, title = {Design {Research} in {Education}: {A} {Practical} {Guide} for {Early} {Career} {Researchers}}, isbn = {978-1-138-57448-9}, shorttitle = {Design {Research} in {Education}}, abstract = {Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research.}, language = {en}, publisher = {Routledge}, author = {Bakker, Arthur}, year = {2018}, note = {Google-Books-ID: uI3gtAEACAAJ EdTechHub.Copy: 2129771:ZBKEAZHR KerkoCite.ItemAlsoKnownAs: 2129771:ZBKEAZHR 2339240:ZRBLTX25 2405685:IPVIQS97}, } @techreport{baker_bias_2018, type = {{CEPA} {Working} {Paper}}, title = {Bias in {Online} {Classes}: {Evidence} from a {Field} {Experiment}}, url = {https://cepa.stanford.edu/content/bias-online-classes-evidence-field-experiment}, abstract = {The anonymity of online discussion forums does not deter instructors from exhibiting bias in favor of white males.}, language = {en-US}, number = {18-03}, urldate = {2021-06-11}, institution = {Stanford Center for Education Policy Analysis}, author = {Baker, Rachel and Dee, Thomas S. and Brent, Evans and John, June}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V9WT2SZW 2405685:J42K6V4I}, } @techreport{bainton_improving_2016, title = {Improving {Secondary} {School} {Teacher} {Quality} in {Sub}-{Saharan} {Africa}}, language = {en}, number = {3}, institution = {University of Bristol}, author = {Bainton, Dave and Barrett, Angeline Mbogo and Tikly, Leon}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:CLHEDE9L}, keywords = {C:sub-Saharan Africa}, } @techreport{bai_impact_2018, title = {Impact of {Online} {Computer} {Assisted} {Learning} on {Education}: {Evidence} from a {Randomized} {Controlled} {Trial} in {China}}, abstract = {Education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. In China, millions of students in rural areas and migrant communities lag far behind their urban counterparts in terms of academic achievement. When they fall behind, they often have no way to catch up. Many of their parents have neither the skills nor the money to provide remedial tutoring; rural teachers often do not have time to give students the individual attention they need. Given this, there is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, traditional software-based CAL programs are difficult and costly to implement. An online version of CAL (OCAL), however, may be able to bypass many of offline CAL’s implementation problems and enhance the remedial tutoring experience. Unfortunately, there is little empirical evidence on whether OCAL programs can be effective in improving the quality of rural primary school education in developing countries. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL’s impact. Importantly, we also aim to assess the cost effectiveness of the new OCAL program versus traditional CAL interventions. To achieve these objectives, we carried out a randomized controlled trial (RCT) involving over 1650 fifth grade students in 44 schools in rural areas and migrant communities across China. Students in the 22 treatment schools attended two 40minute OCAL sessions during their computer class each week for one semester; the students in the other 22 schools were in the control group and did not receive any intervention. According to our findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.56 standard deviations. This impact is large when compared with offline CAL programs. We found that OCAL also led to a positive change in the attitudes of students towards English learning and towards student aspirations for their future education level. We found three possible explanations for OCAL’s impact. After rejecting the possibility of the Hawthorne Effect or self-efficacy-induced changes, we believe interest-oriented stimulation is the main source of improvement among students. The chance for comparison and competition with peers, as well as customized remedial question banks tailored to each student’s individual needs, likely contributed to the measured increases in academic performance among students in our sample. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, a comparison which is significant for policymakers as it indicates high potential for OCAL program expansion.}, language = {en}, number = {Working Paper 329}, institution = {Stanford University}, author = {Bai, Yu and Tang, Bin and Wang, Boya and Auden, Emma and Mandell, Blake}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZLVS7CVZ 2405685:7L744UX5}, keywords = {Quality: H, Relevance: M, ⛔ No DOI found}, pages = {51}, } @article{bai_impact_2018, title = {Impact of {Online} {Computer} {Assisted} {Learning} on {Education}: {Evidence} from a {Randomized} {Controlled} {Trial} in {China}}, abstract = {Education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. In China, millions of students in rural areas and migrant communities lag far behind their urban counterparts in terms of academic achievement. When they fall behind, they often have no way to catch up. Many of their parents have neither the skills nor the money to provide remedial tutoring; rural teachers often do not have time to give students the individual attention they need. Given this, there is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, traditional software-based CAL programs are difficult and costly to implement. An online version of CAL (OCAL), however, may be able to bypass many of offline CAL’s implementation problems and enhance the remedial tutoring experience. Unfortunately, there is little empirical evidence on whether OCAL programs can be effective in improving the quality of rural primary school education in developing countries. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL’s impact. Importantly, we also aim to assess the cost effectiveness of the new OCAL program versus traditional CAL interventions. To achieve these objectives, we carried out a randomized controlled trial (RCT) involving over 1650 fifth grade students in 44 schools in rural areas and migrant communities across China. Students in the 22 treatment schools attended two 40minute OCAL sessions during their computer class each week for one semester; the students in the other 22 schools were in the control group and did not receive any intervention. According to our findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.56 standard deviations. This impact is large when compared with offline CAL programs. We found that OCAL also led to a positive change in the attitudes of students towards English learning and towards student aspirations for their future education level. We found three possible explanations for OCAL’s impact. After rejecting the possibility of the Hawthorne Effect or self-efficacy-induced changes, we believe interest-oriented stimulation is the main source of improvement among students. The chance for comparison and competition with peers, as well as customized remedial question banks tailored to each student’s individual needs, likely contributed to the measured increases in academic performance among students in our sample. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, a comparison which is significant for policymakers as it indicates high potential for OCAL program expansion.}, language = {en}, author = {Bai, Yu and Tang, Bin and Wang, Boya and Auden, Emma and Mandell, Blake}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UVG9KSAI 2405685:HM587PSY}, keywords = {⛔ No DOI found}, pages = {51}, } @article{bai_preparing_2019, title = {Preparing teacher education students to integrate mobile learning into elementary education}, volume = {63}, issn = {8756-3894, 1559-7075}, url = {https://www.researchgate.net/publication/335106982_Preparing_Teacher_Education_Students_to_Integrate_Mobile_Learning_into_Elementary_Education}, doi = {10.1007/s11528-019-00424-z}, abstract = {The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues.}, language = {en}, number = {6}, urldate = {2021-06-10}, journal = {TechTrends}, author = {Bai, Hua}, month = nov, year = {2019}, note = {Extra URL: http://link.springer.com/10.1007/s11528-019-00424-z KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-019-00424-z 2405685:FGVRJWT3 2534378:9U8QNM9N}, pages = {723--733}, } @techreport{bahia_connected_2019, title = {Connected {Society}: {The} {State} of {Mobile} {Internet} {Connectivity} 2019}, url = {https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2019/07/GSMA-State-of-Mobile-Internet-Connectivity-Report-2019.pdf}, language = {EN}, institution = {GSMA}, author = {Bahia, Kalvin and Suardi, Stefano}, collaborator = {Croxson, Helen and Handforth, Calum and Scharwatt, Claire}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:T6WZDVKT}, pages = {60}, } @misc{bag_innovation_ltd_bag_2019, title = {{BAG}}, url = {https://www.baginnovation.rw/}, urldate = {2020-08-17}, author = {BAG Innovation Ltd}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IJ3HHEHB 2405685:V9GV6AZN}, } @article{baeyer_thinking_2017, title = {“{Thinking} {Outside} the {Camp}”: {Education} {Solutions} for {Syrian} {Refugees} in {Jordan}}, volume = {2017}, copyright = {© 2017 American Anthropological Association and Ethnographic Praxis in Industry Conference, some rights reserved.}, issn = {1559-8918}, shorttitle = {“{Thinking} {Outside} the {Camp}”}, url = {https://anthrosource.onlinelibrary.wiley.com/doi/abs/10.1111/1559-8918.2017.01163}, doi = {10.1111/1559-8918.2017.01163}, abstract = {This paper presents a case study of a project on education solutions for Syrian refugees in Jordan conducted between 2015–2017. First, it describes how ReD's methodological approach provided a unique perspective to studies on refugees. By immersing a team in the day-to-day lives and settings that most Syrian refugees experience in Jordan—i.e., outside of camps and in people's actual homes—ReD led its client to “think outside the camp,” something that relief agencies and companies often fail to do due to the refugee camp model of humanitarian assistance that, ever since WWII, has dominated the approach to refugees. Second, as a result of its unique methodological approach, ReD uncovered important findings about social networks and technology use and access in Syrian refugees’ homes and communities that ultimately shaped the client's perspective on solution development. For example, ReD's team of ethnographers found that nearly all out-of-camp Syrian households had at least one Smartphone in their possession, if not two or more, and that digital devices served as important tools of communication and community-building among people displaced by conflict. Consequently, ReD advised its client to tap into these pre-existing social networks and mobile technologies in order to develop an education solution that best fit refugees’ “real-life” practices. Ultimately, both ReD's methods and its findings led to a significant impact in how the client strategized on and developed their education solution, and can serve as a broader model for how to approach building services and/or products for displaced populations with access to basic mobile technologies. “The Jordanian educational/policy response to refugees is broken and will not easily be fixed or tinkered with. Solutions must work around this system.” (Education expert and activist working with vulnerable youth and school dropouts in Jordan)}, language = {en}, number = {1}, urldate = {2020-04-28}, journal = {Ethnographic Praxis in Industry Conference Proceedings}, author = {Baeyer, Sarah Lebaron Von}, year = {2017}, note = {\_eprint: https://anthrosource.onlinelibrary.wiley.com/doi/pdf/10.1111/1559-8918.2017.01163 shortDOI: 10/ggtdgp KerkoCite.ItemAlsoKnownAs: 10.1111/1559-8918.2017.01163 10/ggtdgp 2339240:PSJ2UYDF 2405685:PHYHJPGI}, keywords = {Google Scholar/ refugee education technology, RER theme\_durable solutions}, pages = {444--457}, } @techreport{azad_government_of_the_state_of_jammu__kashmir_annual_2018, title = {Annual {Development} {Plan} 2019/20}, url = {https://pndajk.gov.pk/ADP/2019-20/ADP%202019-20.pdf}, author = {Azad Government of the State of Jammu \& Kashmir}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WY99ANEK 2405685:HBIUHQNK}, } @article{aytekin_teaching_2019, title = {Teaching linear algebra supported by {GeoGebra} visualization environment}, volume = {12}, url = {https://files.eric.ed.gov/fulltext/EJ1238625.pdf}, doi = {10.24193/adn.12.2.7}, abstract = {Linear algebra differs from other mathematics courses because of the special difficulties that students have in understanding the concepts. Teaching without concretizing the concepts of Linear Algebra encouraged students to memorize definitions of concepts and rules has been articulated. Many researches show that technology-supported teaching is effective in concretizing abstract concepts. In this study, it was examined how pre-service mathematics teachers relate the definitions of concepts (linear combination, linear dependency/independency and spanning) and their visual equivalents in R[superscript 2] and R[superscript 3]. The study was conducted with four students who attended the Linear Algebra-2 course in the Elementary Mathematics Teaching, Faculty of Education of a state university in Turkey. The study was conducted by the teaching experiment method. Interviews were conducted using activities prepared in the GeoGebra program. It was observed that the participants used these concepts in very flexible way and they established a relationship between visualization and definitions in a very short time compared to the time spent during an educational period.}, language = {English}, number = {2}, journal = {Acta Didactica Napocensia}, author = {Aytekin, Cahit and Kiymaz, Yasemin}, year = {2019}, note = {Publisher: Babes-Bolyai University, Kogainiceanu 1, Cluj-Napoca, 400084 Romania Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396823562?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.24193/adn.12.2.7 2339240:BJHHRSRN 2405685:SNEABJDN 2534378:G2ILAXW6 2534378:J8FUJBYM}, keywords = {Algebra, Computer Software, Definitions, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Foreign Countries, Higher Education, Mathematics Instruction, Mathematics Teachers, Postsecondary Education, Preservice Teachers, Teaching Methods, Technology Uses in Education, Turkey, Visualization, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099267, \_\_finaldtb}, } @article{ayere_e-learning_2010, title = {E-learning in secondary {Schools} in {Kenya}: {A} {Case} of the {NEPAD} {E}-schools}, volume = {5}, shorttitle = {E-learning in secondary {Schools} in {Kenya}}, abstract = {The New Partnership for Africa's Development (NEPAD) schools were set up as centres of excellence in Information and Communication Technology (ICT) integration, so that other schools could copy their model in e-learning. It was for this reason that they were provided with computers, e-materials, internet appliances and trained personnel. But to gauge their levels of success as e-learning centres there was need to compare them to other schools offering ICT education in Kenya. It was for this reason that this study compared the application of the e-learning in NEPAD and non-NEPAD schools in Kenya. Specifically, the study: Identified significant differences in levels of integration of ICT in curriculum subjects; surveyed the differences in use of e-materials in education research; examined availability of e-libraries; identified significant differences in academic performance of NEPAD and non-NEPAD schools attributed to e-learning. The study used a combination of an exploratory approach using descriptive survey and ex-post-facto design. It was carried out in six of the eight provinces in Kenya, where the NEPAD schools are located. It targeted 1600 form four students from 35 secondary schools involved in ICT education (NEPAD schools included). Saturated sampling was used for the six NEPAD schools while six non-NEPAD schools were selected through simple random sampling. The sample consisted of three officials from the ministry of education, twelve principals and twelve heads of ICT department (HODs), and 570 of the form four students. The main data collection instrument was the questionnaire; administered to the students, the principals, and the HODs. The interview schedule was administered to the ministry of education personnel while an observation checklist was used as a confirmatory tool. Analysis was done using both descriptive and inferential statistics. The study found that, there was a significant difference in the application of e-learning in NEPAD and non-NEPAD schools. Based on these findings, it was recommended that schools involved in ICT education should intensify teacher facilitation and support teacher roles that are required in e-learning Key words: E-Learning, ICT integration, ICT education, new partnership for Africa's development (NEPAD).}, journal = {Educational Research and Reviews}, author = {Ayere, Mildred and Odera, F and Agak, John}, month = apr, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2UFRZUA4 2405685:C5RVGKXP}, keywords = {⛔ No DOI found}, pages = {218--223}, } @misc{axford_how_2019, title = {How {Can} {Schools} {Support} {Parents}’ {Engagement} in their {Children}’s {Learning}? {Evidence} from {Research} and {Practice}}, url = {https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/parental-engagement}, abstract = {The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.}, language = {en}, urldate = {2022-04-25}, journal = {EEF}, author = {Axford, Nick and Berry, Vashti and Lloyd, Jenny and Moore, Darren and Rogers, Morwenna and Hurst, Alison and Blockley, Kelly and Durkin, Hannah and Minton, Jacqueline}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MK49B6CM 2405685:BLGCB3CD}, } @article{axelson_defining_2011, title = {Defining student engagement}, volume = {43}, url = {http://nur655sect2jan12teama.pbworks.com/w/file/fetch/50933853/defining%20student%20engagement.pdf}, number = {1}, urldate = {2021-11-11}, journal = {Change: The Magazine of Higher Learning}, author = {Axelson, Rick D. and Flick, Arend}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4HS963IH 2405685:RSVBHYFA}, pages = {38--43}, } @techreport{avvisati_which_2018, address = {Paris}, title = {In which countries do the most highly qualified and experienced teachers teach in the most difficult schools?}, url = {https://www.oecd-ilibrary.org/education/in-which-countries-do-the-most-highly-qualified-and-experienced-teachers-teach-in-the-most-difficult-schools_3ef99aba-en}, abstract = {Teachers are the most important school resource. In every country, teachers’ salaries and training represent the greatest share of expenditure on education; and this investment in teachers can have significant returns. Research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. But not all students are equal when it comes to access to high-quality teaching. In fact, PISA data show that there are inequities in access to experienced and qualified teachers in many countries, and that they are related to the gap in learning outcomes between advantaged and disadvantaged students.}, language = {en}, urldate = {2022-10-29}, institution = {OECD}, author = {Avvisati, Francesco}, month = jun, year = {2018}, doi = {10.1787/3ef99aba-en}, note = {KerkoCite.ItemAlsoKnownAs: 10.1787/3ef99aba-en 2405685:98ZJG6VS 4042040:UKW2VQZ3}, } @article{avitabile_heterogeneous_2018, title = {The heterogeneous effect of information on student performance: {Evidence} from a randomized control trial in {Mexico}}, volume = {135}, issn = {0304-3878}, shorttitle = {The heterogeneous effect of information on student performance}, url = {https://www.sciencedirect.com/science/article/pii/S0304387818304565}, doi = {10.1016/j.jdeveco.2018.07.008}, abstract = {We use data from the randomized control trial of the Percepciones pilot to study whether providing 10th grade students with information about the average earnings associated with different educational attainments, life expectancy, and obtaining funding for higher education can contribute to improving student outcomes. We find that the intervention had no effects on a proxy for on-time high school completion, but a positive and significant impact on standardized test scores and self-reported measures of effort. The effects on standardized test scores are larger for girls and for students from households with relatively high incomes. We also find positive, but not statistically significant effects, on the probability of taking a university entry exam and of obtaining a high score in the exam.}, language = {en}, urldate = {2022-03-28}, journal = {Journal of Development Economics}, author = {Avitabile, Ciro and de Hoyos, Rafael}, month = nov, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2018.07.008 2339240:92INVKXW 2405685:LTY77SXQ}, keywords = {Gender, Information, School performance, Subjective expectations}, pages = {318--348}, } @article{avellar_external_2017, title = {External {Validity}: {The} {Next} {Step} for {Systematic} {Reviews}?}, volume = {41}, issn = {0193-841X}, shorttitle = {External {Validity}}, url = {https://doi.org/10.1177/0193841X16665199}, doi = {10.1177/0193841X16665199}, abstract = {Background:Systematic reviews?which identify, assess, and summarize existing research?are usually designed to determine whether research shows that an intervention has evidence of effectiveness, rather than whether an intervention will work under different circumstances. The reviews typically focus on the internal validity of the research and do not consistently incorporate information on external validity into their conclusions.Objectives:In this article, we focus on how systematic reviews address external validity.Methods:We conducted a brief scan of 19 systematic reviews and a more in-depth examination of information presented in a systematic review of home visiting research.Results:We found that many reviews do not provide information on generalizability, such as statistical representativeness, but focus on factors likely to increase heterogeneity (e.g., numbers of studies or settings) and report on context. The latter may help users decide whether the research characteristics?such as sample demographics or settings?are similar to their own. However, we found that differences in reporting, such as which variables are included and how they are measured, make it difficult to summarize across studies or make basic determinations of sample characteristics, such as whether the majority of a sample was unemployed or married.Conclusion:Evaluation research and systematic reviews would benefit from reporting guidelines for external validity to ensure that key information is reported across studies.}, language = {en}, number = {4}, urldate = {2021-05-03}, journal = {Evaluation Review}, author = {Avellar, Sarah A. and Thomas, Jaime and Kleinman, Rebecca and Sama-Miller, Emily and Woodruff, Sara E. and Coughlin, Rebecca and Westbrook, T’Pring R.}, month = aug, year = {2017}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0193841X16665199 2405685:BLIFN2QN}, keywords = {external validity, systematic reviews}, pages = {283--325}, } @article{auvinen_increasing_2015, title = {Increasing {Students}’ {Awareness} of {Their} {Behavior} in {Online} {Learning} {Environments} with {Visualizations} and {Achievement} {Badges}}, volume = {8}, issn = {1939-1382}, doi = {10.1109/TLT.2015.2441718}, abstract = {In online learning environments where automatic assessment is used, students often resort to harmful study practices such as procrastination and trial-and-error. In this paper, we study two teaching interventions that were designed to address these issues in a university-level computer science course. In the first intervention, we used achievement badges, a form of gamification, to reward students for submitting early, solving exercises with few iterations, and completing the exercises with full points. In the second intervention, we used heatmap visualizations that show a prediction of the student's success if he or she continues to behave in the same way, based on data from earlier courses. The results from a controlled experiment show that the heatmap visualizations had an impact on how early the students submitted their exercises and how many points they earned from them. We also observed that performance approach goal orientation correlated with an interest towards the achievement badges whereas performance avoidance correlated with an interest towards the visualizations. The results indicate that increasing students' awareness of their behavior can have a positive impact on their study practices and results. However, the same type of feedback may not suit all students because of individual differences.}, number = {3}, journal = {IEEE Transactions on Learning Technologies}, author = {Auvinen, Tapio and Hakulinen, Lasse and Malmi, Lauri}, month = jul, year = {2015}, note = {Conference Name: IEEE Transactions on Learning Technologies shortDOI: 10/f7sgzz KerkoCite.ItemAlsoKnownAs: 10.1109/TLT.2015.2441718 10/f7sgzz 2405685:ILXJDYTP}, keywords = {Adaptation models, Context, Data visualization, Education, Heating, Monitoring, Visualization, achievement badges, automatic assessment, computer aided instruction, computer science education, data visualisation, distance learning, educational courses, exercise solving, exercise submission, further education, gamification, goal orientation, heatmap visualization, human factors, online learning environment, performance avoidance, student awareness, student behavior, student reward, student study practice, student success prediction, teaching, teaching intervention, university-level computer science course}, pages = {261--273}, } @misc{australian_government_productivity_commission_data_2017, title = {Data {Availability} and {Use}}, url = {https://www.pc.gov.au/inquiries/completed/data-access/report/data-access.pdf}, urldate = {2022-06-15}, author = {Australian Government Productivity Commission}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K27TZBX7 2405685:YIPJ56YY}, } @techreport{australian_agency_for_international_development_australia-indonesia_2012, title = {Australia-{Indonesia} for {Pro}-{Poor} {Policy}: the {Knowledge} {Sector} {Initiative}}, url = {https://www.dfat.gov.au/about-us/publications/Pages/australia-indonesia-for-pro-poor-policy-the-knowledge-sector-initiative-documents}, urldate = {2020-09-22}, institution = {Australian Agency for International Development}, author = {Australian Agency for International Development}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XID676JJ 2405685:8IL3G32C}, } @article{aurah_genetics_2014, title = {Genetics problem solving in high school testing in {Kenya}: {Effects} of metacognitive prompting during testing}, volume = {18}, shorttitle = {Genetics problem solving in high school testing in {Kenya}}, url = {https://ejse.southwestern.edu/article/view/13519}, abstract = {This study investigated the effectiveness of using metacognitive prompts during testing for improving results in a Genetics Problem Solving Test (GPST). The study, a pre-test post-test, control group quasi-experimental design involving 2x2x2 analysis of covariance (ANCOVA) also investigated the moderating effects of gender and school type. A total of 2,138 high school students purposively selected from seventeen high schools in Western province, Kenya, participated in the study using three validated instruments; Biology Ability Test (BAT), Genetics Problem Solving Test (GPST), and Metacognitive Prompting Questionnaire (MPQ). Findings showed that metacognitive prompting (MP) had a significant effect on students’ genetics problem solving ability, F(1, 2137) = 10.909, p {\textless} 0.001. The findings also revealed gender differences, with girls outperforming boys on the genetics problem solving test. Furthermore, a significant interaction between metacognitive prompting and school type showed that students in provincial schools benefited from MPs more than students from district schools. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.}, language = {en-US}, number = {8}, urldate = {2020-01-31}, journal = {Electronic Journal for Research in Science and Mathematics Education}, author = {Aurah, Catherine M and Cassady, Jerrell Craig and McConnell, Tom John}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G5AWLGH3 2405685:6QCF8TS7}, keywords = {⛔ No DOI found}, } @misc{aubert_numerique_2017, title = {Le numérique peut-il réinventer l’éducation de base en {Afrique} ?}, url = {http://theconversation.com/le-numerique-peut-il-reinventer-leducation-de-base-en-afrique-76871}, abstract = {Les technologies de l’information et de la communication en éducation (TICE) offrent de nouvelles possibilités pour améliorer l’éducation de base en Afrique.}, language = {en}, urldate = {2020-07-14}, journal = {The Conversation}, author = {Aubert, Amélie and Loiret, Pierre-Jean and d’Aiglepierre, Rohen and Lequentre, Erwan and Pedro, Francesc}, year = {2017}, note = {Library Catalog: theconversation.com EdTechHub.ItemAlsoKnownAs: 2405685:VSWST6J7}, } @misc{atuhurra_improving_2019, title = {Improving {School} {Performance} through {School} {Ranking}: {The} {Double}-{Edged} {Sword} of {Accountability}}, shorttitle = {Improving {School} {Performance} through {School} {Ranking}}, url = {https://riseprogramme.org/blog/improving_school_performance_TZ}, language = {en}, urldate = {2022-04-07}, journal = {RISE Programme}, author = {Atuhurra, Julius and Kaffenburger, Michelle}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K8SQNYUB 2405685:AN2ZBCLR 4656463:A4BQU8V8}, } @article{atuhurra_does_2016, title = {Does community involvement affect teacher effort? {Assessing} learning impacts of {Free} {Primary} {Education} in {Kenya}}, volume = {49}, issn = {0738-0593}, shorttitle = {Does community involvement affect teacher effort?}, url = {http://www.sciencedirect.com/science/article/pii/S0738059316300311}, doi = {10.1016/j.ijedudev.2016.03.008}, abstract = {While the impressive school participation impacts of Universal Primary Education policies in Sub-Saharan Africa are widely recognized, attempts to measure learning gains from schooling remain minimal. Utilizing a unique international test score dataset, we measure and explain grade six reading and math learning outcomes in Kenya. By comparing competences between public and private schools before and after the introduction of free primary education, we find large achievement declines and inequalities based on gender and socioeconomic status. The declines are associated with low teacher efforts and community disengagement. Policy studies on community involvement in schools will likely lead to improved learning.}, language = {en}, urldate = {2020-03-18}, journal = {International Journal of Educational Development}, author = {Atuhurra, Julius F.}, month = jul, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.008 2339240:G3NSWQKR 2405685:MBZJNJH3}, keywords = {Community involvement, Educational policy, Learning achievement, Teacher effort}, pages = {234--246}, } @article{attanasio_education_2014, title = {Education choices and returns to schooling: {Mothers}' and youths' subjective expectations and their role by gender}, volume = {109}, issn = {03043878}, shorttitle = {Education choices and returns to schooling}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0304387814000455}, doi = {10.1016/j.jdeveco.2014.04.003}, abstract = {In this paper we investigate the role of expected returns to schooling and of perceived risks (of unemployment and earnings) as determinants of schooling decisions. Moreover, our data also allow us to analyze whether youths' and/or mothers' expectations predict schooling decisions, and whether this depends on the age and gender of the youth. In particular, we use Mexican data that contain labor market expectations of mothers and youths. We find that expected returns and risk perceptions are important determinants of schooling decisions, the latter in particular from the perspective of the mother. Boys' expectations predict the decision to enter college, but not to enter high school. While girls' own expectations do not predict either of the two educational decisions, mothers' expectations are particularly strong predictors of their daughters' decisions.}, language = {en}, urldate = {2022-03-04}, journal = {Journal of Development Economics}, author = {Attanasio, Orazio P. and Kaufmann, Katja M.}, month = jul, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2014.04.003 2339240:3IT8XCA8 2405685:96BZIDCP}, pages = {203--216}, } @article{atieno_academic_2019, title = {Academic {Bridge}: is set to transform education system}, shorttitle = {Academic {Bridge}}, url = {https://www.newtimes.co.rw/lifestyle/academic-bridge-set-transform-education-system}, language = {en}, urldate = {2020-08-26}, journal = {The New Times {\textbar} Rwanda}, author = {Atieno, Lydia}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9XCSN65E 2405685:8PP2AEWX}, } @article{ata_exploring_2019, title = {Exploring relationships between {Kolb}'s learning styles and mobile learning readiness of pre-service teachers: a mixed study}, volume = {24}, issn = {13602357}, url = {http://earsiv.kmu.edu.tr/xmlui/bitstream/handle/11492/2474/Ata,%20R%20dvan%202019.pdf;jsessionid=563B49FBF43DA923B5DDBD72C23AA087?sequence=1}, doi = {10.1007/s10639-018-9835-y}, abstract = {The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36\%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29\%) participants were with the diverging learning style, 73 (20.85\%) were with the converging learning style and 59 (16.85\%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR]}, number = {2}, journal = {Education and Information Technologies}, author = {Ata, Rıdvan and Cevik, Mustafa}, month = mar, year = {2019}, note = {Cam URL: KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9835-y 2339240:TLEYZERM 2405685:98J9QFGS 2405685:W5HNS2SW 2534378:C5QGSSCL 2534378:GYJXUNMQ 2534378:JUQIJQKF 2534378:NDFQ6HKN 2534378:PPGAVAAJ 2534378:REYB4EAQ}, keywords = {COGNITIVE styles, Cognitive Style, Cognitive style, Computers--Information Science And Information Theory, Content Analysis, EDUCATIONAL programs, ERIC, Current Index to Journals in Education (CIJE), Educational Attainment, Foreign Countries, Gender Differences, Handheld Devices, Higher Education, Income, Independent Study, Independent study, Kolb's learning styles, Kolb’s learning styles, LEARNING readiness, Learning Readiness, Learning Style Inventory, MOBILE learning, Measures (Individuals), Mobile learning, Mothers, Positive Attitudes, Postsecondary Education, Pre-service teachers, Preservice Teachers, STUDENT teachers, Self Efficacy, Structural Equation Models, Structural equation modelling, Student Attitudes, Teacher Education Programs, Telecommunications, Turkey, Undergraduate Students, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095788, \_\_finaldtb}, pages = {1351--1377}, } @inproceedings{assidmi_education_2015, address = {Manama, Bahrain}, title = {Education {Dynamics}: {A} {Systems} {Thinking} {Perspective}}, isbn = {978-1-4673-9431-4}, shorttitle = {Education {Dynamics}}, url = {http://ieeexplore.ieee.org/document/7478229/}, doi = {10.1109/ECONF.2015.29}, urldate = {2021-02-28}, booktitle = {2015 {Fifth} {International} {Conference} on e-{Learning} (econf)}, publisher = {IEEE}, author = {Assidmi, Luay}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/ECONF.2015.29 2405685:YLBB2IU9}, pages = {188--194}, } @article{asselin_unicef_2011, title = {{UNICEF} {Back}-to-{School} {Guide}}, language = {en}, author = {Asselin, Olivier}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:J5CJ3T66 2405685:86HDSDD8}, keywords = {⛔ No DOI found}, } @article{asim_moving_2019, title = {Moving teachers to {Malawi}’s remote communities: {A} data-driven approach to teacher deployment}, volume = {65}, issn = {0738-0593}, shorttitle = {Moving teachers to {Malawi}’s remote communities}, url = {https://www.sciencedirect.com/science/article/pii/S0738059318300555}, doi = {10.1016/j.ijedudev.2018.12.002}, abstract = {There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.}, language = {en}, urldate = {2022-07-04}, journal = {International Journal of Educational Development}, author = {Asim, Salman and Chimombo, Joseph and Chugunov, Dmitry and Gera, Ravinder}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2018.12.002 2339240:7QKQHXG2 2405685:GWKND7GG}, keywords = {Data-driven model, Deployments, Malawi, Political economy, Schools, Teachers}, pages = {26--43}, } @techreport{asim_moving_2017, title = {Moving teachers to {Malawi}'s remote communities: {A} data-driven approach to teacher deployment}, url = {https://openknowledge.worldbank.org/handle/10986/28914}, number = {Working Paper No. 8253}, institution = {World Bank}, author = {Asim, Salman and Chimombo, Joseph and Chugnov, Dmitry and Gera, Ravinder}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:27XHDSI8 2339240:TQFW4ACB 2405685:CLQLKA7M 2405685:K4RZX8TC}, } @techreport{asian_development_bank_innovative_2017, address = {Manila, Philippines}, title = {Innovative {Strategies} for {Accelerated} {Human} {Resources} {Development} in {South} {Asia}:: {Information} and {Communication} {Technology} for {Education}---{Special} {Focus} on {Bangladesh}, {Nepal}, and {Sri} {Lanka}}, shorttitle = {Innovative {Strategies} for {Accelerated} {Human} {Resources} {Development} in {South} {Asia}}, url = {https://www.adb.org/publications/innovative-strategies-ict-education-bangladesh-nepal-sri-lanka}, language = {en}, urldate = {2020-07-22}, institution = {Asian Development Bank}, author = {{Asian Development Bank}}, month = dec, year = {2017}, doi = {10.22617/TCS179080}, note = {Edition: 0 ISBN: 9789292610333 9789292610326 shortDOI: 10/ghgnfh KerkoCite.ItemAlsoKnownAs: 10.22617/TCS179080 10/ghgnfh 2339240:DC9GXZHD 2339240:H8XPPDHF 2405685:9CV4C8ZT 2405685:CIIMK9AK}, keywords = {Systems Framework}, } @techreport{asian_development_bank_school_2019, address = {Manila, Philippines}, title = {School {Education} in {Pakistan}: {A} {Sector} {Assessment}}, shorttitle = {School {Education} in {Pakistan}}, url = {https://www.adb.org/documents/pakistan-school-education-sector-assessment}, language = {en}, urldate = {2020-07-20}, institution = {Asian Development Bank}, author = {{Asian Development Bank}}, month = jul, year = {2019}, doi = {10.22617/TCS190039}, note = {Edition: 0 ISBN: 9789292615291 9789292615284 shortDOI: 10/ghgnf7 KerkoCite.ItemAlsoKnownAs: 10.22617/TCS190039 10/ghgnf7 2339240:MAX5I4DD 2339240:VDACLSSI 2405685:8VW9ZAMB 2405685:B4FE433S 2405685:MTCNL9CE}, } @techreport{aser_pakistan_annual_2019, title = {Annual {Status} of {Education} {Report}}, author = {ASER Pakistan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DJW3TIQC}, } @techreport{aser_centre_annual_2018, title = {Annual {Status} of {Education} {Report} (rural) 2018}, url = {https://learningportal.iiep.unesco.org/en/library/annual-status-of-education-report-rural-2018}, urldate = {2022-09-23}, institution = {Assessment Survey Evaluation Research (India)}, author = {ASER Centre}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JNVC8NTE 2405685:4GRETSNN}, } @techreport{aser_academy_2019, title = {Academy for {Education} {Planning} and {Management} and {Annual} {Status} of {Education} {Report}}, author = {{ASER}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BTUDKTRJ 2405685:EHRF5EK8 2405685:K5DECGEM}, } @techreport{aser_annual_2019, title = {Annual {Status} of {Education} {Report}}, url = {http://aserpakistan.org/document/aser/2019/reports/national/ASER_National_2019.pdf}, institution = {ASER}, author = {ASER}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GM46AP95 2405685:B3TPJ3NB}, } @article{asarta_comparing_2017, title = {Comparing student performance in blended and traditional courses: {Does} prior academic achievement matter?}, volume = {32}, issn = {1096-7516}, shorttitle = {Comparing student performance in blended and traditional courses}, url = {http://www.sciencedirect.com/science/article/pii/S1096751616300525}, doi = {10.1016/j.iheduc.2016.08.002}, abstract = {The performance of students in blended and traditional versions of a collegiate course is compared within the context of students' prior academic achievement. The blended version of the course used flipped and flexible instructional modes, in which only online lectures were available, class periods were used for complementary learning activities, and there was no punitive attendance policy. Significant differences in student performance between the blended and traditional versions were found within two of three zones of grade point averages. At low grade point averages, performance was higher in the traditional version of the course. At high grade point averages, performance was higher in the blended version. No significant difference was detected in the middle zone of grade point averages. Predictive models of student performance were also prepared for the two versions of the course. Partial effects from measures of prior academic achievement upon performance in the blended version were significantly different from partial effects provided by the same measures in the traditional version of the course.}, language = {en}, urldate = {2020-07-18}, journal = {The Internet and Higher Education}, author = {Asarta, Carlos J. and Schmidt, James R.}, month = jan, year = {2017}, note = {shortDOI: 10/f9gk4k KerkoCite.ItemAlsoKnownAs: 10.1016/j.iheduc.2016.08.002 10/f9gk4k 2405685:BBRD74WX}, keywords = {Achievement, Blended course, Performance differences, Traditional course, Zones}, pages = {29--38}, } @article{asante_one_2015, title = {One {Laptop} {Per} {Child} {Policy} in {Ghana}: {Any} {Impact} on {Teaching} and {Learning}?}, volume = {1290}, shorttitle = {One {Laptop} {Per} {Child} {Policy} in {Ghana}}, url = {https://digitalcommons.unl.edu/libphilprac/1290}, journal = {Library Philosophy and Practice (e-journal)}, author = {Asante, Edward and Owusu-Ansah, Samuel}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LKY2HNFC 2405685:3UVAETBU}, keywords = {⛔ No DOI found}, pages = {1--20}, } @article{arthur-nyarko_learner_2019, title = {Learner access to resources for {eLearning} and preference for {eLearning} delivery mode in distance education programs in {Ghana}}, volume = {6}, url = {https://files.eric.ed.gov/fulltext/EJ1228278.pdf}, language = {en}, number = {2}, journal = {International Journal of Educational Technology}, author = {Arthur-Nyarko, Emmanuel and Kariuki, Moses Githua}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XYCPC7IU 2405685:83GZ8QYZ}, keywords = {⛔ No DOI found}, pages = {1--8}, } @article{arroyo_multimedia_2014, title = {A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect}, volume = {24}, issn = {1560-4306}, url = {https://doi.org/10.1007/s40593-014-0023-y}, doi = {10.1007/s40593-014-0023-y}, abstract = {This article describes research results based on multiple years of experimentation and real-world experience with an adaptive tutoring system named Wayang Outpost. The system represents a novel adaptive learning technology that has shown successful outcomes with thousands of students, and provided teachers with valuable information about students’ mathematics performance. We define progress in three areas: improved student cognition, engagement, and affect, and we attribute this improvement to specific components and interventions that are inherently affective, cognitive, and metacognitive in nature. For instance, improved student cognitive outcomes have been measured with pre-post tests and state standardized tests, and achieved due to personalization of content and math fluency training. Improved student engagement was achieved by supporting students’ metacognition and motivation via affective learning companions and progress reports, measured via records of student gaming of the system. Student affect within the tutor was measured through sensors and student self-reports, and supported through affective learning companions and progress reports. Collectively, these studies elucidate a suite of effective strategies to support advanced personalized learning via an intelligent adaptive tutor that can be tailored to the individual needs, emotions, cognitive states, and metacognitive skills of learners.}, language = {en}, number = {4}, urldate = {2020-07-27}, journal = {International Journal of Artificial Intelligence in Education}, author = {Arroyo, Ivon and Woolf, Beverly Park and Burelson, Winslow and Muldner, Kasia and Rai, Dovan and Tai, Minghui}, month = dec, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s40593-014-0023-y 2339240:PWE2978I 2405685:3KPMSS66}, pages = {387--426}, } @article{arocena_innovacion_2016, title = {Innovación y {Sistemas} {Nacionales} de {Innovación} en procesos de desarrollo}, journal = {Repensando el desarrollo latinoamericano. Una discusión desde los sistemas de innovación}, author = {Arocena, R. and Sutz, J.}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs:2405685:9XLMV3Q3}, keywords = {⛔ No DOI found}, } @article{arnold_definition_2015, title = {A definition of systems thinking: {A} systems approach}, volume = {44}, shorttitle = {A definition of systems thinking}, doi = {10.1016/j.procs.2015.03.050}, number = {2015}, journal = {Procedia computer science}, author = {Arnold, Ross D. and Wade, Jon P.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.procs.2015.03.050 2339240:D59T2YTU 2405685:PAG4BEA2}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Canada CAN, \_C:Germany DEU, \_C:Greece GRC, \_C:Norway NOR, \_\_C:scheme:1}, pages = {669--678}, } @techreport{arkorful_complementary_2013, title = {Complementary {Education} {Programme} ({CEP}) and the {Opportunity} to {Learn} {In} the {Northern} {Region} of {Ghana}}, url = {http://sro.sussex.ac.uk/id/eprint/45242/1/Arkorful%2C_Kingsley_K_D.pdf}, language = {en}, institution = {University of Sussex}, author = {Arkorful, Kingsley K D}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:KDTYGMTI}, } @misc{arkedis_jean_why_2019, title = {Why we started {R4D}’s evaluation \& adaptive learning practice}, url = {https://r4d.org/blog/why-we-started-r4ds-evaluation-adaptive-learning-practice/}, abstract = {R4D's Evaluation \& Adaptive Learning practice lead, shares a new explainer video, which offers a framework for how we design, test and evaluate for impact.}, language = {en-US}, urldate = {2021-06-10}, journal = {Results for Development}, author = {{Arkedis, Jean}}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IWF249BR 2405685:ACUDTN33}, } @inproceedings{arif_teachers_2019, address = {University of Punjab}, title = {Teachers resistance towards change in {Punjab} public schools: implications for school effectiveness}, url = {https://www.researchgate.net/publication/337415153_TEACHERS'_RESISTANCE_TOWARDS_CHANGE_IN_PUNJAB_PUBLIC_SCHOOLS_IMPLICATIONS_FOR_SCHOOL_EFFECTIVENESS}, abstract = {Teachers’ resistance to change has become a perennial phenomenon which educational sector had to deal with because without the active involvement and commitment of teachers, change and reform policies are prone to failure. The urge to explore the reasons behind teachers’ resistance towards any change and need to modify some policies to minimize this factor, motivated the researcher to conduct this research. The aim of present descriptive research is to identify reasons for teacher’s resistance towards reform agenda introduced by previous government of Punjab (2013-18). Using simple random sampling 28 public schools of tehsil Model Town district of Lahore were taken as sample of the study; each school was taken as cluster and all teachers were approached to fill the questionnaire, however, final data constituted only 295 questionnaires. Self-developed questionnaire, comprising 36 items further categorized into eight factors was used as tool. Both descriptive (means \& Standard Deviation) and inferential (correlation \& regression) were applied. The research has concluded that role of school principal and management’s implementation strategy have strong link with positive attitude of teacher towards adapting for change. Hence, it is important that principals must manage doubts and fears of teachers about change to counteract resistance and negative attitude towards change.}, author = {Arif, Seema and Riasat, Lubna}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:22MLNCBI 2339240:ZT6ANWQL 2405685:2SZTZHC5 2405685:TI453NL5}, keywords = {⛔ No DOI found}, } @techreport{arauco_strengthening_2014, address = {London}, title = {Strengthening social justice to address intersecting inequalities post-2015}, url = {https://cdn.odi.org/media/documents/9213.pdf}, institution = {Overseas Development Institute}, author = {Arauco, Veronica Paz and Gazdar, Haris and Helvia-Pacheco, Paula and Kabeer, Naila and Lenhardt, Amanda and Masood, Syeda Quratulain and Naqvi, Haider and Nayak, Nandini and Norton, Andrew and Sabharwal, Nidhi Sadana and Scalise, Elise and Shepherd, Andrew and Thapa, Deepak and Thorat, Sukhadeo and Tran, D Hien and Vergara-Camus, Leandro and Woldehanna, Tassew and Mariotti, Chiara}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WN77A6QL 2405685:8Z5JIB3H}, } @inproceedings{araka_conceptual_2019, title = {A {Conceptual} {Model} for {Measuring} and {Supporting} {Self}-{Regulated} {Learning} using {Educational} {Data} {Mining} on {Learning} {Management} {Systems}}, doi = {10.23919/ISTAFRICA.2019.8764852}, abstract = {Self-Regulated Learning (SRL) is a field in educational psychology that as attracted tremendous research studies from various communities including ICTs. Recent studies and meta-analysis have greatly contributed to the domain knowledge that the use SRL strategies boost academic performance for learners. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Additionally, most of these studies focus on SRL on Massive Open Online Course (MOOC) environments and only analyse SRL strategies with limited attention to the scaffolds or interventions employed to stimulate growth of SRL skills in learners. The modern Learning Management Systems (LMS) such as Moodle allow storage of datasets on student activities. Consequently, it is possible to use Educational Data Mining (EDM) to extract learner patterns which can be used to support SRL and explore how SRL strategies change over time and inform the instructor. In view of this, the research examines the current SRL measurement and promotion tools for e-learning environments and proposes a conceptual model grounded on EDM for implementation as a solution to measuring and promoting SRL strategies for learners within LMS.}, booktitle = {2019 {IST}-{Africa} {Week} {Conference} ({IST}-{Africa})}, author = {Araka, Eric and Maina, Elizaphan and Gitonga, Rhoda and Oboko, Robert}, month = may, year = {2019}, note = {ISSN: 2576-8581 KerkoCite.ItemAlsoKnownAs: 10.23919/ISTAFRICA.2019.8764852 2339240:VAYVYVZ9 2405685:IGGGX8LC}, keywords = {Data mining, Electronic learning, Instruments, Interventions, Learning Management systems, Learning management systems, Measurement and Promotion, Online learning, Process control, Scaffolds, Self-Regulated Learning, Software agents, Tools, e-learning}, pages = {1--11}, } @phdthesis{appiah-boateng_integrating_2019, type = {{PhD}}, title = {Integrating social media platforms into higher education pedagogy in {Ghana}}, url = {http://ugspace.ug.edu.gh/handle/123456789/35539}, language = {en}, school = {University of Ghana}, author = {Appiah-Boateng, Patricia}, month = jul, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YTE259DI 2405685:AMGNJRAB}, } @inproceedings{apiola_research_2012, title = {From research \& design milieu to a {Living} {Lab}: {Ukombozi} {School} in {Tanzania}}, shorttitle = {From {Research} \& {Design} {Milieu} to a {Living} {Lab}}, url = {https://researchportal.helsinki.fi/en/publications/from-research-amp-design-milieu-to-a-living-lab-ukombozi-school-i}, language = {English}, urldate = {2021-01-05}, booktitle = {{IST}-{Africa} 2012 {Conference} {Proceedings}}, author = {Apiola, Mikko-Ville and Lähde, Kristiina and Tedre, Matti and Pakarinen, Saila}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C8768J3K 2405685:MZ2LT6S6}, keywords = {⛔ No DOI found}, } @inproceedings{apiola_pedagogical_2011, title = {Pedagogical outlines for {OLPC} initiatives: {A} case of {Ukombozi} school in {Tanzania}}, shorttitle = {Pedagogical outlines for {OLPC} initiatives}, doi = {10.1109/AFRCON.2011.6072084}, abstract = {One-to-one computing initiatives in developing countries have been criticized for ignoring pedagogical considerations and for lacking tight integration with the local educational context. Ukombozi primary school in Iringa, Tanzania, faced the same situation in 2009, when we received 100 laptop computers for pupils to use. Through a collaborative effort of local and foreign teachers we designed and tested a pedagogical approach which starts from the local educational context, and builds on theoretical literature and documented experiences of using one-to-one computing in the classroom. We developed student-centered, exploratory, and creative practices for classroom pedagogy, and we experimented on using individual (one-to-one) laptops as a support tool. We identified a number of challenges, too, and propose further research directions that extend one-to-one computer-assisted learning to other school subjects, also. This paper is aimed at educators who work and develop education in similar challenging environments, as well as educational technology researchers who wish to gain alternative views about pedagogical design.}, booktitle = {{IEEE} {Africon} '11}, author = {Apiola, M. and Pakarinen, S. and Tedre, M.}, year = {2011}, note = {ISSN: 2153-0033 KerkoCite.ItemAlsoKnownAs: 10.1109/AFRCON.2011.6072084 2339240:9VACFT8C 2405685:35V4DSJT}, keywords = {Conferences, Educational institutions, Guidelines, Medical services, OLPC initiative, One Laptop Per Child Foundation, Portable computers, Tanzania, Ukombozi school, computer aided instruction, educational institutions, local educational context, one-to-one computer-assisted learning, one-to-one computing initiative, pedagogical approach}, pages = {1--7}, } @inproceedings{apiola_olpc_2013, title = {An {OLPC} workshop in rural {Tanzania}: {Preliminary} results}, shorttitle = {An {OLPC} {Workshop} in {Rural} {Tanzania}}, doi = {10.1109/ICALT.2013.35}, abstract = {One-to-one computing is an active and widely researched topic in educational technology. Its benefits include, for instance, easily up datable material base, anywhere-anytime learning, adaptability, and simulated experiments in science. The use of one-to-one computing in a developing country context has recently become an active research topic. However, the materialization of the educational benefits requires proper contextualization regarding the necessary pedagogical, organizational, institutional, and other types of adaptation. This paper presents preliminary results from an action research study in a primary school in rural Tanzania. In that study, the utilization of one-to-one computing in a combination with modern pedagogical approaches to teach ICT and health care topics was studied.}, booktitle = {2013 {IEEE} 13th {International} {Conference} on {Advanced} {Learning} {Technologies}}, author = {Apiola, M. and Pakarinen, S. and Moisseinen, N. and Tedre, M.}, year = {2013}, note = {ISSN: 2161-377X KerkoCite.ItemAlsoKnownAs: 10.1109/ICALT.2013.35 2339240:GSKM7R48 2405685:2YMR5MHT}, keywords = {Conferences, Developing country context, Educational institutions, Games, ICT, Materials, OLPC workshop, One-Laptop-Per-Child Foundation, Portable computers, Tanzania, anywhere-anytime learning, computer aided instruction, educational technology, information-and-communication technology, institutional learning, one-to-one computing, organizational learning, pedagogical approach, pedagogical learning}, pages = {107--109}, } @misc{aoe_research_willingness_2019, type = {Presentation}, title = {Willingness and ability of {LCPS} to pay {Ilm}: {A} for products and services}, author = {{AOE Research} and Qazilbash, Zulfiqar}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AUXHQ47E 2405685:2686V5Z6}, } @phdthesis{anwar_design-based_2017, type = {{PhD}}, title = {Design-based online teacher professional development to introduce integration of {STEM} in {Pakistan}}, url = {https://conservancy.umn.edu/handle/11299/185626}, abstract = {In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]}, language = {English}, school = {University of Minnesota}, author = {Anwar, Tasneem}, year = {2017}, note = {ISBN: 9781369679038 Pages: 284 Publication Title: ProQuest LLC KerkoCite.ItemAlsoKnownAs: 2339240:9I4QVZDI 2339240:DBDFJKBJ 2339240:X7AAWQUH 2405685:4364Q9YV 2405685:FR3HXWGG 2405685:MRNCUA28 2405685:XZPKBXP2 2534378:CGYHJZSS 2534378:DN6N2JCI 2534378:JGZHHY6I 2534378:PULZXS5Y 2534378:VMIH94FH}, keywords = {0530:Teacher education, 0714:Science education, Attitude Measures, Community of practice, Design, Design-based research, ERIC, Resources in Education (RIE), Education, Educational Technology, Elementary Education, Elementary School Teachers, Faculty Development, Foreign Countries, Interdisciplinary Approach, Interviews, Models, Online Courses, Online teacher professional development, Pakistan, Reflective practices, STEM Education, Science education, Stem integration, Student Centered Learning, Teacher Attitudes, Teacher education, Technology Uses in Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096054, \_\_finaldtb}, } @article{antons_big_2017, title = {Big data, big insights? {Advancing} service innovation and design with machine learning}, volume = {21}, doi = {10.1177/1094670517738373}, language = {en}, number = {1}, journal = {Journal of Service Research}, author = {Antons, D and Breidbach, CF}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1094670517738373 2405685:DD4VLI9U 2486141:8S9LUG53}, keywords = {\_Added-ailr-2024}, pages = {17--39}, } @article{anohah_measuring_2016, title = {Measuring {Effect} {Of} {Culturally} {Responsive} {Learning} {Environment} {For} {Computing} {Education} {In} {African} {Context}}, volume = {73}, copyright = {© 2016. This work is published under https://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.}, issn = {18227864}, url = {https://search.proquest.com/education1/docview/2344388744/abstract/732C4B0D367E49A3PQ/176}, abstract = {A relevant research area in computing education is to explore aspects that motivate and promote learning in culturally responsive learning environments. This research contributes towards understanding how indigenous knowledge can be used to create a meaningful learning environment for learning object-oriented programming. The aim of research is to explore the effect of a culturally responsive learning environment for computing education in Ghana high school context. This research comprised teaching interventions that emphasized cultural significance and stimulation of Oware game as metaphors and related analogies to teach object oriented programming. The results indicated that a culturally responsive environment had a positive effect on high school students’ conceptual understanding of object-oriented programming concepts and attitudinal change to computing education.}, language = {English}, urldate = {2021-01-15}, journal = {Problems of Education in the 21st Century}, author = {Anohah, E. and Suhonen, J.}, year = {2016}, note = {Num Pages: 6-17 Place: Šiauliai, Lithuania Publisher: Scientia Socialis Ltd. KerkoCite.ItemAlsoKnownAs: 2339240:NDTXNUSL 2405685:CGVLYAKH}, keywords = {Oware game, computer achievement, computer attitude, indigenous knowledge, integrationist approach, object-oriented concepts, ⛔ No DOI found}, pages = {6--17}, } @article{anelli_ajuster_2011, title = {Ajuster l'aide pédagogique aux élèves de langue maternelle {Bushinengué}, dans les {Segpas} à l'ouest de la {Guyane}}, number = {2}, journal = {La nouvelle revue de l'adaptation et de la scolarisation}, author = {Anelli, Serge}, year = {2011}, note = {Publisher: INSHEA KerkoCite.ItemAlsoKnownAs: 2405685:V9YS3VNK 4042040:I5CJDQC6}, keywords = {⛔ No DOI found}, pages = {185--197}, } @book{andrews_building_2017, address = {Oxford, New York}, title = {Building {State} {Capability}: {Evidence}, {Analysis}, {Action}}, isbn = {978-0-19-874748-2}, shorttitle = {Building {State} {Capability}}, url = {https://global.oup.com/academic/product/building-state-capability-9780198747482?cc=gb&lang=en&}, abstract = {This is an open access title available under the terms of a CC BY-NC-ND 4.0 licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps. Called PDIA (problem driven iterative adaptation), this process empowers people working in governments to find and fit solutions to the problems they face. The discussion about this process is structured in a practical manner so that readers can actually apply tools and ideas to the capability challenges they face in their own contexts. These applications will help readers devise policies and reforms that have more impact than those of the past.}, publisher = {Oxford University Press}, author = {Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, month = jan, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FKJLDS8U 2405685:V8AM2PXA}, } @incollection{andrews_looking_2017, title = {Looking like a state: {The} seduction of isomorphic mimicry}, isbn = {978-0-19-874748-2}, shorttitle = {Looking like a state}, url = {https://doi.org/10.1093/acprof:oso/9780198747482.003.0003}, abstract = {In this chapter we argue that isomorphic mimicry is a key “technique of successful failure” that perpetuates capability traps in development. In the context of this study, isomorphic mimicry is the tendency of governments to mimic other governments’ successes, replicating processes, systems, and even products of the “best practice” examples. This mimicry often conflates form and function: leading to a situation where “looks like” substitutes for “does”; i.e., governments look capable after the mimicry but are not actually more capable. We argue that this is endemic in development and has become a primary reason why countries do not build real capability even after years of policy and reform engagement and billions of dollars of capacity building work. We suggest that the tendency to so mimic is amplified by the current development ecosystem, especially where public sectors have become closed to novelty but open (and supportive of) agenda conformity. Such characteristics make it very hard for states to build the new capabilities needed, for their contexts, given their realities.}, urldate = {2022-09-10}, booktitle = {Building {State} {Capability}: {Evidence}, {Analysis}, {Action}}, publisher = {Oxford University Press}, author = {Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, editor = {Andrews, Matt and Pritchett, Lant and Woolcock, Michael}, month = jan, year = {2017}, doi = {10.1093/acprof:oso/9780198747482.003.0003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/acprof:oso/9780198747482.003.0003 2339240:YW4FKQF8 2405685:FZJ79CYN}, pages = {0}, } @incollection{andrews_building_2015, title = {Building capability by delivering results: {Putting} {Problem}-{Driven} {Iterative} {Adaptation} ({PDIA}) principles into practice}, url = {https://www.oecd.org/dac/accountable-effective-institutions/Governance%20Notebook%202.3%20Andrews%20et%20al.pdf}, language = {en}, booktitle = {A governance practitioner's notebook: alternative ideas and approaches}, publisher = {OECD}, author = {Andrews, Matt and Pritchett, Lant and Samji, Salimah and Woolcock, Michael}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PS9EJFFG 2405685:JLFVP35G}, pages = {11}, } @techreport{andrews_this_2014, type = {{CID} {Working} {Paper}}, title = {This is {PFM}}, url = {https://www.hks.harvard.edu/centers/cid/publications/faculty-working-papers/pfm}, abstract = {The acronym PFM stands for Public Financial Management: But what is public financial management? This short note tries to demystify the concept, drawing on perspectives of specialists in the area who work in different contexts and bring different views (from academia, the multilateral and bilateral development agencies, think tanks, government, and civil society). The note is not meant to be prescriptive but rather offers an entry point to a fuller discussion on the constituent elements of PFM systems, how and why PFM reforms have emerged, and where the gaps are for future attention.}, language = {en}, number = {285}, institution = {Center for International Development}, author = {Andrews, Matt and Cangiano, Marco and Cole, Neil and Renzio, Paolo and Krause, Philipp and Seligmann, Renaud}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VT6LR8JW 2405685:3N3QBIWY 2405685:MKGM23GI 4656463:9VT4U9X5}, } @article{andrabi_report_2017, title = {Report {Cards}: {The} {Impact} of {Providing} {School} and {Child} {Test} {Scores} on {Educational} {Markets}}, volume = {107}, issn = {0002-8282}, shorttitle = {Report {Cards}}, url = {https://www.aeaweb.org/articles?id=10.1257/aer.20140774}, doi = {10.1257/aer.20140774}, abstract = {We study the impact of providing school report cards with test scores on subsequent test scores, prices, and enrollment in markets with multiple public and private providers. A randomly selected half of our sample villages (markets) received report cards. This increased test scores by 0.11 standard deviations, decreased private school fees by 17 percent, and increased primary enrollment by 4.5 percent. Heterogeneity in the treatment impact by initial school test scores is consistent with canonical models of asymmetric information. Information provision facilitates better comparisons across providers, and improves market efficiency and child welfare through higher test scores, higher enrollment, and lower fees.}, language = {en}, number = {6}, urldate = {2024-02-12}, journal = {American Economic Review}, author = {Andrabi, Tahir and Das, Jishnu and Khwaja, Asim Ijaz}, month = jun, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/aer.20140774 2339240:E75A65JU 2405685:IBUBAXI3}, keywords = {Belief, Communication, Education, Housing, Human Development, Income Distribution, Information and Knowledge, Infrastructure, Learning, Migration, Economic Development: Urban, Rural, Regional, and Transportation Analysis, Public Pensions, Analysis of Education, Education: Government Policy, Economic Development: Human Resources, Search, Unawareness, State and Local Government: Health, Welfare}, pages = {1535--1563}, } @techreport{andrabi_upping_2018, address = {Washington, DC}, type = {Working {Paper}}, title = {Upping the {Ante}: {The} {Equilibrium} {Effects} of {Unconditional} {Grants} to {Private} {Schools}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Upping the {Ante}}, url = {https://openknowledge.worldbank.org/handle/10986/30290}, abstract = {This paper tests for financial constraints as a market failure in education in a low-income country. In an experimental setup, unconditional cash grants are allocated to one private school or all private schools in a village. Enrollment increases in both treatments, accompanied by infrastructure investments. However, test scores and fees only increase in the setting of all private schools along with higher teacher wages. This differential impact follows from a canonical oligopoly model with capacity constraints and endogenous quality: greater financial saturation crowds-in quality investments. The findings of higher social surplus in the setting of all private schools, but greater private returns in the setting of one private school underscore the importance of leveraging market structure in designing educational subsidies.}, language = {English}, urldate = {2022-04-07}, institution = {World Bank}, author = {Andrabi, Tahir and Das, Jishnu and Khwaja, Asim I. and Ozyurt, Selcuk and Singh, Niharika}, month = aug, year = {2018}, doi = {10.1596/1813-9450-8563}, note = {Accepted: 2018-08-23T17:19:28Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8563 2339240:6Y2Q8MG7 2405685:DA7JLW8K 4656463:K4ANUEBW}, keywords = {Education Markets, Financial Innovation, Private Education, Return to Capital, SMEs, Small and Medium Enterprises, Student Achievement, Unconditional Cash Transfers}, } @mastersthesis{andra_role_2016, title = {The role of technology in addressing personalized learning}, url = {https://repositories.lib.utexas.edu/bitstream/handle/2152/41647/ANDRA-MASTERSREPORT-2016.pdf?sequence=1&isAllowed=y}, urldate = {2021-11-09}, school = {The University of Texas at Austin}, author = {Andra, Nishitha}, month = may, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W6AUBHCA 2405685:366DT2GB}, } @article{andersson_increasing_2010, title = {Increasing {Interactivity} in {Distance} {Educations}: {Case} {Studies} {Bangladesh} and {Sri} {Lanka}}, volume = {16}, issn = {0268-1102, 1554-0170}, shorttitle = {Increasing {Interactivity} in {Distance} {Educations}}, url = {http://www.tandfonline.com/doi/full/10.1080/02681100903533719}, doi = {10/fwqgg2}, language = {en}, number = {1}, urldate = {2021-05-07}, journal = {Information Technology for Development}, author = {Andersson, Annika and Hatakka, Mathias}, month = jan, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10/fwqgg2 2339240:E6E7FILP 2405685:3HQDVULN}, pages = {16--33}, } @article{anderson_design-based_2012, title = {Design-{Based} {Research}: {A} decade of progress in education research?}, volume = {41}, copyright = {© 2012 American Educational Research Association}, shorttitle = {Design-{Based} {Research}}, url = {https://journals.sagepub.com/doi/10.3102/0013189X11428813}, doi = {10.3102/0013189X11428813}, abstract = {Design-based research (DBR) evolved near the beginning of the 21st century and was heralded as a practical research methodology that could effectively bridge th...}, language = {en}, number = {1}, urldate = {2020-12-08}, journal = {Educational Researcher}, author = {Anderson, Terry and Shattuck, Julie}, year = {2012}, note = {Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X11428813 2339240:EV6A7JPL 2405685:IF68G7MA}, pages = {16--25}, } @misc{anderson_nearly_2018, title = {Nearly one-in-five teens can’t always finish their homework because of the digital divide}, url = {https://www.pewresearch.org/fact-tank/2018/10/26/nearly-one-in-five-teens-cant-always-finish-their-homework-because-of-the-digital-divide/}, abstract = {Some teens in America are more likely to face digital hurdles when trying to complete their homework.}, language = {en-US}, urldate = {2020-12-08}, journal = {Pew Research Center}, author = {Anderson, Monica and Perrin, Andrew}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2FDBPKHB 2405685:KGJ7KCMN}, } @misc{anderson_parents_2016, title = {Parents, {Teens} and {Digital} {Monitoring}}, url = {https://www.pewresearch.org/internet/2016/01/07/parents-teens-and-digital-monitoring/}, abstract = {Parents monitor their teen’s digital activities in a number of ways, such as checking browser histories or social media profiles, but using technical means like parental controls is less common.}, language = {en-US}, urldate = {2022-11-18}, journal = {Pew Research Center: Internet, Science \& Tech}, author = {Anderson, Monica}, month = jan, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8Q6JE6F4 2405685:E79W37UQ}, } @article{anderson_policy_2013, title = {Policy {Report} on {UNHCR}’s {Community} {Technology} {Access} {Program}: {Best} {Practices} and {Lessons} {Learned}}, volume = {29}, copyright = {Copyright (c)}, issn = {1920-7336}, shorttitle = {Policy {Report} on {UNHCR}’s {Community} {Technology} {Access} {Program}}, url = {https://refuge.journals.yorku.ca/index.php/refuge/article/view/37503}, doi = {10.25071/1920-7336.37503}, abstract = {This report gives an overview of UNHCR’s Community Technology Access (CTA) program, which aims to improve education and livelihood opportunities for displaced populations via technology. Th e paper analyzes the key findings of a comprehensive external evaluation of the program conducted in 2012. According to the evaluation, the areas of greatest positive impact for people of concern were in the enjoyment of basic rights to freedom of expression and information, in building relationships with the host community, and social networking. However, access to technology alone is not sufficient to achieve the goals of quality education and self-reliance. Therefore, the evaluation recommends developing strategic, contextualized education and livelihood content and tools in order to achieve the desired goals of learning, skills, and access to employment, as well as a reassessment of CTAs’ potential for operational and fiscal autonomy in different countries.}, language = {en}, number = {1}, urldate = {2020-04-28}, journal = {Refuge: Canada's Journal on Refugees}, author = {Anderson, Jessica}, month = oct, year = {2013}, note = {Number: 1 shortDOI: 10/gg26fc KerkoCite.ItemAlsoKnownAs: 10/gg26fc 2339240:ZNJSLVXD 2405685:BTCH5KTC}, keywords = {Google Scholar/ teacher "professional development" AND refugees AND technology, RER theme\_pedagogies and modalities}, pages = {21--30}, } @article{andema_digital_2013, title = {Digital literacy in {Ugandan} teacher education: {Insights} from a case study}, volume = {4}, shorttitle = {Digital literacy in {Ugandan} teacher education}, number = {1}, journal = {Reading \& Writing-Journal of the Reading Association of South Africa}, author = {Andema, Samuel and Kendrick, Maureen and Norton, Bonny}, year = {2013}, note = {Publisher: AOSIS KerkoCite.ItemAlsoKnownAs: 2405685:EMRHZ4XF}, keywords = {⛔ No DOI found}, pages = {1--8}, } @misc{andalou_agency_delay_2019, title = {Delay in teachers’ salaries sparks unrest in {Liberia}}, url = {https://www.aa.com.tr/en/africa/delay-in-teachers-salaries-sparks-unrest-in-liberia/1617043}, abstract = {Students took to streets, demanding release of payments to their teachers and return to class work - Anadolu Agency}, urldate = {2020-06-25}, author = {Andalou Agency}, year = {2019}, note = {Library Catalog: www.aa.com.tr KerkoCite.ItemAlsoKnownAs: 2405685:LT97PP6U}, } @article{anangisye_developing_2011, title = {Developing {Quality} {Teacher} {Professionals}: a {Reflective} {Inquiry} on the {Practices} and {Challenges} in {Tanzania}}, url = {https://cice.hiroshima-u.ac.jp/wp-content/uploads/publications/series/4-2/4-2-11.pdf}, journal = {Papers in Education and Development}, author = {Anangisye, William A.L.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MG76SQYP}, keywords = {⛔ No DOI found}, pages = {137--154}, } @incollection{anamuah-mensah_new_2012, address = {Abingdon}, title = {New modes of teacher pre-service training and professional support}, isbn = {978-1-136-20580-4}, url = {http://oro.open.ac.uk/31520/}, booktitle = {Teacher education and the challenge of development: a global analysis}, publisher = {Routledge}, author = {Anamuah-Mensah, Jophus and Banks, Frank and Moon, Bob and Wolfenden, Freda}, editor = {Moon, Bob}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:66DBFE2I 2339240:QKU3SVEH 2405685:2WMAM3CW 2405685:7TSLQG4X 2405685:QKECWWAV 2534378:3FC4SJYU}, keywords = {Economic development -- Effect of education on -- Developing countries., Teachers -- Training of -- Developing countries., Teaching -- Developing countries.}, pages = {201--211}, } @article{anam_socio-economic_2016, title = {Socio-economic impact on schooling of urban slum children: a study of {Rayer} {Bazaar} slum in {Dhaka} city}, volume = {33}, issn = {0975-3907, 0976-0733}, shorttitle = {Socio-economic impact on schooling of urban slum children}, url = {http://www.indianjournals.com/ijor.aspx?target=ijor:dpa&volume=33&issue=2&article=002}, doi = {10.5958/0976-0733.2016.00012.2}, language = {en}, number = {2}, urldate = {2021-10-25}, journal = {Dynamics of Public Administration}, author = {Anam, Abu Saief Mohammad Towhidul}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.5958/0976-0733.2016.00012.2 2339240:WWKF8HU2 2405685:KQXICMCR}, pages = {139}, } @article{amuko_opportunities_2015, title = {Opportunities and {Challenges}: {Integration} of {ICT} in {Teaching} and {Learning} {Mathematics} in {Secondary} {Schools}, {Nairobi}, {Kenya}}, volume = {6}, issn = {2222-1735}, shorttitle = {Opportunities and {Challenges}}, url = {https://eric.ed.gov/?id=EJ1078869}, abstract = {This presentation is based on a larger study whose purpose was to explore the various opportunities and challenges influencing integration of ICT in teaching and learning Mathematics in secondary schools in Nairobi County. The study, adopted a descriptive survey design. Three instruments questionnaires’, a structured interview schedule and an observation checklist were used to collect data. The study was carried out in twelve public secondary schools in Nairobi County. Data was analysed using descriptive statistics. Findings from the study indicated that, teachers face major challenges such as developing their own technological skills and knowledge as well as self-training in the use ICTs in their teaching. This lack of capacity building support was found by the study to contribute to teacher lax in integrating technology in their teaching inspite of the enthusiasm. This study recommends that new frontiers on technology integration be made accessible to both teachers and students for learning purpose to increase access to information and that, capacity building in technology integration be increased for teachers and awareness be built among pre-service teachers trainees integrating ICT in teaching and learning Mathematics.}, language = {en}, number = {24}, journal = {Journal of Education and Practice}, author = {Amuko, Sheila and Miheso, Marguerite and Ndeuthi, Sophie}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7W48235D 2339240:8DMEMD5P 2339240:SIDJRTGQ 2405685:VGHI2VJJ 2405685:WP5KHL7M 2405685:XBZN4W7Q}, keywords = {Barriers, Check Lists, Foreign Countries, Knowledge Level, Mathematics Instruction, Observation, Public Schools, Questionnaires, Secondary School Mathematics, Secondary School Teachers, Statistical Analysis, Structured Interviews, Surveys, Teacher Attitudes, Teacher Competencies, Teacher Education, Teaching Methods, Technological Literacy, Technology Integration, Technology Uses in Education, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {7}, } @article{ampratwum_barriers_2016, series = {Article {Report} 080: {Journal} {Articles} 143: {Reports} - {Research}}, title = {Barriers to the {Use} of {Computer} {Assistive} {Technology} among {Students} with {Visual} {Impairment} in {Ghana}: {The} {Case} of {Akropong} {School} for the {Blind}}, volume = {7}, abstract = {The study aimed at exploring barriers to the use of computer assistive technology among students with visual impairment at Akropong School for the Blind. A case study design was adopted and the purposive sampling technique used to select 35 participants for the study. The researchers gathered qualitative data using an in-depth interview guide to investigate barriers to the use of keyboarding skills and Job Access with Speech (JAWS).Data were transcribed and analysed thematically. That is the key themes were identified in the conversations and these were drawn and discussed. This was done using both the narrative methods and opened quotes from interviews. The findings indicated that challenges limiting effective use of computer assistive technology in the School were more personal than external influences. This was because most of the challenges were due to the individual response to the training and familiarity in developing their competencies in using computer assistive technology. Based on this, it was recommended that efforts should be made to stock the laboratory with additional computers. Directly in line with the first recommendation, it was further suggested that more practice time should be created for the students to maximize computer use. Also, Licensed JAWS must be acquired by the school to advance students’ competence in using computer assistive technology. A number of the challenges were expressed by the students on their non- familiarity with the JAWS. As a result, it was recommended that instructors and trainers at the school should engage the students in revised lessons on introduction to computer. This will help to refresh the minds of students.}, language = {en}, number = {29}, journal = {Journal of Education and Practice}, author = {Ampratwum, Joseph and Offei, Yaw Nyadu and Ntoaduro, Afua}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BAG2E3HJ 2339240:LKIM6CI2 2405685:2656THQI 2405685:74TZQ59Y 2405685:LSPFR9I8}, keywords = {⛔ No DOI found}, pages = {4}, } @inproceedings{amo_personal_2019, address = {Cham}, series = {Lecture {Notes} in {Computer} {Science}}, title = {Personal {Data} {Broker}: {A} {Solution} to {Assure} {Data} {Privacy} in {EdTech}}, isbn = {978-3-030-21814-0}, shorttitle = {Personal {Data} {Broker}}, doi = {10.1007/978-3-030-21814-0_1}, abstract = {Educational technologies (Edtech) collect private and personal data from students. This is a growing trend in both new and already available Edtech. There are different stakeholders in the analysis of the collected students’ data. Teachers use educational analytics to enhance the learning environment, principals use academic analytics for decision making in the leadership of the educational institution and Edtech providers uses students’ data interactions to improve their services and tools. There are some issues in this new context. Edtech have been feeding their analytical algorithms from student’s data, both private and personal, even from minors. This draws a critical problem about data privacy fragility in Edtech. Moreover, this is a sensitive issue that generates fears and angst in the use of educational data analytics in Edtech, such as learning management systems (LMS). Current laws, regulations, policies, principles and good practices are not enough to prevent private data leakage, security breaches, misuses or trading. For instance, data privacy agreements in LMS are deterrent but not an ultimate solution due do not act in real time. There is a need for automated real-time law enforcement to avoid the fragility of data privacy. In this work, we take a step further in the automation of data privacy agreement in LMS. We expose which technology and architecture are suitable for data privacy agreement automation, a partial implementation of the design in Moodle and ongoing work.}, language = {en}, booktitle = {Learning and {Collaboration} {Technologies}. {Designing} {Learning} {Experiences}}, publisher = {Springer International Publishing}, author = {Amo, Daniel and Fonseca, David and Alier, Marc and García-Peñalvo, Francisco José and Casañ, María José and Alsina, María}, editor = {Zaphiris, Panayiotis and Ioannou, Andri}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-21814-0\_1 2339240:7MD56SEP 2405685:9F2LYDQZ}, keywords = {Academic analytics, Blockchain, Data privacy, Digital identity, Educational data mining, Learning Analytics, Moodle, Smart contracts}, pages = {3--14}, } @article{amman_sierra_2011, title = {The {Sierra} {Leone} {Teachers} {Union}: {Labor} in a {Post}-{Conflict} {Society}}, volume = {14}, copyright = {© The Authors. WorkingUSA: The Journal of Labor and Society © 2011 Immanuel Ness and Wiley Periodicals, Inc.}, issn = {1743-4580}, shorttitle = {The {Sierra} {Leone} {Teachers} {Union}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1743-4580.2011.00320.x}, doi = {10.1111/j.1743-4580.2011.00320.x}, abstract = {The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.}, language = {en}, number = {1}, urldate = {2020-12-15}, journal = {WorkingUSA}, author = {Amman, John and O'Donnell, James}, year = {2011}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1743-4580.2011.00320.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2405685:K8W49AUJ}, pages = {57--71}, } @article{aminuzzaman_dynamics_2013, title = {Dynamics of {Public} {Policy}: {Determinants} of {Policymaking} and {Implementation} in {Bangladesh}}, volume = {13}, url = {https://link.springer.com/article/10.1007/s11115-013-0262-7}, doi = {10.1007/s11115-013-0262-7}, abstract = {Socio-economic development achievements in Bangladesh have been characterized as a development paradox. The policymaking process in Bangladesh is seen as the outcome of incentives created by patronage politics as opposed to the compulsion for the government to play an effective developmental role. A number of factors strongly affect the public policy formulation and implementation process—factors such as the assistance and extent of pressure and persuasion from international development partners, and the capacity to mobilize and manage resources. The political commitment at the highest level is found to be the most critical determinant element of policy formulation and implementation in Bangladesh.}, journal = {Public Organization Review}, author = {Aminuzzaman, S}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11115-013-0262-7 10/gkm64h 2339240:989ZEISW 2405685:SG2Z636R}, pages = {443--458}, } @techreport{amin_delaying_2016, title = {Delaying child marriage through community-based skills-development programs for girls: {Results} from a randomized controlled study in rural {Bangladesh}}, shorttitle = {Delaying child marriage through community-based skills-development programs for girls}, url = {https://knowledgecommons.popcouncil.org/departments_sbsr-pgy/557}, language = {en}, urldate = {2021-06-11}, institution = {Population Council}, author = {Amin, Sajeda and Ahmed, Johana and Saha, Jyotirmoy and Hossain, Md. and Haque, Eashita}, year = {2016}, doi = {10.31899/pgy9.1009}, note = {KerkoCite.ItemAlsoKnownAs: 10.31899/pgy9.1009 2339240:YW7SLW72 2405685:QGJZ86U6}, } @article{amin_skills-building_2018, title = {Skills-{Building} {Programs} to {Reduce} {Child} {Marriage} in {Bangladesh}: {A} {Randomized} {Controlled} {Trial}}, volume = {63}, url = {https://www.sciencedirect.com/science/article/abs/pii/S1054139X18301940}, doi = {10/gd96mw}, number = {3}, journal = {Journal of Adolescent Health Volume 63, Issue 3, September 2018, Pages 293-300}, author = {Amin, S and Saha, J and Ahmed, J}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10/gd96mw 2339240:KQXGLUE6 2405685:39W3RT7X}, pages = {293--300}, } @book{ames_charisma_2019, series = {Infrastructures}, title = {The {Charisma} {Machine}}, isbn = {978-0-262-53744-5}, url = {https://mitpress.mit.edu/9780262537445/the-charisma-machine/}, abstract = {A fascinating examination of technological utopianism and its complicated consequences.In The Charisma Machine, Morgan Ames chronicles the life and legacy of...}, language = {en-US}, urldate = {2022-09-09}, publisher = {MIT Press}, author = {Ames, Morgan}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EBLRH5VE 2405685:TCF8RZEN}, } @techreport{american_library_association_digital_2013, title = {Digital literacy, libraries, and public policy: {Report} of the {Office} for {Information} {Technology} {Policy}'s {Digital} {Literacy} {Task} {Force}}, url = {http://www.districtdispatch.org/wp-content/uploards/2013/01/2012_OITP_digitalreport_1_22_13.pdf}, institution = {American Library Association (ALA)}, author = {American Library Association}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UA88Y66B 2405685:VMF2PYCM}, } @incollection{amagoh_systems_2016, address = {Cham}, title = {Systems and {Complexity} {Theories} of {Organizations}}, isbn = {978-3-319-31816-5}, url = {https://doi.org/10.1007/978-3-319-31816-5_73-1}, language = {en}, urldate = {2020-12-22}, booktitle = {Global {Encyclopedia} of {Public} {Administration}, {Public} {Policy}, and {Governance}}, publisher = {Springer International Publishing}, author = {Amagoh, Francis}, editor = {Farazmand, Ali}, year = {2016}, doi = {10.1007/978-3-319-31816-5_73-1}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-31816-5\_73-1 2339240:H946DD6F 2405685:D5Z5JIY9}, keywords = {Complex Adaptive System, Complexity Theory, Emergent Behavior, External Environment, Organizational Learning}, pages = {1--7}, } @article{alyaz_study_2017, title = {A {Study} on {Using} {Serious} {Games} in {Teaching} {German} as a {Foreign} {Language}}, volume = {6}, url = {https://www.researchgate.net/publication/316743505_A_Study_on_Using_Serious_Games_in_Teaching_German_as_a_Foreign_Language}, doi = {10.5539/jel.v6n3p250}, abstract = {The interest in Digital Game-Based Language Learning (DGBLL) has increased considerably in recent years although being a relatively new approach. Despite the interest that DGBLL took, the studies in the context of German as a Foreign Language (FL) are quite limited. Moreover, DGBLL in the Turkish context is not prevalent. Due to this gap in the literature, a research project was launched at a big state university in Turkey in 2014 to explore the potentials and limitations of DGBLL. The study focuses specifically on serious games for FL teaching and learning. The aim of the project, in addition to the promotion of linguistic skills of the learners, is to contribute to the development of professional qualifications of the future FL teachers. The present research aims to report on the pilot study of the project. A one group pre-test post-test research design was used in the study. Quantitative data was collected via two opinion questionnaires implemented at the beginning and at the end of the process as well as a receptive vocabulary test. Qualitative data was collected via semi-structuted interviews and game diaries that participants kept. Two serious games for German was selected and used with traditional dictation, transcription and reading comprehension activities. The results of an 11-week gaming activity indicated significant differences between pre- and post-tests in vocabulary. Additionaly, age was found to be an important factor that affects participants’ attitudes towards serious games. The results indicate that the participants found game activities useful for the development of other language skills.}, journal = {Journal of Education and Learning}, author = {Alyaz, Yunus and Spaniel-Weise, Dorothea and Gürsoy, Esim}, month = may, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.5539/jel.v6n3p250 2339240:ZT2EQPGY 2405685:8EG4FU28}, } @article{alvarez_collboard_2013, title = {Collboard: {Fostering} new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards}, volume = {63}, issn = {03601315}, shorttitle = {Collboard}, url = {https://linkinghub.elsevier.com/retrieve/pii/S036013151300002X}, doi = {10.1016/j.compedu.2012.12.019}, abstract = {Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of specific NMLs in classrooms: collective intelligence, distributed cognition and transmedia navigation. Collboard encompasses successive individual and collaborative work phases that prompt active student participation and engagement. It integrates digitally augmented appliances, namely, digital pens as a means to support individual work, and interactive whiteboards as a collaborative knowledge construction space. We report on the conceptual design of Collboard, its different technological and software components, as well as our findings from experiences we conducted in a Swedish school with 12 students from a 7th grade maths class. Findings from the experience provide an indication that Collboard can be well integrated in classroom teaching, and that it can foster the development of collective intelligence, distributed cognition and transmedia navigation in different knowledge domains.}, language = {en}, urldate = {2021-08-05}, journal = {Computers \& Education}, author = {Alvarez, Claudio and Salavati, Sadaf and Nussbaum, Miguel and Milrad, Marcelo}, month = apr, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.12.019 10/f22ppg 2339240:6WTNQGQP 2405685:AJS4NZNG}, pages = {368--379}, } @inproceedings{alvarado-cando_software_2019, address = {Cham}, series = {Advances in {Intelligent} {Systems} and {Computing}}, title = {A {Software} {Based} on {Eye} {Gaze} to {Evaluate} {Mathematics} in {Children} with {Cerebral} {Palsy} in {Inclusive} {Education}}, isbn = {978-3-319-94947-5}, doi = {10.1007/978-3-319-94947-5_89}, abstract = {The government of Ecuador has promoted inclusive education in public and private education centers, ensuring that all children can access education and not be discriminated by their disability. Teachers are responsible for planning, support and reorganized the curriculum according to the needs of each child included. The inclusion process for children with cerebral palsy (CP) and speech difficulties have been a little difficult because they cannot communicate properly with the teachers and the evaluation process is not clear and objective. In this paper, through the use of eye tracking technology provide by Irisbond, we present an educational software to evaluate mathematics in children with CP. The software performs the questions in written and audible way, and it allows the students to select and/or match the correct answer; children with CP from 5 to 7 years tested the program and they got a better rating than not using it.}, language = {en}, booktitle = {Advances in {Usability}, {User} {Experience} and {Assistive} {Technology}}, publisher = {Springer International Publishing}, author = {Alvarado-Cando, Omar and Belén Jara, G. and Barzallo, Paúl and Torres-Salamea, Hugo}, editor = {Ahram, Tareq Z. and Falcão, Christianne}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-94947-5\_89 2339240:Z2PVFKUK 2405685:IETJ528E}, keywords = {Assistive technology, Cerebral palsy, Eye gazed, Inclusive education}, pages = {909--915}, } @article{altinyelken_pedagogical_2010, title = {Pedagogical renewal in sub‐{Saharan} {Africa}: the case of {Uganda}}, volume = {46}, issn = {0305-0068, 1360-0486}, shorttitle = {Pedagogical renewal in sub‐{Saharan} {Africa}}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050061003775454}, doi = {10.1080/03050061003775454}, language = {en}, number = {2}, urldate = {2020-05-16}, journal = {Comparative Education}, author = {Altinyelken, Hülya K.}, month = may, year = {2010}, note = {shortDOI: 10/cns9bx KerkoCite.ItemAlsoKnownAs: 10.1080/03050061003775454 10/cns9bx 2405685:LE8JDQQF}, keywords = {C:sub-Saharan Africa}, pages = {151--171}, } @article{alsubaie_curriculum_2016, title = {Curriculum {Development}: {Teacher} {Involvement} in {Curriculum} {Development}}, url = {https://files.eric.ed.gov/fulltext/EJ1095725.pdf}, abstract = {In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program (“Guide to curriculum development,” 2006). It can be subject specific or a generalized overview of expectation. It must be a usable tool to assists teachers in the development of individualized strategies and the methods and materials necessary for them to be successful.}, language = {en}, journal = {Journal of Education and Practice}, author = {Alsubaie, Merfat Ayesh}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GU3TUVJA 2405685:66FHN3GQ}, keywords = {⛔ No DOI found}, pages = {2}, } @techreport{alston_report_2019, title = {Report of the {Special} {Rapporteur} on extreme poverty and human rights}, url = {https://undocs.org/A/74/493}, institution = {United Nations General Assembly}, author = {Alston, Philip}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7DQX9NKE 2405685:M7L4IXDW}, } @article{almasri_digital_2019, title = {A digital platform for supervised self-directed learning in emergencies: the case of the {Syrian} crisis}, volume = {28}, issn = {1475-939X}, shorttitle = {A digital platform for supervised self-directed learning in emergencies}, url = {https://doi.org/10.1080/1475939X.2019.1568293}, doi = {10.1080/1475939x.2019.1568293}, abstract = {The well-known Syrian crisis has made it very challenging for thousands of Syrian children to have access to education. In this article, the authors propose a framework for designing a digital education platform to allow children inside Syria as well as in the refugee camps in bordering countries to have access to education. The authors start by looking at the efforts performed in the field of education in conflict-affected regions, and they extract from them the lessons learned and recommendations. They provide four main characteristics of war impacting children’s education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adult supervision. They then use these four characteristics, along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are: supervised self-directed learning method, context-aware education and children-oriented design. Finally, the authors use these design considerations to provide design recommendations for the four main elements of a digital education platform: hardware, software, curriculum and supporting services. They conclude by discussing the validity of the digital platform, its implementation feasibility, and challenges facing the implementation.}, number = {1}, urldate = {2020-04-27}, journal = {Technology, Pedagogy and Education}, author = {Almasri, Nada and Tahat, Luay and Skaf, Sawsan and Masri, Aman Al}, month = jan, year = {2019}, note = {shortDOI: 10/ggtbq4 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2019.1568293 10/ggtbq4 2339240:EQIPQ7IH 2405685:ZYQY3IXK}, keywords = {Google Scholar/ "refugee education" ICT, RER theme\_pedagogies and modalities}, pages = {91--113}, } @article{almaiah_investigating_2014, title = {Investigating students' perceptions on mobile learning services}, volume = {8}, issn = {1865-7923}, url = {https://online-journals.org/index.php/i-jim/article/view/3965}, doi = {10.3991/ijim.v8i4.3965}, abstract = {M-learning is a form of learning, which has similarities and differences with the electronic learning (elearning). It is mainly based on the use of the mobile wireless technologies that allow for learners to easily access learning materials anytime he desires and anywhere, whether on campus or off campus. Therefore, this creates a new flexible learning environment in the context of different learning settings. Students' perception of such technology is one of the most important factors for successful adoption of m-learning in the higher education environment. This study is conducted to investigate the perceptions of students in University Malaysia Terengganu (UMT) to move towards applying m-learning in their studies by using their mobile devices and to explore their expectations on mobile learning services. A total number of 91 undergraduate students majoring in computer science participated in the study. The findings show that the students have positive perception towards mobile learning and would like to use their mobile devices for both learning and administrative services.}, language = {en}, number = {4}, urldate = {2021-08-05}, journal = {International Journal of Interactive Mobile Technologies (iJIM)}, author = {Almaiah, Mohammed Amin and Jalil, Masita Abdul}, month = oct, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.3991/ijim.v8i4.3965 10/gjvp54 2339240:DT6TCMRL 2405685:RT5KQENL}, pages = {31--36}, } @article{almaiah_examination_2019, title = {Examination of factors influencing the use of mobile learning system: {An} empirical study}, volume = {24}, issn = {1360-2357, 1573-7608}, shorttitle = {Examination of factors influencing the use of mobile learning system}, url = {http://link.springer.com/10.1007/s10639-018-9810-7}, doi = {10.1007/s10639-018-9810-7}, abstract = {Past studies have placed little emphasis on quality factors as the detebile learning application provides me a promptrminants of mobile learning adoption. Thus, this study’s purpose is to integrate the Technology Acceptance Model (TAM) with the updated DeLone and McLean’s model (DL\&ML) to examine whether quality factors (including system quality, information quality, and service quality) and individual beliefs (including perceived usefulness and perceived ease of use) are the antecedents to students’ satisfaction and their intention to use, leading to enhancing their actual usage of mobile learning system. A total of 400 questionnaires were distributed. The results showed that quality factors (including system quality, information quality, and service quality) had significant effects on students’ satisfaction and their intention to use mobile learning; besides, perceived usefulness has significantly strong impacts on intention to use mobile learning, and satisfaction and intention to use both have significant effects on actual use of mobile learning. This study opens future work for using the identified quality factors as guidelines for researchers and designers to design and develop mobile learning applications.}, language = {en}, number = {1}, urldate = {2021-08-10}, journal = {Education and Information Technologies}, author = {Almaiah, Mohammed Amin and Alismaiel, Omar Abdulwahab}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9810-7 10/gjvp3d 2339240:HV3VGLYU 2405685:X9ZLVTQE}, pages = {885--909}, } @article{ally_use_2017, title = {Use of {Tablet} {Computers} to {Improve} {Access} to {Education} in a {Remote} {Location}}, url = {https://eric.ed.gov/?id=EJ1149172}, abstract = {A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students’ knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens’ interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students’ performance.}, language = {en}, journal = {Journal of Learning for Development}, author = {Ally, Mohamed and Balaji, V and Abdelbaki, Anwar and Cheng, Ricky}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F46FPXLT 2405685:VYG2M3TM}, keywords = {⛔ No DOI found}, pages = {8}, } @techreport{allen_imf_2017, title = {{IMF} {Working} {Papers} {Volume} 2017 {Issue} 203: {Medium}-{Term} {Budget} {Frameworks} in {Sub}-{Saharan} {African} {Countries} (2017)}, shorttitle = {{IMF} {Working} {Papers} {Volume} 2017 {Issue} 203}, url = {https://www.elibrary.imf.org/view/journals/001/2017/203/001.2017.issue-203-en.xml}, abstract = {"Volume 2017 (2017): Issue 203 (Sep 2017): Medium-Term Budget Frameworks in Sub-Saharan African Countries" published on 11 Sep 2017 by International Monetary Fund.}, language = {en}, urldate = {2022-06-07}, author = {Allen, Richard I. and Chaponda, Taz and Ray, Rohini and Fisher, Lesley}, year = {2017}, note = {ISBN: 9781484314203 KerkoCite.ItemAlsoKnownAs: 2339240:YNSWAY68 2405685:NRU4WB5W 4656463:9FAITKB3}, } @misc{all_children_reading_all_2018, title = {All {Children} {Reading} {Announces} {eKitabu} and {SIL} {LEAD} as {Winners} of {Book} {Boost}: {Access} for {All} {Challenge}}, url = {https://allchildrenreading.org/news/all-children-reading-announces-ekitabu-and-sil-lead-as-winners-of-book-boost-access-for-all-challenge/}, author = {All Children Reading}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WHDRK6YA 2405685:Y6AIHC5N}, } @article{aljraiwi_effectiveness_2019, title = {Effectiveness of {Gamification} of {Web}-{Based} {Learning} in {Improving} {Academic} {Achievement} and {Creative} {Thinking} among {Primary} {School} {Students}}, volume = {7}, issn = {2311-6897}, url = {https://eric.ed.gov/?id=EJ1239163}, doi = {10.18488/journal.61.2019.73.242.257}, abstract = {Gamification is one of the most significant modern trends in educational technology. The present study aims to identify the effectiveness of gamification of web-based learning on academic achievement and creative thinking among primary school students. A learning environment was designed based on gamification of web-based learning. A quasi-experimental approach was utilized to identify the effect of the independent variable, gamification, on the dependent variables, academic achievement and creative thinking among participants. An academic achievement test and the Torrance test of creative thinking were applied to the participants. Results revealed that there was a statistically significant difference between the means of scores of the experimental and control groups in the post-test academic achievement test and the Torrance test of creative thinking in favor of the experimental group. This suggests a high level of academic achievement and creative thinking after using gamification. The study recommends training in-service teachers in the use of gamification for web-based teaching of English.}, language = {en}, number = {3}, urldate = {2020-12-01}, journal = {International Journal of Education and Practice}, author = {Aljraiwi, Seham}, year = {2019}, note = {Publisher: Conscientia Beam KerkoCite.ItemAlsoKnownAs: 10.18488/journal.61.2019.73.242.257 2339240:D8I68N8K 2405685:ZF63RKCS}, keywords = {Academic Achievement, Achievement Tests, Control Groups, Creative Thinking, Creativity Tests, Educational Games, Elementary School Students, English (Second Language), Experimental Groups, Inservice Teacher Education, Instructional Effectiveness, Scores, Second Language Instruction, Web Based Instruction}, pages = {242--257}, } @techreport{alif_ailaan_alif_2015, title = {Alif {Ailaan} {Pakistan} {District} {Education} {Rankings} 2015}, url = {https://d3n8a8pro7vhmx.cloudfront.net/alifailaan/pages/537/attachments/original/1430979597/DIstrict_Ranking_Report_2015.pdf?1430979597}, author = {Alif Ailaan and SDPI}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:THETL6HZ 2405685:CUGQAVWT}, } @techreport{ali_pre-primary_2017, title = {Pre-{Primary} {Education} in {Mongolia}: {Access}, {Quality} of {Service} {Delivery}, \& {Child} {Development} {Outcomes}}, url = {http://documents1.worldbank.org/curated/en/481101490364915103/pdf/113752-WP-PUBLIC-P152905-QualityJanWithExecMarchclean.pdf}, urldate = {2020-07-28}, institution = {The World Bank}, author = {Ali, Rabia and Temourov, Moukim and Igarashi, Takiko}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZLRPUYN4 2405685:SSXVNNGU}, } @article{ali_ict_2015, title = {{ICT} {Using} {Situation} in {Rural} and {Urban} {Primary} {Schools} of {Bangladesh}: {A} {Comparative} {Study}}, journal = {Prime University Journal}, author = {Ali, M}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E6NMCEBE 2405685:XHR99KDS}, keywords = {⛔ No DOI found}, } @article{alhabeeb_e-learning_2018, title = {E-learning critical success factors: {Comparing} perspectives from academic staff and students}, volume = {127}, issn = {03601315}, shorttitle = {E-learning critical success factors}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0360131518302112}, doi = {10.1016/j.compedu.2018.08.007}, abstract = {This article advances knowledge on the factors that lead to successful e-learning in universities, through a comparative study of the perspectives of academic staff and students. In particular, it contributes to the limited knowledge bases on the effectiveness of e-learning in Saudi Arabia, and on the differences in perspectives of different groups of stakeholders in e-learning. Based on previous research, a questionnaire was designed and distributed to convenience samples of academic staff and students at King Saud University, Saudi Arabia. Respondents were invited to express their opinion regarding the importance of a number of factors to the success of e-learning. Principal Component Analysis was conducted on each dataset, in turn, to assess the loading of items onto factors, and the variance explained. The most important finding from this study is that the perspectives of students and academic staff differ, with there being nine factors for academic staff and seven for students. Categories that are common to both groups are: student characteristics, instructor characteristics, ease of access, and support and training. The order for academics is: student characteristics, ease of access, instructor characteristics, and support and training; and, the order for students is: instructor characteristics, student characteristics, support and training, and ease of access.}, language = {en}, urldate = {2021-08-05}, journal = {Computers \& Education}, author = {Alhabeeb, Abdullah and Rowley, Jennifer}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2018.08.007 10/ggb9vb 2339240:C93AKSXB 2405685:DZ3WBTCE}, pages = {1--12}, } @misc{alexander_education_2011, title = {Education {Cluster} in {Pakistan} - {Lessons} {Learned}: {Flood} {Response}}, shorttitle = {Education {Cluster} in {Pakistan} - {Lessons} {Learned}}, url = {https://gdc.unicef.org/resource/education-cluster-pakistan-lessons-learned-flood-response}, abstract = {Summarizes the findings of lessons learned exercise conducted by the Global Education Cluster on its joint response to floods in July 2010, in collaboration with Save the Children and UNICEF. It also provides recommendations to improve future responses to emergencies.}, language = {en}, urldate = {2022-11-16}, journal = {UNICEF Global Development Commons}, author = {Alexander, Jessica}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6RIHG62Y 2405685:D8M2VR24}, } @misc{alesina_revealing_2018, title = {Revealing {Stereotypes}: {Evidence} from {Immigrants} in {Schools}}, shorttitle = {Revealing {Stereotypes}}, url = {https://www.iza.org/publications/dp/11981/revealing-stereotypes-evidence-from-immigrants-in-schools}, abstract = {If individuals become aware of their stereotypes, do they change their behavior? We study this question in the context of teachers' bias in grading im...}, language = {en}, urldate = {2021-12-15}, author = {Alesina, Alberto and Carlena, Michaela and La Ferrara, Eliana and Pinotti, Paolo}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7MPLNPV9 2405685:CVFUTRBR}, } @article{ale_contextualized-olpc_2017, title = {Contextualized-{OLPC} education project in rural {India}: measuring learning impact and mediation of computer self-efficacy}, shorttitle = {Contextualized-{OLPC} education project in rural {India}}, doi = {10.1007/s11423-017-9517-2}, abstract = {The One Laptop per Child (OLPC) initiative has been at the forefront of introducing low-cost computers in developing countries. We argue that the problem is not as much as a focus on the provision of affordable technologies, but the lack of consideration of deeply contextualized implementation design and the lack of understanding of psychological mechanisms at the user-level that influence learning impact. A longitudinal quasi-experimental design among nine rural Indian primary schools involved pre- and postexperiment measures conducted with both test (n = 126) and control groups (n = 79). The study objective was to prioritize local contexts during technology implementation design in order to attain educational impact in terms of improved learning outcomes for students. The Contextualized-OLPC education project utilized strategies identified by the Technology- Community-Management model to address contextually germane factors of teacher training, unbiased gender access, and local language use. A second objective was to assess impact of technology introduction while countering extant techno-determinist approaches of impact assessment. We first demonstrated that technological knowledge was associated positively with functional literacy. We situated the experiment in the social cognitive theory to demonstrate that computer self-efficacy mediates the relationship between technological literacy attained as a consequence of the Contextualized-OLPC education project and a specific learning outcome, functional literacy. Overall, the research illustrated that giving primacy to mere deployment of OLPC laptops has limited relevance to children, both in use and outcome. In support, the results demonstrated the role of contextualized technology in rural classrooms alongside an understanding of user psychology that influence learning impact.}, journal = {Educational Technology Research and Development}, author = {Ale, Komathi and Chib, Arul and Loh, Yvonne}, month = mar, year = {2017}, note = {shortDOI: 10/gbgzmw KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-017-9517-2 10/gbgzmw 2405685:IPX2ETJ4}, } @article{alcott_does_2016, title = {Does private schooling narrow wealth inequalities in learning outcomes? {Evidence} from {East} {Africa}}, volume = {42}, issn = {0305-4985}, shorttitle = {Does private schooling narrow wealth inequalities in learning outcomes?}, url = {http://dx.doi.org/10.1080/03054985.2016.1215611}, doi = {10.1080/03054985.2016.1215611}, abstract = {In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.}, number = {5}, urldate = {2017-02-27}, journal = {Oxford Review of Education}, author = {Alcott, Benjamin and Rose, Pauline}, month = sep, year = {2016}, note = {shortDOI: 10/gftss4 KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2016.1215611 10/gftss4 2405685:UIP8CZ6M 261495:Q3BWUMWN}, keywords = {CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, East Africa, Kenya, Learning outcomes, Tanzania, Uganda, education policy, inequality, private schooling}, pages = {495--510}, } @techreport{alcott_how_2015, address = {University of Cambridge}, title = {How can education systems become equitable by 2020: {DfID} think pieces - {Learning} and equity}, url = {http://uis.unesco.org/sites/default/files/documents/how-can-education-systems-become-equitable-by-2030-learning-and-equity_pauline-rose_benjamin-alcott_heart_2015-en.pdf}, author = {Alcott, Ben and Rose, Pauline}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U33W427H 2405685:2A7H96IE}, } @article{alcoholado_one_2012, title = {One {Mouse} per {Child}: interpersonal computer for individual arithmetic practice}, volume = {28}, issn = {0266-4909}, shorttitle = {One mouse per child}, doi = {10.1111/j.1365-2729.2011.00438.x}, abstract = {Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of "One Mouse per Child". It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio-economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low-income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process.}, number = {4}, urldate = {2021-11-02}, journal = {Journal of Computer Assisted Learning}, author = {Alcoholado, C. and Nussbaum, M. and Tagle, A. and Gomez, F. and Denardin, F. and Susaeta, H. and Villalta, M. and Toyama, K.}, month = aug, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00438.x 2339240:Z2T9W77P 2405685:7ICF7B4C}, keywords = {Arithmetic, Chile, Computer Interfaces, Computer Peripherals, Computer Software, Computer System Design, Educational Technology, Feedback (Response), Foreign Countries, Grade 3, India, Intelligent Tutoring Systems, Mathematics Instruction, Teacher Role, Teaching Methods}, pages = {295--309}, } @misc{alby_leducation_2016, title = {L'éducation bilingue dans le contexte multilingue guyanais: dispositifs cloisonnants et pratiques pédagogiques innovantes}, shorttitle = {L'éducation bilingue dans le contexte multilingue guyanais}, publisher = {Lambert Lucas}, author = {Alby, Sophie and Léglise, Isabelle}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D7NAQAHV 4042040:55AQIE3B}, } @article{albion_teachers_2015, title = {Teachers’ professional development for {ICT} integration: {Towards} a reciprocal relationship between research and practice}, volume = {20}, shorttitle = {Teachers’ professional development for {ICT} integration}, doi = {10.1007/s10639-015-9401-9}, number = {4}, journal = {Education and Information Technologies}, author = {Albion, Peter R. and Tondeur, Jo and Forkosh-Baruch, Alona and Peeraer, Jef}, year = {2015}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9401-9 2339240:U649AIAT 2405685:2YQNCPBE}, pages = {655--673}, } @article{alam_dynamics_2010, title = {Dynamics in {Management} of {Open} {Schooling}: a case of {Open} {School} of {Bangladesh} {Open} {University}}, url = {http://oasis.col.org/handle/11599/2091}, abstract = {The Open School (OS) of Bangladesh Open University (BOU) runs three pre-University programs namely Junior School Certificate (JSC) for Grade 6-8, Secondary School Certificate (SSC) for Grade 9-10, and Higher Secondary Certificate (HSC) for grade 11-12 through open and distance learning (ODL) mode. Management of these programs is highly influenced by the government policy particularly at the time of political change in Bangladesh. Normally, formal school syllabus and curriculum are subject to change as per the wills of the current government although BOUOS has the autonomy to design its curriculum. This change affects total management of open school because BOU Open School also maintains the curriculum for its school programs which is at par to the formal curriculum. This discusses the dynamics of open school management at the time of educational policy change in Bangladesh.}, language = {en}, author = {Alam, Shafiul and Rahman, M}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S7IUXWG8 2405685:3KB7XYCF}, keywords = {⛔ No DOI found}, pages = {6}, } @article{alain_process_2018, title = {A {Process} for {Co}-{Designing} {Educational} {Technology} {Systems} for {Refugee} {Children}}, url = {https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/HCI2018.162}, doi = {10.14236/ewic/hci2018.162}, abstract = {There is a growing interest in the potential for technology to facilitate emergency education of refugee children. However, designing in this space requires knowledge of the displaced population and the contextual dynamics surrounding it. Design should therefore be informed by both existing research across relevant disciplines, and from the practical experience of those who are on the ground facing the problem in real life. This paper describes a process for designing appropriate technology for these settings. The process draws on literature from emergency education, student engagement and motivation, educational technology, and participatory design. We emphasise a thorough understanding of the problem definition, the nature of the emergency, and of socio-cultural aspects that can inform the design process. We describe how this process was implemented leading to the design of a digital learning space for children living in a refugee camp in Greece. This drew on involving different groups of participants such as social-workers, parents, and children.}, urldate = {2020-04-28}, author = {Alain, George and Coughlan, Tim and Adams, Anne and Yanacopulos, Helen}, month = jul, year = {2018}, note = {Publisher: BCS Learning \& Development shortDOI: 10/ggtdgq shortDOI: 10/ggtdgq shortDOI: 10/ggtdgq shortDOI: 10/ggtdgq KerkoCite.ItemAlsoKnownAs: 10.14236/ewic/hci2018.162 10/ggtdgq 2339240:IXBXQ9QF 2405685:V3KX4V3W}, keywords = {Google Scholar/ "refugee education" ICT, NOTdocs.opendeved.net, RER theme\_pedagogies and modalities}, } @article{al-zubidy_vision_2017, title = {Vision for {SLR} tooling infrastructure: {Prioritizing} value-added requirements}, volume = {91}, issn = {0950-5849}, shorttitle = {Vision for {SLR} tooling infrastructure}, url = {https://www.sciencedirect.com/science/article/pii/S0950584916304645}, doi = {10.1016/j.infsof.2017.06.007}, abstract = {Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE.}, urldate = {2024-01-18}, journal = {Information and Software Technology}, author = {Al-Zubidy, Ahmed and Carver, Jeffrey C. and Hale, David P. and Hassler, Edgar E.}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2017.06.007 2405685:6IRSDL2Z 2486141:AF9IAKTP 2486141:EXUMXNVK}, keywords = {Empirical software engineering, Systematic literature review, Tooling infrastructure, \_Added-ailr-2024}, pages = {72--81}, } @article{al-shabatat_giftedteachers_2014, title = {Gifted'{Teachers} {Stages} of {Concerns} for {Integrating} {E}-{Learning} in the {Gifted} {Schools} in {Jordan}.}, volume = {13}, number = {2}, journal = {Turkish Online Journal of Educational Technology-TOJET}, author = {Al-Shabatat, Ahmad Mohammad}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IGGUQN6G 2405685:DUTZULW4}, keywords = {⛔ No DOI found}, pages = {79--87}, } @techreport{al-samarrai_gender_2019, address = {Washington D.C.}, title = {Gender equity and fee-free basic education in {Tanzania}}, url = {http://documents1.worldbank.org/curated/en/356111553606355438/pdf/Gender-Equity-and-Fee-Free-Basic-Education-in-Tanzania.pdf}, abstract = {Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high.}, language = {en}, institution = {Education Global Practice, Africa Region, World Ban}, author = {Al-Samarrai, Samer and Tamagnan, Marie Evane}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UENQDWLH 2405685:M2GTQWNU}, pages = {29}, } @techreport{al-samarrai_gender_2019, address = {Washington D.C.}, title = {Gender equity and fee-free basic education in {Tanzania}}, url = {http://documents1.worldbank.org/curated/en/356111553606355438/pdf/Gender-Equity-and-Fee-Free-Basic-Education-in-Tanzania.pdf}, abstract = {Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high.}, language = {en}, institution = {Education Global Practice, Africa Region, World Ban}, author = {Al-Samarrai, Samer and Tamagnan, Marie Evane}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UENQDWLH 2405685:M2GTQWNU}, pages = {29}, } @article{al-samarrai_gender_2019, title = {Gender {Equity} and {Fee}-{Free} {Basic} {Education} in {Tanzania}}, url = {https://policycommons.net/artifacts/1461551/gender-equity-and-fee-free-basic-education-in-tanzania/2103770/}, abstract = {Tanzania has registered improvements in education outcomes over the last ten years. The implementation of the Fee-Free Basic Education Program (FBEP) is a key element of the government’s overall strategy to improve education outcomes and accelerate growth. Tackling gender disparities in basic education will be critical to the success of FBEP. In recent years, Tanzania has eliminated many of the gender gaps associated with education access. However, large gender gaps in learning outcomes start in primary and get wider over the course of secondary school. The aim of this note is to identify the underlying causes of gender disparities in secondary education and identify promising policy options to tackle them. It shows that addressing gender disparities in education is crucial to the success of FBEP and more broadly to national development goals. This note is part of a series that looks at the implications of Tanzania’s Fee-Free Basic Education Program (FBEP). Its focus is primarily on secondary education because separate analytical work on early childhood is currently being undertaken and a separate note is analyzing the trends and determinants of learning outcomes in primary education. This note is arranged as follows: Section 2 briefly outlines the benefits of extending access to basic education; Section 3 describes the characteristics of gender disparities in secondary education; Section 4 identifies the factors that drive gender differences in outcomes, and Section 5 reviews the evidence on interventions capable of narrowing gender disparities. The final section concludes by arguing that narrowing gender differences in education outcomes needs a multidimensional approach.}, language = {en}, urldate = {2023-02-28}, author = {Al-Samarrai, Samer and Tamagnan, Marie Evane}, month = jan, year = {2019}, note = {Publisher: World Bank Group KerkoCite.ItemAlsoKnownAs: 2339240:VSAIL8UH 2405685:QLV2EITH}, keywords = {⛔ No DOI found}, } @phdthesis{al_maani_exploring_2019, type = {{PhD}}, title = {Exploring transition toward independent learning student experiences in the first year of architecture school}, url = {https://www.researchgate.net/publication/344317004_Exploring_Transition_toward_Independent_Learning_Student_Experiences_in_The_First_Year_of_Architecture_School}, abstract = {Constructivism within the design studio capitalises on the richness embodied by the differences in learners, and strongly opposes the notion of students as empty vessels. Although this perspective suggests that learners are individual and unique, yet it emphasises on their need for outside influences to learn as well. This thesis explores the learning experiences of students in the architectural design studio, specifically looking at learning issues associated with the transition from dependence to independence and analysing students’ accounts of their learning processes during their first year. The findings suggest that the design studio is a suitable environment for facilitating learning independence in higher education. Most of the students appreciated the learning environment within the school and expressed a feeling of belonging to the community, stating that it had helped them to become more independent. More importantly, an analysis of the narratives revealed that the respondents perceived themselves as becoming more independent as they progressed through the year. However, many of the participants felt uncertain about aspects of independent learning and wanted more guidance and support, remaining attached to the practice of tutor centred learning.}, school = {Welsh School of Architecture, Cardiff University}, author = {Al Maani, Duaa}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T7YPWQA5 2405685:IZS7VHYQ}, } @phdthesis{al_hashmi_developing_2018, title = {Developing a situational judment test for adminission into initial teacher education in {Oman}: {An} exploratory study}, url = {http://etheses.whiterose.ac.uk/24212/1/Waleed%20Al%20Hashmi%27s%20Thesis%20-FINAL.pdf}, urldate = {2020-06-17}, school = {University of York}, author = {Al Hashmi, WaleedTalib Abdullah}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:CBV2XIFH}, } @techreport{al-gawhary_impact_2012, title = {The {Impact} of {ICT} as {Another} {Route} to {Overcome} {Learning} {Barriers} for {Students} with {SEN}: {A} {Case} {Study} in an {Egyptian} {Context}}, shorttitle = {The {Impact} of {ICT} as {Another} {Route} to {Overcome} {Learning} {Barriers} for {Students} with {SEN}}, url = {https://eric.ed.gov/?id=ED542659}, abstract = {The purpose of this case study was to measure the impact of using ICT in Individual Learning Programmes of students with learning disabilities. Twenty five students and thirteen teachers took part in the research which was based on classroom observations. The Kappa coefficient was employed as a measure to statistically quantify the students' acquisition and progress in learning computer and literacy skills through raters' observations. A high correlation between Keyboard, PowerPoint, and literacy skills (writing, reading, and maths) was revealed suggesting the significance and impact of keyboard training as an essential component towards achieving educational objectives. Moreover, thematic analysis of the teachers' interviews provided a further dimension for understanding factors influencing the ICT integration process. These results further confirmed the positive impact of computer skills training on the students' learning experience which also revealed a strong belief in the right of every child to all learning opportunities, particularly ICT regardless of his/her abilities.(Contains 2 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.]}, language = {en}, urldate = {2021-03-04}, institution = {International Association for the Development of the Information Society}, author = {Al-Gawhary, Wedad and Kambouri, Maria}, year = {2012}, note = {Publication Title: International Association for Development of the Information Society KerkoCite.ItemAlsoKnownAs: 2339240:95DQ5J33 2405685:M5TD7M7N}, keywords = {Autism, Barriers, Case Studies, Cerebral Palsy, Communications, Computer Literacy, Computer Mediated Communication, Computer Software, Down Syndrome, Foreign Countries, Heterogeneous Grouping, Information Technology, Interrater Reliability, Mixed Methods Research, Semi Structured Interviews, Semitic Languages, Special Needs Students}, } @article{al-alawi_investigating_2019, title = {Investigating the barriers to change management in public sector educational institutions}, volume = {33}, issn = {0951-354X}, url = {https://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2018-0115/full/html}, doi = {10.1108/ijem-03-2018-0115}, abstract = {Purpose – The purpose of this paper is to explore barriers to the change management in the public sector of educational institutions such as public schools of the Ministry of Education in the GCC countries. The exploration of the research is based on the ADKAR change management model that consists of five key elements, which are awareness, desire, knowledge, ability and reinforcement. The ADKAR model was used for many reasons, among these reasons is that it allows management to separate the change process into parts, pinpointing where change is failing and addressing that impact point.}, language = {en}, number = {1}, urldate = {2020-04-20}, journal = {International Journal of Educational Management}, author = {Al-Alawi, Adel Ismail and Abdulmohsen, Muna and Al-Malki, Fatema Mohamed and Mehrotra, Arpita}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/ijem-03-2018-0115 2339240:VAJE86HZ 2405685:LD8TF3AS}, pages = {112--148}, } @techreport{akyeampong_access_2012, title = {Access, {Transitions} and {Equity} in {Education} in {Ghana}: {Researching} {Practice}, {Problems} and {Policy}}, language = {en}, number = {Research Monograph no. 72}, author = {Akyeampong, Kwame and Rolleston, Caine and Ampiah, Joseph Ghartey and Lewin, Keith M}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X5BPYATI 2405685:8UM3DEYF}, keywords = {⛔ No DOI found}, pages = {73}, } @article{akyeampong_improving_2013, title = {Improving teaching and learning of basic maths and reading in {Africa}: {Does} teacher preparation count?}, volume = {33}, shorttitle = {Improving teaching and learning of basic maths and reading in {Africa}}, doi = {10.1016/j.ijedudev.2012.09.006}, abstract = {Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six African countries – Ghana, Kenya, Mali, Senegal, Tanzania and Uganda – in reading and mathematics. Initial teacher education had the strongest impact on newly qualified teachers but also induced misplaced confidence leading to standardised teacher-led approaches that failed to engage learners. Learning to read was divorced from meaning while mathematical activities were not linked to learning concepts. We suggest that teacher education is reconstructed as a study of classroom practice that places children's learning at its centre.}, journal = {International Journal of Educational Development}, author = {Akyeampong, Kwame and Lussier, Kattie and Pryor, John and Westbrook, Jo}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.09.006 2339240:TMXTTDED 2405685:CRQY6GMS}, pages = {272--282}, } @article{akram_special_2015, title = {Special {Education} and {Deaf} {Children} in {Pakistan}}, volume = {22}, url = {https://www.humanitarianlibrary.org/sites/default/files/2014/02/Article%20No.%203_V22_2_12.pdf}, number = {2}, journal = {Journal of Elementary Education}, author = {Akram, Bushra and Bashir, Rukhsana}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9TKMBGYE 2405685:NQQMGAXE}, keywords = {⛔ No DOI found}, pages = {33--44}, } @techreport{akmal_learning_2019, title = {Learning {Equity} {Requires} {More} than {Equality}: {Learning} {Goals} and {Achievement} {Gaps} between the {Rich} and the {Poor} in {Five} {Developing} {Countries} - {Working} {Paper} 504}, shorttitle = {Learning {Equity} {Requires} {More} than {Equality}}, url = {https://www.cgdev.org/publication/learning-equity-requires-more-equality-learning-goals-and-achievement-gaps}, abstract = {Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20\% and the poorest 40\% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children.}, language = {en}, urldate = {2022-09-23}, institution = {RISE Programme Working Paper}, author = {Akmal, Maryam and Pritchett, Lant}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HR2A7JWR 2405685:5DCJE3IG}, } @phdthesis{akinyi_design_2015, type = {Thesis}, title = {Design and development of a {Web} {Based} {Learning} {System} in lower primary schools: {A} {Case} study of {Makini} {Primary} {School}, {Kenya}}, shorttitle = {Design and development of a {Web} {Based} {Learning} {System} in lower primary schools}, url = {http://ir.mu.ac.ke:8080/jspui/handle/123456789/1132}, abstract = {Web design technology arises from continued technological trend of computing. Globally the rise of application of information communication technology to the learning programme of primary schools is not much emphasized on. There is empirical evidence to prove that information communication technology is highly beneficial wherever it is applied. The study aimed at designing and developing a web based system of learning that can enhance the academic and social growth of lower primary school pupils. The objectives of the study were: to examine the correlation between the increased use of web based systems of learning and learner‟s academic performance; to identify the set of skills required for lower primary pupils to fully exploit the potential of web based systems of learning; to find out the specification and technical attributes of web based systems of learning that facilitate learning and lastly to design a web based learning system for lower primary school pupils. The study focused on Makini lower primary school in Nairobi County. The study employed case study method and qualitative approach. Rapid Application Development life cycle was used in software development process. Purposive sampling method was used to identify the respondents. Data was collected using interviews and focus group discussions. Findings of the study were: increased use of web based system that enhanced the learner‟s academic performance, the web based system of learning was able to identify games which exploit the pupils‟ skill in learning hence reducing monotony and lastly the web based system was able to identify some technical attributes such as use of graphics and access rights that facilitated learning and testing. The conclusion showed that developing of a web based learning system would reduce monotony in learning and enabled pupils to be in control and also increased the creativity and thinking level. The study recommends that: additions be made to the system such as a module to generate a feasible master timetable for each teacher; the web application of the system be further expanded to help attendance recording by the class teacher and for the parents to be able to view the status of their children performance using the Internet or Intranet of the school and lastly the system be made for every teacher to have some specific free periods or some part of days off and that will require an efficient search technique.}, language = {en}, urldate = {2021-06-03}, school = {Moi University}, author = {Akinyi, Beatrice Ochieng}, month = dec, year = {2015}, note = {Accepted: 2018-07-19T06:28:17Z KerkoCite.ItemAlsoKnownAs: 2339240:2NYT4UPN 2339240:9UIGBGDA 2405685:II4IEI4L 2405685:UZS2AQCD}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{akhter_pronunciation_2017, title = {{PRONUNCIATION} {BARRIERS} {AND} {COMPUTER} {ASSISTED} {LANGUAGE} {LEARNING} ({CALL}): {COPING} {THE} {DEMANDS} {OF} {21ST} {CENTURY} {IN} {SECOND} {LANGUAGE} {LEARNING} {CLASSROOM} {IN} {PAKISTAN}}, volume = {2}, shorttitle = {{PRONUNCIATION} {BARRIERS} {AND} {COMPUTER} {ASSISTED} {LANGUAGE} {LEARNING} ({CALL})}, url = {https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=526159}, abstract = {Download Free Full-Text of an article PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21{\textless}SUP{\textgreater}ST{\textless}/SUP{\textgreater} CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN}, language = {En}, number = {2}, urldate = {2020-11-27}, author = {Akhter, Farhat Perveen and Hisham, Dzakiria}, month = jan, year = {2017}, note = {Publisher: INTERNATIONAL JOURNAL OF RESEARCH IN ENGLISH EDUCATION KerkoCite.ItemAlsoKnownAs: 2339240:VD866V6K 2405685:JDNWME5L}, pages = {53--62}, } @techreport{aker_call_2015, title = {Call {Me} {Educated}: {Evidence} from a {Mobile} {Monitoring} {Experiment} in {Niger}}, url = {https://sites.tufts.edu/jennyaker/files/2010/02/Call-Me-Educated_27aug2015.pdf}, author = {Aker, Jenny C and Ksoll, Christopher}, month = may, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJKCLSXB 2405685:BINXNTZ6}, keywords = {C:Niger}, } @article{aker_call_2019, title = {Call me educated: {Evidence} from a mobile phone experiment in {Niger}✰}, volume = {72}, issn = {0272-7757}, shorttitle = {Call me educated}, url = {https://www.sciencedirect.com/science/article/pii/S0272775718305697}, doi = {10.1016/j.econedurev.2019.05.001}, abstract = {Teacher absenteeism is an important obstacle to sustained learning gains in many developing countries. We report the results from a randomized evaluation of an adult education program in Niger, which included an additional intervention designed to improve teacher accountability and students’ learning. Villages were randomly assigned to one of three groups. The first was a two-year adult education program, with normal visits by non-governmental organization (NGO) and Ministry staff. The second included the same curriculum and visits as the first, but villages also received a mobile intervention: weekly phone calls to the teacher, village chief and two randomly selected students. The third was a pure control group, with no adult education program or calls. We find that both interventions improved students’ learning outcomes: across both years of the program, students in the standard adult education program increased their math and reading test scores by 0.19–0.22 s.d, respectively. The mobile phone intervention led to an additional increase in math and reading test scores of 0.12 and 0.15 s.d., with stronger effects amongst called students. We also address alternative threats to identification, namely, differential attrition and baseline imbalance, and find that the math results are robust across these different specifications. This suggests that using mobile phone technology as a means to communicate with teachers and students can improve learning outcomes, beyond its use as a pedagogical tool within the classroom.}, language = {en}, urldate = {2022-01-11}, journal = {Economics of Education Review}, author = {Aker, Jenny C and Ksoll, Christopher}, month = oct, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2019.05.001 2339240:EX6NJUX9 2339240:VFF5WY9J 2405685:6VR2BZKJ 2405685:77X2RGGE 2405685:LTFZY8UK 2534379:MEYIS2SG}, keywords = {Adult education, Information technology, Monitoring, Niger, Teacher absenteeism}, pages = {239--257}, } @article{akayuure_examining_2015, title = {Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers}, volume = {1}, url = {https://files.eric.ed.gov/fulltext/EJ1105197.pdf}, doi = {10.21890/ijres.69649}, abstract = {The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8\% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6\%, 58\% and 36\% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.}, language = {English}, number = {2}, journal = {International Journal of Research in Education and Science}, author = {Akayuure, Peter and Apawu, Jones}, year = {2015}, note = {Publisher: International Journal of Research in Education and Science, Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538267?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.69649 2339240:EBQPPBT7 2405685:V4AZF6WX 2405685:VJBB9Z59 2534378:EXMDSLHE 2534378:VPVZ2W39}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, Foreign Countries, Ghana, Higher Education, Instructional Material Evaluation, Learning Modules, Mathematics Activities, Postsecondary Education, Preservice Teachers, Rating Scales, Scoring Rubrics, Statistical Analysis, Student Developed Materials, Usability, Web Based Instruction, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098955, \_\_finaldtb}, pages = {101--110}, } @article{ajuwon_survey_2015, title = {Survey of the {Use} of {Assistive} {Technology} in {Schools} in {Nigeria}}, volume = {16}, issn = {1555-6913}, abstract = {In this study, the researchers explored the state of the use of assistive technology (AT) in Nigeria through a survey of 165 special educators. The underlying structure of the respondents' perceptions, and their challenges and barriers to the use of AT, were examined. Among other findings, the largest proportion of students using AT are those with deafness or hearing impairment (53.3\%), followed by those with a learning disability (40\%). Training in the use of AT lags behind, with most professionals having received little or no training in the use of AT. The lack of appropriate AT devices and services in classrooms, and irregular electricity to operate available devices, were frequently cited as the biggest challenges regarding AT. Correlations between students' conditions and factors of teachers' perceptions suggested the need to make AT available for students with certain conditions, as well as the need for effective training for teachers.}, language = {en}, number = {1}, urldate = {2020-12-10}, journal = {Journal of the International Association of Special Education}, author = {Ajuwon, Paul M. and Chitiyo, George}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2B5LKGDA 2405685:XS664IV7}, keywords = {Access to Computers, Assistive Technology, Barriers, Computer Uses in Education, Deafness, Disabilities, Educational Technology, Energy, Faculty Development, Foreign Countries, Hearing Impairments, Learning Disabilities, Likert Scales, Special Education Teachers, Statistical Analysis, Teacher Competencies, Teacher Surveys, Technological Literacy, Training, ⛔ No DOI found}, pages = {4--13}, } @article{ahsan_possibilities_2019, title = {Possibilities of using {Mobile} {Technology} to improve {Early} {Grade} {Reading} in {Bangladesh}: {Towards} a {Practical} {Framework}}, volume = {18}, shorttitle = {Possibilities of using {Mobile} {Technology} to improve {Early} {Grade} {Reading} in {Bangladesh}}, abstract = {Using mobile phones can enhance literacy skills such as reading. However, the success in terms of gain in reading skill using mobile phones depends on manifold conditions and factors which are context dependent. Therefore, the process of implementation of initiative that used mobile phones for boosting literacy is worth exploring in different contexts. The aim of this research project was to capture the first impression of the stakeholders related to the mBoost project, a project that used voices and text to help teachers and parents use activities to enhance children's reading skills, immediately after its piloting. Data was collected through qualitative interview, observation, and FGDs with parents, teachers, students, and relevant Save the Children Staff. This research found that three types of factors, technical, socio-cultural, and individual end user characteristics affected the implementation process in four phases (sending, receiving, comprehending, and implementing text and voice message activities) narrowing down the targeted benefits.}, author = {Ahsan, Sumera and Hossain, Md and Sarwar, Sheikh}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5YUYY2RL 2405685:KSGSB638}, pages = {47--56}, } @article{ahmmed_variables_2012, title = {Variables affecting teachers' attitudes towards inclusive education in {Bangladesh}}, volume = {12}, doi = {10.1111/j.1471-3802.2011.01226.x}, abstract = {Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy-makers and international organisations working on the implementation of inclusive education. © 2012 The Authors. Journal of Research in Special Educational Needs}, number = {3}, journal = {Journal of Research in Special Educational Needs}, author = {Ahmmed, Masud and Sharma, Umesh and Deppeler, Joanne}, month = jul, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-3802.2011.01226.x 2339240:EJGQITXV 2405685:KJHBE65X}, pages = {132--140}, } @incollection{ahmed_empirical_2016, address = {Valenica}, title = {Empirical {Analysis} of {Internet} {Usage} and {Academic} {Performance} of {Students}: {Evidence} from {Pakistan}}, isbn = {978-84-608-8860-4}, shorttitle = {Empirical {Analysis} of {Internet} {Usage} and {Academic} {Performance} of {Students}}, abstract = {Problem Statement: Internet is a useful tool for in a technologically advanced world. Internet use for education is very important; in this research we evaluate the usage of Internet in Universities students as advanced technology, and its impacts on students' academic performance. Purpose of Study: The purpose of this study is to examine the relationship between Internet usage and university students' performance, it further identify the attitude of students towards information technology, and also evaluate that whether the use of Internet improve the academic performance of the students or not. Advancement in technology brings major impacts on education (Underwood 2003). Methodology: Data is collected through 10 closed ended questions with a sample size of 143 students. In this study the academic performance of student is dependent variable and usage of Internet is independent variable. We use descriptive analysis \& linear regression model to check whether the Internet usage affects the students' performance positively or the other way around. Findings and results: Results of the research showed that the Internet is an essential knowledge tool for students, they use the Internet primarily for educational and research purposes and get benefited and also playing a positive role and participation in society. Respondents also expressed great confidence and satisfaction in using Internet for educational purposes. Recommendations: It is recommended that basic Internet tools may be introduced to students in their early stages of education. Universities should provide better infrastructure and organize courses that build up internal capacity of students, which enhance the efficiency and effectiveness for Internet Usage.}, language = {English}, booktitle = {Edulearn16: 8th {International} {Conference} on {Education} and {New} {Learning} {Technologies}}, publisher = {Iated-Int Assoc Technology Education \& Development}, author = {Ahmed, Rizwan Raheem and Vveinhardt, Jolita and Ahmad, Nawaz}, editor = {Chova, L. G. and Martinez, A. L. and Torres, I. C.}, year = {2016}, note = {ISSN: 2340-1117 WOS:000402955903146 KerkoCite.ItemAlsoKnownAs: 2339240:EI3GHEXX 2405685:WFPD4UHW}, keywords = {Academic performance, Attitude of student, Information technology, Internet usage, Linear Regression, Technologically advanced World, attitudes, education, technology}, pages = {3883--3892}, } @article{ahmed_social_2016, title = {Social {Media} {Integration} in {Secondary} {Education} in {Pakistan}}, volume = {3}, issn = {2310-0869}, url = {https://eric.ed.gov/?id=EJ1161472}, doi = {10.22555/joeed.v3i1.712}, abstract = {This paper investigates the adequacy of social media implementation in the context of secondary education in Pakistan and highlights the importance and necessity of social media in secondary education. This research has helped in understanding the pros and cons of social media implementation in classrooms and also facilitated in analyzing whether social media helps in student learning, classroom performances, competencies and academic grow. The qualitative study paradigm was used for this research. Six phenomenological interviews were conducted from secondary school teachers. In the light of the derived results. It was concluded that social media was an essential tool that could be used to make classrooms more engaging and ethnically diverse. Results suggested that teachers spent time implementing social media in their classrooms for academic purposes and teachers used these forums for self-education and to interact with like-minded people. Social media can serve the most momentous purposes in education system as today's digitalized world is all about the Internet and technology, and hence it becomes compulsory for the educationist to understand the importance social networking}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Journal of Education and Educational Development}, author = {Ahmed, Rida}, month = jun, year = {2016}, note = {Publisher: Institute of Business Management, Department of Education KerkoCite.ItemAlsoKnownAs: 10.22555/joeed.v3i1.712 2339240:4BTHKM5D 2405685:F6SK6AJK}, keywords = {Classroom Techniques, Educational Resources, Educational Technology, Foreign Countries, Guidelines, Information Policy, Interviews, Phenomenology, Program Implementation, Qualitative Research, Relevance (Education), Secondary School Teachers, Social Media, Teacher Attitudes, Technology Integration, Technology Uses in Education}, pages = {74--99}, } @article{ahmadi_design_2015, title = {Design and {Implementation} of a {Software} for {Teaching} {Health} {Related} {Topics} to {Deaf} {Students}: the {First} {Experience} in {Iran}}, volume = {23}, issn = {0353-8109}, shorttitle = {Design and {Implementation} of a {Software} for {Teaching} {Health} {Related} {Topics} to {Deaf} {Students}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4430007/}, doi = {10.5455/aim.2015.23.76-80}, abstract = {Introduction: Deaf are not able to communicate with other community members due to hearing impaired. Providing health care for deaf is more complex because of their communication problems. Multimedia tools can provide multiple tangible concepts (movie, subtitles, and sign language) for the deaf and hard of hearing. In this study, identify the priority health needs of deaf students in primary schools and health education software has been created. Method: Priority health needs and software requirements were identified through interviews with teachers in primary schools in Tehran. After training videos recorded, videos edited and the required software has been created in stages. Results: As a result, health care needs, including: health, dental, ear, nails, and hair care aids, washing hands and face, the corners of the bathroom. Expected Features of the software was including the use of sign language, lip reading, pictures, animations and simple and short subtitles. Discussion: Based on the results of interviews and interest of educators and students to using of educational software for deaf health problems, we can use this software to help Teachers and student’s families to education and promotion the health of deaf students for learn effectively.}, number = {2}, urldate = {2020-12-10}, journal = {Acta Informatica Medica}, author = {Ahmadi, Maryam and Abbasi, Masoomeh and Bahaadinbeigy, Kambiz}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.5455/aim.2015.23.76-80 2339240:VTT3R5G4 2405685:6APQM7RL}, pages = {76--80}, } @inproceedings{ahmada_teachers_2019, address = {Cham}, series = {{IFIP} {Advances} in {Information} and {Communication} {Technology}}, title = {Teachers’ {Perception} on {Using} {Kio}-{Kit} to {Enhance} {Teaching} and {Learning} {STEM} {Subjects} in {Zanzibar}}, isbn = {978-3-030-28764-1}, doi = {10.1007/978-3-030-28764-1_16}, abstract = {In the current situation, teachers are encouraged to use interactive, student-centered approaches than using traditional approaches that mainly focus on ‘chalk and talk’. Student-centered approaches, also learner-centered, involve methods of teaching that shift the focus of instruction from the teacher to the student. When these approaches are powered by technology, they can doubly enhance teaching and learning. The most current technology that gains popularity in Africa in teaching and learning process is the Kio-Kit technology which promised to improve the quality of teaching and learning. It is a digital education toolbox which contains different forms of digital contents to help students in their learning process. The box contains 40 Kio tablets in which students use them to access the contents available in the Kio-Kit box. This paper aims to discuss the perception of using this type of technology from school teachers who have been trained intensively to use them to enhance the teaching and learning of STEM subjects. During the exploration, we confirmed that Kio-Kit technology enhances teaching and learning and helps the students gain necessary skills for the 21st century digital era. The results also reveal STEM teachers’ readiness to use the Kio-Kit technology in the classroom. Further, the paper describes the challenges encountered during the exploration of Kio-Kit in classroom and some suggestions are proposed.}, language = {en}, booktitle = {Sustainable {ICT}, {Education} and {Learning}}, publisher = {Springer International Publishing}, author = {Ahmada, Raya Idrissa and Abdulla, Ali Abdulla and Yunus, Said Ali Said and Ismail, Maryam Jaffar}, editor = {Tatnall, Arthur and Mavengere, Nicholas}, year = {2019}, note = {shortDOI: 10/ghgn5v KerkoCite.ItemAlsoKnownAs: 10/ghgn5v 2339240:GGJVI64G 2405685:AUHLLX5M}, keywords = {Digital classroom, ICT, Kio-Kits, STEM for Success, Student-centered learning, Zanzibar}, pages = {135--144}, } @article{ahmad_impact_2011, title = {{IMPACT} {OF} {LEADERSHIP} {STYLE} {OF} {EDUCATIONAL} {ADMINISTRATORS} {ON} {USE} {OF} {EDUCATIONAL} {TECHNOLOGY}}, volume = {1}, url = {http://www.savap.org.pk/journals/ARInt./Vol.1(3)/2011(1.3-12).pdf}, abstract = {Besides others, educational administrators are more vulnerable to the technological advancement. In changed scenario, as the roles and responsibilities of educational administrators also change, this research was conducted to ascertain what leadership styles affect the integration of technology to improve teaching and learning. A survey of the educational administrators in the four districts of Punjab was conducted to identify the impact of leadership styles on the use of innovative instructional technology in the educational institutions, and ultimately enhancing the student achievement. This study focused on the relationship between administrative leadership styles and implementation of new technological programs or instructional strategies. For this study, a questionnaire consisting of two parts was used for collection of data from the educational administrators. The first part of the questionnaire determined the extent in the use of educational technology in the institutions, whereas the second part of the questionnaire assessed the leadership style of the administrators. The researchers adopted Hersey-Blanchard Situational Model for the study with some modifications, in view of the local circumstances. The replies received in response of technology questions were given numerical values, whereas the second part of the questionnaire reflected the leadership styles of the administrators. The data were tabulated and treated using appropriate statistical techniques to draw inferential conclusions about the impact of the leadership styles of the educational administrators on the use of educational technologies in the educational institutions. As a result of research, the selling/coaching leadership style, reflecting high task, high relationship behaviour, was found to be more encouraging in the use of educational technology. The researchers are of the view that the selling/coaching style of leadership should be promoted to enhance the use of educational technology in our educational institutions.}, language = {en}, number = {3}, author = {Ahmad, Saeed and Raza, Muhammad Aqeel}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3YJFE9DD 2405685:W8KTNHAN}, pages = {8}, } @inproceedings{ahmad_design_2015, address = {Cham}, series = {Lecture {Notes} in {Computer} {Science}}, title = {Design and {Evaluation} of {Mobile} {Learning} {Applications} for {Autistic} {Children} in {Pakistan}}, isbn = {978-3-319-22701-6}, doi = {10.1007/978-3-319-22701-6_32}, abstract = {In this paper, we present the design and evaluation of culturally specific mobile learning applications, designed as a tool to encourage social interaction in autistic children. These applications were designed for Pakistani children keep their cultural context in mind. We performed longitudinal evaluation (around eight weeks) of these applications at an autistic school in Pakistan. Our initial results, based on pre and post evaluation questionnaires and video analysis of social interactions, showed that the applications had a positive effect on the development of socio-emotional skills of children and were appreciated not only by children but also by the teachers.}, language = {en}, booktitle = {Human-{Computer} {Interaction} – {INTERACT} 2015}, publisher = {Springer International Publishing}, author = {Ahmad, Muneeb Imtiaz and Shahid, Suleman}, editor = {Abascal, Julio and Barbosa, Simone and Fetter, Mirko and Gross, Tom and Palanque, Philippe and Winckler, Marco}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-22701-6\_32 2339240:Z35DS3UQ 2405685:FA9V4SCD}, keywords = {App, Autism, Culture, Social skills, Tablet}, pages = {436--444}, } @article{ahmad_critical_2014, title = {Critical analysis of the problems of education in {Pakistan}: possible solutions}, volume = {3}, issn = {2252-8822}, shorttitle = {Critical analysis of the problems of education in pakistan}, url = {http://www.iaesjournal.com/online/index.php/IJERE/article/view/1805}, doi = {10.11591/ijere.v3i2.1805}, abstract = {Education lays the foundation for political, social and economic development of any country. A viable education system enables the nation to achieve its national goals. Pakistan as a developing country has faced critical problems of education since its inception and therefore, the system of education has failed to deliver according to the aspirations of the nation. There are various factors responsible for this situation. This paper explores some of the critical problems that have so far plagued the education system of Pakistan. On the basis of critical review of available literature, the paper presents solutions to the existing problems of the education system of Pakistan.}, language = {en}, number = {2}, urldate = {2020-08-13}, journal = {International Journal of Evaluation and Research in Education (IJERE)}, author = {Ahmad, Iqbal and Ur Rehman, Kahil and Ali, Asghar and Khan, Itbar and Khan, Fazal Akber}, month = jun, year = {2014}, note = {shortDOI: 10/ghgn44 KerkoCite.ItemAlsoKnownAs: 10.11591/ijere.v3i2.1805 10/ghgn44 2339240:CS2TT3KG 2405685:7JLBTCBP 2405685:RZNKC7HN}, pages = {79--84}, } @article{ahmad_analysis_2013, title = {Analysis of the problems of primary education system in {Pakistan}: critical review of literature}, volume = {4}, doi = {http://www.savap.org.pk/journals/ARInt./Vol.4(2)/2013(4.2-34).pdf}, abstract = {This study critically examines the problems of primary education system in Pakistan. For this purpose a critical review of existing literature was carried out. On the basis of deeper and critical investigation into the literature, the study found that primary education is the most neglected, poorly financed and poorly managed. There is political interference in the system which breeds corruption, favoritism and nepotism. The system of supervision is weak and traditionally characterized having no effective mechanism for teacher training with poor system of accountability, teachers are underpaid and successive educational policies have failed to bring any positive changes in the system due to poor implementation. The curriculum of the primary education is outdated. Assessment is based on the memory of the students rather than their performance. On the basis of this study it is recommended that the problems can be solved by robust system of accountability, eradication of corruption, quality assessment system, non political interference, quality curriculum, teacher motivation.}, language = {en}, number = {2}, journal = {Academic Research International}, author = {Ahmad, Iqbal and Rauf, Muhammad and Rashid, Aqeela}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9YFAGTM8 2405685:N876FRNY}, keywords = {⚠️ Invalid DOI}, pages = {324--331}, } @misc{ahmad_classification_2018, title = {Classification of {HEC} {Recognized} {Journals}}, url = {https://draftab.wordpress.com/2018/03/30/classification-of-hec-recognized-journals/}, language = {en}, author = {Ahmad, Aftab}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9KQRKAKK 2405685:XUW9GZ98}, } @incollection{agyekum_linguistic_2018, address = {Berlin}, title = {Linguistic imperialism and language decolonisation in {Africa} through documentation and preservation}, isbn = {978-3-96110-036-1}, url = {https://zenodo.org/record/1251718}, abstract = {This paper addresses the politics of language use in African nations and societies. It highlights the role of power and economics in the choice of language. It discusses linguistic imperialism and language shift, and how they lead to language endangerment. The paper also discusses linguistic decolonization whereby societies resist linguistic domination and endangerment and embark on language maintenance. It touches on the methods employed in language decolonisation, namely language revitalisation, resistance, maintenance, documentation and preservation. Attention will be on lexicology, terminology and the role of radio and TV. We argue that as a society tries to redeem itself from linguistic imperialism through decolonisation, certain stronger politico-economic factors push it back into linguistic imperialism. We will find out that some of the indigenous people themselves kick against language decolonisation. The paper hinges on the theoretical base of language endangerment. Examples are taken from African and Ghanaian languages with emphasis on Akan.}, language = {eng}, urldate = {2022-06-27}, booktitle = {African linguistics on the prairie}, publisher = {Language Science Press}, author = {Agyekum, Kofi}, month = may, year = {2018}, doi = {10.5281/zenodo.1251718}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1251718 2405685:DKKX2Q3F 4042040:5IUAYIB2}, pages = {87--104}, } @article{agyei_ict_2011, title = {{ICT} use in the teaching of mathematics: {Implications} for professional development of pre-service teachers in {Ghana}}, volume = {16}, shorttitle = {{ICT} use in the teaching of mathematics}, doi = {10.1007/s10639-010-9141-9}, abstract = {Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana. KeywordsICT use–Professional development–Computer competencies–Mathematics education–Computer attitude–Ghana}, journal = {Education and Information Technologies}, author = {Agyei, Douglas and Voogt, Joke}, month = dec, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-010-9141-9 2339240:4GH4JJ6N 2405685:GKN47LAT}, pages = {423--439}, } @article{agyei_examining_2014, title = {Examining factors affecting beginning teachers’ transfer of learning of {ICT}-enhanced learning activities in their teaching practice}, volume = {30}, copyright = {Copyright (c)}, issn = {1449-5554}, url = {https://ajet.org.au/index.php/AJET/article/view/499}, doi = {10.14742/ajet.499}, abstract = {This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program.  Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.}, language = {en}, number = {1}, urldate = {2020-09-28}, journal = {Australasian Journal of Educational Technology}, author = {Agyei, Douglas D. and Voogt, Joke}, year = {2014}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.499 2339240:5D3VSVHR 2405685:EBNRF3XR 2405685:KB9RS4H4 2534378:L2FKFKGZ 2534378:SI3VKRQI}, keywords = {\_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425905, \_\_finaldtb}, pages = {92--105}, } @article{agyei_evaluating_2015, title = {Evaluating {Teachers}' {Professional} {Development} {For} {ICT} {Use}: {Towards} {Innovative} {Classroom} {Practices}}, volume = {3}, url = {https://www.researchgate.net/profile/Douglas-Agyei/publication/289670497_Evaluating_Teachers%27_Professional_Development_For_ICT_Use_Towards_Innovative_Classroom_Practices/links/5690e7d108aec14fa55a5945/Evaluating-Teachers-Professional-Development-For-ICT-Use-Towards-Innovative-Classroom-Practices.pdf}, abstract = {This paper describes an evaluation study designed to investigate the impact of an ICT-Instructional digital innovation in teaching Mathematics, English and Integrated Science subjects from the teacher capacity building professional development programme to classroom implementation at senior high school levels in Ghana. Interviews and survey data were used for data collection following a week professional development programme on the instructional digital learning training. The study demonstrated that the teachers increased in ICT proficiencies but this was limited to their own professional development and not so much of classroom implementation of ICT which results when transfer of learning takes place from training to practice. The study reported that teachers faced a complex mix of factors that when combined, contributed to challenges in transferring the ideas gained in the training programme to the classroom situation. It was evident from the findings that more systematic efforts are needed at the school levels and at the level of stakeholders who implement in-service teachers’ professional development programmes to move the goal of transforming teaching and learning through ICT-based innovations. Based on the outcomes, the study discussed recommendations to help smoothen the transition from teacher professional development programmes to actual classroom implementations in Ghanaian senior high schools and such similar contexts.}, language = {en}, number = {9}, journal = {International Journal of Education}, author = {Agyei, D. D}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E5S9DU9K 2405685:RHW2CXQ7}, keywords = {⛔ No DOI found}, pages = {28--45}, } @article{agbatogun_exploring_2012, title = {Exploring the {Efficacy} of {Student} {Response} {System} in a {Sub}-{Saharan} {African} {Country}: {A} {Sociocultural} {Perspective} - {Learning} \& {Technology} {Library} ({LearnTechLib})}, volume = {11}, url = {http://www.jite.org/documents/Vol11/JITEv11p249-267Agbatogun1135.pdf}, doi = {10.28945/1715}, urldate = {2020-01-27}, journal = {Journal of Information Technology Education: Research}, author = {Agbatogun, Alaba Olaoluwakotansibe}, year = {2012}, note = {shortDOI: 10/gfrf4b KerkoCite.ItemAlsoKnownAs: 10.28945/1715 10/gfrf4b 2339240:MTR8Y89X 2405685:FJH7TUA4}, pages = {249--267}, } @techreport{afrobarometer_uganda_2016, title = {Uganda {Round} 6 {Summary} of results}, url = {https://afrobarometer.org/publications/uganda-round-6-summary-results-2015}, institution = {Afrobarometer}, author = {Afrobarometer}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YEZDQTQU 2405685:MABKYDLA}, } @techreport{afridi_equity_2018, title = {Equity and {Quality} in an {Education} {Public}-{Private} {Partnership}: {A} study of the {World} {Bank}-supported {PPP} in {Punjab}, {Pakistan}}, shorttitle = {Equity and {Quality} in an {Education} {Public}-{Private} {Partnership}}, url = {http://hdl.handle.net/10546/620529}, language = {en}, urldate = {2021-03-10}, institution = {Oxfam}, author = {Afridi, Momina}, year = {2018}, doi = {10.21201/2018.3002}, note = {KerkoCite.ItemAlsoKnownAs: 10.21201/2018.3002 2339240:FY65CE3A 2405685:SWSUISKU}, } @article{africanews_magufuli_2019, title = {Magufuli asks {Tanzania}'s teachers, parents to cane students}, url = {https://www.africanews.com/2019/10/05/magufuli-asks-tanzania-s-teachers-parents-to-cane-students/}, abstract = {Critics, including the local government minister, had said the official violated the students’ human rights because they had not been given a fair trial, and only teachers or headmasters are authori}, language = {en}, urldate = {2021-01-30}, journal = {Africanews}, author = {{AfricaNews}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9F7R53TR 2405685:P4Y87VSG}, } @techreport{african_union_continental_2016, address = {Addis Ababa Ethiopia}, type = {{CESA} 16-25}, title = {Continental {Education} {Strategy} {For} {Africa} (2016 – 2025)}, url = {https://au.int/sites/default/files/documents/29958-doc-cesa_-_english-v9.pdf}, urldate = {2020-12-15}, author = {{African Union}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EH4P26FW}, } @misc{african_development_bank_malawi_2019, type = {Text}, title = {Malawi {Economic} {Outlook}}, url = {https://www.afdb.org/en/countries/southern-africa/malawi/malawi-economic-outlook}, abstract = {Recent macroeconomic and financial developments Growth in Malawi’s economy decelerated in 2020 to 1.7\% from 5.7 \% in 2019. The slowdown in GDP growth was driven by the outbreak of COVID–19, which necessitated a partial lockdown of the economy, resulting in subdued economic activities—mainly in tourism, the accommodation and food subsectors, transportation, and agriculture. Other sectors affected by disruptions from the COVID–19 pandemic disruptions were manufacturing and mining and quarrying.}, language = {en}, urldate = {2022-10-20}, journal = {African Development Bank - Building today, a better Africa tomorrow}, author = {African Development Bank}, month = apr, year = {2019}, note = {Publisher: African Development Bank Group KerkoCite.ItemAlsoKnownAs: 2339240:QAWBXWAY 2405685:XKHR65LI}, } @book{adoho_impact_2014, series = {Policy {Research} {Working} {Papers}}, title = {The {Impact} of an {Adolescent} {Girls} {Employment} {Program}: {The} {EPAG} {Project} in {Liberia}}, shorttitle = {The {Impact} of an {Adolescent} {Girls} {Employment} {Program}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-6832}, language = {en}, urldate = {2020-06-26}, publisher = {The World Bank}, author = {Adoho, Franck and Chakravarty, Shubha and Korkoyah, Dala T. and Lundberg, Mattias and Tasneem, Afia}, month = apr, year = {2014}, doi = {10.1596/1813-9450-6832}, note = {shortDOI: 10/ghgngs KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-6832 10/ghgngs 2405685:3FAZ5YR6}, } @article{adeniji_effect_2018, title = {Effect of {Mastery} {Learning} {Approach} on {Senior} {School} {Students}' {Academic} {Performance} and {Retention} in {Circle} {Geometry}.}, volume = {11}, doi = {10.12973/iji.2018.11460a}, number = {4}, journal = {International Journal of Instruction}, author = {Adeniji, Saidat Morenike and Ameen, Saka Khadijat and Dambatta, B. U. and Orilonise, Razak}, year = {2018}, note = {shortDOI: 10/ggjhrp KerkoCite.ItemAlsoKnownAs: 10.12973/iji.2018.11460a 10/ggjhrp 2339240:ZESAHQG5 2405685:EBLXIR5N}, pages = {951--962}, } @article{adelabu_importance_2019, title = {The {Importance} of {Dynamic} {Geometry} {Computer} {Software} on {Learners}’ {Performance} in {Geometry}}, volume = {17}, url = {https://files.eric.ed.gov/fulltext/EJ1216699.pdf}, abstract = {The use of dynamic geometry computer software (DGCS) is important in educational environment, and it is more advantageous for learning mathematics comprehensively. This study examined the importance of dynamic geometry computer software on learners’ performance in geometry. A quasi experimental, non-equivalent control group was used. The instrument used in this study was geometry achievement mathematics test (GMAT) that comprised 15 multiple choices items. The GMAT was administered to 87 grade nine learners in two secondary schools in Tshwane south district, Gauteng Province South Africa. One school was used as experimental group and the second school was used as the control group. Data analysis employed the use of the statistical t-test independent sample. The result of the study shows that using DGCS is important in geometry whereby it improves the performance of learners. In addition, the results show that the software affects the female learners’ mathematics performances more positively than the male learners. Hence, the results of this study showed that there is great potential in using the DGCS (GeoGebra) to teach secondary schools mathematics. The study recommends that the use of technology in teaching and learning of mathematics should be a priority in the schools.}, language = {en}, number = {1}, journal = {The Electronic Journal of e-Learning}, author = {Adelabu, Folake Modupe and Makgato, Moses and Ramaligela, Manto Sylvia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FJ8S99TD 2405685:AB8PMF73}, keywords = {⛔ No DOI found}, pages = {12}, } @article{adekunle_appraisal_2019, title = {Appraisal on perceived multimedia technologies as modern pedagogical tools for strategic improvement on teaching and learning}, volume = {11}, doi = {10.5815/ijmecs.2019.08.02}, number = {8}, journal = {International Journal of Modern Education and Computer Science}, author = {Adekunle, Salako E. and Adewale, Olumide S. and Boyinbode, Olutayo K.}, year = {2019}, note = {shortDOI: 10/ggjpd6 KerkoCite.ItemAlsoKnownAs: 10.5815/ijmecs.2019.08.02 10/ggjpd6 2339240:KAJ9HGXU 2405685:D32JUS5T}, pages = {15}, } @techreport{addy_transforming_2012, title = {Transforming {Learning} {Outcomes} through a {Learner} {Centred} {Pedagogy}: {Moving} {Toward} a {Ghanaian} {Activity} {Based} {Learning} {Concept} and {Framework}}, url = {https://assets.publishing.service.gov.uk/media/57a08a78ed915d3cfd0007a2/61003-IDEVREAN11016GH_ABL_Report_Final_with_appendices_300413.pdf}, institution = {Coffey International}, author = {Addy, Nii and Kraft, Richard and Carlson, Samuel and Fletcher, Bev}, month = dec, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ERDDUSBE}, } @techreport{adb_innovative_2017, address = {Manila, Philippines}, title = {Innovative strategies for accelerated human resource development in {South} {Asia}: {Information} and communication technology for education - {Special} focus on {Bangladesh}, {Nepal}, and {Sri} {Lanka}}, url = {https://www.adb.org/sites/default/files/publication/385526/ict-education-sa.pdf}, institution = {Asian Development Bank}, author = {ADB}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XPQH26KA 2405685:ZT5HV4GA}, } @incollection{adams_conducting_2015, title = {Conducting {Semi}-{Structured} {Interviews}}, abstract = {Conducted conversationally with one respondent at a time, the semi-structured interview (SSI) employs a blend of closed- and open-ended questions, often accompanied by follow-up why or how questions. About one hour is considered a reasonable maximum length for SSIs in order to minimize fatigue for both interviewer and respondent. This chapter begins with a discussion on the disadvantages and advantages of SSIs. Despite the disadvantages and costs of SSIs, they offer some extraordinary benefits as well. Semi-structured interviews are superbly suited for a number of valuable tasks, particularly when more than a few of the open-ended questions require follow-up queries. The chapter presents some recommendations that can be considered when constructing an SSI guide. All in all, effectively conducted semi-structured interviews, even though labor intensive, should be worth the effort in terms of the insights and information gained.}, urldate = {2021-05-06}, booktitle = {Handbook of {Practical} {Program} {Evaluation}}, publisher = {John Wiley \& Sons, Ltd}, author = {Adams, William C.}, year = {2015}, doi = {10.1002/9781119171386.ch19}, note = {Section: 19 \_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781119171386.ch19 KerkoCite.ItemAlsoKnownAs: 10.1002/9781119171386.ch19 2339240:69ZTFIC2 2405685:VQD9I55K}, keywords = {SSI guide, open-ended questions, semi-structured interviews}, pages = {492--505}, } @article{adams_shades_2017, title = {Shades of {Grey}: {Guidelines} for {Working} with the {Grey} {Literature} in {Systematic} {Reviews} for {Management} and {Organizational} {Studies}}, volume = {19}, issn = {1468-2370}, shorttitle = {Shades of {Grey}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/ijmr.12102}, doi = {10.1111/ijmr.12102}, abstract = {This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management.}, language = {en}, number = {4}, urldate = {2018-05-07}, journal = {International Journal of Management Reviews}, author = {Adams, Richard J. and Smart, Palie and Huff, Anne Sigismund}, month = oct, year = {2017}, note = {shortDOI: 10/gdg6vq KerkoCite.ItemAlsoKnownAs: 10.1111/ijmr.12102 10/gdg6vq 2317526:EE2A296A 2339240:6B5Z24QU 2405685:J9DCDD5D 2405685:M3M5DWUL UA-98bfbd4a-6e50-4502-8310-d5fef7363a11}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, DL4D cited, NOTdocs.opendeved.net, publicImportV1}, pages = {432--454}, } @article{adams_historical_2013, title = {A historical perspective of systems theory}, abstract = {Systems theory lacks a universal, formally agreed upon definition. It is a term that has been used in a variety of disciplines to support varied purposes and one which is found frequently in the systems literature. Because the term has been used in a variety of disciplines and has multiple meanings, it is often subject to misunderstanding when used in a multidisciplinary setting. This paper classifies and provides a brief historical perspective of the major streams that address systems theory. A synthesis of these seemingly disparate streams is presented, along with a path forward for development of a unified theory.}, journal = {IIE Annual Conference and Expo 2013}, author = {Adams, Kevin and Hester, Patrick and Bradley, Joseph}, month = jan, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VJWXL5RY 2405685:4P4IZZTP}, keywords = {⛔ No DOI found}, pages = {4102--4109}, } @article{adams_systematic_2013, title = {Systematic reviews: {Work} that needs to be done and not to be done}, volume = {6}, copyright = {© 2013 Chinese Cochrane Center, West China Hospital of Sichuan University and Wiley Publishing Asia Pty Ltd}, issn = {1756-5391}, shorttitle = {Systematic reviews}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jebm.12072}, doi = {10.1111/jebm.12072}, abstract = {Systematic reviews are researches requiring great attention to detail. They may well necessitate considerable investment of effort to ensure relevant data are identified, extracted, synthesized, written up and disseminated. These tasks have already been greatly refined and, in some cases, simplified, by machines. The last two decades have seen remarkable progress in machine-assisted production of reviews – the next two should see much more.}, language = {en}, number = {4}, urldate = {2024-01-18}, journal = {Journal of Evidence-Based Medicine}, author = {Adams, Clive E and Polzmacher, Stefanie and Wolff, Annabelle}, year = {2013}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jebm.12072 KerkoCite.ItemAlsoKnownAs: 10.1111/jebm.12072 2405685:ETRT67XD 2486141:SZTGK4PY 2486141:VWALAJR7}, keywords = {\_Added-ailr-2024, medical Informatics, systematic reviews, unified medical language system}, pages = {232--235}, } @inproceedings{adam_one_2016, address = {Pretoria, South Africa}, title = {One {Laptop} per {Child} {Rwanda}: {Enabling} {Factors} and {Barriers}}, isbn = {ISBN 978-0-620-70782-4}, shorttitle = {One {Laptop} per {Child} {Rwanda}}, url = {http://aa-rf.org/wa_files/saicet-2016-proceedings%20tech.pdf}, booktitle = {Empowering the 21st {Century} {Learner}}, publisher = {African Academic Research Forum}, author = {Adam, Taskeen and Haßler, Björn and Cruickshank, Heather}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PZE5L9QW 2129771:WDGI2A2F 2405685:75Z2R2EG 2486141:PZQAFS2P}, keywords = {Author:Haßler, \_C:Australia AUS, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Botswana BWA, \_C:Burkina Faso BFA, \_C:Canada CAN, \_C:China CHN, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Denmark DNK, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Peru PER, \_C:Poland POL, \_C:Portugal PRT, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Serbia SRB, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, dode\_eth-src-dode, dode\_eth-trf2-dode, ⛔ No DOI found}, pages = {184--195}, } @misc{acumen_lean_2019, title = {Lean {Data} {Initiative}}, url = {https://acumen.org/lean-data/}, language = {en-US}, urldate = {2021-07-22}, author = {{Acumen}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GWCPJ9JE 2405685:F8558KAX}, } @article{acquah_status_2012, title = {Status of implementation of the {ICT} {Curriculum} in {Ghanaian} {Basic} {Schools}}, volume = {1}, copyright = {Copyright (c)}, issn = {2167-9053}, url = {https://theartsjournal.org/index.php/site/article/view/31}, doi = {10.18533/journal.v1i3.31}, language = {en}, number = {3}, urldate = {2021-01-21}, journal = {Journal of Arts and Humanities}, author = {Acquah, Bernard Yaw Sekyi}, year = {2012}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 10.18533/journal.v1i3.31 2339240:UQRE5T7J 2405685:HLGBJD66}, keywords = {Content Knowledge, ⚠️ Invalid DOI}, pages = {27--37}, } @article{achuonye_technophobia_2011, title = {Technophobia among {Female} {Undergraduate} {Students}: {A} {Challenge} to {Attainment} of the {MDGs} in {Nigeria}}, issn = {2456-981X}, shorttitle = {Technophobia among {Female} {Undergraduate} {Students}}, url = {http://journaljesbs.com/index.php/JESBS/article/view/17676}, language = {en-US}, urldate = {2020-06-02}, journal = {Journal of Education, Society and Behavioural Science}, author = {Achuonye, Keziah Akuoma and Ezekoka, Gertrude Kanayo}, month = aug, year = {2011}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:LINCNENL}, keywords = {Millennium Development Goals (MDGs), Technophobia, computer, psychological gender, ⛔ No DOI found}, pages = {49--57}, } @techreport{acer_centre_for_global_education_monitoring_report_2015, address = {Washington, D.C., USA}, title = {Report on the concurrent validity and inter-rater reliability studies of {Uwezo}}, url = {https://research.acer.edu.au/monitoring_learning/22}, institution = {Results for Development Institute (R4D)}, author = {ACER Centre for Global Education Monitoring}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C5QU9WWP 2405685:2UY3CJGX}, } @techreport{acaps_beyond_2016, title = {Beyond a public health emergency: potential secondary humanitarian impacts of a large-scale {Ebola} outbreak}, url = {https://www.acaps.org/sites/acaps/files/products/files/t_beyond_a_public_health_emergency_feb_2016.pdf}, urldate = {2021-08-03}, author = {{ACAPS}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6F9W5IR9 2405685:VAE5DTVK}, } @article{abuya_support_2018, title = {Support to children’s education in the urban slums of {Nairobi}: community and parents’ perceptions with an expanded phase of an education intervention program}, volume = {7}, copyright = {Copyright (c) 2018 Qualitative Research in Education}, issn = {2014-6418}, shorttitle = {Support to children’s education in the urban slums of nairobi}, url = {https://hipatiapress.com/hpjournals/index.php/qre/article/view/3240}, doi = {10.17583/qre.2018.3240}, abstract = {The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children’s education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children’s education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children’s education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents.}, language = {en}, number = {2}, urldate = {2021-10-25}, journal = {Qualitative Research in Education}, author = {Abuya, Benta A. and Wekulo, Patricia and Muhia, Nelson}, month = jun, year = {2018}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 10.17583/qre.2018.3240 2339240:RWE4QDVW 2405685:UBUMJHXV}, keywords = {teachers}, pages = {118--143}, } @article{abu-shanab_e-learning_2014, title = {E-{Learning} {System}'s {Acceptance}: {A} {Comparative} {Study}}, volume = {9}, issn = {1548-1093, 1548-1093}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871581271?accountid=9851}, doi = {10.4018/ijwltt.2014100101}, abstract = {The major limitation for adopting e-learning systems is students and teachers perceptions of such applications. EduWave is a system implemented in Jordan, to be used by teachers, students and other stakeholders in public schools in the country. This study tried to contrast the perceptions of students and teachers and conclude to future agenda for improving the success chances of such systems. The research utilized results from two empirical studies, with 2 surveys applied to both teachers and students to probe their opinions regarding the obstacles facing EduWave utilization, the advantages and disadvantages of the system, the functionalities used, and the factors influencing the adoption. Results supported the original Technology Acceptance Model (TAM), with significant prediction of intentions to use EduWave through perceived usefulness and perceived ease of use for both teachers and students. Also, teachers and students results did not support the role of trust in the process. Conclusions and future work are stated at the end.}, language = {English}, number = {4}, journal = {International Journal of Web-Based Learning and Teaching Technologies}, author = {Abu-Shanab, Emad}, year = {2014}, note = {Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 KerkoCite.ItemAlsoKnownAs: 10.4018/ijwltt.2014100101 2405685:7S596AGN 2534378:7YPB5HR4}, keywords = {Comparative Analysis, ERIC, Current Index to Journals in Education (CIJE), Electronic Learning, Foreign Countries, Jordan, Public Schools, Stakeholders, Student Attitudes, Surveys, Teacher Attitudes}, pages = {1--13}, } @article{abu_hammud_fighting_2017, title = {Fighting {Illiteracy} in the {Arab} {World}}, volume = {10}, issn = {1913-9039, 1913-9020}, url = {http://www.ccsenet.org/journal/index.php/ies/article/view/71487}, doi = {10.5539/ies.v10n11p116}, abstract = {Illiteracy in the Arab world is becoming an urgent necessity particularly facing problems of poverty, ignorance, extremism, which impede the required economic, social, political and cultural development processes. Extremism, violence and terrorism, in the Arab world, can only be eliminated by spreading of knowledge, fighting illiteracy. The study shows that illiteracy rate among males in the Arab world is 25\% for males, (46\%) for Females. Results of the study show that if the educational situation in all Arab countries does not change, illiteracy rates will increase in the Arab world, and the number of illiterates in the Arab world will reach 49 million in the category of age of 15 years, and by 2024,it may reach 5.5 million of youth (15 - 24 years). The study identifies factors affecting the rise of illiteracy in the Arab world, particularly: Low economic level of many Arab countries, the growing security, political turmoil and internal problems experienced by most Arab countries, Social reasons, and random policies and contradiction in the trends and areas of combating illiteracy. The study concluded that illiteracy has a significant impact on social behavior, and that democracy, political participation, violence, cultural development, respect, pluralism, and accepting diversity, are all affected by illiteracy. The study recommends that Arab governments must formulate clear strategies linked to development plans to save 100 million Arab citizens who suffer from illiteracy, and ignorance. Illiteracy is to be taken seriously because it entails misunderstanding democracy, lack of youth interest in political affairs, corruption, and therefore the absence of comprehensive reform programs.}, language = {en}, number = {11}, urldate = {2020-05-29}, journal = {International Education Studies}, author = {Abu Hammud, Muwafaq and Jarrar, Amani G.}, month = oct, year = {2017}, note = {shortDOI: 10/gg26fn KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v10n11p116 10/gg26fn 2339240:6HP8TMD3 2405685:L2QQYYW6 4803016:2YRYFQEE}, pages = {116}, } @article{abreh_involvement_2017, title = {Involvement of {School} {Management} {Committees} in {School}-{Based} {Management}: {Experiences} from {Two} {Districts} of {Ghana}.}, volume = {24}, shorttitle = {Involvement of {School} {Management} {Committees} in {School}-{Based} {Management}}, number = {2}, journal = {Educational Planning}, author = {Abreh, Might K.}, year = {2017}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:B2J5K7PZ 2405685:4U4JCYGE}, keywords = {⛔ No DOI found}, pages = {61--75}, } @article{abreh_preparing_2011, title = {Preparing pre-service teachers to integrate educational technology in the colleges of education curriculum in the {Central} {Region} of {Ghana}}, volume = {1}, abstract = {The enclave of education through educational technology continues to raid the whole wide world with its attendant benefits. If how 21st century classroom pre- service teachers in the colleges of education teach with educational technology is our bother then how teacher educators prepare pre-service to teach with technology should be the utmost concern. Recent changes in basic qualifications for teacher educators to teach in Ghanaian colleges of education as well as the acceptable qualification for teachers who wish to teach at the basic school level has necessitated an assessment of teacher know-how on technology integration. This study used survey method to explore 128 out of 140 teacher educators’ (tutors) opinion on how they go about integrating educational technology in their pre-service teacher preparation. The findings of the study suggest that little or nothing is being done to teach pre-service teacher candidates how to integrate technology in their classroom practices. It was consequently recommended that policy makers, researchers, curricula developers and other policy publics must take advantage of the high awareness of the usefulness of educational technology to proliferate this ubiquitous tool to education’s advantage.}, number = {10}, journal = {International Journal of Research in Computer Applications and Management}, author = {Abreh, Might}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M8R5KYWY 2405685:P94BWF8L}, keywords = {⛔ No DOI found}, pages = {18--23}, } @article{abrami_using_2016, title = {Using educational technology to develop early literacy skills in {Sub}-{Saharan} {Africa}}, volume = {21}, issn = {1573-7608}, url = {https://doi.org/10.1007/s10639-014-9362-4}, doi = {10.1007/s10639-014-9362-4}, abstract = {The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a control group (N = 174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies.}, language = {en}, number = {4}, urldate = {2022-06-19}, journal = {Education and Information Technologies}, author = {Abrami, Philip C. and Wade, C. Anne and Lysenko, Larysa and Marsh, Jonathon and Gioko, Anthony}, month = jul, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-014-9362-4 2405685:N962IUNP 2486141:YREU5G6T}, keywords = {Developing countries, Early literacy, Educational technology, Primary education}, pages = {945--964}, } @article{abraham_data_2019, title = {Data governance: {A} conceptual framework, structured review, and research agenda}, volume = {49}, issn = {0268-4012}, url = {https://www.sciencedirect.com/science/article/pii/S0268401219300787}, doi = {10.1016/j.ijinfomgt.2019.07.008}, abstract = {Data governance refers to the exercise of authority and control over the management of data. The purpose of data governance is to increase the value of data and minimize data-related cost and risk. Despite data governance gaining in importance in recent years, a holistic view on data governance, which could guide both practitioners and researchers, is missing. In this review paper, we aim to close this gap and develop a conceptual framework for data governance, synthesize the literature, and provide a research agenda. We base our work on a structured literature review including 145 research papers and practitioner publications published during 2001-2019. We identify the major building blocks of data governance and decompose them along six dimensions. The paper supports future research on data governance by identifying five research areas and displaying a total of 15 research questions. Furthermore, the conceptual framework provides an overview of antecedents, scoping parameters, and governance mechanisms to assist practitioners in approaching data governance in a structured manner.}, journal = {International Journal of Information Management}, author = {Abraham, Rene and Schneider, Johannes and vom Brocke, Jan}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2019.07.008 2339240:QNUP8K53 2405685:IHNENRTG}, keywords = {Conceptual framework, Data governance, Information governance, Literature review, Research agenda}, pages = {424--438}, } @article{abilimi_examining_2013, title = {Examining the impact of {Information} and {Communication} {Technology} capacity building in {High} {School} education in {Ghana}.}, volume = {2}, issn = {2278-0181}, url = {https://www.academia.edu/19953699/Examining_the_impact_of_Information_and_Communication_Technology_capacity_building_in_High_School_education_in_Ghana}, abstract = {The quality of education in general is improved, if Information and Communication Technology (ICT) is used in teaching and learning in High School education. This is because the use of ICT related strategy for teaching and learning rise the}, language = {en}, number = {9}, urldate = {2021-01-21}, journal = {International Journal of Engineering Research \& Technology (UER)}, author = {Abilimi, Chris and Adu-Manu, Kofi S.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AD4Z2AN7 2405685:DDDXJCRD}, keywords = {⛔ No DOI found}, pages = {2972--2978}, } @inproceedings{abiatal_constructivist_2019, address = {New York, NY, USA}, series = {{SAICSIT} '19}, title = {Constructivist {Assistive} {Technology} in a {Mathematics} {Classroom} for the {Deaf}: {Going} {Digital} at a {Rural} {Namibian} {Primary} {School}}, isbn = {978-1-4503-7265-7}, shorttitle = {Constructivist {Assistive} {Technology} in a {Mathematics} {Classroom} for the {Deaf}}, url = {https://doi.org/10.1145/3351108.3351136}, doi = {10.1145/3351108.3351136}, abstract = {Within the context of almost nine million children with hearing disabilities in Sub-Saharan Africa, their education is an important topic. The problem was the lack of conclusive research about the effects of digital assistive technologies for educating deaf learners in Sub-Saharan African countries, such as Namibia. The question was could a digital assistive technology improve the mathematics achievement of deaf children? The research objective was to gather scientific evidence by conducting a quantitative experiment with constructivist digital assistive technology and qualitative interviews with the teachers involved. The findings from the experiment suggest that the constructivist digital assistive technology may have had a positive effect on the mathematics achievement of the learners, which was supported by the findings from the interviews. This makes an original contribution to the domain and offers an intervention that was feasible, practical and potentially effective for improving the teaching and learning of mathematics for deaf learners.}, urldate = {2020-12-10}, booktitle = {Proceedings of the {South} {African} {Institute} of {Computer} {Scientists} and {Information} {Technologists} 2019}, publisher = {Association for Computing Machinery}, author = {Abiatal, Loide K.S. and Howard, Grant R.}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/3351108.3351136 2339240:9RXUDFHE 2405685:QSKYPSUP}, keywords = {Constructivism, Constructivist assistive technology, Deaf learners, Digital assistive technology, Experiment, Hearing disability, Interviews, Mathematics education, Namibia, Primary school education, Sub-Saharan Africa, Teaching and learning}, pages = {1--9}, } @article{aber_promoting_2017, title = {Promoting children's learning and development in conflict-affected countries: {Testing} change process in the {Democratic} {Republic} of the {Congo}}, volume = {29}, issn = {0954-5794, 1469-2198}, shorttitle = {Promoting children's learning and development in conflict-affected countries}, url = {https://www.cambridge.org/core/journals/development-and-psychopathology/article/promoting-childrens-learning-and-development-in-conflictaffected-countries-testing-change-process-in-the-democratic-republic-of-the-congo/60172D9E82B56CD90063C3176FF18AEB}, doi = {10.1017/s0954579416001139}, abstract = {Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.}, language = {en}, number = {1}, urldate = {2019-10-02}, journal = {Development and Psychopathology}, author = {Aber, J. Lawrence and Tubbs, Carly and Torrente, Catalina and Halpin, Peter F. and Johnston, Brian and Starkey, Leighann and Shivshanker, Anjuli and Annan, Jeannie and Seidman, Edward and Wolf, Sharon}, year = {2017}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.1017/s0954579416001139 10/gf86mp 2339240:4FUAN56W 2339240:5P755MDC 2405685:VZHC337C}, pages = {53--67}, } @techreport{aber_opportunities_2015, title = {Opportunities for {Equitable} {Access} to {Quality} {Basic} {Education} ({OPEQ}): {Final} {Report} on the {Impact} of the {OPEQ} {Intervention} in the {Democratic} {Republic} of {Congo}}, url = {https://www.rescue.org/sites/default/files/document/642/ed-opportunitiesforequitableaccesstoqualitybasiceducation.pdf}, urldate = {2021-06-23}, author = {Aber, J. Lawrence and Starkey, Leighann and Tubbs, Carly and Torrente, Catalina and Johnston, Brian and Wolf, Sharon and Shivshanker, Anjuli and Annan, Jeannie}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ABHT5QJ4 2405685:38QVMKG5}, } @article{abed_electronic_2019, title = {Electronic learning and its benefits in education}, volume = {15}, issn = {13058223}, url = {https://www.ejmste.com/article/electronic-learning-and-its-benefits-in-education-5634}, doi = {10.29333/ejmste/102668}, abstract = {The concept of Electronical Learning was emerged which is a method of education in the delivery of information to the learner, depends on the latest technologies of the mathematics, the global network of information and multimedia, the fields of dialogue, discussion and virtual classes. But the field of electronic learning and its solutions will not be successful if there are lack of basic elements of the current traditional education. The latter accomplishes many tasks indirectly or invisible to the passers-by, where the students’ time and attendance of schools is an important thing inculcates educational values indirectly and promotes joint work as a team. A variety of services, such as obtaining a Master’s degree online directly, or awarding technical certificates to programmers, IT professionals and other great features, as they do the necessary procedures and provide the required standards for the introduction of recognized programs for distance study.}, language = {en}, number = {3}, urldate = {2021-08-05}, journal = {EURASIA Journal of Mathematics, Science and Technology Education}, author = {Abed, Enaam Karim}, month = jan, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.29333/ejmste/102668 10/gmfk2w 2339240:G2W9IBG6 2405685:ZVV7W9M3}, } @techreport{abdulai_operational_2018, title = {Operational research on the use of mobile school report card ({mSRC}) as a management tool}, url = {https://www.unicef.org/ghana/media/1436/file/The%20Mobile%20School%20Report%20Card%20(mSRC).pdf}, language = {en}, institution = {Ghana Education Service/UNICEF}, author = {Abdulai, Abdul-Gafaru and Nunyonameh, Collins and Salifu, Adam}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YJTTAR43 2405685:MK9QD2G2}, pages = {51}, } @book{abdul-hamid_lessons_2017, title = {Lessons {Learned} from {World} {Bank} {Education} {Management} {Information} {System} {Operations}: {Portfolio} {Review}, 1998-2014}, isbn = {978-1-4648-1056-5}, shorttitle = {Lessons {Learned} from {World} {Bank} {Education} {Management} {Information} {System} {Operations}}, url = {http://hdl.handle.net/10986/26330}, language = {en}, urldate = {2021-03-09}, publisher = {Washington, DC: World Bank}, author = {Abdul-Hamid, Husein and Saraogi, Namrata and Mintz, Sarah}, month = apr, year = {2017}, doi = {10.1596/978-1-4648-1056-5}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1056-5 2339240:7ZBERZEJ 2339240:KD2C2VGD 2339240:XMYQAKT5 2405685:6CI2PJ6Z 2405685:7FGMNWRV 2405685:ZQRXYWG4 4656463:I9K4CKTB}, keywords = {Accountability, Data Integration, Data Quality, Data Utilization, Education, Education Management, Emis, Enabling Environment, Information System, Management Information Systems, Monitoring and Evaluation System, Planning, Sustainability, System Procurement, System Soundness, Unique Id, \_\_\_working\_potential\_duplicate}, } @techreport{abdul-hamid_compliance_2017, title = {From compliance to learning: {A} {System} for harnessing the power of data in the {State} of {Maryland}}, language = {en}, institution = {World Bank}, author = {Abdul-Hamid, Husein and Mintz, Sarah and Saraogi, Namrata}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K6ENR73F 2405685:SNR9WIYQ}, keywords = {⛔ No DOI found}, pages = {155}, } @book{abdul-hamid_data_2017, series = {Directions in {Development} {Human} {Development}}, title = {Data for learning: {Building} a smart education data system}, url = {https://openknowledge.worldbank.org/handle/10986/28336}, language = {en}, publisher = {World Bank}, author = {Abdul-Hamid, Husein}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7H5MJ922 2339240:Q76HYYDX 2405685:K9XZYD5C 2405685:L35JT7CP}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{abdul-hamid_what_2014, address = {Washington D.C.}, title = {What {Matters} {Most} for {Education} {Management} {Information} {Systems}: {A} {Framework} {Paper}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/21586/944490WP00PUBL0Framework0SABER0EMIS.pdf?sequence=1&isAllowed=y}, number = {7}, urldate = {2020-12-17}, institution = {World Bank Group}, author = {Abdul-Hamid, Husein}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EZKRKLTS 2405685:BZZR4UPE}, keywords = {Academic Assessments, Access to Data, Access to Education, Access to Information, Adult Education, Annual School Census, Application Programming, Assessment Framework, Average Teacher Salaries, Basic Education, Basic Education Statistics, Best Practice, Business Intelligence, Care Providers, Class Sizes, Classroom, Classroom Learning, Classrooms, Client Countries, Communication Technology, Communications Technologies, Communications Technology, Completion Rates, Continuing Education, Curriculum, Data Analysis, Data Collection, Data Coverage, Data Gathering, Data Providers, Data Sharing, Data Sources, Data Systems, Data Warehouse, Decision Makers, Decision Making, Decision-Making, Demand for Education, Domain, Domains, Early Childhood, Early Childhood Development, Early Childhood Education, Educated Population, Education Budget, Education Data, Education Development, Education Institutions, Education Management, Education Management Systems, Education Outcomes, Education Planning, Education Policies, Education Policy, Education Providers, Education Services, Education Statistics, Education Strategy, Education System, Education Systems, Education Targets, Education Teachers, Education for All, Educational Development, Educational Expenditures, Educational Inputs, Educational Outcomes, Educational Planning, Educational Processes, Educational Quality, Educational Sciences, Educators, Enabling Environment, Enrollment Data, Enrollment Levels, Enrollment Rates, Enrollment Statistics, Equitable Education, Expert Opinion, Female Teachers, Financial Performance, Formal Education, Functionalities, Functionality, Gender Equality, Gender Equity, Gender Parity, Gender Parity Index, Girls, Global Education, Gross Enrollment, Gross Enrollment Ratio, High Quality Education, Human Resources, Improvement of Education, Information Gaps, Information System, Information Systems, Information Technology, Innovation, Instruction, Interface, International Best Practices, International Standard, Interoperability, Knowledge Base, Knowledge Products, Learning, Learning Achievement, Learning Environment, Learning Outcomes, Learning Processes, Legal Framework, Levels of Education, Literacy, Literacy Rate, Management System, Media, National Education, Net Enrollment, Net Enrollment Rate, New Technology, Number of Schools, Number of Teachers, Numeracy, Operational Efficiency, Performance Indicators, Phone Number, Policy Formulation, Primary Completion Rate, Primary School, Primary School Age, Primary Schools, Private Schools, Private Sector, Professional Development, Programming, Programs, Provincial Education, Public School, Public Schools, Pupil Cohort, Quality Education, Quality of Education, Raw Data, Reading, Reliability, Report Cards, Result, Results, School Administrators, School Aged Children, School Attendance, School Autonomy, School Censuses, School Data, School District, School Enrollment, School Feeding, School Finance, School Health, School Improvement, School Infrastructure, School Level, School Levels, School Management, School Operations, School Performance, School Policy, School Quality, School System, School Systems, School Year, Schooling, Schools, Secondary Education, Secondary Schools, Social Development, Software Applications, Software Development, Standardization, State Education, State Schools, Student Achievement, Student Assessment, Student Learning, Student Outcomes, Student Performance, Teacher, Teacher Effectiveness, Teacher Qualifications, Teacher Ratios, Teacher Training, Teaching, Teaching Methods, Telephone, Tertiary Education, Timely Access, Training of Teachers, Universal Access, Universal Coverage, Universal Education, Universal Primary Completion, Universal Primary Education, Usability, User, Users, Verification, \_\_\_working\_potential\_duplicate}, } @techreport{abdul-hamid_what_2014, address = {Washington D.C.}, title = {What {Matters} {Most} for {Education} {Management} {Information} {Systems}: {A} {Framework} {Paper}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/21586/944490WP00PUBL0Framework0SABER0EMIS.pdf?sequence=1&isAllowed=y}, number = {7}, urldate = {2020-12-17}, institution = {World Bank Group}, author = {Abdul-Hamid, Husein}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2Y2DWADG 2339240:5LA79R5Z 2339240:F9REFA7S 2339240:M9MLNKW5 2339240:QWFNRS65 2339240:ULVY9AQR 2405685:9VTR62BA 2405685:CDIF7BWM 2405685:F2H3C785 2405685:KVCFX5IC 2405685:TIVM2VGM 2405685:Z29BM6ES 4656463:5T27DWL5}, keywords = {Academic Assessments, Access to Data, Access to Education, Access to Information, Adult Education, Annual School Census, Application Programming, Assessment Framework, Average Teacher Salaries, Basic Education, Basic Education Statistics, Best Practice, Business Intelligence, Care Providers, Class Sizes, Classroom, Classroom Learning, Classrooms, Client Countries, Communication Technology, Communications Technologies, Communications Technology, Completion Rates, Continuing Education, Curriculum, Data Analysis, Data Collection, Data Coverage, Data Gathering, Data Providers, Data Sharing, Data Sources, Data Systems, Data Warehouse, Decision Makers, Decision Making, Decision-Making, Demand for Education, Domain, Domains, Early Childhood, Early Childhood Development, Early Childhood Education, Educated Population, Education Budget, Education Data, Education Development, Education Institutions, Education Management, Education Management Systems, Education Outcomes, Education Planning, Education Policies, Education Policy, Education Providers, Education Services, Education Statistics, Education Strategy, Education System, Education Systems, Education Targets, Education Teachers, Education for All, Educational Development, Educational Expenditures, Educational Inputs, Educational Outcomes, Educational Planning, Educational Processes, Educational Quality, Educational Sciences, Educators, Enabling Environment, Enrollment Data, Enrollment Levels, Enrollment Rates, Enrollment Statistics, Equitable Education, Expert Opinion, Female Teachers, Financial Performance, Formal Education, Functionalities, Functionality, Gender Equality, Gender Equity, Gender Parity, Gender Parity Index, Girls, Global Education, Gross Enrollment, Gross Enrollment Ratio, High Quality Education, Human Resources, Improvement of Education, Information Gaps, Information System, Information Systems, Information Technology, Innovation, Instruction, Interface, International Best Practices, International Standard, Interoperability, Knowledge Base, Knowledge Products, Learning, Learning Achievement, Learning Environment, Learning Outcomes, Learning Processes, Legal Framework, Levels of Education, Literacy, Literacy Rate, Management System, Media, National Education, Net Enrollment, Net Enrollment Rate, New Technology, Number of Schools, Number of Teachers, Numeracy, Operational Efficiency, Performance Indicators, Phone Number, Policy Formulation, Primary Completion Rate, Primary School, Primary School Age, Primary Schools, Private Schools, Private Sector, Professional Development, Programming, Programs, Provincial Education, Public School, Public Schools, Pupil Cohort, Quality Education, Quality of Education, Raw Data, Reading, Reliability, Report Cards, Result, Results, School Administrators, School Aged Children, School Attendance, School Autonomy, School Censuses, School Data, School District, School Enrollment, School Feeding, School Finance, School Health, School Improvement, School Infrastructure, School Level, School Levels, School Management, School Operations, School Performance, School Policy, School Quality, School System, School Systems, School Year, Schooling, Schools, Secondary Education, Secondary Schools, Social Development, Software Applications, Software Development, Standardization, State Education, State Schools, Student Achievement, Student Assessment, Student Learning, Student Outcomes, Student Performance, Teacher, Teacher Effectiveness, Teacher Qualifications, Teacher Ratios, Teacher Training, Teaching, Teaching Methods, Telephone, Tertiary Education, Timely Access, Training of Teachers, Universal Access, Universal Coverage, Universal Education, Universal Primary Completion, Universal Primary Education, Usability, User, Users, Verification, \_\_\_working\_potential\_duplicate}, } @techreport{a2i_futures_2019, address = {Dhaka}, title = {Futures of {Education} in {Bangladesh}: {Envisioning} 2041}, url = {https://a2i.gov.bd/publication/education-in-bangladesh/}, institution = {Government of People's Republic of Bangladesh}, author = {a2i}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WBR2EN8Q 2405685:HTABJ4F4}, } @techreport{a2i_report_2013, title = {Report {On} {Assessment} {Of} ‘multimediaclassrooms ({Mmc}) {And} {Teacher}- {Led} {Content} {Development}’}, url = {https://a2i.gov.bd/wp-content/uploads/2017/10/6-Report-assessment-of-multimedia-classrooms-mmc-and-teacher-led-content-development.pdf}, institution = {Access to Information (a2i) Programme}, author = {a2i}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N6B3CKKB 2405685:QB2ZC7VP}, } @misc{60_million_girls_mobile_2018, title = {Mobile {Learning} {Lab} {Evaluation} \& {Analysis}}, url = {https://60millionsdefilles.org/en/rd/evaluation-report/}, language = {en-US}, urldate = {2020-06-25}, journal = {60 million girls}, author = {60 Million Girls}, year = {2018}, note = {Library Catalog: 60millionsdefilles.org EdTechHub.ItemAlsoKnownAs: 2405685:ZPG2W382}, } @misc{noauthor_75_2019, title = {75 {Digital} {Tools} and {Apps} {Teachers} {Can} {Use} to {Support} {Formative} {Assessment} in the {Classroom}}, url = {https://www.nwea.org/blog/2019/75-digital-tools-apps-teachers-use-to-support-classroom-formative-assessment/}, abstract = {We’ve compiled an extensive list of 75 digital tools, apps, and platforms that can help teachers use formative assessment to elicit evidence of student learning. \#education \#teachers}, urldate = {2020-04-03}, journal = {Teach. Learn. Grow.}, month = jan, year = {2019}, note = {Library Catalog: www.nwea.org Section: Formative Assessment KerkoCite.ItemAlsoKnownAs: 2339240:H4U5K8J7 2405685:WU8SHHQ8 WU8SHHQ8}, } @techreport{noauthor_survey_2017, address = {Ghana}, title = {A {Survey} of {ICT} {Capacity} in {Ghana}'s {Public} {Colleges} of {Education}}, abstract = {The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming Teaching and Learning in Ghana (T-TEL) staff, Dr. Björn Haßler, Dr. Rosie Lugg, Mr. Charlie Gordon, Ms. Beryl Opong-Agyei, Dr. Rich Tobin and Ms. Caroline Jordan. Particular thanks is extended to Jacob Tetteh Akunor, who led this exercise on behalf of the NCTE and to the Senior managers, ICT tutors, ICT technicians and student teacher participants at all 40 CoE that participated, and gave so generously of their time and expertise.}, institution = {Transforming Teacher Education and Learning}, month = oct, year = {2017}, doi = {10.5281/zenodo.3930827}, note = {EdTechHub.Source: 2129771:CIHUHSF9 shortDOI: 10/ghgk6g KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930827 10/ghgk6g 2129771:CIHUHSF9 2405685:SX3J7SP9}, keywords = {\_DOILIVE, \_not\_EdTechHub, \_zenodoODE, dode\_eth-src-dode}, } @misc{noauthor_back_2015, type = {Text/{HTML}}, title = {Back to {School} {After} the {Ebola} {Outbreak}}, url = {https://www.worldbank.org/en/news/feature/2015/05/01/back-to-school-after-ebola-outbreak}, abstract = {Back to School After the Ebola Outbreak}, language = {en}, urldate = {2020-08-18}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B8CKZFM9 2405685:Y6CXW2FZ}, } @book{noauthor_building_2019, title = {Building {Stronger} {Education} {Systems}: {Stories} of {Change}}, shorttitle = {Building {Stronger} {Education} {Systems}}, url = {https://eric.ed.gov/?id=ED598971}, abstract = {The Global Partnership for Education (GPE) supports close to 70 developing countries to ensure that every child receives a quality education. The featured stories in this report show the progress that developing country partners are making in getting more children, especially girls, in school and learning. The results are not only evidence of their commitment to improve education, but also of the sustained and targeted support provided by GPE. Feature stories are included from the following countries: (1) Afghanistan; (2) Benin; (3) Burkina Faso; (4) Djibouti; (5) Eritrea; (6) Ethiopia; (7) Guyana; (8) Kenya; (9) Pakistan; (10) Papua New Guinea; and (11) Sudan.}, language = {en}, urldate = {2020-12-01}, publisher = {Global Partnership for Education}, month = sep, year = {2019}, note = {Publication Title: Global Partnership for Education KerkoCite.ItemAlsoKnownAs: 2339240:MHPT5FM3 2405685:8XCGNDGA}, keywords = {Access to Education, Barriers, Developing Nations, Disadvantaged, Early Childhood Education, Economic Development, Educational Change, Educational Improvement, Educational Needs, Educational Practices, Educational Quality, Equal Education, Foreign Countries, Reading Instruction, Reading Skills, Refugees, Rural Education, Technology Uses in Education, Womens Education}, } @misc{noauthor_edtech_2017, title = {{EdTech} {East} {Africa}}, url = {http://edtecheastafrica.com/}, language = {en-US}, urldate = {2020-07-01}, journal = {Edtech Meetup}, year = {2017}, note = {Library Catalog: edtecheastafrica.com EdTechHub.ItemAlsoKnownAs: 2405685:GN64Y5CP}, } @misc{noauthor_education_2014, title = {Education}, url = {https://asksource.info/topics/education}, abstract = {Inclusive Education is a process for increasing participation and reducing exclusion, in a way that effectively responds to the diverse needs of all learners. This means adapting the educational system to meet the needs of individuals, rather than changing the individual to fit the system. This section of Source places a focus on disability-inclusive education and is organised to reflect the concept that education is something much broader than school for children.}, language = {en}, urldate = {2020-08-17}, journal = {Source- International online resource centre on disability and inclusion}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7J2BAKKK}, } @misc{noauthor_elimika_2019, title = {Elimika ({Kenya} {Education} {Cloud})}, url = {https://elimika.kec.ac.ke/}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D4BCHAZW 2405685:ISBJKG3V}, } @misc{noauthor_elimu_2019, title = {Elimu {Tanzania}}, url = {http://elimutanzania.com}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CSDTPS7N 2405685:TB4RPQES}, } @misc{noauthor_ensuring_2018, title = {Ensuring excellence new standards for graduate teachers {\textbar} {NSW} {Government}}, url = {https://www.nsw.gov.au/media-releases/ensuring-excellence-new-standards-for-graduate-teachers}, language = {en-AU}, urldate = {2020-06-18}, month = sep, year = {2018}, note = {Last Modified: 2020-03-04 Library Catalog: www.nsw.gov.au Publisher: NSW Government KerkoCite.ItemAlsoKnownAs: 2405685:9CIXBW5M 2405685:YKQSUC5H}, } @misc{noauthor_fttx_2018, title = {{FTTX} to be distributed by three companies: {Ogero} head}, url = {http://www.dailystar.com.lb/News/Lebanon-News/2018/Feb-13/437876-fttx-to-be-distributed-by-three-companies-ogero-head.ashx}, urldate = {2020-09-29}, journal = {The Daily Star Lebanon}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WH3PAJH6 2405685:9ZFKDXMZ}, } @techreport{noauthor_gem_2014, title = {{GEM} {Report} summary on disabilities in education}, url = {https://en.unesco.org/gem-report/sites/gem-report/files/GAW2014-Facts-Figures-gmr_0.pdf.pdf}, institution = {UNESCO}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EZR4PD6B 2405685:X2YJQT9S}, pages = {12}, } @misc{noauthor_ghana_2019, title = {Ghana {Investment} {Fund} for {Electronic} {Communications}}, url = {https://gifec.gov.gh/}, language = {en-US}, urldate = {2020-06-29}, year = {2019}, note = {Library Catalog: gifec.gov.gh KerkoCite.ItemAlsoKnownAs: 2405685:3CSLWUJY}, } @techreport{noauthor_ghana_2019, title = {Ghana {Mulitple} {Indicator} {Cluster} {Survey} 2017/2018}, url = {https://www.unicef.org/ghana/sites/unicef.org.ghana/files/2019-04/MICS%20Report.pdf}, urldate = {2020-06-29}, institution = {The Government of Ghana}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:H645IUG5}, } @misc{noauthor_ghana_2017, title = {Ghana {Reads}}, shorttitle = {http}, url = {http://www.oleghana.org/index.php}, language = {en-gb}, urldate = {2020-06-29}, journal = {Open Learning Exchange Ghana}, year = {2017}, note = {Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:6EWCFC47}, } @techreport{noauthor_global_2019, address = {Geneva, Switzerland}, title = {Global perspectives on assistive technology: {Proceedings} of the {GReAT} {Consultation} 2019, {Volume} {B} - {Day} 2}, url = {https://apps.who.int/iris/bitstream/handle/10665/330372/9789240000261-eng.pdf#page=1}, institution = {World Health Organization}, month = aug, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4KTX7RSQ 2405685:3DN8XRDU}, } @misc{noauthor_international_2017, title = {International {Telecommunications} {Union}}, url = {https://www.itu.int/en/ITU-D/Pages/default.aspx}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:49IVAHYE}, } @misc{noauthor_kenya_2017, title = {Kenya {Broadcasting} {Corporation}}, url = {https://www.kbc.co.ke/}, urldate = {2020-07-01}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RYQDKX8X}, } @misc{noauthor_kenya_2018, title = {Kenya {National} {Examination} {Council}}, url = {https://www.knec.ac.ke/}, urldate = {2020-07-01}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LVGWP5NJ}, } @techreport{noauthor_kenya_2019, title = {Kenya {Publishers} {Association}}, url = {https://kenyapublishers.org/}, language = {en-US}, urldate = {2020-07-01}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:9A5R6KAC}, } @misc{noauthor_kitkit_2019, title = {{KitKit} {School}}, url = {http://kitkitschool.com}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CPQVK55T 2405685:J4ZAF7FX}, } @misc{noauthor_lebanon_2019, title = {Lebanon starts transformation process to digital economy}, url = {https://menafn.com/1099001749/Lebanon-starts-transformation-process-to-digital-economy}, abstract = {) BEIRUT, Sept 13 (KUNA) -- Lebanese Minister of Telecommunications Mohamed Choucair said on Friday that the government has started the transformation process to the digital economy that acquires four percent of the country's national income.{\textless}br{\textgreater}Choucair, who represented Prime Minister Saad Al-Hariri at the opening ceremony to 'Digital Lebanon Conference 201}, urldate = {2020-09-08}, journal = {MENAFN}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZMQFZ38J 2405685:H3SPNCJ8}, } @misc{noauthor_leveraging_2019, title = {Leveraging {Community} and {Government} {Resources} for {Gender} and {Educational} {Equity} in {India}: {A} {Case} {Study} of {Educate} {Girls} {\textbar} {Educate} a {Child}}, url = {https://educateachild.org/library/publications/leveraging-community-and-government-resources-gender-and-educational-equity}, urldate = {2022-01-02}, journal = {educate a child}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NHVZMVIL 2405685:QLKRXATW}, } @misc{noauthor_making_2018, title = {Making {Ghanaian} {Girls} {Great}}, url = {https://www.varkeyfoundation.org/what-we-do/programmes/making-ghanaian-girls-great/}, abstract = {The MGCubed Project uses solar-powered and satellite-enabled distance learning infrastructure to deliver interactive learning sessions to students, teachers, communities and government officials.}, language = {en}, urldate = {2020-06-29}, journal = {Varkey Foundation}, year = {2018}, note = {Library Catalog: www.varkeyfoundation.org KerkoCite.ItemAlsoKnownAs: 2405685:6EV93QSQ}, } @misc{noauthor_ministry_2019, title = {Ministry of {Information}, {Communications} and {Technology}, {Innovation} and {Youth} {Affairs}}, url = {https://ict.go.ke/}, urldate = {2020-07-01}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WL8CUUV2}, } @misc{noauthor_national_2017, title = {National {Information} {Technology} {Agency}}, url = {https://nita.gov.gh/}, language = {en-US}, urldate = {2020-06-29}, year = {2017}, note = {Library Catalog: nita.gov.gh KerkoCite.ItemAlsoKnownAs: 2405685:DCWIJT8N}, } @techreport{noauthor_scaling_2019, title = {Scaling access and impact: {Realizing} the power of edtech}, url = {https://www.omidyar.com/sites/default/files/Scaling_Access_Impact_Realizing_Power_of_%20EdTech.pdf}, institution = {Omidyar Network}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N6XVFXYL 2405685:WY27U4SB}, pages = {32}, } @techreport{noauthor_scaling_2019, title = {Scaling {Access} \& {Impact}: {Realizing} the {Power} of {EdTech}. {Executive} {Summary}}, shorttitle = {Scaling {Access} \& {Impact}}, institution = {Omidyar Network}, year = {2019}, note = {Publisher: Omiyad Network KerkoCite.ItemAlsoKnownAs: 2339240:6TRLF7J9 2405685:KKINUTFX}, } @techreport{noauthor_special_2012, title = {Special {Needs} {Education}: {Country} {Data} 2012}, institution = {European Agency for Development in Special Needs Education}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2R6EC87G 2405685:A7NTS6EN}, } @techreport{noauthor_support_2019, title = {Support for children and young people with vision impairment in educational settings}, url = {https://gov.wales/sites/default/files/publications/2019-12/191209-support-for-children-and-young-people-with-vision-impairment-in-educational-settings.pdf}, institution = {Welsh Government}, month = dec, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BVB4T4PT 2405685:PE87BSH7}, } @misc{noauthor_tcf_2018, title = {{TCF} - {The} {Citizens} {Foundation}}, url = {https://www.tcf.org.pk/}, abstract = {TCF is a non-profit organisation which provides education for those people who cannot afford it. It is an NGO run by professional people.}, language = {en-US}, urldate = {2020-07-20}, month = dec, year = {2018}, note = {Library Catalog: www.tcf.org.pk KerkoCite.ItemAlsoKnownAs: 2405685:CYT64SM2}, keywords = {auto\_merged}, } @misc{noauthor_teachers_2017, title = {Teacher’s {Guide}, {Part} {B}: {Teaching} {Mathematics} ({P} 1-3)}, url = {https://www.tdpnigeria.org/assets/resources/in-service/multi-tgv-mathematics/TG_Maths_Part%20B%20P1-3.pdf}, urldate = {2022-07-08}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PME3KYTV}, } @misc{noauthor_telkom_2019, title = {Telkom {Kenya} {Limited}}, url = {https://telkom.co.ke/}, urldate = {2020-07-01}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:N3EXUGKG}, } @misc{noauthor_train_2018, title = {Train for {Tomorrow}, {Ghana}}, url = {https://www.varkeyfoundation.org/what-we-do/programmes/train-for-tomorrow-ghana/}, abstract = {Funded by Dubai Cares, Train for Tomorrow (T4T) is a US\$ 2 million remote teacher training project in Ghana’s Eastern Region .}, language = {en}, urldate = {2020-06-29}, journal = {Varkey Foundation}, year = {2018}, note = {Library Catalog: www.varkeyfoundation.org KerkoCite.ItemAlsoKnownAs: 2405685:WEE8R6DP}, } @misc{noauthor_zanzibar_2017, title = {Zanzibar {Education} {Development} {Plan} {II} 2017/2018-2021/2022}, url = {https://www.globalpartnership.org/sites/default/files/zedp_ii_zanzibar.pdf}, publisher = {Ministry of Education and Vocational Training}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2QX2QEM4 2405685:FCPBNQFS}, } @misc{noauthor_zanzibar_2013, title = {Zanzibar {ICT} {Policy}}, url = {https://egoz.go.tz/index.php?option=com_osdownloads&task=routedownload&tmpl=component&id=5&Itemid=101&lang=en}, publisher = {Revolutionary Government of Zanzibar Ministry of Infrastructure and Communications}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PGLIK38R 2405685:F3JCKRCJ}, }