Gender equity and fee-free basic education in Tanzania - Al-Samarrai, Samer; Tamagnan, Marie Evane (Education Global Practice, Africa Region, World Ban, 2019)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:UENQDWLH 2405685:M2GTQWNU

Gender Equity and Fee-Free Basic Education in Tanzania - Al-Samarrai, Samer; Tamagnan, Marie Evane (2019)
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.
Publisher: World Bank Group KerkoCite.ItemAlsoKnownAs: 2339240:VSAIL8UH 2405685:QLV2EITH
Keywords: ⛔ No DOI found

Gender Equality and Development - World Bank (World Bank Group, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:MRXABNXI 2405685:IBS4J2KN

Gender differences in computer and information literacy: An in-depth analysis of data from ICILS - Gebhardt, Eveline; Thomson, Sue; Ainley, John; Hillman, Kylie (Springer Nature, 2019)
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.
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

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

Gender bias in attitude towards girls in the Use of computers in selected schools in central Africa - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:EYGKG23I 2405685:NWGCZ947
Keywords: Equity of Access; ⛔ No DOI found

Gender bias in attitude towards girls in the use of computers in selected schools in central Africa - Yeba, Judith Sama Mouokuio Meno (Journal of Continuing, Open and Distance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:GQ2UGHN6 2339240:UFYFPPAS 2405685:9IAHMGKZ 2405685:9L84HEQM
Keywords: ⛔ No DOI found

GEM Report summary on disabilities in education (UNESCO, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:EZR4PD6B 2405685:X2YJQT9S

Geekie: Personalized Learning for All - Wise (WISE, 2016)
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 […]
KerkoCite.ItemAlsoKnownAs: 2339240:Q8X7SBD8 2405685:42T7EX4A

GDPR Definitions - GDPR (GDPR-Text.com | GDPR Text, Translation and Commentary, 2019)
For the purposes of this Regulation:...
KerkoCite.ItemAlsoKnownAs: 2339240:ERWQGLKM 2405685:VNDD6W74

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) - Gyaase, Patrick Ohemeng; Gyamfi, Samuel Adu; Kuranchie, Alfred (International Journal of Information and Communication Technology Education (IJICTE), 2019)
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...
shortDOI: 10/ggjtn5 KerkoCite.ItemAlsoKnownAs: 10.4018/IJICTE.2019040101 10/ggjtn5 2339240:DI3QR5XW 2405685:B5VHAXKP

Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains - Kane, Thomas; Staiger, Douglas (Bill and Melinda Gates Foundation, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:3WHCQQ5F

Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities - Lämsä, Joni; Hämäläinen, Raija; Aro, Mikko; Koskimaa, Raine; Äyrämö, Sanna-Mari (British Journal of Educational Technology, 2018)
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.
shortDOI: 10/gd2h8p KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12639 10/gd2h8p 2339240:FUFE3LCB 2405685:RTFGP4FK
Keywords: Reviewed

Fuzzy Boundaries Between Post-Disaster Phases: The Case of L’Aquila, Italy - Contreras, Diana (International Journal of Disaster Risk Science, 2016)
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.
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

Futures of Education in Bangladesh: Envisioning 2041 - a2i (Government of People's Republic of Bangladesh, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:WBR2EN8Q 2405685:HTABJ4F4

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

Funda Wande - YouTube - Funda Wande (2019)
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
KerkoCite.ItemAlsoKnownAs: 2339240:LECWHUV3 2405685:49D5RUBG

FTTX to be distributed by three companies: Ogero head (The Daily Star Lebanon, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:WH3PAJH6 2405685:9ZFKDXMZ

From Theory to Practice: Open Government Data, Accountability, and Service Delivery - Jelenic, Michael Christopher (2019)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8873 2339240:LXXRK6IW 2405685:QEFZPG9K

From teacher oriented to student centered learning, developing an ICT supported learning approach at the Eduardo Mondlane University, Mozambique - Muianga, Xavier; Klomsri, Tina; Tedre, Matti; Mutimucuio, Inocente (TOJET: The Turkish Online Journal of Educational Technology, 2018)
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.
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

From research & design milieu to a Living Lab: Ukombozi School in Tanzania - Apiola, Mikko-Ville; Lähde, Kristiina; Tedre, Matti; Pakarinen, Saila (IST-Africa 2012 Conference Proceedings, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:C8768J3K 2405685:MZ2LT6S6
Keywords: ⛔ No DOI found

From redistribution to recognition to representation: social justice and the changing politics of education - Power, Sally (Globalisation, Societies and Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1080/14767724.2012.735154 2339240:HPL47QPI 2405685:5AUSY5FM

From proof of concept to scalable policies: Challenges and solutions, with an application - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukerji, Shobhini; Shotland, Marc; Walton, Michael (Journal of Economic Perspectives, 2017)
zotzenLib.CopiedFrom: 2339240:8EQYM6DE KerkoCite.ItemAlsoKnownAs: 10.1257/jep.31.4.73 2339240:8EQYM6DE 2405685:QMPVWQMF

From OLPC XO to Positivo: Rwanda Sets the Bar Higher - Sabiiti, Daniel (KT PRESS, 2019)
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
Section: National KerkoCite.ItemAlsoKnownAs: 2339240:3Z6DZUAX 2405685:UUK9XLDP

From Growth to Development: Priorities for Sustainably Reducing Poverty and Achieving Middle-Income Status by 2030 - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:49S96HEH

From Distance Learning and ODL to ODeL: Unisa Library’s journey to transformation and innovation - Rammutloa, Modiehi Winnie (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:CF4G2BHS
Keywords: ⛔ No DOI found

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

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

From compliance to learning: A System for harnessing the power of data in the State of Maryland - Abdul-Hamid, Husein; Mintz, Sarah; Saraogi, Namrata (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:K6ENR73F 2405685:SNR9WIYQ
Keywords: ⛔ No DOI found

Framing student engagement in higher education - Kahu, Ella R. (Studies in Higher Education, 2013)
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.
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

FRAMEWORK FOR STAKEHOLDER INCLUSION IN THE TECHNOLOGY PLANNING PROCESS - CoAction Learning Lab (Penn State COACTION LEARNING LAB, 2019)
zotzenLib.CopiedFrom: 2339240:7JSJ8J8R KerkoCite.ItemAlsoKnownAs: 2339240:7JSJ8J8R 2405685:T8SP8NAM

Fourth Population and Housing Census, Rwanda, 2012: Thematic Report: Characteristics of Households and Housing - National Institute of Statistics of Rwanda (NISR) (Ministry of Finance and Economic Planning (MINECOFIN), 2012)
EdTechHub.ItemAlsoKnownAs: 2405685:HVCBH9QU

Four-Dimensional Education: The Competencies Learners Need to Succeed - Fadel, C; Bialik, M; Trilling, B (Center for Curriculum Redesign, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:3H548KCJ 2405685:LLXK8YUD

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

Fostering self-regulation in online learning in K-12 education - Lock, Jennifer; Eaton, Sarah Elaine; Kessy, Elaine (Northwest Journal of Teacher Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.15760/nwjte.2017.12.2.2 2405685:Q63LG7IQ

Fostering Early Math Comprehension: Experimental Evidence from Paraguay - Naslund-Hadley, Emma; Parker, Susan W; Hernandez-Agramonte, Juan Manuel (Global Education Review, 2014)
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.
KerkoCite.ItemAlsoKnownAs: 2405685:HRIPFXGZ
Keywords: ⛔ No DOI found

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

Formation de formateurs au numérique éducatif de 4 pays (Burkina, Comores, Mali et Tchad) - IFADEM (Initiative francophone pour la formation à distance des maîtres, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:2GY6RDDF

"For us it was a learning experience": design, development and implementation of blended learning - Onguko, Brown; Jepchumba, Lucy; Gaceri, Petronilla (European Journal of Training and Development, 2013)
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.
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

For children with disabilities in Nigeria, educational opportunities remain scant - Dark, Shayera (Devex, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:3VDV3IBS

Focus Group Interviewing - Krueger, Richard A.; Casey, Mary Anne (Handbook of Practical Program Evaluation, 2015)
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.
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

Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children - UNESCO (2015)
KerkoCite.ItemAlsoKnownAs: 2405685:W7YWANUA

Five starting points on innovation for the EdTech Hub – The EdTech Hub - Simpson, Lea (EdTech Hub, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:XCJNWSVR XCJNWSVR
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Fiscal Decentralization in Ghana: Progress and Challenges - Osei, Edna (Institute for Fiscal Studies Ghana, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:86IVWGL2 2405685:PL3W26A4 4656463:HLGC2IQF

Fiscal Consolidation to Accelerate Growth and Support Inclusive Development: Ghana Public Expenditure Review - World Bank (World Bank, 2017)
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.
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

First Principles: Community Engagement in Education Programs Compendium - Kintz, Ginny (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:UZICJHW7 2405685:YDVZQLS2

First 50Mb/s Internet connection put online - Rasbey, Samer (BusinessNews.com.lb, 2018)
460,000 users to be connected to fiber optics in one year
KerkoCite.ItemAlsoKnownAs: 2339240:KCV97U56 2405685:APNEZW26

Financing key to accessing quality education for all - Ngwenya, Rumbidzai (Zimbabwe Situation, 2018)
The Government must stick to its promise to prioritise the funding of the education sector in order to achieve Sustainable Development Goal 4
Library Catalog: www.zimbabwesituation.com KerkoCite.ItemAlsoKnownAs: 2405685:8SVGA2ZJ

Financing Education in sub-Saharan Africa : Meeting the Challenges of Expansion, Equity and Quality - UNESCO (UNESCO Institute for Statistics, 2011)
shortDOI: 10/ghgnfb KerkoCite.ItemAlsoKnownAs: 10.15220/978-92-9189-079-2-en 10/ghgnfb 2339240:EYQZXG2M 2405685:DSSCT5P9

Financing Education in Nigeria: Opportunities for Action - Nwoko, Chinedum (2015)
KerkoCite.ItemAlsoKnownAs: 2405685:Z6UCWWTA

Financial incentives and coverage of child health interventions: a systematic review and meta-analysis - Bassani, Diego G.; Arora, Paul; Wazny, Kerri; Gaffey, Michelle F.; Lenters, Lindsey; Bhutta, Zulfiqar A. (BMC Public Health, 2013)
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.
KerkoCite.ItemAlsoKnownAs: 10.1186/1471-2458-13-S3-S30 2339240:SBGICXE9 2405685:5C3UBNZE

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

Final Report - SENEGAL - Universalia (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:QHLV2XP3

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

Final Evaluation Report: Evaluation of Africa Educational Trust’s Speak Up II in South Sudan - Schulze, Charles (African Education Trust, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:5AX82WHH 2405685:FWQJFXQN

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 - Institute for Development (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:3E624NH3 2405685:5LVXNGJZ 2405685:CRQUMLFF

Fighting Illiteracy in the Arab World - Abu Hammud, Muwafaq; Jarrar, Amani G. (International Education Studies, 2017)
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.
shortDOI: 10/gg26fn KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v10n11p116 10/gg26fn 2339240:6HP8TMD3 2405685:L2QQYYW6 4803016:2YRYFQEE

Female Teachers' Perceptions of Quality Education for Adolescent Girls in Rural Bangladesh: A Case Study - Rahim, N (2017)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:MKU6GYRJ 2405685:VDGJUDEZ

Female leadership and school effectiveness in junior high schools in Ghana - Kwadzo Agezo, Clement (Journal of Educational Administration, 2010)
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.
KerkoCite.ItemAlsoKnownAs: 10.1108/09578231011079557 10/fjs6cd 2339240:LEP6IYRX 2405685:439GJCYR

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

Feed the Monster: Impact and technical evaluation - Koval-Saifi, N; Plass, J (World Vision and Foundation for Information Technology Education and Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:JS4ZBX2V 4042040:7E2RC3L4

Feed the Monster: Impact and technical evaluation - Koval-Saifi, Nedjma; Plass, Jan (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:QUFN8V67 2405685:S7QU2BTK

Feasibility study exploring e-learning initiatives at secondary schools in Tanzania mainland - MoEST (MoEST, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:FVHTEQ59 2405685:9YX95C7V

Feasibility of cloud computing implementation for eLearning in secondary schools in Tanzania - Mwakisole, Kennedy F; Kissaka, Mussa M; Mtebe, Joel S (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:HMQ4G82U 2405685:P8RNDDAI
Keywords: ⛔ No DOI found

Fake degrees: the secret industry damaging so many employers - Clarke, Jon (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:PSWW5GB3 2405685:FBXMTUJZ

Factors that motivate teachers to use ICT in teaching: A case of Kaliua District secondary schools in Tanzania - Pima, John Marco (The International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Q6SW4TNI 2405685:9C6V9Q5Q
Keywords: ⛔ No DOI found

Factors That Influence Teachers' Pedagogical Use of ICT in Secondary Schools: A Case of Ghana - Buabeng-Andoh, Charles (Contemporary Educational Technology, 2019)
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.
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

Factors influencing the uptake of a mechatronics curriculum initiative in five Australian secondary schools - Nicholas, Howard; Ng, Wan (International Journal of Technology and Design Education, 2012)
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.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10798-010-9138-0 2339240:36UGFW8N 2405685:6NXDR2X9

Factors influencing teachers’ use of multimedia enhanced content in secondary schools in Tanzania - Mtebe, Joel Samson; Mbwilo, Betty; Kissaka, Mussa M. (The International Review of Research in Open and Distributed Learning, 2016)
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.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v17i2.2280 2339240:4UC2AQT7 2405685:D5W6RICU

Factors influencing teachers’ level of participation in online communities - Khalid, Fariza; Joyes, Gordon; Ellison, Linda; Daud, Md Yusoff (International Education Studies, 2014)
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.
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

Factors determining digital divide in Ghana's basic schools - Quaicoe, James Sunney; Pata, Kai (2015 IST-Africa Conference, 2015)
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.
KerkoCite.ItemAlsoKnownAs: 10.1109/istafrica.2015.7190518 10/ggn3wz 2339240:H83HTANQ 2405685:XZBJRR36

Factors affecting the teachers' intention to adopt audio-visual aids in education sector of Pakistan - Iqbal, Zeeshan; Malik, Maimoona; Iqbal, Farhan (International Journal of Innovation in Education, 2019)
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 ...
Publisher: Inderscience Publishers (IEL) KerkoCite.ItemAlsoKnownAs: 2339240:4A7QSXZC 2339240:NI4LNR9K 2405685:NM5VETS3 2405685:NWXVQMQC
Keywords: ⛔ No DOI found

Factors affecting the E-learning acceptance: A case study from UAE - Salloum, Said A.; Al-Emran, Mostafa; Shaalan, Khaled; Tarhini, Ali (Education and Information Technologies, 2019)
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.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9786-3 10/gmfk2x 2339240:MM9G52U9 2405685:SHKQ2S7Z

Factors affecting teachers’ continuation of technology use in teaching - Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke (Education and Information Technologies, 2016)
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.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9398-0 2339240:GMCWDGDM 2405685:LCDEJKQW

Factors Affecting Higher Education Quality in Bangladesh: An Attempt to Improve Higher Education Quality in Bangladesh through HEQEP. - Hossain, Md (International Journal of Science and Business, 2017)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:4ZQMXJ4E 2405685:NVSTLUHE
Keywords: ⛔ No DOI found

Factors affecting e-learning adoption in developing countries – empirical evidence from Pakistan’s higher education sector - Kanwal, Faria; Rehman, Mariam (IEEE Access, 2017)
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.
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

Factors affecting cloud computing adoption in the Indian school education system - Singh, Jewan; Mansotra, Vibhakar (Education and Information Technologies, 2019)
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.
shortDOI: 10/ggjpd8 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-09878-3 10/ggjpd8 2339240:CHA5JH65 2405685:LJBW3Q45

Factors Affecting Adoption of E-Learning Technology in Kenya - Kingori, Rhoda Mbithe (United States International University - Africa, 2018)
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<0.05) and perceived usefulness with self-efficacy(r=0.337, p<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<0.05) and perceived usefulness with SE (r=0.456, p<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<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<0.503) and perceived usefulness with system accessibility (r=0.514, p<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.
Accepted: 2019-02-06T07:09:51Z KerkoCite.ItemAlsoKnownAs: 2339240:PM78VDNA 2405685:F9AKUAFD

Facing the challenges of the One-Tablet-Per-Child policy in Thai primary school education. - Viriyapong, Ratchada; Harfield, Antony (International Journal of Advanced Computer Science & Applications, 2013)
00000 shortDOI: 10/gf62ht KerkoCite.ItemAlsoKnownAs: 10/gf62ht 2129771:5SZI5Q55 2405685:AQIFQCBV

Facing Forward: Schooling for Learning in Africa - Bashir, Sajitha; Lockheed, Marlaine; Ninan, Elizabeth; Tan, Jee-Peng (World Bank, 2018)
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.
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

Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs - Lersilp, Suchitporn; Putthinoi, Supawadee; Lersilp, Theeratorn; Mackenzie, Lynette (Occupational Therapy International, 2018)
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.
KerkoCite.ItemAlsoKnownAs: 10.1155/2018/3705946 2339240:IP8YALEF 2405685:RQFMF9HT

Facilitating innovation with technology: Key actors in educational ecosystems - Gu, Xiaoqing; Crook, Charles; Spector, Mike (British Journal of Educational Technology, 2019)
shortDOI: 10/ggfwhs KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12786 10/ggfwhs 2339240:39M39SXM 2339240:EFRE7X2P 2405685:442VMQ2C 2405685:DBTEPLR6

Eyes in the room trump eyes on the screen: effects of a responsive co-viewer on toddlers’ responses to and learning from video chat - Myers, Lauren; Crawford, Emily; Murphy, Claire; Aka-Ezoua, Edoukou; Felix, Christopher (Journal of Children and Media, 2018)
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.
KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2018.1425889 2339240:REKQPIXQ 2405685:2JA6V5L4

External Validity: The Next Step for Systematic Reviews? - Avellar, Sarah A.; Thomas, Jaime; Kleinman, Rebecca; Sama-Miller, Emily; Woodruff, Sara E.; Coughlin, Rebecca; Westbrook, T’Pring R. (Evaluation Review, 2017)
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.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0193841X16665199 2405685:BLIFN2QN
Keywords: external validity; systematic reviews

External Validity and Model Validity: A Conceptual Approach for Systematic Review Methodology - Khorsan, Raheleh; Crawford, Cindy (Evidence-Based Complementary and Alternative Medicine, 2014)
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.
Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2014/694804 2405685:TVUEHGS4

Exploring young students’ talk in iPad-supported collaborative learning environments - Falloon, Garry; Khoo, Elaine (Computers & Education, 2014)
00000 shortDOI: 10/f59djk KerkoCite.ItemAlsoKnownAs: 10/f59djk 2129771:RTLLXK27 2405685:HAAQ3EEM

Exploring transition toward independent learning student experiences in the first year of architecture school - Al Maani, Duaa (Welsh School of Architecture, Cardiff University, 2019)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:T7YPWQA5 2405685:IZS7VHYQ

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

Exploring the gender gap in Tanzanian secondary school mathematics classrooms. - Zilimu, J.A (University of Illinois: Urbana-Champaign, Ill., 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:HBZH3LM5

Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective - Learning & Technology Library (LearnTechLib) - Agbatogun, Alaba Olaoluwakotansibe (Journal of Information Technology Education: Research, 2012)
shortDOI: 10/gfrf4b KerkoCite.ItemAlsoKnownAs: 10.28945/1715 10/gfrf4b 2339240:MTR8Y89X 2405685:FJH7TUA4

Exploring the effect of non-financial incentives on job satisfaction of teachers at Lubuto and Kayele Secondary schools in Ndola District - Natalia, Zulu (Zimbabwe Open University and the University of Zambia, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:E546IZZ7

Exploring relationships between Kolb's learning styles and mobile learning readiness of pre-service teachers: a mixed study - Ata, Rıdvan; Cevik, Mustafa (Education and Information Technologies, 2019)
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]
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

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 - UNESCO (UNESCO Institute for Lifelong Learning, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:PWHDHPIG

Experimenting with Automatic Text-to-Diagram Conversion: A Novel Teaching Aid for the Blind People - Mukherjee, Anirban; Garain, Utpal; Biswas, Arindam (Journal of Educational Technology & Society, 2014)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:PALXABSW 2405685:QC4QNMYJ
Keywords: ⛔ No DOI found

Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness - Wolf, Sharon; Aber, J. Lawrence; Behrman, Jere R.; Tsinigo, Edward (Journal of Research on Educational Effectiveness, 2019)
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.
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

Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes - Yoshikawa, Hirokazu; Snow, Catherine; Barata, Clara; Gomez, Celia; Leyva, Diana; Treviño, Ernesto; Weiland, Christina; Moreno, Lorenzo (Developmental Psychology, 2015)
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.
shortDOI: 10/f632xg KerkoCite.ItemAlsoKnownAs: 10.1037/a0038785 10/f632xg 2405685:J52Y2D26

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

Experimental Evaluation of the Tools of the Mind Pre-K Curriculum. Fidelity of Implementation Technical Report. Working Paper. - Meador, Deanna; Nesbitt, Kimberly; Farran, Dale (Peabody Research Institute, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:L4A7AVPJ 2405685:XUU75HEM
Keywords: ⛔ No DOI found

Expensive Classrooms, Poor Learning: The Imperatives of Reforming School Construction in Egypt - Sobhy (Alternative Policy Solutions, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:TDXJZ3NX 2405685:RTUVJKMS 4656463:RJ4BGGQV

Expenditures and Revenue Management - Morrell, Lance (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:LW7XXDQC 2405685:LIVD2ABR

Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp: Benefits and Challenges - Mendenhall, Mary; Skinner, Makala; Collas, Sophia; French, Sarah (Current Issues in Comparative Education, 2018)
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).
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

Expanding School Time and the Value of Computer-Assisted Learning: Evidence from a Randomized Controlled Trial in El Salvador - Buchel, Konstantin; Jakob, Martina; Kuhnhanss, Christoph; Steﬀen, Daniel; Brunetti, Aymo (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9YIYHWW9 2405685:BNSIAB6T
Keywords: ⛔ No DOI found

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

Expanding access to early childhood development using interactive audio instruction: A toolkit and guidelines for program design and implementation. - Christina, Rachel; Louge, Nathalie (World Bank, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:YFQMYA4M 2405685:X5FH7F6E

Exclusion from education: The Economic Cost of Out of School Children in 20 Countries - Thomas, Milan; Burnett, Nicholas (Educate a Child; Results for Develpoment, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:X7MV2JRJ 2405685:XJX65WUX

Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics - Piper, Benjamin; Zuilkowski, Stephanie Simmons; Kwayumba, Dunston; Oyanga, Arbogast (International Journal of Educational Development, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2017.10.002 2405685:RN8DGSVY 4042040:BQCK8KIK

Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables - Gokdas, Ibrahim; Torun, Fulya (Kuram ve Uygulamada Egitim Bilimleri, 2017)
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.
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

Examining the impact of Information and Communication Technology capacity building in High School education in Ghana. - Abilimi, Chris; Adu-Manu, Kofi S. (International Journal of Engineering Research & Technology (UER), 2013)
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
KerkoCite.ItemAlsoKnownAs: 2339240:AD4Z2AN7 2405685:DDDXJCRD
Keywords: ⛔ No DOI found

Examining the Impact of an English in Action Training Program on Secondary-School English Teachers’ Classroom Practice in Bangladesh - Karim, Abdul; Mohamed, Abdul (The Qualitative Report, 2019)
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.
KerkoCite.ItemAlsoKnownAs: 10/gj37h4 2339240:A6YSCF88 2405685:FPNL6NJJ

Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices - Wolf, Sharon; Peele, Morgan E. (Teaching and Teacher Education, 2019)
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.
shortDOI: 10/ggjk6c KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2019.07.003 10/ggjk6c 2339240:GB3MPNJU 2405685:M8ZR3GRF
Keywords: _proposed-for: Scoping review

Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers - Akayuure, Peter; Apawu, Jones (International Journal of Research in Education and Science, 2015)
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.
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

Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice - Agyei, Douglas D.; Voogt, Joke (Australasian Journal of Educational Technology, 2014)
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.
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

Examination of factors influencing the use of mobile learning system: An empirical study - Almaiah, Mohammed Amin; Alismaiel, Omar Abdulwahab (Education and Information Technologies, 2019)
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.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9810-7 10/gjvp3d 2339240:HV3VGLYU 2405685:X9ZLVTQE

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms - Molina, Ezequiel; Pushparatnam, Adelle; Rimm-Kaufman, Sara; Wong, Keri Ka-Yee (World Bank, Washington, DC, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8656 2339240:VC8SH4J9 2405685:94EF9DL4

Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities - Power, Tom; Hedges, C; McCormick, R; Rahman, S (Commonwealth of Learning (COL), 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6ETY8HWG 2405685:26U2C9E5 2405685:FV3V5JDR 2405685:U22CW5TA 2534378:3GHKQTE7
Keywords: C:Poor and marginalised communities; ⛔ No DOI found

"Everyone Brings Their Grain of Salt": Designing for Low-Literate Parental Engagement with a Mobile Literacy Technology in Côte d'Ivoire - Madaio, Michael A.; Tanoh, Fabrice; Seri, Axel Blahoua; Jasinska, Kaja; Ogan, Amy (Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems - CHI '19, 2019)
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.
KerkoCite.ItemAlsoKnownAs: 10.1145/3290605.3300695 2339240:28K7BQND 2405685:VMXK42BU

Every child learns: UNICEF education strategy 2019–2030 - UNICEF (2019)
UNICEF education strategy 2019–2030
KerkoCite.ItemAlsoKnownAs: 2339240:9ZGVZ22B 2405685:LTZFWSMN

Every child learns: UNICEF education strategy 2019-2030 - UNICEF (United Nations Children's Fund, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3EKFXYT2 2405685:4FYKRPLC

Evaluations of situational judgement tests to assess non-academic attributes in selection - Patterson, Fiona; Ashworth, Victoria; Zibarras, Lara; Coan, Philippa; Kerrin, Maire; O’Neill, Paul (Medical Education, 2012)
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.
_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

Evaluation study on the early learning Child-to-Child Programme - Mundy, Karen; Proulx, Kerrie; Janigan, Kara; Geva, Esther; Fraser, Christie (UNICEF, 2014)
Child-to-Child Programme in Ethiopia
KerkoCite.ItemAlsoKnownAs: 2339240:I5YZI248 2405685:Q9W8T3II

Evaluation Report: Assessing the use of technology and Khan Academy to improve educational outcomes in Sacatepéquez, Guatemala - MANUS Consulting (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:QPCUGHLI

Evaluation of the Transformative Potential of Positive Gender Socialization in Education for Peace Building. - Chinen, Marjorie; Elmeski, Mohammed (Society for Research on Educational Effectiveness, 2016)
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.
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

Evaluation of the transformative potential of positive gender socialization in education for peace building - Chinen, Marjorie; Elmeski, Mohammed (Society for Research on Educational Effectiveness, 2016)
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.
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

Evaluation of the Global Partnership for Education (GPE) – Literacy and Numeracy Education Support (LANES) program in Tanzania (2014–2018) - Connal, Criana; Strath, Annelie; Dihenga, Khalid (Global Partnership for Education (GPE), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7NCCCT65 2405685:ZQUC7ZNS

Evaluation of the extent school access programme assisted teachers to acquire ICT skills - Nwajiuba, Chinyere Augusta; Okoro, Kingsley O.; Edikpa, Edith (Asian Journal of Information Technology, 2019)
Evaluation of the Extent School Access Programme Assisted Teachers to Acquire ICT Skills
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

Evaluation of the application of mobile phone technology in teaching and learning: A case study of Kamwenja Teacher' college, Nyeri County, Kenya. - Gitome, Mwangi Joseph (Mount Kenya University, 2015)
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.
Accepted: 2016-04-04T13:40:40Z KerkoCite.ItemAlsoKnownAs: 2339240:FXSLMRTK 2405685:6TXKF9WF

Evaluation of technology use in education: Findings from a critical analysis of systematic literature reviews - Lai, Jennifer W. M.; Bower, Matt (Journal of Computer Assisted Learning, 2019)
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.
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

Evaluation of Inclusive Basic Education in the UNICEF Country Programmes 2012-2016 and 2017-2021 - Venäläinen, Raisa; Chultemsuren, Tamir; Tsendendamba, Batsugar (UNICEF, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:PMGRMUMI 2405685:S2JMNIPP

Evaluation of Evidence-Based Practices in Online Learning: A Meta-analysis and Review of Online Learning Studies - Means, Barbara; Toyama, Yukie; Murphy, Robert; Bakia, Marianne; Jones, Karla (US Department of Education, 2010)
KerkoCite.ItemAlsoKnownAs: 2405685:57ASU8B5

Evaluating the Readiness to Implement an E-Learning Technology to Support Education - Kimwise, Alone; Benjamin, Mudaheranwa; Mugabirwe, Beatrice (2019)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:D4EIRAJZ 2405685:JVK2DS76
Keywords: RER theme_pedagogies and modalities; ⛔ No DOI found

Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement - Shapley, Kelly S.; Sheehan, Daniel; Maloney, Catherine; Caranikas-Walker, Fanny (The Journal of Technology, Learning and Assessment, 2010)
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.
KerkoCite.ItemAlsoKnownAs: 2129771:NJE58HBR 2405685:HMXQHGHR
Keywords: ⛔ No DOI found

Evaluating the impact of teacher professional development: an evidence-based framework - King, Fiona (Professional Development in Education, 2014)
shortDOI: 10/gfw2mh KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.823099 10/gfw2mh 2405685:EUPCICWT
Keywords: C:Ireland

Evaluating Teachers' Professional Development For ICT Use: Towards Innovative Classroom Practices - Agyei, D. D (International Journal of Education, 2015)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:E5S9DU9K 2405685:RHW2CXQ7
Keywords: ⛔ No DOI found

Evaluating system change: A planning guide - Hargreaves, Margaret B. (2010)
Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2339240:AXZ8XGT6 2405685:TUJCU3WK
Keywords: ⛔ No DOI found

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 - Fisher, Michael B.; Mann, Benjamin H.; Cronk, Ryan D.; Shields, Katherine F.; Klug, Tori L.; Ramaswamy, Rohit (International Journal of Environmental Research and Public Health, 2016)
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.
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

Evaluating an adaptive multi-user educational tool for low-resource environments - Brunskill, Emma; Garg, Sunil; Tseng, Clint; Pal, Joyojeet; Findlater, Leah (Proceedings of the IEEE/ACM International Conference on Information and Communication Technologies and Development, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:JLXT8FY7 2405685:JI99TA9R
Keywords: ⛔ No DOI found

Evaluacion de Impacto. Proyecto: Rompiendo Estereotipos, STEM es para chicas - Rodriguez, Lucina; Rivera, Antonella; Orjeda Fernandez, Gisella; Caillaux Icochea, Marcela; Quiroz Zafra, Sofia (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:XFFE7CUZ 2405685:6XPUURQU

European Framework for the Digital Competence of Educators: DigCompEdu - Redecker, Christine (Publications Office of the European Union, Luxembourg, 2017)
The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The...
KerkoCite.ItemAlsoKnownAs: 10.2760/178382 2405685:4BRG6XX2

eTransform Ghana Project Appraisal Document - World Bank (2013)
EdTechHub.ItemAlsoKnownAs: 2405685:88WHYLU8

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

Ethical challenges of edtech, big data and personalized learning: twenty-first century student sorting and tracking - Regan, Priscilla M.; Jesse, Jolene (Ethics and Information Technology, 2019)
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.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10676-018-9492-2 2339240:NEA7QTCT 2405685:8LCYHU7L

Estimating the impact of language of instruction in South African primary schools: A fixed effects approach - Taylor, Stephen; von Fintel, Marisa (Economics of Education Review, 2016)
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.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2016.01.003 2405685:RSHGZ25V 4042040:N7L4HVF6
Keywords: Education; Fixed effects; Language of learning and teaching; South Africa

Establishing a Safe Container for Learning in Simulation: The Role of the Presimulation Briefing - Rudolph, Jenny W.; Raemer, Daniel B.; Simon, Robert (Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2014)
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.
KerkoCite.ItemAlsoKnownAs: 10.1097/SIH.0000000000000047 2339240:UFFPVQIC 2405685:EATC2IG8

ESSP Contract 2019: Example partnership contract - Government of Sindh (Government of Sindh, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:JUWLIC7T 2405685:IHHEEJET 4656463:WIQKWWML

eSkwela project - eSchool for out-of-school youths and adults, Philippines - Kamei, M (2010)
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.
KerkoCite.ItemAlsoKnownAs: 10.1109/T4E.2010.5550039 2339240:AI3YLAUJ 2405685:6XUSKM7F

eSkwela: ICT for alternative learning system - Tan, Maria Melizza (APEC ICT4D Expo, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:W2AZQGMQ 2405685:K9ST6RTJ

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

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

Equity issues in Parental and Community involvement in schools: What teacher educators need to know - Barquedano-Lopez, Patricia; Alexander, Rebecca Anne; Hernandez, Sara (Review of Research in Education, 2013)
KerkoCite.ItemAlsoKnownAs: 10.3102/0091732X12459718 2339240:RZUZ62KS 2405685:HZYTDCMD

Equity and Quality in an Education Public-Private Partnership: A study of the World Bank-supported PPP in Punjab, Pakistan - Afridi, Momina (Oxfam, 2018)
KerkoCite.ItemAlsoKnownAs: 10.21201/2018.3002 2339240:FY65CE3A 2405685:SWSUISKU

EQUIP-Tanzania Impact Evaluation. Final Baseline Technical Report, Volume I: Results and Discussion - Pettersson, Gunilla; Rawle, Georgina; Outhred, Rachel; Brockerhoff, Stephanie; Nugroho, Dita; Kveder, Andrej; Beavis, Adrian; Ruddle, Nicola; Jasper, Paul; Wills, Gabrielle (Oxford Policy Management, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:D6FABJW8 2405685:SUXHMYIJ 4656463:MMB95YWB

Entry, engagement and empowerment: Dilemmas for inclusive education in an Indian context. - Singal, N; Florian, L (The Sage Handbook of Special Education, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:6ZNPUAW5 2405685:BQE39QTV

Ensuring excellence new standards for graduate teachers | NSW Government (2018)
Last Modified: 2020-03-04 Library Catalog: www.nsw.gov.au Publisher: NSW Government KerkoCite.ItemAlsoKnownAs: 2405685:9CIXBW5M 2405685:YKQSUC5H

Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea - Kim, Hyeonjin; Choi, Hyungshin; Han, Jeonghye; So, Hyo-Jeong (Australasian Journal of Educational Technology, 2012)
KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.805 2339240:RDVA93BH 2405685:A5IGRHL2

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 - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XAJJS9ZC 2405685:WU8A4HM4

Enhancing peer interaction: an aspect of a high-quality learning environment in Finnish early childhood special education - Syrjämäki, Marja; Sajaniemi, Nina; Suhonen, Eira; Alijoki, Alisa; Nislin, Mari (European Journal of Special Needs Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1080/08856257.2016.1240342 2339240:KX7AIXX6 2405685:UBAETY3T

Enhancing Liberia Teacher Education Project through ICT Pedagogy - UNESCO (2017)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:MRS7JKBU 2405685:ZBXPPYDP

Enhancement of Science Performance through Computer Assisted Instruction among Selected Secondary School Learners in Kenya | Dr. Samuel N Jesse - Academia.edu - Jesse, Samuel (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:PZPJ3Y73 2405685:SFD4AHGW

Enhanced STEM learning with Online Labs: Empirical study comparing physical labs, tablets and desktops - Nedungadi, Prema; Raman, Raghu; McGregor, Mark (Frontiers in Education Conference, 2013 IEEE, 2013)
00000 shortDOI: 10/gf62jb KerkoCite.ItemAlsoKnownAs: 10/gf62jb 2129771:HWCBYRE9 2405685:9HNXI88J

English language teaching in Bangladesh today: Issues, outcomes and implications - Rahman, Mohammad Mosiur; Islam, Md Shaiful; Karim, Abdul; Chowdhury, Takad Ahmed; Rahman, Muhammad Mushfiqur; Seraj, Prodhan Mahbub Ibna; Singh, Manjet Kaur Mehar (Language Testing in Asia, 2019)
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.
KerkoCite.ItemAlsoKnownAs: 10.1186/s40468-019-0085-8 10/gg398d 2339240:6DJW9B5P 2339240:T5V5WJQJ 2405685:EH4KT3RK 2405685:VUKTNAHY

English Language Classroom Practices: Bangladeshi Primary School Children’s Perceptions - Shrestha, P (RELC Journal, 2013)
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.
KerkoCite.ItemAlsoKnownAs: 10.1177/0033688213488466 10/gkm64m 2339240:LWI8RXJE 2405685:2V2WHBZB

English in action: school based teacher development in Bangladesh - Power, Tom; Shaheen, Robina; Solly, Mike; Woodward, Clare; Burton, Sonia (The Curriculum Journal, 2012)
shortDOI: 10/gftr33 KerkoCite.ItemAlsoKnownAs: 10/gftr33 2405685:2298G5YZ
Keywords: C:Bangladesh

English in action: school based teacher development in Bangladesh - Power, Tom; Shaheen, Robina; Solly, Mike; Woodward, Clare; Burton, Sonia (The Curriculum Journal, 2012)
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.
_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

English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in Bangladesh - Woodward, Clare; Griffiths, Malcolm; Solly, Mike (Innovations In The Continuing Professional Development Of English Language Teachers, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:VLPHGQ5H
Keywords: C:Bangladesh

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

Endline Evaluation Report Step Change Window - Coffey International (Coffey International Development LTD, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:PCGTYYT9 2534379:PTFM2Z5J

Ending Learning Poverty: What will it take? - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:3VBYYMMW 2405685:IN2IKH2L

Empowerment through ICT education, access and use: A gender analysis of Muslim youth in India - Khan, Farida; Ghadially, Rehana (Journal of International Development, 2010)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1002/jid.1718 10/bkm6d4 2339240:HZRQ6VXB 2339240:IVKTZNV9 2405685:K53M3I4L 2405685:N7VMP8GS
Keywords: Equity through Access

Empowering Teachers to Promote Inclusive Education. A case study of approaches to training and support for inclusive teacher practice - Donnelly, Verity (European Agency for Special Needs and Inclusive Education, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:WMMVHIHD 2405685:ERPJWFQ4

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

Empowering student learning through Tablet PCs: A case study - Li, Sandy C; Pow, Jacky WC; Wong, Emily ML; Fung, Alex CW (Education and Information Technologies, 2010)
00020 shortDOI: 10/b9nvxb KerkoCite.ItemAlsoKnownAs: 10/b9nvxb 2129771:C2WDC5BW 2405685:VEIBI2JH

Empowering personalized learning with an interactive e-book learning system for elementary school students - Huang, Yueh-Min; Liang, Tsung-Ho; Su, Yen-Ning; Chen, Nian-Shing (Educational Technology Research and Development, 2012)
00032 shortDOI: 10/f37ffm KerkoCite.ItemAlsoKnownAs: 10/f37ffm 2129771:73VISNVU 2405685:N78SCBFW

Empowering Adolescent Girls: Evidence from a Randomized Control Trial in Uganda - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (World Bank, 2012)
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.
KerkoCite.ItemAlsoKnownAs: 10.1596/25529 2339240:QLSZVP97 2405685:XLMCMUMT 4656463:6HBDA7WI

Empowered educators: how high-performing systems shape teaching quality around the world - Darling-Hammond, Linda (Jossey-Bass, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:NPLPX7IV 2405685:VS6WIN6M
Keywords: Case studies; Education and state; Teachers; Training of

Employment Structure and the Rise of the Modern Tax System - Jensen, Anders (National Bureau of Economic Research, 2019)
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.
KerkoCite.ItemAlsoKnownAs: 10.3386/w25502 2339240:BWCVJY8N 2405685:AQK6W3IH 4656463:PRFXGI88

Empirical Analysis of Internet Usage and Academic Performance of Students: Evidence from Pakistan - Ahmed, Rizwan Raheem; Vveinhardt, Jolita; Ahmad, Nawaz (Edulearn16: 8th International Conference on Education and New Learning Technologies, 2016)
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.
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

Emerging fundamental issues of teacher education in Tanzania: a reflection of practices - Mgaiwa, Samson J (Educational Process: International Journal, 2018)
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.
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

Elimu Tanzania (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:CSDTPS7N 2405685:TB4RPQES

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

Elimika (Kenya Education Cloud) (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:D4BCHAZW 2405685:ISBJKG3V

Elements Shaping the South African Education System of the Future [presentation] - Barends, Heidi (2019)
A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973)
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

Elements Shaping the South African Education System of the Future [poster] - Barends, Heidi (2019)
A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973)
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

Elements Shaping the South African Education System of the Future - Barends, Heidi (2019)
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.
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

Electronic learning and its benefits in education - Abed, Enaam Karim (EURASIA Journal of Mathematics, Science and Technology Education, 2019)
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.
KerkoCite.ItemAlsoKnownAs: 10.29333/ejmste/102668 10/gmfk2w 2339240:G2W9IBG6 2405685:ZVV7W9M3

El Salvador | Data - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:R3QZYUMR 2405685:ETUARZB7

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

EIA School-based teachers development - Power, Tom; McCormick, Robert; Eyres, Ian (English In Action, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:U389PI47 2405685:GRPSWZKB

EIA- A Teacher Education Project in Bangladesh: An Analysis from Diversified Perspectives - Karim, Abdul; Mohamed, Abdul Rashid; Prof., School of Educational Studies, Universiti Sains Malaysia, Malaysia, richsesusm@gmail.com; Rahman, Mohammad Mosiur; Graduate Research Student, School of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia, mosiurbhai@gmail.com (International Journal of Instruction, 2017)
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.
KerkoCite.ItemAlsoKnownAs: 10.12973/iji.2017.1044a 10/gj37f6 2339240:48HM2XCX 2405685:U36LAV2R

eGranary as a digital resource in Uganda: Preliminary findings - Norton, Bonny; Early, Margaret; Tembe, Juliet (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, 2010)
KerkoCite.ItemAlsoKnownAs: 2405685:KTRC2M6P
Keywords: ⛔ No DOI found

EGRA Toolkit - USAID (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:BJTZCDIF 2486141:MKPBRC7K

Efficacy of Think Tanks in Influencing Public Policies: The Case of Bangladesh - Rashid, A (Asian Journal of Political Science, 2013)
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.
KerkoCite.ItemAlsoKnownAs: 10.1080/02185377.2013.793561 10/gkm64g 2339240:RD5SJH6B 2405685:C45YLVIG

Effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools students in geometry - Gambari, Amosa Isiaka; Shittu, Ahmed Tajudeen; Daramola, Florence Olutunu; James, Moses (MOJES: Malaysian Online Journal of Educational Sciences, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:V4S7GQLI 2405685:HCUSVZFM
Keywords: ⛔ No DOI found

Effects of teaching activities via Google Sketchup and concrete models on spatial skills of preservice mathematics teachers - Uygan, Candaş; Kurtuluş, Aytaç (Turkish Journal of Computer and Mathematics Education, 2016)
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.
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

Effects of Special E-Learning Program on Hearing-Impaired Learners' Achievement and Perceptions of Basic Geometry in Lower Primary Mathematics: - Kiboss, Joel Kipkemboi (Journal of Educational Computing Research, 2012)
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...
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

Effects of Sesame Street: A meta-analysis of children's learning in 15 countries - Mares, Marie‐Louise; Pan, Zhongdang (Journal of Applied Developmental Psychology, 2013)
shortDOI: 10/f4xkv8 KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2013.01.001 10/f4xkv8 2339240:45DQRBZ3 2405685:5B9LFF4T 4803016:T67YW4N2

Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment - Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred (Computers & Education, 2014)
00001 shortDOI: 10/f5rxgq KerkoCite.ItemAlsoKnownAs: 10/f5rxgq 2129771:CBG72EKD 2405685:Z2D4VWIP

Effects of Information and Communication Technology (ICT) on Students' Academic Achievement and Retention in Chemistry at Secondary Level - Hussain, Ishtiaq; Suleman, Qaiser; ud Din, M. Naseer; Shafique, Farhan (Journal of Education and Educational Development, 2017)
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.
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

Effects of gesture-based match-to-sample instruction via virtual reality technology for Chinese students with autism spectrum disorders - Hu, Xiaoyi; Han, Zhuo Rachel (International Journal of Developmental Disabilities, 2019)
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.
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

Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science - Fasasi, Rasheed Adekunle (International Journal of Science Education, 2017)
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 < 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 < .05) and parental educational status (F(1, 347 = 3.37), p < 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.
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