UNICEF and Telenor Group extend global partnership to reduce inequalities among children - Telenor (Telenor Group, 2019)
(FORNEBU, 31 January 2019) – UNICEF and Telenor Group today announced an agreement to extend their long-running global partnership for another three years – through 2021. Launched in 2014, the partnership delivers large-scale global projects which leverage Telenor’s digital platforms to reduce inequalities and enhance children and young people’s skills for the digital future.
KerkoCite.ItemAlsoKnownAs: 2339240:5M2TEFLZ 2405685:MIYADBNX

UNHCR Global Trends 2018 - UNHCR (UNHCR, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YY746BJB 2405685:RMY4LZ2G KTRIE8EK

Unfinished development projects in Ghana: Mechanising collective choice - Williams, Martin (Voxdev, 2017)
Project non-completion, commonly attributed to corruption or clientelism, is in fact often caused by an inability to prioritise public expenditure
KerkoCite.ItemAlsoKnownAs: 2339240:U4IP8MWZ 2405685:A2NZTQ8P 4656463:ZK5ZFFML

Unfamiliar technology: Reaction of international students to blended learning - Prasad, P.W.C.; Angelika, Maag; Redestowicz, Margaret; Hoe, Lau Siong (Computers & Education, 2018)
shortDOI: 10/gdmg97 KerkoCite.ItemAlsoKnownAs: 10/gdmg97 2405685:HHQ58WFJ

UNESCO | Statistics on Radio - UNESCO (2013)
EdTechHub.ItemAlsoKnownAs: 2405685:XHCDHLWU

UNESCO schools give hope to Syrian refugees in Lebanon - UNESCO (2019)
“Enrolling in this school gave me hope,” says Asma Al Ahmad who fled the conflict in the Syrian Arab Republic and found refuge in the Bekaa region of Lebanon. The 16-year-old girl was deprived of education for two years, living in a refugee camp in Saadnayel. Last year, she was offered the opportunity to resume her education at a middle school established by UNESCO to provide educational complementary support programmes for young displaced Syrians. "I hope I will have a future and succeed in life, she says.
KerkoCite.ItemAlsoKnownAs: 2339240:HNS7B2C2 2405685:FLTIDLD3

UNESCO’s Work in ICT in Education Policy - Miao, Fengchun (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KGNSUEYC 2405685:RXNG6RMP

UNESCO ICT COMPETENCY FRAMEWORKFOR TEACHERS - UNESCO (UNESCO, 2011)
zotzenLib.CopiedFrom: 2339240:MVI5VWVN KerkoCite.ItemAlsoKnownAs: 2339240:MVI5VWVN 2405685:4MAR8W2A
Keywords: ⛔ No DOI found

UNESCO ICT competency framework for teachers version 3 - UNESCO (2018)
UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed]
OCLC: 1159401124 KerkoCite.ItemAlsoKnownAs: 2339240:W9EGCLNP 2405685:MVMETXA2
Keywords: auto_merged

UNESCO ICT Competency Framework for Teachers: version 3. - UNESCO (2018)
UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed]
OCLC: 1159401124 KerkoCite.ItemAlsoKnownAs: 2339240:3NK2YLT8 2405685:NCYG7P2A

UNESCO ICT Competency Framework for Teachers - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ZPQ2D4G4 2405685:NK8TPJ4U

UNESCO Competency Framework for Teachers Version 3. - UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:LVCY3IUH 2405685:XCXJLMM8

Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence - Tondeur, Jo; van Braak, Johan; Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne (Educational Technology Research and Development, 2017)
This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative ﬁndings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The ﬁndings are reported in terms of ﬁve synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between speciﬁc beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-016-9481-2 10/gbgzn4 2339240:ZFEQC5I7 2405685:HIV77NKT

Understanding the Potential of Digital Interventions to Support English Language Learners in Rwanda - Yoon, Semee; Kim, Hyunju; Connor, Jacqueline (Global Engagement and Empowerment (IGEE) at Yonsei University; Enuma, Inc., 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:97XT74VX

Understanding the elephant: the discourse approach to boundary identification and corpus construction for theory review articles - Larsen, K.; Hovorka, D.; Dennis, A.R. (Journal of the Association for Information Systems, 2019)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00556 2405685:QNI8K9ZN 2486141:G3PRNUG5
Keywords: _Added-ailr-2024

Understanding the EdTech Product Landscape - Singh, Ashmeet (Medium, 2018)
EdTech is expanding. Today you can find an app to learn almost anything. This is causing EdTech landscape to evolve & diversify.
KerkoCite.ItemAlsoKnownAs: 2339240:WEWQUGFR 2405685:K8FCGJW3

Understanding the Barriers and enablers of Effective Communities of Practice in Sierra Leone Through a Collaboration Between Dubai Cares and Open Development and Education - Lurvink, Anne-Fleur (Open Development & Education, 2019)

Understanding the Allocation of Public Personnel Across Government Health Facilities in Ghana - Diop, Binta Zahra; Awoonor-Williams, Koku; Ofosu, Anthony; Williams, Martin J (2019)
In order to deliver public services, governments must allocate scarce human and ﬁnancial resources across their territories, yet there is little systematic evidence on the productivity of these inputs or allocative eﬃciency with which governments allocate them. We study this by leveraging a unique panel dataset of service delivery, health outcomes, and human and ﬁnancial inputs in the universe of over 5,000 public health facilities in Ghana. Our research design allows us to estimate the marginal returns to health personnel and inputs, while controlling for unobserved heterogeneity across facilities. We document the roles and current distribution of the diﬀerent types of health workers and facilities within the health system, and investigate the relationship between patient volume and the number of health workers in a facility. We discuss implications for optimal staﬃng allocations and further research.
KerkoCite.ItemAlsoKnownAs: 2339240:HZJI434B 2405685:FWKIXDSV 4656463:5KM5I7B7
Keywords: ⛔ No DOI found

Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms - Shepler, Susan; Williams, James H. (Comparative Education, 2017)
Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/03050068.2017.1338641 KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2405685:9FVX5LB3
Keywords: Education; Liberia; Sierra Leone; teachers; teaching about conflict; transitional justice

Understanding motivation and emotion - Reeve, Johnmarshall (John Wiley & Sons, Inc, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:47HHZF9P 2405685:7NNWB84L
Keywords: Emotions; Motivation (Psychology); Personality and motivation

Understanding language teachers' practice with educational technology: A case from China - Li, Li (System, 2014)
This article explores how eight secondary school teachers integrated educational technology into English language teaching in Beijing, China and considers their views of the factors influencing technology use. Analysing data from classroom recordings and follow-up interviews, this study revealed that PowerPoint was the most frequently used technological application in the classroom, while the internet and other technological tools were also used by the teachers. They employed educational technology for different pedagogical purposes, including addressing professional needs in improving teaching, designing materials and conducting professional development. Teachers also claimed that they used technology to address learners' needs, such as improving engagement, enhancing language acquisition, facilitating understanding and establishing a context for language use. The study identified four important factors in influencing teachers' use of technology, including sociocultural contexts, teachers' beliefs, access to resources, and technology competence and confidence. This study suggests that a critical reflective approach is useful in assisting teachers to understand their needs and pedagogical beliefs concerning technology use. Ongoing professional development is also valuable in promoting teachers' technology competence and confidence, thereby improving the use of technology in their teaching.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.system.2014.07.016 2339240:CXH3G6AE 2405685:SMJ8CD63
Keywords: Case study; China; Socio-cultural context; Teachers' perceptions; Technology use

Understanding factors affecting primary school teachers’ use of ICT for student-centered education in Mongolia - Li, Shengru; Yamaguchi, Shinobu; Takada, Jun-ichi (2018)
The past two decades witnessed continuous uptake of ICT in education, and the importance of teachers’ beliefs for adopting ICT in education was revealed in the context of educational change. In recent years, the Mongolian educational system has placed more emphasis on student-centered education and the use of ICT in teaching and learning. Teacher training has become a local responsibility under the Education Master Plan (Government of Mongolia, 2006), New Education Standard and Core Curriculum which focus on the introduction of ICT into education and the implementation of student-centered education (Asian Development Bank, 2008; Ministry of Culture Education and Science, 2014). Despite the growing interest in using ICT for student-centered education, a limited number of studies exist in Mongolia to understand primary school teachers’ perception on use of ICT for student-centered education. This study aims to understand the factors affecting teachers’ perceptions on use of ICT for student-centered education. Based on Fullan’s educational change theory, the analysis through multiple linear regression and focus group discussion was conducted on 838 primary school teachers in Mongolia which found that teacher’s professional competency and perceived benefits on use of ICT are significant factors affecting teachers’ perceptions on use of ICT tool for student-centered education. Furthermore, teacher’s professional competency, perceived benefits on use of ICT and teacher cooperation are affecting teachers’ perceptions on use of digital contents for student-centered education.
KerkoCite.ItemAlsoKnownAs: 2339240:J6FMCEMP 2405685:UJYVC9Z6
Keywords: ⛔ No DOI found

Understanding changing social norms and practices around girls’ education and marriage - Watson, Carol (ODI, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:M8MUQBAI 2405685:4R4VDDM2
Keywords: ⛔ No DOI found

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

Unbundling the 13 million out-of-school children in Nigeria - Ishaku, Joseph; Oraka, Onome (Southern Voice (Nigeria), 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:RNM3ZT93

Unbalanced progress: What political dynamics mean for education access and quality - Nicolai, Susan; Engel, Jakob; Wales, Joseph; Hine, Sebastien; Wild, Leni (Overseas Development Institute, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:IJJGWSNS 2405685:T76UBPJR

Un potencial con barreras: La participación de las mujeres en el área de Ciencia y Tecnología en Argentina | Publications - Basco, Ana Inés; Lavena, Cecilia (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:VWA7ATK4 2405685:ATMQ6L3D

UIS Statistics - UNESCO Institute for Statistics (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:D63GEHHY 2405685:IZ8998MR 2405685:WTPRBCKB
Keywords: ___working_potential_duplicate

UIS Statistics - UNESCO Institute for Statistics (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7M5AJBD8 2405685:6GUIM4K7
Keywords: ___working_potential_duplicate

Uganda Round 6 Summary of results - Afrobarometer (Afrobarometer, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:YEZDQTQU 2405685:MABKYDLA

Uganda Impact Study Report - Pouezevara, Sarah; Brunette, Tracy; Jordan, Rachel; Nakyejwe, Deborah (RTI International, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:8WCG9GLK 2405685:39FUDM2P

U-report: Rapid SMS - RapidSMS (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:FZNZL6J7
Keywords: sub-Saharan Africa

Two decades of SIMCE: an overview of the National Assessment System in Chile - Meckes, Lorena; Carrasco, Rafael (Assessment in Education: Principles, Policy & Practice, 2010)
Publisher: Routledge _eprint: https://doi.org/10.1080/09695941003696214 KerkoCite.ItemAlsoKnownAs: 10.1080/09695941003696214 2339240:G36ES3PH 2405685:PTYGL28B

Tweens with the iPad classroom—Cool but not really helpful? - Culén, A., & Gasparini, A. (In e-Learning and e-Technologies in Education (ICEEE), 2012 International Conference on, 2012)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:RKXYJY5N 2405685:LDT2VUW7
Keywords: ⛔ No DOI found

TV White Space for Development Programs in the Philippines: Implications and Challenges - Carpio, Marife (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:FWBITVZM 2405685:WNRSRB6Q

Tusome Midline evaluation 2017 final report from DEC - Freudenberger, Elizabeth; Davis, Jeff (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:3KWQGK3D 2405685:IWDPTBQN
Keywords: ⚠️ Invalid DOI

Tusome Early Grade Reading Activity - RTI International (RTI, 2016)
Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale.
Library Catalog: www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:XNM3FD3A 2405685:GEG6RSZ3 2405685:NNFW4F3L GEG6RSZ3

Tusome Early Grade Reading Activity - RTI International (RTI, 2016)
Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale.
Library Catalog: www.rti.org EdTechHub.ItemAlsoKnownAs: 2405685:TQJGJK6H

Tusome and USAID Improve Access to Education - U.S. Embassy in Kenya (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:YB98PRXU 2405685:D9UIV9GZ

Turning on mobile learning in Latin America: illustrative initiatives and policy implications - UNESCO Digital Library - Lugo, Maria Teresa; Schurmann, Sebastian (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:AV96KBWJ 2405685:WDNVXMWE

Turkish pre-service teachers' reflective practices in teaching English to young learners - Güngör, Muzeyyen Nazli (Australian Journal of Teacher Education, 2016)
The course "Teaching English to Young Learners" is the first stage where pre-service teachers are introduced to a child's world, developmental characteristics, needs, interests as well as teaching and learning techniques for these learners in English language teaching pre-service teacher education programmes in Turkey. This action research study identifies the gap that pre-service teachers experience between the theoretical considerations and realities of teaching, and the problems they face in this course. It provides the opportunity for monitoring and evaluating themselves in a pre-service teacher education programme in Turkey. Hence, this piece of research aims to promote reflective practice at the preservice level in teaching English to young learners through video recorded microteaching sessions, reflective journals, and lesson plans of pre-service teachers. The study reports on the results by highlighting the contribution of these reflective tools to pre-service teachers' professional development, self- and peer- reflections and the preparedness to teach English to young learners. Finally, insights and recommendations concerning teacher educators and pre-service programmes are offered to promote reflective practice and make methodology courses more beneficial before pre-service teachers embark on their practicum experience.
Publisher: Edith Cowan University, Bradford Street, Mount Lawley, West Australia 6050, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826521925?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14221/ajte.2016v41n2.9 2405685:LGB6A2T8 2534378:MA7EKPTA 2534378:MK9KRY6K
Keywords: Action Research; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Elementary Education; English (Second Language); Foreign Countries; Higher Education; Journal Writing; Language Teachers; Lesson Plans; Postsecondary Education; Preservice Teacher Education; Preservice Teachers; Qualitative Research; Reflection; Reflective Teaching; Second Language Instruction; Teaching Methods; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096127; __finaldtb

Tsome Pamoja Tanzania - Rodd, Alastair (USAID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3ZTGLMSR 2405685:L39KA6UH 4656463:7EL935BU

Transparency in literature reviews: an assessment of reporting practices across review types and genres in top IS journals - Templier, Mathieu; Paré, Guy (European Journal of Information Systems, 2018)
The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/0960085X.2017.1398880 KerkoCite.ItemAlsoKnownAs: 10.1080/0960085X.2017.1398880 2405685:Q276HLE3 2486141:87GPNG7X 2486141:NU76JNZC 2486141:RWR6BN8D 2486141:YMRZDEHX
Keywords: Literature reviews; assessment; reporting; transparency; trustworthiness

Translation through text: How Nowall can help refugees overcome the language barrier - Kirk, Joanna (Techfugees, 2016)
Library Catalog: techfugees.com Section: All news KerkoCite.ItemAlsoKnownAs: 2405685:DFM4L4LJ

Translation Apps: Increasing Communication with Dual Language Learners - Lake, Vickie E.; Beisly, Amber H. (Early Childhood Education Journal, 2019)
Dual language learners (DLLs) represent one of the fastest growing populations in classrooms, and yet many teachers are monolingual and not trained in English as a Second Language. Many teachers strive to create an anti-bias classroom that puts goals of diversity and equity at the center of all that they do, but are unsure of effective strategies for communicating with all students. By supporting the home language, teachers show their DLLs and native English speakers that every child’s home language is important and welcome in the classroom. Using translation apps can help teachers talk to their students, build relationships with children and families, and support bilingualism. Once teachers and children can communicate successfully, DLLs can increase their understanding of content, engagement, motivation, communication, and sense of self-esteem. The three apps discussed in this article, Speak and Translate, Microsoft Translator, and Google Translate have been shown to be helpful in facilitating interactions with children in their home language. Additional information is provided on using these apps, as well as their potential benefits and drawbacks.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-019-00935-7 2405685:J5V4QR7H 4042040:AR5BTB3I
Keywords: Anti-bias curriculum; Dual language learners; Technology; Translation apps

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

Transforming teacher quality in the Global South: using capabilities and causality to re-examine teacher performance - Tao, Sharon (Palgrave Macmillan, 2016)
A common story of teachers from the Global South portrays them as deficient, unreliable and unprofessional. However, this book uses an innovative Capability Approach/Critical Realist lens to reveal the causal links between teachers' constrained capabilities and their 'criticised' behaviours and offer nuanced, creative strategies for improvements.
Google-Books-ID: kbPtCwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:IX6V82MK 2405685:B9ZP36MT
Keywords: Education / Comparative; Education / Educational Policy & Reform / General; Education / General; Education / Professional Development; Education / Teacher Training & Certification; Social Science / Anthropology / Cultural & Social; Social Science / Developing & Emerging Countries; Social Science / General; Social Science / Sociology / General

Transforming Teacher Education and Learning in Ghana: The Impact of a Continuous Professional Development on Physics Teaching at the Colleges of Education - Coffie, Isaac Sonful (International journal of Research and Scientific Innovation, 2019)
The colleges of education in Ghana have been involved in a continuous professional development for over four years with support of Transforming Teacher Education and Learning (T-TEL). The main purpose of this research was to assess the perceived impact of the continuous professional programme on physics teaching at the colleges of education. Descriptive cross sectional survey was used for the study. An online survey was conducted which was completed by 85 physics tutors. The survey data were analysed using means and standard deviations and ANOVA. It was found that the professional development is perceived by the physics tutors to have great impact on their teaching practice. It was also found out that there was no statistical significant difference in the perceived impact of the professional development based on tutors’ experience. It was concluded that if the student teachers who are being trained by these tutors will learn these ideas from their tutors and practice them, teaching at the basic schools will be more interactive, students-centered and gender responsive.
EdTechHub.ItemAlsoKnownAs: 2405685:IPJBNU3S
Keywords: ⛔ No DOI found

Transforming Learning Outcomes through a Learner Centred Pedagogy: Moving Toward a Ghanaian Activity Based Learning Concept and Framework - Addy, Nii; Kraft, Richard; Carlson, Samuel; Fletcher, Bev (Coffey International, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:ERDDUSBE

Transforming education through technology: Second-stage report - Gaible, Edmond (The Health & Education Advice & Resource Team (HEART), 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:5AU4L3E3 2405685:WSUKVSRT

Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies - Unterhalter, Elaine; Heslop, Jo (ActionAid, 2012)
This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice.
Num Pages: 18 Publication Title: ActionAid KerkoCite.ItemAlsoKnownAs: 2339240:4FGB56K3 2405685:53CECDLI

Training with ICT for ICT from the trainee’s perspective. a local ICT teacher training experience - Kalogiannakis, Michail (Education and Information Technologies, 2010)
The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training programmes concerning the pedagogical development of the ICT use in class practice. KeywordsIn-service training-Teachers-ICT-Greece
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-008-9079-3 2339240:T9FFA6HC 2405685:DXHT4AIY

Training Trainers on Gender Responsive Pedagogy | UNESCO-IICBA - UNESCO (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:89V62T8K 2405685:6D3Y4NWN

Training Teachers on the Job: What Works and How to Measure It - Popova, Anna; Evans, David K.; Arancibia, Violeta (World Bank, 2016)
shortDOI: 10/gftsst KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7834 10/gftsst 2339240:C3T3XHZP 2405685:9TQFMR8Y
Keywords: C:Low- and middle-income countries

Train for Tomorrow, Ghana (Varkey Foundation, 2018)
Funded by Dubai Cares, Train for Tomorrow (T4T) is a US$ 2 million remote teacher training project in Ghana’s Eastern Region .
Library Catalog: www.varkeyfoundation.org KerkoCite.ItemAlsoKnownAs: 2405685:WEE8R6DP

Towards the development of mobile learning model for Tanzania secondary schools: Case study Kilimanjaro region - Chambo, F. F.; Laizer, L. S.; Nkansah-Gyekye, Y.; Ndume, V. (2013 Pan African International Conference on Information Science, Computing and Telecommunications (PACT), 2013)
This paper explores the factors that influence the implementation of m-learning and proposes a model for implementing m-learning in Tanzania. The study was conducted in ten secondary schools in the Kilimanjaro region in Tanzania. Purposive and convenience sampling techniques were used to determine students majoring in science subjects. Findings indicate that majority of students own mobile phones and have access to the Internet connectivity. However, m-learning platforms that are currently in place are not viable solution in all contexts and not necessarily the best solution. Therefore, the design of m-learning content should focus on learning profile and personal needs such as location and affordability. A framework that considers four factors: user satisfaction, pedagogy, technology, and economy of use are proposed for Tanzanian context. It is concluded that education stakeholders should consider the opportunities of technology in education in order to boost knowledge sharing among students.
KerkoCite.ItemAlsoKnownAs: 10.1109/SCAT.2013.7055102 2339240:STRH6VLC 2405685:BPEQ8EVG
Keywords: Computational modeling; Context modeling; Educational institutions; Internet; Internet connectivity; Interoperability; Kilimanjaro region; Learning Science; M-Learning; Materials; Mobile handsets; Secondary School; Tanzania secondary school; computer aided instruction; economy of use; education stakeholder; emerging technology; knowledge sharing; m-learning; mobile learning; mobile learning model; mobile phone; pedagogy; sampling methods; sampling technique; science subject; user satisfaction

Towards Localization of Automated Tutors for Developing Countries - Zualkernan, Imran; Arroyo, Ivon; Woolf, Beverly P. (2013)
Abstract. This paper describes localization issues in relation to AIED systems in the developing world, and analyzes the particular case of the successful immersion of learning technologies to schools in Pakistan. The paper analyzes the needs for personalized learning in the developing world in comparison to countries such as the United States. A model and a survey based on various types of localization dimensions like teacher, student, and cultural alignment was developed and deployed to conduct an evaluation of an AI tutor called the Wayang Outpost in Pakistan. The results are that teachers are likely to use such a system if available, and that their intention to use such a tutor in the future is strongly dependent on how well the tutor is aligned with their teaching practices, students ’ learning habits, and whether the language in the tutor is understood by students. On average these teachers were also willing to allocate about two hours per week for such automated tutors.
KerkoCite.ItemAlsoKnownAs: 2339240:BSFMA2FT 2405685:CZR7Q4AJ
Keywords: ⛔ No DOI found

Towards inclusive education in Tanzania: A study of pre-service student teachers training and percieved needs to practice inclusive education - Muyungu, Emmanuel Geofrey (University of Oslo, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:I8RCFHUS 2405685:2WZT9RMJ
Keywords: ⛔ No DOI found

Towards equitable access to information and opportunity for all: mapping schools with high-resolution Satellite Imagery and Machine Learning - Yi, Zhuangfang; Zurutuza, Naroa; Bollinger, Drew; Garcia-Herranz, Manuel; Kim, Dohyung (2019)
KerkoCite.ItemAlsoKnownAs: 2405685:DHZ6C2T4 4042040:ATJ89RKU

Towards design-based approaches for ICT integration in African education - Voogt, J; Tondeur, J (Technology, Pedagogy and Education, 2015)
Extra URL: https://www.tandfonline.com/doi/full/10.1080/1475939X.2015.1099564 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1099564 2339240:KWKRIKHB 2405685:4A93QIU2

Towards Data-Driven Education Systems. Insights into using information to measure results and manage change - Custer, Samantha; King, Elizabeth; Atinc, Tamar; Read, Lindsay; Sethi, Tanya (Center for Universal Education at Brookings, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4LI72NDP 2405685:NN6DQVYH

Towards an inclusive digital literacy framework for digital India - Nedungadi, Prema P.; Menon, Rajani; Gutjahr, Georg; Erickson, Lynnea; Raman, Raghu (Education + Training, 2018)
Purpose The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. Design/methodology/approach This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules. Findings The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion. Practical Implications Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education. Originality/value This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation.
shortDOI: 10/ggjtpg KerkoCite.ItemAlsoKnownAs: 10.1108/et-03-2018-0061 10/ggjtpg 2339240:UKTM2QDP 2405685:BF5LTHCE
Keywords: Digital competence; Digital divide; Digital inclusion; Digital learning; Indigenous people; Information and communication technologies (ICT)

Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: Towards a study of information geographies - Graham, Mark; De Sabbata, Stefano; Zook, Matthew A. (Geo: Geography and Environment, 2015)
shortDOI: 10/ggsp4d KerkoCite.ItemAlsoKnownAs: 10/ggsp4d 2405685:6MNK7SAW
Keywords: Digital Divide; Geoweb; augmented realities; immutable mobiles; information geography

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

Towards a framework for researching the quality of education in low‐income countries - Tikly, Leon (Comparative Education, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2011.541671 2405685:P5529NJL

Towards a disability inclusive education - Sæbønes, Ann-Marit; Bieler, Rosangela Berman; Baboo, Nafisa; Banham, Louise; Singal, Nidhi; Howgego, Catherine; McClain-Nhlapo, Charlotte Vuyiswa; Riis-Hansen, Trine Cecilie; Dansie, Grant Angus (Proceedings of the Background paper for the Oslo Summit on Education for Development, Oslo, Norway, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:5WJ5WXQ2 2405685:T8QSH6TA
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Towards a Disability Inclusive Education - Sæbønes, Ann-Marit; Bieler, Rosangela Berman; Baboo, Nafisa; Banham, Louise; Singal, Nidhi; Howgego, Catherine; McClain-Nhlapo, Charlotte Vuyiswa; Riis-Hansen, Trine Cecilie; Dansie, Grant Angus (Oslo Summit on Education for Development, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:JPKX5XBG 2339240:SSMZBC9V 2405685:3AIMPPZI 2405685:LDMG6PB8
Keywords: ___working_potential_duplicate

Towards a classroom pedagogy for learner autonomy: a framework of independent language learning skills - Reinders, Hayo (Australian Journal of Teacher Education, 2010)
In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the classroom (Alford & Pachler, 2007; Benson, 2000; Breen, 2001; Conacher & Kelly-Holmes, 2007). However, in practice it is not always clear how to support learners in this role, and how to ensure they are ready to assume it. This paper explores some of the teaching aspects related to the development of learner autonomy and proposes a framework of skills that could be used by teachers as a guide to increasing learner responsibility. Although this framework was developed in the context of language education, its underlying theories apply to all educational settings.
KerkoCite.ItemAlsoKnownAs: 10.14221/ajte.2010v35n5.4 10/gj3s8t 2339240:X9MKNXMG 2405685:ZLGSPJQE

Toward systematic review automation: a practical guide to using machine learning tools in research synthesis - Marshall, Iain J.; Wallace, Byron C. (Systematic Reviews, 2019)
Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-019-1074-9 2405685:APRCIQMH 2486141:J73ILZH9 2486141:RNYWM2AZ
Keywords: Evidence synthesis; Machine learning; Natural language processing; _Added-ailr-2024

Toward next-generation performance budgeting: lessons from the experiences of seven reforming countries - Moynihan, Donald; Beazley, Ivor (2016)
Toward next-generation performance budgeting : lessons from the experiences of seven reforming countries (English)
KerkoCite.ItemAlsoKnownAs: 2339240:4ENY522F 2405685:56M9IZ3Y 4656463:5AQLD7ML

Toward data-driven education systems: Insights into using information to measure results and manage change - Brookings (Brookings Institution, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NUJIHWHG 2405685:A7LND39E 4656463:I2U6Q6T4

Toward data-driven education systems: Insights into using information to measure results and manage change - Custer, Samantha; King, Elizabeth; Atinc, Tamar Manuelyan; Read, Lindsay; Sethi, Tanya (Brookings Institute, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NVMGTGNN 2405685:NAUJIU5T

Toward a Successful Plan for Educational Technology for Low-Income Communities: A Formative Evaluation of One Laptop Per Child (OLPC) Projects in Nigeria and Ghana - Ezumah, Bellarmine Anthonia (Howard University, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:QACMCJHK 2405685:RVDBGKGG
Keywords: ___working_potential_duplicate

Toward a Successful Plan for Educational Technology for Low-income Communities: A Formative Evaluation of One Laptop Per Child (OLPC) Projects in Nigeria and Ghana - Ezumah, Bellarmine Anthonia (Howard University, 2010)
Copious educational technology projects have been implemented in several low-income communities by multilateral institutions, individuals, and governmental agencies. Statistics show that the majority of these initiatives fail to accomplish their objectives, thereby wasting colossal amounts of money, talent, and resources. Scholars aver that poor planning and implementation are the major deterrents to a successful technology project (Flagg, 1990; Osin, 1998; Warschauer, 2006). Responding to this problem, the current work seeks to provide a model for an effective plan for introducing educational technology that will yield a better result for elementary education. Using as a case the One Laptop Per Child (OLPC), a computer program initiated by MIT professor Nicholas Negroponte to enhance education in low-income communities, this study specifically evaluates the planning and implementation strategies employed in the OLPC pilot projects in Abuja, Nigeria and Accra, Ghana. A participatory research approach was employed and qualitative data were collected in situ using in-depth interviews and questionnaires with parents, school leaders, students, public educational officials, community leaders, subject-matter experts, and OLPC personnel involved in the OLPC projects at LEA Galadima Primary School, Abuja, Nigeria and Kanda Primary School, Accra, Ghana. The project under study is a Western initiative; thus, the dominant paradigm of development communication theory and its alternative, the participatory action research, were employed as the theoretical framework. Results from the study allowed the researcher to posit a model toward a better plan for educational technology adoption in low-income communities. Some highlights include the need for every country to establish a standardized educational technology objective, ability to raise funds enough to keep it going, the need to incorporate local materials as major content, and acknowledging input of local experts, and the teachers' role in the entire process.
ISBN: 9781124554051 KerkoCite.ItemAlsoKnownAs: 2339240:3C5KL7WE 2405685:UGU8C7RW
Keywords: Applied sciences; Communication and the arts; Constructivist pedagogy; Education; Educational technology; Formative evaluation; Ghana; Low-income; Nigeria; One Laptop Per Child; ___working_potential_duplicate

Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature - Brown-Jeffy, Shelly; Cooper, Jewell E. (Teacher Education Quarterly, 2011)
The United States is a diverse country with constantly changing demographics. The noticeable shift in demographics is even more phenomenal among the school-aged population. The increase of ethnic-minority student presence is largely credited to the national growth of the Hispanic population, which exceeded the growth of all other ethnic minority group students in public schools. Scholars have pondered over strategies to assist teachers in teaching about diversity (multiculturalism, racism, etc.) as well as interacting with the diversity found within their classrooms in order to ameliorate the effects of cultural discontinuity. One area that has developed in multicultural education literature is culturally relevant pedagogy (CRP). CRP maintains that teachers need to be non-judgmental and inclusive of the cultural backgrounds of their students in order to be effective facilitators of learning in the classroom. The plethora of literature on CRP, however, has not been presented as a testable theoretical model nor has it been systematically viewed through the lens of critical race theory (CRT). By examining the evolution of CRP among some of the leading scholars, the authors broaden this work through a CRT infusion which includes race and indeed racism as normal parts of American society that have been integrated into the educational system and the systematic aspects of school relationships. Their purpose is to infuse the tenets of CRT into an overview of the literature that supports a conceptual framework for understanding and studying culturally relevant pedagogy. They present a conceptual framework of culturally relevant pedagogy that is grounded in over a quarter of a century of research scholarship. By synthesizing the literature into the five areas and infusing it with the tenets of CRT, the authors have developed a collection of principles that represents culturally relevant pedagogy. (Contains 1 figure and 1 note.)
Publisher: Caddo Gap Press KerkoCite.ItemAlsoKnownAs: 2339240:99DAXIRH 2405685:9V2M6ABC
Keywords: Cultural Pluralism; Culturally Relevant Education; Developmentally Appropriate Practices; Educational Quality; Ethnicity; Holistic Approach; Identification (Psychology); Inclusion; Literature Reviews; Minority Groups; Multicultural Education; Student Diversity; Teacher Attitudes; Teacher Student Relationship; Teaching Methods; ⛔ No DOI found

Total expenditure on health: As a percentage of gross domestic product - World Health Organization (OECD Publishing, 2017)
This table includes data on total expenditure on health, as a percentage of gross domestic product. The table is part of the key tables collection on health.
KerkoCite.ItemAlsoKnownAs: 10.1787/20758480-table1 2339240:MHK8A9XZ 2405685:W9MBXCLT

Topic modeling as a strategy of inquiry in organizational research: A tutorial with an application example on organizational culture - Schmiedel, T.; Müller, O; Brocke, J. (Organizational Research Methods, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1177/1094428118773858 2405685:E5FNF8J8 2486141:L8RC8FY4
Keywords: _Added-ailr-2024

Top Marks for Rising in Final Year Liberia Evaluation - Skidmore, Paul (Center for Global Development; Innovations for Poverty Action, 2019)
The final report of a randomised controlled trial of Liberia’s flagship education reform has praised Rising Academies for producing “a consistently positive pattern of results across learning, access, and safety dimensions.” The three year ‘gold standard’ evaluation of the Liberia Education Adv
EdTechHub.ItemAlsoKnownAs: 2405685:FMWA647M

Tools for monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders.
KerkoCite.ItemAlsoKnownAs: 2339240:IPQ43H99 2405685:3ZR6C6DY
Keywords: CitedIn:eCubed; eCubed

Toolkit on gender-sensitive participatory evaluation methods - Murthy, Ranjani K. (Institute of Social Studies Trust, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:D6V2D4T7
Keywords: Feminism; Feminist theory; India; Research; Sex discrimination against women; Women's studies

Too little or too much? Actionable advice in an early-childhood text messaging experiment - Cortes, Kalena; Fricke, Hans; Loeb, Susanna; Song, David (National Bureau of Economic Research, 2018)
Text-message based parenting programs have proven successful in improving parental engagement and preschoolers’ literacy development. The tested programs have provided a combination of (a) general information about important literacy skills, (b) actionable advice (i.e.,specific examples of such activities), and (c) encouragement. The regularity of the texts – each week throughout the school year – also provided nudges to focus parents’ attention on their children. This study seeks to identify mechanisms of the overall effect of such programs. It investigates whether the actionable advice alone drives previous study’s results and whether additional texts of actionable advice improve program effectiveness. The findings provide evidence that text messaging programs can supply too little or too much information. A single text per week is not as effective at improving parenting practices as a set of three texts that also include information and encouragement, but a set of five texts with additional actionable advice is also not as effective as the three-text approach. The results on children’s literacy development depend strongly on the child’s pre-intervention literacy skills. For children in the lowest quarter of the pre-treatment literacy assessments, only providing one example of an activity decreases literacy scores by 0.15 standard deviations relative to the original intervention. Literacy scores of children in higher quarters are marginally higher with only one tip per week. We find no positive effects of increasing to five texts per week.
KerkoCite.ItemAlsoKnownAs: 10.3386/w24827 2339240:9CSWFM66 2405685:6R2T8MU5 2405685:76A6BBRX
Keywords: ___working_potential_duplicate

To take learning seriously, start by measuring it - World Bank (World Development Report 2018: Learning to Realize Education's Promise, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1096-1_ch4 2339240:N5G79GAT 2405685:SAHW4P7Y

Tiyende! Let’s Walk! - Save the Children (2017)
Singilton Phiri Interactive Radio Instruction Specialist Save the Children in Malawi June 16, 2017 Before the introduction of sponsorship in rural Zomba in Malawi, walking...Read the full article...
KerkoCite.ItemAlsoKnownAs: 2339240:2DF274TB 2405685:IEJHUQ7J

Tiblo: a tangible learning aid for children with dyslexia - Pandey, Sumit; Srivastava, Swati (Procedings of the Second Conference on Creativity and Innovation in Design, 2011)
Dyslexia is a learning disability, which affects the ability to read and spell correctly. Special schools for children with dyslexia focus on individual growth, learning and psychological difficulties faced by the child. In this paper, we describe the design, development and testing of Tiblo (Tangible Interactive BLOcks), a tangible learning aid for children with dyslexia in the age group of 8 to 12 years. Tiblo has been specifically designed keeping in mind the psychological and emotional effects of dyslexia. We explain the process and results of an ethnographic study conducted at a school for children with dyslexia; the resulting concept development and prototyping. Further, we outline the testing process with the students at the school and the results of the same. The results showed that the children have a greater engagement in their classroom activities and there is an improvement in their retention abilities on using Tiblo. Also, they had a very strong sense of attachment and ownership towards the blocks and like to personalize it. This was in sharp contrast with other digital learning aids which offer a symptomatic and subject specific approach to aiding children with dyslexia and hence do not develop a personal one to one relationship with the child.
KerkoCite.ItemAlsoKnownAs: 10.1145/2079216.2079247 2339240:99N4A4R8 2405685:ACZ65MR7
Keywords: collaborative learning; design case study; dyslexia; emotional design; interaction design; learning aids; play and learn; tangible user interfaces

Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (World Bank Group, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:GTWNV6MT 2405685:U2D68PYR
Keywords: ___working_potential_duplicate

Through the looking glass: can classroom observation and coaching improve teacher performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (Economics of Education Review, 2018)
We conducted a randomized evaluation of a program in Brazil that provided secondary schools with classroom observation feedback and access to expert coaching. Coaching content was based on Teach Like A Champion, by Douglas Lemov, which imparts practical strategies to increase teachers’ effectiveness by maximizing time on instruction and student engagement. In treatment schools, the program raised the skills of pedagogical coordinators tasked with supporting teachers to improve instruction, increased teachers’ time on instruction, raised student engagement and produced statistically significant student learning gains. Program schools performed 0.05–0.09 SD higher in 10th grade math and Portuguese on a state test and 0.06 SD higher in Portuguese on a national high school leaving test (12th grade). High quality coaching delivered to the coordinators via Skype kept costs at $2.40 per student, making the program a cost-effective and promising strategy for school-based efforts to raise teachers’ classroom effectiveness. (I21, I25, I28, J18, O15)
Extra URL: http://www.sciencedirect.com/science/article/pii/S0272775717303576 KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.003 10/ggft3x 2129771:PXEQ493U 2339240:EJ9DHWVT 2339240:TJCEV7VS 2405685:27VSFIJU 2405685:7A2ZCMGH 2405685:PH86GT2T 2534378:CH4WAJDT 2534378:FM4VRQ7G 2534378:X3NNFD6B
Keywords: Classroom observation; Economic development; Economic impact; Educational economics; Randomization; Teacher coaching; __:import:01; __:match:final; __:matched; __:study_id:2425900; ___working_potential_duplicate; __finaldtb

This is PFM - Andrews, Matt; Cangiano, Marco; Cole, Neil; Renzio, Paolo; Krause, Philipp; Seligmann, Renaud (Center for International Development, 2014)
The acronym PFM stands for Public Financial Management: But what is public financial management? This short note tries to demystify the concept, drawing on perspectives of specialists in the area who work in different contexts and bring different views (from academia, the multilateral and bilateral development agencies, think tanks, government, and civil society). The note is not meant to be prescriptive but rather offers an entry point to a fuller discussion on the constituent elements of PFM systems, how and why PFM reforms have emerged, and where the gaps are for future attention.
KerkoCite.ItemAlsoKnownAs: 2339240:VT6LR8JW 2405685:3N3QBIWY 2405685:MKGM23GI 4656463:9VT4U9X5

This BRCK Will Revolutionize Education In Africa - Shapshak, Toby (Forbes, 2015)
In a scene not unlike classrooms around the world, the faces of 40 children glow from the light of their tablets as their teacher leads them through the morning's lesson. Except this happened yesterday inside a converted shipping container in a low-income area of Kenya, in a country where the price [...]
Section: Tech KerkoCite.ItemAlsoKnownAs: 2339240:C43YEZGM 2405685:F48ZHXRT

Third submarine cable to boost Internet service - Nakhoul, Shikrallah (BusinessNews.com.lb, 2019)
The aim is to turn Lebanon into a regional hub for Internet distribution
KerkoCite.ItemAlsoKnownAs: 2339240:BZYK8W8T 2405685:IH9QDU8V

Third Medium Term Plan 2018-2022 - The National Treasury and Planning (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:FG8UXQP8

“Thinking Outside the Camp”: Education Solutions for Syrian Refugees in Jordan - Baeyer, Sarah Lebaron Von (Ethnographic Praxis in Industry Conference Proceedings, 2017)
This paper presents a case study of a project on education solutions for Syrian refugees in Jordan conducted between 2015–2017. First, it describes how ReD's methodological approach provided a unique perspective to studies on refugees. By immersing a team in the day-to-day lives and settings that most Syrian refugees experience in Jordan—i.e., outside of camps and in people's actual homes—ReD led its client to “think outside the camp,” something that relief agencies and companies often fail to do due to the refugee camp model of humanitarian assistance that, ever since WWII, has dominated the approach to refugees. Second, as a result of its unique methodological approach, ReD uncovered important findings about social networks and technology use and access in Syrian refugees’ homes and communities that ultimately shaped the client's perspective on solution development. For example, ReD's team of ethnographers found that nearly all out-of-camp Syrian households had at least one Smartphone in their possession, if not two or more, and that digital devices served as important tools of communication and community-building among people displaced by conflict. Consequently, ReD advised its client to tap into these pre-existing social networks and mobile technologies in order to develop an education solution that best fit refugees’ “real-life” practices. Ultimately, both ReD's methods and its findings led to a significant impact in how the client strategized on and developed their education solution, and can serve as a broader model for how to approach building services and/or products for displaced populations with access to basic mobile technologies. “The Jordanian educational/policy response to refugees is broken and will not easily be fixed or tinkered with. Solutions must work around this system.” (Education expert and activist working with vulnerable youth and school dropouts in Jordan)
_eprint: https://anthrosource.onlinelibrary.wiley.com/doi/pdf/10.1111/1559-8918.2017.01163 shortDOI: 10/ggtdgp KerkoCite.ItemAlsoKnownAs: 10.1111/1559-8918.2017.01163 10/ggtdgp 2339240:PSJ2UYDF 2405685:PHYHJPGI
Keywords: Google Scholar/ refugee education technology; RER theme_durable solutions

Thinking and working politically through applied political economy analysis: A guide for practitioners - Menocal, Alina Rocha; Cassidy, Marc; Swift, Sarah; Jacobstein, David; Rothblum, Corinne; Tservil, Ilona (USAID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YWJNDWKC 2405685:9C3NYPC8

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

‘They are visually impaired, not blind … teach them!’: Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners - Kao, Matiekase A.; Mzimela, Patience J. (South African Journal of Childhood Education, 2019)
Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers’ adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the Technological Pedagogical and Content Knowledge (TPACK) that teachers should possess for the effective teaching of reading in classrooms with visually impaired learners.Aim: This article explores a small sample of in-service teachers’ knowledge of using Braille to teach pre-reading skills to Grade R learners with visual impairments.Setting: The study was conducted in a School for the Blind in Maseru, Lesotho, where three Grade R in-service teachers teaching learners with visual impairments were purposively sampled.Methods: This study is underpinned by Koehler and Mishra’s theory of TPACK. An interpretivist, qualitative small-scale case study approach was employed, using semi-structured interviews and classroom observations. Document analysis was also used to corroborate findings.Results: Findings reveal that although some of the participants possess a high level of technological knowledge, they tend to teach Braille as a ‘stand-alone’ skill and fail to integrate it with the teaching of other pre-reading skills to Grade R learners.Conclusion: In-service teachers showed limited knowledge of some of the essential skills for teaching pre-reading skills to Grade R learners who are visually impaired. The study calls for supportive in-service teacher education programmes that equip Grade R teachers of learners with visual impairments with the necessary skills to teach pre-reading skills.
Grade R teachers, Sesotho, Females; shortDOI: 10/ggcr5r KerkoCite.ItemAlsoKnownAs: 10.4102/sajce.v9i1.651 10/ggcr5r 2339240:P4FMJXZX 2405685:4P9K8WRJ
Keywords: Braille; Grade R Learners; Pedagogical Knowledge; Pre-Reading Skills; Technological Knowledge; Visual Impairment

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

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

Theories of Change in International Development: Communication, Learning, or Accountability? - Craig Valters (2014)
KerkoCite.ItemAlsoKnownAs: 2281034:IQABMJRF 2405685:PZ42WCEB 2447227:3JH8VATA

Theories of Change in International Development: Communication, Learning, or Accountability? - Valters, Craig (2014)
Critically analysing assumptions is a much needed endeavour in international development policy and practice: existing management tools rarely encourage critical thinking and there are considerable political, organisational and bureaucratic constraints to the promotion of learning throughout the sector. The Theory of Change approach – an increasingly popular management tool and discourse in development – hopes to change some of that. This approach explicitly aims to challenge and change implicit assumptions in world views and programme interventions in the lives of others, yet little is known about the extent to which it really does so. This paper provides a much needed analysis of how Theories of Change are used in the day-to-day practice of an international development organisation, The Asia Foundation. They use the approach in three ways: to communicate, to learn and to be held accountable, which each exist in some tension with each other. Creating Theories of Change was often found to be a helpful process by programme staff, since it provided a greater freedom to explain and analyse programme interventions. However, the introduction of the approach also had some troubling effects, for example, by creating top-down accounts of change which spoke more to donor interests than to the ground realities of people affected by these interventions. Ultimately, this paper argues that while a Theory of Change approach can create space for critical reflection, this requires a much broader commitment to learning from individuals, organisations, and the development sector itself.
KerkoCite.ItemAlsoKnownAs: 2339240:PV2LFWGU 2405685:M3EQF58T

Theme 5: Teaching and Learning Materials (Professional Development Guide For Student Teachers) - T-TEL Professional Development Programme (Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:Q6V7CX64

Thematic review: Educational technology - Girls Education Challenge (Department for International Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NA8KXCUL 2405685:THTBI2F2

Thematic brief gender, education and training | Capacity4dev - Vila, Blerina (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:7VY9AHTJ 2405685:GLK8QDVU

Thematic Analysis: Striving to Meet the Trustworthiness Criteria - Nowell, Lorelli S.; Norris, Jill M.; White, Deborah E.; Moules, Nancy J. (International Journal of Qualitative Methods, 2017)
As qualitative research becomes increasingly recognized and valued, it is imperative that it is conducted in a rigorous and methodical manner to yield meaningful and useful results. To be accepted as trustworthy, qualitative researchers must demonstrate that data analysis has been conducted in a precise, consistent, and exhaustive manner through recording, systematizing, and disclosing the methods of analysis with enough detail to enable the reader to determine whether the process is credible. Although there are numerous examples of how to conduct qualitative research, few sophisticated tools are available to researchers for conducting a rigorous and relevant thematic analysis. The purpose of this article is to guide researchers using thematic analysis as a research method. We offer personal insights and practical examples, while exploring issues of rigor and trustworthiness. The process of conducting a thematic analysis is illustrated through the presentation of an auditable decision trail, guiding interpreting and representing textual data. We detail our step-by-step approach to exploring the effectiveness of strategic clinical networks in Alberta, Canada, in our mixed methods case study. This article contributes a purposeful approach to thematic analysis in order to systematize and increase the traceability and verification of the analysis.
shortDOI: 10/gfzk5k KerkoCite.ItemAlsoKnownAs: 10.1177/1609406917733847 10/gfzk5k 2339240:MA82VRXM 2405685:N7WTRMQI

The world needs almsot 69 million new teachers tp reach the 2030 education goals (UIS Fact Sheet n. 39) - UNESCO (UNESCO, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:Y4UIYEHI 2405685:TC8PNFAI

The world is off track in achieving the global education goal, SDG4 - UNESCO (UNESCO, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:MY93PCGX 2405685:UVVIK4X9

The World Bank In Zimbabwe - World Bank (2019)
The World Bank's lending program in Zimbabwe is inactive due to arrears, and the role is now limited to technical assistance and analytical work.
Library Catalog: www.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:GGXFDY2S

The What, Why, and How of the Systems Approach for Better Education Results (SABER) - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:8IFRAZ4E 2405685:8TPT289N
Keywords: Systems Framework

The value of language skills - Grenier, Gilles (IZA World of Labor, 2015)
shortDOI: 10/ghgn52 KerkoCite.ItemAlsoKnownAs: 10/ghgn52 2405685:2S696UER

The Use of Video in Teacher Professional Development Design, Implementation and Impact Evaluation of an Innovative In-service Course for Mathematics Teachers in Indonesia - Ragatz, Andrew B.; Sugiarti, Susie; Iskandar, Susiana (World Bank, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:YYLBDFVL 2405685:8WVE9V2U

The Use of Information and Communication Technology (ICT) for Knowledge Management in the Second Cycle Educational Institutions in Ghana - Ohemeng, Patrick; Twum, Edward; Nii, Isadore (International Journal of Computer Applications, 2015)
Given its capabilities to widen access, improve the quality and reduce the cost of developing, accessing and maintaining information, Information and Communication Technology (ICT) offers increased possibilities for managing knowledge. This paper thus investigates the level of utilization of ICT in the knowledge management processes in the Ghanaian educational system. Being a descriptive study, a randomly selected sample of second cycle educational institutions was surveyed through questionnaire. Using descriptive data analysis, the study found a low level of Information and Communication Technologies usage in knowledge management processes in the second cycle educational system. Knowledge management practices were found to be inefficient due to, among other things, absence of strategic policies and nonutilization of ICT. The findings indicate that the Secondary Schools are not deriving the efficiency returns of the computers they have acquired due to the absence of a deliberate and effective strategy for knowledge management. Also students, teachers and administrators in the second cycle schools are not benefitting from the information revolution for knowledge management. It was recommended that capacity building in knowledge management and improvement of Internet speed should be given priority attention by educational authorities.
KerkoCite.ItemAlsoKnownAs: 10.5120/ijca2015906600 2339240:MY59MT5E 2405685:R9EMPF5Y

The use of computer-assisted instruction to improve the reading comprehension of students with learning disabilities: an evaluation of the evidence base according to the What Works Clearinghouse standards - Kim, Min Kyung; McKenna, John William; Park, Yujeong (Remedial and Special Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1177/0741932517693396 2339240:M673GYW8 2405685:PC4NHG5G

The Use and Usefulness of School Grants: Lessons From Uganda - Kayabwe, Samuel; Elior, Joseph (UNESCO, 2014)
In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success.
KerkoCite.ItemAlsoKnownAs: 2339240:76KMJWC2 2405685:XNQ3E3DI 4656463:46AX7F65

The Use and usefulness of school grants: lessons from Ethiopia - Kelil, Kedir; Jebena, Desalegn; Dufera, Derebssa; Abdi, Kasan; Wolde, Seife (UNESCO, 2014)
In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success.
KerkoCite.ItemAlsoKnownAs: 2339240:9KTBWP9D 2405685:TLDJM7DH 4656463:VYTFM4T6

The USAID Pre-Service Teacher Education Program and Teacher Professionalization in Pakistan - Hina, Khushbakht (Cambridge Scholars Publishing, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:MQDPKZFT

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

The tyranny of national averages - Burke, Marshall (Medium, 2019)
Marshall Burke and Apoorva Lal, AtlasAI
KerkoCite.ItemAlsoKnownAs: 2339240:T8VCAZG2 2405685:7S7TEAT5 7S7TEAT5

The True Cost of Freemiums in Edtech - Levine, Elliott (EdTech Digest, 2019)
An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN | by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […]
KerkoCite.ItemAlsoKnownAs: 2339240:I9AWBSIU 2405685:SXL6X7IC

The True Cost of Freemium - Ferry, Anna (CPO Magazine, 2018)
Section: Data Privacy KerkoCite.ItemAlsoKnownAs: 2339240:IUSPGZNA 2405685:RR5WASM6

The trials of evidence-based practice in education: a systematic review of randomised controlled trials in education research 1980–2016 - Connolly, Paul; Keenan, Ciara; Urbanska, Karolina (Educational Research, 2018)
Background: The use of randomised controlled trials (RCTs) in education has increased significantly over the last 15 years. However, their use has also been subject to sustained and rather trenchant criticism from significant sections of the education research community. Key criticisms have included the claims that: it is not possible to undertake RCTs in education; RCTs are blunt research designs that ignore context and experience; RCTs tend to generate simplistic universal laws of ‘cause and effect’; and that they are inherently descriptive and contribute little to theory.Purpose: This article seeks to assess the above four criticisms of RCTs by considering the actual evidence in relation to the use of RCTs in education in practice.Design and methods: The article is based upon a systematic review that has sought to identify and describe all RCTs conducted in educational settings and including a focus on educational outcomes between 1980 and 2016. The search is limited to articles and reports published in English.Results: The systematic review found a total of 1017 unique RCTs that have been completed and reported between 1980 and 2016. Just over three quarters of these have been produced over the last 10 years, reflecting the significant increase in the use of RCTs in recent years. Overall, just over half of all RCTs identified were conducted in North America and a little under a third in Europe. The RCTs cover a wide range of educational settings and focus on an equally wide range of educational interventions and outcomes. The findings not only disprove the claim that it is not possible to do RCTs in education but also provide some supporting evidence to challenge the other three key criticisms outlined earlier.Conclusions: While providing evidence to counter the four criticisms outlined earlier, the article suggests that there remains significant progress to be made. The article concludes by outlining some key challenges for researchers undertaking RCTs in education.
Publisher: Routledge _eprint: https://doi.org/10.1080/00131881.2018.1493353 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2018.1493353 2339240:IGPCB9G7 2405685:2CVG8HCS
Keywords: Correction; RCT; Systematic reviews; context; education; educational settings; theory

The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh - Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarkar, Bikash Chandra; Griffiths, Malcolm (Professional Development in Education, 2013)
shortDOI: 10/gftr32 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 10/gftr32 2405685:WABHFRL5
Keywords: ___working_potential_duplicate

The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh - Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarkar, Bikash Chandra; Griffiths, Malcolm (Professional Development in Education, 2013)
KerkoCite.ItemAlsoKnownAs: 10/gftr32 2339240:CKY3C4AK 2405685:7I9NQ7GL
Keywords: ___working_potential_duplicate

The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh - Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarkar, Bikash Chandra; Griffiths, Malcolm (Professional Development in Education, 2013)
Examples of mobile phones being used with teachers to provide continuing professional development (CPD) in emerging economies at scale are largely absent from the research literature. We outline English in Action’s (EIA) model for providing 80,000 teachers with CPD to improve their communicative language teaching in Bangladesh over nine years. EIA’s CPD program is delivered face to face and supported through open distance learning (ODL). This innovative model of teacher CPD is supported through peer learning and self-study using a variety of print, audio and video resources. Drawing on the success of EIA’s pilot studies, where internal and external evaluation reported significant improvement in teachers’ and students’ English-language competence after one year, the current phase is using low-cost mobile phones, or the ‘trainer in your pocket’ to deliver CPD to 12,500 teachers through 2015. We believe EIA’s teacher CDP model is best suited to assist the project in achieving one of its primary goals: to increase the English-language proficiency of 12 million students, allowing them to access greater social and economic opportunities in the future. We argue EIA’s use of mobile phones for the provision of teacher CPD – at scale – is timely and replicable in both developed and developing contexts.
Publisher: Routledge _eprint: https://doi.org/10.1080/19415257.2013.766232 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 2339240:4SYER8H6 2405685:3WMSFI3D
Keywords: English in Action; communicative language teaching; mobile phones; open distance learning; school-based professional development (SBPD); teachers’ continuing professional development (CPD)

The Third Punjab Education Sector Project (PESP III) - World Bank (World Bank Group, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:SLADUHSN 2405685:6K54KZ57

The Technological, Economic, and Social Contexts for Educational ICT Policy - Kozma, Robert B. (Transforming education: the power of ICT policies, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:N2EB24KY 2405685:IEN4NFX3

The Technological, Economic, and Social Contexts for Educational ICT Policy - UNESCO; Kozma, Robert B. (Transforming education: the power of ICT policies, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:W6QPK38G 2405685:47SEME47

The teaching of polar coordinates with dynamic mathematics software - Zengin, Yilmaz; Tatar, Enver (International Journal of Mathematical Education in Science and Technology, 2015)
The purpose of this study was to determine the effects of dynamic mathematics software on the achievement of pre-service mathematics teachers in the topic of polar coordinates and to solicit their opinions about computer-assisted instruction. The study was conducted for 11 weeks with 33 pre-service teachers in the Department of Mathematics Education Program of a state university in Turkey. Data collection tools comprised a knowledge test of polar coordinates and administration of a semi-structured interview form developed by the researchers who conducted the study using an embedded design as part of a mixed-method research. The results of data analysis showed that the computer-assisted instruction method in which dynamic mathematics software was used positively contributed to the success of pre-service teachers in understanding the subject of polar coordinates. Furthermore, it was found that pre-service teachers supported the use of this method in lessons as it provides visualization, increases retention, concretization of abstract mathematical structures, better understanding and learning, and creates an interesting and interactive learning environment.
Place: London Publisher: Taylor & Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2014.904529 2339240:ZX8C4R7A 2405685:BZA3JJCK 2534378:M4HRMT6F 2534378:NGUDH5NZ 2534378:RLEEVC39 2534378:TBWXLVMH
Keywords: ADULTS; COMPUTER assisted instruction; Computer Assisted Instruction; Computer Software; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Foreign Countries; Higher Education; Knowledge Level; MATHEMATICS education (Secondary); MATHEMATICS education – Aids & devices; MATHEMATICS software; Mathematical Concepts; Mathematics; Mathematics Instruction; Mathematics Skills; Mixed Methods Research; POLAR coordinates (Mathematics); Postsecondary Education; Preservice Teachers; Pretests Posttests; SECONDARY education; STUDENT teachers; Scores; Semi Structured Interviews; Software; Student Teacher Attitudes; Student teachers; TEACHING methods – Evaluation; TEENAGERS; Teaching; Teaching Methods; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2099919; __finaldtb; computer-assisted instruction method; dynamic mathematics software; polar coordinates; pre-service teachers

The Teachers’ Portal as a tool for teachers’ professional development in Bangladesh: Facilitating nationwide networking and digital multimedia content for 40,000 schools - Hansson, H; Sultana, S; Sarwar, A; Ahmed, F; Uddin, R; Saha, P; Islam, G; Islam, M (International Journal of Education and Development using ICT, 2018)
The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students’ learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers’ perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers’ Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students’ creativity and encourage students’ active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers’ Portal is a key driver for changing Bangladeshi education and preparing the young generation with quality education.
KerkoCite.ItemAlsoKnownAs: 2339240:YUIF5MMJ 2405685:ZSXBG9LT
Keywords: ⛔ No DOI found

The teacher salary system in Sierra Leone - Turrent, Victoria (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:57MI994B 2129771:EDZ7UPYF 2339240:HPKYUKLY 2339240:K8K3HH88 2405685:JYDRFRHV 2405685:YMKMBLNW 4556019:2UB9U5R4
Keywords: C:Sierra Leone; _C:Sierra Leone SLE; ⛔ No DOI found

The Teacher's Soul and the Terrors of Performativity - Ball, Stephen (Journal of Education Policy, 2010)
This paper is the latest in a short series on the origins, processes and effects of performativity in the public sector. Performativity, it is argued, is a new mode of state regulation which makes it possible to govern in an ‘advanced liberal’ way. It requires individual practitioners to organize themselves as a response to targets, indicators and evaluations. To set aside personal beliefs and commitments and live an existence of calculation. The new performative worker is a promiscuous self, an enterprising self, with a passion for excellence. For some, this is an opportunity to make a success of themselves, for others it portends inner conflicts, inauthenticity and resistance. It is also suggested that performativity produces opacity rather than transparency as individuals and organizations take ever greater care in the construction and maintenance of fabrications.
KerkoCite.ItemAlsoKnownAs: 10.1080/0268093022000043065 2339240:XZ27I8QP 2405685:YS73W7I6

The Systems Approach in Education - Gupta, Swati; Gupta, Amit (International Journal of Management, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:KAQRJD8J 2405685:C2W5JGAU 2405685:DHK64PHH
Keywords: ⛔ No DOI found

The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. - Higgins, S; Katsipataki, M; Kokotsaki, D; Coleman, R; Major, LE; Coe, R (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:55P3LDDR 2405685:94YTCPST
Keywords: ⛔ No DOI found

The successful education sector development in Tanzania – comment on gender balance and inclusive education - Okkolin, Mari-Anne; Lehtomäki, Elina; Bhalalusesa, Eustella (Gender and Education, 2010)
In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education.
Publisher: Routledge _eprint: https://doi.org/10.1080/09540250802555416 KerkoCite.ItemAlsoKnownAs: 10.1080/09540250802555416 2339240:7Z3K4YGB 2405685:I6TUSX4P
Keywords: Tanzania; disability; education; educational outcomes; gender; inclusive education

The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use - Hamilton, Erica; Rosenberg, Joshua; Akcaoglu, Mete (TechTrends, 2016)
The Substitution, Augmentation, Modification, and Redefinition (SAMR) model is a four-level, taxonomy-based approach for selecting, using, and evaluating technology in K-12 settings (Puentedura 2006). Despite its increasing popularity among practitioners, the SAMR model is not currently represented in the extant literature. To focus the ongoing conversation regarding K-12 educators’ understanding and implementation of technology, we provide a critical review of the SAMR model using theory and prior research. We focus on the absence of context, its hierarchical structure, and the emphasis placed on product over process and conclude with suggestions to guide educators’ and researchers’ technology integration efforts.
zotzenLib.CopiedFrom: 2339240:W3GKLWDB KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-016-0091-y 2339240:W3GKLWDB 2405685:XWI5T9XF

The Student Attitudes Survey - Queen Rania Foundation (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:MR6MF28B

The status of early childhood education in Pakistan: Inside stories - Khan, Afzal (Contemporary Issues in Early Childhood, 2018)
This article analyses the status of early childhood education in Pakistan. The education systems in place in Pakistan are mainly framed within a didactic approach to teaching and learning, which addresses certain areas of education but does not teach the child as a whole. Domains of children’s holistic development such as social, ethical, cultural, intellectual, emotional and physical well-being, and some other key academic skills, are not fully covered. In this kind of education, students are taught to follow rules without question and do as instructed, which corresponds to an autocratic view of learning. In the context of early childhood education in Pakistan, teachers occupy dominant roles, which positions them as the imparters and sources of knowledge and children as dependent and the receivers of knowledge, rather than considering them as potential, curious and powerful learners with unlimited capabilities. The literature indicates that this approach to teaching and learning does not privilege the holistic development and well-being of children. In contrast, many developed countries use research-based contemporary approaches to children’s education and development, giving children a more central role in their learning to ensure that every child has the opportunity to develop to their full potential. This kind of approach reminds teachers to view all children not as needy or deficient individuals.
KerkoCite.ItemAlsoKnownAs: 10.1177/1463949118757049 2339240:EGKJGMSG 2405685:CTRU98H8

The State of the World’s Children 2015 - UNICEF (The State of the World’s Children 2015: Reimagine the future, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:IBR4DL2A 2405685:UPD2FIB9

The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: implications for training and professional development - Rehn, Nicki; Maor, Dorit; McConney, Andrew (Technology, Pedagogy and Education, 2018)
The purpose of this research is to identify the specific skills required of videoconference teachers who teach K–12 distance education courses. Many schools and educational districts worldwide are using videoconference technology to deliver courses to students as an economic solution when they cannot afford specialised teachers at remote locations. However, teachers are rarely trained to use this instructional technology and must therefore translate their experience in face-to-face and/or online teaching to this alternative medium. The collective case study used observations and interviews of eight teachers across five schools to identify the specific skills required to teach in a way that they perceived as successful in a videoconference class. It was found that teachers are largely under-prepared with strategies to project presence, develop relationships, foster interaction, manage the course and teach content across a distance when the screen is the main tool of connection. The authors offer a path to improvement that involves supporting teacher action research, creating communities of inquiry and developing teaching quality standards specific to videoconference.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2018.1483265 2405685:FP425A4V
Keywords: K–12; Videoconferencing; distance education; instructional technology; teacher roles

The SolarSPELL Offline Digital Library - Linzy, Kristen; Hosman, Laura (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:WIRDBPRN
Keywords: ⛔ No DOI found

The socio-economic impacts of Ebola in Liberia : results from a high frequency cell phone survey round five - Kastelic, Kristen Himelein; Kastelic, Jonathan (World Bank Group, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:Z8Y4MRZH 2405685:2SXN3JHI

The Simple, the Complicated, and the Complex: Educational Reform Through the Lens of Complexity Theory - Snyder, Sean (2013)
This paper explores the nature of complexity theory and its applications for educational reform. It briefly explains the history of complexity theory and identifies the key concepts of complex adaptive systems, and then moves on to define the differences between simple, complicated, and complex approaches to educational reform. Special attention is given to work currently underway in the fields of healthcare, emergency management and ecology that draws on complexity theory to build more resilient and robust response systems capable of adapting to changing needs and of identifying key pressure points in the system. Finally, this paper presents several examples of educational reform programmes undertaken worldwide that have implemented complexity theory principles to achieve positive results. It also recommends involving multiple stakeholders across the different levels of governance structure, increasing lateral knowledge-sharing between schools and districts, and transforming policy interventions to bring greater flexibility to the reform process. This move toward feedback-driven adaptive reform allows for better targeting of programmes to specific contexts and may prove a key way forward for educational policymakers.
Series: OECD Education Working Papers Volume: 96 zotzenLib.CopiedFrom: 2339240:4NV7VJ5R KerkoCite.ItemAlsoKnownAs: 10.1787/5k3txnpt1lnr-en 2339240:4NV7VJ5R 2405685:86KPU7TF

The Sierra Leone Teachers Union: Labor in a Post-Conflict Society - Amman, John; O'Donnell, James (WorkingUSA, 2011)
The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1743-4580.2011.00320.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2405685:K8W49AUJ

The role of video in teacher professional development - Marsh, Brian; Mitchell, Nick (Teacher Development, 2014)
shortDOI: 10/gf7grh KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2014.938106 10/gf7grh 2339240:6U4RC34H 2339240:NUKR7Z5G 2405685:AT5BDZWD 2405685:PUT3TV3R 2405685:QX23PU84

The Role of the iPad in the Hands of the Learner - Dhir, Amandeep; Gahwaji, Nahla M; Nyman, Gote (Journal of Universal Computer Science, 2013)
00002 KerkoCite.ItemAlsoKnownAs: 2129771:EN5457KM 2405685:98MGPQGC
Keywords: ⛔ No DOI found

The role of technology in addressing personalized learning - Andra, Nishitha (The University of Texas at Austin, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:W6AUBHCA 2405685:366DT2GB

The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of access and protection, from ‘Gatekeepers’ to ‘Scaffolders’ - Dias, Patrícia; Brito, Rita; Ribbens, Wannes; Daniela, Linda; Rubene, Zanda; Dreier, Michael; Gemo, Monica; Di Gioia, Rosanna; Chaudron, Stéphane (Global Studies of Childhood, 2016)
This study investigates the role played by parents as mediators of young children’s access and engagement with digital technologies. In Belgium, Germany, Latvia and Portugal, qualitative in-depth interviews were conducted with 10 families in each country, including one child between 6 and 7 years old. Our findings show that parents of young children mainly play the role of ‘gatekeepers’ when it comes to facilitating and constraining access to and use of digital technologies. Parents’ perceptions of the efficacy of digital technologies as responsible entertainment and as educational tools influence the technologies available at home and accessible to the child. These perceptions in turn impact parents’ mediation strategies with regard to children’s actual use of digital technologies, with restrictive mediation – of time and less of content – and supervision applied most. The power exerted by parents over access and use may be understood as a limitation of the children’s rights. On the other hand, parents are not always concerned with the right of protection as they believe – sometimes incorrectly – that they are in control of the content their children are exposed to.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/2043610616676024 2339240:FJ79XEXS 2339240:W2VDPGKE 2405685:C9LWTMEE 2405685:GSXXHBSB
Keywords: Children; digital technologies; gatekeepers; parental mediation; scaffolders

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

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

The risks to education systems from design mismatch and global isomorphism - Pritchett, Lant (World Institute for Development Economics Research, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:HX4SEQAP 2405685:NJSELUEX

The Risks of Dangerous Dashboards in Basic Education - Pritchett, Lant (2018)
Many countries’ systems of basic education are in “stall” condition. A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and contains information on whether individuals can answer simple arithmetic questions. Figure 1, showing the relationship between the level of schooling and the probability of answering a typical question correctly, has two shocking results.
KerkoCite.ItemAlsoKnownAs: 2339240:WSRJUJ6P 2405685:P73TZVX8 4656463:5YUF223J

The Rise of K–12 Blended Learning - Horn, Michael B; Staker, Heather (2011)
EdTechHub.ItemAlsoKnownAs: 2405685:S9RMZFD5

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

The Reliability of the Wisconsin Card Sorting Test in Clinical Practice - Kopp, Bruno; Lange, Florian; Steinke, Alexander (Assessment, 2019)
The Wisconsin Card Sorting Test (WCST) represents the gold standard for the neuropsychological assessment of executive function. However, very little is known about its reliability. In the current study, 146 neurological inpatients received the Modified WCST (M-WCST). Four basic measures (number of correct sorts, categories, perseverative errors, set-loss errors) and their composites were evaluated for split-half reliability. The reliability estimates of the number of correct sorts, categories, and perseverative errors fell into the desirable range (rel ≥ .90). The study therefore disclosed sufficiently reliable M-WCST measures, fostering the application of this eminent psychological test to neuropsychological assessment. Our data also revealed that the M-WCST possesses substantially better psychometric properties than would be expected from previous studies of WCST test-retest reliabilities obtained from non-patient samples. Our study of split-half reliabilities from discretionary construed and from randomly built M-WCST splits exemplifies a novel approach to the psychometric foundation of neuropsychology.
shortDOI: 10/ggd69x KerkoCite.ItemAlsoKnownAs: 10.1177/1073191119866257 10/ggd69x 2339240:IU952GRN 2405685:GDZY9HMF

The Relevancy of Bronfenbrenner’s Ecological Systems Theory in Early Childhood Education - Msangi, Bilhuda (JOURNAL OF ISSUES AND PRACTICE IN EDUCATION, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:HX4DYBHH 2405685:IJBE87U4
Keywords: ⛔ No DOI found

The relevance of authentic learning activities in developing competency and confidence of integrating technology in teaching among pre-service teachers in Tanzania - Kafyulilo, Ayoub (The African Symposium: An online journal of the African Educational Research Network, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:F9J3FBAD 2405685:JXZKG9EP
Keywords: ⛔ No DOI found

The Punjab Transparency and Right to Information Act 2013 - The Punjab Transparency and Right to Information Act (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:685NNGIN 2405685:TUNY9ZNI

The Promise of Lean Experimentation - Murray, Peter; Ma, Steve (Stanford Social Innovation Review (SSIR), 2015)
By adopting a model from business, nonprofit organizations can launch, test, and implement new programs and services more efficiently. Includes magazine extras.
KerkoCite.ItemAlsoKnownAs: 2339240:G9EPMHW8 2405685:TJEMHIKP

The Programme for International Student Assessment (PISA) - PISA (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YJ8VIUGL 2405685:3H4AYIBF

The private schooling phenomenon in India: A review - Kingdon, Geeta Gandhi (2019)
This paper examines the size, growth, salaries, fee levels and per-pupil-costs of private schools, and compares these with the government school sector. Official data show a steep growth of private schooling and a corresponding rapid shrinkage in the size of the government school sector in India, suggesting parental abandonment of government schools. Data show that a very large majority of private schools in most states are ‘low-fee’ when judged in relation to: state per capita income, perpupil expenditure in the government schools, and the officially-stipulated rural minimum wage rate for daily-wage-labour. This suggests that affordability is an important factor behind the migration towards and growth of private schools. The main reason for the very low fee levels in private schools is their lower teacher salaries, which the data show to be a small fraction of the salaries paid in government schools; this is possible because private schools pay the market-clearing wage, which is depressed by a large supply of unemployed graduates in the country, whereas government schools pay bureaucratically determined minimum-wages. The paper shows how education policies can be harmful when formulated without seeking the evidence.
KerkoCite.ItemAlsoKnownAs: 2339240:Q358PXQL 2405685:BBJ3G7H2
Keywords: ⛔ No DOI found

The Primary Math and Reading Initiative (PRIMR) - Piper, Benjamin; Kwayumba, Dunston (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:X6IDGLM6 2405685:IN2QIICJ

The Primary Math and Reading Initiative (PRIMR) - RTI International (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:T6UNHNPW 2405685:QI3HHJQZ

The Predictive Validity of a Text-Based Situational Judgment Test in Undergraduate Medical and Dental School Admissions - Patterson, Fiona; Cousans, Fran; Edwards, Helena; Rosselli, Anna; Nicholson, Sandra; Wright, Barry (Academic Medicine: Journal of the Association of American Medical Colleges, 2017)
PROBLEM: Situational judgment tests (SJTs) can be used to assess the nonacademic attributes necessary for medical and dental trainees to become successful practitioners. Evidence for SJTs' predictive validity, however, relates predominantly to selection in postgraduate settings or using video-based SJTs at the undergraduate level; it may not be directly transferable to text-based SJTs in undergraduate medical and dental school selection. This preliminary study aimed to address these gaps by assessing the validity of the UK Clinical Aptitude Test (UKCAT) text-based SJT. APPROACH: Study participants were 218 first-year medical and dental students from four UK undergraduate schools who completed the first UKCAT text-based SJT in 2013. Outcome measures were educational supervisor ratings of in-role performance in problem-based learning tutorial sessions-mean rating across the three domains measured by the SJT (integrity, perspective taking, and team involvement) and an overall judgment of performance-collected in 2015. OUTCOMES: There were significant correlations between SJT scores and both mean supervisor ratings (uncorrected r = 0.24, P < .001; corrected r = 0.34) and overall judgments (uncorrected rs = 0.16, P < .05; corrected rs = 0.20). SJT scores predicted 6% of variance in mean supervisor ratings across the three nonacademic domains. NEXT STEPS: The results provide evidence that a well-designed text-based SJT can be appropriately integrated, and add value to, the selection process for undergraduate medical and dental school. More evidence is needed regarding the longitudinal predictive validity of SJTs throughout medical and dental training pathways, with appropriate outcome criteria.
shortDOI: 10/gbwnzw KerkoCite.ItemAlsoKnownAs: 10/gbwnzw 2405685:K3F6TWDN
Keywords: College Admission Test; Education; Dental; Education; Medical; Undergraduate; Female; Humans; Judgment; Male; Predictive Value of Tests; Reproducibility of Results; School Admission Criteria; Surveys and Questionnaires; United Kingdom; Young Adult

The Power of Mobile to Accelerate Digital Transformation in Pakistan - Okeleke, Kenechi (GSMA, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:52GDR44W 2405685:RL6EI64R
Keywords: ___working_potential_duplicate; auto_merged

The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement - Kennedy, Eileen; Laurillard, Diana (2019)
The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.
Library Catalog: www.ingentaconnect.com Publisher: UCL IOE Press shortDOI: 10/gg39w8 KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.17.2.04 10/gg39w8 2339240:HI8ZPSQY 2405685:G4UWRHU7
Keywords: Google Scholar/ "blended learning" refugee education; RER theme_supporting educators; ___working_potential_duplicate

The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement - Kennedy, Eileen; Laurillard, Diana (London Review of Education, 2019)
The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. [ABSTRACT FROM AUTHOR]
Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=137804558&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.17.2.04 10.18546/lre.17.2.04 2339240:8UKVPWIZ 2339240:IQ8CXXW6 2405685:BPEFU8Q5 2405685:HZVTXVSX 2534378:G73NNFJ5 2534378:SB3A7XEN 2534378:XASAZC2M
Keywords: BLENDED learning; CO DESIGN MOOCS REFUGEES TEACHERS THEORY OF CHANGE; DIGITAL technology; Design; Digital technology; Education; Lebanon; MASSIVE open online courses; MOOCs; Online instruction; PROFESSIONAL education; Professional development; TEACHER development; __:import:01; __:match:final; __:matched; __:study_id:2095772; ___working_potential_duplicate; __finaldtb; co-design; refugees; teachers; theory of change

The Potential of Mobile Phones to Transform Teacher Professional Development to Build Sustainable Educational Futures in Bangladesh - Walsh, Christopher S; Woodward, Clare; Solly, Mike; Shrestha, Prithvi (Asian Association of Open Universities Journal, 2015)
Futures thinking is used by governments to consider long-term strategic approaches and develop policies and practices that are potentially resilient to future uncertainty. English in Action (EIA), arguably the world's largest English language teacher professional development (TPD) project, used futures thinking to author possible, probable and preferable future scenarios to solve the project's greatest technological challenge: how to deliver audio-visual TPD materials and hundreds of classroom audio resources to 75,000 teachers by 2017. Authoring future scenarios and engaging in possibility thinking (PT) provided us with a taxonomy of question-posing and question-responding that assisted the project team in being creative. This process informed the successful pilot testing of a mobile-phone-based technology kit to deliver TPD resources within an open distance learning (ODL) platform. Taking the risk and having the foresight to trial mobile phones in remote rural areas with teachers and students led to unforeseen innovation. As a result, EIA is currently using a mobile-phone-based technology kit with 12,500 teachers to improve the English language proficiency of 700,000 students. As the project scales up in its third and final phase, we are using the new technology kit — known as the 'trainer in your pocket' — to foster a 'quiet revolution' in the provision of professional development for teachers at scale to an additional 67,500 teachers and nearly 10 million students.
Publisher: Emerald Group Publishing Limited shortDOI: 10/ggx3rj KerkoCite.ItemAlsoKnownAs: 10.1108/AAOUJ-10-01-2015-B005 10/ggx3rj 2405685:6AFZ29KK

The potential impact of mobile-assisted language learning on women and girls in Africa: A literature review - Zelezny-Green, Ronda (Ubiquitous Learning: An International Journal, 2011)
KerkoCite.ItemAlsoKnownAs: 10.18848/1835-9795/cgp/v03i01/40257 10/ggtsmf 2339240:4YSNRS6G 2405685:MIEIJQ7T
Keywords: Equity through Access; ___working_potential_duplicate

The Potential Impact of Mobile-Assisted Language Learning on Women and Girls in Africa: A Literature Review - Zelezny-Green, Ronda (Ubiquitous Learning: An International Journal, 2011)
zotzenLib.CopiedFrom: 2339240:BUUY4MM8 KerkoCite.ItemAlsoKnownAs: 10.18848/1835-9795/CGP/v03i01/40257 10.18848/1835-9795/cgp/v03i01/40257 2339240:BUUY4MM8 2405685:VJCI6H4Z
Keywords: ___working_potential_duplicate

The potential impact of mobile-assisted language learning on women and girls in Africa: A literature review - Zelezny-Green, Ronda (Ubiquitous Learning: An International Journal, 2011)
KerkoCite.ItemAlsoKnownAs: 10.18848/1835-9795/CGP/v03i01/40257 2339240:QN6HYJDI 2405685:3WWYI85D
Keywords: ___working_potential_duplicate

The potential impact of Information and Communication Technology solutions on textbook provision - Read, Tony (Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0572-1_ch12 2339240:5GHMGUU3 2405685:K6XTVJXB

The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review - Jacob, Robin; Parkinson, Julia (Review of Educational Research, 2015)
This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.
shortDOI: 10/gdtnhh KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314561338 10/gdtnhh 2339240:FBNZXN96 2405685:VYAVG9MW

The politics of the education budget: Financing mass secondary education in Tanzania (2004–2012) - Languille, Sonia (International Journal of Educational Development, 2019)
This article examines the budget dimension of the rapid expansion of secondary education in Tanzania since 2004. It aims to illuminate important challenges associated with the current international call for universal secondary education and for domestic revenue mobilization to fill the significant financial gap to achieve SDG 4 by 2030. The article sheds light on critical political factors that shaped Tanzania’s education budget allocation, a topic scarcely scholarly investigated. In light of the analysis, the article concludes that tax justice, at global and national level, needs to guide any ambitious agenda for action to finance quality education for all.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2019.02.003 2339240:AMBHFVJQ 2405685:9BXZPI9L
Keywords: Budget; Financing; Political economy; Secondary education; Tanzania

The politics of performance in Punjab - Center for Public Impact (Centre For Public Impact (CPI), 2016)
All government leaders strive for improvements in public services. Systems differ, approaches fluctuate and funding streams vary, but theirs is a shared goal of achieving better services for their citizens. It's how they get re-elected - and how they make a difference.Take Shehbaz Sharif, for example. The chief ministe...
KerkoCite.ItemAlsoKnownAs: 2339240:NFBWY4C3 2405685:M4J5LKHL 4656463:W379LJS9

The Politics of Learning Reforms in Bangladesh Naomi , Mirza M. Hassan, Muhammad Ashikur Rahman, Khondoker Shakhawat Ali, and Md. Sajidul Islam Introduction - Hossain, N; Hassan, M; Rahman, M; Ali, K; Islam, Md (The politics of education in developing countries: from schooling to learning, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:4KSRXN8F 2405685:APF6QN7D
Keywords: Developing countries; Education; Education and state; Political aspects

The Politics of Inclusive Development - Sen, Kunan; Bukenya, Badru; Hickey, Sam (Oxford University Press, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:F8WVVV9B 2405685:R5IMFQZZ 4656463:2SJUSYNR

The Politics of Evidence-Based Policy Making - Cairney, Paul (Palgrave Macmillan UK, 2016)
The Politics of Evidence Based Policymaking identifies how to work with policymakers to maximize the use of scientific evidence. Policymakers cannot consider all evidence relevant to policy problems. They use two shortcuts: ‘rational’ ways to gather enough evidence, and ‘irrational’ decision-making, drawing on emotions, beliefs, and habits. Most scientific studies focus on the former. They identify uncertainty when policymakers have incomplete evidence, and try to solve it by improving the supply of information. They do not respond to ambiguity, or the potential for policymakers to understand problems in very different ways. A good strategy requires advocates to be persuasive: forming coalitions with like-minded actors, and accompanying evidence with simple stories to exploit the emotional or ideological biases of policymakers.
KerkoCite.ItemAlsoKnownAs: 10.1057/978-1-137-51781-4 2339240:HG29HKXG 2405685:FQ3JTME9

The Politics of Education in Developing Countries: From Schooling to Learning - Hickey, Sam; Hossain, Naomi (Oxford University Press, 2019)
Why have many developing countries that have succeeded in expanding access to education made such limited progress on improving learning outcomes? There is a growing recognition that the learning crisis constitutes a significant dimension of global inequality and also that educational outcomes in developing countries are shaped by political as well as socio-economic and other factors. The Politics of Education in Developing Countries focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries: Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda.The problem of education quality is serious across the Global South. The Politics of Education in Developing Countries: From Schooling to Learning deploys a new conceptual framework-the domains of power approach-to show how the type of political settlement shapes the level of elite commitment and state capacity to improving learning outcomes. The domain of education is prone to being highly politicized, as it offers an important source of both rents and legitimacy to political elites, and can be central to paradigmatic elite ideas around nation-building and modernity. Of particular importance is the relative strength of coalitions pushing for access as against those focused on issues of higher quality education. This book concludes with a discussion of entry points and strategies for thinking and working politically in relation to education quality reforms and critical commentaries.
KerkoCite.ItemAlsoKnownAs: 2339240:ZZAYYIKN 2405685:QACRC4YY 4656463:KABW2JXP

The Politics and Governance of Basic Education: A Tale of Two South African Provinces - Levy, Brian; Cameron, Robert; Hoadley, Ursula; Naidoo, Vinothan (Oxford University Press, 2018)
This book brings together scholars from multiple disciplines to explore how political and institutional context influences the governance of basic education in South Africa at national, provincial, and school levels. A specific goal is to contribute to the crucial, ongoing challenge of improving educational outcomes in South Africa. A broader goal is to illustrate the value of an approach to the analysis of public bureaucracies, and of participatory approaches to service provision which puts politics and institutions at centre stage. Stark differences between the Eastern Cape and Western Cape provinces offer something of a natural experiment for exploring the influence of context. The Eastern Cape’s socio-economic, political, and institutional legacy resulted in a low-level equilibrium trap in which incentives transmitted from the political to the bureaucratic levels reinforced factionalized loyalty within multiple patronage networks, and which is difficult to escape. The Western Cape, by contrast, enjoyed a more supportive environment for the operation of public bureaucracy. However, bureaucracy need not be destiny. The research also shows that strong hierarchy can result in ‘isomorphic mimicry’—a combination of formal compliance and a low-level equilibrium of mediocrity. Participatory school-level governance potentially can improve outcomes—as a complement to strong bureaucracies, or as a partial institutional substitute where bureaucracies are weak. Whether this potential is realized depends on the relative strength of developmentally oriented and predatory actors, with the outcomes not fore-ordained by local context, but contingent and cumulative—with individual agency by stakeholders playing a significant role.
KerkoCite.ItemAlsoKnownAs: 10.1093/oso/9780198824053.001.0001 2339240:WT6WIKZU 2405685:877VIS9E 4656463:FF9PHTK5
Keywords: Eastern Cape; South Africa; Western Cape; bureaucracy; how context matters; institutions; participatory governance; political settlements; politics of education; school-level governance

The political economy of policy-making in Indonesia - Datta, Ajoy; Jones, Harry; Febriany, Vita; Harris, Dan; Dewi, Rika Kumala; Wild, Leni; Young, John (Overseas Development Institute, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:NRSUFGI8 2405685:K72RFQIZ

The political economy of bad data: Evidence from African survey and administrative statistics - Sandefur, Justin; Glassman, Amanda (The Journal of Development Studies, 2015)
Across multiple African countries, discrepancies between administrative data and independent household surveys suggest official statistics systematically exaggerate development progress. We provide evidence for two distinct explanations of these discrepancies. First, governments misreport to foreign donors, as in the case of a results-based aid programme rewarding reported vaccination rates. Second, national governments are themselves misled by frontline service providers, as in the case of primary education, where official enrolment numbers diverged from survey estimates after funding shifted from user fees to per pupil government grants. Both syndromes highlight the need for incentive compatibility between data systems and funding rules.
Publisher: Routledge _eprint: https://doi.org/10.1080/00220388.2014.968138 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2014.968138 2339240:ATP89MMQ 2405685:EHZXJTYM 4656463:NTFGA7D5

The Personal Data Protection Bill 2019 - The Personal Data Protection Bill (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:Q2TCIVX4 2405685:WLGITJRI

The Personal Data Protection Bill - Government of India (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:6FDVNC76 2405685:VDBFPWZS

The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone - Sabarwal, Shwetlena; Evans, David K.; Marshak, Anastasia (Washington, DC : World Bank, Education Global Practice Group & Africa Region, Office of the Chief Economist, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:QFBK2Z4L

The (Perceived) Returns to Education and the Demand for Schooling - Jensen, Robert (The Quarterly Journal of Economics, 2010)
Economists emphasize the link between market returns to education and investments in schooling. Though many studies estimate these returns with earnings data, it is the perceived returns that affect schooling decisions, and these perceptions may be inaccurate. Using survey data for eighth-grade boys in the Dominican Republic, we find that the perceived returns to secondary school are extremely low, despite high measured returns. Students at randomly selected schools given information on the higher measured returns completed on average 0.20–0.35 more years of school over the next four years than those who were not.
KerkoCite.ItemAlsoKnownAs: 10.1162/qjec.2010.125.2.515 2339240:6Q7DVDFN 2405685:GXFXFEJM

The Path to Becoming a Data-Driven Public Sector - OECD (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:E6U46RNV 2405685:CQH4ADND

The Out-of-School Children Initiative (OOSCI) - UNICEF (UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9WQBZ8CN 2405685:YGK8YT6I

The Opportunities and Challenges for Developing ICT-Based Science Learning and Teaching in Ghana - Cullen, Jane; Mallet,, Joshua (Pan-Commonwealth Forum, 2019)
Africa’s transition to an innovation-led, knowledge-based economy could drive the continent’s economic growth and lift millions out of poverty and there is opportunity to increase the number of skilled professionals across the chemistry, biology and physics disciplines. However not enough students enrol in science subjects in Higher Education in Ghana, with proportions admitted to public universities well short of the Government’s 60% target. Significant barriers for all young people include the lack of practical scientific equipment in schools, and barriers to young women include prevailing socio-cultural attitudes, a lack of female role models and unsupportive educational environments.
KerkoCite.ItemAlsoKnownAs: 2405685:JZX3ZXZ4

The OER4Schools Professional Learning Resource - University of Cambridge (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:8ZWGJ8CR 2405685:TTUA28K9

The OER World Map Project, phase IV - Neumann, Jan (The William and Flora Hewlett Foundation, 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:82VYBCGD

The NICI-2010 Plan - Government of Rwanda (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:XFC7GT49 2405685:YP3XVYES

The 'new' new technology: Exploiting the potential of mobile communications and open educational resources - Power, Tom (Teacher Education and the Challenge of Development: A Global Analysis, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:NJMUBYRW
Keywords: Economic development – Effect of education on – Developing countries.; Teachers – Training of – Developing countries.; Teaching – Developing countries.

The Net Neutrality Situation in the EU Evaluation of the First Two Years of Enforcement - Lohninger, Thomas; Gollatz, Benedikt; Hoffmann, Cornelia; Steinhammer, Erwin; Deffaa, Ludger; Al-Awadi, Ali; Czák, Andreas (Epicenter Works, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:I33D3ZVM

The Need for Randomised Controlled Trials in Educational Research - Torgerson, Carole J.; Torgerson, David J. (The Need for Randomised Controlled Trials in Educational Research, 2012)
The first use of RCTs in education is uncertain. In the last century the use of the design pre-dated its use in medicine by at least a decade (although medical trials may have been undertaken in the 19th century). Forsetlund and colleagues (2007) identified two education trials conducted by Walters in 1931 and 1932, which predated the 1944 and 1948 medical trials run by the UK's Medical Research Council by more than a decade. The early interest in RCTs among some educational researchers was not sustained. Other, less robust, designs to demonstrate educational effectiveness were pursued. For example, quasi-experimental studies were often preferred, being relatively inexpensive, rapid to conduct and often able to generate politically attractive conclusions. However, their results are inherently less reliable than the results from RCTs as their internal validity is always potentially confounded by variables offering alternative explanations.
Publication Title: Education Matters KerkoCite.ItemAlsoKnownAs: 10.4324/9780203123829-29 2339240:7V9M7RGA 2405685:HM97GX3U

The Need For Bilingual Education In Afghanistan – OpEd - Hatsaandh, Abdul Hamid (Eurasia Review, 2019)
Although Afghanistan a linguistically diverse country, yet only two languages, Pashto and Dari, are used as mediums of instruction in schools. Bilingual education is, so far, alien to Afghanistan. …
KerkoCite.ItemAlsoKnownAs: 2405685:K6IS2ZXF 4042040:VEMTNZGC

The native speaker and the mother tongue - Love, Nigel; Ansaldo, Umberto (Language Sciences, 2010)
This article presents a historical account of the role and function in linguistic theorising of the concepts ‘‘native speaker” and ‘‘mother tongue”, and serves to introduce a number of articles (Language Sciences vol. 32 no. 6) raising questions about various aspects of the idealised monolingualism that underlies much modern linguistics.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.langsci.2010.09.003 2405685:SBZCJYS3 4042040:VPK5PTT8

The National Bank of Rwanda - ICDL (ICDL Africa, 2017)
The National Bank of Rwanda strives to be a world class Central Bank that contributes to economic growth & development, by using robust monetary policy tools to maintain stable market prices. The Bank ensures financial stability in a free market economy as it embraces innovations, diversity, inclusiveness, and economic integration. The Central Bank of Rwanda …
EdTechHub.ItemAlsoKnownAs: 2405685:UACHVVMH

The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? - Christensen, Gayle; Steinmetz, Andrew; Alcorn, Brandon; Bennett, Amy; Woods, Deirdre; Emanuel, Ezekiel (Social Science Research Network, 2013)
Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. But there are no robust, published data that describe who is taking these courses and why they are doing so. As such, we do not yet know how transformative the MOOC phenomenon can or will be. We conducted an online survey of students enrolled in at least one of the University of Pennsylvania’s 32 MOOCs offed on the Coursera platform. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters.
shortDOI: 10/ghgngt KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2350964 10/ghgngt 2405685:52M7RSDL 2405685:UCFGTJGC
Keywords: C: International; Distance Education; MOOCs; Massive Open Online Courses; Online Education

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

The method of Adaptive Comparative Judgement - Pollitt, Alastair (Assessment in Education: Principles, Policy & Practice, 2012)
Adaptive Comparative Judgement (ACJ) is a modification of Thurstone’s method of comparative judgement that exploits the power of adaptivity, but in scoring rather than testing. Professional judgement by teachers replaces the marking of tests; a judge is asked to compare the work of two students and simply to decide which of them is the better. From many such comparisons a measurement scale is created showing the relative quality of students’ work; this can then be referenced in familiar ways to generate test results. The judges are asked only to make a valid decision about quality, yet ACJ achieves extremely high levels of reliability, often considerably higher than practicable operational marking can achieve. It therefore offers a radical alternative to the pursuit of reliability through detailed marking schemes. ACJ is clearly appropriate for performances like writing or art, and for complex portfolios or reports, but may be useful in other contexts too. ACJ offers a new way to involve all teachers in summative as well as formative assessment. The model provides strong statistical control to ensure quality assessment for individual students. This paper describes the theoretical basis of ACJ, and illustrates it with outcomes from some of our trials.
Publisher: Routledge _eprint: https://doi.org/10.1080/0969594X.2012.665354 KerkoCite.ItemAlsoKnownAs: 10.1080/0969594X.2012.665354 2339240:DVE7RJRI 2405685:2658RB3T
Keywords: Space; scale and languages: identity construction of cross-boundary students in a multilingual university in Hong Kong; The method of Adaptive Comparative Judgement; assessment methods; judgement; marking; reliability