EdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner Organisations - Rahman, Asad; Plaut, Daniel; Salami, Taiye; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4776960 2339240:JASYN9AV 2339240:URJVJP9H 2405685:7QBDH9I4 2405685:MXMPWAA2
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

EdTech Interventions for Deaf Learners in Pakistan: Sprint 1 Review - Rahman, Asad; Siddiqui, Maira; Shaikh, Sarah; Geary, Richard; Awasen, Aaron; Plaut, Daniel (EdTech Hub, 2020)
ZenodoArchiveID: 5652083 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652083 10.53832/edtechhub.0130 2339240:HBZUCV8U 2405685:CYESNSWU
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf

EdTech Interventions for Deaf Learners: Sprint 2 Review - Rahman, Asad; Siddiqui, Maira; Shaikh, Sarah; Geary, Richard; Awasen, Aaron; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4924787 10.53832/edtechhub.0131 2405685:D7JX8S7S
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Using evidence in practice when there is high uncertainty on what works - Rahman, Asad; Simpson, Lea; Wilkinson, James; Kuria, Catherine; Kably, Nathan; Plaut, Daniel; Tanweer, Rabia; Mbugua, Ciku (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7645994 ZenodoArchiveConcept: 7645993 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7645994 10.53832/edtechhub.0158 2405685:8VUZEK29
Keywords: _r:AddedByZotZen

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

COVID-19 boosts digitization of higher education in Bangladesh - Rahman, M; ul-Aziz, M; Ahmed, S (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YMV5DY38 2405685:F66HV332

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

Combatting the impact of COVID-19 school closures in Bangladesh - Rahman, Tashmina; Ahmed, Ramim (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:N456FTY7 2405685:27LNFHVR

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

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Report] - Rahman, Tashmina; Sharma, Uttam (World Bank, 2021)
This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank . We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.
Accepted: 2021-01-25T16:58:03Z KerkoCite.ItemAlsoKnownAs: 2339240:A2JMJBKU 2405685:TU8UCJ3G
Keywords: Coronavirus; Covid-19; Distance Learning; Education Quality; Pandemic Impact; Primary Education; School Closure; School Dropout; Secondary Education; Student Learning

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

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

From Emergency Remote Teaching to Effective Online Learning: A Teacher Professional Development Case Study from Higher Education in India - Raina, Ashutosh; Rane, Archana; Ngeze, Lucian; Murthy, Sahana; Iyer, Sridhar (Global Perspectives on Educational Innovations for Emergency Situations, 2022)
This chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of technology, prior experience, and goals. The solution had two parts: i) a web-based repository for self-learning, consisting of research-based principles, pedagogical strategies and tools for effective design and development of online courses, and ii) synchronous interactive workshops to support instructors in practical implementation of the principles, strategies and tools to make domain specific instruction design decisions. Overall, emphasis was paid to learner engagement, diverse learner needs, peer learning, providing effective feedback and meaningful interaction. The resource repository and workshops guided instructors through making decisions and evaluating trade-offs in their context. This article also provides a brief analysis of the data collected from workshops on teachers’ preparedness at effective integration of technology, and the impact of the OTeach resource repository, which can found at Google Sites and has 25,000+ visitors so far. The article concludes with reflections and recommendations based on our experience.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-99634-5_26 2339240:ZYIEZ59M 2405685:NPZMN2R6
Keywords: Effective online learning; Higher education; Research-based strategies; Teacher professional development

An Investigation of pre-service teachers' motives for using Instagram: Pre-service teachers' motives for using Instagram - Ramazanoğlu, Mehmet; Toytok, Esef Hakan (International Journal of Curriculum and Instruction, 2021)
The aim of the study was to determine the motivations of pre-service teachers to use Instagram program, which is one of the common social media tools, in the context of developments in information and communication technologies in order to achieve sustainable learning and examine them according to various variables. The study was designed via descriptive survey model in the quantitative method. The population of the research consisted of pre-service teachers who pursued their education at the Faculty of Education of Siirt University in the spring term of 2018-2019 academic year. In the study, convenient sampling (easily accessible) and criterion sampling methods were utilized. In this context, 384 of the 495 scales distributed were returned and 56 of them were excluded from the research because they were not properly filled, 163 of them were excluded from the research because they did not meet the criteria; therefore, opinions of 165 pre-service teachers were included in the research and analysed. Personal demographic form and Instagram usage motivation scale were used as data collection tool of the research. The results obtained in the research showed that pre-service teachers use Instagram for social escape / relaxation and personal development / self-expression the most with respect to their motivations to use Instagram while they use it with the purpose of entertainment / habit the least. It was observed that Instagram using motivations of pre-service teachers show significant differences in different factors according to gender, age, department and daily time spent in Instagram variables. In addition, it was found out that pre-service teachers should be able to use the Instagram program, which is one of the world-renowned social networking software, for a sustainable education and training life more dynamically and effectively.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:CPP7DSJE 2405685:VS56Z2RB
Keywords: ⛔ No DOI found

Edtech disruption logic and policy work: the case of an Israeli edtech unit - Ramiel, Hemy (Learning, Media and Technology, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2020.1737110 2339240:NG3PRUUD 2405685:RZNY4AE7

Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms - Rana, Karna; Greenwood, Janinka; Henderson, Robyn (Technology, Pedagogy and Education, 2022)
This article reports on teachers’ experiences of ICT training in rural areas of Nepal. It discusses aspects of policy documents to help understand the Nepali educational context, before highlighting the challenges of establishing and maintaining infrastructure and professional learning opportunities across a country with challenging terrain and extreme environmental conditions. It then examines teachers’ perceptions in five rural primary schools about their experiences of training to use modern educational technologies in instructional activities. The findings indicate that none of the teachers received training in the use of ICT in their initial teacher education and that the Government has allowed non-governmental organisations to provide ICT infrastructure and training for rural schools and teachers. Although this is a small study, it offers insights into the gap between policy and practice and highlights the contextual challenges of Nepal’s attempts to operate on a global educational level as well as the challenges for teachers.
Publisher: Routledge _eprint: https://doi.org/10.1080/1475939X.2021.2014947 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2021.2014947 2405685:S2C5FKXL
Keywords: ICT training; Nepal education; TPACK; rural education; teacher professional development

ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education - Rana, Kesh; Rana, Karna (Malaysian Online Journal of Educational Technology, 2020)
This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.
Publisher: University of Malaya Faculty of Education, Kuala Lumpur 50603 Malaysia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396845922?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17220/mojet.2020.01.003 2405685:7QTWPNA2 2534378:2HFCURH3 2534378:7EF9ZFLB 2534378:9RI575FJ
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Policy; Foreign Countries; Higher Education; Information Technology; Nepal; Postsecondary Education; Preservice Teacher Education; Program Implementation; Sustainability; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095751; __finaldtb

Online university teaching during and after the Covid-19 Crisis: Refocusing teacher presence and learning activity - Rapanta, Chrysi; Botturi, Luca; Goodyear, Peter; Guàrdia, Lourdes; Koole, Marguerite (Postdigital Science and Education, 2020)
The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.
KerkoCite.ItemAlsoKnownAs: 10.1007/s42438-020-00155-y 2405685:E3Q5247V
Keywords: Covid-19; Emergency situation; Higher education; Instructional design; Online teaching; Pedagogical content knowledge

Challenges in the online component of blended learning: A systematic review - Rasheed, Abubakar Rasheed; Kamsin, Amirrudin; Abdullah, Nor Aniza (Computers & Education, 2020)
Blended learning is widely regarded as an approach that combines the benefits afforded by face-to-face and online learning components. However, this approach of combining online with face-to-face instructional components have raised concerns over the years. Several studies have highlighted the overall challenges of blended learning mode of instruction as a whole, but there has been no clear understanding of the challenges that exist in the online component of blended learning. Thus, a systematic review of literature was conducted with the aim of identifying the challenges in the online component of blended learning from students, teachers and educational institutions perspectives. Self-regulation challenges and challenges in using learning technology are the key challenges that students face. Teachers challenges are mainly on the use of technology for teaching. Challenges in the provision of suitable instructional technology; and effective training support to teachers are the main challenges faced by educational institutions. This review highlights the need for further investigations to address students, teachers and educational institutions challenges in blended learning. In addition, we proposed some recommendations for future research.
shortDOI: 10/ggvp7s KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103701 10/ggvp7s 2405685:UE2MZK4X
Keywords: Adult learning; Improving classroom teaching; Pedagogical issues; Teaching/Learning strategies

Access to and use of technology by primary school teachers: A survey in the 23 regions of Madagascar - Rasolohery, Hasiniavo; Koomar, Saalim; Mitchell, Joel (EdTech Hub, 2023)
The Madagascar Ministry of National Education, through the National Institute for Pedagogical Training, plans to use new technology in teacher training for early-stage reading and writing in Malagasy. This initiative is undertaken within the framework of the Madagascar Basic Education Support Project. The main objective is to train 5,000 teachers of the T2 class remotely, drawing inspiration from systems such as the Distance Education for Primary Teachers (FADEP).
KerkoCite.ItemAlsoKnownAs: 2339240:V4Z9QSPV 2405685:9NYHCGPM

Livrable 6: Rapport final - Rasolohery, Hasiniavo; Koomar, Saalim; Mitchell, Joel; Messa, Angele (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8060127 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8060127 ZenodoArchiveConcept: 8060126
Keywords: _r:AddedByZotZen

Access to and use of technology by primary school teachers: A survey in the 23 regions of Madagascar - Rasolohery, Hasiniavo; Koomar, Saalim; Mitchell, Joel; Mitchell, Saalim Koomar and Joel, Hasiniavo Rasolohery (EdTech Hub, 2023)
The Madagascar Ministry of National Education, through the National Institute for Pedagogical Training, plans to use new technology in teacher training for early-stage reading and writing in Malagasy. This initiative is undertaken within the framework of the Madagascar Basic Education Support Project. The main objective is to train 5,000 teachers of the T2 class remotely, drawing inspiration from systems such as the Distance Education for Primary Teachers (FADEP).

Livrable 3: Enquête nationale sur la possession et les usages des technologies parmi les enseignants du primaire - Rasolohery, Hasiniavo; Mitchell, Joel (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7997034 ZenodoArchiveConcept: 7997033 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7997034 10.5281/zenodo.7997057 10.5281/zenodo.8401936
Keywords: _r:AddedByZotZen

Medium‐term expenditure frameworks: Credible instrument or mirage? - Raudla, Ringa; Douglas, James W.; MacCarthaigh, Muiris (Public Budgeting & Finance, 2022)
Medium‐term expenditure frameworks (MTEFs) are typically viewed as instruments to expand budget horizons beyond one year and to limit spending growth over the medium term (usually three to ﬁve years). In response to the ﬁscal crisis and EU requirements, many countries in Europe have adopted MTEFs over the past decade. We use elite interviews to examine whether the formal enactment of such frameworks has led to changes in actual budget practices in Finland, Austria, Portugal, and Ireland. Our analysis shows that the newly adopted MTEFs have not acted as binding constraints on ﬁscal policy.
KerkoCite.ItemAlsoKnownAs: 10.1111/pbaf.12316 2339240:VLSE5332 2405685:CA7W243U 4656463:XX3NQTAZ

COVID-19 and Options for Financing Education - Read, Lindsay (Save Our Future, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BVEIXCBA 2405685:78YVW3BC

Understanding the impact of OER courses in relation to student socioeconomic status and employment - Read, K; Tang, H; Dhamika, A; Bodily, B (International Journal of Open Educational Resources, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18278/ijoer.3.1.5 2405685:QH8J7VBV

COVID-19 and options for financing education - Read, Lindsay (Save Our Future, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:E9UXAI3F 2405685:EWQEBEM5

Breaking Through Limitations: Enhanced Systematic Literature Reviews With Large Language Models - Reason, Tim; Langham, Julia; Gimblett, Andy; Malcolm, Bill; Klijn, Sven (Population, 2023)
KerkoCite.ItemAlsoKnownAs: 2405685:CBPEMXNV 2486141:ELIALEJV
Keywords: _Added-ailr-2024; ⛔ No DOI found

Exploring the Benefits and Challenges of AI-Language Learning Tools - Rebolledo Font de la Vall, Roxana; Gonzalez Araya, Fabian (International Journal of Social Sciences and Humanities Invention, 2023)
AI language learning tools are computer programs or software applications that use artificial intelligence (AI) algorithms to help users learn and improve their skills in a foreign language. These technologies have a lot of benefits, such as the ability to save time and speed up learning, to give students personalized learning experiences, and to help them learn about other cultures. In this study, the scientific literature was looked at to find out the pros, cons, opportunities, and challenges of using AI language learning tools, such as the need for more human interaction, the complexities of language in context, and the fact that training needs a lot of data. In the future, these AI tools could be used to make changes, like combining VR and AR, developing better algorithms for processing natural language, and using more advanced algorithms for adaptive learning. By addressing these problems and limitations, AI learning systems could become even more powerful and valuable tools for learning languages. Their integration is critical to improving the effectiveness and efficiency of learning user experience solutions.
KerkoCite.ItemAlsoKnownAs: 10.18535/ijsshi/v10i01.02 2405685:5DI6FYSP 2486141:SRGMXZD2

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

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

Pakistan - Data Protection Overview - Rehman, Shafaq (DataGuidance, 2021)
October 2021 INTRODUCTION Pakistan does not have any extensive data protection legislation in place that specifically regulates matters in connection with the processing of personal data. The Prevention of Electronic Crimes Act, 2016 ('PECA') is currently the primary legislation that provides a legal framework in relation to various kinds of electronic crimes and also extends to the unauthorised access to personal data.
KerkoCite.ItemAlsoKnownAs: 2339240:XWWK2XCE 2405685:VLSFBU3F

Good teaching is inclusive for all, so why focus on marginalised adolescent girls? - Reilly, Anita (The Education and Development Forum (UKFIET), 2020)
This blog was written by Anita Reilly, Girls’ Education Challenge. It was published on the Girls’ Education Challenge website on 15 December 2020. The Foreign, Commonwealth and Development Office’s Education Policy makes good teaching a top priority, recognising that teaching quality is the most important factor affecting learning in school. It is difficult to quantify […]
KerkoCite.ItemAlsoKnownAs: 2339240:9AFXG8PP 2405685:FZHNY5BE

Language policy in Ghana and Malawi: differing approaches to multilingualism in education - Reilly, Colin; ResCue, Elvis; Chavula, Jean Josephine (Journal of the British Academy, 2022)
Despite substantial international evidence that children learn best in a language which they understand, language-in-education policies in much of Africa do not effectively accommodate the range of languages found in the classroom, instead prescribing dominant national languages and/or colonial languages such as English. Further, these language policies continue to reflect a monoglossic conceptualisation of languages and do not adequately account for the multilingual repertoires of individuals and communities. They do not reflect an understanding of the ways in which multilingual language practices could be harnessed for education. This article provides a comparative overview of the policy context in Malawi and Ghana, at the levels of legislation, practice, and attitudes. Through interviews, questionnaires, classroom observations, and classroom recordings in primary schools, we highlight the multilingual realities of educational spaces in each country. We highlight that, despite different sociolinguistic and legislative contexts, there are similarities between these contexts which emerge as important factors when considering multilingualism within education.
KerkoCite.ItemAlsoKnownAs: 10.5871/jba/010s4.069 2405685:2QFJWC3E 4042040:SBXDCXLU

Educating Students to Improve the World - Reimers, Fernando M. (Springer Singapore, 2020)
shortDOI: 10/ghgnd6 KerkoCite.ItemAlsoKnownAs: 10/ghgnd6 2405685:EIJXQKZ4

A framework to guide an education response to the COVID-19 pandemic of 2020 - Reimers, Fernando M.; Schleicher, Andreas (OECD, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QJU8B4R3 2405685:LC9WU54Z

World Bank helps Bangladesh provide education and skills training to poor children and youths - ReliefWeb (OCHA, 2021)
English News and Press Release on Bangladesh about Contributions, Education, Epidemic and more; published on 18 Jan 2021 by World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:YW8V8Z46 2405685:BLFQEDDB

ICT in Education and Training Policy - Republic of Kenya. (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:BG82ZNVW

Kenya Digital Master Plan 2022-2032 - Republic of Kenya ICT Authority (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2JU3HTBP 2405685:Z4EGG6C5

Public Statement on the Status of Payments to County Governments FY 2021-2022 - Republic of Kenya National Treasury and Planning (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:3Y2CWUVK 2405685:KVMAL7TJ

National COVID-19 Preparedness and Response Plan - Republic of Malawi (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9ISTURV3 2405685:46BPCHFP

Education Sector Analysis. Assessing the enabling environment for gender equality - Republic of Sierra Leone (UNICEF, IIEP - UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:X5MR76ZW 2405685:29U93GQF

ASIDI - Accelerated School Infrastructure Delivery Initiative - Republic of South Africa (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8926SWP2 2405685:FQZGB8L5 4656463:43J8MUT5

DBE's National School Nutrition Programme - Republic of South Africa (DBE's National School Nutrition Programme, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:YZ9QTSYZ 2405685:B5V2NBXA 4656463:DV2MRLQV

Summative Evaluation of GPE's Country-level Support to Education. Bangladesh - Results for Development (Universalia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2UZNK2DF 2405685:JCNQQAWC

Ivory Coast children head back to school after virus shutdown - Reuters Staff (Reuters, 2020)
Thousands of children in face masks flocked back to school in Ivory Coast on Monday after the country became one of the first in West Africa to restart lessons after a two-month coronavirus shutdown.
KerkoCite.ItemAlsoKnownAs: 2339240:EKB2MANC 2405685:EE3FSPZV
Keywords: Africa; Aid Relief / Humanitarian Agencies; CORONAVIRUS; Children / Youth Issues; Coronavirus; EDUCATION; Education; Epidemics; HEALTH; Health / Medicine; Human Rights / Civil Rights; IVORYCOAST; Ivory Coast; Overseas Development Aid; Pictures; US; Video Available; West Africa; Western Europe

Family engagement in early learning opportunities at home and in early childhood education centers in Colombia - Rey-Guerra, Catalina; Maldonado-Carreño, Carolina; Ponguta, Liliana Angelica; Nieto, Ana María; Yoshikawa, Hirokazu (Early Childhood Research Quarterly, 2022)
Family engagement in early learning and education is considered a key predictor of children's development. However, little is known about the link between family engagement in early learning opportunities in sociocultural diverse contexts, particularly in low- and-middle-income countries. This study examined the associations of family engagement in home learning activities (e.g., reading books, naming things) and in early childhood care and education centers (ECCE; e.g., attending meetings or workshops, helping inside the classroom) with young children's emergent literacy and numeracy, social-emotional functioning, motor development, and executive functions, as measured through direct assessment. Data came from a nationally-representative sample of public ECCE centers in Colombia serving 3–5-year-old children (N = 3069). Multilevel model analyses showed that home-based family engagement was associated with higher emergent numeracy, emergent literacy, social-emotional functioning, and motor development, whereas center-based family engagement was associated only with higher emergent numeracy and literacy development. These results suggest that interventions and policies designed to improve family engagement in early learning opportunities both at the ECCE centers and at the home could have positive and independent effects on early childhood development.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2021.08.002 2339240:C6WEINQL 2405685:UGJIBE29
Keywords: Child development; Colombia; Early childhood education; Family engagement; Home learning; Multilevel models

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

Teaching literacy to youth in Dadaab - Rich, Sam (eLimu, 2020)
According to what statistics you use, Dadaab refugee camp is the fifth or sixth biggest city in Kenya. In the middle of 2017, its population was 250,000 and Norwegian Refugee Council (an international humanitarian organisation that focuses on displaced people) was running…
Library Catalog: e-limu.org KerkoCite.ItemAlsoKnownAs: 2339240:BML382C2 2405685:CCU7TETF

Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises - Richmond, Simon (Education Development Center, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KCF8ZXBF 2405685:HFI98LDE 2405685:YLLNE9VA

The RISE Education Systems Diagnostic: A Tool for Identifying Strategic Priorities for Education System Reform - RISE (RISE Programme, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:L6DMXC88 2405685:EDFKIHY7 4656463:HLNCGPFR

How to Guide: Delivering High-Quality Radio Learning - Rising Academies; EdTech Hub (2021)
ZenodoArchiveID: 4486906 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486906 2339240:NTGE2FPC 2405685:DU497D8A 2405685:HCV5X9YJ
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Rising Academies - Rising On Air - Rising Academy Network (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KCT7W2GQ 2405685:F3L6UE82 KCT7W2GQ

Unit Cost Budgeting? (1/4) Marc Robinson Blog - Robinson, Mark (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2G9V7GRE 2405685:96ZA4IED 4656463:8UGCXAGW

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

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

EdTech in developing countries: a review of the evidence - Rodriguez-Segura, Daniel (The World Bank Research Observer, 2021)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.
KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkab011 2339240:DEKZ2C9I 2405685:ZS3CD2X6

Educational Technology in Developing Countries: A Systematic Review - Rodriguez-Segura, Daniel (University of Virginia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3NFUQ2N5 2339240:7X8NJI23 2339240:AAP9R7UD 2339240:TY3PYSTX 2405685:5IRBQ464 2405685:5J25FLQT 2405685:RQ4ND4UQ 2405685:RVLBVG3I 2405685:YLEQ3IT6
Keywords: ___working_potential_duplicate

Educational Technology in Developing Countries: A Systematic Review - Rodriguez-Segura, Daniel (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QBIAAP8T 2405685:N327X4KZ 2405685:V6JIZBHW
Keywords: C:Low- and middle-income countries; ___working_potential_duplicate

The last mile in school access: Mapping education deserts in developing countries - Rodriguez-Segura, Daniel; Kim, Brian Heseung (Development Engineering, 2021)
With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-by-kilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” – localized areas where families lack physical access to education – at unprecedented scale, detail, and cost-effectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong country-wide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of education deserts in this context. We make our entire codebase available to the public – fully free, open-source, heavily documented, and designed for broad use – allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.deveng.2021.100064 2405685:RIEFMI2C 4042040:NKVNSSIM
Keywords: Access to education; Education deserts; Education in developing countries; School placement

Back to the Basics: Curriculum Reform and Student Learning in Tanzania - Rodriguez-Segura, Daniel; Mbiti, Isaac (Research on Improving Systems of Education (RISE), 2022)
In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2022/099 2339240:W8GCMD8J 2405685:ISJCZYWF

M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora: pp67-71 - Rodríguez, Roberto Avello; Antón, Tamara Fernández (2020)
M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora
KerkoCite.ItemAlsoKnownAs: 2405685:NS29CWZ8 4042040:IQ3KDUCF

The COVID-19 Pandemic: Shocks to Education and Policy Responses - Rogers, Halsey; Sabarwal, Shwetlena; Avitabile, Ciro; Lee, Jessica; Miyamoto, Koji; Nellemann, Soren; Venegas Marin, Sergio (World Bank, 2020)
shortDOI: 10/ghgngm KerkoCite.ItemAlsoKnownAs: 10.1596/33696 10/ghgngm 2339240:4REJAPR4 2339240:RFLVCS9J 2405685:848G5JN6 2405685:PYLHH8Q5

What is Data Lifecycle Management? And What phases would it pass through? - Romadhoni, Firmansyah (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PRVJTTQ8 2405685:6VPAJ7AJ

Supporting the mental health of teachers in COVID-19 through trauma-informed educational practices and adaptive formative assessment tools - Roman, Tiffany (Journal of Technology and Teacher Education, 2020)
To address the emotional and mental health needs of teachers during the COVID-19 pandemic, existing instructional technology tools can be rapidly adapted to support trauma- informed educational practices. In this action research and practice brief, the instructional strategies and communication tools used to support the mental health needs of preservice teachers within an instructional technology course are de- tailed. Preliminary outcomes indicate that although preser- vice teachers are effective in using instructional technology tools to articulate the status of their health and well-being, not all preservice teachers chose to engage in course activi- ties, highlighting that the most vulnerable preservice educa- tors need additional support during COVID-19 teaching and learning. Implications for preservice and in-service educa- tion are discussed. Keywords
KerkoCite.ItemAlsoKnownAs: 2405685:3XH37Y6D
Keywords: At Risk Students; College Faculty; Communicable Diseases; Coping; Disease Control; Educational Technology; Formative Evaluation; Health Needs; Mental Health; Online Courses; Preservice Teachers; Stress Variables; Teaching Methods; Technology Uses in Education; Well Being; ⛔ No DOI found

Current initiatives, barriers, and opportunities for networked learning in Latin America - Romero-Hall, Enilda (Educational Technology Research and Development, 2021)
This paper explores and describes the current initiatives, barriers, and opportunities for formal, non-formal, and informal networked learning experiences using social media in Latin America. It focuses on networked learning initiatives such as the use of institutional social media accounts, educational hashtags, social media in the classroom, educational channels via video hosting platforms, and government established networked learning programs for connected classrooms. The same multiplicity, diversity, and heterogenicity that represent the culture, languages, and socio-economic status of the people of Latin America also characterize the vast mixture of networked learning initiatives across the region. Potential barriers (i.e., the digital divide, Internet filtering policies, lack of research) and opportunities for implementation (i.e., networked learning educational reforms, mobile learning technology, and social media ethical considerations) are explored. The paper concludes with recommendations that policymakers and education leaders in Latin America should keep in mind to engage in fruitful networked learning initiatives.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-021-09965-8 2339240:25TY743U 2405685:SXGL4TF6
Keywords: Connected learning; Information and communications technology; Latin America; Mobile learning; Networked learning; Social media

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

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

Transformative political leadership to promote 12 years of quality education for all girls - Rose, Pauline; Gordon, Rebecca; Marston, Lauren; Zubairi, Asma; Downing, Phoebe (REAL Centre, Faculty of Education, University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BB5MPD63 2405685:HLZ56W9C

Teachers Learning Together: Large-scale approaches to teacher communities of practice - Rossignoli, Serena; Amenya, Donvan; Kamana, Dieudonne; Tiganescu, Andrea; Kudenko, Irina (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:KJU6N64C 2405685:WFJZTGQZ
Keywords: C:Kenya / Rwanda

Link it, open it, use it: changing how education data are used to generate ideas - Rossiter, Jack (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TI93K3JQ 2405685:5C7QHDNJ 8836279:4T7GVVU4 8836279:9WYHNMFV 8836279:EZC3PBDB 8836279:HPLJT6V2 8836279:YLSJNHSD

Link It, Open It, Use It: Changing How Education Data Are Used to Generate Ideas - Rossiter, Jack (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YXBCLR9K 2405685:5M7N4NGE 4656463:5SQLXUEG

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

The importance of theoretical positioning and the relevance of using bibliometrics for literature reviews - Rowe, Frantz; Kanita, Nada; Walsh, Isabelle (Journal of Decision Systems, 2023)
The theoretical positioning of a review is of the utmost importance in terms of its contribution to knowledge. This paper clarifies the significance of this design principle for different types of review i.e. for describing, understanding, explaining or testing purposes. Furthermore, new tools now mean that it is both possible and relevant for bibliometrics novices to use bibliometrics to support literature reviews. Applying the BIBGT method and combining two bibliometric techniques – co-citation analysis of references and bibliographic coupling of documents – can enhance the efficiency of the first three types of literature review. This paper provides examples of published works that apply BIBGT to each of these types of review and highlights the bibliometric software used. It concludes with a survey of promising applications for all researchers and makes recommendations for both experienced literature review researchers and literature review novices.
KerkoCite.ItemAlsoKnownAs: 10.1080/12460125.2023.2217646 2405685:HGQ8Z5G8 2486141:AH357B5B
Keywords: _Added-ailr-2024

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

الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال في الأردن العام المقبل - Roya News (رؤيا الأخباري, 2020)
الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال ....
Library Catalog: royanews.tv KerkoCite.ItemAlsoKnownAs: 2405685:HU525652

COVID-19 Response Plan - Royal Government of Bhutan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9B2N535D 2405685:B65CL3D5

Cambodia Digital Economy and Society Policy Framework 2021-2035 - Royal Government of Cambodia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZCPRMATT 2405685:NSEFRBZY

General Population Census of the Kingdom of Cambodia 2019 - Royal Government of Cambodia (National Institute of Statistics, Ministry of Planning, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:SX77YMC9

Pentagonal Strategy Phase I - Royal Government of Cambodia (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:LCLGRSN5 2405685:LC8A3756

Statistical Yearbook of Cambodia 2021 - Royal Government of Cambodia Ministry of Planning (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KUKE8JDT 2405685:DRJPZIV2

Improving Early Grade Education Across Kenya - RTI International (RTI, 2022)
Tusome focuses on four key interventions developed and proven to improve literacy outcomes in Kenya. Learn about the impact of this program.
KerkoCite.ItemAlsoKnownAs: 2405685:4Y4R9CS6 2486141:L2RCITFW

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

EQUIP-Tanzania Impact Evaluation: Endline qualitative evaluation report - Ruddle, Nicola; Jagmag, Mehjabeen; Casey, Kelly; Medardi, Deogardius; Sutoris, Peter (Oxford Policy Management, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WPKRDKSH 2405685:E4DI9VVW

EQUIP-Tanzania impact evaluation - Ruddle, Nicola; Rawle, Georgina (Oxford Policy Management, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3DXCE65T 2405685:E6MXPUT8
Keywords: ⛔ No DOI found

Mapping National Digital Learning Platforms - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Hasiniavo. Rasolohery (EdTech Hub, 2023)
This report presents findings from a global mapping exercise of 471 national digital platforms across 184 countries that was conducted by EdTech Hub following a Helpdesk request from UNICEF. The mapping exercise focused on examining three key areas of availability, usability, and inclusivity of national digital learning platforms. The study found that 32% of identified national digital learning platforms no longer exist, have not been updated since 2020, or have links that do not work. Only 30% of platforms offer offline functionality. Eighty-five per cent of platforms were accessible on a basic smartphone. This report serves as a snapshot in time of national digital learning platforms around the world. Future mapping exercises and reports may be carried out to expand on this work. Keywords: platforms, digital, learning, mobile, mapping, offline An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 6980271 ZenodoArchiveConcept: 6980270 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6980271 10.53832/edtechhub.0109 2405685:HPWRQP7M
Keywords: _r:AddedByZotZen

Mapping National Digital Learning Platforms: Full Dataset - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Hasiniavo, Rasolohery (EdTech Hub, 2023)
The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 10256767 ZenodoArchiveConcept: 10256766 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10256767 10.53832/edtechhub.0178 2405685:SPWJF5UR
Keywords: _r:AddedByZotZen

EdTech in Malawi: A Rapid Scan - Rui, Yang (Tingting) (EdTech Hub, 2024)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These include policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but not exhaustive. Nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Malawi. Keywords: Malawi, EdTech, Policy, ICT An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7314047 ZenodoArchiveConcept: 7314046 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7314047 10.53832/edtechhub.0152 10.53832/edtechhub.1024 2405685:99ZRGDBB 2405685:NMJMENAG
Keywords: Coming soon; _r:AddedByMyEducationEvidence; _r:AddedByZotZen

Social Emotional Learning and EdTech: Resources, Examples, and Effective Practices - Rui, Yang (Tingting) (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5778309 2405685:8TZZZUMT
Keywords: F: Helpdesk response; _r:AddedByZotZen

EdTech That Reaches Marginalised Learners: Relevant Examples for the Indonesian Context - Rui, Yang (Tingting); Upadhyay, Arjun (EdTech Hub, 2022)
This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions. This list provides short summaries of lessons in using EdTech such as radio, television, and mobile phones to reach marginalised learners, emphasising interventions and evidence relevant to the Indonesian context. Keywords: marginalised learners, Indonesia, radio, television, mobile phones, girls, no-tech options An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6924683 10.53832/edtechhub.0102 2405685:JPXVGB3A 2405685:MNMTIMGA
Keywords: _r:AddedByZotZen

Digitalizing Laos: Improving Government Transparency, the Business Environment, and Human Capital - Runde, Daniel F; Bandura, Romina; Lee, Rachel (Center for Strategic and International Studies, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6N97WY63 2405685:UQCUEMHV

Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic - Rutherford, Teomara; Duck, Kerry; Rosenberg, Joshua M.; Patt, Raymond (Journal of Research on Technology in Education, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1920520 2339240:4M3D4MSP 2405685:CATW6CYQ

Ruzivo Digital Learning | Home - Ruzivo Digital Learning (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:KV2YSXB4

Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak - Rwanda Ministry of Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:I8LIGBS7 2405685:XMEHJILZ

Elearning- Rwanda Polytechnic - Rwanda Polytechnic (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4PPBR9V3 2405685:4LP8M7TA

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions - Ryan, Richard M.; Deci, Edward L. (Contemporary Educational Psychology, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2020.101860 2339240:H7GQ3NBI 2405685:HGBR3JY8

Pakistan’s Award-winning Learning Apps for Kids - SABAQ (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LRUVZ4EI 2405685:NSPUH7ND 2405685:QV9PX9DY

Free Videos & Tests, Grades K-12, Pakistan - Sabaq Foundation (2020)
Sabaq Foundation provides more than 14000 FREE video lectures and tests for grades K-12 Pakistani students. It was founded in 2012 as a non-profit Trust.
Library Catalog: sabaq.pk KerkoCite.ItemAlsoKnownAs: 2339240:QBFG8DVL 2405685:93GZL6WR 2405685:JKYZSYNN

Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana - Sabates, Ricardo; Carter, Emma; Stern, Jonathan M.B. (International Journal of Educational Development, 2021)
• Estimate learning losses during grade transition for disadvantaged and previously out of school students in Ghana. • The estimated average learning loss is around 66 % of previous learning gains in foundational numeracy during this transition period. • Widening gaps in learning loss are found according to availability of home learning support, as well as home learning resources. • Learning at home and in communities has to be reimagined if gains are to be achieved and losses are to be mitigated in the post-COVID 19 era. Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102377 2339240:SQ7VK9VL 2405685:KHANG6IQ
Keywords: BASIC education; CHILDREN with social disabilities; COVID-19 pandemic; COVID-19 school closure; EDUCATIONAL outcomes; Equity; Ghana; Learning; Literacy; Numeracy; SCHOOL closings

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:ZWKGJ4FV 2405685:YPU8GIXB

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2021)
Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:IZUVIXVI 2405685:NV3ND4MJ
Keywords: Cost effectiveness; Girls’ Education; Tanzania; equity

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2021)
Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2020.1844782 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:FRZIQURK 2405685:VBG6JSIG
Keywords: Cost effectiveness; Girls’ Education; Tanzania; equity

Embracing EdTech: four critical questions answered through a rapid prototype programme on teachers’ professional development (TPD) - Sabbab, Salman; Shakil, Abdullah All; Alam, Faria (EdTech Hub, 2021)
Seventy-one teachers participating in the ‘Onneshon’ prototype were flooding the WhatsApp group with messages about the challenges and hiccups they were experiencing, either with watching the video content or with taking a quiz in the first two weeks. Problems were pouring in and so were solutions being innovated and offered through diverse channels. In the space of two weeks, the…
KerkoCite.ItemAlsoKnownAs: 2405685:ZWUKU2YL
Keywords: _EdTechHub_Output

Interview with the Statistics, Research & Information Management Directorate on data governance practices within the Ghana Ministry of Education. - Sackey, Robert (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:RGTDU93T 2405685:U8P9D9ZD

Systematic Review using a Spiral approach with Machine Learning - Saeidmehr, Amirhossein; Steel, Piers; Samavati, Faramarz (2023)
With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-2497596/v1 2405685:RINZQERU 2486141:SJ799IB8
Keywords: _Added-ailr-2024

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes - Saidu, Arthur; Casado, Eusebio Rincon; Shergill, Maggie; McBurnie, Chris (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707910 2405685:7HCBSU4P
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Digitalization in teaching and education in Malawi: Digitalization, the future of work and the teaching profession project - Saka, Tionge Weddington (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:9BDZPJAA 2405685:Z9HNTSCR

COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica - Salas, Gonzalo; Santander, Priscilla; Precht Gandarillas, Andrea; Scholten, Hernán; Moretti, Renato; López-López, Wilson (Avances en Psicología Latinoamericana, 38(2), 1-17, 2020)
La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica.
Accepted: 2020-11-12T13:39:51Z KerkoCite.ItemAlsoKnownAs: 2339240:CWNC5UZI 2405685:QUGY7FQY
Keywords: ⛔ No DOI found

COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica - Salas, Gonzalo; Santander, Priscilla; Precht, Andrea; Scholten, Hernán; Moretti, Renato; López-López, Wilson (Avances en Psicología Latinoamericana, 2020)
The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries.
KerkoCite.ItemAlsoKnownAs: 2339240:NNZKS2PJ 2405685:CUWC2WFF
Keywords: ⛔ No DOI found

This organization is creating access to virtual classrooms for children in slums - Salaudeen, Aisha; Patrick, Anita (CNN, 2020)
Slum2school is providing access to online learning for underprivileged students in Lagos, Nigeria
KerkoCite.ItemAlsoKnownAs: 2339240:RK22IM6H 2405685:USLJUJBQ

SALCAB | Home - SALCAB (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:7LEIDSTB

Meeting the challenges posed by per diem in development projects in southern countries: a scoping review - Samb, Oumar Mallé; Essombe, Christiane; Ridde, Valery (Globalization and Health, 2020)
This study presents the results of a review whose goal is to generate knowledge on the possible levers of action concerning per diem practices in southern countries in order to propose reforms to the existing schemes.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12992-020-00571-6 2339240:MCNG2S7E 2405685:FRYC6H9R 4656463:P6QZDCEC
Keywords: Per diem; Policy dialogue; Reform; West Africa

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

How to Design EdTech Programmes That Lead to Gender-Transformative Change - Samuels, Fiona; Leon-Himmelstine, Carmen; Marcus, Rachel; Myers, Christina (EdTech Hub, 2022)
This paper outlines how EdTech programming can adopt a gender-transformative approach to improve gender equity in access and learning outcomes. It explains what the term ‘gender-transformative change’ means, and why it is needed. Some key dimensions of gender-transformative approaches in the specific context of EdTech initiatives are outlined, looking at how different approaches can enhance access to education and learning opportunities and improve outcomes, and challenge discriminatory gender norms and stereotypes. Based on a desk review of grey and published materials, this paper then presents and discusses insights from the approaches taken by four EdTech programmes. Keywords: EdTech; gender-transformative; country case studies; education; girls’ education An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6475261 10.53832/edtechhub.0090 2405685:DSG9QF4F 2405685:GBQT3KMA
Keywords: _r:AddedByZotZen

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2020)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2019.1666873 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 2339240:GCR3V5QP 2405685:86I72796 4656463:48WL9B8V 4656463:M4NW5YGX
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

Schooling for All: Feasible Strategies to Achieve Universal Education - Sandefur, Justin (Center for Global Development, 2022)
This report debates the case for specific public investments in education in low- and lower-middle-income countries, drawing on evidence of what has worked not just in small-scale experiments but historically and in large-scale national programs. Its messages are intended more for economic policymakers than educators, as they speak to what can be accomplished with fiscal instruments (money) and where trade-offs must be made. CGD does not take institutional positions.
KerkoCite.ItemAlsoKnownAs: 2339240:TRJQV3HU 2405685:FBBCDGQS 4656463:WD6IYKWC

The Long-Run Decline of Education Quality in the Developing World | Center for Global Development | Ideas to Action - Sandefur, Justin; Le Nestour, Alexis; Moscoviz, Laura (Center for Global Development, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:JMDZFXBT 2405685:CAG4SW4Y 4656463:SMY6W2S2

Summary: Webinar on COVID-19 fallout on poverty and livelihoods in Bangladesh: results from SANEM’s nation-wide survey conducted in Nov-Dec 2020 - SANEM (SANEM, 2021)
The 10th episode of SANEM Shongzog on "COVID-19 Fallout on Poverty and Livelihoods in Bangladesh: Results from SANEM's Nationwide Survey (Nov-Dec 2020)" was held on 23 January 2021.
KerkoCite.ItemAlsoKnownAs: 2339240:KE7K5Y72 2405685:9MSRWZEF

Coronavirus: Edtech unicorn BYJU’S free offer sees 150% jump in new students - Sangwan, Sujata (2020)
The initiative to support students to learn from home during coronavirus outbreak receives overwhelming response from metros and non-metros, BYJU'S said.
Library Catalog: yourstory.com Section: Edtech KerkoCite.ItemAlsoKnownAs: 2339240:VRC6PFJK 2405685:JRCPS8TT

Text classification using deep learning techniques: a bibliometric analysis and future research directions - Sarin, Gaurav; Kumar, Pradeep; Mukund, M. (Benchmarking: An International Journal, 2023)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/BIJ-07-2022-0454 2405685:9AAKZ7EL 2486141:J6KNBKMH 2486141:KMNV7QKL
Keywords: Bibliometric analysis; Classification; Data mining; Deep learning; Text analytics; _Added-ailr-2024

Using community-based structures in education programming - Sarton, Emma; Thukral, Hetal (2021)
This Thematic Review summarises the learning around how community-based structures (CBSs) supported projects during COVID-19 school and community-based education closures. It examines the role of CBSs in supporting Girls’ Education Challenge projects to pivot successfully and identifies six characteristics of successful utilisation of CBSs. This Thematic Review is primarily aimed at projects, implementors and non-governmental organisations interested in working with CBSs to maximise project outcomes now and in the future. It is also useful for researchers and policy makers, supporting conversations about how to best work with communities and CBSs.
KerkoCite.ItemAlsoKnownAs: 2405685:I7BQJD5E 2405685:YNTJPK4A

Five lessons learnt from Bangladesh's experience responding to COVID-19 - Sarwar, Mohammad Afzal Hossain,; Hossain, Iqbal; Kaye, Tom (EdTech Hub, 2020)
by Md. Afzal Hossain Sarwar (a2i), Iqbal Hossain (UNICEF Bangladesh) and Tom Kaye (EdTech Hub) In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a guide to a five-part response…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707856 10.5281/zenodo.4707858 2339240:3JLSUFML 2339240:PISQI3AG 2405685:7G3XE8J6 2405685:HXB42AHC 2405685:PH8ICW77 2405685:RDMBW97E
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Reading Audrey Watters: A reflection on personalised learning via education technology through a decolonial lens - Sarwar, Moizza Binat (EdTech Hub, 2022)
At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.
KerkoCite.ItemAlsoKnownAs: 2339240:7LCXLE8L 2405685:U3M7PGEE

Towards a Resilient Education Recovery from Pakistan's Floods: Rapid Response Research - Sarwar, Moizza Binat (Malala Fund & Pakistan Coalition for Education, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:9HVG3REL 2405685:9TT63AI4

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

Averting an Education Catastrophe for the World’s Children - Save Our Future (Save Our Future, 2020)
Education faces a triple threat: 90% of children in the world have had their education interrupted due to COVID-19. This...
KerkoCite.ItemAlsoKnownAs: 2339240:4AULX344 2339240:RENP5KKC 2339240:YMVZHQGD 2405685:CKAHAT9D 2405685:Q49R84ZM 2405685:T95RE4K7

COVID-19: Most marginalised children will bear the brunt of unprecedented school closures around the world - Save the Children (Save the Children International, 2020)
Governments and communities must act now to ensure that millions of vulnerable children do not lose out on their education as schools close their gates to try and contain the Coronavirus outbreak, warns Save the Children. More than 120 countries have already introduced nation-wide school and...
KerkoCite.ItemAlsoKnownAs: 2405685:LQUIQM32 2534378:5X7S68MX

Nearly half a million children in Malawi unable to attend school due to Cyclone Freddy - Save the Children (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:IXQQVSWL 2405685:94SBLT7H

Protect a generation: The impact of Covid19 on children’s lives - Save the Children (Save the Children, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:EHFLZK6Q 2405685:QDUHFQZC

About IDELA - Save the Children, IDELA (IDELA, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:E2PD2ZUF 2405685:YP77AGZ8

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

Teacher professional development and curriculum: Enhancing teacher professionalism in Africa by Education International - Issuu - Sayed, Yusuf; Bulgrin, Eva (Education International Research, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:E4BGMVNV 2405685:8ZAX7AE9

What's the difference between asynchronous and synchronous learning? - Scheiderer, Juliana (Ohio State Online, 2020)
How do online classes work? We tapped online learning experts to explain the pros and cons of synchronous vs. asynchronous learning.
KerkoCite.ItemAlsoKnownAs: 2339240:VVHDQKWA 2405685:6I4KIXF3

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

RBF Interventions in Education : Do they Increase Inequality of Outcomes? : A Literature Review - Schipper, Youdi; Pradhan (World Bank, 2022)
RBF Interventions in Education : Do they Increase Inequality of Outcomes : A Literature Review (English)
KerkoCite.ItemAlsoKnownAs: 2339240:BMJGZX2Q 2405685:LS7P9947 4656463:PUESP9RL

Scaling Personalised Learning Technology in Malawi - Schmitt, Laurel (EdTech Hub, 2021)
Want to know more about the lessons we learnt from our sandbox with onebillion? Read our blog, Scaling personalized learning technology in Malawi.
KerkoCite.ItemAlsoKnownAs: 2339240:KWP37J8V 2339240:QWF5YPUM 2405685:3JNLR2A9 2405685:PMDAD9XJ

SchoolGate | Home - SchoolGate (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:MPKF37CS

Rensvandeschoot/software-overview-machine-learning-for-screening-text - schoot, Rens van de (2023)
The repository aims to create an overview and comparison of software used for systematically screening large amounts of textual data using machine learning.
original-date: 2022-02-17T18:40:05Z KerkoCite.ItemAlsoKnownAs: 2405685:H75KUGV8 2486141:DYRPSJRR
Keywords: _Added-ailr-2024; active-learning; machine-learning; software-development; systematic-reviews

Reducing distance through online international collaboration - Schreiber, Brooke R.; Jansz, Mihiri (ELT Journal, 2020)
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.
Publisher: Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP, UK Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396850563?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:RG8CJKWL 2405685:3RSVXH8U 2534378:5SN3PVQJ 2534378:BNKTXCE8 2534378:JK2SK2F6
Keywords: Asynchronous Communication; Computer Mediated Communication; DISTANCE education; Distance Education; ENGLISH as a foreign language; ENGLISH language education; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Educational Cooperation; English (Second Language); Feedback (Response); Foreign Countries; Group Discussion; Higher Education; IN-service training of teachers; Inservice Teacher Education; International Cooperation; LEARNING; Language Variation; Masters Programs; New York (New York); Online Courses; Peer Groups; Postsecondary Education; Program Descriptions; Second Language Instruction; Second Language Learning; Sri Lanka; TEACHER education; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2099817; __finaldtb

Reducing distance through online international collaboration - Schreiber, Brooke R; Jansz, Mihiri (ELT Journal, 2020)
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.
KerkoCite.ItemAlsoKnownAs: 10.1093/elt/ccz045 2339240:4NE92SRV 2405685:MA4ZGQK4

A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field - Schryen, Guido; Wagner, Gerit; Benlian, Alexander; Paré, Guy (Communications of the AIS, 2020)
Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.
KerkoCite.ItemAlsoKnownAs: 2405685:2NRF8SJX 2486141:MDDDQ8AI 2486141:QA8SSXX8
Keywords: ⛔ No DOI found

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

Motivation and social cognitive theory - Schunk, Dale H.; DiBenedetto, Maria K. (Contemporary Educational Psychology, 2020)
This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influences on motivation. Key internal motivational processes are goals and self-evaluations of progress, self-efficacy, social comparisons, values, outcome expectations, attributions, and self-regulation. Critical issues confronting the theory include diversity and culture, methodology, and long-term effects of interventions. The article concludes with additional recommendations for future research on contexts, conceptual clarity, and technology.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2019.101832 2339240:E7GLDC2X 2405685:A6NCUBQS
Keywords: Motivation; Self-efficacy in education; Social cognitive theory

Opportunities and challenges in using online learning to maintain continuity of instruction in K-12 schools in emergencies - Schwartz, H; Ahmed, F; Leschitz, J T; Uzicain, A; Uscher-Pines, L (2020)
Distance learning provides a way to continue instruction in emergencies and can support social distancing. As we have seen with the COVID-19 pandemic, prolonged school closures can occur with little warning. Lessons learned from prior prolonged school closures can inform much-needed planning for future ones. In the 2017 hurricane season, more than 1,000 schools in the United States experienced closures lasting 10 or more days. Yet, despite the rapid expansion of online instruction, little is known about schools’ use of it in public health and other emergencies. METHODS: In 2017-2018, we conducted 13 focus groups and 11 interviews with school practitioners to identify promising practices, barriers, and facilitators for distance learning in emergencies. RESULTS: We found few examples of use of distance learning during emergency school closures in 2017. While there are significant barriers to offering distance learning in an emergency, schools that already offer online learning prior to an emergency are best equipped to continue instruction during closures for some types of emergencies. CONCLUSIONS: Additional efforts could enhance preparedness for distance learning in K–12 schools in the framework of all-hazards preparedness.
KerkoCite.ItemAlsoKnownAs: 2405685:IZCKM5AZ
Keywords: Blended Learning; Disasters; Distance Learning; Hurricanes; Influenza

Moving online : Creating effective tasks for analysis of teaching evidence - Schwartz, Jonathan; Mahiko, Joy (EdMedia + Innovate Learning 2020 Online, 2020)
The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper presents the findings of a qualitative case study conducted in two teacher education courses during Spring 2020 semester. Due to the COVID-19 pandemic, field experiences were replaced by assignments administered online where teacher candidates watched and analyzed videos of expert teachers, and also analyzed their own videotaped teaching lessons. Results showed that teacher candidates became better at analyzing the teaching videos and appreciated the diversity of teaching examples. However, they also reported that they did not enjoy substituting real life experiences with online teaching videos.
KerkoCite.ItemAlsoKnownAs: 2405685:B5JLRT4F
Keywords: ⛔ No DOI found

World librarians: A socio-technical system providing library search services to offline schools and libraries in Malawi - Schweik, Charles M.; Meyer, Carl; Chinkondenji, Pempho; Smith, Jeremy; Mchenga, Promise (World Development Perspectives, 2020)
Publisher: Elsevier shortDOI: 10/ghgn56 KerkoCite.ItemAlsoKnownAs: 10/ghgn56 2405685:C2FTH5HS

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

Scottish Local Government Finance 'Green Book' 2022-23 - Scottish Government (2022)
Scottish Local Government Finance Settlement 2022-23: Funding Allocation Formula.
KerkoCite.ItemAlsoKnownAs: 2339240:2SJBGQ99 2405685:BEGQ5SPH 4656463:8PQ43ECW

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

Edtech Should Be More Evidence-Driven - EdSurge News - Segura, Fabio; Sommer, Simon (EdSurge, 2022)
The $300 billion global edtech industry is full of promise – but its non-empirical approach has prevented true success
Section: Education Technology KerkoCite.ItemAlsoKnownAs: 2339240:LFIW2ZPJ 2405685:WTNB88NI

Mother-tongue Instruction and Later Labor Market Outcomes: Evidence from a Natural Experiment in Ethiopia - Seid, Yared (Applied Economics, 2022)
This paper offers empirical evidence on the effect of mother-tongue instruction in primary school on students’ later labor market outcomes. Moreover, it explores whether the effect varies by the duration of exposure to mother-tongue instruction. Since Ethiopia has adopted mother-tongue instruction after the 1994 Ethiopian education reform, many students who have attended primary school after 1994 are exposed to mother tongue instruction, resulting in a variation in exposure to mother-tongue instruction by birth cohort. In Amhara state, Amharic is adopted as medium of instruction both before and after the education reform. This is in contrast to other states in Ethiopia that have changed the medium of instruction in primary school following the education reform. Among students who have been exposed to mother-tongue instruction following the education reform, however, the duration of their exposure to mother-tongue instruction varies depending on the state in which they have attended primary school. This is because states in Ethiopia mandate students to transition from mother-tongue to English instruction either in grade 5, 7, or 9. Exploiting these two plausibly exogenous sources of variations (across states and birth cohorts) and using data from the 2013 Ethiopian Labor Force Survey, we estimate difference-in-differences model. Estimates from our preferred specifications suggest that mother-tongue instruction in primary school improves later labor market outcomes, but the size of its effect decreases with the number of years an individual was exposed to mother-tongue instruction in primary school.
KerkoCite.ItemAlsoKnownAs: 10.1080/00036846.2022.2083067 2405685:FVA8PVW7 4042040:BDEBTWNL

A Framework for Creating Short Forms of Internationally Used Direct Assessments - Seiden, Jonathan (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6YINVI8Z 2405685:THAGKHBH

Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice - Selwaness, Irene; Adam, Taskeen; Lawson, Laté; Heady, Lucy (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6339212 10.53832/edtechhub.0096 2339240:VJZWBP65 2405685:6JLQ7UC6 2405685:KQUDWCXC
Keywords: _r:AddedByZotZen

Digital degrowth: toward radically sustainable education technology - Selwyn, Neil (Learning, Media and Technology, 2023)
This paper outlines how ideas of ‘degrowth’ might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of ‘radically sustainable computing’. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2022.2159978 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2022.2159978 2339240:UK94S6MG 2405685:UUGQ439A
Keywords: Degrowth; Illich; digital; education; sustainability

E-waste and planned obsolescence - Selwyn, Neil (Critical Studies of EDUCATION & TECHNOLOGY, 2021)
Notes from Guardian report (15.04.20) by John Harris on e-waste and planned obsolescence ** There is a pressing need to talk about educational technology in terms of the disposal – rather than adop…
KerkoCite.ItemAlsoKnownAs: 2339240:MJVFPJ7K 2405685:8DUFXTJF

Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis - Selwyn, Neil (E-Learning and Digital Media, 2021)
Despite climate heating and rising ecological instability, environmental issues feature rarely in discussions of educational technology. Most commentators presume the continued unfettered use of digital education resources bolstered by occasional claims that emerging technologies might support the ?greening? of school and university provision. In contrast to such business-as-usual complacency, this article anticipates ongoing environmental degradation of the planet as radically upending the continued expansion of digital technologies in education. On the one hand, depletion of natural resources and energy curtailments might put paid to established ?abundant? forms of digital technology use. On the other hand, more frequent climate-related disasters might necessitate emergency forms of education for displaced and unsettled populations. As such, the article argues for a new paradigm of educational technology that is both wholly sustainable and targeted towards displaced and disadvantaged populations. The article considers a number of ways that such an ?Ed-Tech Within Limits? might be pursued ? outlining fundamental shifts in thinking necessary to reorient educational technology along environmentally concerned lines.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/20427530211022951 2339240:IAI4JMQG 2405685:8GL436EN

“Virtual Nagging”: Comprehension-based external regulation and success support for online learners - Semingson, Peggy; Owens, Dana; Kerns, William (SITE 2020, 2020)
Recent research and literature champions the power of nudge emails to coax students to make positive choices for their learning (Cavanagh & Eastham, 2019). This roundtable session and paper n expands on this concept more broadly and provides a comprehensive overview on the literature of external regulation for helping online learners to stay organized, focused, motivated, and “on top of” readings and assignments within an online course. As literacy teacher educators, we encourage the use of comprehension-focused overviews to help students fully understand the scope of tasks at the course level and the module level. Due to the challenging nature of distance and the need to stay on track with the pace of distance learning, instructors need to be able to communicate and support students in a variety of ways using language-based virtual outreach. We deem this as “virtual nagging” due to our experiences with virtual communications outreach in an all online master’s level literacy teacher education program. We provide key
KerkoCite.ItemAlsoKnownAs: 2405685:DNTWWN8Q
Keywords: Distance/Flexible Education; Instructional Design; ⛔ No DOI found

Localización de la demanda insatisfecha de instituciones educativas. Una propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en Argentina - Sendón, María Alejandra (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:46KQBBWV 4042040:TH2JHXFY

Education service transformation in Sierra Leone: Where policy meets the people - Sengeh, David (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Y5AL4GBH 2405685:CL5T3HVF

Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education - Sengeh, David Moinina (2020)
As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone.
KerkoCite.ItemAlsoKnownAs: 2339240:DE8NBSA7 2405685:TJT9ZI8V

Transforming education service delivery in Sierra Leone: from evidence to action - Sengeh, David Moinina; May-Wilson, Hannah (Global Partnership for Education, 2020)
Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes.
KerkoCite.ItemAlsoKnownAs: 2339240:BFQBRATB 2405685:PS758V8V

Reimagining Education for Continuous Learning and Teaching - Sengeh, Hon Minister David Moinina; Team, MBSSE Delivery; Team, Hon Minister David Moinina Sengeh and MBSSE Delivery (EdTech Hub, 2021)
EdTech Hub has partnered with the Ministry of Basic and Senior Secondary Education in Sierra Leone to increase the use of evidence in decisions around EdTech. Click to read more.
KerkoCite.ItemAlsoKnownAs: 2339240:6JKPNDHR 2405685:SQ7GPXQJ

Assistive technology for students with visual disability in schools for the blind in Delhi - Senjam, Suraj Singh; Foster, Allen; Bascaran, Covadonga; Vashist, Praveen; Gupta, Vivek (Disability and Rehabilitation: Assistive Technology, 2020)
Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8%. Of the total, 27.6% students had best corrected visual acuity <6/18 to 1/60, and the rest had <1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98%), Braille slate and stylus (99.2%), handheld audio recorders (77.6%) and screen readers (77.2%). Good awareness was reported for abacus (88.8%), walking long canes (94.4%) and smart cane (89.6%), audible balls (96%), Braille chess (82.8%) and talking watch (98%). Among the students with <6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8% (typoscope) to 43.6% (video magnifiers). Braille technology was used for reading by 96.4% (books) and for writing by 96.8% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55% (screen readers). The use of math and science learning devices was poor (<20%). Walking canes were used by 59% of students whereas 87.2% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/17483107.2019.1604829 KerkoCite.ItemAlsoKnownAs: 10.1080/17483107.2019.1604829 2339240:4RW4RDTW 2405685:W56E2AD8
Keywords: Assistive technology; awareness; blind schools; utilization; visual disability

Contract Type and Teacher Absenteeism in Benin: The Role of Teacher’s Supplemental Income - Senou, Barthelemy Mahugnon (2021)
Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers.
KerkoCite.ItemAlsoKnownAs: 2129771:G5ULT28D 2405685:KQA3YITJ 4556019:RK7QIQGC
Keywords: C:Benin; ⛔ No DOI found

Sisimpur | Sesame Workshop - Sesame Workshop (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KVF62JP5 2405685:VI6BNSHZ 4803016:IRMRT8SQ

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

ClassRoute: An English to Punjabi Educational Video Translation Pipeline for Supporting Punjabi Mother-Tongue Education - Shaghaghi, Navid; Ghosh, Smita; Kapoor, Raghav (2021 IEEE Global Humanitarian Technology Conference (GHTC), 2021)
Information Communication Technology (ICT) permeates almost every aspect of our daily lives and has become one of the most important priorities for formal and informal education. However, many people particularly those in least developed countries, are unable to reap the benefits due to lack of access to ICT but also due to lack of access to quality educational material. Additionally, in Punjab India, due to a shortage of resources and lack of infrastructure, the education system suffers from massive gaps including high student to teacher ratios, shortage of qualified teachers, and poor teacher training programs. This all has also been further exacerbated due to the COVID19 Pandemic as schools shut down globally and all teaching/learning activities moved online where possible or were canceled otherwise. In an effort to help relieve some of the burden on the Punjabi education system, and motivated by the proven efficiency of mother-tongue based education as well as the importance of visual-based learning, this paper introduces a pipeline for translating English educational videos into Punjabi equivalents which seeks to go beyond simple translation and in future iterations take into consideration the cultural needs of the learners in order to better connect them with the topics being taught. This pipeline is among a series of under construction pipelines aimed at translating English educational videos into other languages, dubbed as ClassRoute.
ISSN: 2377-6919 KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC53159.2021.9612485 2405685:S27BBK9U 4042040:GWNJB5CP
Keywords: Bridging the Digital Divide; Education; Education Technology (EdTech); Humanitarian Information Communications Technology (ICT); Language Translation; Natural Language Processing (NLP); Pandemics; Pipelines; Quality Education; Semantics; Tongue; Tools; Training

How to integrate Value for Money assessments within the External Evaluations of the GEC - Shah, Valsa (Foreign, Commonwealth & Development Office, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:32NCMKDK 2405685:NQ22KZWA

Comparative Analysis of Personal Data Protection Bill 2020 with Laws and Bills in the EU, UK, India, and Malaysia - Shahani, Shumaila Hussain (2020)
Overview of the Comparative Analysis By Shumaila Hussain Shahani The draft Personal Data Protection Bill, 2020 was made available by the Ministry of Information Technology and Telecommunication (MoITT) on its website on April 9, 2020. This analysis compares the draft Personal Data Protection Bill 2020 to the General Data Protection Regulation (GDPR) (from which the …
Section: Blog KerkoCite.ItemAlsoKnownAs: 2339240:2D6EPNJX 2405685:6W8UJKMT

E-Learning in Bangladesh: A Study of Teachers’ Behavioral Orientation and Affective Alignment in the Post-New Normal - Shamim Miah, A.S.M; Rasel Kabir, Md; Sultana, Sarmin (Contemporary Research in Education and English Language Teaching, 2020)
This study explores the teachers’ behavioral and affective orientation to e-learning that is in practice at all the levels of education in Bangladesh i.e. primary school, secondary school, higher secondary school, college, and university. By investigating the reasons for such disarray, it proposes solutions to overcome them. It acquired its data through online surveys followed by quantitative analysis through descriptive inferential analogies of the logarithmically represented findings. The result of the study documents that teachers’ preparation, technological know-how and adaptation to the e-learning platforms, their methods of teaching, measurement of outcomes, and mapping of curricula suggest that e-learning in Bangladesh is vitiated due to the diffusion in the teaching staff demographics and diluted apprehension of the e-learning. The paper’s primary findings show that Bangladesh’s progress from Education 1.0 to Education 3.0 is more affective and behavioral than cognitive in the implementation; wherein, the very concept of e-learning is diluted or spun around the idea of education via some usage of technology only, more specifically web conference applications which is indicative of Education 2.0 practices. There is no distinction made that separates online learning from e-learning, e-learning from distance and distance from blended learning, etc. in the current environment.
KerkoCite.ItemAlsoKnownAs: 10.33094/26410230.2020.21.16.35 10/gj37h5 2339240:A7RYDPHH 2405685:KVRAQU2P

How can real-time performance data lead to better education outcomes? - Sharma, Aarushi; Gustafsson-Wright, Emily; Osbourne, Sarah (Brookings, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SZWXK6WN 2405685:JNRNE6CJ 4656463:GFXAJF9E

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

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

Transcultural adaptation and psychometric properties of the International Development and Early Learning Assessment (IDELA) in Brazilian pre-school children - Shavitt, Ilana; Ayres de Araujo Scatollin, Monica; Suzart Ungaretti Rossi, Adriana; Pacífico Mercadante, Mariana; Gamez, Luciano; Resegue, Rosa Miranda; Pisani, Lauren; do Rosário, Maria Conceição (International Journal of Educational Research Open, 2022)
Early childhood is a sensitive period for development, and it is important to use psychometrically sound instruments to assess the child's developmental abilities. The International Development and Early Learning Assessment (IDELA) represents an innovative, feasible and low-cost assessment tool for preschool children that evaluates motor development, pre-numeracy, pre-literacy, and socioemotional development. These areas of development represent “key” skills for early development and school readiness. The objectives of this study were to translate the IDELA to Brazilian Portuguese, to conduct its cultural adaptation to the Brazilian population, to analyze its content validity, to assess its inter-rater reliability, to analyze the internal consistency of its sub-domains and to investigate associations between the child's IDELA scores and sociodemographic characteristics of the family. This was a descriptive, cross-sectional study, in which a sample of 565 preschool children were assessed with the IDELA in the city of Embu das Artes, São Paulo. Results indicated that the IDELA was successfully translated and culturally adapted to the Brazilian population, presenting adequate content validity, good internal consistency of its sub-domains and very high inter-rater reliability. Among the evaluated children, the girls' mean scores were higher than the boys' mean scores; 5-year-old children had higher scores than 4-year-old children; a positive correlation was observed between maternal education and the children's mean scores in the total IDELA, the pre-mathematics and the socioemotional subdomains. In conclusion, the Brazilian version of the IDELA proved to be feasible, adequate and reliable to assess early childhood development and school readiness of preschool age children in Brazil. Future studies could use the IDELA to provide relevant data about the children's development and school readiness in other Brazilian regions that will be useful in the planning of public health and education policies to improve children's integral development and their academic achievement.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2022.100138 2339240:KMFI72C4 2405685:FNHIC9NG
Keywords: Assessment; Cultural adaptation; Early childhood development; Inter-rater reliability; Preschool age children; Translation

A comprehensive analysis of personalized learning components - Shemshack, Atikah; Kinshuk; Spector, Jonathan (Journal of Computers in Education, 2021)
Personalized learning is a learning approach that aims to personalize the learning experience according to the unique needs, goals, and skills of individuals which can be achieved by using current instructional technology that provides unique learning experiences in different learning environments. Technology is the main component that will enable and enrich personalized learning experience; however, even though technology is available to personalize the learning experience, there is still a lack of unified agreement on what components need to be considered for a dynamic personalized learning approach that is to be able to provide a unique and effective learning experience to each learner. To address this need, this study aims to analyze and synthesize different personalized learning approaches that consider different learning components, so that we have an evolving agreement on personalized learning models and approaches. The findings of this research identified the following main components: learner profiles and attitudes, previous knowledge and beliefs, personalized adaptive learning paths, and flexible self-paced learning environments that are generated by learning analytics. These prominent characteristics imply that a personalized learning environment (PLE) would need to be dynamic to maintain a current record of learner interests and attitudes, past experiences and performance, and activities and interactions likely to match a particular learner and learning goal.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40692-021-00188-7 2339240:QSBTLZSS 2405685:AYW2Z9VQ

Significance of Radio and Television Learning Programmes on the Academic Achievement of Learners during COVID-19 Lockdown in Maiduguri, Borno State, Nigeria - Shettima, Y; Makinta, A W; Tomsu, S M (International Journal of Innovative Information Systems & Technology Research, 2020)
This study examines the significance of Radio and Television learning programmes on the academic achievement of learners during the COVID-19 lockdown in Maiduguri, Borno State, Nigeria. There are three research questions and one null hypothesis formulated for the study. Using Krejcie and Morgan (1970) statistical table, a population of 217 respondents were drawn from a sample size 500 as the sample for the study. The research questions were answered using percentages and the null hypothesis was tested using Chi-Square (X2) at 5% level of significance. The findings of research questions one show that, Radio and Television Learning programmes have significant impact on the academic achievement of learners (X2=16.43; P>0.05). Similarly, analysis of research question two shows that, learners have interest in listening or viewing on the Radio and Television learning programmes (X2=23.41; P>0.05). Furthermore, findings of research question three indicated that Radio and Television learning programmes were up to educational standard which are easily understood by the learners (X2=38.16; P>0.05). In conclusion, Radio and Television learning programmes have impacted positively on the academic achievement of learners in nursery, primary and secondary schools. These educational learning programmes may help in mitigating idleness and non-study of learners during the COVID-19 lockdown in the country.
KerkoCite.ItemAlsoKnownAs: 2339240:6KC9UHJS 2405685:H6DXAQZY
Keywords: ⛔ No DOI found

Guessing or solving? Exploring the use of motion features from educational game logs - Shin, Hyunjin; Kim, Bugeun; Gweon, Gahgene (Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 2020)
A learner's guessing behavior while playing educational games can be a key indicator of her disengagement that impacts learning negatively. To distinguish a learner's guessing behavior from solution behavior, we present an explorative study of using motion features, which represent a learner's finger movements on a tablet screen. Our data was collected from the Missing Number game of KitKit School, a tablet-based math game designed for children from pre-K to grade 2 in elementary school. A total of 5,040 problem solving logs, which were collected from 168 students, were analyzed. A two-sample t-test showed a significant difference between guessing and solution behavior for four groups of motion features that indicate distance, curvedness, complexity, and pause (p<0.001). Additionally, our empirical results showed the possibility of using motion features in automatic detection of guessing behavior. Our best model yielded an accuracy of 0.778 and AUC value of 0.851 by using the random forest classifier.
KerkoCite.ItemAlsoKnownAs: 10.1145/3334480.3383005 2339240:9GZ5Q6U8 2405685:723DJXQU
Keywords: educational game; guessing behavior; learning analytics; motion features; touch log

Education in Emergencies, Mental Wellbeing and E-Learning - Shohel, M. Mahruf C.; Mahmud, Arif; Urmee, Munira Azhar; Anwar, Muhammad Naveed; Rahman, Mohammad Mojibur; Acharya, Dev Raj; Ashrafuzzaman, Md; Shohel, M. Mahruf C.; Mahmud, Arif; Urmee, Munira Azhar; Anwar, Muhammad Naveed; Rahman, Mohammad Mojibur; et al. (IntechOpen, 2021)
The world has been going through an unprecedented situation due to the world-wide health crisis created by the COVID-19 pandemic. It affected all sectors across the globe, including education. This chapter highlights the importance of education in emergencies and how a situation like the COVID-19 pandemic creates challenges alongside opportunities to learn for personal and professional development as well as to ensure mental wellbeing of individuals through e-learning. The chapter explores literature to draw on different perspectives regarding the issues related to effectiveness in handling education and learning in an emergency in addition to preparedness for post and future emergencies. However, it focuses mainly on the role of the education sector in supporting individuals, especially learners and educators during and after emergencies. It also reflects on educational professionals’ work with students during this pandemic i.e. how educational professionals report on their adaptation journey and how the pandemic impacted the ability to serve and engage learners. From the professionals’ best practices to assist students in being successful through online education or hybrid teaching and learning formats, many opportunities arose to shape and reform education for a better future and transform the process of lifelong learning. This chapter outlines strategies, in general, for the education sector, and in particular, institutions and individuals to be better prepared for future emergencies through the opportunities e-learning offers.
Publication Title: E-Learning and Digital Education in the Twenty-First Century KerkoCite.ItemAlsoKnownAs: 10.5772/intechopen.97425 2339240:B2NKF79D 2405685:MVSKZIW2

The use of technology to continue learning in Palestine disrupted with COVID-19 - Shraim, Khitam; Crompton, Helen (Asian Journal of Distance Education, 2020)
This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education's digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4292589 2339240:9KLRL9AJ 2405685:5RN8D4UA 2405685:6HK5A9NC
Keywords: Online learning; technology; COVID-19; pandemic; emergency remote teaching; covid-19; emergency remote teaching; online learning; pandemic; technology; ⛔ No DOI found

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

Fee-free basic education policy implementation in Tanzania: A ‘phenomenon’ worth rethinking - Shukia, Richard (Huria: Journal of the Open University of Tanzania, 2020)
This paper is based on a study that employed qualitative research methods to examine the implementation of the fee-free basic education policy in Tanzania. The study reveals that, the policy is misapprehended, and causing confusion and dissonance among key implementers including heads of schools and parents, and it is threatening the quality delivery of education. However, there is no doubt that the implementation of the fee-free education policy has significantly promoted access to basic education for children from various socio-economic backgrounds. Thus, this paper argues that the implementation of the fee-free basic education policy, albeit commendable, it is not a panacea to achieving equitable access and quality education delivery for all. Hence, the policy and its implementation is a ‘phenomenon’ worth rethinking for Tanzania to realise equitable and quality universal basic education.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:6RMCK4LX 2405685:PNIU3NYC 4656463:7B2HMMKG
Keywords: Fee-free education policy; basic education; policy implementation and Tanzania; ⛔ No DOI found

Understanding the first and second digital divides in rural Bangladesh: internet access, online skills, and usage - Siddiquee, Muhammad Shahadat Hossain; Islam, Md. Saiful (BRAC Institute of Governance and Development (BIGD), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:H7E4MIUY 2405685:82R7AZNN

Deaf Reach: End of Sandbox Showcase - Siddiqui, Maira; Shaikh, Saira; Rahman, Asad (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959839 2405685:6FBBKFMM
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

SIEF Mega Costing Model for Nudge or Information Interventions Using SMS or Recorded Messages - SIEF (Strategic Impact Evaluation Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:34TKXQJY 2405685:F52GCYZD

Bringing Digital Learning to Rural Schools: A Rapid Evaluation of Lyra in Africa - Simmons, Hannah (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8391601 ZenodoArchiveConcept: 8391600 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7857255 10.5281/zenodo.8391601
Keywords: _r:AddedByZotZen

Sustainable Solutions to Rural Girls’ Education: A Rapid Evaluation of Lyra in Africa’s Green Hostels - Simmons, Hannah (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7858344 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7858344 ZenodoArchiveConcept: 7858343
Keywords: _r:AddedByZotZen

Sustainable Solutions to Rural Girls’ Education: A Rapid Evaluation of Lyra in Tanzania - Simmons, Hannah (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7642746 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7642746 ZenodoArchiveConcept: 7642745
Keywords: _r:AddedByZotZen

Sandboxes: our approach to systemic experimentation - Simpson, Lea (EdTech Hub, 2020)
What’s a sandbox you ask? First in the series, this blog explains what you need to know about the Hub’s approach to experimentation and innovation.
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2339240:N8IVIWTD 2339240:UM8QDJVD 2405685:EU5H44PP 2405685:T22QNFKK 2405685:XZLUI8BE
Keywords: F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Hello and Welcome to the Sandbox - Simpson, Lea; Carter, Alice; Rahman, Asad (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5123366 2405685:CQQURC65
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Eight Reasons Why EdTech Doesn’t Scale: How sandboxes are designed to counter the issue - Simpson, Lea; Carter, Alice; Rahman, Asad; Plaut, Daniel (EdTech Hub, 2021)
The EdTech Hub’s sandbox approach offers implementers and decision makers a clear way to implement and scale only the most effective EdTech interventions. In this position paper we share our view on why EdTech isn’t scaling and how we see the sandboxes approach addressing them. Keywords: innovation; implementation; sandboxes; EdTech; scale; experimentation An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4966322 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4966322 10.53832/edtechhub.0115 10.53832/edtechhub.0116 2405685:8HKCSIRC
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Experimental education research: rethinking why, how and when to use random assignment - Sims, Sam; Anders, Jake; Inglis, Matthew; Lortie-Forgues, Hugues; Styles, Ben; Weidmann, Ben (UCL Centre for Education Policy and Equalising Opportunities, 2023)
Over the last twenty years, education researchers have increasingly conducted randomised experiments with the goal of informing the decisions of educators and policymakers. Such experiments have generally employed broad, consequential, standardised outcome measures in the hope that this would allow decisionmakers to compare effectiveness of different approaches. However, a combination of small effect sizes, wide confidence intervals, and treatment effect heterogeneity means that researchers have largely failed to achieve this goal. We argue that quasi-experimental methods and multi-site trials will often be superior for informing educators' decisions on the grounds that they can achieve greater precision and better address heterogeneity. Experimental research remains valuable in applied education research. However, it should primarily be used to test theoretical models, which can in turn inform educators' mental models, rather than attempting to directly inform decision making. Since comparable effect size estimates are not of interest when testing educational theory, researchers can and should improve the power of theory-informing experiments by using more closely aligned (i.e., valid) outcome measures. We argue that this approach would reduce wasteful research spending and make the research that does go ahead more statistically informative, thus improving the return on investment in educational research.
KerkoCite.ItemAlsoKnownAs: 2339240:55K69EGU 2405685:C5QK4INN
Keywords: education; experiments; policy; randomized controlled trials; research

Identifying the characteristics of effective teacher professional development: a critical review - Sims, Sam; Fletcher-Wood, Harry (School Effectiveness and School Improvement, 2020)
shortDOI: 10/ggx3rh KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2020.1772841 10/ggx3rh 2339240:683SAV2H 2339240:TS2ZKNQM 2405685:2BSDHIUH 2405685:JACJHJ5B 2405685:SELJQ32Y 2405685:VNCBV2AS 2534378:N5BNKDUA
Keywords: De-prioritise; ___working_potential_duplicate; ⚠️ Invalid DOI

Schools Data – Sindh Education Foundation - Sindh Education Foundation (2022)
SEF|Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.
KerkoCite.ItemAlsoKnownAs: 2339240:ZR5SLYLD 2405685:ZDK4EJXI 4656463:94ASBQDP

Introducing Smart Teaching and Learning (INSTAL) - Sindh Education Foundation, Government of Sindh (2020)
SEF|Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.
Library Catalog: www.sef.org.pk KerkoCite.ItemAlsoKnownAs: 2339240:NLBY5CB6 2405685:I7TZL8R7 2405685:LJS3SGQM