The COVID-19 Pandemic: Shocks to Education and Policy Responses - World Bank (World Bank, 2020)

The Education System in Malawi. Africa education country status report - World Bank (2010)

The Future of Work in Africa: The Roles of Skills, Informality, and Social Protection in Unleashing the Promise of Digital Technologies for All - World Bank (World Bank, 2019)
A new World Bank report says Sub-Saharan African countries could benefit from well-harnessed technological adoption.

The State of Global Learning Poverty: 2022 Update - World Bank (World Bank, 2022)
The State of Global Learning Poverty: 2022 Update

The Third Punjab Education Sector Project (PESP III) - World Bank (World Bank Group, 2019)

The Urgent Need to Focus on Foundational Skills - World Bank (2021)
The urgent need to focus on foundational skills

The What, Why, and How of the Systems Approach for Better Education Results (SABER) - World Bank (2013)
Keywords: Systems Framework

The World Bank DataBank - World Bank

The World Bank in Eastern and Southern Africa: Development news, research, data - World Bank (World Bank, 2023)
Home to about 700 million of Africa’s people, the World Bank’s Eastern and Southern Africa Region is a geographically, culturally and economically diverse region of 26 countries stretching from the Red Sea in the North to the Cape of Good Hope in the South.
Keywords: ⛔ No INSPIRE recid found

The World Bank in Ghana - World Bank (World Bank)
The World Bank Group aims to help Ghana sustain economic growth, surpass the goal of halving poverty by 2015, and maintain its middle income status.

The World Bank in Malawi - World Bank (World Bank, 2022)
The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.

The World Bank in Tanzania - World Bank

The World Bank in Timor-Leste - World Bank (2022)

The World Bank in Vietnam - World Bank (World Bank, 2024)
Vietnam’s shift from a centrally planned to a market economy has transformed the country from one of the poorest in the world into a lower middle-income country. Vietnam now is one of the most dynamic emerging countries in East Asia region.

The World Bank in Vietnam: Overview - World Bank
Vietnam’s shift from a centrally planned to a market economy has transformed the country from one of the poorest in the world into a lower middle-income country. Vietnam now is one of the most dynamic emerging countries in East Asia region.

The World Bank In Zimbabwe - World Bank (2019)
The World Bank's lending program in Zimbabwe is inactive due to arrears, and the role is now limited to technical assistance and analytical work.

The World by Income and Region - World Bank

There will be no recovery without empowered, motivated and effective teachers - World Bank (2021)
There will be no recovery without empowered, motivated and effective teachers

Thinking inside the "Box": Pakistan turns to education TV during Covid-19 - World Bank (2021)

Timor-Leste Overview - World Bank (The World Bank in Timor-Leste, 2022)
Keywords: ⛔ No INSPIRE recid found

To take learning seriously, start by measuring it - World Bank (World Development Report 2018: Learning to Realize Education's Promise, 2017)

Trained teachers in primary education (% of total teachers) - Ghana | Data - World Bank (The World Bank Open Data, 2021)

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (World Bank Group, 2020)
Keywords: ___working_potential_duplicate

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (2020)
Keywords: ___working_potential_duplicate

Two-Thirds of Poorer Countries Are Cutting Education Budgets Due to COVID-19 - World Bank (World Bank, 2021)

Unemployment, female (% of female labor force) (national estimate) - Viet Nam, World Bank Open Data - World Bank
Free and open access to global development data

Unemployment, male (% of male labor force) (modeled ILO estimate) - Viet Nam, World Bank Open Data - World Bank
Free and open access to global development data

Urban population - Pakistan | Data - World Bank (World Bank Group, 2019)

World Bank Country and Lending Groups - World Bank Data Help Desk - World Bank
Keywords: ⛔ No INSPIRE recid found

World Bank Data Bank: Population in Cambodia - World Bank (2023)

World Bank Data Bank: Urban Population - World Bank (2022)

World Bank Data Catalog - World Bank

World Bank Gender Data Portal - World Bank (2024)
Gender indicators for Lao PDR
Keywords: ⛔ No INSPIRE recid found

World Bank in Cambodia - World Bank (2024)

World Bank Open Data - World Bank
Free and open access to global development data

World Bank Open Data - World Bank (World Bank Open Data)
Free and open access to global development data

World Bank Open Data - World Bank (World Bank Open Data, 2023)
Free and open access to global development data

World Bank Open Data - World Bank (2024)
Free and open access to global development data
Keywords: ⛔ No INSPIRE recid found

World Bank Open Data: Access to electricity, rural (% of rural population) - Malawi - World Bank (World Bank)
Free and open access to global development data

World Bank Open Data: Ghana Data - World Bank (World Bank Data, 2019)

World Bank Open Data portal - World Bank (2021)

World Bank: pandemic threatens to drive unprecedented number of children into learning poverty - World Bank (2021)
World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty

World Development Indicators - World Bank (2021)

World Development Indicators | DataBank - World Bank

World Development Indicators | DataBank - World Bank

World Development Indicators | DataBank - World Bank (2022)

World Development Report 2016: Digital dividends - World Bank (World Bank, 2016)
Keywords: AWP2; AWP2-actual

World Development Report 2016: Digital Dividends - World Bank (2016)
Information related to the World Development Report 2016: Digital Dividends

World Development Report 2017: Governance and the Law - World Bank (World Bank, 2017)
World Development Report 2017: Governance and the Law

World Development Report 2018: Learning to realize education’s promise - World Bank (World Development Report, 2018)
World Development Report 2018: LEARNING to Realize Education’s Promise
Keywords: C:Low- and middle-income countries

World Development Report 2021: Data for Better Lives - World Bank (The World Bank, 2021)

Connecting Learning Spaces: Possibilities for Hybrid Learning - Working Group on Digital Learning (Broadband Commission for Sustainable Development, 2021)

What has the XPrize done for us lately? - Woollaston, Victoria (Engineering & Technology, 2020)
Twenty-three years. Seventy million dollars and counting. The XPrize began as a boy’s dream of journeying into space – now it is one of today’s most effective philanthropic endeavours and one with a bold mission: to make the seemingly impossible possible.

Leveraging data in African countries: Curating government microdata for research - Woolfrey, Lynn (DataFirst Technical Papers, 2013)
Governments mandate their National Statistics Offices to collect empirical data through censuses and surveys to determine appropriate national policies. Further investigation of this data by academics can help evaluate the effectiveness of government action. In many countries governments have created policies and institutions to share official data with researchers to allow independent evaluation of both the data and the policies informed by the data. In 2009 a survey was undertaken to assess ease of access to government survey microdata in African countries. This investigation revealed that the sharing of African government microdata is constrained by several obstacles. African National Statistics Offices, the main African data producers, have limited resources to curate microdata and ensure its long-term availability. Consequently many African data producers do not follow international best practice with regard to survey data management or make the microdata from official surveys available for research purposes. A further obstacle in Africa is inadequate producer-user communication channels. Concerns around the confidentiality of respondent information also present a barrier to data usage for research, as does the bureaucratic nature of government institutions involved in data production. A follow-up survey undertaken in 2012 examined improvements in data access and other dimensions of data quality in the intervening years, focusing on Statistics Offices participating in a donor project to advance data curation in resource poor countries. The survey showed that the provision of appropriate data curation tools can improve data sharing for policy feedback. However, this is more effective in countries with sound data usage policies driven by African decision-makers who appreciate the role of data utilisation in national development.

A roadmap for education technology - Woolf, Beverly Park (2010)
Keywords: ⛔ No DOI found

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

Liberia launches “getting to best in education” program - Woods Baysah, David (Global Partnership for Education, 2018)

New Look at Habits and the Habit-Goal Interface - Wood, Wendy; Neil, David (Psychological Review, 2007)

How many women work in STEM? - Wood, Johnny (World Economic Forum, 2020)
Women in STEM are underrepresented, paid less than men, have fewer publishing opportunities and progress less in their careers.

Architects and contractors: political economy analysis of policy research in Pakistan - Wood, Geof (University of Bath, 2013)
Keywords: ⛔ No DOI found

Protecting the Space for Policy Research: Comparing Think Tanks and Universities in South Asia - Wood, Geof (Think Tank Initiative, 2014)

A case study of blended e-learning in Thailand - Wongwuttiwat, Jittima; Buraphadeja, Vasa; Tantontrakul, Tanakom (Interactive Technology and Smart Education, 2020)
Purpose This case study aims to analyze and compare the learning achievements of two groups of university students taught by: traditional face-to-face learning (TDL) and blended e-learning (BEL). To the best of the authors’ knowledge no previous study of the use of BEL in the context of Thailand has addressed the same purpose as this study. It is expected that the findings from this study will suggest areas for additional research and will be of interest to researchers and professional educators, especially those involved in the development and use of BEL systems. Design/methodology/approach This case study compares two groups of undergraduate students who completed a course designed to develop skills in using productivity software at a university in Thailand. After establishing the groups, one group learned in a BEL environment and the other in a TDL environment. In particular, the online training and assessment software application SIMnet was used in the BEL environment. Comparisons between results using BEL and TDL are made for different assessment results. Additional analyses of results for the BEL group examined gender differences and correlations between the number of attempts made on assessments and the levels of achievement. Findings The findings indicated that for all of the assessments, the BEL group had a better performance than the TDL group. For the BEL group, additional analyses found no significant differences between the achievements of males and females and significant correlations between the numbers of attempts made on assessments and the results. Limitations of this case study are discussed, and the findings are expected to be of interest to researchers and professional educators, especially those involved in the development and use of BEL. Research limitations/implications Learning content was restricted to the Excel spreadsheet in which different areas of content need to be studied. The software SIMnet was used by the BEL group, additional BEL software needs to be studied. The participants’ characteristics – age, gender, culture and computer competency – were narrow scoped in which the study could include more varieties and also a larger sample size. Further studies should be designed to include more comparisons such a comparison between TDL group males and females. Originality/value The findings from this limited case study suggest that a BEL learning environment is superior to a TDL environment. Also, a BEL environment is equally beneficial for male and female students. In particular, the BEL feature, which allows students to retake assessments, leads to improved learning performance equally for both males and females. In general, these findings support those reported in previous studies.
Keywords: ⛔ No INSPIRE recid found

Inclusive education in ASEAN countries: how to support children with disabilities in schools - Wong, Dr Tze Peng (University of Nottingham Asia Research Institute, 2020)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR. Final report - Wong, Debbie; Hollingsworth, Hilary; Anderson, Prue; Goundar, Payal; Mercer, Agnes (Australian Council for Educational Research, 2023)
The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL). A key focus of these reforms is the rollout of a new national primary curriculum intended to improve teaching quality and learning outcomes for students. As part of a multi-year study series, the Education Analytics Service (EAS) investigated how the BEQUAL program made a difference to improving these teaching and learning outcomes.
Keywords: ⛔ No INSPIRE recid found

Lao PDR: Policy Insights from a Multi-year Teaching and Learning Study Series - Wong, Debbie; Hollingsworth, Hilary (Department of Foreign Affairs and Trade (DFAT), 2021)
Keywords: ⛔ No INSPIRE recid found

Going Online for Sexual and Reproductive Health - Women Deliver; Girl Effect (2020)

MOOC adaptation and translation to improve equity in participation - Wolfenden, Freda; Cross, Simon; Henry, Fiona (Journal of Learning for Development, 2017)
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs.
Keywords: Access to Computers; Access to Education; Attitude Measures; ERIC, Current Index to Journals in Education (CIJE); Educational Technology; Equal Education; Foreign Countries; Higher Education; India; International Programs; Large Group Instruction; Online Courses; Partnerships in Education; Postsecondary Education; Pretests Posttests; Program Implementation; Questionnaires; Surveys; Teacher Education Programs; Teacher Educators; Technology Uses in Education; United Kingdom; __:import:01; __:match:final; __:matched; __:study_id:2096064; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) - Wolfenden, Freda; Buckler, Alison Sarah Hemmings; Keraro, Fred (Journal of Interactive Media in Education, 2012)

Teacher educators and OER in East Africa: Interrogating pedagogic change - Wolfenden, Freda; Auckloo, Pritee; Buckler, Alison; Cullen, Jane (Adoption and Impact of OER in the Global South, 2017)
This study examines the use of Open Educational Resources (OER) in six teacher education institutions in three contrasting East African settings – Mauritius, Tanzania and Uganda – all of which had previous engagement with OER initiatives. Drawing primarily on interviews with teacher educators, the study examines how and when teacher educators engage with OER, the factors that support and constrain sustained OER engagement, and the influence of such engagement on their teaching practice. It seeks to answer the following three research questions: What kinds of OER are teacher educators aware of and how do they access them? How and for what purpose are they using the OER? What intended and enacted pedagogic practices are associated with OER use? The study takes a sociocultural approach, paying attention to the practices of teacher educators and the context and culture of the teacher education institutions within which they work, as well as the national policies relevant to these institutions. Surveys were sent to academic staff at each of the participating institutions who were, or had been, involved in curriculum development work involving OER. Male and female educators from different disciplinary backgrounds and with varying roles and periods of service within the institutions were targeted. From the respondents, selected individuals were asked to participate in semi-structured interviews concerning OER and their pedagogical practices. A total of 58 surveys were completed by teacher educators along with 36 in-depth teacher educator interviews and six institutional stakeholder interviews. The results of the study indicate that teacher educators’ understanding and use of OER is highly fragmented, with little traction at department or institutional level. At all the study sites there was dissonance between the ways in which individual educators are using OER and the dominant institutional values and discourse. There were also numerous structural and cultural factors acting to limit agency with regards to OER use. The demands of curriculum and assessment, professional identity, digital skills, provision of equipment and connectivity, values and weak cultures of collaboration all exerted an influence and enabled or constrained teacher educators’ efforts to achieve agency with OER. For a small number of teacher educators (OER “champions”), OER provides a tool for extending their agency to move towards more participatory practices. In their interviews, several of these educators spoke of the formative role of academic training and many were linked to external OER networks. These elements of historic identity formation influence how they respond to OER, and enhance their confidence to take risks in moving beyond conventional practice. Enabling educators to act in an agentive way with OER is not easy. Moving forward, attention should be given to issues of access so that educators are able to locate and view OER relatively easily and experiment with their use. This study recommends that time be made available for educators to enhance their skills in working digitally and to become familiar with principles of learning design such that these become integral dimensions of their professional identity. It is also argued that extending and deepening engagement with OER requires opportunities for professional dialogue and collaboration to support the development of productive educator identities with OER and transformation of the community’s field of practice.
Keywords: East Africa; Global South; Mauritius; OEP; OER; Open Education; Open Educational Resources; ROER4D; Tanzania; Uganda; _not_EdTechHub; _zenodoOTHER; agency; pedagogy; teacher education

Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review - Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya; Safford, Kimberly (The Open University, 2017)
The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The findings offer informed guidance on future trajectories for TESS-India activity and support discussions with key stakeholders in each of these states. The overarching goal of TESS-India is to support delivery of quality pedagogic change in teacher education and school classrooms. TESS-India activity is designed to meet identified professional development needs of teachers and teacher educators in each state. Thus it takes a slightly different form in each state, appropriate to local priorities and conditions. The Review focus was similarly differentiated in each state to align to TESS-India activity in that state. The review field work was carried out by academics from the Open University UK and the Head Academic, TESS-India Country Office, between 30 January and 4 February 2017. It adopted an essentially qualitative approach to understand educators’ (trainee teachers, teachers, local teacher educators and DIET faculty) experiences with the TESS-India resources and the influence of this engagement on their pedagogic practice. Data was generated from multiple sources including analysis of key documentation, semi-structured interviews with teachers, teacher educators and policy makers, and classroom observation. Teachers, teacher educators and SRG members were sampled at different locations within each state. The focus of TESS-India activity to date has been to strengthen the existing government (state) educational system at the elementary stage - SCERT, SSA, DIETS, DEO, DPC (SSA), BEO, BRP, BRC, CRCC, HT, Teacher, Child – in alignment with national policies, frameworks and the RTE Act. The project aims at supplementing and complementing GoI and State specific efforts and activities. Although TESS-India has produced original Open Educational Resources (OER) to support educators working in the secondary stage, as yet there is very little evidence of sustained TESS-India activity with this phase of schooling or with the TESS-India School Leader OER. The review findings are therefore focussed on activity at the elementary stage and are reported at different levels of the system in line with the TESS-India theory of change. The report found that use of TESS-India OER is contributing to quality change in classrooms with students and trainee teachers. • SRG members met by the review team were using the TESS-India OER and described how this use was prompting them to experiment with more interactive and participatory practices. • Teachers observed and / or interviewed by the review team were drawing on TESS-India OER to inform their lesson planning and subsequent teaching. Evidence seen by the review team (learning journals and learning plans) indicates that the practices being developed by these teachers are shared by other teachers in the cohort of teachers participating in TESS-India focus district activity. However the innovation in practice and transformation in pedagogy promised by TESS-India OER is still in the early stages and the evidence is highly emergent. But, critically, through engagement with the MOOC and other TESS-India learning resources, policy makers and lead teacher educators (for example SCERT Directors) are changing their thinking about teacher professional development, moving away from cascade models to a focus on continuous professional development and learning of teachers in their classrooms with support from teacher educators/ experts, either virtually or face-to face.
Keywords: C: India; __:import:01; __:match:final; __:matched; __:study_id:2457359; __finaldtb

An exploration of agency in the localisation of open educational resources for teacher development - Wolfenden, Freda; Adinolfi, Lina (Learning, Media and Technology, 2019)
This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.
Keywords: India; Open educational resources (OER); __:import:01; __:match:final; __:matched; __:study_id:2457357; __finaldtb; localisation; professional agency

TESS-India OER: Collaborative practices to improve teacher education - Wolfenden, Freda (Indian Journal of Teacher Education, 2015)
As the numbers of children attending school in India rises rapidly ensuring a productive learning experience for every student is a huge challenge. Quality is central to the Government of India’s education policy; major education goals recognise that changes in teachers’ classroom practice are critical to improving students’ learning in elementary and secondary schools across India. This paper describes the rationale and pedagogy of an innovative response to these challenges harnessing contemporary ideas on ‘open’, learning and the increasing availability of network technology in the form of a multilingual Open Educational Resources (OER) teacher education toolkit. The main section of the paper then describes the processes for multi-stakeholder participation in the development of the elements of the OER toolkit and the paper concludes with a discussion of the ‘open’ dimension of the project and how this enables ‘local’ authentication and mediation of use of the OER in each of the project states.
Keywords: ⛔ No DOI found

LibGuides: Accessibility Toolkit for Open Educational Resources (OER): OER Commons-ISKME - Wolfe, Amy (2020)
Accessibility guide for creating OER

Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo - Wolf, Sharon; Torrente, Catalina; McCoy, Marissa; Rasheed, Damira; Aber, J. Lawrence (Comparative Education Review, 2015)
Keywords: C:DRC

Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo - Wolf, Sharon; Torrente, Catalina; Frisoli, Paul; Weisenhorn, Nina; Shivshanker, Anjuli; Annan, Jeannie; Aber, J. Lawrence (Teaching and Teacher Education, 2015)
This article examines the impacts of a partial year of implementation of Learning to Read in a Healing Classroom (LRHC), a curricular and social-emotional teacher professional development intervention in southeastern Democratic Republic of the Congo, on teacher professional well-being. Using a cluster-randomized control trial, this study assesses LRHC impacts on a sample of 346 teachers from 64 primary schools. We find statistically significant increases in job dissatisfaction for female teachers and increases in motivation for the least experienced teachers. Implications are discussed for the role of teacher professional development and well-being in improving education in low resource and conflict-affected contexts.
Keywords: Democratic Republic of the Congo; International education; Motivation; Teacher professional development

Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices - Wolf, Sharon; Peele, Morgan E. (Teaching and Teacher Education, 2019)
We examine second-year impacts of a 1-year pre-primary teacher training and coaching program, delivered with and without parental-awareness meetings, evaluated with a school-level randomized trial. Outcomes included teachers’ professional well-being and classroom practices. Most gains observed during the program year faded out. However, there were small sustained impacts on the implementation of training activities. Counteracting effects of the parental-awareness meetings were evident, with suggestive evidence that teachers in this treatment group displayed lower scores on one dimension of classroom qualitydSupporting Student Expressiondcompared to controls. Implications for professional development and educational quality are discussed.
Keywords: _proposed-for: Scoping review

Nudging parents and teachers to improve learning and reduce child labor in Cote d’Ivoire - Wolf, Sharon; Lichand, Guilherme (npj Science of Learning, 2023)
Whether SMS-based nudge interventions can increase parent engagement and improve child learning outcomes across diverse contexts such as rural West Africa is unknown. We conducted a school-randomized trial to test the impacts of an audio or text-message intervention (two messages per week for one school year) to parents and teachers of second and fourth grade students (N = 100 schools, 2246 students) in Cote d’Ivoire. Schools were randomly assigned to have messages sent to (i) parents only, (ii) teachers only, (iii) parents and teachers together, or (iv) control. There were statistically non-significant impacts of the parents-only treatment on learning, although with typical effect sizes (d = 0.08, p = 0.158), and marginally statistically significant increases in child labor (d = 0.11, p < 0.10). We find no impacts of the other treatment conditions. Subgroup analyses based on pre-registered subgroups show significantly larger improvements in learning for children with below-median baseline learning levels for the parents-only arm and negative impacts on learning for girls for the teachers-only arm, suggesting different conclusions regarding impacts on equity for vulnerable children.
Keywords: Economics; Education

Assessing the Construct Validity of Save the Children's International Development and Early Learning Assessment (IDELA) - Wolf, Sharon; Halpin, Peter; Yoshikawa, Hirokazu; Pisani, Lauren; Dowd, Amy Jo; Borisova, Ivelina (Global TIES for Children, New York University, Save the Children, 2016)

Measuring school readiness globally: Assessing the construct validity and measurement invariance of the International Development and Early Learning Assessment (IDELA) in Ethiopia - Wolf, Sharon; Halpin, Peter; Yoshikawa, Hirokazu; Dowd, Amy Jo; Pisani, Lauren; Borisova, Ivelina (Early Childhood Research Quarterly, 2017)
The post 2015 context for international development has led to a demand for assessments that measure multiple dimensions of children's school readiness and are feasibly administered in low-resource settings. The present study assesses the construct validity of the International Development and Early Learning Assessment (IDELA) developed by Save the Children using data from a sample of children (∼5 years of age; N=682) from rural Ethiopia. The study (a) uses exploratory and confirmatory bi-factor analyses to assess the internal structure of the assessment with respect to four hypothesized domains of school-readiness (Early Numeracy, Early Literacy, Social-Emotional development, and Motor development); (b) uses latent regression to examine concurrent validity of the domains against a limited set of child and family characteristics; and (c) establishes measurement invariance across three focal comparisons (children enrolled in center-based care versus home-based care; girls versus boys; and treatment status in a cluster randomized controlled trial of a center-based program). The results support the conclusion that the IDELA is useful for making inferences about children's school readiness. Implications for future use of the IDELA and similar instruments are discussed.
Keywords: Ethiopia; Factor analysis; Measurement invariance; School readiness; Sub-Saharan Africa

Learning in the time of a pandemic and implications for returning to school: effects of COVID-19 in Ghana - Wolf, Sharon; Aurino, Elisabetta; Suntheimer, Noelle; Avornyo, Esinam; Tsinigo, Edward; Jordan, Jasmine; Samanhyia, Soloman; Aber, J Lawrence; Behrman, Jere R (CPRE Working Papers, 2021)
The Covid-19 pandemic led to school closures all over the world, leaving children across diverse contexts without formal education for nearly a year. Remote-learning programs were designed and rapidly implemented to promote learning continuity throughout the crisis. There were inequalities in who was able to access remote-learning during school closures, though little systematic evidence documenting these gaps exists, particularly in sub-Saharan Africa. In this study, we surveyed 1,844 children in the Greater Accra Region of Ghana, as well as their caregivers and teachers, regarding their engagement in remote learning, literacy and math test scores, and household economic hardships. We document inequalities in access to and engagement in remote-learning activities during the ten months in 2020 in which schools were closed in Ghana. Specifically, children in private schools and children in highersocioeconomic status households engaged in remote-learning at higher rates and received more support from their schools and caregivers. Further, controlling for demographic characteristics and pre-pandemic learning outcomes, we document gaps in children’s literacy and math test scores, with food insecure and low-SES children, as well as children enrolled in public schools before the pandemic, performing significantly worse than their peers (0.2-0.3 SD gap). Finally, children in households that experienced more economic hardships during the pandemic engaged in fewer remote learning activities and had lower literacy and numeracy assessment scores. The findings speak to the potential consequences of increased inequalities due to the pandemic as schools re-open in Ghana and around the world and provide insight into how schools may address these inequalities as children return to the classroom.
Keywords: ⛔ No DOI found

Nudges to improve learning and gender parity: Supporting parent engagement and Ghana’s educational response to COVID-19 using mobile phones - Wolf, Sharon; Aurino, Elisabetta; Osei-Akoto, Isaac; Ackwerh, Eunice Yaa Brimfah (World Bank Strategic Impact Evaluation Fund (SIEF), 2021)
Randomized control trial testing impacts of SMS messages to suggest activities that promote social-emotional development at home and to encourage engagement with remote instruction, variants of these messages that have a gender-parity focus, and the duration of these messages (3 months vs. 6 months)

WORLD BANK STRATEGIC IMPACT EVALUATION FUND (SIEF) - Wolf, Sharon; Aurino, Elisabetta; Brown, Autumn; Tsinigo, Edward (2021)
Keywords: ⛔ No DOI found

Nudges to improve learning and gender parity: Supporting parent engagement and Ghana’s educational response to Covid-19 using mobile phones - Wolf, Sharon; Aurino, Elisabetta (American Economic Association, 2021)
While recent evidence from Brazil and Ivory Coast suggests that SMS messages to nudge parents' engagement in their children's education have large effects on educational outcomes, the Covid-19 pandemic raises additional concerns. In particular, learning deficits and school dropouts are likely to increase following school shutdowns, especially among vulnerable populations such as older girls who need to work to support their families or due to early marriage, childbearing and adolescent pregnancy. A further knowledge gap relates to the optimal period of exposure to the nudges, which is critical to scale-up. This study investigates whether sending nudges to parents can improve parental engagement in child education and broader development across child age groups and gender, in the low-resource setting of Ghana, by randomly assigning whether parents receive two different versions of nudges, with one version including content promoting girls’ education and addressing some common stereotypes around gender, and whether the duration of these different modalities vary between three and six months.

Cluster Randomized Trial of a Large-Scale Education Initiative in the Democratic Republic of Congo: Pilot Year Impacts on Teacher Development. - Wolf, Sharon; Aber, John Lawrence; Torrente, Catalina; Rasheed, Damira; McCoy, Marissa (SREE Spring 2014 Conference, 2014)
Keywords: ⛔ No DOI found

The Impacts of Teacher Training and Parental Awareness on Kindergarten Quality in Ghana - Wolf, Sharon; Aber, John Lawrence; Behrman, Jere (Innovations for Poverty Action, 2019)

Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness - Wolf, Sharon; Aber, J. Lawrence; Behrman, Jere R.; Tsinigo, Edward (Journal of Research on Educational Effectiveness, 2019)
We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-being, classroom quality, and children’s readiness during one school year. This cluster-randomized trial included 240 schools (teachers N ¼ 444; children N ¼ 3,345, Mage ¼ 5.2) randomly assigned to one of three conditions: teacher training (TT), teacher training plus parental-awareness meetings (TTPA), and controls. The programs incorporated workshops and in-classroom coaching for teachers and video-based discussion groups for parents. Moderate impacts were found on some dimensions of professional well-being (reduced burnout in the TT and TTPA conditions, reduced turnover in the TT condition), classroom quality (increased emotional support/behavior management in the TT and TTPA conditions, support for student expression in the TT condition), and small impacts on multiple domains of children’s school readiness (in the TT condition). The parental-awareness meetings had counteracting effects on child school readiness outcomes. Implications for policy and practice are discussed for Ghana and for early childhood education in low- and middle-income countries.
Keywords: Ghana; ___working_potential_duplicate; classroom quality; early childhood education; kindergarten; school readiness; teacher training and coaching

The Impacts of Fast Track Transformational Teacher Training in Ghana - Wolf, Sharon (Innovations for Poverty Action, 2017)

Missed Opportunities : The High Cost of Not Educating Girls - Wodon, Quentin; Montenegro, Claudio; Nguyen, Hoa; Onagoruwa, Adenike (2018)

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses| Part II: Developing Countries with Focus on Sub-Saharan Africa - Wodon, Quentin (Journal of Catholic Education, 2020)
Keywords: ⛔ No DOI found

Supporting education in Nepal: technology that improves teaching and student learning - Wodon, Quentin (Rotary International, 2015)

Systems Approach for Better Education Results (SABER) - Equity and Inclusion in Education Systems - Wodon, Quentin (2016)
Keywords: ⛔ No DOI found

Technology in the classroom: Learning from OLE Nepal - Wodon, Quentin (Global Partnership for Education, 2015)
A young software engineer returned to his native Nepal to support the introduction of technologies in the classroom. Working with the ministry of education, he learns that it takes time to introduce meaningful change, and that support to teachers in the use of the technology is key.

Dewey goes digital: Scaling up constructivist pedagogies and the promise of new technologies - Wiske, M. S.; Perkins, D. (Scaling up success: Lessons learned from technology-based educational innovation. New York: Jossey-Bass, 2005)
Keywords: ⛔ No DOI found

Geekie: Personalized Learning for All - Wise (WISE, 2016)
About the Project This project is one of the 2016 WISE Awards winners. Geekie is an adaptive learning platform that constantly customizes students’ learning experiences instead of providing a single standardized solution to all. Over the last 18 months, the company’s solutions have already helped five million students throughout the country, from all states and […]

Why wait 100 Years? Bridging the gap in global education - Winthrop, Rebecca; McGiveney, Eileen (The Brookings Institution, 2015)
Keywords: ⛔ No DOI found

A Historic Shock to Parental Engagement in Education - Winthrop, Rebecca; Ershadi, Mahsa; Angrist, Noam; Bortsie, Efua; Matsheng, Moitshepi (Brookings Institution, 2020)

COVID-19 and school closures: What can countries learn from past emergencies? - Winthrop, Rebecca (Brookings, 2020)
The education in emergencies community can offer good practices for countries battling COVID-19 where education has been disrupted for a protracted period.

A new face of education: Bringing technology into the classroom in the developing world - Winthrop, R.; Smith, M.S. (Brookings, 2012)

Investing in ICTs in educational institutions in developing countries: An evaluation of their impact in Kenya - Wims, Pádraig; Lawler, M. (undefined, 2007)
ABSTRACT The incorporation of Information and Communication Technologies (ICT) into the educational curriculum has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this research seeks to redress this by examining the impact of ICT projects in educational institutions in Kenya. Teaching staff, current students and former students together with parents of current students were surveyed. Key informants were also interviewed to establish the current policies concerning ICT in education in Kenya. An absence of educational software was found, as was the lack of Internet access and use of e-mail. Some 35-40% of secondary school teachers had never used a computer. The research revealed tangible benefits to students from exposure to ICT. It was also found that exposure to computers in schools influenced the career choices of former students. It was concluded that reform of the telecommunications sector is necessary to hasten the rollout of computer technology in educational institutions in Kenya. At school level, the key issues which arose included staff training, mainstreaming of ICT across the curriculum and provision of adequate ICT equipment. Keywords: ICTs; Developing Countries; Education INTRODUCTION This paper investigates the use of computers in educational institutions in the Rift Valley province in Kenya. The adoption of Information and Communication Technologies (ICT) has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this study examines ICT projects in educational institutions in Kenya, in order to establish normal practice and to determine the effects of adopting ICTs at school level. BACKGROUND TO THE RESEARCH The country of Kenya experiences many of the problems typical of sub Sahara Africa enumerated by Langmia (2006) in that it is lagging behind in information superhighway technology. In terms of telecommunications infrastructural developments, the growth of the fixed telephone network throughout Kenya has been below expectations; according to the Central Bureau of Statistics (2006), the fixed line tele-density was 1.02% (number of fixed lines per one hundred population) during the year 2003 but this has actually deteriorated since then due to the steady population increase in the absence of infrastructural developments. Most of these fixed line subscribers are concentrated in urban areas which account for 94% of the fixed lines while 6% are in rural areas (ibid). In contrast, cellular services have expanded rapidly from under 15,000 customers in 1999 to over 2.8 million in 2004 (Export Processing Zones Authority, 2005). By April 2004, there were an estimated one million internet users and over one thousand cyber cafes throughout the country (ibid.). Keiyo District is one of 18 districts of the Rift Valley Province and lies just north of the equator, at its centre approximately 350km north west of Nairobi. The western and southern areas of the district are fertile and support the highest population. Livestock rearing and tillage farming are the main occupations of the community. To the north of Iten, the administrative centre, the land gradually rises through forests of indigenous trees and bleak high merino-sheep country. Lumbering is also carried on in this area. The total population of Keiyo District was estimated at 144,000 in 2004, and the population density was estimated to be 100 persons per square km (CKRC, 2004). Keiyo District is the eighth most densely populated district in the Rift Valley Province and has an average life expectancy of 61 years. …
Keywords: ⛔ No DOI found

Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan - Wilson, Sam; Khalayleh, Abdullah; Baloch, Imdad; Kaye, Tom (EdTech Hub, 2022)
During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling further behind. Even those children who are able to use EdTech may not be learning. In short, a pre-existing digital divide has become more pronounced now that education delivery has had to increasingly rely on technology. This divide must be addressed if EdTech is to support effective learning for all children in all contexts in Pakistan. This desk review argues that the only way to realise EdTech’s potential is to recognise its shortcomings. Technology alone will not help children learn. EdTech’s role is as one part of a wider education system. Technology facilitates learning with support from key actors such as parents, teachers, and school leaders and with sustained political support and supporting infrastructure. This review provides an overview of Pakistan’s technology-facilitated learning landscape that caters to the learning needs of children aged 6–16. It sets out key EdTech-related features, challenges and trends, in addition to highlighting prominent EdTech organisations and tools in Pakistan. Keywords: infrastructure; low tech; policy; out-of-school children; marginalised learners; Pakistan; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Developing a rapid-response program for health system decision-makers in Canada: findings from an issue brief and stakeholder dialogue - Wilson, Michael G; Lavis, John N; Gauvin, Francois-Pierre (Systematic Reviews, 2015)

ICT integration in Teacher Education - A study of University of Education, Winneba - Wilson, Kofi Bentum; Ayebi-Arthur, Kofi; Tenkorang, Emmanuel Yamoah (Ghana Journal of Science and Mathematics Education, 2011)
Keywords: ⛔ No DOI found

The Other Blended Learning: A Classroom-Centered Approach - Wilson, Diann; Smilanich, Ellen M. (Pfeiffer, 2005)
In The Other Blended Learning, Diann Wilson and Ellen Smilanich explain how to successfully blend a variety of learning methods?including mentoring, coaching, on-the-job training, and e-learning?around classroom-delivered content. Though blended learning is most often associated with e-learning, this ?other? blend shows how to maximize the classroom experience to aid learning transfer and improve performance.  Written in an easy-to-use format, The Other Blended Learning offers a practical guide for understanding and implementing a successful blended learning approach in any organization no matter what its size or mission.

Outcome Harvesting: Principles, Steps, and Evaluation Applications - Wilson-Grau, Ricardo (2018)

Guidelines and good practices for evidence-informed policy-making in a government department - Wills, Alf; Tshangela, Mapula; Shaxson, Louise; Datta, Ajoy; Matomela, Bongani (2014)
Keywords: ⛔ No DOI found

Educational reform, enquiry‐based learning and the re‐professionalisation of teachers - Williamson, Ben; Morgan, John (The Curriculum Journal, 2009)

Great expectations: aspiration, uncertainty and schooling in Rwanda - Williams, Timothy P. (Education Development Trust, 2016)

Broadband “the missing link” in global access to education - Williams, Sue; Parkes, Sarah (UNESCO, 2013)
New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development.

Two degrees of separation in complex food webs - Williams, Richard J.; Berlow, Eric L.; Dunne, Jennifer A.; Barabási, Albert-László; Martinez, Neo D. (Proceedings of the National Academy of Sciences, 2002)

Do civil service performance incentives work: Evidence from Ghana and Zambia - Williams, Martin (International Growth Centre, 2020)

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

Systems Concepts in Action - Williams, Bob; Hummelbrunner, Richard (Stanford University Press, 2020)
Systems Concepts in Action: A Practitioner's Toolkit offers out a wide range of systems methods to help readers investigate, evaluate and intervene in complex messy situations.

Systems Theory - Wilkinson, Lee A. (Encyclopedia of Child Behavior and Development, 2011)

Liberia: Farewell 2019 - A Review of ICT Initiatives in Liberia - Wilkins, Darren (All Africa, 2019)

Encouraging Community Action Against Teacher Absenteeism: A Mass Media Experiment in Rural Uganda - Wilke, Anna M.; Green, Donald P.; Tan, Benjamin (The Journal of Development Studies, 2021)
Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally.
Keywords: Africa; access to education; education quality

From coping to improving and accelerating: Supporting teachers in the pandemic and beyond - Wilichowski, Tracy; Cobo, Cristobal (2020)
Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it.

Transforming how teachers use technology - Wilichowski, Tracy; Cobo, Cristóbal (World Bank Blogs, 2021)
Before the pandemic, there was a widely held notion that technology will revolutionize the field of education.

Defining the "Open" in Open Content and Open Educational Resources - Wiley, David

Open Content - Wiley, David (2011)

Sex, ecology, spirituality: The spirit of evolution - Wilber, Ken (Shambhala Publications, 2001)

Accessibility - Wikipedia (Wikipedia, 2020)
Accessibility in the sense considered here refers to the design of products, devices, services, or environments so as to be usable by people with disabilities. The concept of accessible design and practice of accessible development ensures both "direct access" (i.e. unassisted) and "indirect access" meaning compatibility with a person's assistive technology (for example, computer screen readers). Accessibility can be viewed as the "ability to access" and benefit from some system or entity. The concept focuses on enabling access for people with disabilities, or special needs, or enabling access through the use of assistive technology; however, research and development in accessibility brings benefits to everyone.Accessibility is not to be confused with usability, which is the extent to which a product (such as a device, service, or environment) can be used by specified users to achieve specified goals with effectiveness, efficiency, convenience satisfaction in a specified context of use.Accessibility is strongly related to universal design which is the process of creating products that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations. This is about making things accessible to all people (whether they have a disability or not).

List of types of systems theory - Wikipedia (Wikipedia, 2021)
This list of types of systems theory gives an overview of different types of systems theory, which are mentioned in scientific book titles or articles. The following more than 40 types of systems theory are all explicitly named systems theory and represent a unique conceptual framework in a specific field of science. Systems theory has been formalized since the 1950s, and a long set of specialized systems theories and cybernetics exist. In the beginnings, general systems theory was developed by Ludwig von Bertalanffy to overcome the over-specialisation of the modern times and as a worldview using holism. The systems theories nowadays are closer to the traditional specialisation than to holism, by interdependencies and mutual division by mutually-different specialists.

Wikipedia:Text of Creative Commons Attribution-ShareAlike 3.0 Unported License - Wikipedia (Wikipedia, 2019)

Wikipedia:WikiProject Wiki Loves Women/Ghana - Wikipedia (Wikipedia, 2017)

ZIM (file format) - Wikipedia (Wikipedia, 2022)
The ZIM file format is an open file format that stores wiki content for offline usage. Its primary focus is the contents of Wikipedia and other Wikimedia projects. The format allows for the compression of articles, features a full-text search index and native category and image handling similar to MediaWiki, and the entire file is easily indexable and readable using a program like Kiwix – unlike native Wikipedia XML database dumps. In addition to the open file format, the openZIM project provides support for an open-source ZIM reader called Kiwix. ZIM stands for "Zeno IMproved", as it replaces the earlier Zeno file format. Its file compression uses LZMA2, as implemented by the xz-utils library, and, more recently, Zstandard. The openZIM project is sponsored by Wikimedia CH, and supported by the Wikimedia Foundation.

Understanding by design - Wiggins, Grant P.; McTighe, Jay (Association for Supervision and Curriculum Development, 2005)
Keywords: Comprehension; Curriculum planning; Curriculum-based assessment; Learning; United States

Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia - Widodo, Ari; Riandi (Teacher Development, 2013)
This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia
Keywords: CONTINUING education; EDUCATION & state; EDUCATION -- Forecasting; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational Change; Educational Strategies; Elementary Secondary Education; FORECASTING; Faculty Development; Foreign Countries; HIGHER education; Higher Education; INDONESIA; Indonesia; Information Skills; Instructional Design; Interviews; Models; Needs Assessment; Online instruction; PROFESSIONAL education; Pedagogical Content Knowledge; Postsecondary Education; Professional development; Public policy; Questionnaires; Science Teachers; TEACHER certification; TEACHER development; TEACHER education; Teacher Education; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2097039; ___working_potential_duplicate; __finaldtb; dual-mode professional development; online training; teacher certification; teacher education; teacher education futures; teacher professional development in Indonesia

Social media use by undergraduate students of education in Nigeria: a survey - Wickramanayake, Lalith; Muhammad Jika, Saidu (The Electronic Library, 2018)
Purpose This paper aims to investigate teacher students’ perceptions, intentions, experiences, attitudes, opinions and barriers concerning social media use and impact of social media on their learning process. Design/methodology/approach A stratified sampling technique was applied to draw the sample, and 242 teacher students were selected as a sample from three higher educational institutions in Gombe State, Nigeria. A questionnaire survey method was used to collect the data. Data analysis was by means of simple and inferential statistics. Findings The students widely used mobile phones to access social media, and social media was extremely popular for education, entertainment and communication among them. Educational and informational communities were also preferred by students to other social media communities. The study further revealed that effective social media usage among students enhanced their different types of skills including learning. Unstable electricity connections, security and privacy issues, internet costs and unreliable internet connections were recorded as some barriers concerning students’ social media use. Originality/value The outcome of this study will be a unique contribution because the pertinent literature provides little evidence or research highlights concerning teacher students’ social media use. Even more, the results of the present study may be a useful resource for university administrators, education policymakers and innovative teachers in universities – especially in developing countries and particularly Nigeria – when considering integration of modern techniques and technologies with university teaching and learning.
Keywords: Internet-based learning; Media-based teaching; Nigeria; Social media; Teaching students; User studies

An animated dictionary for hearing-impaired students in Thailand - Wicha, Santichai; Sharp, Bernadette; Sureephong, Pradorn; Chakpitak, Nopasit; Atkins, Anthony (Journal of Research in Special Educational Needs, 2012)
As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches.
Keywords: Hearing-impaired students; language acquisition; total communication with 3D animation

An animated dictionary for hearing-impaired students in Thailand - Wicha, Santichai; Sharp, Bernadette; Sureephong, Pradorn; Chakpitak, Nopasit; Atkins, Anthony (Journal of Research in Special Educational Needs, 2012)
As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches.
Keywords: Hearing-impaired students; language acquisition; total communication with 3D animation; ⛔ No INSPIRE recid found

Tertiary students’ engagement with professional learning networks and emerging technologies in learning: The case of a coastal University in West Africa. - Wiafe, Bernard; Takramah, Florence; Bless, Gloria; Akaadom, Bernard (International Multidisciplinary Research Journal, 2020)
The main aim of this study was to investigate students' views on their engagement with professional learning networks and emerging technologies for students' use and how these impact their studies. A sample of 150 students from the University of Cape Coast, Ghana was used for study. Respondents were selected from second year to final year students pursuing undergraduate degree programmes from three different departments of the university. The research instrument used was a carefully constructed questionnaire. Undergraduate students generally exhibited positive attitude towards the use of professional learning networks and emerging technologies across the five attitudinal subscales they were measured on. As a result, from the findings, it is recommended that the use of professional learning networks and emerging technologies should be taken advantage of at all levels in a university curriculum.
Keywords: ⛔ No DOI found

Investigating The Benefits Of Incorporating Technology In Instructional Curriculum: Pre-Service Teachers' Perspectives From Ghana - Wiafe, Bernard; Akaadom, Bernard (International Journal of Advanced Research, 2019)
The use of technology has gained worldwide recognition in all professions. Teachers have resorted to several technology tools to enhance the work they do in the classroom and to facilitate the understanding of what they teach their students to enhance easy recall and for students to remember what they learn in class. The use of technology tools in the classroom in Ghana has not received much attention from teachers because of challenges with respect to technological infrastructural development. However, with the inclusion of technology in the teacher colleges of education curriculum, new teachers are being trained to incorporate technology into classroom instruction to change the face of teaching and make learners more eager to learn by bringing the understanding of concepts much more clearly to students. The study adopted a mixed method approach to bring to light, the perspectives of teacher trainees and tutors in colleges on the benefits both the teacher and the learner stand to gain in using technologies to deliver instruction in the classroom. It came to light that although there are challenges pre-service teachers tend to face in terms of access to such technologies, they still do their best to include technologies in their lessons whenever possible. This is because of the fact that learners tend to do well on instruction received on lessons delivered using technology as compared to lessons delivered without using technology based on their experience in using both approaches in the classroom. Keywords: Technology, instruction, benefits, curriculum.
Keywords: ⛔ No DOI found

Measuring the Impact of COVID-19 on Learning in Rural Kenya’ by Whizz Education (April 2021 - Whizz education (2021)

Health outcomes in economic evaluation: the QALY and utilities - Whitehead, S. J.; Ali, S. (British Medical Bulletin, 2010)

Why do we care about evidence synthesis? An introduction to the special issue on systematic reviews - White, Howard; Waddington, Hugh (Journal of Development Effectiveness, 2012)
Systematic reviews are currently in high demand in international development. At least 100 new reviews are ongoing or already completed on a range of topics across the board in international development, many of which were commissioned by policy-making agencies. These new reviews need to be based on answerable questions, using methods of analysis and reporting which are appropriate for social and economic development programmes and relevant to users. This introductory paper lays out why we believe systematic reviews should be an important component of evidence-informed development policy and practice. It concludes by introducing the papers collected in this issue, which aim to demonstrate how reviews can be made to live up to the promises generated around them.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; 3ie; CLL:en; Reviewed; impact evaluation; publicImportV1; systematic reviews

Mitigating the effects of the COVID-19 pandemic on food and nutrition of schoolchildren - WFP; FAO; UNICEF (2020)

WFP and Government of Bangladesh deliver high-energy biscuits to school children affected by COVID-19 school closures - WFP (ReliefWeb, 2020)
English News and Press Release on Bangladesh about Education, Food and Nutrition and Epidemic; published on 19 May 2020 by WFP

Resampling-based multiple testing: Examples and Methods for p-Value Adjustment - Westfall, Peter H; Young, S. Stanley (John Wiley & Sons, 1993)

Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review - Westbrook, Jo; Durrani, Naureen; Brown, Rhona; Orr, David; Pryor, John; Boddy, Janet; Salvi, Francesca (Department for International Development, 2013)
Keywords: C:Low- and middle-income countries; Read; ___working_potential_duplicate; ⛔ No DOI found

Beginning to teach inclusively: An analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania - Westbrook, Jo; Croft, Alison (Teaching and Teacher Education, 2015)
Inclusive pedagogies to support children with disabilities in low-income countries have been neglected, and viewed as ‘specialised’ or optional within teacher education. In contrast, this paper presents details of practices of newly qualified teachers (NQTs) in Tanzania that aim to help all learners to learn even in poorly-resourced schools. It argues that NQTs' positive attitudes and responsibility towards their students can be located in Tanzania's history and their early professional experiences, resulting in an interactionist pedagogy that normalises ‘inclusive’ practices. ‘Learning difficulties’ are relocated from a medical model of disability to a concern with improving teaching and learning for all.

Pedagogy, Curriculum, Teaching Practices and Teacher Education - Westbrook, J.; Durrani, N; Brown, R (2013)

I'd blush if I could: closing gender divides in digital skills through education - West, Mark; Kraut, Rebecca; Ei Chew, Han (UNESCO, 2019)

Reading in the mobile era: a study of mobile reading in developing countries - West, Mark; Chew, Han Ei (UNESCO, 2014)

Reading in the mobile era - West, Mark; Chew, H.E (UNESCO, 2014)

An Ed-Tech Tragedy? Educational Technologies and School Closures in the Time of COVID-19 - West, Mark (UNESCO Digital Library, 2023)
Keywords: ⛔ No INSPIRE recid found

COVID-19: the gendered impacts of the outbreak - Wenham, Clare; Smith, Julia; Morgan, Rosemary (The Lancet, 2020)
Keywords: ___working_potential_duplicate

Climate Change Impact on Education - Weng, Boey Chun; Morooka, Rina; Mujtaba, Rustam Shariq; Shitong, Yang (Aide et Action, 2020)
Research report done for Aide et Action On selected ASEAN Countries (Cambodia, Vietnam, Laos PDR)
Keywords: Added through targeted search; ⛔ No DOI found; ⛔ No INSPIRE recid found

Public financial management and health service delivery: Necessary, but not sufficient? - Welham, Bryn; Hart, Tom; Mustapha, Shakira; Hadley, Sierd (2017)
Keywords: ⛔ No DOI found

CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials - Welch, Vivian A.; Norheim, Ole F.; Jull, Janet; Cookson, Richard; Sommerfelt, Halvor; Tugwell, Peter; Symposium, CONSORT-Equity and Boston Equity (BMJ, 2017)
We outline CONSORT-Equity 2017 reporting standards, an extension to the CONSORT (Consolidated Standards of Reporting Trials) statement that aims to improve the reporting of intervention effects in randomised trials where health equity is relevant. Health inequities are unfair differences in health that can be avoided by reasonable action. We defined a randomised trial where health equity is relevant as one that assesses effects on health equity by evaluating an intervention focused on people experiencing social disadvantage or by exploring the difference in the effect of the intervention between two groups (or as a gradient across more than two groups) experiencing different levels of social disadvantage, or both. We held a consensus meeting with diverse potential users from high, middle, and low income countries, including knowledge users such as patients and methodologists. We discussed evidence for each proposed extension item from empirical studies, reviews, key informant interviews, and an online survey, aiming to improve clarity of reporting without imposing undue burden on authors. The new guidance contains equity extensions to 16 items from CONSORT 2010 plus one new item on research ethics reporting, with examples of good practice and a brief explanation and elaboration for each. Widespread uptake of this guidance for the reporting of trials where health equity is relevant will make it easier for decision makers to find and use evidence from randomised trials to reduce unfair inequalities in health.
Keywords: _C:Bulgaria BGR; _C:Canada CAN; _C:India IND; _C:Madagascar MDG; _C:Malawi MWI; _C:Mexico MEX; _C:New Zealand NZL; _C:Norway NOR; _C:Pakistan PAK; _C:Thailand THA; _C:Uganda UGA; _C:United States USA; __C:scheme:1

Application of Computerized Adaptive Testing to Educational Problems - Weiss, David J.; Kingsbury, G. Gage (Journal of Educational Measurement, 1984)
Three applications of computerized adaptive testing (CAT) to help solve problems encountered in educational settings are described and discussed. Each of these applications makes use of item response theory to select test questions from an item pool to estimate a student's achievement level and its precision. These estimates may then be used in conjunction with certain testing strategies to facilitate certain educational decisions. The three applications considered are (a) adaptive mastery testing for determining whether or not a student has mastered a particular content area, (b) adaptive grading for assigning grades to students, and (c) adaptive self-referenced testing for estimating change in a student's achievement level. Differences between currently used classroom procedures and these CAT procedures are discussed. For the adaptive mastery testing procedure, evidence from a series of studies comparing conventional and adaptive testing procedures is presented showing that the adaptive procedure results in more accurate mastery classifications than do conventional mastery tests, while using fewer test questions.

Computerized Adaptive Testing for Effective and Efficient Measurement in Counseling and Education - Weiss, David J. (Measurement and Evaluation in Counseling and Development, 2004)

Nothing as practical as good theory: Exploring theory-based evaluation for comprehensive community initiatives for children and families - Weiss, Carol H. (New approaches to evaluating community initiatives: Concepts, methods, and contexts, 1995)
Keywords: ⛔ No DOI found

Nothing as Practical as Good Theory : Exploring Theory-Based Evaluation for Comprehensive Community Initiatives for Children and Families | Semantic Scholar - Weiss, Carol

Constructivist learning systems: a new paradigm - Weiqi Li (Proceedings IEEE International Conference on Advanced Learning Technologies, 2001)
The educational enterprise is in the midst of a philosophical shift from a behaviorist to a constructivist paradigm. If constructivism is to be taken seriously as a new educational paradigm in the information age, learning technology R&D must pay more attention to learners instead of teachers. A constructivist learning environment (CLE) is a technology-rich, open place where a learner can use a variety of tools and information resources in his pursuit of learning goals and problem-solving activities. Wherein the learner can draw upon information resources and tools to actively construct knowledge, generate a diverse array of ideas, develop multiple modes of representation, engage in social interaction, and solve authentic problems. Four major elements are bound together by their roles in the establishment of a CLE: public knowledge system; distributed instructional system; learning community; constructivist learning system.
Keywords: Buildings; CLE; Collaborative work; Education; Educational technology; Information technology; Learning systems; Problem-solving; Process control; Research and development; Shape; constructivist learning environments; constructivist learning systems; constructivist paradigm; distributed instructional system; educational enterprise; educational paradigm; educational technology; human factors; information age; information resources; learning community; learning goals; learning technology R&d; philosophical shift; problem-solving activities; public knowledge system; social aspects of automation; social interaction; teaching; user interfaces

Nudging in education: from theory towards guidelines for successful implementation - Weijers, Robert J.; de Koning, Björn B.; Paas, Fred (European Journal of Psychology of Education, 2021)
Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also be a valuable means to influence behavior in educational contexts. However, implementation of nudging in education is yet sparse. We describe the relevant issues to consider when applying nudging in education, arguing that a focus on the long-term effects and underlying processes of a nudge is necessary for successful implementation. Then, we aim to facilitate this implementation of nudging in education by making a distinction between nudges that is relevant for overcoming these issues. Based on the framework proposed by Hansen and Jespersen (European Journal of Risk Regulation, 4(1), 3–28, 2013), we distinguish between Type 1 and Type 2 nudges, and transparent and non-transparent nudges, resulting in four nudge categories. For each of these nudge categories, we determine its suitability for different educational goals. The resulting decision matrix can help researchers and practitioners when designing nudges for an educational context.
Keywords: Educational psychology; Instructional support; Learning behavior; Nudging; Teaching strategies

The Learning Environment as a Chaotic and Complex Adaptive System - Weichhart, Georg (systems-journal.eu, 2013)
Thrivability is a novel concept describing the intention to go beyond sustainability, allowing a system to flourish (Russell, 2010). For a society or organization to be thrivable, educated, responsible acting agents are needed. Traditional education focuses on (efficient) reproduction of existing organised bodies of information (Dewey, 1938). We argue that complex adaptive systems theory and chaos theory provide concepts well suited to inform the design of learning environments, in order to facilitate a thrivable organization. This learning is not linear and externally controlled, but happens in a chaotic, yet guided manner. After discussing the suitability of the theoretical body of these general approaches, we show how a concrete progressive education approach, called the Dalton-Plan pedagogy (Parkhurst, 1923, 2010), implements and supports these elements. By doing so, we show that the Dalton-Plan pedagogy is well suited for education of agents working in and for thrivable organizations. Support for teachers as part of this evolving learning system is provided by an e-learning environment.
Keywords: ⛔ No DOI found

Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment - Weibel, Mette; Nielsen, Martin Kaj Fridh; Topperzer, Martha Krogh; Hammer, Nanna Maria; Møller, Sarah Wagn; Schmiegelow, Kjeld; Bækgaard Larsen, Hanne (Nursing Open, 2020)
Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design: Qualitative pilot study. Methods: Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.
Keywords: cancer; childhood illness; education; school nursing; technology

Online learning performance and satisfaction: do perceptions and readiness matter? - Wei, Huei-Chuan; Chou, Chien (Distance Education, 2018)
The current study proposes a comprehensive structural model to determine whether online learning perceptions and online learning readiness affect students’ online learning performance and course satisfaction. A questionnaire was voluntarily completed by 356 undergraduate students enrolled in a cross-campus, general education, asynchronous online course in Taiwan. The structural equation modeling analyses indicated that students’ computer/Internet self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion score and course satisfaction. Furthermore, it was found that students’ computer/Internet self-efficacy for online learning readiness had a mediated effect not only on online learning perceptions and online discussion score but also on online learning perceptions and course satisfaction. The findings of this research are helpful for both academics and practitioners of online learning to design online courses that particularly emphasize computer/Internet self-efficacy.
Keywords: course satisfaction; learning readiness; online learning perceptions; student performance

Dialogic education and technology: Expanding the space of learning - Wegerif, Rupert (Springer Science & Business Media, 2007)

Virtual learning communities: Success factors and challenges - Wegener, R.; Leimeister, Jan Marco (International Journal of Technology Enhanced Learning, 2012)
Despite their didactical potential many Virtual Learning Communities VLCs fail in enhancing learning outcomes. Therefore, we synthesise factors most critical for establishing a successful VLC. Applying a structured literature review, we searched for studies dealing with VLCs in the well known databases Business Source Premier, Science Direct and ERIC. We identified, classified and synthesised 64 relevant papers. Results indicate that critical success factors include a strong instructor that acts in different facilitation roles, face-to-face meetings that help establishing social ties and well structured small-group assignments that scaffold the learning process. Main challenges are a lack of common goals, feelings of inhibition and technical problems. Based on the review, we offer concrete advice for instructors building up VLCs. We suggest that future research should focus on the design of methods and tools for instructors to facilitate the learning process in a less resource demanding way.

Online safety: making the internet safer by tackling harmful content - WEF (World Economic Forum, 2022)
Delivering safe online experiences is essential for global businesses and individuals. Several stakeholders are collaborating to improve online safety.

Factors associated with attention deficit hyperactive disorder in school-age Thai children - Weerakul, Jiranun; Patigburt, Pakakrong (Journal of the Medical Association of Thailand, 2023)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Planning for educational change: putting people and their contexts first - Wedell, Martin (Bloomsbury publishing, 2009)
Keywords: ⛔ No DOI found

How to Develop an Acceptable Use Policy: The Steps to Take - Webswise (Webwise.ie, 2016)
Creating an AUP is vital for your school, in addressing internet safety issues for students. Here we look at how to develop an Acceptable Use Policy (AUP).

What influences teachers to change their practice - Webster, Alison; McNeish, Di; Scott, Sara; Maynard, Linda; Haywood (National Centre for Social Research for Centre for Understanding Behaviour Change, 2012)

Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence - Webb, Thomas L.; Sheeran, Paschal (Psychological Bulletin, 2006)
Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency.
Keywords: Attitude; Cooperative Behavior; Female; Humans; Intention; Male; Social Behavior

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.
Keywords: L:English UXZJW5DR; L:Gender and education; LP: English; P:Evidence review VCMFM9ZD; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:P:Girls ED5GMBNU; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _L:English UXZJW5DR; _MELA_seen; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; ⛔ No DOI found; ⛔ No INSPIRE recid found

Challenge and srivers of over-Enrollment in the early years of primary school in Uganda - Weatherholt, Tara; Jordan, Rachel; Crouch, Luis; Barnett, Ed; Pressley, Jennifer (International Journal of Early Childhood, 2019)
Consistent over-enrollment, together with low official repetition rates, in the early years of school indicates inaccurate reporting of repetition, which may mask the reasons for low primary school completion. Actual repetition rates may be higher and pose issues for teachers through overcrowding of classrooms and issues for governments through inefficient education systems. This research explores repetition rates of students in Primary 1 in Uganda and considers the implications for efficiency and quality of education for the early years of school. The sample comprised 1440 students in Primary 1 classrooms in 120 schools. Interviews were conducted with 1318 caregivers of randomly selected students and 1439 teachers of the same students, and official records from 118 schools were examined to compare age and repetition rates. Findings showed that caregiver- and teacher-reported repetition is much higher than officially reported by schools; that repetition is strongly linked to non-attendance in pre-primary schooling; and that caregivers reported more over-age students, fewer target-age students, and more under-age students than official school records. Policy implications include the need for dialogue around repetition rates and the possible efficiency effects of less-costly, pre-primary education on the total primary schooling cycle.
Keywords: Early childhood; Education efficiency; Low-income countries; Pre-primary education; Repetition

Digital 2022: Timor-Leste - We are Social (2022)

Sierra Leone Digital Learning Landscape Analysis: Developing the National Digital Learning Strategy - Waziri, Nafisa; Mufti, Abdal; Ramesh Vasudevan, Sharanya; Beoku-Betts, Iman; Oyedele, Oluwatomisin (EdTech Hub, 2025)
In 2024, the World Bank submitted a request to EdTech Hub's Helpdesk to support the Government of Sierra Leone in developing a National Digital Learning Strategy. The Hub initiated the process with the creation of this digital learning landscape analysis. The report identifies achievements and progress to date, as well as key challenges and priority areas going forward. It is based on primary and secondary data collection methods, including key informant interviews, focus group discussions, and a comprehensive desk review. Other relevant sources to gain insight into existing EdTech initiatives, interventions, and challenges within the country were also reviewed. Keywords: EdTech; National Digital Learning Strategy; landscape analysis; Ministry of Basic and Senior Secondary Education; Teaching Service Commission. An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Experimenting With Teacher Professional Development: Motives and Methods - Wayne, Andrew J.; Yoon, Kwang Suk; Zhu, Pei; Cronen, Stephanie; Garet, Michael S. (Educational Researcher, 2008)
A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.
Keywords: C:United States / International

Primary school learning in sub-Saharan Africa during COVID-19: A scoping review of responses and recovery initiatives induced during school closures - Wawire, Brenda; Barnes-Story, Adrienne; Kiru, Elisheba; Kim, Sungkyum (Current Issues in Comparative Education, 2023)
Globally, the COVID-19 pandemic caused unprecedented disruptions in education. School closures quickly followed the onset of the pandemic to contain the spread of the virus, forcing millions of students out of their regular academic calendars. Countries put in place interventions aimed to reduce the deleterious effects of school closures and disruptions in learning. For instance, many countries used various mediums to provide students with distance learning. This scoping review examines the interventions that education systems in low- and middle-income Sub-Saharan African (SSA) countries (LMIC) implemented to mitigate learning loss in reading and writing skills among early grade learners (i.e., children attending primary schools) and discusses the reach of those programs. This review highlights the proportion of students reached by the targeted mitigation measures, revealing that LMIC countries in SSA provided students with remote learning opportunities through radio and television programming, provided teachers with professional development on the use of novel tools, and provided parents and families with support to help learners at home. However, these disruptions affected the traditional assessment methods. Various assessment methods were implemented to measure student progress, but there is a need for appropriate progress monitoring tools and accurate data to measure the effectiveness of the interventions. Many LMIC implemented Return-to-School policy frameworks, processes, and principles that ensured safe learning continuity.
Keywords: COVID-19; early grades; interventions; learning loss; literacy; responses

Inclusive and Equitable Education in Kenya – RELI - Wawira, Margaret

From Principle to Practice: Implementing the Principles for Digital Development - Waugaman, Adele (Principles for Digital Development Working Group, 2016)

iPadiCan: Trialling iPads to support primary and secondary students with disabilities - Watts, Liz; Brennan, Sharon; Phelps, Renata (Australian Educational Computing, 2012)
iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation.
Keywords: ⛔ No DOI found

From Ebola to coronavirus: education must not be forgotten in a health crisis - Watt, Ewan (Theirworld, 2020)
The challenge faced during the 2014 epidemic in West Africa of ensuring that children don’t fall between the cracks now confronts the whole world.

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2020)
Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content.
Keywords: Tanzania; ___working_potential_duplicate; cost effectiveness; educational television; mathematics; ⛔ No DOI found

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph (University of Cambridge, 2020)
Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low per-viewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content. Quantitative investigation into the association between educational television exposure and mathematics capability used nationally representative data, collected by Uwezo Tanzania. A household fixed-effects model showed that exposure to educational television was significantly associated with mathematics capability among children aged 7-16, when controlling for age, sex, school enrolment and Kiswahili attainment. Findings from this model were used in cost-effectiveness calculations, alongside cost data and an estimate of the number of Ubongo Kids viewers. Results compared favourably against those for other interventions, with calculations regarding Ubongo Kids’ ongoing activities suggesting it to have been more cost effective than any other intervention previously investigated using the same cost-effectiveness approach. These findings indicate that in low-income contexts: educational television programmes can aid learning; and, that directing a greater proportion of available educational resources towards educational television interventions may benefit educational outcomes.
Keywords: ___working_potential_duplicate

Blending Learning: The Convergence of Online and Face-to-Face Education - Watson, John (North American Council for Online Learning, 2008)
Keywords: ⛔ No DOI found

Educational Television: A Rapid Evidence Review - Watson, Joe; McIntyre, Nora (EdTech Hub, 2020)
This Rapid Evidence Review (RER) gives an overview of the recent literature concerning how the use of educational television might support children’s learning in low- and middle-income countries (LMICs). In this review, educational television is defined as television designed with research-based knowledge of how children use and understand television that systematically incorporates academic or social curricula into its content. In low-income contexts, educational television material could be delivered through videos played in schools that are supported by corresponding teacher guidance (e.g. the Mexican school-based T elesecundaria programme), or broadcast on public channels (e.g. the Tanzanian animation, Ubongo Kids). As such, certain educational television projects are capable of functioning even in circumstances where access to formal schooling facilities is restricted. This review therefore provides information that is particularly valuable in the context of the COVID-19 pandemic.
Keywords: L:English UXZJW5DR; P:Evidence review VCMFM9ZD; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:P:Girls ED5GMBNU; _DOILIVE; _EdTechHub_Output; _GS:indexed; _L:English UXZJW5DR; _MELA_seen; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

The relationship between educational television and mathematics capability in Tanzania - Watson, Joe; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2021)
Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low-income countries when delivered in controlled settings. However, existing research in low-resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania-produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross-sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross-sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television-based interventions to be highly cost effective. Practitioner Notes What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television-based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low-income context that concerned the association between learning outcomes and viewing among primary-age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross-sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost-effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost-effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low-income contexts now possess more convincing evidence on the potential influence of educational television interventions. Additionally, the cost-effectiveness comparison made suggests that educational television should be considered a viable option by policymakers seeking to address learning outcomes with limited resources.
Keywords: Tanzania; cost effectiveness; educational television; mathematics

An exploratory investigation into the factors related to EdTech use among Kenyan girls - Watson, Joe; Baier, Jasmin; Mughogho, Winnie; Millrine, Mark (British Journal of Educational Technology, 2023)
This paper contributes to the scarce literature on factors affecting EdTech use in households. These factors were considered through exploratory mixed-methods analyses of cross-sectional data on Kenyan girls and caregivers, captured during the COVID-19 pandemic. Quantitative analysis of the child dataset (n = 544) suggested the importance of both structural factors—such as technology hardware availability—and non-structural factors—including caregiver permission. Findings were supported by a thematic analysis of interview data from girls' caregivers (n = 58), which emphasised the role they play in girls' use of EdTech. Interviews also highlighted numerous caregiver concerns with EdTech, related to the relevance and rigour of educational content, the possibility of children accessing age-inappropriate material and child health (especially eyesight). Policy makers could alleviate these concerns by providing guidance on EdTech use and clearly signalling their approval of verified initiatives.

An exploratory investigation into the factors related to EdTech use among Kenyan girls - Watson, Joe; Baier, Jasmin; Mughogho, Winnie; Millrine, Mark (British Journal of Educational Technology, 2023)
This paper contributes to the scarce literature on factors affecting EdTech use in households. These factors were considered through exploratory mixed-methods analyses of cross-sectional data on Kenyan girls and caregivers, captured during the COVID-19 pandemic. Quantitative analysis of the child dataset (n = 544) suggested the importance of both structural factors—such as technology hardware availability—and non-structural factors—including caregiver permission. Findings were supported by a thematic analysis of interview data from girls' caregivers (n = 58), which emphasised the role they play in girls' use of EdTech. Interviews also highlighted numerous caregiver concerns with EdTech, related to the relevance and rigour of educational content, the possibility of children accessing age-inappropriate material and child health (especially eyesight). Policy makers could alleviate these concerns by providing guidance on EdTech use and clearly signalling their approval of verified initiatives. Practitioner notes What is already known about this topic EdTech can benefit girls' education, yet there are various barriers to it being used. Existing research shows clearly that EdTech use can be impeded by structural factors (eg, hardware ownership). However, we find insufficient empirical evidence on the role of non-structural or behavioural factors. What this paper adds This paper addresses this gap, using a mixed-methods approach to explore the influence of 33 different measures (including non-structural factors) that could affect the number of hours girls spend using EdTech at home. Findings from a quantitative sample of girls (n = 544) and a qualitative sample of girls' caregivers (n = 58) highlighted the importance of non-structural factors, especially caregiver permission. The variable most strongly associated with girls' EdTech usage in our selected quantitative model concerned whether this was sanctioned by their caregivers. Our qualitative data suggested why caregiver permission to use EdTech might be withheld: caregivers emphasised perceived concerns about the risks and rigour of EdTech. Implications for practice and/or policy Our findings suggest the viability of policy interventions that provide EdTech guidance to caregivers. Caregivers uncertain about EdTech could be reassured of the appropriateness of verified initiatives, while those already convinced might be aided in their attempts to support EdTech learning. Such guidance could provide a low-cost means of further exploiting the benefits that household EdTech learning can provide.
Keywords: COVID-19; EdTech; Kenya; caregivers; girls' education; ⛔ No INSPIRE recid found

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) - Watson, Joe (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where…
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Understanding changing social norms and practices around girls’ education and marriage - Watson, Carol (ODI, 2014)
Keywords: ⛔ No DOI found

Number of pay TV households in Ghana 2014-2023 - Watson, Amy (Statista, 2019)
The timeline presents the number of pay TV households in Ghana from 2014 to 2018, and a forecast thereof until 2023.

E-learning combats Southeast Asia's teacher shortages - Watanabe, Sadachika (2017)

Fertility Behavior and Psychological Stress: The Mediating Influence of Gender Norm Beliefs Among Egyptian Women - Waszak, Cynthia; Severy, Lawrence J.; Kafafi, Laila; Badawi, Isis (Psychology of Women Quarterly, 2001)
The influence of gender norms on women's family planning experiences is a finding that cuts across numerous studies included in Family Health International's multi-country Women's Studies Project. This paper explores findings from one of these studies on the mediating influence of beliefs about gender norms on the relationship between fertility behavior and psychological well-being. Using cross-sectional survey data from 4,908 Egyptian women, hierarchical multiple regression models were tested with depression and anxiety as the dependent variables. Independent variables included three demographic variables, two measures of beliefs about gender norms developed from survey items using exploratory factor analytic techniques, and two fertility behavior variables—use of family planning and number of children. Gender norm beliefs predicted both anxiety and depression. The statistical analyses demonstrated a separate effect of family planning use on anxiety, independent of gender norm beliefs, but the effect of family planning behaviors on depression disappeared when gender norm beliefs were included in the regression model, which indicates a mediating effect of gender norm beliefs. Although cross-sectional data do not allow for the determination of causality among the three types of variables, a conceptual framework is offered for the possible causal mechanisms for the identified relationships.

Social Network Analysis - Wasserman, S.; Faust, K. (1994)
Social network analysis is used widely in the social and behavioral sciences, as well as in economics, marketing, and industrial engineering. The social network perspective focuses on relationships among social entities and is an important addition to standard social and behavioral research, which is primarily concerned with attributes of the social units. Social Network Analysis: Methods and Applications reviews and discusses methods for the analysis of social networks with a focus on applications of these methods to many substantive examples. It is a reference book that can be used by those who want a comprehensive review of network methods, or by researchers who have gathered network data and want to find the most appropriate method by which to analyze it. It is also intended for use as a textbook as it is the first book to provide comprehensive coverage of the methodology and applications of the field.

Usage and Impact of ICT in Education Sector; A Study of Pakistan - Wasif, M. Nisar; Munir, Ehsan Ullah; Shad, Shafqat Ali (arXiv:1206.5132 [cs], 2012)
In many countries, information and communication technology (ICT) has a lucid impact on the development of educational curriculum. This is the era of Information Communication Technology, so to perk up educational planning it is indispensable to implement the ICT in Education sector. Student can perform well throughout the usage of ICT. ICT helps the students to augment their knowledge skills as well as to improve their learning skills. To know with reference to the usage and Impact of ICT in Education sector of Pakistan, we accumulate data from 429 respondents from 5 colleges and universities, we use convenient sampling to accumulate the data from district Rawalpindi of Pakistan. The consequences show that Availability and Usage of ICT improves the knowledge and learning skills of students. This indicates that existence of ICT is improving the educational efficiency as well as obliging for making policies regarding education sector.
Keywords: Computer Science - Other Computer Science; ⛔ No DOI found

Using Technology to Change Education: Blended Learning in the Science Classroom - Washington, LaToya (2020)
Keywords: ⛔ No DOI found

Balancing the One-To-One Equation: Equity and Access in Three Laptop Programs - Warschauer, Mark; Zheng, Binbin; Niiya, Melissa; Cotten, Shelia; Farkas, George (Equity & Excellence in Education, 2014)

Technology and equity in schooling: Deconstructing the digital divide - Warschauer, Mark; Knobel, Michele; Stone, Leeann (Educational policy, 2004)
Keywords: equity; technology

Promoting academic literacy with technology: successful laptop programs in K-12 schools - Warschauer, Mark; Grant, David; Real, Gabriel Del; Rousseau, Michele (System, 2004)
One of the main challenges that US schools face in educating English language learners is developing their academic literacy. This paper presents case studies of two K-12 schools that successfully employ high-technology environments, including laptop computers for each student, toward the development of English language learners’ academic language proficiency and academic literacy. In the first school, Latino fourth-grade students use laptops and other new technologies for a wide variety of pre- and post-reading tasks as part of their effort to transition from learning to read to reading to learn. In the second school, diverse immigrant and refugee students at the middle school level combine technology use with Expeditionary Learning to carry out community projects leading to the development of sophisticated products. In both schools, technology is used to engage students in cognitively demanding activity, motivate independent reading, and provide scaffolding for language development, while the researchers also made use of technology to document learning processes and outcomes. Taken together, the schools offer valuable lessons for utilization of technology to promote academic literacy among culturally and linguistically diverse students.
Keywords: Laptops; Literacy; Technology

Can One Laptop Per Child Save the World's Poor? - Warschauer, Mark; Ames, Morgan (Journal of International Affairs, 2010)
The One Laptop per Child (OLPC) program is one of the most ambitious educational reform initiatives the world has ever seen. The program has developed a radically new low-cost laptop computer and aggressively promoted its plans to put the computer in the hands of hundreds of millions of children around the world, including in the most impoverished nations. Though fewer than 2 million of OLPC's XO computers have been distributed as of this writing, the initiative has caught the attention of world leaders, influenced developments in the global computer industry and sparked controversy and debate about the best way to improve the lot of the world's poor. With six years having passed since Nicholas Negroponte first unveiled the idea, this paper appraises the program's progress and impact and, in so doing, takes a fresh look at OLPC's assumptions. The paper reviews the theoretical underpinnings of OLPC, analyzes the program's development and summarizes the current state of OLPC deployments around the world. The analysis reveals that provision of individual laptops is a utopian vision for the children in the poorest countries, whose educational and social futures could be more effectively improved if the same investments were instead made on more sustainable and proven interventions. Middle- and high-income countries may have a stronger rationale for providing individual laptops to children, but will still want to eschew OLPC's technocentric vision. In summary, OLPC represents the latest in a long line of technologically utopian development schemes that have unsuccessfully attempted to solve complex social problems with overly simplistic solutions.
Keywords: ⛔ No DOI found

Technology and social inclusion: rethinking the digital divide - Warschauer, Mark (MIT Press, 2003)
Keywords: Digital divide; Marginality, Social

RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic - Warren, Shana; Parkerson, Doug; Collins, Elliott (Innovations for Poverty Action, 2020)

Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery - Warren, Hollie; Wagner, Emma (Save the Children, 2020)
Keywords: ___working_potential_duplicate

ICT in community-based lifelong learning center: model for northeast Thailand - Waring, Marilyn; Sacchanan, Chutima (Auckland University of Technology, 2008)
Keywords: ⛔ No INSPIRE recid found

The work lives of disabled teachers: Revisiting inclusive education in English schools - Ware, Hannah; Singal, Nidhi; Groce, Nora (Disability & Society, 2022)
Globally there is a focus on ensuring a more diverse teaching workforce ensuring representation across gender, sexual orientation, race and ethnicity. However, little attention is paid to ensuring the inclusion of disabled teachers. This paper examines the work lives of ten disabled teachers in schools across England. Their experiences suggest that whilst there is a strong discourse on inclusive education within English schools and policies this does not necessarily extend to disabled teachers themselves. Whilst the disabled teachers participating in this research demonstrated ways in which their presence disrupted normative notions of able-bodiedness in education and they actively created spaces for inclusive learning, the majority also reported facing significant discrimination and barriers whilst at work. Urgent change is needed to support disabled teachers to access effective training as well as the removal of barriers to enable disabled teachers to remain in the workforce and progress their careers.