Reshaping Adolescents' Gender Attitudes: Evidence from a School-Based Experiment in India - Dhar, Diva; Jain, Tarun; Jayachandran, Seema (American Economic Review, 2022)
This paper evaluates an intervention in India that engaged adolescent girls and boys in classroom discussions about gender equality for two years, aiming to reduce their support for societal norms that restrict women's and girls' opportunities. Using a randomized controlled trial, we find that the program made attitudes more supportive of gender equality by 0.18 standard deviations, or, equivalently, converted 16 percent of regressive attitudes. When we resurveyed study participants two years after the intervention had ended, the effects had persisted. The program also led to more gender-equal self-reported behavior, and we find weak evidence that it affected two revealed-preference measures.
Keywords: Child Care; Children; Equity, Justice, Inequality, and Other Normative Criteria and Measurement, Micro-Based Behavioral Economics: Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making, Analysis of Education, Fertility; Family Planning; Non-labor Discrimination, Microeconomic Analyses of Economic Development; Youth, Economics of Gender

Reshaping Adolescents' Gender Attitudes: Evidence from a School-Based Experiment in India - Dhar, Diva; Jain, Tarun; Jayachandran, Seema (American Economic Review, 2022)
This paper evaluates an intervention in India that engaged adolescent girls and boys in classroom discussions about gender equality for two years, aiming to reduce their support for societal norms that restrict women's and girls' opportunities. Using a randomized controlled trial, we find that the program made attitudes more supportive of gender equality by 0.18 standard deviations, or, equivalently, converted 16 percent of regressive attitudes. When we resurveyed study participants two years after the intervention had ended, the effects had persisted. The program also led to more gender-equal self-reported behavior, and we find weak evidence that it affected two revealed-preference measures.
Keywords: Child Care; Children; Equity, Justice, Inequality, and Other Normative Criteria and Measurement, Micro-Based Behavioral Economics: Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making, Analysis of Education, Fertility; Family Planning; Non-labor Discrimination, Microeconomic Analyses of Economic Development; Youth, Economics of Gender

Comparative Cost-Effectiveness Analysis to Inform Policy in Developing Countries: A General Framework with Applications for Education - Dhaliwal, Iqbal; Duflo, Esther; Glennerster, Rachel; Tulloch, Caitlin (Education policy in developing countries, 2013)

Business Case: Support to Lebanon’s Reaching All Children with Education plan (RACE II): reaching Lebanese and refugee children aged 3-18 with formal education - DFID (DFID, 2016)

DFID Digital Strategy - DFID (2018)

DFID Education Policy 2018: Get Children Learning - GOV.UK - DFID (2008)
DFID calls for action to tackle the learning crisis; prioritising effective teaching and education systems, and renewed focus on poor and marginalised children.
Keywords: IMPORT_FROM_DFID_RITE

DFID Education Policy: Get Children Learning - DFID (2018)
Keywords: ___working_potential_duplicate

DFID Education policy: get children learning - DFID (2018)

DFID ethical guidance for research, evaluation and monitoring activities - DFID (2019)
Keywords: ⛔ No DOI found

DFID Ethics Principles for Research and Evaluation - DFID (2011)

DFID Research Open and Enhanced Access - Implementation Guide (v1.1) - DFID (2013)

DFID Research Open and Enhanced Access Policy - DFID (2013)
Keywords: ⛔ No DOI found

DFID Research Open and Enhanced Access Policy (v1.1) - DFID (2013)

DFID’s Approach to Value for Money (VfM) - DFID (Department for International Development, 2011)

DFID's evaluation framework for payment by results - DFID (2014)
Keywords: ⛔ No DOI found

Education Fund for Sindh Pilot Programme: 2012/13-2014/15: Business Case - DFID (Department for International Development, 2012)

Education Programme For Results (EP4R) Annual Review 2020 - DFID (Department for International Development (DFID), 2020)

Girls Education Challenge: Thematic Review (Education Technology) - DFID (DFID, 2018)

Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme - DFID (2018)

Political Economy Analysis ’How to Note’ - DFID (DFID, 2009)
In 2008-9, POGO members teamed up with staff of The Policy Practice to contribute ideas and draft text to the DFID team preparing a ‘How To Note’ on Political Economy Analysis.

VfM Guidance: The 4th E Equity External Version - DFID (Department for International Development, 2019)

Realising the potential of technology in education: A strategy for education providers and the technology industry - DfE (Department for Education) (Department for Education, 2019)

Research into Digital Accessibility and Literacy among School Teachers in Punjab: Research Report - DevTrio Consultants (British Council, 2019)

Khyber Pakhtunkhwa Education Sector Programme (KESP) 2 - DevelopmentAid (DevelopmentAid, 2018)
Innovative membership organization offering services to the international sector. Instant access to high quality CV’s, procurement notices shortlist and awards information.

Scaling AI to map every school on the planet - Development seed

Certificates in the blockchain - Det Norske Veritas (2017)

Meeting EFA: Reaching the underserved through complementary models of effective schooling - DeStefano, Joseph; Hartwell, A.; Schuh-Moore, A.; Balwanz, D. (Academy for Educational Development (AED), 2006)
Keywords: ⛔ No DOI found

Improving impact studies of teachers’ professional development: toward better conceptualizations and measures - Desimone, Laura M. (Educational Researcher, 2009)

The impact of parental involvement, parental support and family education on pupil achievements and adjustment: a literature review - Desforges, Charles; Abouchaar, Alberto (DfES, 2003)

A CASE FOR MOTHER TONGUE EDUCATION? - Desai, Zubeida Khatoom
Keywords: ⛔ No DOI found

The influence of ecological theory in child and youth care: A review of the literature - Derksen, Teri (International Journal of Child, Youth and Family Studies, 2010)

Restricted access: How the internet can be used to promote reading and learning - Derksen, Laura; Michaud-Leclerc, Catherine; Souza, Pedro C. L. (Journal of Development Economics, 2022)
Can schools use the internet to promote reading and learning? We provided Wikipedia access to randomly-selected students in Malawian boarding secondary schools. Students used the online resource broadly and intensively, and found it trustworthy, including for information about news and safe sex. We find a 0.10σ impact on English exam scores, and a higher impact among low achievers (0.20σ). Students used Wikipedia to study Biology, and exam scores increased for low achievers (0.14σ). Our results show that by restricting internet access to a source of engaging and accessible reading material, it is possible to encourage independent reading and affect educational outcomes.
Keywords: Development; Education; Information; Internet; Reading; Secondary school

Education Statistical Abstract 2016-2018 (Unpublished) - Department of Planning, Policy and Research (The Ministry of Education and Vocational Training, 2019)

AJ&K Education Policy (2021-2030) - Department of Elementary and Secondary Education, Government of Azad government of the state of Jammu and Kashmir (2020)

Data Access Protocol - Department of Education Children Services (2013)

Curriculum and assessment policy statement English first additional language. Grade 1-3: Foundation phase Grade 1-3 : Foundation phase - Department of Basic Education; Department of Basic Education (2011)

National Education Infrastructure Management System Report as at 12 April 2021 - Department of Basic Education, Republic of South Africa (Government of the Republic of South Africa, 2021)

Curriculum Assessment Policy Statements (CAPS) - Department of Basic Education (2021)

Teacher education through school-based support in India (TESS-India): Business Case - Department for International Development (DFID)

Interview with the Ghana Library Authority on data governance practices within the Ghana Ministry of Education. - Dennis, Mawuli Dakudzie (2023)

Christensen updates disruption theory - Denning, Stephen (Strategy & Leadership, 2016)

Girls' education and COVID-19 in Pakistan | Malala Fund Newsroom - Denham, Laura; Fry, Lucia; de Souza, Sabina; , - (2021)

Framework for Teacher Support During Remote Teaching in a Crisis: COVID-19, as a Case Study - Denden, Mouna; Tlili, Ahmed; Burgos, Daniel; Jemni, Mohamed; Huang, Ronghuai; Essalmi, Fathi; Chang, Ting-Wen (Radical Solutions for Education in a Crisis Context, 2021)

Demographic Dividend Country Highlights - Ghana - Demographic Dividend (Demographic Dividend, 2020)

Ghana - Demographic Dividend (2020)

Rwanda - Demographic Dividend (2020)

Tanzania - Demographic Dividend (2020)

Learning styles of design students and the relationship of academic performance and gender in design education - Demirbas, Ozgen; Demirkan, Halime (Learning and Instruction, 2007)
The study focuses on design education using Experiential Learning Theory (ELT) and explores the effects of learning styles and gender on the performance scores of freshman design students in three successive academic years. Findings indicate that the distribution of design students through learning style type preference was more concentrated in assimilating and converging groups. Further study indicates that the first and third groups were found to be more balancing while the second group being mostly a southerner. The learning style preferences did not significantly differ by gender in all three groups. Although there is no consistency in all three groups, results indicate that the performance scores of males were higher in technology-based courses, whereas scores of females were higher in artistic and fundamental courses and in the semester academic performance scores (GPA). Also, it was found that the performance scores of converging and diverging students differed significantly in favor of converging students only in design courses. In design education, instructors should provide a strategy that is relevant to the style of each learner in design studio process.

Using online peer assessment in an instructional technology and material design course through social media - Demir, Mehmet (Higher Education: The International Journal of Higher Education Research, 2018)
This study was designed to investigate the student teachers perceptions about and benefits and challenges of using Facebook as an online peer assessment tool for the student teachers' works. The study group included 24 student teachers in science education department of a state university located in the southeast region of Turkey. A case study approach of the qualitative method was employed in the research. Semi-structured interviews were conducted to collect the data. The interviews were audio recorded, and records of all the interviews were transcribed into full text in Turkish. Collected data were analyzed using an emergent coding approach. Codes, then, were categorized to constitute themes and subthemes. The findings indicated that the student teachers were able to give objective feedback on their peers' work and engaged more actively in class after participating in online peer assessment. Additionally, the students found it exciting and productive to use Facebook as a peer assessment tool in their learning.
Keywords: Case Studies; Case studies; Coding; College students; Computer Uses in Education; ERIC, Current Index to Journals in Education (CIJE); Education--Higher Education; Educational Technology; Educational technology; Feedback; Feedback (Response); Foreign Countries; Higher Education; Higher education; Instructional Technology and Material Design; Internet; Interviews; Learner Engagement; Learning; Mass media; Peer Evaluation; Peer assessment; Peers; Preservice Teachers; Qualitative Research; Qualitative research; Science education; Semi Structured Interviews; Social Media; Social classes; Social media; Social networks; Structured interviews; Student Attitudes; Student teachers; Students; Teachers; Technology; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2097831; __finaldtb

Collaborative inquiry as a professional learning structure for educators: a scoping review - DeLuca, Christopher; Shulha, Jason; Luhanga, Ulemu; Shulha, Lyn M.; Christou, Theodore M.; Klinger, Don A. (Professional Development in Education, 2015)

Brazil: Secretaria Estadual de Educação de São Paulo (São Paulo State Department of Education) - Dellagnelo, Lucia; Reimers, Fernando (2020)

Pratiques de l'enseignement des sciences expérimentales et de la technologie en cycle 3 dans un milieu multiculturel: cas de la Guyane - Déliou, Henri-Pierre (Université René Descartes-Paris V, 2014)

EdTech in Nigeria: A Rapid Scan - Dele-Ajayi, Opeyemi; Taddese, Abeba (EdTech Hub, 2020)
Keywords: C:Nigeria; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Kreyòl, pedagogy, and technology for opening up quality education in Haiti: Changes in teachers' metalinguistic attitudes as first steps in a paradigm shift - DeGraff, Michel; Stump, Glenda S. (Language, 2018)

The politics of education in post-colonies: Kreyòl in Haiti as a case study of language as technology for power and liberation - DeGraff, Michel (Journal of Postcolonial linguistics, 2020)
In this contribution, I would like to share some key aspects of my theoretical and applied linguistic agenda in Haiti. This agenda promotes a social vision where linguistics is coupled with digital technology in Haitian Creole (“Kreyòl”) in order to improve research and education toward sustainable development and equal opportunity for all. This agenda also aims at a model for other communities in the Global South where linguistic discrimination has disenfranchised large segments of the population most in need of socio-economic progress. This article will highlight the MIT-Haiti Initiative, whose initial objectives were for improving Science, Technology, Engineering & Mathematics (STEM) education in high schools and universities in Haiti. In collaboration with a broad range of academic institutions in Haiti and beyond, this Initiative has been exploring the strategic use of digital tools in Kreyòl to improve Haitian students’ active learning of STEM, across social classes and beyond any linguistic barrier. More recently, the Initiative has expanded its scope to cover all disciplines at all levels via crowdsourcing, co-creating, curating and sharing of educational materials in Kreyòl. The ultimate goal is to make high-quality education accessible to the greatest numbers of students throughout Haiti, while strengthening the foundations of Haiti’s linguistic and cultural identity and while promoting respect of the human rights of all Haitians. I will consider two important implications of the MIT-Haiti Initiative: for linguistics and for policies related to education writ large, including education that can truly benefit all in Haiti, especially those who speak Kreyòl only (i.e., the vast majority of Haitians). Firstly, Kreyòl is comparable to so called “international” languages, such as English, French, Spanish, Arabic, Chinese, etc., in terms of its development, structures and expressive capacity. Indeed, the success of this Initiative to date doubles as proof of concept that Kreyòl is a full-fledged language with unlimited capacity to express any level of complex thought as in STEM. Secondly, Kreyòl is an essential tool for the education, socio-economic progress and human rights of Haitians, especially in these communities that have long been impoverished through exclusion and injustice. These processes of impoverishment, which started four centuries ago when Haiti was a French colony (then the “richest” colony in the Americas), have been unrelentless throughout Haiti’s history. Language and education are two main vectors for the entrenchment of these processes of exclusion and impoverishment in Haiti. In my view, it is through the innovative, strategic and systematic use of Kreyòl, in conjunction with interactive pedagogy and modern technology, that Haitian students can optimally develop their capacity for acquiring and building additional knowledge in STEM, in the Humanities and Social Sciences, and in second languages such as French, English, Spanish, etc. More generally, it is through Kreyòl as language of instruction and as the language of discourse in every social context that all Haitians can realize their full potential toward joyful and dignified citizenship—and leave behind the trauma of linguistic apartheid that has characterized the history of Haiti since its creation in 1804.
Keywords: ⛔ No DOI found

DEFI Launch Presentation - DEFI Cambridge (2021)

Multilevel modeling: A review of methodological issues and applications - Dedrick, Robert F.; Ferron, John M.; Hess, Melinda R.; Hogarty, Kristine Y.; Kromrey, Jeffrey D.; Lang, Thomas R.; Niles, John D.; Lee, Reginald S. (Review of Educational Research, 2009)
This study analyzed the reporting of multilevel modeling applications of a sample of 99 articles from 13 peer-reviewed journals in education and the social sciences. A checklist, derived from the methodological literature on multilevel modeling and focusing on the issues of model development and specification, data considerations, estimation, and inference, was used to analyze the articles. The most common applications were two-level models where individuals were nested within contexts. Most studies were non-experimental and used nonprobability samples. The amount of data at each level varied widely across studies, as did the number of models examined. Analyses of reporting practices indicated some clear problems, with many articles not reporting enough information for a reader to critique the reported analyses. For example, in many articles, one could not determine how many models were estimated, what covariance structure was assumed, what type of centering if any was used, whether the data were consistent with assumptions, whether outliers were present, or how the models were estimated. Guidelines for researchers reporting multilevel analyses are provided.

Designing an Educational Innovation to Achieve Scale: Five Critical Concepts - Dede, Chris (The EvoLLLution, 2016)
Research has documented that in education, unlike other sectors of society, the scaling of successful instructional programs from a few settings to widespread use across a range of contexts is very difficult (Dede, Honan, & Peters, 2005). In fact, research typically shows a huge influence of setting (e.g., the teacher’s content preparation, students’ self-efficacy, prior […]

Immersive interfaces for engagement and learning - Dede, Chris (science, 2009)

The Evolution of Constructivist Learning Environments: Immersion in Distributed, Virtual Worlds - Dede, Chris (Educational Technology, 1995)
Keywords: ⛔ No DOI found

Motivation, personality, and development within embedded social contexts: an overview of self-determination theory - Deci, Edward L.; Ryan, Richard M. (The Oxford Handbook of Human Motivation, 2012)
"Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory" published on by Oxford University Press.

How is E-Learning helping to combat Southeast Asia teacher shortage? - Debroy, Ananya (2018)

“He is suitable for her, of course he is our relative”: a qualitative exploration of the drivers and implications of child marriage in Gezira State, Sudan - Dean, Laura; Obasi, Angela; Sony, Asma El; Fadul, Selma; Hassan, Hanaa El; Thomson, Rachael; Tolhurst, Rachel (BMJ Global Health, 2019)
Introduction Child marriage is a fundamental development challenge for women and girls, with significant negative health and social outcomes. Sudan has a high rate of child marriage, with 34% of women aged 20–24 married before their 18th birthday. Since limited preventive interventions exist, we aimed to inform the evidence base to strengthen strategic action, using mixed qualitative methods to enhance study credibility. This study is the first to conduct a rigorous qualitative examination of the drivers of child marriage from the perspective of key stakeholders involved in marriage decision making within Sudan, and makes a significant contribution towards global knowledge by developing an evidence-based conceptual framework. Methods Initially, we completed 14 focus group discussions separated by gender with mothers, fathers, and girls married as adolescents, and 23 key informant interviews. We then used a critical incident case study approach to explore 11 ‘cases’ of child marriage (46 interviews). Results Findings indicate that gendered social norms and values, underpinned by religious beliefs and educational accessibility, interconnect to shape marriage decisions. In this context, many child marriages are triggered by an intrakinship proposal and further enabled by the relative lack of autonomy and influence of girls and women in marriage decision-making processes. Discussion Interconnected drivers demand context-specific holistic and multisectoral approaches, which should include simultaneous strategies to expand access to education, health services and livelihood opportunities, and evoke legal change, and participatory social and attitudinal processes that include the engagement of religious leaders and men.
Keywords: child health; qualitative study

Nimble RCTs - A Powerful Methodology in the Program Design Toolbox - Dean Karlan (2017)

Deaf Schools and Training Centers in Pakistan - Deaf Reach (Deaf Reach Schools, Training Centers and Colleges in Pakistan)
Deaf Reach is the only branch network of schools and training centers in Pakistan.

Wrapping of a Social Innovation MOOC - Deacon, Andrew; Jaffer, Tasneem; Jawitz, Jeff; Small, Janet; Walji, Sukaina (Academic Conferences and publishing limited, 2018)
Keywords: ⛔ No DOI found

Improving secondary education in Sierra Leone - De, Sourovi; Durrani, Zara; Khurshid, Ayesha (Oxford Policy Management, 2021)
We are leading the monitoring, evaluation and research delivery of a five year programme to improve secondary education and long term growth in Sierra Leone

Coverage analysis of Scopus: A journal metric approach - de Moya-Anegón, Félix; Chinchilla-Rodríguez, Zaida; Vargas-Quesada, Benjamín; Corera-Álvarez, Elena; Muñoz-Fernández, Francisco José; González-Molina, Antonio; Herrero-Solana, Victor (Scientometrics, 2007)
Our aim is to compare the coverage of the Scopus database with that of Ulrich, to determine just how homogenous it is in the academic world. The variables taken into account were subject distribution, geographical distribution, distribution by publishers and the language of publication. The analysis of the coverage of a product of this nature should be done in relation to an accepted model, the optimal choice being Ulrich’s Directory, considered the international point of reference for the most comprehensive information on journals published throughout the world. The results described here allow us to draw a profile of Scopus in terms of its coverage by areas — geographic and thematic — and the significance of peer-review in its publications. Both these aspects are highly pragmatic considerations for information retrieval, the evaluation of research, and the design of policies for the use of scientific databases in scientific promotion.
Keywords: Coverage Analysis; Journal Citation Report; Percentage Distribution; Subject Coverage; Subject Ranking

The Impact of a One Laptop per Child Program on Learning: Evidence from Uruguay - De Melo, Gioia; Machado, Alina; Miranda, Alfonso (IZA Discussion Papers, 2014)
We present evidence on the impact on students' math and reading scores of one of the largest deployments of an OLPC program and the only one implemented at a national scale: Plan Ceibal in Uruguay. Unlike previous work in the field, we have unique data that allow us to know the exact date of laptop delivery for every student in the sample. This gives us the ability to use a continuous treatment, where days of exposure are used as a treatment intensity measure. We use a panel data framework including fixed effects at the individual level. Given that there is some variation in the date of laptop delivery across individuals within the same school, we can identify the effect of the program net of potential heterogeneity in the rate schools gain improvements on student's achievement over time in the absence of the OLPC program across the country (i.e. we allow each school to follow a different learning growth curve over time due to unobservable time-varying heterogeneity). We also run an alternative specification where we allow for different learning growth curves over time between schools located in Montevideo and the rest of Uruguay. Our results suggest that in the first two years of its implementation the program had no effects on math and reading scores. The zero effect could be explained by the fact that laptops in class are mainly used to search for information on the internet.
Keywords: education; impact evaluation; technology; ⛔ No DOI found

On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking - de-Marcos, Luis; Garcia-Lopez, Eva; Garcia-Cabot, Antonio (Computers & Education, 2016)
Game-like approaches are becoming increasingly popular in education, with educational games and gamification drawing increasing levels of attention. While games specifically designed for educational purposes have been used for decades, gamification is particularly new and contrasting evidence was presented about its effectiveness. The potential of social networks has also been harnessed by educators and institutions either using popular social networking sites or specific educational instances. This paper studies how well-established approaches (educational game and social networking) compare with more novel ones (gamification and social gamification) in terms of learning performance in an undergraduate course. Four experimental conditions were compared in an experiment (N = 379). Results suggest that all experimental conditions significantly impact on learning performance, but social gamification returned better results in terms of immediacy and for all types of assessments.
Keywords: Educational game; Gamification; Learning; Social networking

Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review - De la Calle, Ana Maria; Pacheco-Costa, Alejandra; Gomez-Ruiz, Miguel Ángel; Guzman-Simon, Fernando (MDPI Journals, 2021)
Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.

Teaching with the Test: Experimental Evidence on Diagnostic Feedback and Capacity Building for Public Schools in Argentina - de Hoyos, Rafael; Ganimian, Alejandro J; Holland, Peter A (World Bank, 2017)

No lost generation: Supporting the school participation of displaced Syrian children in Lebanon - de Hoop, Jacobus; Morey, Mitchell; Seidenfeld, David (Journal of Development Studies, 2019)
This study documents the impact of a cash transfer programme–known as the No Lost Generation Programme (NLG) and locally as Min Ila (‘from to’)–on the school participation of displaced Syrian children in Lebanon. An initiative of the government of Lebanon, the United Nations Children’s Fund (UNICEF), and the World Food Programme (WFP), the programme provided cash for the benefit of children enrolled in afternoon shifts at public primary schools. It was designed to cover the cost of commuting to school and to compensate households for income forgone because children were attending school instead of working. Commuting costs and forgone income are two critical barriers to child school participation. The analysis relies on a geographical regression discontinuity design to identify the impact halfway through the first year of programme operation, the 2016/2017 school year. The analysis finds substantive impacts on school attendance among enrolled children, which increased by 0.5 days to 0.7 days per week, an improvement of about 20 per cent relative to the control group. School enrolment among Syrian children rose rapidly across all Lebanon’s governorates during the period of the evaluation, resulting in supply-side capacity constraints that appear to have dampened positive enrolment impacts.

Evaluation Report for the Teacher Upgrading Program: Lao PR - de Guzman, Estafania; Karaan, Alice; Klesch, Maree; Thorburn, Andrew; Mahaffey, LeeAnne; Watt, Ron (UNICEF, 2000)

Bridging Latin America's digital divide | White & Case LLP - de Feydeau, Amaury; Menski, Martin; Retana Tello, Ismael Reyes; Perry, Suzanne; Hendel, Pedro (2021)
Subscribe Stay current on your favorite topics In Latin America and the Caribbean, adopting digital solutions has been promoted as a unique opportunity to increase productivity and unlock solutions to sustainable development goals.

Teacher knowledge and employer-driven professional development: a critical analysis of the Gauteng Department of Education programmes - de Clercq, Francine; Shalem, Yael (Southern African Review of Education, 2014)
There is growing consensus in international and local literature that, to be effective, professional development activities (PDAs) should focus on ways of teaching that improve learners' learning, but there is no clear consensus on the teaching focus and the form in which teacher learning is organised. Drawing from literature on teacher knowledge, in particular Shulman's distinction between subject matter and pedagogical content knowledge (PCK), this article critically reviews the PDAs provided by the Gauteng Department of Education (GDE), South Africa. It identifies 2009 as a turning point in the GDE provision of PDAs. Until 2009, most PDAs were targeted at the improvement of a few discrete aspects of teacher practice, to comply with a new curriculum framework. Around 2009, the GDE turned towards scripted teaching in a form of standardised lesson plans, to engineer a whole new practice for teachers in order to improve learners' results. The argument of this article is that teacher knowledge of subject matter, consisting of knowledge of the substantive and syntactic aspects of the curriculum content and beyond, has not been imparted to teachers by employer-driven curriculum implementation workshops or short courses, and that only a limited number of teaching routines such as sequencing and pacing of the curriculum content can be imparted by scripted lesson plans. Although the idea of scripting a new practice is understandable in the light of the general agreement that PDAs in South Africa failed to make a difference to teachers' practice and to learners' performance, it is essential to understand its limitations., Y. (2014) Teacher knowledge and employer-driven professional development: A critical analysis of the Gauteng Department of Education programmes. Southern African Review of Education, 20(1): 129-147.
Keywords: ⛔ No DOI found

A Dynamic Systems Theory approach to second language acquisition - De Bot, Kees; Lowie, Wander; Verspoor, Marjolijn (Bilingualism: Language and Cognition, 2007)

Assessment of the Impact of the Jovem de Futuro Program on Learning - de Barros, Ricardo Paes; de Carvalho, Mirela; Franco, Samuel; Garcia, Beatriz; Henriques, Ricardo; Machado, Laura (World Bank, 2019)

Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative - Davis, Niki; Preston, Christina; Sahin, Ismail (British Journal of Educational Technology, 2009)
A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel evaluation of professional development was robust for ICT teacher training. This second paper contrasts the highest and lowest rated designs for ICT teacher training: an ‘organic’ approach that provided training in schools was highly rated, whereas a centralised computer-assisted learning approach with online access to trainers was the lowest rated design. The study supports an ecological view of the diffusion of ICT innovations in education and recommends that ICT teacher training be designed to support evolution of each teacher's classroom, school and region, as well as the training of the ICT teacher trainers.

Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology - Davis, Fred D. (MIS Quarterly, 1989)

Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology - Davis, Fred D. (MIS Quarterly, 1989)
Valid measurement scales for predicting user acceptance of computers are in short supply. Most subjective measures used in practice are unvalidated, and their relationship to system usage is unknown. The present research develops and validates new scales for two specific variables, perceived usefulness and perceived ease of use, which are hypothesized to be fundamental determinants of user acceptance. Definitions for these two variables were used to develop scale items that were pretested for content validity and then tested for reliability and construct validity in two studies involving a total of 152 users and four application programs. The measures were refined and stream-lined, resulting in two six-item scales with reliabilities of.98 for usefulness and.94 for ease of use. The scales exhibited high convergent, discriminant, and factorial validity. Perceived usefulness was significantly correlated with both self-reported current usage (r=.63, Study 1) and self-predicted future usage (r=.85, Study 2). Perceived ease of use was also significantly correlated with current usage (r=.45, Study 1) and future usage (r=.59, Study 2). In both studies, usefulness had a significantly greater correlation with usage behavior than did ease of use. Regression analyses suggest that perceived ease of use may actually be a causal antecedent to perceived usefulness, as opposed to a parallel, direct determinant of system usage. Implications are drawn for future research on user acceptance.

Mitigating COVID-19 impacts and getting education systems up and running again: Lessons from Sierra Leone - Davis, Edward; Berry, Chris (Global Partnership for Education, 2020)
Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic.

An Investigation of the Impact of an Intervention to Reduce Academic Procrastination Using Short Message Service (SMS) Technology - Davis, D; Abbitt, J (Journal of Interactive Online Learning, 2013)
This mixed-method pilot study investigated the impact of a custom Short Message Service (SMS) reminder system developed to help students reduce procrastination and increase performance on weekly content-related quizzes in a high-enrollment hybrid online course. Text message reminders were sent to three students with high procrastination and low performance levels on a schedule based on free-operant avoidance principles, where messages would be terminated upon completion of the weekly quiz. The results suggest that there was sufficient evidence that the system had a positive effect on procrastination levels, but less evidence for an effect on performance. Subsequent interviews with the participants confirmed the utility and potential of the system, and revealed areas for improvement in the implementation of the SMS reminder system as well as an understanding of the students’ response to the intervention.
Keywords: ⛔ No DOI found

5 Ways EdTech Helps Students With Special Needs in the Classroom - Davis, Chris (ViewSonic Library, 2019)
EdTech helps students with special needs to engage with learning better than ever before. Find out how to implement EdTech as assistive technology.

Complexity as a theory of education - Davis, Brent; Sumara, Dennis (TCI (Transnational Curriculum Inquiry), 2008)
Keywords: ⛔ No DOI found

South African textbook asks pupils how victim's behaviour led to rape - Davies, Rob (The Guardian, 2016)

Education during the COVID-19 crisis: opportunities and constraints of using EdTech in low-income countries - David, Raluca; Pellini, Arnaldo; Jordan, Katy; Philips, Toby (Zenodo, 2020)
Key points: Technology can help mitigate the effects of the educational crisis and closures of schools, but ed-tech is not a silver bullet and governments need to have realistic expectations about what it can achieve The digital divide means that internet and mobile network access varies greatly in middle- and low-income countries Governments can provide immediate support by informing teachers about simple grassroots platforms where they can share their own ed-tech solutions Educational TV and radio broadcasts in combination with SMS are effective communication channels between educators and students when the internet connectivity is poor or not available It will be important for education authorities to begin planning how in 12-months’ time they will diagnose and treat the learning gaps that have emerged during the crisis.
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodoETH; covid-19; crisis education; distance education; education; education policy; educational technology; emergency education; pandemic education; school closures; schools

Mobile phone-based cash transfers: lessons from the Kenya emergency response - Datta, Dipankar; Ejakait, Anne; Odak, Monica (Humanitarian Practice Network, 2008)

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

Home - DataWinners (DataWinners)

Digital 2020: Kenya - DataReportal (2020)
All the data, statistics, and trends you need to understand digital use in Kenya in 2020, including the latest reported figures for the number of internet users, social media users, and mobile connections, and key indicators for ecommerce use.
Keywords: ___working_potential_duplicate

Digital 2020: Kenya – DataReportal – Global Digital Insights - DataReportal (2020)

Digital in Bangladesh: All the Statistics You Need in 2021 - DataReportal (DataReportal – Global Digital Insights, 2021)
Our huge new collection of statistics and insights into how people in Bangladesh use the internet, social media, mobile, and ecommerce in 2021.
Keywords: ___working_potential_duplicate

Teacher shocks and student learning : evidence from Zambia - Das, Jishnu; Dercon, Stefan; Habyarimana, James; Krishnan, Pramila (Policy Research Working Paper Series, 2005)
A large literature examines the link between shocks to households and the educational attainment of children. The authors use new data to estimate the impact of shocks to teachers on student learning in mathematics and English. Using absenteeism in the 30 days preceding the survey as a measure of these shocks they find large impacts: A 5 percent increase in the teacher's absence rate reduces learning by 4 to 8 percent of average gains over the year. This reduction in learning achievement likely reflects both the direct effect of increased absenteeism and the indirect effects of less lesson preparation and lower teaching quality when in class. The authors document that health problems-primarily teachers'own illness and the illnesses of their family members-account for more than 60 percent of teacher absences; not surprising in a country struggling with an HIV/AIDS epidemic. The relationship between shocks to teachers and student learning suggests that households are unable to substitute adequately for teaching inputs. Excess teaching capacity that allows for the greater use of substitute teachers could lead to larger gains in student learning.
Keywords: Educational Sciences; Gender and Education; Girls Education; Primary Education; Teaching and Learning

A Data Guide to Sir Michael Barber’s “The Good News from Pakistan” - Das, Jishnu (World Bank Blogs, 2013)
Shanta’s blog reported on Sir Michael Barber’s approach to implementing service delivery or “Deliverology”. Sir Michael was back at the World Bank on June 6th to present “The Good News from Pakistan”, where he outlined the impressive changes in Punjab, Pakistan as a result of his leadership in delivering deliverology. ...

Assessment of Distance Learning Initiative of the Government of Bangladesh during COVID-19 Pandemic - Das, H (a2i, 2020)

Pluralistic approaches to languages in the curriculum: The case of French-speaking Switzerland, Spain and Austria - Daryai-Hansen, Petra; Gerber, Brigitte; Lörincz, Ildikó; Haller, Michaela; Ivanova, Olga; Krumm, Hans-Jürgen; Reich, Hans H. (International Journal of Multilingualism, 2015)
While the idea of plurilingual competence is widely established theoretically and promoted in European language policies, it is not implemented in educational practice, where separate plurilingualism is still dominant. The idea of languages as autonomous entities is e.g. reflected in the Common European Framework of Reference for Languages (CEFR) scales. The paper introduces to the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA). Pluralistic approaches use teaching and learning activities involving several (i.e. more than one) varieties of language, e.g. the language(s) of schooling, foreign languages, regional, minority and migration languages. FREPA thereby offers tools to put the theoretical insights and language policies into practice. The article illustrates how pluralistic approaches, in recent years, have been used in the process of large-scale national and regional curriculum renewals in Austria, French-speaking Switzerland and Spain. By promoting plurilingual education on the macro-level and including languages that are still neglected in most European curricula, these countries make a key contribution to diminishing discrepancy between theory and practice. The three cases manifest the context specificity of language-planning decisions and support supra-level comparisons by defining the specific aims and contents of plurilingual education. Furthermore, the curricular implementations offer the possibility to discuss the implementation in actual classroom practice.
Keywords: language learning; language status; linguistic landscape; multilingualism; plurilingualism

Effective Teacher Professional Development - Darling-Hammond, Linda; Hyler, Maria E; Gardner, Madelyn (Learning Policy Institute, 2016)
Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to succeed in the 21st century. However, many teacher professional development initiatives appear ineffective in supporting changes in teacher practices and student learning. To identify the features of effective professional development, this paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. It identifies features of these approaches and offers descriptions of these models to inform those seeking to understand how to foster successful strategies.
Keywords: C:United States / International; ___working_potential_duplicate; important; ⛔ No DOI found

Effective teacher professional development - Darling-Hammond, Linda; Hyler, Maria E.; Gardner, Madelyn (Learning Policy Institute, 2017)

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

Ghana: Mobile Phone and Digital Devices in the Classroom - Learning Tool or Distraction - Darkwa, O.K. (2020)
Globally, mobile technology use has increased over the years and the use of it has become an integral part in the average persons' communicative lifestyle. According to Parsons, mobile subscriptions exceed 6 billion subscriptions globally. Similarly, Ipsos and Verizon found out that adopting mobile phones with smart technologies has increased fast which also coincided with a more utilization of their Internet capabilities. People today are more connected than ever.

For children with disabilities in Nigeria, educational opportunities remain scant - Dark, Shayera (Devex, 2018)

Darakht-e Danesh Online Library - Darakht-e Danesh (2020)
The Darakht-e Danesh Online Library for Educators is a repository of open educational resources for teachers, teacher trainers, school administrators, literacy workers and others involved in furthering education in Afghanistan.

Application of a Systems Approach to Distance Education - Daniel, Teresa A. (2006)
Keywords: ⛔ No DOI found

Education and the COVID-19 pandemic - Daniel, Sir John (PROSPECTS, 2020)
The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should institutions make in the short time available and how do they address students’ needs by level and field of study? Reassuring students and parents is a vital element of institutional response. In ramping up capacity to teach remotely, schools and colleges should take advantage of asynchronous learning, which works best in digital formats. As well as the normal classroom subjects, teaching should include varied assignments and work that puts COVID-19 in a global and historical context. When constructing curricula, designing student assessment first helps teachers to focus. Finally, this Viewpoint suggests flexible ways to repair the damage to students’ learning trajectories once the pandemic is over and gives a list of resources.

Interview with the National Teaching Council on data governance practices within the Ghana Ministry of Education. - Daniel, Asai Boso (2023)

Nudging in education - Damgaard, Mette Trier; Nielsen, Helena Skyt (Economics of Education Review, 2018)
Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken at young ages and involve immediate costs and potential, future benefits. In such settings behavioural barriers (e.g. lack of self-control, limited attention and social norms) likely influence choices and this may motivate the use of low cost ‘nudges’ to gently push behaviour in the desired direction. Our review of nudging interventions shows that while nudging often has positive effects, the greatest effects often arise for individuals affected most by the behavioural barrier targeted by the intervention. Hence understanding underlying behavioural mechanisms is crucial. Negative effects may arise in situations where nudges potentially crowd-out intrinsic motivation, if nudges pressurise individuals, or in situations where the choice architect has an insufficient understanding of behavioural mechanisms.
Keywords: Behavioural bias; Boost policies; Human capital investment

Radio: A Rapid Evidence Review - Damani, Kalifa; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery.
Keywords: L:English UXZJW5DR; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:F:Educational data QWBAFGFR; TAG:F:Online and distance teaching and learning A32ARSFK; TAG:H:Audio and Radio QIAXGMEU; TAG:P:Teachers DAJFZBM8; TAG:W:Low connectivity and/or electricity KET3PKDI; _DOILIVE; _EdTechHub_Output; _GS:indexed; _L:English UXZJW5DR; _MELA_seen; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:F:Educational data QWBAFGFR; _T:F:Online and distance teaching and learning A32ARSFK; _T:H:Audio and Radio QIAXGMEU; _T:P:Teachers DAJFZBM8; _T:W:Low connectivity and/or electricity KET3PKDI; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Position paper: EdTech for learners (internal working paper). - Damani, Kalifa; Francis, Gill; McIntyre, Nora; Major, Louis; Hollow, David (EdTech Hub, 2020)
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF

EdTech for Ugandan girls: Affordances of different technologies for girls' secondary education during the Covid-19 pandemic - Damani, Kalifa; Daltry, Rebecca; Jordan, Katy; Hills, Libby; Evans, Laura (Development Policy Review, 2022)
Motivation This article discusses the use of educational technology (EdTech) in girls' education at PEAS (Promoting Education in African Schools) schools in rural Uganda during the Covid-19-related school closures. Purpose This article addresses a research gap surrounding the potential use of EdTech to support girls' education, focusing on the barriers to girls' EdTech use and how technology might be used to enhance girls' education in disadvantaged rural areas—specifically their academic learning and their social and emotional learning. Methods and approach A sequential, explanatory mixed-methods case-study approach was used. Quantitative exploration of a dataset of 483 Ugandan students, from 28 PEAS schools, was first conducted, followed by interviews with PEAS staff to elucidate the reasons and context behind the findings. Findings Findings show that female students are less likely than male students to have access to their caregivers' phones for learning. The form of EdTech that appeared to be most beneficial for girls' academic learning was radio; girls also had significantly more interest in tuning into radio broadcasts than boys did. Also, poorer boys were more likely to be influenced by SMS messages than wealthier boys. Apart from gender-based differences, students with more highly educated parents found SMS messages more helpful, and phone calls from teachers appeared to help boost younger students' self-confidence. Policy implications The findings suggest that policy-makers need to: carefully consider provision of education through multiple modes of EdTech in order to ensure that it reaches all students; ensure that caregivers are involved in the strategies developed for girls' education; make EdTech interventions interactive; and consider language in EdTech interventions. Given the gender differences which emerged, the findings are of relevance both to supporting the continuation of educational provision during periods of school closure, and also in terms of finding additional ways to support girls' education alongside formal schooling.
Keywords: Covid-19; EdTech; education; gender; rural Uganda

Accelerated Learning and EdTech: A Rapid Evidence Review - Damani, Kalifa (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of accelerated learning in low- and middle-income countries (LMICs), with a focus on how EdTech might best be utilised for accelerated learning. It begins with a broad discussion of the components of accelerated learning, followed by a more focused discussion on how accelerated learning has been used to enhance learning outcomes for marginalised groups in LMICs. An exploration of how EdTech can be utilised for accelerated learning is then presented.
Keywords: L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v2; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Covid-19 and EdTech in Africa: A Country-Level Review Based on eLearning Africa Data - Damani, Kalifa (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Define and Frame Your Design Challenge by Creating Your Point Of View and Ask “How Might We” - Dam, Rikke Friis; Siang, Teo Yu (The Interaction Design Foundation)
Defining your design challenge is probably one of the most important steps in the Design Thinking process, as it sets the tone and guides all of the activities that follow. In the Define mode, you sho...

Silenced by an unknown language? Exploring language matching during rransitions from complementary education to government schools in Ghana - Daly, Kieran; Carter, Emma; Sabates, Ricardo (Compare: A Journal of Comparative and International Education, 2021)
Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to this issue by employing language matching based on linguistic distance between languages to explore changes in literacy scores for learners who change language of instruction. Findings show that the greater the linguistic distance between two languages, the larger the loss in foundational literacy. We conclude that language matching could be introduced as a tool to identify at-risk learners during transitions and, if possible, as a tool for linguistic allocation of students who have the possibility of selecting between schools with different languages for instruction.
Keywords: Ghana; Mother tongue education; language matching; literacy; multilingualism

Digital Personalised Learning to Improve Literacy and Numeracy Outcomes in Kenyan Classrooms - Daltry, Rebecca; Major, Louis; Sun, Chen; Otieno, Mary; Otieno, Kevin; Otieno, Rebecca Daltry, Louis Major, Chen Sun, Mary Otieno and Kevin (EdTech Hub, 2023)
This blog forms part of a wider research study on digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms, and outlines emergent findings from a randomised controlled trial following the first two rounds of assessment (baseline and midline). The preliminary findings will be strengthened after further analyses and endline assessment.

Integrating digital personalised learning into pre-primary classroom practice: a teacher-researcher multiple-case study partnership in Kenya - Daltry, Rebecca; Major, Louis; Otieno, Mary; Otieno, Kevin; Jordan, Katy; Moustafa, Nariman
Keywords: ⛔ No DOI found

Do animations in enhanced ebooks for children favour the reading comprehension process?: a pilot study - Dalla Longa, Nicol; Mich, Ornella (ACM, 2013)
Keywords: ⛔ No DOI found

The relationships of learning independence, family support, facilities and service of institutions through quality of learning students - Dalas, Nove; Hadiyanto; Muhaimin (Journal of critical reviews, 2020)
Education is a conscious endeavor and aims to develop human quality. Education has a very important role because, without education, the transformation process and the actualization of knowledge are difficult to manifest. One of the things that supports education in schools is the guidance and counseling service. Meanwhile, the problems in the school environment are the lack of learning quality of students in line with the maximization of learning independence, family support, and self-development services students of MTs Negeri Jambi. This research was correlational research conducted in six state Islamic junior high schools in 1 Jambi city, Indonesia. The samples of the study were 886 students taken by using a stratified sampling technique, and randomly for each class of each school. The instruments used were questionnaires with 100-item statements by Likert scale while data were analyzed by using a descriptive analysis, Pearson correlation test, and multiple linear regression tests. The results showed that the quality of learning, learning independence, family support, and self-development services had not been carried out maximally at six state Islamic junior high schools. Students who were less independent, got less family support and minimum in obtaining self-development services would also had less maximum learning quality. Simultaneously the independence of study, family support, and facilities and service of the institutions were associated very closely with the quality of students' learning, and in partial increments of each learning independence variable, family support, and service Self-development impacts on improving learning quality.

Research on the Influence of Computer Electronic Media on Higher Education in Mother Language - Dai, Wei (IOP Publishing, 2021)

Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review - Dahya, Negin (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, 2016)

Social support networks, instant messaging, and gender equity in refugee education: Information, Communication & Society: Vol 22, No 6 - Dahya, N; Dryden-Peterson, S
This paper addresses the role of instant messaging chat groups to support teacher training and gender equity initiatives in Kenyan refugee camps. Our findings are based on survey data with refugee teachers in Dadaab and Kakuma refugee camps (n = 203), group interviews with refugee teachers in Kakuma (n = 21), and interviews with international instructors of teacher training programs in Nairobi, Toronto, and Vancouver (n = 14). In our analysis, we apply amplification theory, feminist science and technology studies paradigms, and considerations of transnational approaches to understand the use of instant messaging among refugee teacher communities. Our framework explores how social and cultural norms are amplified through transnational text and instant messaging related to teacher training and in support of gender equity. Peer-to-peer group chats draw on transnational learning opportunities and expand these engagements through group chats between men and women refugee teachers across camps as well as through community engagement about gender equity initiatives in education. International instructors identify both value and hesitation in navigating the quantity and content of these communications, such as learning more about refugee teachers’ daily lives in the camps and concern about following and managing the amount of communication that can ensue over chat groups. Our work has practical implications for transnational teacher training programs in refugee camps, illuminates how mobile technology and chat groups allow women and men in the community to engage and support girls’ education, and questions how text messaging affects the lived and day-to-day experiences of women refugee teachers.
Keywords: Google Scholar/ "refugee education" ICT; RER theme_supporting educators

Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE - Dahya (2016)
Conflict and crisis are among the biggest obstacles to ensuring inclusive and quality education for all (Sustainable Development Goal 4). The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized, affected by war, natural disasters, and the rapid spread of disease. Across these different contexts, tools like radio, mobile phones, mobile projectors, e-readers and tablets, laptops and computers can facilitate teaching and learning in a range of different ways. The term “mobility” with regard to learning is highly relevant in this landscape: it recognizes that learning should not stop as people move, and that people on the move are focused on continuing their education. This landscape aims to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base.
Keywords: GENERAL - to be categorised; RER theme_pedagogies and modalities; RER theme_supporting educators

Getting back to normal after Ebola strikes - Daems, Typhaine; Willemot, Yves (UNICEF, 2018)
Beating Ebola starts in the classroom. It doesn't end there

PNAE (National School Feeding Program) and its events of expansive learnings at municipal level - da Silva, Eliane Alves; Pedrozo, Eugenio Avila; da Silva, Tania Nunes (World, 2022)
The National School Feeding Program (PNAE for its acronym in Portuguese) is one of the largest food policies in the world, partially covering the daily needs of 44 billion students per year. In 2009, Law No. 11,947 established that at least 30% of the total financial transfer of PNAE was used in the purchase of foodstuff directly from family farming in the left-wing government of Lula. In practice, the rules allow public policy managers to choose between bidding or public call, provision by large agribusiness companies or by family farmers, and this is practiced in idiosyncratic ways by 5568 Brazilian municipalities. Each municipality organizes its own system. Therefore, the aim of this article is to analyze how the evolution of Law No. 11,947 promotes expansive learning in the Brazilian National School Feeding Program (NSFP-PNAE), located in the Western Amazon. As a theoretical framework, the Cultural–Historical Activity Theory (CHAT) and the Theory of Expansive Learning (TEL) were used. Qualitative research in an abductive reasoning was carried out, using a single and incorporated case study as its strategy. The study included 21 interviews, later analyzed by Content Analysis. The main contribution is the advance in solutions for societal needs, in terms of continuous collective collaboration, creating expansive learning, transformative or not, in both sides of productive systems and consumption, integrating family farmers and students by a healthy nutrition and feeding in the same system since 2009.
Keywords: NSFP-PNAE; expansive learning; nutritional and feeding program

Transformational Empowerment of Adolescent Marginalised Girls in Malawi - da Silva, Carol; Laesecke, Anne; Murray, Matthew; Salicath; Wang, Erica (Team Girl Malawi, 2022)

Tools for your toolbox: Collecting data for cost-effectiveness with the Brookings Childhood Cost Calculator - D'Rozario, Jonny; Mitchell, Joel

d-portal - d-portal.org (Development Portal (IATI), 2022)

The Use of Information and Communications Technology (ICT) To Improve Access to In-Service Teacher Education Programmes For Educational Development in Pakistan - D‘CRUZE, Melaine (The Turkish Online Journal of Distance Education, 2009)
The use of ICT and distance education in the delivery of professional developmentprogrammers for in-service teachers to improve access to educational opportunitiesis explored in this article. Further, the link between teacher development and thedevelopment of human capital to aid educational and national development isdiscussed. The role of ICT and distance education is highlighted in enabling thisventure which eventually leads to overall educational and national development.
Keywords: ⛔ No DOI found

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review - D'Angelo, Sophia; Hennessy, Sara; Kreimeia, Adam; Koomar, Saalim; Cao, Lydia; McIntyre, Nora; Brugha, Meaghan; Zubairi, Asma (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: Read; Teacher education and training; _r:AddedByZotZen

Lessons on Scalability Implementing Digital Personalized Learning in Public Schools - D'Angelo, Sophia; Barón, Juan; Mazari, Haani; Morales, Daniel; Tabares, Santiago Ospina; Santos, Paola Polanco; Kaye, Tom (World Bank, 2024)

Inequality as higher education goes online - Czerniewicz, Laura (Springer, 2018)

Knowledge inequalities: A marginal view of the digital landscape. Keynote presentation. - Czerniewicz, Laura (Open Repositories Conference 2016, 2016)
Keynote presentation at Open Repositories Conference 2016 Dublin Ireland 14

6 key insights into the data and information education leaders want most - Custer, Samantha; King, Elizabeth; Atinc, Tamar; Read, Lindsay; Sethi, Tanya (2018)

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

6 key insights into the data and information education leaders want most - Custer, Samantha; King, Elizabeth; Atinc, Tamar Manuelyan; Read, Lindsay; Sethi, Tanya (Brookings Institute, 2018)
Researchers summarize their new analysis of two unique global surveys that assess the use of data and evidence by education leaders in developing countries.

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

Crisis response can and should include education - Curious Learning (Curious Learning, 2022)
On March 10th, Curious Learning started promoting one of our free literacy learning apps (Feed the Monster localized to Ukrainian). In only 3 weeks, there have been over 55,000 downloads at an average cost per download of $0.12.

Crisis response can and should include education — Curious Learning - Curious Learning

Curious Learning - Curious Learning

Curious Learning, Global Digital Library and Chimple Apps - Languages with IDs - Spec Sheet - Google Sheets - Curious Learning

Feed The Monster (US English) - Curious Learning (2022)

How 30% of Children Taught Themselves to Read - Curious Learning (Curious Learning, 2017)
In April our colleague Markos traveled from Addis Ababa to Wonchi, a remote village in Ethiopia. His goal: to track down 20 children who had participated in a digital learning pilot, four years ago. What he found stunned our team – all six of the children he tested had taught themselves to read, usi

Literacy League — Curious Learning - Curious Learning

Timeline - Curious Learning

What We Do - Curious Learning (Curious Learning, 2020)

Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss - Cummiskey, Chris; Stern, Jonathan; DeStefano, Joe; Piper, Ben (The Education and Development Forum (UKFIET), 2020)
This article was co-authored by Christopher Cummiskey and Jonathan Stern. It benefitted from input from Joe DeStefano, Tim Slade, and Ben Piper. The article was originally published on the RTI SharEd website on 13 May 2020. Part I can be read here. A couple of weeks ago, we set the stage for developing evidence-based, data-driven […]

Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss | SharEd - Cummiskey, Chris (2020)
Keywords: _COVID_DEAA-List

Calculating the Educational Impact of COVID-19 (Part III): Where will students be when schools reopen? | SharEd - Cummiskey, Chris (RTI, 2021)

Brave new schools: Challenging cultural illiteracy through global learning networks - Cummins, Jim; Sayers, Dennis (Palgrave Macmillan, 1997)

Collective action and the deployment of teachers in Niger - Cummings, Clare; Noura, Idi Mahamadou Mamane (2016)

Collective action and the deployment of teachers in Niger: a political economy analysis - Cummings, Clare (2016)
This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.
Keywords: C:Niger

iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project - Cumming, Therese M; Strnadová, Iva; Singh, Sylvia (Action Research, 2014)

Using participatory design approaches in educational research - Cumbo, Bronwyn; Selwyn, Neil (International Journal of Research & Method in Education, 2022)
Educational researchers are showing a growing interest in Participatory Design (PD) and other collaborative co-design approaches. This paper considers the ways in which education researchers considering PD can benefit from drawing on the approach’s heritage in the 1970s’ Scandinavian ‘cooperative inquiry’ tradition. In particular, the paper highlights four core principles from the Scandinavian tradition, i.e.: the pursuit of socio-ethical outcomes, sustained consideration of what constitutes ‘participation’ and ‘practice’, and PD as a design process. While positioning these principles in school-based research is not easy, the paper considers how this has been achieved within the field of child-computer-interaction – an area of research that is also often conducted with children in educational institutions. While remaining mindful of the institutional constraints of school-based research, we argue that these Scandinavian principles can be borrowed and built upon by educational researchers – thereby extending the scope and ambitions of educational PD research.
Keywords: Participatory methods; Scandinavian tradition; co-design; educational research; participatory design

COVID-19 and Social Mobility Impact Brief #1: School Shutdown - Cullinane, Carl; Montacute, Rebecca (The Sutton Trust, 2020)

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

Tweens with the iPad classroom—Cool but not really helpful? - Culén, A., & Gasparini, A. (2012)
Keywords: ⛔ No DOI found

基于雨课堂的《初级维吾尔语精读》 课程混合式教学模式研究 [Research on the Mixed Teaching Mode of Beginner-Level Reading Comprehension in Uyghur based on Rain Class] - Cui, Ran (Theory and Practice of Innovation and Enntrepreneurship, 2021)
Keywords: ⛔ No DOI found

A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment - Cui, Papan; Zheng, Lanqin (International Conference on Blended Learning, 2018)

Oversold and underused - Cuban, Larry (Harvard university press, 2009)

Los actores educativos frente al uso de la lengua materna en un centro escolar indígena de Chiapas - Cruz Pérez, Oscar; García Lara, Germán Alejandro; Ocaña Zúñiga, Jesús; Pérez Jiménez, Carlos Eduardo (RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 2016)

El programa Aprende en casa, ¿una estrategia que excluye a los usuarios de lenguas minoritarias? - Cruz-Aldrete, Miroslava; Cruz-Aldrete, Miroslava (Educación, 2021)
ResumenEn este trabajo discuto la compleja situación a la que se enfrentaron los grupos lingüísticos minoritarios, en particular los sordos usuarios de la lengua de señas mexicana (LSM), cuya enseñanza bilingüe se vio amenazada ante la crisis educativa ocasionada por la pandemia causada por el nuevo coronavirus. La respuesta del estado mexicano para no interrumpir la educación de los niños y jóvenes hizo patente la discriminación hacia los usuarios de lenguas diferentes al español, al ser esta la lengua vehicular para la programación de Aprende en casa, y no considerar el contexto y los idiomas de las comunidades indígenas y sordas, para su enseñanza-aprendizaje.Palabras clave: lengua de señas; lenguas minoritarias; educación bilingüe

A New Scale of Social Desirability Independent of Psychopathology - Crowne, Douglas; Marlowe, David (Journal of Consulting Psychology, 1960)
A new social desirability scale was constructed and correlated with MMPI scales. Comparison was made with correlations of the Edwards Social Desirability scale. The new scale correlated highly with MMPI scales and supported the definition of social desirability. Ss need to respond in "culturally sanctioned ways."

Design-Based Research and Design-Based Implementation Research | InformalScience.org - Crowley, Kevin (2016)

Using learning profiles to inform education priorities: An editors’ overview of the Special Issue - Crouch, Luis; Kaffenberger, Michelle; Savage, Laura (International Journal of Educational Development, 2021)
This special issue explores the use of learning profiles for analysing the dynamics of low learning in low- and middle-income countries and informing priorities to address the learning crisis. The 12 papers in the special issue draw on learning data from more than 50 countries and 6 million individuals, with implications for education policy and practice. Taken together, they point to a need to steepen learning trajectories by prioritizing early mastery of foundational skills for all children. The papers show that addressing the learning crisis will not be achieved through more school grade attainment alone, nor through within-country equality across groups (such as girls and boys or rich and poor). Positive examples show that programs focused on foundational learning both improved average learning and reduced inequality. Addressing the learning crisis will require a focus on systems improvement, using foundational learning as a case in point for making the needed systems improvements to steepen learning throughout children’s time in school. Learning profiles can provide a guide for education actors aiming to improve learning outcomes.
Keywords: Education systems; Foundational skills; Inequality; Learning crisis; Learning profiles

Worldwide inequality and poverty in cognitive results: Cross-sectional evidence and time-based trends - Crouch, Luis; Gustafsson, Martin (University of Oxford, 2018)

Meeting the data challenge in education: A knowledge and innovation exchange - Crouch, Luis (Global Partnership for Education, 2019)
The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.
Keywords: ___working_potential_duplicate

Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya - Crouch, Luis (Research on Improving Systems of Education (RISE), 2020)
As this note was being written in April and May 2020, the Coronavirus pandemic was sweeping the world. Children were out of school. Researchers around the world are now estimating a severe learning gap due to loss of school attendance. While the first priority is getting children back to school safely, the discussion in this note regarding foundational learning is all the more relevant, as it is this kind of learning that is likely most affected. Key Points The case studies in this document highlight five tips that may be beneficial to other countries or situations: Focus on just a very few achievable indicators, foregrounding foundational learning, for a country emphasising learning. Use data to drive both initial “wake-up” and stock taking but also to support teaching as the process goes along. Emphasis on the teaching by the teachers who are already in place. Provide strong motivation through support that works. Use tight management so there is some degree of centralism and prescriptiveness as to pedagogy and other inputs, but after having iterated and adapted to context.

Meeting the data challenge in education. A knowledge and innovation exchange (KIX) discussion paper | Documents | Global Partnership for Education - Crouch, L (GPE, 2019)
The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.

"Making visible" inequity: Remote learning with technology during Covid-19 - Crompton, Helen; Jordan, Katy; Wilson, Samuel; Nicolai, Susan (NORRAG)
Keywords: ⛔ No DOI found

Inequalities in Girls’ Learning Opportunities via EdTech: Addressing the Challenge of Covid-19 - Crompton, Helen; Chigona, Agnes; Jordan, Katy, Jordan,; Myers, Christina (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _r:AddedByZotZen

Mobile learning and student cognition: A systematic review of PK-12 research using Bloom’s Taxonomy - Crompton, Helen; Burke, Diane; Lin, Yi-Ching (British Journal of Educational Technology, 2019)
The rise of mobile learning in schools during the past decade has led to promises about the power of mobile learning to extend and enhance student cognitive engagement. The purpose of this study was to examine trends to determine the cognitive level students are involved in within mobile learning activities. This systematic review involved an aggregated and configurative synthesis of PK-12 mobile learning studies from 2010 to 16 and used Bloom’s Taxonomy as a theoretical framework for categorizing the cognitive level of student activities. Major new findings include that students are involved in activities at all six levels of Bloom’s Taxonomy. This study shows that over 60% of researchers are developing activities that require high levels of cognitive processing, a large increase from past studies. Nonetheless, 40% are integrating mobile devices in ways that keep students working with minimal cognitive processing. In both elementary and secondary studies, there was a 40/60% split in the use of lower versus high level thinking opportunities. New findings show that mobile devices were integrated into science, mathematics, social studies, literacy, art and special education. Studies in science settings were the majority of the studies (40%), followed by literacy (24%).
Keywords: Reviewed

Learning with technology during emergencies: A systematic review of K-12 education - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel W. G. (British Journal of Educational Technology, 2021)
Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.
Keywords: COVID-19; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _yl:b; _zenodo:submitted; disasters; emergencies; emergency remote education; pandemic

Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel (Journal of Research on Technology in Education, 2021)
Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.
Keywords: COVID-19; Teacher education; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:CopiedFromEvLib; _yl:a; disasters; emergencies; emergency remote education; pandemic; remote education

EdTech and Emergency Remote Learning: A Systematic Review - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Sam; Nicolai, Susan; Myers, Christina (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework - Crompton, Helen; Burke, Diane (Computers and Education, 2020)
Scholars postulate that mobile devices can be used to transform learning. However, there is a paucity of evidence to determine if mobile learning is redefining learning or if these devices are being used to replicate past teaching practices. To fill this gap in scholarly understanding, this systematic review was conducted to examine studies from 2014 to 2019 involving mobile devices in PK-12 (2–18 years) learning. Technology use was coded using the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. This framework was empirically extended and presented in this study. The data revealed unique findings, including the concerning discovery that while mobile technologies can and were used to transform learning in 54% of the studies, 46% of the time devices were used to replicate activities that can be conducted without technology. This has larger implications on school integration of mobile devices and whether these devices are being used to redefine learning to provide the most benefit to PK-12 students.
Keywords: Mlearning; Mobile learning; SAMR; Systematic review; Technology integration

A diachronic overview of mobile learning: A shift toward student-centred pedagogies - Crompton, Helen (Increasing access mobile learning, 2014)

ISTE Standards for Educators - Crompton, Helen (International Society for Technology in Education, 2017)
Keywords: ___working_potential_duplicate

Innovative Delivery of Education in Bangladesh Using Mobile Technology - Cristol, Dean; Al-Sabbagh, Samah; Abdulbaki, Anwar; Majareh, Maryam; Tuhin, Salah Uddin; Gimbert, Belinda (World Conference on Mobile and Contextual Learning, 2019)
Given the increasing use and accessibility of mobile technology, a pilot study, “Innovative Delivery of Education in Bangladesh Using Mobile Technology” was carried out using mobile learning devices to both increase and enrich the delivery of educational services in a remote Bangladesh district. The APTUS system was used to allow learners’ connection to digital learning platforms and content without electricity or internet access. The researchers maintained that mobile learning associated with Project Based Learning can effect student learning in five ways: (1) contingent learning, changing...

Innovative Delivery of Education in Bangladesh Using Mobile Technology - Cristol, Dean; Abdulbaki, Anwar; Tuhin, Salah Uddin; Al-Sabbagh, Samah; Majareh, Maryam; Gimbert, Belinda (2019)
Given the increasing use and accessibility of mobile technology, a pilot study, “Innovative Delivery of Education in Bangladesh Using Mobile Technology” was carried out using mobile learning devices to both increase and enrich the delivery of educational services in a remote Bangladesh district. The APTUS system was used to allow learners’ connection to digital learning platforms and content without electricity or internet access. The researchers maintained that mobile learning associated with Project Based Learning can effect student learning in five ways: (1) contingent learning, changing experience students have by responding to the environment; (2) situated learning, in which learning occurs in the conditions applicable to the learning; (3) authentic learning connected to immediate learning goals; (4) context-aware learning, in which the environment and history affect learning; and (5) personalized learning. The results from this pilot research study provides evidence of the students achievement growth overtime and motivated to learn higher-order thinking technology enhanced skills when practical applications are supplemented with technology tools such as tablets. Students reported a heightened interest in science as a result of the project. Teachers maintained that their teaching skills were enhanced by the project and able to apply practical applications to teach science rather than lecturing and rote learning. Parents attributed the project for their children being more motivated to learn science inside and outside of the classroom. The study appears to have a positive impact on the three groups of the participants and should be scaled up to benefit more learning communities, especially in remote areas of Bangladesh.
Keywords: ⛔ No DOI found

Technology and child development: Evidence from the One Laptop Per Child Program [IZA Discussion Paper No. 6401] - Cristia, Julian; Ibarraran, Pablo; Cueto, Santiago; Santiago, Ana; Severin, Eugenio (Social Science Research Network, 2012)
Although many countries are aggressively implementing the One Laptop per Child (OLPC) program, there is a lack of empirical evidence on its effects. This paper presents the impact of the first large-scale randomized evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate that the program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools. This expansion in access translated into substantial increases in use both at school and at home. No evidence is found of effects on enrollment and test scores in Math and Language. Some positive effects are found, however, in general cognitive skills as measured by Raven's Progressive Matrices, a verbal fluency test and a Coding test.
Keywords: _Source:Intuitive; education; experiments; technology

Technology and Child Development: Evidence from the One Laptop Per Child Program [IDB Working Paper No. IDB-WP-304] - Cristia, Julián P; Ibarrarán, Pablo; Cueto, Santiago; Santiago, Ana; Severín, Eugenio (2012)
Keywords: _THEME: Curriculum and resources

It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone - Crisp, Martin; Wolfenden, Freda (2017)

Designing and conducting mixed methods research - Creswell, John; Plano Clark, Vicki (SAGE, 2011)

Designing and conducting mixed methods research - Creswell, John W.; Plano Clark, Vicki L. (SAGE Publications, 2010)
PREFACE; Chapter 1. The Nature of Mixed Methods Research; Chapter 2. The Foundations of Mixed Methods Research; Chapter 3. Choosing a Mixed Methods Research Design; Chapter 4. Examples of Mixed Methods Designs; Chapter 5. Introducing a Mixed Methods Study; Chapter 6. Collecting Data in Mixed Methods Research; Chapter 7. Analyzing and Interpreting Data in Mixed Methods Research; Chapter 8. Writing and Evaluating Mixed Methods Research; Chapter 9. Summary and Recommendations; Appendix A: An Example of the Convergent Parallel Design; Appendix B: An Example of the Explanatory Sequential Design; Appendix C: An Example of the Exploratory Sequential Design; Appendix D: An Example of the Embedded Design; Appendix E: An Example of the Transformative Design; Appendix F: An Example of the Multiphase Design; Appendix G. Glossary; References; Subject Index; Author Index; About the Authors; List of Tables; List of Figures;
Keywords: Evaluation; Methodology; Research; Social sciences

Designing and conducting mixed methods research - Creswell, John W.; Plano Clark, Vicki L. (SAGE Publications, 2010)
PREFACE; Chapter 1. The Nature of Mixed Methods Research; Chapter 2. The Foundations of Mixed Methods Research; Chapter 3. Choosing a Mixed Methods Research Design; Chapter 4. Examples of Mixed Methods Designs; Chapter 5. Introducing a Mixed Methods Study; Chapter 6. Collecting Data in Mixed Methods Research; Chapter 7. Analyzing and Interpreting Data in Mixed Methods Research; Chapter 8. Writing and Evaluating Mixed Methods Research; Chapter 9. Summary and Recommendations; Appendix A: An Example of the Convergent Parallel Design; Appendix B: An Example of the Explanatory Sequential Design; Appendix C: An Example of the Exploratory Sequential Design; Appendix D: An Example of the Embedded Design; Appendix E: An Example of the Transformative Design; Appendix F: An Example of the Multiphase Design; Appendix G. Glossary; References; Subject Index; Author Index; About the Authors; List of Tables; List of Figures;
Keywords: Evaluation; Methodology; Research; Social sciences

A concise introduction to mixed methods research - Creswell, John W. (SAGE Publications, 2014)

Qualitative Inquiry and Research Design: Choosing Among Five Approaches - Creswell, John W. (2013)
Civil rights rhetoric has been central to the debate over U.S. immigration policy since at least the 1960s. A coalition of interest groups, including churches, ethnic organizations, civil rights groups, and employer associations has played a fundamental role in advancing civil rights norms in the immigration arena. The growing importance of civil rights rhetoric in the debate over U.S. immigration policy, DeLaet asserts, helps to explain the liberalization of U.S. immigration policy in spite of growing evidence that the public opposition to immigration has grown during the same period. In turn, the liberalization of U.S. immigration policy has contributed to rising numbers of both legal and illegal immigrants. Thus, high levels of immigration reflect the basic provisions of current U.S. immigration policy, rather than a loss of governmental control. Many analysts have suggested that the immigration policy reforms passed by Congress in 1996 marked the beginning of a new era of restrictionism. However, as DeLaet illustrates, the new restrictions adopted in 1996 contain many of the same loopholes as previous legislation, indicating the coalition of interest groups supporting immigration still pose a significant obstacle to efforts to restrict immigration.
Keywords: Social Science / Research

Research design: Qualitative, quantitative, and mixed methods approaches - Creswell, John W. (Sage publications, 2013)
Keywords: CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:PhD_Thesis; InterviewMethodology; _THEME: Education management

The Future of EMIS: A Public Financial Management Perspective - Cresswell, Simon; Long, Cathal; Fraser, Alasdair (EdTech Hub, 2023)
Policymakers in low- and lower-middle-income countries are in a bind: while more complex EMIS designs may make processes more likely to fail following donor exit, simple EMIS designs do not provide enough information to track the effects of reforms and progress addressing the learning crisis. Even for basic measures, EMIS appear to generate inaccurate data in many cases. Reflections on EMIS implementation challenges point to demand and supply issues, with the former being the more important determinant for realising EMIS potential and their ongoing development. This paper considers demand and supply for EMIS from a public financial management (PFM) perspective. Keywords: public financial management, budgeting, digital, data governance, education An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

System-level assessment and educational policy | Unesco IIEP Learning Portal - Cresswell, John (Australian Council for Educational Research, 2016)

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When we share, everyone wins - Creative Commons (Creative Commons)
Open Access matters—especially during a global health emergency. The race to find a vaccine for COVID-19 exemplifies why rapid and unrestricted access to scientific research and educational materials is so vital. CC’s Response to COVID-19

Makhalidwe Athu - Creative Association International (2021)

Makhalidwe Athu - Creative Association International (2021)

Understanding Education Policy Preferences: Survey Experiments with Policymakers in 35 Developing Countries - Crawfurd, Lee; Minardi, Ana; Hare, Susannah; Sandefur, Justin (2021)
Foreign aid donors and international organizations supporting education in developing countries have increasingly coalesced around a policy agenda prioritizing foundational learning, measured by test scores in primary school, based on a diagnosis of deficient school quality, and a growing body of empirical evidence about effective interventions to improve quality. We survey over 900 senior government officials working on education in 35 low- and middle-income countries to gauge their alignment with this agenda.

What has Worked at Scale? - Crawfurd, Lee; Hares, Susannah; Sandefur, Justin (Schooling for All Feasible Strategies to Achieve Universal Education, 2022)

New data on learning loss in Pakistan - Crawfurd, Lee; Hares, Susannah; Minardi, Ana Luiza (Center for Global Development, 2021)
To get a better picture of the effects of the pandemic on education in Pakistan, we carried out another round of our survey of students and parents. We found gender differences in learning loss, little engagement with government teleschool, dropping parental support for further closures, and more.

Does Education Need a QALY and Is LAYS It? - Crawfurd, Lee; Hares, Susannah; Le Nestour, Alexis; Rossiter, Jack (Center For Global Development, 2019)