Tangerine for Principals: Pilot Report - Leh Wi Lan (2020)

Tangerine Pilot: Report on pilot implementation - Leh Wi Lan (2018)

Distance Learning A guide to playful distance learning – online and offline - Lego Foundation (2020)

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk - Lefstein, Adam; Vedder-Weiss, Dana; Segal, Aliza (Educational Researcher, 2020)
Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework for “pedagogically productive” teacher talk; and (c) highlight key research directions and challenges in investigating this and related phenomena.

Scaling Educational Innovations in Singapore: the roles of Policymakers, Practitioners, and Researchers - Lee, Shu-Shing (2017)
Keywords: ⛔ No DOI found

Insights on ESL Student Teachers Reflecting Collaboratively Online Shubashini Suppiah Institute of Teacher Education Gaya Campus - Lee, S; Swanto, K; Lajium, S; Suppiah, D; Suppiah, Shubashini (2019)
The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.

Review of International Research on Factors Underlying Teacher Absenteeism. - Lee, Mary; Goodman, Crystal; Dandapani, Nitara; Kekahio, Wendy (Regional Educational Laboratory Pacific, 2015)
Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.
Keywords: Academic Rank (Professional); Accountability; Case Studies; Community Characteristics; Correlation; Cross Cultural Studies; Cultural Context; Cultural Influences; Elementary School Teachers; Family Work Relationship; Foreign Countries; Institutional Characteristics; Predictor Variables; Proximity; Sanctions; School Administration; School Culture; School Location; Social Influences; Teacher Attendance; Teacher Salaries; Teaching Conditions; Work Environment

Review of international research on factors underlying teacher absenteeism - Lee, Mary; Goodman, Crystal; Dandapani, Nitara; Kekahio, Wendy (Regional Educational Laboratory Pacific, 2015)
Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.
Keywords: Academic Rank (Professional); Accountability; C:LMIC; Case Studies; Community Characteristics; Correlation; Cross Cultural Studies; Cultural Context; Cultural Influences; Elementary School Teachers; Family Work Relationship; Foreign Countries; LMICs; School Administration; School Culture; School Location; Social Influences; Teacher Attendance; Teacher Salaries; Teaching Conditions; Work Environment; ⛔ No DOI found

Designing the Education Workforce - Lee, Ju-Ho; Steer, Liesbet; Jimenez, Emmanuel; King, Elizabeth M.; Erikson, Eliza (Social Science Research Network, 2020)
There is rising evidence that traditional ways of teaching are failing to provide adequate learning opportunities and breadth of skills for the 21st century, likely to leave millions of children and young adults behind. The challenge of meeting the demands of each student with vastly different backgrounds and abilities within today’s models of education has limited the capacity of teachers and education systems to provide the personalized learning that students need. A new approach is required. The Education Commission is partnering with select countries, higher education institutions, schools and tech thought leaders to test the applicability and adaptability of “High-Touch High-Tech (HTHT)” learning in diverse contexts. The first pilot - currently in Vietnam - will incrementally expand to other select countries in Asia, Latin America, and Africa. HTHT learning is an opportunity for new collaborators to become part of a transformative effort to personalize learning for enhanced learner success through the application of Artificial Intelligence. Based on the report, “Transforming the Education Workforce: Learning Teams for a Learning Generation” that the Education Workforce Initiative (EWI) released during 2019 UN General Assembly, we propose new approaches for harnessing the potential of teachers and the broader education workforce to ensure HTHT learning and, more broadly, quality education for all students.
Keywords: Designing the Education Workforce; Eliza Erikson; Elizabeth M. King; Emmanuel Jimenez; Ju-Ho Lee; Liesbet Steer; SSRN

Learning from What Works: RBF in Education - Lee, Jessica; Medina, Octavio (2019)

Enhancing early numeracy skills with a tablet-based math game intervention: a study in Tanzania - Lee, Hye Kyung; Choi, Ahram (Educational Technology Research and Development, 2020)
The study presents results of a tablet-based math game intervention to enhance early numeracy skills of children in Tanzania. Standard level 1 children (n = 122), attending a rural primary school, were randomly allocated to either intervention or control group. The intervention group participated in a daily intervention session for 46 days. Children’s performances in number identification, quantity discrimination, addition, subtraction, and missing number tasks were measured before and after the intervention with randomly selected children from both groups (treatment = 30, control = 31). Score gains in the intervention group were substantially greater than those in the control group. In particular, statistically significant effects of the intervention were identified in quantity discrimination, addition, and subtraction tasks. Item-level analyses using Item Response Theory showed that addition and subtraction items involving regrouping and most missing number items were too difficult even after the intervention. The study also identified which games were played the most or least during the sessions from play-log data and analyzed associations between children’s test performances and gameplays.

Sisimpur’s reach and educational impact: Evidence from a national longitudinal survey of a Sesame Street project in Bangladesh. - Lee, H.J. (Sesame Workshop, 2009)

Technology functions for personalized learning in learner-centered schools - Lee, Dabae; Huh, Yeol; Lin, Chun-Yi; Reigeluth, Charles M. (Educational Technology Research and Development, 2018)
Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment.

Reframing the policy discourse: A comparative analysis of teacher preparation for rural and remote education in Australia, South Africa and Mexico - Ledger, Susan; Masinire, Alfred; Díaz, Miguel Angel; Burgess, Madeline (education policy analysis archives, 2021)
The Organisation for Economic Cooperation and Development (OECD) has highlighted a ‘vicious cycle of decline’ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.

The evolution of school league tables in England 1992-2016: ‘Contextual value-added’, ‘expected progress’ and ‘progress 8’ - Leckie, George; Goldstein, Harvey (British Educational Research Journal, 2017)

The Learning Passport - Learning Passport

The Learning Passport - Learning Passport (2022)
A new solution designed to close the learning poverty gap, the LP is an online, mobile, and offline tech platform enabling high quality, flexible learning

Kolibri - Learning equality (2020)

Kolibri : A Free, Open Source Education for All - Learning equality (Learning equality, 2020)

Kolibri : A Free, Open Source Education for All | Learning Equality - Learning Equality

Kolibri Content Library Catalog - Learning equality (2020)

Design Based Implementation Research - LearnDBIR

DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the Global South - Leach, Jenny; Ahmed, Atef; Makalima, Shumi; Power, Tom (DFID, 2006)
Keywords: ___working_potential_duplicate; auto_merged

DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the global south - Leach, Jenny (DFID, 2006)
Keywords: ___working_potential_duplicate

The future of language education in Europe: case studies of innovative practices - Le Pichon-Vorstman, Emmanuelle; Siarova, Hanna; Szőnyi, Eszter (European Journal of Language Policy, 2021)

Phone survey on the Covid crisis in Senegal - Le Nestour, Alexis; Moscoviz, Laura; Mbaye, Samba (Centre for Global Development, 2020)
Keywords: ___working_potential_duplicate

Phone survey on the Covid crisis in Senegal - Le Nestour, Alexis; Mbaye, Samba; Moscoviz, Laura (Centre for Global Development, 2020)
Keywords: ___working_potential_duplicate

Mapping education data in sub-Saharan Africa - Lawson, Laté; Heady, Lucy (Education Sub Saharan Africa (ESSA), 2021)

Value for money and adaptive programming: Approaches, measurement and management - Laws, Ed; Valters, Craig (Overseas Development Institute (ODI), 2021)

Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities - Lawrie, J.; Hennessy, Sara; Haßler, Björn; Phalachandra; Lawrie, J. (Where it's needed most: Quality professional development for all teachers, 2015)
Keywords: C:Fragile contexts; dode_eth-src-dode; dode_eth-trf2-dode

Use ICT to provide access to content, professional development and professional learning communities (Recommendation 7) - Lawrie, J.; Hennessy, S.; Haßler, Björn; Phalachandra (Where it's needed most: quality professional development for all teachers, 2015)
Keywords: C:Fragile contexts; docs.opendeved.net

Parental Involvement, Learning Participation and Online Learning Commitment of Adolescent Learners during the COVID-19 lockdown - Lawrence, Kehinde Clement; Fakuade, Olubasayo Victor (Research in Learning Technology, 2021)
During the escalating coronavirus disease-2019 (COVID-19) pandemic, attempting to contain its spread, a large number of educational institutions shut down face-to-face teaching and learning activities globally due to a complete lockdown. This lockdown revealed emerging vulnerabilities of education systems in the lowand middle-income countries of the world, with Nigeria being no exception. Given these concerns, this research study assessed parental involvement, learning participation and the commitment to online learning of adolescent learners during the COVID-19 lockdown in Nigeria. An online survey questionnaire was employed to examine the level of online learning commitment and the contributory roles of each of the factors to online learning commitment of adolescent learners. In total, 1407 adolescents (male = 38.8%; female 61.2%) aged between 12 and 20 years (mean = 15: SD = 4.24) responded to the online survey, which was open for 2 months. Data were analysed using descriptive statistics of frequency distribution and inferential statistics of multiple regression. The findings revealed that the commitment level of adolescent learners to online learning was high. The findings further yielded a coefficient of R = 0.439 and R2 = 0.192 variance in the prediction of the outcome measure. Parental involvement contributed 32% (β = 0.322, p < 0.05) and learning participation contributed 23% (β = 0.234, p < 0.05) towards online learning. The study concludes that parental involvement and learning participation played a significant and positive role in the commitment of adolescent learners towards online learning during the COVID-19 lockdown in Nigeria. The authors suggest that parents be encouraged to synergise with the digitalised revolution, while the need for further in-depth research on the subject is emphasised in the suggestions for future research.

65 % of Nigerian schools lack electricity, says UN chief - Lawal, Iyabo (The Guardian (Nigeria), 2017)

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - Law, N.; Woo, David; Wong, Gary (UNESCO, 2018)
The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework.

Assessment for Learning: Meeting the Challenge of Implementation - Laveault, D; Allal, L (Springer, 2016)

Situating learning in communities of practice. - Lave, Jean (Perspectives on socially shared cognition., 1991)

Edtech Startups in Latin America 2021 Survey Results - Lavca (2021)

Incentives for Mayors to Improve Learning: Evidence from State Reforms in Ceará, Brazil - Lautharte, Ildo; de Oliveira, Victor Hugo; Loureiro, Andre (World Bank, 2021)
Financial incentives for students, teachers, and schools are often used to promote learning. Yet, little is known about whether similar incentives for mayors produce analogous findings. This paper investigates this question by exploring a results-based financing reform in Ceará, Brazil, which redistributes state resources to municipalities based on education performance. Comparing schools on both sides of Ceará's border over key implementation periods, the paper shows that ninth grade students who were exposed to the results-based financing performed 0.15 standard deviation higher on mathematics and language tests. These impacts increase twofold when Ceará offers technical assistance to municipalities (pedagogical and managerial) and become significant for fifth graders. These gains are seen among students in the top performance quantiles, but reformulating the results-based financing rule to penalize municipalities with more low performers significantly reduces learning gaps. The paper discuss several mechanisms: the selection of school principals, teacher training, the provision and quality of textbooks, curriculum coverage, and school homework.
Keywords: Education; Learning Incentives; Municipal Governance; Public Sector Reform; Results-Based Financing; Secondary Education; Student Performance; Teacher Effectiveness; Teacher Training; Technical Assistance

How could digital learning at scale address the issue of equity in education? - Laurillard, Diana; Kennedy, Eileen; Wang, Tianchong (Learning at scale for the Global South, 2018)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Regional Bureau for West & Central Africa Education Newsletter - Lauren UNHCR (2020)
Keywords: ⛔ No DOI found

Basic mobile phones more common than smartphones in sub-Saharan Africa - Laura Silver; Johnson, Courtney (Pew Research Center's Global Attitudes Project, 2018)
Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a

Effects of school closures on secondary school teachers and leaders in Rwanda: results from a phone survey - Laterite; Research for Equitable Access and Learning (REAL) Centre (The Education and Development Forum (UKFIET), 2021)
This blog was written by Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, who are working together as learning partners on the Mastercard Foundation’s Leaders in Teachers initiative in Rwanda. On 14 March 2020, the Government of Rwanda announced the closure of all schools in the country […]

Permission granted: The economic value of data assets under alternative policy regimes | Price Discrimination | Demand - Lateral Economics (2016)
A Lateral Economics report for the Open Data Institute - March 2016
Keywords: _C:Australia AUS; _C:New Zealand NZL; _C:Norway NOR; _C:Spain ESP; _C:Sweden SWE; _C:United Kingdom GBR; __C:scheme:1

Systems theories: Their origins, foundations, and development - Laszlo, Alexander; Krippner, Stanley (ADVANCES IN PSYCHOLOGY-AMSTERDAM-, 1998)

Managing for results in primary education in Madagascar: evaluating the impact of selected workflow interventions - Lassibille, Gérard; Tan, Jee-Peng; Jesse, Cornelia; Van Nguyen, Trang (The World Bank Economic Review, 2010)
The impact of specific actions designed to streamline and tighten the workflow processes of key actors in Madagascar's primary education sector are evaluated. To inform the strategy for scaling up, a randomized experiment was carried out over two school years. The results show that interventions at the school level, reinforced by interventions at the subdistrict and district levels, succeeded in changing the behavior of the actors toward better management of key pedagogical functions. In terms of education outcomes, the interventions improved school attendance, reduced grade repetition, and raised test scores (particularly in Malagasy and mathematics), although the gains in learning at the end of the evaluation period were not always statistically significant. Interventions limited to the subdistrict and district levels proved largely ineffective.

Open Educational Resources for Blended Learning in High Schools: Overcoming Impediments in Developing Countries - Larson, Richard C.; Murray, M. Elizabeth (Journal of Asynchronous Learning Networks, 2008)
With today's computer and telecommunications technologies, every young person can have a quality education regardless of his or her place of birth. This is the dream that Open Educational Resources (OERs), when viewed as a right rather than a privilege, are directed to realize. For developing countries, we propose a type of OER initiative that leverages not only technology but also the skills of the in-class teacher, that utilizes not only the Internet but also lower-tech delivery platforms, and that is created not only by developed countries of the West but also by educators in many countries worldwide. We outline the design of a cross-border, collaborative learning and teaching system called the Blended Learning Open Source Science or Math Studies Initiative (BLOSSOMS), with an associated partnership network established for its implementation in developing countries. BLOSSOMS is to develop a large, free repository of blended-learning video modules for high school math and science classes, created by gifted volunteer educators from around the world and designed to offer potentially transformative learning exercises that will enhance critical thinking skills and retain students' interest in math and science. The initiative has been designed and developed within a multinational network of partner organizations in the developing world, a characteristic that distinguishes it from many other OER projects.
Keywords: Asynchronous Communication; Barriers; Blended Learning; Cooperative Programs; Developing Nations; Educational Resources; Educational Technology; High Schools; Instructional Innovation; Learning Modules; Program Development; Shared Resources and Services; Social Networks; Video Technology; ⛔ No DOI found

Understanding the elephant: the discourse approach to boundary identification and corpus construction for theory review articles - Larsen, K.; Hovorka, D.; Dennis, A.R. (Journal of the Association for Information Systems, 2019)
Keywords: _Added-ailr-2024

The efficacy of learning analytics interventions in higher education: A systematic review - Larrabee Sønderlund, Anders; Hughes, Emily; Smith, Joanne (British Journal of Educational Technology, 2018)
Abstract Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness.
Keywords: Reviewed

You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools - Larkin, Kevin (Journal of Research on Technology in Education, 2011)
The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.

A 10-step guide to monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (A Toolkit for Monitoring and Evaluating Children’s Participation, 2014)
Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.
Keywords: CitedIn:eCubed; eCubed

A Toolkit for Monitoring and Evaluating Children’s Participation — Introduction - Lansdown, Gerison; O’Kane, Claire (A Toolkit for Monitoring and Evaluating Children’s Participation, 2014)
Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation.
Keywords: CitedIn:eCubed; eCubed

How to measure the scope, quality and outcomes of children’s - Lansdown, Gerison; O’Kane, Claire (A Toolkit for Monitoring and Evaluating Children’s Participation, 2014)
Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation.
Keywords: CitedIn:eCubed; eCubed

Measuring the creation of a participatory and respectful environment for children provides - Lansdown, Gerison; O’Kane, Claire (A Toolkit for Monitoring and Evaluating Children’s Participation, 2014)
Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society.
Keywords: CitedIn:eCubed; eCubed

Tools for monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (A Toolkit for Monitoring and Evaluating Children’s Participation, 2014)
Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders.
Keywords: CitedIn:eCubed; eCubed

A Framework for Monitoring and Evaluating Children’s Participation — a Preparatory Draft for Piloting - Lansdown, Gerison (Save the Children, 2011)
Keywords: CitedIn:eCubed; eCubed

Can you hear me?: the right of young children to participate in decisions affecting them - Lansdown, Gerison (2005)
Keywords: CitedIn:eCubed; eCubed

Children's rights: a second chance. - Lansdown, Gerison (International Save the Children Alliance, 2001)

See me, hear me. A guide to using the UN Convention on the Rights of Persons with Disabilities - Lansdown, Gerison (Save the Children, 2009)
Keywords: CitedIn:eCubed; eCubed

The evolving capacities of the child - Lansdown, Gerison (Save the children, 2005)

Digital Literacies: Concepts, Policies and Practices - Lankshear, Colin; Knobel, Michele (Peter Lang, 2008)
This book brings together a group of internationally-reputed authors in the field of digital literacy. Their essays explore a diverse range of the concepts, policies and practices of digital literacy, and discuss how digital literacy is related to similar ideas: information literacy, computer literacy, media literacy, functional literacy and digital competence. It is argued that in light of this diversity and complexity, it is useful to think of digital literacies - the plural as well the singular. The first part of the book presents a rich mix of conceptual and policy perspectives; in the second part contributors explore social practices of digital remixing, blogging, online trading and social networking, and consider some legal issues associated with digital media.
Keywords: Computers / Interactive & Multimedia; Computers / Social Aspects

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

Digitalization, education and skills development in the global South: An assessment of the debate with a focus on Sub-Saharan Africa - Langthaler, Margarita; Bazafkan, Homa (ÖFSE Briefing Paper, 2020)
The COVID-19 pandemic has intensified discussions about the digital revolution. Digitalization of ever-more sectors of society appears to be the only possible answer to the requirements of physical distancing. The education sector stands out as one example. Yet, the pandemic has also brought to light the pitfalls of accelerated digitalization in terms of rising inequality and exclusion. In development policy, digitalization has been commonly referred to as a major opportunity for economic development. Much lower used to be the attention paid to risks such as the digital divide. Human capabilities rank as one of the key preconditions to reap the benefits of digitalization. Digitalization of education and training systems appears to be the order of the day. Yet, there is lack of consistent strategies to do so without deepening existing patterns of inequality and exclusion, in particular in the Global South. This Briefing Paper will initially analyse the lessons of experience from the COVID-19 pandemic and its impact on the education and TVET (Technical and vocational education and training) sector. It will then reflect on the framing of the debates on digitalization in education. The academic discussion will be summarised from two perspectives, first with regard to the skills required for a digitalized economy and second analysing the impact of digitalization on education systems, mainly in Sub-Saharan Africa. The Paper will subsequently comment on current trends in digitalization policies for the education sector as well as in development cooperation. Conclusions will outline a few recommendations at the policy level.

Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities - Lämsä, Joni; Hämäläinen, Raija; Aro, Mikko; Koskimaa, Raine; Äyrämö, Sanna-Mari (British Journal of Educational Technology, 2018)
The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies.
Keywords: Reviewed

Report shows student tablet flaws - Lamphai Intathep (2013)

Education continuity during the Coronavirus crisis: Sierra Leone and Liberia Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (Rising Academy Network, 2020)

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (Education continuity during the Coronavirus crisis, 2020)

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (2020)

Videos as a Tool in Teacher Professional Learning: How Do Videos Scaffold Teachers’ Understanding of the Behaviours of Students with ASD? - Lam, Cici Sze-ching (Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder, 2022)
Videos are often used in teacher training. However, when considering professional learning for teachers in supporting students with autism spectrum disorder (ASD), the manner by which teacher educators can make use of videos in professional learning has rarely been documented. On the basis of a model called ‘Fostering a Community of Learners’ (FCL), this chapter aims to show a case study on how a professional learning course for in-service teachers uses videos as a tool to train teachers in understanding pedagogies and handling students with ASD, thus providing a platform for teachers to discuss their common points of interest. Individual interviews were conducted to understand the process of video learning. Hopefully, this article will inform practitioners or teacher educators on the use of videos and case studies in assisting teachers to understand the needs of students with ASD. Implications focus on how scaffolding of knowledge of the behaviours of students was supported with the use of videos in an FCL cycle.
Keywords: Scaffolding; Teaching self-efficacy; Video learning

Pushing the child centred approach in Myanmar: the role of cross national policy networks and the effects in the classroom - Lall, Marie (Critical Studies in Education, 2011)
Keywords: C:Myanmar

Improving reading and arithmetic outcomes at scale: Teaching at the Right Level (TaRL), Pratham’s approach to teaching and learning - Lakhsman, Samyukta (Revue internationale d’éducation de Sèvres, 2019)
In India, depsite a gross enrolment rate of more than 95%, performance levels remain low, particularly for children of illiterate or undereducated families. To contend with this, the “Teaching at the Right Level » project was implemented. This has taken many forms: the “camps for learning”, either repeated short term sessions (6 to 10 days), or long term sessions (30 to 50 days); and partnership arrangements with public school system authorities. The project’s methodology, attained objectives and its prospects are presented.
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

Open Source Software in Education - Lakhan, Shaheen E.; Jhunjhunwala, Kavita (EDUCAUSE Quarterly, 2008)
Educational institutions have rushed to put their academic resources and services online, bringing the global community onto a common platform and awa
Keywords: ⛔ No DOI found

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

The legacy of colonial language policies and their impact on student learning: Evidence from an Experimental Program in Cameroon - Laitin, David D.; Ramachandran, Rajesh; Walter, Stephen L. (Economic Development and Cultural Change, 2019)

Evaluation of technology use in education: Findings from a critical analysis of systematic literature reviews - Lai, Jennifer W. M.; Bower, Matt (Journal of Computer Assisted Learning, 2019)
Because the educational technology research literature is so broad, it is difficult for researchers to acquire an accurate sense of the issues and trends across the entire field. There has not been any recent effort to synthesize or critically analyse the systematic reviews in the area of educational technology. This study analysed 73 systematic literature reviews, including meta-analyses, focused on the evaluation of technology in educational contexts, in order to holistically understand the impact of learning technology use across different aspects of evaluation. Among these reviews, the most common theme examined was learning outcomes (89%), followed by affective elements (45%), behaviours (25%), technological elements (21%) and teaching/pedagogical aspects (19%). Most of the reviews found that the use of technology improved learning outcomes and affective perceptions. Approaches involving interaction, gamification, constructivism, student-centred learning and feedback were most effective. The analysis highlighted the need for more reviews focusing on multiple aspects of learning technology evaluation, on school level education and on the use of technology in naturalistic (non-interventional) settings. Critical reflections are also cast on the methods used to conduct systematic reviews in the educational technology field.
Keywords: evaluation; learning technology; meta-review; systematic review; tertiary review

Computer assisted learning as extracurricular tutor? Evidence from a randomised experiment in rural boarding schools in Shaanxi - Lai, Fang; Zhang, Linxiu; Hu, Xiao; Qu, Qinghe; Shi, Yaojiang; Qiao, Yajie; Boswell, Matthew; Rozelle, Scott (Journal of Development Effectiveness, 2013)
This paper uses a clustered randomised field experiment to explore the effects of a computer assisted learning (CAL) programme on student academic and non-academic outcomes in poor, rural public schools in China. Our results show that a remedial, game-based CAL programme in math held outside of regular school hours with boarding students in poor rural public schools improved standardised math scores by 0.12 standard deviations. Students from poorer families tended to benefit more from the programme. However, CAL did not have any significant impact on either Chinese language standardised test scores or non-academic outcomes.
Keywords: China; computer assisted learning; development; education; random assignment; rural schools; test scores

Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing - Lai, Fang; Luo, Renfu; Zhang, Linxiu; Huang, Xinzhe; Rozelle, Scott (Economics of Education Review, 2015)
The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.
Keywords: China; Computer-assisted learning; Development; Education; Migration; Random assignment; Test scores

Systems theory - Lai, Chih-Hui; Huili Lin, Sapphire (The international encyclopedia of organizational communication, 2017)

Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices - Lai, C-H; Yang, J-C; Chen, F-C; Ho, C-W; Chan, T-W (Journal of Computer Assisted Learning, 2007)

Unlocking the potential of knowledge and technology for all - LaFleur, Marcelo; Iversen, Kenneth; Jensen, Lars (OECD Science, Technology and Innovation Outlook, 2016)

IDEAS BOX: AN INNOVATING PSYCHOSOCIAL TOOL FOR EMERGENCY SITUATIONS IMPACT STUDY IN THE KAVUMU AND BWAGIRISA CAMPS - BURUNDI - Lachal, C (2015)

Laboratoria: Reporte de Impacto 2020.pdf - Laboratoria (2020)

Kytabu – African Schools Online - Kytabu Company Ltd (2020)

About Us – Kytabu - Kytabu

Kytabu Super School – Kytabu - Kytabu

Uganda: Students back to school, university in March - Kyeyune, Hamza (Anadolu Agency, 2021)
Some more school classes to start March 1, universities to reopen in staggered manner, says president - Anadolu Agency

Using innovative methods to train teachers of blind children: what we learned - Kweyu, Ignatius; Koszorus, Ferenc (EdTech Hub, 2021)
Governments all over the world have closed learning institutions because of the Covid-19 pandemic, including in Kenya. This has exacerbated the global learning crisis and made it more difficult for teachers, parents, and caregivers to include children with disabilities in quality education. To ensure learners with disabilities were not left behind during Covid-19 school closures, eKitabu partnered with EdTech Hub…
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

EDUCATE! Riding the reform wave to scale up youth entrepreneurship in Uganda - Kwauk, Christina; Perlman Robinson, Jenny (2016)
Keywords: Scaling; youth entrepreneurship

Should students use digital scratchpads? Impact of using a digital assistive tool on arithmetic problem-solving - Kwak, Minji; Gweon, Gahgene (Springer International Publishing, 2019)
An excessive cognitive load may reduce a student’s problem-solving performance by preventing effective learning. Using an assistive tool, such as a notepad, can reduce such extraneous cognitive while solving a problem, thereby improving a student’s performance. In this paper, we collected game log data from an educational game, called “Double digit”, which has a digital scratchpad as an assistive tool that can be used to reduce student’s cognitive load. We examine whether a correlation exists between the amount of “digital scratchpad usage” and a student’s “game performance”. Game log data, which consisted of 1,440,000 actions, was collected from 418 students in kindergarten to grade 2. Our data analysis using person-correlation shows a significant positive relationship between digital scratchpad usage and game performance for all three game difficulty levels. Interestingly, the correlation increases as the game difficulty level increases. This suggests that as game level difficulty increases, which requires a higher cognitive load of a student, students who used the digital scratchpad had higher game performance.
Keywords: Arithmetic addition; Cognitive load; Digital assistive tool; Digital scratchpad; Game performance

Female leadership and school effectiveness in junior high schools in Ghana - Kwadzo Agezo, Clement (Journal of Educational Administration, 2010)
Purpose – The purpose of this research is to examine female principal leadership practices that are considered crucial in the effectiveness and improvement of schools and school administration in Ghanaian junior high schools.

Ten Steps to a Results-Based Monitoring and Evaluation System - Kusek, Jody Zall; Rist, Ray C. (World Bank, 2004)

The new dynamics of strategy: Sense-making in a complex and complicated world - Kurtz, C.F.; Snowden, David (Engineering Management Review, IEEE, 2003)
In this paper, we challenge the universality of three basic assumptions prevalent in organizational decision support and strategy: assumptions of order, of rational choice, and of intent. We describe the Cynefin framework, a sense-making device we have developed to help people make sense of the complexities made visible by the relaxation of these assumptions. The Cynefin framework is derived from several years of action research into the use of narrative and complexity theory in organizational knowledge exchange, decision-making, strategy, and policy-making. The framework is explained, its conceptual underpinnings are outlined, and its use in group sense-making and discourse is described. Finally, the consequences of relaxing the three basic assumptions, using the Cynefin framework as a mechanism, are considered.
Keywords: _THEME: Teacher Professional Development

Implementing the flipped classroom in teacher education: evidence from Turkey - Kurt, Gökçe (Journal of Educational Technology & Society, 2017)
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.
Keywords: Blended Learning; Blended learning; Classroom Techniques; Classroom management; Classrooms; Control Groups; Conventional Instruction; ERIC, Current Index to Journals in Education (CIJE); Education; Education--Teaching Methods And Curriculum; Educational Technology; English (Second Language); Experimental Groups; Flipped classroom; Focus Groups; Foreign Countries; Higher Education; Homework; Language Teachers; Learning; Postsecondary Education; Pre-service teachers of English; Preservice Teacher Education; Pretests Posttests; Program Effectiveness; Qualitative analysis; Quasiexperimental Design; Reversing; Scores; Second Language Instruction; Self Efficacy; Statistical Analysis; Teacher education; Teachers; Teaching Methods; Teaching methods; Technology Uses in Education; Tests; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2097427; __finaldtb; ⛔ No DOI found

Implementing the flipped classroom in teacher education: evidence from Turkey - Kurt, Gökçe (Journal of Educational Technology & Society, 2017)
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.
Keywords: Blended Learning; Blended learning; Classroom Techniques; Classroom management; Classrooms; Control Groups; Conventional Instruction; ERIC, Current Index to Journals in Education (CIJE); Education; Education--Teaching Methods And Curriculum; Educational Technology; English (Second Language); Experimental Groups; Flipped classroom; Focus Groups; Foreign Countries; Higher Education; Homework; Language Teachers; Learning; Postsecondary Education; Pre-service teachers of English; Preservice Teacher Education; Pretests Posttests; Program Effectiveness; Qualitative analysis; Quasiexperimental Design; Reversing; Scores; Second Language Instruction; Self Efficacy; Statistical Analysis; Teacher education; Teachers; Teaching Methods; Teaching methods; Technology Uses in Education; Tests; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2097427; __finaldtb; ⛔ No DOI found

Implementing the flipped classroom in teacher education: evidence from Turkey - Kurt, Gökçe (Journal of Educational Technology & Society, 2017)
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.
Keywords: Blended Learning; Blended learning; Classroom Techniques; Classroom management; Classrooms; Control Groups; Conventional Instruction; ERIC, Current Index to Journals in Education (CIJE); Education; Education--Teaching Methods And Curriculum; Educational Technology; English (Second Language); Experimental Groups; Flipped classroom; Focus Groups; Foreign Countries; Higher Education; Homework; Language Teachers; Learning; Postsecondary Education; Pre-service teachers of English; Preservice Teacher Education; Pretests Posttests; Program Effectiveness; Qualitative analysis; Quasiexperimental Design; Reversing; Scores; Second Language Instruction; Self Efficacy; Statistical Analysis; Teacher education; Teachers; Teaching Methods; Teaching methods; Technology Uses in Education; Tests; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2097427; __finaldtb; ⛔ No DOI found

The digital gender gap - Kuroda, Reiko; Lopez, Mariana; Sasaki, Janelle; Settecase, Michelle (GSMA, 2019)

Rapid Evidence Assessment (REA) of what works to improve educational outcomes for people with disabilities in Low- and Middle-Income Countries - Kuper, Hannah; Ashrita, Saran; White, Howard (Department for International Development (DFID), 2018)

Supporting untrained teachers in Malawi - Kunje, Demis; Stuart, Janet (International Journal of Educational Development, 1999)
In the aftermath of the introduction of free primary education in Malawi, 17 000 untrained teachers were recruited to meet the new demand for schooling. This article reports a study carried out to investigate how the new recruits were coping and how far the schools were able to provide informal on-the-job training. It also describes how action research was introduced to help heads and both qualified and unqualified teachers to improve their own practice. Conclusions are drawn about the feasibility of school-based training in Malawi.

Primary teacher education in Malawi: Insights into practice and policy - Kunje, D et al
Keywords: ⛔ No DOI found

Primary teacher education in Malawi: Insights into practice and policy - Kunje, D et al
Keywords: ⛔ No DOI found

Primary teacher education in Malawi: Insights into practice and policy - Kunje, D et al
Keywords: ⛔ No DOI found

Indian educators' awareness and attitude towards assistive technology - Kundu; Bej, Tripti (Journal of Enabling Technologies, 2020)
Objective: This study investigated the awareness and attitude of Indian mainstream secondary school teachers on assistive technologies (AT) and its implementation level in inclusive setting. Methodology: The study followed descriptive survey method within ex-post-facto research design taking 150 teachers including 15 headmasters from 15 secondary schools as samples following stratified random sampling technique. Questionnaires and interviews (according to set interview protocol) were the main research tools used during survey. Collected data were analyzed descriptively and inferentially to reach a conclusion. Findings: Findings revealed that Indian mainstream secondary school teachers’ awareness of AT was very poor yet their attitude towards it was highly positive. Except having a good attitude, everywhere- the teachers’ knowledge, professional support, or infrastructural support- the inadequacy was obvious. Indian schools were running with a poor resource pool of assistive products along with poor implementation. Hence special need students of these schools were not getting the necessary supports from schools as they deserve which has been hampering the overall inclusive atmosphere of the country. Statistical analysis revealed that male teachers showed slightly higher awareness level regarding AT than their female counterparts but in respect of attitude they were found overpowered by the females. Teachers of urban schools also exhibited slightly better awareness and attitude towards AT than the teachers of rural schools. Lack of suitable policies, adequate awareness and financial limitations were evolved as major barriers in the implementation of AT in these schools.

A computational literature review of the field of System Dynamics from 1974 to 2017 - Kunc, Martin; Mortenson, Michael J.; Vidgen, Richard (Journal of Simulation, 2018)
System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained.
Keywords: System Dynamics; computational literature review; healthcare; methodology; supply chain

Sandboxes: My experience participating in the sandbox alpha - Kumasewera, Pilirani (EdTech Hub, 2020)
This is the third in this series about our sandboxes. If you haven’t already, read about our approach to experimentation and how we tested our sandbox strategy out in Malawi.
Keywords: F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Opinion: EdTech promised a learning revolution — but didn't deliver - Kucirkova, Natalia (World Economic Forum The Agenda Weekly, 2022)
Education technology, EdTech, promised equitable learning for children worldwide. It has failed to live up to that promise, but there is still a chance.

What is Kubernetes - Kubernetes (2021)

Scholarcy (Online Summarizing Tool | Flashcard Generator & Summarizer) - kssNvYB7y66y (Scholarcy | The long-form article summariser)
Scholarcy™ is an online summarizing tool that generates and converts long articles into summary flashcards. Sign up free & start summarizing

Learning without Teachers? Evidence from a Randomized Experiment of a Mobile Phone-Based Adult Education Program in Los Angeles - Ksoll, Christopher; Aker, Jenny C; Miller, Danielle; Perez, Karla; Smalley, Susan L (2014)
Over 755 million adults worldwide are unable to read and write in any language. Yet the widespread introduction of information and communication technology offers new opportunities to provide standardized distance education to underserved illiterate populations in both developed and developing countries. Using data from a randomized experiment of an innovative mobile phone-based adult education program (Cell-Ed) in Los Angeles, we find that the Cell-Ed program significantly increased students’ basic and broad reading scores, equivalent to a 2-4 year increase in reading levels over a four-month period. The program also increased participants’ selfesteem by 7 percent as compared with the comparison group. These results are robust to correcting for non-random attrition using a variety of non-parametric methods, including using the phase-in design to tighten the Lee bounds. Our results suggest that there is great scope for using information technology as a means of improving educational skills for illiterate adults.

Determinants of social desirability bias in sensitive surveys: a literature review - Krumpal, Ivar (Quality & Quantity, 2013)
Survey questions asking about taboo topics such as sexual activities, illegal behaviour such as social fraud, or unsocial attitudes such as racism, often generate inaccurate survey estimates which are distorted by social desirability bias. Due to self-presentation concerns, survey respondents underreport socially undesirable activities and overreport socially desirable ones. This article reviews theoretical explanations of socially motivated misreporting in sensitive surveys and provides an overview of the empirical evidence on the effectiveness of specific survey methods designed to encourage the respondents to answer more honestly. Besides psychological aspects, like a stable need for social approval and the preference for not getting involved into embarrassing social interactions, aspects of the survey design, the interviewer’s characteristics and the survey situation determine the occurrence and the degree of social desirability bias. The review shows that survey designers could generate more valid data by selecting appropriate data collection strategies that reduce respondents’ discomfort when answering to a sensitive question.

Focus Group Interviewing - Krueger, Richard A.; Casey, Mary Anne (Handbook of Practical Program Evaluation, 2015)
This chapter discusses using focus groups as a component of an evaluation strategy. It focuses on both the benefits and the limitations of using this method and also offers suggestions for the effective use of focus group interviewing in an evaluation. Focus groups are a wonderful method for gathering information for formative and summative evaluations. A key role is the study team leader, sometimes called the principal investigator (PI), who takes on the overall leadership of the study. Team members work together to complete the study, but individuals take primary responsibility for certain tasks. The chapter describes these tasks and roles. Successful focus group studies are grounded on five key steps: planning, developing questions, recruiting, moderating, and analyzing. Each of these steps is critical to success. Those who seek to have successful focus groups should be attentive to performing each step with care, thought, and skill.
Keywords: classic analysis strategy; focus group interviewing; focus group recruitment; formative evaluations; study team leader; summative evaluations

A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers’ Initial Job Placements - Krieg, John M.; Theobald, Roddy; Goldhaber, Dan (Educational Evaluation and Policy Analysis, 2016)
We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers into student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns but that prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that student teaching assignments may contribute to the “draw of home” in new teacher hiring. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality.
Keywords: econometric analysis; economics of education; higher education; program evaluation

The Challenge of Education and Learning in the Developing World - Kremer, Michael; Brennen, Conner; Glennerster, Rachel (Science, 2013)
Across many different contexts, randomized evaluations find that school participation is sensitive to costs: Reducing out-of-pocket costs, merit scholarships, and conditional cash transfers all increase schooling. Addressing child health and providing information on how earnings rise with education can increase schooling even more cost-effectively. However, among those in school, test scores are remarkably low and unresponsive to more-of-the-same inputs, such as hiring additional teachers, buying more textbooks, or providing flexible grants. In contrast, pedagogical reforms that match teaching to students' learning levels are highly cost effective at increasing learning, as are reforms that improve accountability and incentives, such as local hiring of teachers on short-term contracts. Technology could potentially improve pedagogy and accountability. Improving pre-and postprimary education are major future challenges.
Keywords: ___working_potential_duplicate

Additional Funding Available: Call for Research Proposals - EdTech responses to Covid-19 - Kreimeia, Adam (EdTech Hub, 2020)
We are excited to announce that there is now increased funding available for projects through our Call for Research Proposals: EdTech responses to Covid-19, which closes on Friday 27th November 2020.  As part of this window, additional funding, up to a total value of £50k, may be available to a small number of applications, particularly where they allow for comparison…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Mobile pastoralists and education: strategic options - Krätli, Saverio; Dyer, Caroline (International Institute for Environment and Development (UK), 2009)
Keywords: ___working_potential_duplicate

Mobile pastoralists and education: strategic options - Krätli, Saverio; Dyer, Caroline (International Institute for Environment and Development (UK), 2009)
Keywords: ___working_potential_duplicate

Mobile pastoralists and education: strategic options - Krätli, Saverio; Dyer, Caroline (International Institute for Environment and Development (UK), 2009)
Keywords: ___working_potential_duplicate

Mobile pastoralists and education: strategic options - Krätli, Saverio; Dyer, Caroline (International Institute for Environment and Development (UK), 2009)
Keywords: ___working_potential_duplicate

Introduction to the systems approach in educational planning and management - Kraft, Richard H.P.; Latta, Raymond F. (Educational Technology, 1972)
Keywords: ⛔ No DOI found

The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect - Kraft, Matthew A.; Blazar, David; Hogan, Dylan (Review of Educational Research, 2018)
Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.
Keywords: C:High-income countries; C:United States; ___working_potential_duplicate; effect size; experimental design; meta-analysis; professional development; school/teacher effectiveness; teacher education/development

The Effect of Teacher-Family Communication on Student Engagement: Evidence from a Randomized Field Experiment - Kraft, M; Dougherty, Shaun (Journal of Research on Educational Effectiveness, 2013)
In this study, we evaluate the efficacy of teacher communication with parents and students as a means of increasing student engagement. We estimate the causal effect of teacher communication by conducting a randomized field experiment in which sixth- and ninth-grade students were assigned to receive a daily phone call home and a text/written message during a mandatory summer school program. We find that frequent teacher–family communication immediately increased student engagement as measured by homework completion rates, on-task behavior, and class participation. On average, teacher–family communication increased the odds that students completed their homework by 40%, decreased instances in which teachers had to redirect students’ attention to the task at hand by 25%, and increased class participation rates by 15%. Drawing upon surveys and interviews with participating teachers and students, we identify three primary mechanisms through which communication likely affected engagement: stronger teacher–student relationships, expanded parental involvement, and increased student motivation.
Keywords: ___working_potential_duplicate

National Policies that Connect ICT-Based Education Reform to Economic and Social Development - Kozma, Robert B. (Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005)
Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation’s efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries.

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

NATIONAL POLICIES THAT CONNECT ICT-BASED EDUCATION - Kozma, Robert (Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005)
Keywords: _imported

What public media reveals about MOOCs: A systematic analysis of news reports - Kovanović, Vitomir; Joksimović, Srećko; Gašević, Dragan; Siemens, George; Hatala, Marek (British Journal of Educational Technology, 2015)
One of the striking differences between massive open online courses (MOOCs) and previous innovations in the education technology field is the unprecedented interest and involvement of the general public. As MOOCs address pressing problems in higher education and the broader educational practice, awareness of the general public debate around MOOCs is essential. Understanding the public discourse around MOOCs can provide insights into important social and public problems, thus enabling the MOOC research community to better focus their research endeavors. While there have been some reports looking at the state of the MOOC-related research, the analysis of the public debate surrounding MOOCs is still largely missing. In this paper, we present the results of a study that looked at the content of the public discourse related to MOOCs. We identified the most important themes and topics in MOOC-related mainstream news reports. Our results indicate that coverage of MOOCs in public media is rapidly decreasing: by the middle of 2014, it decreased by almost 50% from the highest activity during 2013. In addition, the focus of those discussions is also changing. While the majority of discussions during 2012 and 2013 were focused on MOOC providers, the announcements of their partnerships, and million dollar investments, the current focus of MOOC discourse seems to be moving toward more productive topics focused on the overall position of MOOCs in the global educational landscape. Among different topics that this study discovered, government-related issues and the use of data and analytics are some of the topics that seem to be growing in popularity during the first half of 2014.
Keywords: Reviewed

Feed the Monster: Impact and technical evaluation - Koval-Saifi, Nedjma; Plass, Jan (2018)

Feed the Monster: Impact and technical evaluation - Koval-Saifi, N; Plass, J (World Vision and Foundation for Information Technology Education and Development, 2018)

AI ethics and learning: EdTech companies’ challenges and solutions - Kousa, Päivi; Niemi, Hannele (Interactive Learning Environments, 2022)
The aim of this study is to identify the ethical challenges, solutions and needs of educational technology (EdTech) companies. Qualitative data was collected in interviews with seven experts from four companies, and the data was analysed using inductive content analysis. The four main areas of challenges were ambiguous regulations, inequalities in human learning, ethical dilemmas in machine learning (ML) and lack of ability to assess consequences in society. According to the studied companies, AI regulations are difficult to understand and implement. There is also much to be done in terms of reliability, transparency, and safety. Consequently, companies suggested that AI-based products should be more preventive, safe, explicable, and equally accessible. Sufficient information, multi-professional support also within company, global collaboration, sharing best practices, and general discussion were emphasised. The results show that EdTech companies are aware of their ethical challenges, and their responsibility as disseminators of information. However, translating information into practice is challenging because it is often very fragmented and difficult to understand. Companies hoped that everyone: themselves, consumers, educational institutions, researchers, funders, and decision-makers would do more together to overcome the ethical challenges of AI.
Keywords: Artificial intelligence; EdTech companies; ethical challenges and solutions; ethical sustainability; responsibility

Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa - Kotze, Janeli; Taylor, Stephen; Fleisch, Brahm (RISE, 2018)
Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425920; __finaldtb; ⛔ No DOI found

Aspirations and the Role of Social Protection: Evidence from a Natural Disaster in Rural Pakistan - Kosec, Katrina; Mo, Cecilia Hyunjung (World Development, 2017)
Citizens’ aspirations are increasingly recognized as an important dimension of their well-being. Those with high aspirations set ambitious goals for themselves, and those with low aspirations may fall prey to a poverty trap. Do natural disasters negatively impact aspirations? If so, can governments blunt these effects? We consider Pakistan’s devastating 2010 floods—and the government’s uneven relief efforts—to analyze these questions. We first show that the extreme rainfall generating this disaster significantly reduced aspirations, even when current levels of household expenditure, wealth, and education are taken into account. Individuals experiencing 2010 monsoon season rainfall that was one standard deviation higher than average had aspiration levels 1.5years later that were 0.15 standard deviations lower than those of similar individuals experiencing just average levels of rainfall. This is the same negative shock to aspirations that one would experience as a result of a 50% reduction in household expenditures. Moreover, the negative effect of natural disasters on aspirations is especially strong among the poor, and among those who are most vulnerable to weather shocks. However, exploiting exogenous variation in flood relief access, we show that government social protection can attenuate these negative impacts. Individuals in villages that received Citizens Damage Compensation (Watan Card) Program flood relief—providing cash equivalent to 9.4% of annual household expenditures in each of the three years following the disaster—saw significantly lower declines in aspirations than did those in similarly affected villages without this relief. This offers a new understanding of social protection; it not only restores livelihoods and replaces damaged assets, but also has an enduring effect by easing mental burdens, and thus raising aspirations for the future. The negative effects of natural disasters and the efficacy of government relief programs may thus be underestimated if aspirations are ignored.
Keywords: Pakistan; South Asia; climate change; political economy of development; political psychology; state capacity

Improving Child Literacy in Africa: Experiments with an Automated Reading Tutor - Korsah, G. Ayorkor; Mostow, Jack; Dias, M. Bernardine; Sweet, Tracy Morrison; Belousov, Sarah M.; Dias, M. Frederick; Gong, Haijun (Information Technologies & International Development, 2010)
This paper describes Project Kan é , a research endeavor aimed at exploring the role that technology can play in improving child literacy in developing communities. An initial pilot study and a subsequent four-month-long controlled field study in Ghana investigated the viability and effectiveness of an automated reading tutor in helping urban children enhance their reading skills in English. In addition to quantitative data suggesting that automated tutoring can be useful for some children in this setting, these studies and an additional preliminary pilot study in Zambia yielded useful qualitative observations regarding the feasibility of applying technology solutions to the challenge of enhancing child literacy in developing communities. This paper presents the findings, observations, and lessons learned from the field studies.
Keywords: Ghana; Zambia; child literacy; developing countries; field studies; technology solutions; ⛔ No DOI found

Using EdTech to Support Learning Remotely in the Early Years. Rapid Literature Review of Evidence from the Global Response to Covid-19. - Korin, Astrid (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org This topic brief examines the literature on technology-based, remote approaches to supporting learning in the early years for children from birth to age five, identifying promising practices for using EdTech in early childhood education (ECE) in low- and middle-income countries (LMICs). It draws on the nurturing care framework, Principles for Digital Development, and effective pedagogical practices for ECE.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

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

Teaching game and simulation based probability - Koparan, Timur (International Journal of Assessment Tools in Education, 2019)
Technology and games are the areas where learners are most interested in today's world. If these two can be brought together within the framework of learning objectives, they can be an advantage for teachers and students. This study aims to investigate the learning environment supported by game and simulation. The games were used to evaluate the basic probability knowledge of the prospective teachers, to demonstrate the role of problem solving in the formation of the mathematical knowledge, and to enable discussing mathematical ideas in a worksheet. Simulations were used for visualization and a large number of experiments. The sampling of the study, by which case study research is adopted, is comprised of 40 prospective teachers at a state university in Turkey. The data were collected by introducing nine open-ended questions by means of games, worksheets and simulation activities. The questions asked relevant to the games include making predictions about the fairness of the games, playing the games in small numbers and in big numbers and the observation of the scores, calculation of the winning probabilities of the gamers both experimentally and theoretically, and their comparisons. The process of finding out the probability information underlying the games by the prospective teachers was analyzed qualitatively by means of worksheets, simulations and in-class observation, and the ways of thinking, intuitions, estimations, strategies, and opinions about the learning situation of the participants were tried to be determined. The results obtained put forward that the learning situation that was set up simultaneously contributed to the knowledge of probability and probability teaching of the prospective teachers; and that the candidates' opinions about the learning situation are positive.
Keywords: Computer Simulation; ERIC, Current Index to Journals in Education (CIJE); Educational Environment; Foreign Countries; Higher Education; Instructional Effectiveness; Knowledge Level; Mathematics Skills; Postsecondary Education; Prediction; Preservice Teacher Education; Preservice Teachers; Probability; Problem Solving; Student Attitudes; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2098269; __finaldtb

Step-by-step approach: The integration of ICT in the classroom in rural African schools - Koopman, Martine (eChallenges 2014, 2014)
This paper will focus on how ICT in the classroom could really work to provide the children the education they need in this 21st century. Learning for children with the use of ICT in the classroom can work if teachers have the ability and skills to integrate ICT in their classroom. This is where the headmasters play a crucial role, if the teachers are supported by the surrounding education system. Simply placing hardware in schools will NOT improve the quality of teaching and learning. The work of IICD has demonstrated that for ICT to become real instruments of learning, the teachers are the important key to achieve results. The IICD approach will be illustrated in relation to the “ICT enabled school program” in Ghana.
Keywords: ⛔ No DOI found

Using EdTech to Support Effective Data Monitoring: A Curated Resource List - Koomar, Salim; Blest, Harriet (2020)
[No description available.]

Session 4: How can I rapidly upskill my large teacher workforce? - Koomar, Saalim; Proctor, Jamie (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar - Koomar, Saalim; Moss Coflan, Caitlin; Rasolohéry, Hasiniavo (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen

Using evidence to strengthen tech-supported teacher professional development in Madagascar - Koomar, Saalim; Moss Coflan, Caitlin; Rasolohéry, Hasiniavo (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _r:AddedByZotZen; _zenodoETH

Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List - Koomar, Saalim; Moss Coflan, Caitlin; Kaye, Tom (EdTech Hub, 2020)
This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis.
Keywords: C:Yemen; F: Helpdesk response; LP: English; W:Fragile and conflict affected contexts; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Technology and Teacher Professional Development in Tanzania: Research instruments pack - Koomar, Saalim; Massam, Winston; Jacob, Winnie; Gervace, Anthony; Adam, Taskeen; Hennessy, Sara; Chachage, Kristeen; Malibiche, Mustafa; Mutura, Emmanuel; Mtenzi, Fredrick; Mwakabungu, Fika (EdTech Hub, 2023)
This pack contains links to research instruments developed by EdTech Hub, Aga Khan University, and Tanzania Institute of Education for a study investigating the impact of a national teacher professional development programme on primary-level learning outcomes. The tools have been developed iteratively, with substantive piloting having taken place, both in workshop settings and in schools. They draw on good practice examples, such as the World Bank’s TEACH tool for classroom observation and other research projects the team have worked on. We are making these tools available to other researchers and practitioners and hope that they will prove useful. They are provided in editable format so that others can modify them as they see fit.
Keywords: _r:AddedByZotZen

Teknolojia na maendeleo ya taaluma ya walimu nchini Tanzania: Zana za utafiti - Koomar, Saalim; Massam, Winston; Jacob, Winnie; Gervace, Anthony; Adam, Taskeen; Hennessy, Sara; Chacage, Kristeen; Malibiche, Mustafa; Mutura, Emmanuel; Mtenzi, Fredrick; Mwakabungu, Fika (EdTech Hub, 2023)
Kifurushi hiki kina zana za utafiti zilizotengenezwa na EdTech Hub, Aga Khan University, na Taasisi ya Elimu Tanzania kwa ajili ya utafiti unaochunguza athari za programu ya maendeleo ya kitaaluma ya walimu kwenye matokeo ya masomo ya ngazi ya msingi. Zana zimetengenezwa na kufanyiwa majaribio makubwa katika warsha, pamoja na shuleni. Zana hizi zimetengenezwa kwa kuzingatia mifano mizuri kama vile zana ya Benki ya Dunia ya TEACH ya uchunguzi wa darasani, pamoja na miradi mingine ya utafiti ambayo timu imefanyia kazi. Tunaweka zana hizi zipatikane kwa watafiti wengine na watendaji tukitumai kuwa zitakuwa za manufaa. Zana hizi zinapatikana kwa umbizo linaloweza kuhaririwa ili wengine waweze kuhariri inavyofaa kwao.
Keywords: _r:AddedByZotZen

TCPD in Tanzania: Design-Based Implementation Research Cycle 1 Recommendations Policy Brief - Koomar, Saalim; Massam, Winston; Chachage, Kristeen; Anthony, Gervace; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Frederick; Komba, Aneth; Mwakabungu, Fika; et al. (EdTech Hub, 2023)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

MEWAKA National Teacher Development Reform in Tanzania: Design-Based Implementation Research: Cycle 1 Findings - Koomar, Saalim; Massam, Winston; Chachage, Kristeen; Anthony, G.; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Fred; Komba, Aneth; Mwakabungu, Fika; et al. (EdTech Hub, 2024)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role that technology can play in scaling TCPD. This report presents the findings and recommendations from the first cycle of design-based implementation research (DBIR) conducted in rural schools in the Lindi region. Following a pilot peer facilitator workshop, data was collected through observation and self-reporting methods between September and December 2022. The aims were to capture stakeholders' perspectives at all levels of the education system and to see how schools are implementing the programme on the ground. The emerging findings and recommendations are being used to inform the redesign and further implementation of this TCPD model, and were used to identify key areas to test and investigate in the second cycle of the DBIR in 2023. Keywords: teacher professional development; design-based implementation research; Tanzania; primary education An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

MEWAKA in Tanzania: Emerging findings on tech-supported teacher professional development - Koomar, Saalim; Massam, Winston; Anthony, Gervace; Mrope, Winifrida; Adam, Taskeen; Hennessy, Sara; Mtenzi, Fredrick; Proctor, Jamie; Komba, Aneth; Mwakabungu, Fika; Barretto, Johnpaul; Barretto, Saalim Koomar, Winston Massam, Gervace Anthony, Winifrida Mrope, Taskeen Adam, Sara Hennessy, Fredrick Mtenzi, Jamie Proctor, Aneth Komba, Fika Mwakabungu and Johnpaul (EdTech Hub, 2023)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The programme is decentralised, with teacher learning based in schools and focused on semi-structured Communities of Learning (CoLs). CoLs are spaces where teachers can gather weekly to discuss and reflect on issues most relevant to their schools as well as learn and improve their pedagogical skills. Peer facilitators help teachers to collaboratively solve problems, learn new approaches to improve their practice, and generally create a culture of reflection and school improvement.

Open Education Resources in Africa: A Curated Resource List - Koomar, Saalim; Jull, Stephen (Zenodo, 2020)
This curated list defines open educational resources, offers background on open source licensing, and provides a review of OER relevant to the context of Ghana in response to an EdTech Hub helpdesk request. This document does not intend to set out a comprehensive list of OER used by teachers, students, parents or other stakeholders; rather, this document will identify exemplars of OER provided they are relevant to the Ghanaian context and focus on: reaching marginalised learners through offline or online content; reaching marginalised learners through mass media; using OER for teacher education; further useful resources and methods of implementing OER.

Open Educational Resources in Africa: A Curated Resource List - Koomar, Saalim; Jull, Stephen (EdTech Hub, 2020)
This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context.
Keywords: C: Ghana; F: Helpdesk response; H: Open resources; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH

Reflections on technology, teaching, learning, and professional development: Findings from a teacher survey in Tanzania - Koomar, Saalim; Hennessy, Sara; Zubairi, Asma; Kindoli, Robert; Kreimeia, Adam (African Educational Research Journal, 2022)
This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls' learning suffered more than boys, and more than 60% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania.
Keywords: Access to Computers; Elementary School Teachers; Faculty Development; Foreign Countries; Gender Differences; Learning Processes; Pedagogical Content Knowledge; Poverty; Public School Teachers; Rural Urban Differences; Secondary School Teachers; Social Differences; Teacher Attitudes; Teacher Characteristics; Teacher Qualifications; Teacher Surveys; Teaching Experience; Teaching Methods; Technological Literacy; Technology Integration; Technology Uses in Education; _r:AddedByZotZen

Teacher Attitudes Survey - Koomar, Saalim; Hennessy, Sara (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

TCPD in Tanzania: Design-Based Implementation Research Cycle 2 Recommendations Policy Brief - Koomar, Saalim; Chachage, Kristeen; Swai, Calvin; Massam, Winston; Anthony, Gervace; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Frederick; Komba, Aneth; et al. (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; coming soon

Using EdTech to Support Effective Data Monitoring: A Curated Resource List. - Koomar, Saalim; Blest, Harriet (EdTech Hub, 2020)
This list curates resources on the use of EdTech to support the effective monitoring of educational outcomes, such as learning, reporting, and attendance. Resources shared are both tools and initiatives that can be adapted to support effective educational monitoring.
Keywords: C:Mozambique; ES:Educational data; ES:Monitoring and evaluation; F: Helpdesk response; L:Low-level foundational skills; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Effective Teacher Education in Low-Connectivity Settings: A Curated Resource List - Koomar, Saalim; Allier-Gagneur, Zoé; McBurnie, Chris (EdTech Hub, 2020)
This list curates resources — both tools and initiatives — that can be adapted to support teacher education in low-connectivity settings, a prevailing challenge in Madagascar. Each example identifies the challenges; necessary prerequisites; pros and cons and; costs and impact assessment data where possible.
Keywords: C:Madagascar; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; W:Low connectivity and/or electricity; _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; dode_eth-src-eth; dode_eth-trf2-dode

Design-Based Implementation Research Baseline Data Collection: Technical report - Koomar, Saalim; Adam, Taskeen; Massam, Winston Edward; Anthony, Gervace; Mrope, Winifrida Jacob; Mtenzi, Fredrick; Mwakabungu, Fika; Komba, Aneth; Hennessy, Sara; Barretto, Johnpaul (EdTech Hub, 2022)
This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek to understand the model’s effectiveness and the role that technology can play. The research team includes researchers from EdTech Hub, Aga Khan University, and the Tanzania Institute of Education. The study employs a Design-Based Implementation Research (DBIR) approach in the first phase and an experimental study in the second phase. Keywords: teacher professional development; EdTech; design-based implementation research; Tanzania; Community of Learning; school-based An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

How Can Participatory Methods Centre Teachers Within Education Policy? - Koomar, Saalim (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected in the design, implementation, and evaluation of interventions. We examine why and how teachers can have a voice and a space to share their wisdom to inform and improve education policy. We draw on EdTech Hub's work across various low- and middle-income contexts to offer practical insights when using or planning to use participatory methods. We share details of some of the most significant findings and engaging lessons EdTech Hub has learnt about the methods used and how they have contributed to ensuring teachers’ voices are heard at the policymaking level. We also explore areas that require further research, noting five issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to participatory methods for centring teachers in education policy. Keywords: teacher; participatory methods; action research; implementation research; teacher professional development; education policy An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

What is 'Nudging' and How Does it Change Behaviour in Education? - Koomar, Saalim (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the behaviour change strategy of leveraging concise messages at strategic decision points (i.e., ‘nudging’) to influence the behaviour of a recipient towards a desired outcome. We focus on EdTech Hub’s work concerning nudge messaging. It builds on work from messaging interventions in Ghana and Kenya, linking these to the broader literature on the topic. It emphasises that although there is a strong and growing evidence base for nudge technologies, effective implementation remains dependent upon context-specific adaptation. It is not inevitable that nudge messaging interventions will lead to positive outcomes — indeed, outcomes are often mixed. It is therefore vital to understand the specific impacts of interventions on particular groups of recipients. We present findings and recommendations that should inform how nudging technologies in education are approached and what decision-makers need to consider in order to ensure uptake and minimise risks. Lastly, we explore areas that require further research, namely, the changing nature of nudging due to artificial intelligence, the safeguarding risks of nudging, persisting questions about cost-effectiveness, and how nudging can more specifically target learning. Keywords: Behavioural psychology; EdTech; education; messaging; nudging; participation An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Towards Improving the Accessibility and Usability of a Mobile-based Learning Management System for Blind Primary School Teachers - Kondoro, Aron; Maro, Salome; Mtebe, Joel; Proctor, Jamie; Komba, Aneth; Haßler, Björn (2023 IST-Africa Conference (IST-Africa), 2023)

Usability Testing of a Mobile-based Learning Management System for Teacher Continuous Professional Development in Tanzania - Kondoro, Aron; Maro, Salome; Mtebe, Joel; Haßler, Björn; Proctor, Jamie; EdTech Hub (The International Journal of Education and Development using Information and Communication Technology, 2023)
The last two decades have seen the growing adoption of mobile devices to enhance the quality of teachers' continuous professional development (TCPD) in low-income countries. Using mobile devices, typically not designed for educational use, presents new usability challenges, preventing teachers from effectively accessing learning materials in learning management systems (LMS). Therefore, it is important to test usability to improve the delivery of TCPD via mobile devices. This study evaluated the usability of TCPD-focused mobile-based LMS accessed via a mobile web browser and mobile app. The evaluation used a hybrid think-aloud method involving 63 teachers from 12 schools in Tanzania. Half of the schools were evaluated using a concurrent think-aloud method, and the other half using a retrospective think-aloud method. The study found that teachers encountered many usability problems in using the mobile app compared to those who accessed the LMS via mobile web browsers. The study also found usability flaws in the registration and login process, poor language translation, technical errors, and issues with quiz questions. These findings show the importance of user testing, even for well-developed LMS, such as Moodle. Additionally, this work provides useful guidance for those who want to implement mobile learning via an LMS in low-income countries.
Keywords: ⛔ No DOI found

Komuniti Guru Digital Learning - Komuniti Guru Digital Learning

Teacher Professional Development in Tanzania: Challenges and Opportunities - Komba, Sotco Claudius; Mwakabenga, Rehema Japhet (Educational Leadership, 2019)
This chapter is about teacher professional development in Tanzania. The authors have examined the current status of teacher professional development in Tanzania, focusing on predominant perspectives on the concept and provision modalities. In addition, the authors have identified challenges facing teacher professional development in Tanzania, most of which seem to be systemic. The challenges include lack of explicit policy and guidelines for teacher professional development, limited knowledge on teacher professional development among teacher professional development stakeholders, predominance of traditional approach to teacher professional development, and ineffective organization of teacher professional development activities. It is, thus, concluded that a number of opportunities are available for effective teacher professional development in Tanzania. These include strengthening the available institutions responsible for teacher professional development, making use of different teacher professional development providers available in the country to promote professional development activities for teachers through a harmonized scheme and capitalizing on the use of different communication networks and the national optic fiber to promote self-directed teacher professional development.
Keywords: _Tanzania; _final_bib

Communicating with children: principles and practices to nurture, inspire, excite, educate and heal - Kolucki, Barbara; Lemish, Dafna (UNICEF, 2011)

Using Unified Theory of Acceptance and Use of Technology Model to Predict Students' Behavioral Intention to Adopt and Use E-Counseling in Ghana - Kolog, Emmanuel Awuni; Sutinen, Erkki; Vanhalakka-Ruoho, Marjatta; Suhonen, Jarkko; Anohah, Ebenezer (International Journal of Modern Education and Computer Science, 2015)
The urge to progressively motivate e-counseling in schools is somewhat dependent on students' behavioral intention towards the use of counseling technologies. This paper presents an empirical approach of using Unified Theory of Acceptance and Use of Technology model to ascertain students' behavioral intention to adopt and use e-counseling in Ghana. Questionnaires were used to collect data from two hundred and fifty (N=250) randomly selected students from Ghana. Cronbach alpha (α) was first employed to validate and ascertain the reliability of the data. Subsequently, Multiple Linear Regression (MLR) was performed in analysing the data. After that, a follow-up interview was conducted to explore the variance in our findings from the collected data through the questionnaires. In the end, the reliability of the test items contained in the questionnaire yielded strongly at 87.6 %. Also, whereas the outcome of the research suggests Performance Expectancy (PE) (B = .511 , p= .000) and Social Influence (SI) (B = .165 p = .001) as the influencing constructs (factors) towards students' behavioral intention to adopt and use e-counseling, Facilitation Condition (FC) (B= .014, p= .723) and Effort Expectancy (EE) (B= .086 p= .080) had no significant effect on the behavioral intention of students to adopt and use e-counseling in Ghana.
Keywords: Counseling; E-Counseling; ICT; Unified Theory of Acceptance; Use of Technology (UTAUT)

E-counselling implementation: Students' life stories and counselling technologies in perspective - Kolog, Emmanuel Awuni; Sutinen, Erkki; Vanhalakka-Ruoho, Marjatta (International Journal of Education and Development using Information and Communication Technology, 2014)
Given the current global trend of mimicking real life situations into digital counselling games and its related digital counselling platforms, we decided to contextually understand from the Ghanaian senior high school students, their life challenges arising from their life stories. The study also explores the extent to which ICT is currently being used to provide counselling services to students. Questionnaires and interviews were used to collect data from selected students and a school counsellor. The selected students were made to write about their life stories subjectively. The content of the data was analyzed. After that, students' financial status was identified as the main challenge to their academic pursuit, though several other difficulties were revealed in the study. The study also showed that students had little knowledge about the use of ICT in counselling and only used email as the only digital tool for counselling delivery. The purpose of the study is to use the findings as a basis to develop a digital counselling game in our next study. Again, the study is intended to serve as a guide for researchers when designing a digital counselling platforms for senior high schools.
Keywords: Addictive behaviors; Behavior; Careers; Computers; Counseling; Design; Drug abuse; Education; Internet; Problems; Schools; Secondary schools; Society; Students; ⛔ No DOI found

Kolibri : A Free, Open Source Education for All | Learning Equality - Kolibri (https://learningequality.org/kolibri/)

Kolibri : A Free, Open Source Education for All | Learning Equality - Kolibri (2020)

Universities to reopen in mid-June to final-year students - Kokutse, F. (2020)

Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context - Kok, Illasha; Blignaut, A. Seugnet (Africa Education Review, 2014)
The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs.
Keywords: Adult Education; Case Studies; College Students; Computer Uses in Education; Continuing Education; Developing Nations; Distance Education; ERIC, Current Index to Journals in Education (CIJE); Electronic Learning; Focus Groups; Foreign Countries; Higher Education; Inservice Teacher Education; Namibia; Open Education; Postsecondary Education; Qualitative Research; Semi Structured Interviews; South Africa; Student Attitudes; Student Experience; Teachers; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096343; __finaldtb

Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context - Kok, Illasha; Blignaut, A. Seugnet (Africa Education Review, 2014)

Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context - Kok, Illasha; Blignaut, A. Seugnet (Africa Education Review, 2014)
The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs.
Keywords: Adult Education; Case Studies; College Students; Computer Uses in Education; Continuing Education; Developing Nations; Distance Education; ERIC, Current Index to Journals in Education (CIJE); Electronic Learning; Focus Groups; Foreign Countries; Higher Education; Inservice Teacher Education; Namibia; Open Education; Postsecondary Education; Qualitative Research; Semi Structured Interviews; South Africa; Student Attitudes; Student Experience; Teachers; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096343; __finaldtb

Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context - Kok, Illasha; Blignaut, A. Seugnet (Africa Education Review, 2014)

Using a Participatory Approach to Create SEL Programming: The Case of Ahlan Simsim - Kohn, Shanna; Foulds, Kim; Cole, Charlotte; Matthews, Mackenzie; Hussein, Laila (Journal on Education in Emergencies, 2021)
This paper highlights the use of a participatory, trauma-informed approach in the creation of Ahlan Simsim, a Sesame Street television program for the Middle East, and asserts the importance of using a participatory approach to designing culturally relevant social and emotional learning (SEL) content. Ahlan Simsim is a component of a larger initiative of the same name, which was created by Sesame Workshop and the International Rescue Committee and funded by the MacArthur and LEGO foundations. This program brings early learning and nurturing care to children and families affected by the Syrian crisis through a combination of mass media and direct service programming. In this article, we present a review of the research and consultations Sesame Workshop conducted with local communities and local child-development experts in Iraq, Jordan, Syria, and Lebanon from August to November 2018. Sesame Workshop’s aim was to identify and refine the television program’s focus area and to create locally relevant, trauma-informed content that draws from SEL strategies that resonate most and have the greatest impact with audiences in the Syrian response region. We argue that, for SEL programming to achieve maximum impact, it is critical that program designers develop socialemotional frameworks for children from the ground up by working with local caregivers and practitioners.

Online tools supporting the conduct and reporting of systematic reviews and systematic maps: a case study on CADIMA and review of existing tools - Kohl, Christian; McIntosh, Emma J.; Unger, Stefan; Haddaway, Neal R.; Kecke, Steffen; Schiemann, Joachim; Wilhelm, Ralf (Environmental Evidence, 2018)
Systematic reviews and systematic maps represent powerful tools to identify, collect, evaluate and summarise primary research pertinent to a specific research question or topic in a highly standardised and reproducible manner. Even though they are seen as the “gold standard” when synthesising primary research, systematic reviews and maps are typically resource-intensive and complex activities. Thus, managing the conduct and reporting of such reviews can become a time consuming and challenging task. This paper introduces the open access online tool CADIMA, which was developed through a collaboration between the Julius Kühn-Institut and the Collaboration for Environmental Evidence, in order to increase the efficiency of the evidence synthesis process and facilitate reporting of all activities to maximise methodological rigour. Furthermore, we analyse how CADIMA compares with other available tools by providing a comprehensive summary of existing software designed for the purposes of systematic review management. We show that CADIMA is the only available open access tool that is designed to: (1) assist throughout the systematic review/map process; (2) be suited to reviews broader than medical sciences; (3) allow for offline data extraction; and, (4) support working as a review team.
Keywords: Evidence synthesis; Managing systems; Rapid review; Review management; Systematic review software; Text mining; Time management; _Added-ailr-2024

Les langues maternelles africaines et/ou ivoiriennes ont-elles des limitespédagogiques ou d’apprentissage–enseignement? - Koffi, Konan Thomas (ANADISS, 2016)
Keywords: ⛔ No DOI found

Paradigm Shift in Language Planning and Policy: Game-Theoretic Solutions - Koffi, Ettien (DE GRUYTER, 2012)

Developing Pedagogical Abilities in Students through Introducing Modern Forms and Methods of Education in the Mother Tongue Teaching Process - Kochkorbaevna, Kurbanova Bakhtikhon; Hilola, Isaqova (International Journal of Culture and Modernity, 2022)
Keywords: ⛔ No DOI found

The Effects of Computer-Assisted Instruction designed according to 7E Model of Constructivist Learning on Physics Student Teachers' Achievement, Concept Learning, Self-Efficacy Perceptions and Attitudes - Kocakaya, S; Gonen, Selahattin (Turkish Online Journal of Distance Education-TOJDE, 2010)
Keywords: ⛔ No DOI found

KoBoToolbox | Data Collection Tools for Challenging Environments - KoBo Toolbox (KoBoToolbox)
KoBoToolbox is a suite of tools for field data collection for use in challenging environments. Our software is free and open source. Most of our users are people working in humanitarian crises, as well as aid professionals and researchers working in developing countries.

Text mining in organizational research - Kobayashi, V.B.; Mol, S.T.; Berkers, H.A. (Organizational Research Methods, 2017)
Keywords: _Added-ailr-2024

The Limitations of Access Alone: moving towards open processes in education technology - Knox, Jeremy (OpenPraxis, 2013)
Keywords: C:International

Policy networks - Knoke, David (The SAGE handbook of social network analysis, 2011)
Keywords: ⛔ No DOI found

Trends in general systems theory - Klir, George J. (Wiley-Interscience, 1972)
Keywords: System theory

Mother-tongue education in South Africa: the weight of history - Klerk, Gerda de (2002)

Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs - Klassen, Robert; Durksen, Tracy L.; Kim, Lisa; Patterson, Fiona; Rowett, Emma; Warwick, Jane; Warwick, Paul; Wolpert, Mary (International Journal of Assessment Tools in Education, 2016)
The purpose of this article is to report on the development of a proof-ofconcept situational judgment test (SJT) to assist in the selection of candidates for primary teacher education (ITE) programs. Nine development steps involving practising teachers, teacher educators, and applicants to ITE programs were carried out to establish target attributes and to develop content for the test. The results from administering the test to 124 primary ITE candidates showed a near-normal distribution, high levels of reliability, and significant positive correlations with a range of concurrently administered interview scores. We conclude with a description of the necessary next steps needed to implement evidencesupported teacher education selection processes in a range of international settings.

Our Success Story: Academic Bridge - kLab

Growth Mindset Predicts Student Achievement and Behavior in Mobile Learning - Kizilcec, René F.; Goldfarb, Daniel (L@S '19: Sixth (2019) ACM Conference on Learning @ Scale, 2019)
Students’ personal qualities other than cognitive ability are known to influence persistence and achievement in formal learning environments, but the extent of their influence in digital learning environments is unclear. This research investigates non-cognitive factors in mobile learning in a resourcepoor context. We surveyed 1,000 Kenyan high school students who use a popular SMS-based learning platform that provides formative assessments aligned with the national curriculum. Combining survey responses with platform interaction logs, we find growth mindset to be one of the strongest predictors of assessment scores. We investigate theory-based behavioral mechanisms to explain this relationship. Although students who hold a growth mindset are not more likely to persist after facing adversity, they spend more time on each assessment, increasing their likelihood of answering correctly. Results suggest that cultivating a growth mindset can motivate students in a resource-poor context to excel in a mobile learning environment.

Kiwix: Internet content for people without internet access! - Kiwix (Kiwix)
Read Wikipedia or any website on your mobile phone or computer, even when there is no internet. For free!

Tanzania 2017 field testing report: Can out-of-school children make learning gains with Kitkit School? - Kitkit School (Kitkit School, 2017)

Systematic literature reviews in software engineering -- a systematic literature review - Kitchenham, Barbara; Pearl Brereton, O.; Budgen, David; Turner, Mark; Bailey, John; Linkman, Stephen (Information and Software Technology, 2009)
Background: In 2004 the concept of evidence-based software engineering (EBSE) was introduced at the ICSE04 conference. Aims: This study assesses the impact of systematic literature reviews (SLRs) which are the recommended EBSE method for aggregating evidence. Method: We used the standard systematic literature review method employing a manual search of 10 journals and 4 conference proceedings. Results: Of 20 relevant studies, eight addressed research trends rather than technique evaluation. Seven SLRs addressed cost estimation. The quality of SLRs was fair with only three scoring less than 2 out of 4. Conclusions: Currently, the topic areas covered by SLRs are limited. European researchers, particularly those at the Simula Laboratory appear to be the leading exponents of systematic literature reviews. The series of cost estimation SLRs demonstrate the potential value of EBSE for synthesising evidence and making it available to practitioners.

Guidelines for performing systematic literature reviews in software engineering - Kitchenham, BA; Charters, S (EBSE Technical Report, 2007)

Guidelines for performing systematic literature reviews in software engineering - Kitchenham, B; Charters, S (Technical report, EBSE Technical Report EBSE-2007-01, 2007)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; P:Methods; Reviewed; publicImportV1

Procedures for Undertaking Systematic Reviews - Kitchenham, B (2004)

What digital skills do adults need to succeed in the workplace now and in the next 10 years? - Kispeter, Erika (Warwick Institute for Employment Research University of Warwick, 2018)

Integration of ICT in Education in a Secondary School in Kenya: A Case Study - Kisirkoi, Florence (Literacy Information and Computer Education Journal, 2015)
Amidst reports that there was very little integration of Communication Information Technology (ICT) in curriculum delivery in many secondary schools in Kenya, it was reported that one secondary school was using ICT in instruction and practicing learner centered instructional approaches and there was improved learning outcomes. The school’s mean score in the Kenya Certificate of Secondary Education had improved from 6.2 to 8.4 between 2007 and 2013. This study teacher computer literacy levels, motivation for integration, perceived reason for the intervention and the impact on teaching and learning. A case study was conducted and observation and interview schedules were used to collect data. The study population was the 535 students and the 28 teachers in the school. Simple random sampling was used to sample 30 students and 18 teachers. It was established that the students and teachers were computer literate and were able to manage computer applications for teaching and learning. The Learning process was found to be practical with learner interactions and activities based learning. The motivation was desire to teach better coupled with visionary, supportive school leadership. The school was using ICT as teaching learning tool and there was improvement of learning environment and outcomes. Many schools ought to emulate the school.

Using technology to facilitate educational attainment: Reviewing the past and looking to the future - Kishore, Diwakar; Shah, Dhwani (Pathways for Prosperity Commission Background Paper Series, 2019)
Keywords: Potential Usefulness: H; ⛔ No DOI found

Discrimination in education: the Tanzania case - Kisanga, Maria E; Katunzi, Naomi (UNESCO, 1997)

Web Content Accessibility Guidelines (WCAG) 2.1 - Kirkpatrick, Andrew; O Connor, Joshue; Campbell, Alastair; Cooper, Michael (W3C, 2018)

The Relationship between Teachers' Attitudes to Distance Education and Their Life Satisfaction - Kirkiç, Kamil Arif; Yahsi, Ömer (Malaysian Online Journal of Educational Sciences, 2021)
Teachers' attitudes toward distance education are important in terms of the effectiveness of the distance education process. They become even more critical during this time of global pandemics when face-to-face education has been compulsorily replaced by distance education. The worldwide coronavirus pandemic has changed the practices of the teaching profession. This period has revealed how teachers' life satisfaction while carrying out their profession can be affected by changes in education delivery. The aim of this study is to examine the relationship between teachers' attitudes toward distance education and their life satisfaction during the distance education process. This research used the correlational survey method, a method in quantitative research. The sample group consisted of teachers (1,233 male and 3,671 female educators) working in different branches in Izmir. The "Life Satisfaction Scale" and "Attitude toward Distance Education Scale" were applied. Participants' demographic information was obtained using a "Personal Information Form" designed by the researchers. According to the results of the study, while there is a notable difference in teachers' limitations toward distance education and life satisfaction according to gender, there is no difference in the advantages gained from and attitudes toward distance education.
Keywords: COVID-19; Correlation; Distance Education; Educational Attainment; Elementary School Teachers; Foreign Countries; Gender Differences; Income; Instructional Effectiveness; Knowledge Level; Life Satisfaction; Pandemics; Secondary School Teachers; Teacher Attitudes; Teacher Characteristics; ⛔ No DOI found

Translation through text: How Nowall can help refugees overcome the language barrier - Kirk, Joanna (Techfugees, 2016)

Building back better: post-earthquake responses and educational challenges in Pakistan - Kirk, Jackie (UNESCO, 2008)

Impact of Information Communication Technology on Education-Kenya - Kirimi, Kagwiria Josephine (undefined, 2013)
Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435
Keywords: ⛔ No DOI found

Impact of Information Communication Technology on Education-Kenya - Kirimi, Josephine (Journal of Educational and Social Research, 2014)
Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435

Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya - Kiptalam, GK; Rodrigues, AJ (2010)
Keywords: ⛔ No DOI found

Internet Utilization: A Case of Connected Rural and Urban Secondary Schools in Kenya - Kiptalam, George Kibet; Rodrigues, Anthony Joachim (2013)
This paper looks at the utilization of the Internet among teachers and students in connected rural and urban secondary schools in Kenya. A conceptual framework composed of variables which can explain Internet utilization in Kenyan secondary schools is established and measured. Instruments based on this framework were used in the survey and covered 11 schools with school principals, teachers and students as respondents. Findings show that use of the Internet and its integration in teaching and learning in secondary education is increasing with its use more pervasive among students and teachers as a means of communication and for information searching. Internet access rates for teachers and students have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies are suggested on how to utilize the Internet to improve educational outcomes, and recommendations given on issues that touch on ICT access and infrastructure; human resources and training; policy environment; financing and ICT investment; curriculum development and locally relevant content
Keywords: ⛔ No DOI found