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

Inservice Training of Primary Teachers through Interactive Video Technology: An Indian Experience - Raina, V. K.; Maheshwari, A. N. (International Review of Education, 1998)
Discusses India's Special Orientation Programme for Primary School Teachers (SOPT), a new technology used to train large numbers of teachers so that the losses in transmission inherent in the "cascade model" are avoided. Responses from teachers and trainers show there is considerable potential for the exploitation of this technology. Contains 20 references. (VWC)

Work Motivation - Rainey, Hal G. (Handbook of Organizational Behavior, Revised and Expanded, 2000)
Motivation is one of the central topics in the social sciences, and work motivation plays a similarly central role in organizational behavior (OB). Work motivation has received as much intensive theoretical development as any topic in OB, and as this chapter will do, OB texts typically review a standard series of theories that have competed for acceptance among researchers. As with other major concepts, such as power, leadership, and attitude, scholars have exhaustively debated the proper definition of motivation, and have reported thousands of studies bearing on the topic.

Bridging the disability divide through digital technologies - Raja, Deepti Samant (World Bank, 2016)

School leadership and early grade reading: Examining the evidence in Zambia - Rakusin, M; Bostock (Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. RTI Press Publication BK-0022-1809., 2018)

Aid on the Edge of Chaos: Rethinking International Cooperation in a Complex World - Ramalingam, Ben (Oxford University Press, 2013)
It is widely recognised that the foreign aid system - which today involves every country in the world - is in need of drastic change. But there are conflicting opinions as to what is needed. Some call for dramatic increases in resources, to meet long-overdue commitments, and to scale up what is already being done around the world. Others point to the flaws in aid, and bang the drum for cutting it altogether - and argue that the fate of poor and vulnerable people be best placed in the hands of markets and the private sector. Meanwhile, growing numbers are suggesting that what is most needed is the creative, innovative transformation of how aid works. Aid on the Edge of Chaos is firmly in the third of these camps. In this ground-breaking book, Ben Ramalingam shows that the linear, mechanistic models and assumptions on which foreign aid is built would be more at home in early twentieth century factory floors than in the dynamic, complex world we face today. All around us, we can see the costs and limitations of dealing economies and societies as if they are analogous to machines. The reality is that such social systems have far more in common with ecosystems: they are complex, dynamic, diverse and unpredictable. Many thinkers and practitioners in science, economics, business, and public policy have started to embrace more 'ecologically literate' approaches to guide both thinking and action, informed by ideas from the 'new science' of complex adaptive systems. Inspired by these efforts, there is an emerging network of aid practitioners, researchers, and policy makers who are experimenting with complexity-informed responses to development and humanitarian challenges. This book showcases the insights, experiences, and often remarkable results from these efforts. From transforming approaches to child malnutrition, to rethinking processes of economic growth, from building peace to combating desertification, from rural Vietnam to urban Kenya, Aid on the Edge of Chaos shows how embracing the ideas of complex systems thinking can help make foreign aid more relevant, more appropriate, more innovative, and more catalytic. Ramalingam argues that taking on these ideas will be a vital part of the transformation of aid, from a post-WW2 mechanism of resource transfer, to a truly innovative and dynamic form of global cooperation fit for the twenty-first century.

Tools for knowledge and learning: a guide for development and humanitarian organizations - Ramalingam, Ben (Overseas Development Institute, 2006)

Education, poverty and "purity" in the context of adolescent girls' secondary school retention and dropout: A qualitative study from Karnataka, southern India - Ramanaik, Satyanarayana; Collumbien, Martine; Prakash, Ravi; Howard-Merrill, Lottie; Thalinja, Raghavendra; Javalkar, Prakash; Murthy, Srikanta; Cislaghi, Ben; Beattie, Tara; Isac, Shajy; Moses, Stephen; Heise, Lori; et al. (PLoS ONE, 2018)
Background Gender-related norms and poverty remain important structural barriers to secondary school attendance among adolescent girls in southern India. We analyse how gender norms interact with family deprivation and dynamics to result in girls dropping out of school; we identify the main facilitators of school retention and changes to gender socialisation. Methods Longitudinal qualitative case studies with 36 girls were nested within a cluster randomized trial to evaluate the Samata intervention targeting adolescent girls in Bagalkote and Vijayapura districts in northern Karnataka. We used two rounds of in-depth interviews, conducted in 2014 at a time when respondents were in 8th standard at the age of 13 to 14 and sixteen months later. We combined thematic and narrative analyses. Results Our study found that poverty and socioeconomic realities at the household level strongly affect conformity with discriminatory gender practices such as restricting girls’ mobility. The value placed on education by parents clearly differentiates the regular school goers from those frequently absent and others who dropped out. With active encouragement of the girls’ educational and career aspirations, parents engendered the girl’s agency to communicate openly both at home and at school, allowing subtle changes to gender performance while resisting the pressure of social sanctions. In contrast, where educational aspirations were weak, parents invested more intensely in enforcing correct performance of gender, prioritising her well-being by aiming to secure her future in a good marriage. Among poorer families, girls’ domestic duties came at the cost of schooling with concerns about protecting her sexual purity predominating. Conclusions In contexts where a strong gender ideology of virginity before marriage rules, subtle shifts in harmful gender practices are possible. Interventions aiming to improve education need to target the most deprived families, focussing on trust building through open communication.

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

Edtech disruption logic and policy work: the case of an Israeli edtech unit - Ramiel, Hemy (Learning, Media and Technology, 2021)

From Distance Learning and ODL to ODeL: Unisa Library’s journey to transformation and innovation - Rammutloa, Modiehi Winnie (2013)
Keywords: ⛔ No DOI found

Videogame to support the teaching of reading to deaf children using gamification - Ramos-Ramirez, Rancés; Mauricio, David (Revista Ibérica de Sistemas e Tecnologias de Informação, 2019)
Keywords: ⛔ No DOI found

Rising Network Academies - RAN

A shift from traditional pedagogy in Nepali rural primary schools? Rural teachers' capacity to reflect ICT policy in their practice - Rana, Karna; Greenwood, Janinka; Fox-Turnbull, Wendy; Wise, Stuart (International Journal of Education and Development using Information and Communication Technology, 2018)
Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.
Keywords: Computer Uses in Education; Conventional Instruction; Curricula; ERIC, Current Index to Journals in Education (CIJE); Education; Educational Change; Educational technology; Elementary Education; Elementary School Teachers; Elementary Schools; Elementary schools; Foreign Countries; Learning; Nepal; Pedagogy; Rural Schools; Rural areas; Rural schools; School environment; Teacher Attitudes; Teacher education; Teaching; Teaching Experience; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095916; __finaldtb; ⛔ No DOI found

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

ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education - Rana, Kesh; Rana, Karna (Malaysian Online Journal of Educational Technology, 2020)
This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.
Keywords: ERIC, Current Index to Journals in Education (CIJE); Educational Policy; Foreign Countries; Higher Education; Information Technology; Nepal; Postsecondary Education; Preservice Teacher Education; Program Implementation; Sustainability; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095751; __finaldtb

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

Pre-service teachers’ self-efficacy beliefs towards educational technologies integration in Tanzania - Raphael, Christina; Mtebe, Joel S (Journal of Learning for Development, 2017)
This study examines pre-service teachers’ (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational technologies into the classroom.
Keywords: ⛔ No DOI found

U-report: Rapid SMS - RapidSMS (2013)
Keywords: sub-Saharan Africa

First 50Mb/s Internet connection put online - Rasbey, Samer (BusinessNews.com.lb, 2018)
460,000 users to be connected to fiber optics in one year

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

Efficacy of Think Tanks in Influencing Public Policies: The Case of Bangladesh - Rashid, A (Asian Journal of Political Science, 2013)
This article analyzes contextual and organizational challenges and constraints faced by think tanks in Bangladesh. It argues that while think tanks have been visible in the policy discourse through fostering policy debates and advocating policy proposals, their direct impact on policy outcomes remains limited. Think tanks’ research findings are often interpreted through the prism of politics. A number of think tanks are institutionally weak and face challenges in funding, attracting researchers, and retaining research focus. Think tanks can potentially focus attention to the wider policy community, and emphasize intermediate influences, such as, building capacity, wider networking and interacting with a broader base of policy-makers, in order to be effective and relevant in the policy discussions.

Language, Teaching and Learning in Punjab Schools: Are we on the right track to`destination English’? - Rashid, Abbas; Ahmed, Sanaa (2018)

Computer Assisted Language Learning in Pakistan: Teachers' Perspectives - Rashid, Shaista (Journal of Asia Tefl, 2017)

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

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

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

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

Raspberry Pi Foundation - About Us - Raspberry Pi (Raspberry Pi)
The Raspberry Pi Foundation is a UK-based charity that works to put the power of digital making into the hands of people all over the world.

Teach, Learn, and Make with Raspberry Pi – Raspberry Pi - Raspberry Pi

Hierarchical linear models: applications and data analysis methods - Raudenbush, Stephen W.; Bryk, Anthony S. (Advanced quantitative techniques in the social sciences, 2002)
Keywords: Linear models (Statistics); Social sciences; Statistical methods

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

Use of learning assessment data in education policy-making | IIEP-UNESCO - Raudonyte, Ieva (UNESCO IIEP, 2019)

GPE 2020 Country-level Prospective Evaluations: First annual Report Kenya - Rawal, Prepared Shenila; Aslam, Monazza; Outhred, Rachel (2018)
Keywords: ⛔ No DOI found

Aspirations, poverty, and economic change - Ray, Debraj (Understanding Poverty, 2006)
This essay discusses a particular aspect of poverty: its close and brutal association with a failure of aspirations. This is not an assertion about individuals who are poor; it is a statement about the condition of poverty itself. Poverty stifles dreams, or at least the process of attaining dreams. Thus, poverty and the failure of aspirations may be reciprocally linked in a self-sustaining trap. This essay seeks to draw out various aspects of this theme and, in the process, to introduce and discuss an aspirations-based view of individual behavior.
Keywords: aspirations failure; aspirations window; collective action; individual behavior; poor; social polarization

Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment - Raza, Mehwish (International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning, 2017)
Facebook is world's leading social network, 29% of its active members represent Pakistan. This study utilized Facebook for teachers' in-service training. Thirty teachers from different parts of Pakistan took part in this training that lasted for ten weeks. The researcher tested the impact of three independent variables namely: social interactions, quality of experiences and behavior on learners' motivation (dependent variable). The hypothesis of this study propose a positive impact of independent variables on the dependent variable, the research was able to prove the hypothesis. [For the complete proceedings, see ED579190.]
Keywords: Educational Technology; Elementary School Teachers; Elementary Schools; Foreign Countries; Handheld Devices; Hypothesis Testing; Interaction; Likert Scales; Pretests Posttests; Private Schools; Questionnaires; Social Media; Statistical Analysis; Student Motivation; Teacher Attitudes; Technology Uses in Education; Telecommunications; Training

Global, regional and national burden of emergency medical diseases using specific emergency disease indicators: analysis of the 2015 Global Burden of Disease Study - Razzak, Junaid; Usmani, Mohammad Farooq; Bhutta, Zulfiqar A. (BMJ Global Health, 2019)
Objective There are currently no metrics for measuring population-level burden of emergency medical diseases (EMDs). This study presents an analysis of the burden of EMDs using two metrics: the emergency disease mortality rate (EDMR) and the emergency disease burden (EDB) per 1000 population at the national, regional and global levels. Methods We used the 1990 and 2015 Global Burden of Disease Study for morbidity and mortality data on 249 medical conditions in 195 countries. Thirty-one diseases were classified as ‘emergency medical diseases’ based on earlier published work. We developed two indicators, one focused on mortality (EDMR) and the other on burden (EDB). We compared the EDMR and EDB across countries, regions and income groups and compared these metrics from 1990 to 2015. Results In 2015, globally, there were 28.3 million deaths due to EMDs. EMDs contributed to 50.7% of mortality and 41.5% of all burden of diseases. The EDB in low-income countries is 4.4 times that of high-income countries. The EDB in the African region is 273 disability-adjusted life years (DALYs) per 1000 compared with 100 DALYs per 1000 in the European region. There has been a 6% increase in overall mortality due to EMDs from 1990 to 2015. Globally, injuries (22%), ischaemic heart disease (17%), lower respiratory infections (11%) and haemorrhagic strokes (7%) made up about 60% of EMDs in 2015. Conclusion Globally, EMDs contributed to more than half of all years of life lost. There is a significant disparity between the EDMR and EDB between regions and socioeconomic groups at the global level.

Community-supported models for girls’ education in diverse contexts in Pakistan: Key issues for policy and practice - Razzaq, Jamila (Brookings, 2015)
Jamila Razzaq explores three models of community-supported education—in a state of fragility, in a socially conservative area experiencing resistance to girls’ education, and in an urban slum area—to explain the diverse reality of girls' education in Pakistan. She presents a set of recommendations to the government to establish complementary frameworks for promoting girls’ education and recommends a process framework to NGOs that is suitable for establishing flexible and responsive education service models.

Responsible Data for Children: Principles - RD4C (Responsible Data for Children)

Empowering emerging tech leaders - Re:Coded

REACH2025: Jordan’s Digital Economy Action Plan - REACH2025

COVID-19 and Options for Financing Education - Read, Lindsay (Save Our Future, 2020)

Understanding the impact of OER courses in relation to student socioeconomic status and employment - Read, K; Tang, H; Dhamika, A; Bodily, B (International Journal of Open Educational Resources, 2020)

COVID-19 and options for financing education - Read, Lindsay (Background paper prepared for the Save Our Future white paper Averting an Education Catastrophe for the World’s Children, 2020)

Education data in four charts - Read, Lindsay; Atinc, Tamar Manuelyan (Brookings Institute, 2017)
In four charts, Lindsay Read and Tamar Manuelyan Atinc detail the quality and public availability of data from education ministries.

Information for accountability: Transparency and citizen engagement for improved service delivery in education systems - Read, Lindsay; Atinc, Tamar Manuelyan (Brookings Institute, 2017)
In a new report, Lindsay Read and Tamar Manuelyan Atinc shares insights into the nuanced relationship between information and accountability as it relates to improving service delivery in education systems.

Investigations into using data to improve learning: Philippines case study - Read, Lindsay; Atinc, Tamar Manuelyan (Global Economy and Development at Brookings, 2017)

Teaching and Learning Materials Financing - Read, Tony (Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa, 2015)
Suggests that no single universal cause behind the persistent under-financing of textbook provision in Sub-Saharan Africa (SSA) countries exists, but some common components include, (1) the pressure on teaching and learning materials (TLM) budgets caused by rapid enrollment growth; (2) the repeated tendency for curriculum designers to make decisions without taking into account the cost implications on the system as a whole; (3) the failure of development partner (DP) support to addressed affordability and sustainability issues; (4) the misunderstanding of ministries of education (MOEs) and DPs concerning manufacturing versus textbook cost as well as textbook versus system cost; (5) the lack of review and management of the nature and extent of fund diversion, fund misappropriation, piracy, and price mark-ups in undermining allocated TLM funding; and (6) the lack of monitoring, inspection, supervision, and financial audit systems necessary to ensure that all links in the financing and supply chain operate effectively.

The potential impact of Information and Communication Technology solutions on textbook provision - Read, Tony (Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa, 2015)

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

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

Promoting Family and Teacher’s Engagement Through Nudges - RECC (TRECC, 2016)
Eduq+ is a nudgebot, a technology product aimed at encouraging parents’ engagement in their children’s school life.

European Framework for the Digital Competence of Educators: DigCompEdu - Redecker, Christine (Publications Office of the European Union, Luxembourg, 2017)
The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The...

An E-Learning Approach to Secondary School Education”: E-Readiness Implications in Kenya - Redempta, Kiilu (Journal of Education and Practice, 2012)
Information and Communication Technology (ICT) has the potential to enhance access, quality, and effectiveness in education. This paper examines the E-readiness implication on the adoption of e-learning in secondary schools in Kenya. The paper provides an opportunity for reflection on e-learning adoption and the potential role ICT can plays in education. The review has established that up to date, less than 10% of secondary schools in Kenya offer computer studies as a subject in the curriculum despite its perceived potential. The few schools that have an ICT programme limit the number of candidates who take up the subject considering it a specialty irrespective its being an essential subject as other compulsory subjects like Mathematics and Languages. Whereas the processing of information to build knowledge is one of the essential literacy skills vital for the workforce in the 21st century, it is often overlooked in current educational practices. the question of ereadiness of Kenyan schools cannot be overlooked if Kenya plans to use education as a platform for becoming an e-society of the 21st century as envisaged in Vision 2030.Therefore, it is imperative that E-Readiness issues be effectively addressed lest new technology introduced further marginalizes the already deprived Kenyan children. Desktop review of relevant literature was guided by Current Situation Analysis (CSA) which is equivalent to Strength, Weakness, Opportunities and Threats (SWOT) Analysis.
Keywords: ⛔ No DOI found

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

How Geospatial Technology Changed over Time - Rees, Eric van (Soar, 2018)
Geospatial technology has changed significantly over the years. It started in a scientific environment and has gotten a wider adoption over…

How students create motivationally supportive learning environments for themselves: The concept of agentic engagement - Reeve, Johnmarshall (Journal of Educational Psychology, 2013)

Understanding motivation and emotion - Reeve, Johnmarshall (John Wiley & Sons, Inc, 2018)
Keywords: Emotions; Motivation (Psychology); Personality and motivation

Ref 2019: Panel Criteria and Working Methods - REF (2019)

Ethical challenges of edtech, big data and personalized learning: twenty-first century student sorting and tracking - Regan, Priscilla M.; Jesse, Jolene (Ethics and Information Technology, 2019)
With the increase in the costs of providing education and concerns about financial responsibility, heightened consideration of accountability and results, elevated awareness of the range of teacher skills and student learning styles and needs, more focus is being placed on the promises offered by online software and educational technology. One of the most heavily marketed, exciting and controversial applications of edtech involves the varied educational programs to which different students are exposed based on how big data applications have evaluated their likely learning profiles. Characterized most often as ‘personalized learning,’ these programs raise a number of ethical concerns especially when used at the K-12 level. This paper analyzes the range of these ethical concerns arguing that characterizing them under the general rubric of ‘privacy’ oversimplifies the concerns and makes it too easy for advocates to dismiss or minimize them. Six distinct ethical concerns are identified: information privacy; anonymity; surveillance; autonomy; non-discrimination; and ownership of information. Particular attention is paid to whether personalized learning programs raise concerns similar to those raised about educational tracking in the 1950s. The paper closes with discussion of three themes that are important to consider in ethical and policy discussions.

Pakistan - Data Protection Overview - Rehman, Shafaq (RIAA Barker Gillette, 2021)

Pakistan - Data Protection Overview - Rehman, Shafaq (RIAA Barker Gillette, 2021)

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

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

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

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

Educating Students to Improve the World - Reimers, Fernando M. (SpringerBriefs in Education, 2020)

A framework to guide an education response to the COVID-19 pandemic of 2020 - Reimers, Fernando M.; Schleicher, Andreas (OECD, 2020)

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

Local capture: Evidence from a Central Government Transfer Program in Uganda - Reinikka, R.; Svensson, J. (The Quarterly Journal of Economics, 2004)

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

Langues et école en Guyane - Renault-Lescure, Odile; Migge, Bettina (L'Harmattan, 2009)

Scales for Rating the Behavioral Characteristics of Superior Students. Technical and Administration Manual. - Renzulli, Joseph S.; Smith, Linda H.; White, Alan J.; Callahan, Carolyn M.; Hartman, Robert K.; Westberg, Karen L. (ERIC, 2002)
This manual describes development and use of the revised "Scales for Rating the Behavioral Characteristics of Superior Students" (SRBCSS-R), a teacher judgment instrument appropriate for use as one measure in the identification of gifted students. Part 1 explains the judgmental and empirical procedures used to revise the items on the original SRBCSS-R and the methods for conducting two field test administrations of the revised scales. It also presents the results from the analyses and the reliability and validity evidence. Two tables summarize the construct validity data and the criterion-related data on teacher judgment measures. Part 2 provides instructions for administering and interpreting the SRBCSS-R and describes purposes for using the scales, guidelines for using the scales correctly, a teacher training exercise, and how to establish local norms. Five appendices include: the second field test version of the SRBCSS-R, a brief scale for rating student performance in a gifted program, a sample SRBCSS-R, the full teacher-training exercise for using the SRBCSS-R, guidelines for calculating local percentile rank norms, and an article, "A Practical System for Identifying Gifted and Talented Students" by Joseph S. Renzulli. (DB)
Keywords: Ability Identification; Academically Gifted; Behavior Rating Scales; Elementary Secondary Education; Test Interpretation; Test Reliability; Test Validity; Testing

Sesame Street to introduce new character - a muppet with autism - Reporters, Telegraph (The Telegraph, 2017)
Children's show Sesame Street is to introduce a new character with autism.
Keywords: Children; News; Standard; Television

ICT in Education and Training Policy - Republic of Kenya. (2021)

The Data Protection Act (No. 24 of 2019) - Republic of Kenya (2019)

Kenya Digital Master Plan 2022-2032 - Republic of Kenya ICT Authority (2022)

National Pre-Primary Education Policy 2017 - Republic of Kenya Ministry of Education (Republic of Kenya Ministry of Education, 2017)

National Pre-primary Education Policy Standard Guidelines - Republic of Kenya Ministry of Education (Republic of Kenya Ministry of Education, 2018)

POLICY ON INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION AND TRAINING | Ministry of Education - Kenya - Republic of Kenya Ministry of Education

Public Statement on the Status of Payments to County Governments FY 2021-2022 - Republic of Kenya National Treasury and Planning (2022)

National COVID-19 Preparedness and Response Plan - Republic of Malawi (2020)

National ICT Policy – An ICT-Led Malawi - Republic of Malawi (2013)

Education Sector Analysis. Assessing the enabling environment for gender equality - Republic of Sierra Leone (UNICEF, IIEP - UNESCO, 2020)

ASIDI - Accelerated School Infrastructure Delivery Initiative - Republic of South Africa (2022)

DBE's National School Nutrition Programme - Republic of South Africa (DBE's National School Nutrition Programme, 2022)

Issues and challenges related to digital equity: an overview - Resta, P.; Laferriere, T.; McLaughlin, R.; Kouraogo, A. (Second handbook of information technology in primary and secondary education, 2018)

Summative Evaluation of GPE's Country-level Support to Education. Bangladesh - Results for Development (Universalia, 2020)

The Coaching Approach - Results for Development

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

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

Logros y Desafíos del Plan Ceibal - Reyes, Olga; Valdés-Rodríguez, Ofelia (2021)

Introducing Systems Approaches - Reynolds, Martin; Holwell, Sue
Keywords: ❓ Multiple DOI

Systems Approaches to Managing Change: A Practical Guide - Reynolds, Martin; Holwell, Sue (Springer London, 2010)

Development of reliable and valid short forms of the marlowe-crowne social desirability scale - Reynolds, William M. (Journal of Clinical Psychology, 1982)
Developed, on the basis of responses from 608 undergraduate students to the 33-item Marlowe-Crowne Social Desirability Scale, three short forms of 11, 12, and 13 items. The psychometric characteristics of these three forms and three other short forms developed by Strahan and Gerbasi (1972) were investigated and comparisons made. Results, in the form of internal consistency reliability, item factor loadings, short form with Marlowe-Crowne total scale correlations, and correlations between Marlowe-Crowne short forms and the Edwards Social Desirability Scale, indicate that psychometrically sound short forms can be constructed. Comparisons made between the short forms examined in this investigation suggest the 13-item form as a viable substitute for the regular 33-item Marlowe-Crowne scale.

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

Teachers of Refugees: A Review of the Literature - Richardson, Emily (Education Development Trust, 2018)
The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]
Keywords: Google Scholar/ teacher "professional development" AND refugees AND technology; RER theme_supporting educators

The" thinking" in systems thinking: Seven essential skills - Richmond, Barry (Pegasus Communications, 2000)

Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises - Richmond, Simon (Education Development Center, 2020)

Culture, Gender and Technology Enhanced Learning: Female and Male Students' Perceptions across three Countries - Richter, Thomas; Zelenkauskaite, Asta (2014)
With the on-going “Learning Culture Survey”, we aim to foster the implementation of culture-sensitive education. The motivation of this study is based on the need of a better understanding of the reasons for intercultural conflicts in education. These issues are particularly pertinent to international learning scenarios, such as in urban education, or Internet-based e-Learning. The results of this research are geared towards a development of activities that prevent students from losing their initial learning motivation. With our standardized questionnaire, we collected and analysed data from Germany, Ghana, and South Korea. In such a comparative culture-related analysis, the population is usually considered as a whole, regardless of the respondents’ socio-cultural differences and assuming a single representative value per item. In this paper, we first analyse and discuss the results of our questionnaire' section “Gender Issues”. Afterwards, we analyse the overall questionnaire data to focus on the extent to which female and male students’ answers differed. Finally, we engage in a discussion to what degree these differences impact the design of e-Learning scenarios.
Keywords: ⛔ No DOI found

Results From a Controlled Study of the iPad Fractions Game Motion Math - Riconscente, Michelle M (Games and Culture, 2013)

Zero to eight: children’s media use in America - Rideout, Victoria (Common Sense Media, 2011)

Technology Acceptable Use Agreement - Ridgewood Public Schools (Ridgewood Public Schools)

The Lean Startup: How Today's Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses - Ries, Eric (2011)
Most startups fail. But many of those failures are preventable. The Lean Startup is a new approach being adopted across the globe, changing the way companies are built and new products are launched. Eric Ries defines a startup as an organization dedicated to creating something new under conditions of extreme uncertainty. This is just as true for one person in a garage or a group of seasoned professionals in a Fortune 500 boardroom. What they have in common is a mission to penetrate that fog of uncertainty to discover a successful path to a sustainable business. The Lean Startup approach fosters companies that are both more capital efficient and that leverage human creativity more effectively. Inspired by lessons from lean manufacturing, it relies on “validated learning,” rapid scientific experimentation, as well as a number of counter-intuitive practices that shorten product development cycles, measure actual progress without resorting to vanity metrics, and learn what customers really want. It enables a company to shift directions with agility, altering plans inch by inch, minute by minute. Rather than wasting time creating elaborate business plans, The Lean Startup offers entrepreneurs—in companies of all sizes—a way to test their vision continuously, to adapt and adjust before it’s too late. Ries provides a scientific approach to creating and managing successful startups in a age when companies need to innovate more than ever.

How software that learns as it teaches is upgrading Brazilian education - Rigby, Claire (The Observer, 2016)
Teaching algorithms aim to change Brazilian education for ever – but where does the teacher fit into the classroom of tomorrow?
Keywords: Americas; Brazil; Computing; Education; Schools; Software; Technology

RISE in Nigeria: Non-technical Research Overview - RISE (2019)

Systems thinking | RISE Programme - RISE

The RISE Education Systems Diagnostic: A Tool for Identifying Strategic Priorities for Education System Reform - RISE (RISE Programme, 2023)

Rising Academies - Rising Academies

Rising Academies - Rising Academies

How to Guide: Delivering High-Quality Radio Learning - Rising Academies; EdTech Hub (2021)
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Rising Academies - Rising On Air - Rising Academy Network (Rising Academies)

Rising Academies - Rising On Air - Rising Academy Network (2020)

Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners - Ritchhart, Ron; Church, Mark; Morrison, Karin (Jossey-Bass, 2011)
"Visible Thinking is a research-based approach to teaching thinking that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is an extensive and adaptable collection of practices that include thinking routines and the documentation of student thinking. The routines are a central element of the practical, functional and accessible nature of Visible Thinking. Thinking routines are easy to use mini-strategies that are repeatedly used in the classroom. They are a small set of questions or a short sequence of steps that can be used across various grade levels and content. Each routine targets a different type of thinking and by bringing their own content, teachers can integrate the routines into the fabric of their classrooms. Thinking Routines help direct student thinking and structure classroom discussion. Thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon"--
Keywords: Cognition in children; Critical thinking; EDUCATION / Teaching Methods & Materials / General; Study and teaching; Thought and thinking

The Effectiveness of Volunteer Tutoring Programs: A Systematic Review - Ritter, Gary; Denny, George; Albin, Ginger; Barnett, Joshua; Blankenship, Virginia (2006)

E-Learning as a Vehicle for the Development of Rural Girls in Ghana, West Africa - Roberts-Lewis, Kristie; Orok, Michael E. (Information Communication Technology (ICT) Integration to Educational Curricula: A New Direction for Africa, 2015)
Keywords: Equity through Access; ⛔ No DOI found

Connecting africa using the TV white spaces: from research to real world deployments - Roberts, Sidney; Garnett, Paul; Chandra, Ranveer (2015 IEEE International Workshop on Local and Metropolitan Area Networks (LANMAN), 2015)
More than 4 billion people are not connected to the Internet. This is either because there is no infrastructure or because Internet access is not affordable. This digital divide is extreme in Africa. At Microsoft, we have been investigating various technologies to bridge this divide. In this paper we describe our research around the TV White Spaces, and how we have leveraged it, and worked with our partners to connect communities in Kenya, Tanzania, Ghana, Botswana, Namibia and South Africa.

Do No Harm teaching case study: Cité Soleil. Reference for workshop participants - Robillard, Sabina Carlson (CDA Collaborative Learning Projects, 2015)
Keywords: ⛔ No DOI found

A summary of 'Diffusion of innovations' - Robinson, Les (2009)

School perspectives on collaborative inquiry: lessons learned from New York City, 2009-2010 - Robinson, Marian; Passantino, Claire; Acerra, Marsha; Bae, Lauren; Tiehen, Katie; Pido, Eric; Kannapel, Patricia; Duffy, Mark; Langland, Connie (2010)
The New York City Department of Education has supported collaborative inquiry as a potentially powerful process for helping administrators and teachers use student data to improve instruction and raise student achievement. Beginning with a pilot project in 2006, teams of teachers have learned to work together to diagnose the needs of students who have not been successful in their classrooms and to develop strategies to improve their learning. Collaborative inquiry sits at the heart of the Department's larger Children First initiative and aims to help educators close the achievement gap in their schools. Each year New York City schools have engaged higher proportions of faculty in the inquiry work. The goal is at least 90% participation in collaborative inquiry. The purpose of this research report is to share lessons learned about the conditions, structures, relationships, and leadership practice that support teacher participation in inquiry. The report also presents perceived benefits of collaborative inquiry as reported by school leaders and teachers. Data come from site visits to 13 schools actively engaged in collaborative inquiry. The research team conducted 213 interviews with principals, assistant principals, instructional support staffs, and teachers participating in inquiry and 37 observations of inquiry team meetings.

Unit Cost Budgeting? (1/4) Marc Robinson Blog - Robinson, Mark (2022)

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

Tsome Pamoja Tanzania - Rodd, Alastair (USAID, 2018)

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

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

Educational Technology in Developing Countries: A Systematic Review - Rodriguez-Segura, Daniel (EdPolicyWorks Working Paper, 2020)
Keywords: ___working_potential_duplicate

Educational Technology in Developing Countries: A Systematic Review - Rodriguez-Segura, Daniel (2020)
Keywords: C:Low- and middle-income countries; ___working_potential_duplicate

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

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

Evaluacion de Impacto. Proyecto: Rompiendo Estereotipos, STEM es para chicas - Rodriguez, Lucina; Rivera, Antonella; Orjeda Fernandez, Gisella; Caillaux Icochea, Marcela; Quiroz Zafra, Sofia (2019)

Remote learning during the global school lockdown: multi-country lessons - Rodriguez, Maria; Cobo, Cristobal; Muñoz-Najar, Alberto; Sánchez Ciarrusta, Iñaki (World Bank Group)

Remote learning during the global school lockdown: multi-country lessons - Rodriguez, Maria; Cobo, Cristobal; Muñoz-Najar, Alberto; Sánchez Ciarrusta, Iñaki (World Bank Group)

Remote learning during the global school lockdown: multi-country lessons - Rodriguez, Maria; Cobo, Cristobal; Muñoz-Najar, Alberto; Sánchez Ciarrusta, Iñaki (World Bank Group)

ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools - Rodríguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov (Technology, Pedagogy and Education, 2012)

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

Towards a theory of curriculum implementation with particular reference to science education in developing countries - Rogan, John M.; Grayson, Diane J. (International Journal of Science Education, 2003)
Improving science education is often regarded as a priority for developing countries in order to promote longterm economic development. Thus initiatives, both government and foreign-aid sponsored, aimed at improving science education in developing countries abound. However, all too often the focus of such initiatives is limited to the development of science curricula, while the details of how the curricula will be implemented at school level are often neglected. This paper represents an effort to lay the groundwork for a theory of curriculum implementation with particular reference to developing countries. We have drawn on school development, educational change, and science education literature in order to develop three constructs that could form the heart of such a theory, namely, Profile of Implementation, Capacity to Innovate, and Outside Support. Six propositions are offered to suggest how the constructs may inter-relate as a basis for the development of the theory. The implementation of the natural sciences learning area of the South African Curriculum 2005 is used to illustrate the emerging theory.

Interactive Learning and Teaching: Zonal In-Service Coordinators Facilitation Guide - Roger Federer Foundation (2016)

Diffusion of innovations - Rogers, Everett M. (Free Press, 2003)

The COVID-19 Pandemic: Shocks to Education and Policy Responses - Rogers, Halsey; Sabarwal, Shwetlena; Avitabile, Ciro; Lee, Jessica; Miyamoto, Koji; Nellemann, Soren; Venegas Marin, Sergio (World Bank, 2020)

Country Overview: Bangladesh - Rogers, Mike (GSMA, 2018)

Reducing student absences at scale by targeting parents’ misbeliefs - Rogers, Todd; Feller, Avi (Nature Human Behaviour, 2018)

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Keywords: Access to education; C: International; Digital Divide; Distance learning; Education; MOOCs; Socioeconomic factors; ___working_potential_duplicate

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Assistive technologies in developing countries - Rohwerder, Brigitte (Institute of Developing Studies, 2018)
Keywords: ⛔ No DOI found

Protecting the right to education for refugees - Rolla, Moumné; Sakai, Leticia (UNESCO, 2017)
With over 20.7 million people who are currently refugees, challenges are numerous in relation to access, quality, and equity. Yet education plays a key role in ensuring refugees can fully develop themselves, find a job and contribute to society. UNESCO has produced this paper which analyze how to protect and enforce the right to education of refugees.

What is Data Lifecycle Management? And What phases would it pass through? - Romadhoni, Firmansyah (2020)

Moving from the margins: Mainstreaming persons with disabilities in Pakistan - Roman, Stephan; Bartel-Ellis, Fiona; Upton, Peter (2014)

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

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

Current initiatives, barriers, and opportunities for networked learning in Latin America | SpringerLink - Romero-Hall, Enilda (2021)

Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years [long report] - Romero, Mauricio; Sandefur, Justin (Working Paper, 2018)
After one year, outsourcing the management of ninety-three randomly-selected government primary schools in Liberia to eight private operators led to modest learning gains (Romero, Sandefur, & Sandholtz, in press). In this paper, we revisit the program two years later. After the first year, treatment effects on learning gains plateaued (e.g., the intention-to-treat effect on English was .18σ after one year, and .16σ after three years, equivalent to 4 words per minute additional reading fluency for the cohort that started in first grade). Looking beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points from a base of 51%), but increased dropout (by 3.3 percentage points from a base of 15%) and failed to reduce sexual abuse. Behind these average effects, the identity of the contractor mattered. Despite facing similar contracts and settings, some providers produced uniformly positive results, while others present stark trade-offs between learning gains, access to education, child safety, and financial sustainability.

Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years [short report] - Romero, Mauricio; Sandefur, Justin (Instituto Tecnológico Autónomo de México; Center for Global Development, 2019)

Can outsourcing improve Liberia's schools? Preliminary results from Year One of a three-year randomized evaluation of partnership schools for Liberia - Romero, Mauricio; Sandefur, Justin; Sandholtz, Wayne Aaron (Center for Global Development, 2017)

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

Who’s teaching math to our most needy students? A descriptive study - Rosas, Clarissa; Campbell, Lisa (Teacher Education and Special Education, 2010)
The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a “highly qualified teacher.” Research supports that teachers’ content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition, accountability reports indicate that the special education population did not meet the adequate yearly progress in reading and mathematics as required under NCLB. The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. Results of this study indicate a disconnect between the participants’ beliefs and perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test—Practice Eighth Grade Mathematics.
Keywords: math; special education; standardized tests; teacher’s perception

Online mathematics homework increases student achievement - Roschelle, Jeremy; Feng, Mingyu; Murphy, Robert F.; Mason, Craig A. (AERA open, 2016)

Universal Design for Learning: Is It for Everyone? - Rose, D; Meyer, A (2006)
Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create universal access to educational curricula for all students, including those with disabilities. The "universal" in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to teaching and learning that meet the needs of different kinds of learners. In this first UDL Reader, Anne Meyer and David H. Rose, cofounders of CAST, the educational nonprofit that developed the UDL framework, bring together a collection of articles on the practical, classroom dimensions of the UDL revolution in education. The authors offer insights on learner differences, the capacities of new media in the classroom, and effective teaching and assessment practices. The volume also includes lessons from teacher professional development workshops, classroom-based research, and UDL practitioners themselves. A highly readable volume aimed particularly at school teachers and administrators, this book is also an uncommonly accessible introduction to UDL for all readers committed to creating improved and universal access to educational materials for all students. Following a preface (Anne Meyer and David H. Rose), this book contains the following chapters: (1) Applying Universal Design for Learning in the Classroom (Peggy Coyne, Patricia Ganley, Tracey Hall, Grace Meo, Elizabeth Murray, and David Gordon); (2) A UDL Case Story and Model Lesson: Reading Challenges in Geography and Social Studies (The Staff at CAST); (3) Frequent Questions about Universal Design for Learning (Grace Meo); (4) A Level Playing Field: UDL in the Classroom (Lani Harac); (5) Teacher Perspectives: UDL in the Elementary Classroom (Kirsten Lee Howard); (6) Teacher Perspectives: Strategy Instruction Goes Digital (Nicole Strangman); (7) Implications of Universal Design for Learning for Classroom Assessment (David H. Rose and Robert P. Dolan); (8) The Promise of New Learning Environments for Students with Disabilities (Bart Pisha and Skip Stahl); (9) Transforming the Textbook to Improve Learning (Skip Stahl); (10) Engaging the Text: Brain Research and the Universal Design of Reading Strategy Supports (David H. Rose and Bridget Dalton); and (11) Teaching Internet Literacy Strategies: The Hero Inquiry Project (Maya B. Eagleton, Kathleen Guinee, and Karen Langlais). An index is also included.

Literature search protocol for the Evidence hub: Education partnerships between the state and non-state sector. - Rose, P; Downing, P (2019)
This methodological note provides an overview of a joint project to catalogue the research evidence on collaborations between the state and non-state sector in education in low income, lower-middle and upper-middle income countries. This document outlines the search protocol for the literature search, data extraction, and the development of the database.
Keywords: Secondary Review; _zenodoOTHER

Mapping the landscape of education research by scholars based in sub-Saharan Africa Insights from the African Education Research Database - Rose, Pauline; Downing, Pheobe; Asare, Samuel; Mitchell, Rafael (Zenodo, 2019)
This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region.
Keywords: Reviewed; _zenodoOTHER

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

Identifying Disability In Household Surveys: Evidence On Education Access And Learning For Children With Disabilities In Pakistan - Rose, Pauline; Singal, Nidhi; Bari, Faisal; Malik, Rabea; Kamran, Sahar (REAL Centre, Faculty of Education, University of Cambridge, 2018)
This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.
Keywords: _not_EdTechHub; _zenodoOTHER

Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach - Rose, R.; Garner, P.; Farrow, B. (Inclusion, Equity and Access for Individuals with Disabilities., 2019)

Education reform for the expansion of mother-tongue education in Ghana - Rosekrans, Kristin; Sherris, Arieh; Chatry-Komarek, Marie (International Review of Education, 2012)

Rosenberg self-esteem scale (RSE) - Rosenberg, M. (Acceptance and Commitment Therapy, 1965)
Keywords: ⛔ No DOI found

Society and the adolescent self-image - Rosenberg, Morris (Princeton University Press, 1965)
Keywords: ⛔ No DOI found

Languages in competition in Rwanda: Who is winning on the linguistic market? - Rosendal, Tove (2010)

Independent Samples T-Test - Ross, Amanda; Willson, Victor L. (Basic and Advanced Statistical Tests: Writing Results Sections and Creating Tables and Figures, 2017)
An independent samples t-test compares the means of two groups. The data are interval for the groups. There is not an assumption of normal distribution (if the distribution of one or both groups is really unusual, the t-test will not give good results with unequal sample sizes), but there is an assumption that the two standard deviations are equal. If the sample sizes are equal or very similar in size, even that assumption is not critical.

The difference between economic and financial analysis for WASH services - Ross, Ian (WASHeconomics.com, 2018)
The distinction between economic analysis and financial analysis is not always straightforward. In this post I try to clarify this. Definitions I have previously defined WASH economics as “the stud…

Needs-based resource allocation in education: via formula funding of schools - Ross, Kenneth N.; Levačić, Rosalind; International Institute for Educational Planning (UNESCO, International Institute for Educational Planning, 1999)
Keywords: Allocation Education; Education; Education and state; Finance

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

iLearning: the future of higher education? Student perceptions on learning with mobile tablets - Rossing, Jonathan P; Miller, Willie M; Cecil, Amanda K; Stamper, Suzan E (Journal of the Scholarship of Teaching and Learning, 2012)
The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even studentfaculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University – Purdue University Indianapolis (IUPUI) has experimented with the use of iPads in the classroom. This paper includes the preliminary results of a study on student impressions of mobile technology in the classroom. The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments.
Keywords: ⚠️ Invalid DOI

Link it, open it, use it: changing how education data are used to generate ideas - Rossiter, Jack (Center for Global Development, 2020)

Link It, Open It, Use It: Changing How Education Data Are Used to Generate Ideas - Rossiter, Jack (Note, 2020)

Link It, Open It, Use It: Changing How Education Data Are Used to Generate Ideas - Rossiter, Jack (Note, 2020)

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

Numbers and words: Combining quantitative and qualitative methods in a single large-scale evaluation study - Rossman, Gretchen B.; Wilson, Bruce L. (Evaluation Review, 1985)
Keywords: ⚠️ Invalid DOI

Epistemic mediation: Video data as filters for the objectification of teaching by teachers - Roth, Wolff-Michael (Video Research in the Learning Sciences, 2007)
Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning science researchers-including Magdalene Lampert, Jim Minstrell, David Hammer, and myself-conducted research on cognition and instruction all the while teaching the lessons that are the focus of their studies. Furthermore, an increasing number of teachers continue their formal education and become learning science researchers and teach at elementary and secondary schools. Teacher-researchers are confronted with particular challenges arising from the fact that they are participants in rather than onlookers to the situation to be analyzed and theorized. They are interested rather than disinterested participants, and therefore have something at stake, which harbors particular dangers for the quality of the analyses of learning and instruction in their classrooms that accompany the analytic advantages that derive from their insider role (Roth & Tobin, 2002). Video, as the second quote shows, provides opportunities to teacher-researchers to see themselves and their experiences differently, even pertaining to their own actions. In the second quote, Christina described how watching herself on videotape allowed her notice that she was standing a lot next to the chalkboard even when it was not used during interactions with students. That is, by means of the video, she became aware of her own actions in a different way.

A comparative analysis of e-learning policy formulation in the European Union and the United States: discursive convergence and divergence - Roumell Erichsen, Elizabeth; Salajan, Florin D. (Comparative Education Review, 2014)

The evolution of U.S. e-learning policy: a content analysis of the National Education Technology Plans - Roumell, Elizabeth Anne; Salajan, Florin Daniel (Educational Policy, 2016)
The purpose of this study was threefold: to expand on existing reviews of 20 years of educational technology policy in the United States, to perform an empirical content analysis of the four National Education Technology Plan (NETP) documents issued by the Department of Education since 1996, and to provide a dialectic analysis of the evolution of U.S. e-learning policy. The content analysis revealed that, as the United States aims to reestablish its leadership role internationally, with a focus on global competitiveness, a sense of urgency is communicated in the development of e-learning policy and general education reform over time throughout each of the NETP documents, justifying the need for increased funding and support for federal level initiative in terms of educational technology policy. Through a dialectical analysis, endemic tensions within the NETP discourse become apparent in the competing visions of education as a means of both conferring economic fluency and mobility to individuals within the society.

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

Promoting education for sustainable development by using ICT enhanced problem based learning in a developing country - Roy, A.; Kihoza, P.; Suhonen, J.; Vesisenaho, M. (2012 IEEE Fourth International Conference on Technology for Education, 2012)
One of the goals of education is to create responsible citizens who can understand and respond to problems in their societies adequately. Such acts of responsibility may need knowledge, ability to think critically about the problem and some action towards a possible solution. Previous research shows that forest fires in Tanzania are serious social problem. Adequate education about this problem does not take place because of lack of number of teachers required and lack of qualification among the teachers. This study used ICT media to connect the expertise of local environmental officers to school students who creatively conducted projects-based-learning activities to solve local environmental conservation problems. These projects when followed by student presentations encourage and ensure that students learn about the problem well. Amix-method research approach shows that the use of video for learning and providing environmental education was ranked as being very effective by participants.
Keywords: Communities; Educational institutions; Fires; ICT enhanced problem based learning; ICT media; ICT supported pedagogical model; ICT4D; ICT4E; Project Based Learning; Reflection; Sociology; Vegetation; computer aided instruction; developing country; environmental education; environmental science computing; information technology; interactive video; learning videos; local environmental conservation problems; local environmental officers; problem solving; problems in developing world; projects-based-learning activity; responsible citizens; school students; social awareness; social issues; student presentations; sustainable development; technical presentation

Promoting proper education for sustainability: An exploratory study of ICT enhanced Problem Based Learning in a developing country - Roy, Amit; Kihoza, Patrick; Suhonen, Jarkko; Vesisenaho, Mikko; Tukiaianen, Markku (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2014)
One of the goals of education is to create responsible citizens who can adequately understand the problems faced by their societies and who can then act to help solve them. Such behaviour can be fostered through proper education that facilitates expert knowledge about social issues, nurtures the ability to think critically and learns the skills needed to pro-actively search for possible solutions. Through this study we aimed to develop an Information and Communication Technologies (ICT) supported pedagogical framework, Children as Agents of Social Change (CASC), as a possible vehicle to facilitate appropriate education about social issues. This article analyses the first implementation of the CASC framework carried out at schools in Tanzania. Forest fires in Tanzania are often caused by human activity and education about this pressing problem needs to be provisioned on a large scale. However, due to a lack of teachers and teacher expertise, this is not the reality. With help of the local community, we created a locally contextualised video supported by a Problem Based Learning (PBL) solution to connect local forest experts with school students. These students then creatively conducted PBL activities in order to help solve local environmental and conservation problems. Data was collected through pre- and post-tests of control-experimental groups and teacher interviews. Results suggest that the participants were enlightened as to a variety of active problem solving possibilities and that they ranked the CASC methodology as an effective approach to sustainability.
Keywords: ⛔ No DOI found

Bangladesh: Using open school data to improve transparency and accountability - Roy, Dipu; Miah, Abu Said Juel (2018)
Keywords: ⛔ No DOI found

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

الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال في الأردن العام المقبل - Roya News (رؤيا الأخباري, 2020)
الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال ....

COVID-19 Response Plan - Royal Government of Bhutan (2020)

Cambodia Digital Economy and Society Policy Framework 2021–2035 - Royal Government of Cambodia (2021)

General Population Census of the Kingdom of Cambodia 2019 - Royal Government of Cambodia (National Institute of Statistics, Ministry of Planning, 2020)

National Policy on Lifelong Learning 2018 - Royal Government of Cambodia (2018)

National Strategic Development Plan - Royal Government of Cambodia (2019)

Pentagonal Strategy Phase I - Royal Government of Cambodia (2023)

Rectangular Strategy - Royal Government of Cambodia (2018)

Report on Cambodia Labour Force Survey 2019 - Royal Government of Cambodia Ministry of Planning (2019)

Statistical Yearbook of Cambodia 2021 - Royal Government of Cambodia Ministry of Planning (2021)

Tangerine® – Mobile Learning Assessments Made Easy - RTI

Assessing social and emotional learning in Tanzania: an interview with Matthew Jukes - RTI International (Medium, 2018)
Social emotional learning is likely to be strongly influenced by culture, but global variation has yet to be captured because much of the…

Assistance to Basic Education: All Children Reading (ABE-ACR) Findings Report, Tanzania National Early Grade Reading Assessment (EGRA) - RTI International (USAID, 2016)

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

Science of Teaching - Overview: Structured Pedagogy Guides, and a Note to Education Leaders - RTI International (2021)