TY - ELEC TI - جو اكاديمي توجيهي | دروس ودوسيات التوجيهي واسئلة وزارة AU - توجيهي, جو اكاديمي T2 - جو اكاديمي توجيهي AB - منصة جو اكاديمي من اوائل رواد التعليم الالكتروني وحصص اون لاين ووتد التعليم في المملكة الاردنية الهاشمية بوابة للتواصل ما بين المعلم والطالب DA - 2020/// PY - 2020 UR - https://joacademy.com Y2 - 2020/06/30/15:10:40 ER - TY - BLOG TI - يونسکو: په کوچنيوالي کې په مورنۍ ژبه زده کړې د يادښت بنسټ دی AU - الله, نشرونکی امین T2 - بااحساسه محصلين AB - محصلين (شنبه، د کب۲, ۱۳۹۹هـ ق) د ملګرو ملتونو ښوونیز، علمي او کلتوري سازمان يونسکو، د مورنۍ ژبې نړيوالې ورځې ( د فبروري ۲۱) په مناسبت په خپل پیغام کې ويلي دي چې په مورنۍ ژبه زده کړه بايد د وړوکتوب DA - 2021/02/21/T10:08:39+00:00 PY - 2021 LA - ps ST - يونسکو UR - https://muhassileen.com/53025/%d9%8a%d9%88%d9%86%d8%b3%da%a9%d9%88-%d9%be%d9%87-%da%a9%d9%88%da%86%d9%86%d9%8a%d9%88%d8%a7%d9%84%d9%8a-%da%a9%db%90-%d9%be%d9%87-%d9%85%d9%88%d8%b1%d9%86%db%8d-%da%98%d8%a8%d9%87-%d8%b2%d8%af%d9%87/ Y2 - 2022/06/13/04:43:20 ER - TY - JOUR TI - A support programme for caregivers of children with disabilities in Ghana: Understanding the impact on the wellbeing of caregivers AU - Zuurmond, Maria AU - Nyante, Gifty AU - Baltussen, Marjolein AU - Seeley, Janet AU - Abanga, Jedidia AU - Shakespeare, Tom AU - Collumbien, Martine AU - Bernays, Sarah T2 - Child: Care, Health and Development DA - 2019/01// PY - 2019 DO - 10.1111/cch.12618 DP - DOI.org (Crossref) VL - 45 IS - 1 SP - 45 EP - 53 J2 - Child Care Health Dev LA - en SN - 03051862 ST - A support programme for caregivers of children with disabilities in Ghana UR - https://onlinelibrary.wiley.com/doi/10.1111/cch.12618 Y2 - 2023/08/16/11:30:41 ER - TY - RPRT TI - Raising domestic resources for equitable education AU - Zubairi, Asma AU - Rose, Pauline CY - New York, NY DA - 2016/// PY - 2016 M3 - Background paper prepared for the Education Commission PB - Education Commission UR - http://report.educationcommission.org/wp-content/uploads/2017/01/Raising-Domestic-Resources-for-Equitable-Outcomes.pdf ER - TY - RPRT TI - Country-Level Research Review: EdTech in Bangladesh AU - Zubairi, Asma AU - Kreimeia, Adam AU - Kaye, Tom AU - Ashlee, Amy AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/14/ PY - 2021 LA - en M3 - Country summaries and case studies (was: Country scan) PB - EdTech Hub UR - https://docs.edtechhub.org/lib/QUJHNPRD KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - EdTech to Reach the Most Marginalised: A Call to Action AU - Zubairi, Asma AU - Kreimeia, Adam AU - Jefferies, Kate AU - Nicolai, Susan AB - An output of the EdTech Hub, https://edtechhub.org CN - 0045 DA - 2021/09/08/ PY - 2021 LA - en M3 - FP-ETH Position paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/W8DB96IE KW - _DOILIVE KW - ___working_potential_duplicate KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - Pakistan Digital Learning Landscape Analysis AU - Zubairi, Asma AU - Khalayleh, Abdullah AU - Baloch, Imdad AU - Mazari, Haani AU - Kaye, Tom AU - Groeneveld, Caspar AB - The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital divide. On average, only 34% of households across Pakistan have digital access and only 14% have access to laptops or computers. The access challenge is further intensified by demographics including gender, locality, and socio-economic status. This divide must be addressed if EdTech is to support effective learning for all children across all contexts in Pakistan. If left unaddressed, EdTech interventions can exacerbate a digital divide that further compounds the disadvantage of marginalised groups. Across the world, UNICEF has supported governments globally to deploy EdTech tools in response to the Covid-19 pandemic. To support this endeavour in Pakistan, UNICEF Pakistan is building evidence on digital learning to support the EdTech ecosystem in Pakistan. Evidence in this landscape review will support stakeholders including the Ministry of Federal Education and Professional Training (MoFEPT) and UNICEF Pakistan to develop long-term strategies to fortify Pakistan’s EdTech ecosystem. The purpose of this landscape review is to identify the challenges, emerging trends, and opportunities for engagement within Pakistan’s EdTech ecosystem. To do this, the landscape analysis collected and analysed data (both primary and secondary, and quantitative and qualitative) relating to technology-facilitated learning in Pakistan. In this way, this landscape analysis can both inform MoFEPT and UNICEF’s strategies and provide a resource for stakeholder (e.g., federal, provincial, and regional government agencies, development partners, and the private sector) engagement in technology-facilitated learning in Pakistan. Keywords: marginalised learners; out-of-school children; EdTech tools; Pakistan; foundational skills; infrastructure; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org CN - 0093 DA - 2022/03/04/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HEXCEXFK KW - _r:AddedByZotZen ER - TY - RPRT TI - EdTech and Equity: Position Paper AU - Zubairi, Asma AU - Jefferies, Kate AU - Kreimeia, Adam, Kreimeia, AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/07/27/ PY - 2021 LA - en M3 - FP-ETH Position paper PB - EdTech Hub KW - _r:AddedByZotZen ER - TY - RPRT TI - Country-Level Research Review: EdTech in Pakistan AU - Zubairi, Asma AU - Halim, Waqas AU - Kaye, Tom AU - Wilson, Sam DA - 2021/// PY - 2021 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/NZUHTJBG KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - A district level study on the deployment, allocation and utilisation of teachers between and within Malawi's primary schools: an accountability and political settlements approach AU - Zubairi, Asma CY - Cambridge DA - 2020/// PY - 2020 PB - REAL Centre, Faculty of Education, University of Cambridge UR - https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y ER - TY - CONF TI - Towards Localization of Automated Tutors for Developing Countries AU - Zualkernan, Imran AU - Arroyo, Ivon AU - Woolf, Beverly P. T2 - AIED Workshops AB - Abstract. This paper describes localization issues in relation to AIED systems in the developing world, and analyzes the particular case of the successful immersion of learning technologies to schools in Pakistan. The paper analyzes the needs for personalized learning in the developing world in comparison to countries such as the United States. A model and a survey based on various types of localization dimensions like teacher, student, and cultural alignment was developed and deployed to conduct an evaluation of an AI tutor called the Wayang Outpost in Pakistan. The results are that teachers are likely to use such a system if available, and that their intention to use such a tutor in the future is strongly dependent on how well the tutor is aligned with their teaching practices, students ’ learning habits, and whether the language in the tutor is understood by students. On average these teachers were also willing to allocate about two hours per week for such automated tutors. DA - 2013/// PY - 2013 DP - CiteSeer KW - ⛔ No DOI found ER - TY - JOUR TI - Creating asynchronous virtual field experiences with 360 video AU - Zolfaghari, Maryam AU - Austin, Christine K AU - Kosko, Karl W AU - Ferdig, Richard E T2 - Journal of Technology and Teacher Education AB - The global COVID-19 pandemic has disrupted normal face- to-face classes across institutions. This has significantly im- pacted methods courses where preservice teachers (PSTs) practice pedagogy in the field (e.g., in the PreK-12 class- room). In this paper, we describe efforts to adapt an assign- ment originally situated in a face-to-face school placement into a virtual version. By utilizing multi-perspective 360 vid- eo, preliminary results suggest virtual field experiences can provide PSTs with similar experiences for observation-based assignments. Acknowledging that immersive virtual experi- ences are not a complete replacement for face-to-face field- based experiences, we suggest virtual field assignments can be a useful supplement or a viable alternative during a time of the pandemic. Keywords: DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 315 EP - 320 KW - 360 video KW - ex- KW - teacher education KW - virtual-based assignments KW - ⛔ No DOI found ER - TY - JOUR TI - Community outreach projects as a sustainable way of introducing information technology in developing countries AU - Zlotnikova, Irina AU - van der Weide, Theo T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - The paper describes an approach to the sustainable introduction of IT in developing countries based on international collaboration between students taking the form of a knowledge bridge. The authors consider the challenges for introducing information technologies in developing countries; one of these is lack of reading materials ultimately leading to lack of reading skills in pupils and poor overall performance. A theoretical framework for the sustainable introduction of IT is proposed. It comprises the following components: (1) the model of a knowledge bridge, (2) the managerial model of the interactions between key stakeholders, and (3) the model of impact of a Community Outreach Project (COP) on target schools. The proposed models have been mapped to the widely adopted DPSIR framework used in sustainable development studies. As a case study, the authors discuss the E-readers Project run in two primary schools in Northern Tanzania. The paper also demonstrates how interaction and collaboration between Tanzanian and Dutch students was organized during preparatory stage and project implementation. The paper concludes with general recommendations on how to run a sustainable IT-based COP. These recommendations have been drawn from the analysis of the COP experience in the developing country, namely Tanzania. DA - 2015/// PY - 2015 DP - Zotero VL - 11 IS - 1 SP - 55 EP - 79 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement AU - Zimmerman, Barry J. AU - Kitsantas, Anastasia T2 - Contemporary Educational Psychology AB - Using a multi-source, multi-measure research design involving 507 high school students and their teachers, we compared prediction of these students’ academic achievement by a composite of students’ and teachers’ measures of students’ self-regulation (SR) with a composite of students’ and teachers’ measures of students’ self-discipline (SD). Hierarchical regression analyses revealed that the SR composite was more predictive of students’ grade point average and performance on a state-wide achievement test than the SD composite. Confirmatory factor analyses showed that, although SD and SR latent factors correlated significantly, a two-factor solution provided an acceptable fit for the results. Structural Equation Modeling analyses indicated that the SR latent factor predicted both measures of students’ achievement significantly, but the SD factor did not predict either achievement measure significantly. No significant gender differences were found with students’ SD, SR, or achievement measures. These results suggest a path for integrating two relatively separate streams in self-regulation research on the basis of a well-established distinction between learning and performance processes. DA - 2014/04// PY - 2014 DO - 10.1016/j.cedpsych.2014.03.004 VL - 39 IS - 2 SP - 145 EP - 155 LA - en SN - 0361-476X UR - https://www.sciencedirect.com/science/article/pii/S0361476X14000162 Y2 - 2022/05/18/00:00:00 KW - Academic achievement KW - Self-discipline KW - Self-regulation ER - TY - CHAP TI - Self-regulated learning: theories, measures, and outcomes AU - Zimmerman, Barry J. T2 - International Encyclopedia of the Social & Behavioral Sciences AB - Self-regulated learning refers to how students become masters of their own learning processes. Neither a mental ability nor a performance skill, self-regulation is instead the self-directive process through which learners transform their mental abilities into task-related skills in diverse areas of functioning, such as academia, sports, music, and health. This article will define self-regulated learning and describe the intellectual context in which the construct emerged, changes in researchers’ emphasis over time as well as current emphases, methodological issues related to the construct, and directions for future research. DA - 2015/// PY - 2015 DP - DOI.org (Crossref) SP - 541 EP - 546 LA - en PB - Elsevier SN - 978-0-08-097087-5 ST - Self-regulated learning UR - https://linkinghub.elsevier.com/retrieve/pii/B9780080970868260601 Y2 - 2021/08/05/17:27:07 ER - TY - ELEC TI - ZIMSEC | Home AU - Zimbabwe School Examinations Council DA - 2020/// PY - 2020 LA - en-US UR - https://www.zimsec.co.zw/ Y2 - 2020/06/27/16:48:04 ER - TY - RPRT TI - Information and Communications Technology (ICT) Census AU - Zimbabwe National Statistics Agency DA - 2017/// PY - 2017 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Zimbabwe COVID-19 Preparedness and Response Strategy AU - Zimbabwe Education Cluster DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/zimbabwe_education_cluster_covid_strategy_12.05.2020_final.pdf Y2 - 2020/06/09/13:57:47 ER - TY - THES TI - Exploring the gender gap in Tanzanian secondary school mathematics classrooms. AU - Zilimu, J.A DA - 2014/// PY - 2014 M3 - Unpublished doctoral dissertation PB - University of Illinois: Urbana-Champaign, Ill. ER - TY - JOUR TI - Reading and connecting: using social annotation in online classes AU - Zhu, Xinran AU - Chen, Bodong AU - Avadhanam, Rukmini Manasa AU - Shui, Hong AU - Zhang, Raymond Zhuo T2 - Information and Learning Science AB - Purpose: The COVID-19 pandemic has forced many instructors to rapidly shift to online/distance teaching. With a narrow preparation window, many instructors are at a loss of strategies that are both effective in responding to the crisis and compatible with their professional practices. One urgent need in classrooms at all levels is to support social reading of course materials. To fulfill this need, this paper aims to present a systematic literature review on using Web annotation in K-12 and higher education to provide practical and evidence-based recommendations for educators to incorporate social annotation in online teaching. Design/methodology/approach: This paper presents a systematic literature review of the use of Web annotation in formal education. The authors reviewed 39 articles that met the inclusion criteria and extracted the following information from each article: level of education, subject area, learning theory, learning activity design, Web annotation technology, research methods and learning outcomes. Studies were further analyzed and synthesized by the genre of learning activity design. Findings: The authors identified five types of social annotation activity design: processing domain-specific knowledge, supporting argumentation and inquiry, improving literacy skills, supporting instructor and peer assessment and connecting online learning spaces. In addition, the authors developed practical recommendations on setting pedagogical goals, selecting annotation tools, deciding instructor involvement and developing evaluation strategies. Originality/value: This study provides a timely response to online/distance teaching under the COVID-19 pandemic. It is a hope that these identified application areas, in combination with four practical recommendations, would provide pragmatic and evidence-based support for educators to engage learners in reading, learning and connecting. DA - 2020/// PY - 2020 DO - 10.1108/ILS-04-2020-0117 VL - 121 IS - 5 SP - 261 EP - 271 KW - Collaborative learning KW - Collaborative reading KW - Online learning KW - Social annotation KW - Social reading KW - Web annotation ER - TY - JOUR TI - An Exploration of China-Africa Cooperation in Higher Education: Opportunities and Challenges in Open Distance Learning AU - Zhu, Xia AU - Chikwa, Gladson T2 - Open Praxis AB - Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies' sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship. DA - 2021/// PY - 2021 DO - 10.5944/openpraxis.13.1.1154 DP - ERIC VL - 13 IS - 1 LA - en SN - 2304-070X ST - An Exploration of China-Africa Cooperation in Higher Education UR - https://eric.ed.gov/?id=EJ1295595 Y2 - 2022/08/22/20:35:31 KW - Distance Education KW - Educational Development KW - Educational Technology KW - Faculty Development KW - Foreign Countries KW - Higher Education KW - International Cooperation KW - Lifelong Learning KW - Open Education KW - Partnerships in Education KW - Sustainable Development ER - TY - CONF TI - A Map of Threats to Validity of Systematic Literature Reviews in Software Engineering AU - Zhou, Xin AU - Jin, Yuqin AU - Zhang, He AU - Li, Shanshan AU - Huang, Xin T2 - 2016 23rd Asia-Pacific Software Engineering Conference (APSEC) AB - Context: The assessment of Threats to Validity (TTVs) is critical to secure the quality of empirical studies in Software Engineering (SE). In the recent decade, Systematic Literature Review (SLR) was becoming an increasingly important empirical research method in SE. One of the mechanisms of insuring the level of scientific value in the findings of an SLR is to rigorously assess its validity. Hence, it is necessary to realize the status quo and issues of TTVs of SLRs in SE. Objective: This study aims to investigate the-state-of-the-practice of TTVs of the SLRs published in SE, and further support SE researchers to improve the assessment and strategies against TTVs in order to increase the quality of SLRs in SE. Method: We conducted a tertiary study by reviewing the SLRs in SE that report the assessment of TTVs. Results: We identified 316 SLRs published from 2004 to the first half of 2015, in which TTVs are discussed. The issues associated to TTVs were also summarized and categorized. Conclusion: The common TTVs related to SLR research, such as internal validity and reliability, were thoroughly discussed in most SLRs. The threats to construct validity and external validity drew less attention. Moreover, there are few strategies and tactics being reported to cope with the various TTVs. C3 - 2016 23rd Asia-Pacific Software Engineering Conference (APSEC) DA - 2016/12// PY - 2016 DO - 10.1109/APSEC.2016.031 DP - IEEE Xplore SP - 153 EP - 160 KW - Bibliographies KW - Data mining KW - Evidence-Based Software Engineering KW - Manuals KW - Search problems KW - Software KW - Software engineering KW - Systematic (Literature) Review KW - Systematics KW - Threats to Validity ER - TY - RPRT TI - What makes the difference? A practical analysis of research on the effectiveness of distance education AU - Zhao, Yong AU - Lei, Jing AU - Yan, Bo AU - Tan, Sophia AU - Zhao, Yong DA - 2005/// PY - 2005 DP - CiteSeer ST - What makes the difference? ER - TY - JOUR TI - The Social Life of Technology: An Ecological Analysis of Technology Diffusion in Schools AU - Zhao, Yong AU - Lei, Jing AU - Frank, Kenneth A. T2 - Pedagogies: An International Journal DA - 2006/04// PY - 2006 DO - 10.1207/s15544818ped0102_5 DP - DOI.org (Crossref) VL - 1 IS - 2 SP - 135 EP - 149 J2 - Pedagogies: An International Journal LA - en SN - 1554-480X, 1554-4818 ST - The Social Life of Technology UR - http://www.tandfonline.com/doi/abs/10.1207/s15544818ped0102_5 Y2 - 2020/01/07/15:30:03 ER - TY - JOUR TI - Factors Affecting Technology Uses in Schools: An Ecological Perspective AU - Zhao, Yong AU - Frank, Kenneth A. T2 - American Educational Research Journal AB - Why is technology not used more in schools? Many researchers have tried to solve this persistent puzzle. The authors of this article report on their study of technology uses in 19 schools. They suggest an ecological metaphor, using the example of the introduction of the zebra mussel into the Great Lakes, to integrate and organize sets of factors that affect implementation of computer uses. Their findings suggest that an ecological perspective can provide a powerful analytical framework for understanding technology uses in schools. That perspective points out new directions for research and has significant policy and practical implications for implementing innovations in schools. DA - 2003/// PY - 2003 DO - 10.3102/00028312040004807 DP - SAGE Journals VL - 40 IS - 4 SP - 807 EP - 840 J2 - American Educational Research Journal LA - en SN - 0002-8312 ST - Factors Affecting Technology Uses in Schools UR - https://doi.org/10.3102/00028312040004807 Y2 - 2021/03/17/15:31:58 KW - computers in schools KW - diffusion of innovation KW - educational technology KW - school ecology KW - teacher development ER - TY - RPRT TI - Minoritised Languages, Education, and Technology: Current practices and future directions in low- and middle-income countries AU - Zhao, Annette AU - Mitchell, Joel AU - Gasanabandi, Gentille AU - Ullah, Noor AU - Barnes, Katrina AU - Koomar, Saalim AB - This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, interviews and a collaborative workshop with four organisations with relevant educational technology (EdTech) initiatives were conducted. The analysis covers facilitating and limiting factors these organisations have encountered, and the potential positive impact on learners and society generally. We conclude by identifying practical, policy, and research priorities for multilingual education and educational technology in general. CN - 0127 DA - 2024/// PY - 2024 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/GBBGHCBH KW - _r:AddedByZotZen ER - TY - JOUR TI - Nudge Messaging and School Attendance in Ghana: Determining the Impact of Tailored Message Characteristics AU - Zhao, Annette AU - D'Rozario, Jonny AU - Kably, Nathan AU - Jayasinghe, Neema AU - Mukankusi, Aimée AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1019 DA - Under review PY - Under review LA - en UR - https://docs.edtechhub.org/lib/STTF2I3C KW - Coming soon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Special Educational Needs: A Rapid Evidence Review for the ASEAN region AU - Zhao, Annette AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1006 DA - 2024/03/16/T00:00:00.000Z PY - 2024 LA - en M3 - Other PB - EdTech Hub UR - https://docs.edtechhub.org/lib/PGRMI8NH KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - ELEC TI - WebPower package - RDocumentation AU - Zhang, Zhiyong DA - 2022/// PY - 2022 UR - https://www.rdocumentation.org/packages/WebPower/versions/0.6 Y2 - 2022/12/05/22:13:29 ER - TY - JOUR TI - Development assessment of leisure agriculture in Henan province of China based on SWOT-AHP method AU - Zhang, Yichuan AU - Feng, Lei T2 - Journal of Industrial Engineering and Management DA - 2013/06/22/ PY - 2013 DO - 10.3926/jiem.738 DP - DOI.org (Crossref) VL - 6 IS - 2 SP - 642 EP - 653 J2 - JIEM LA - en SN - 2013-0953, 2013-8423 UR - http://www.jiem.org/index.php/jiem/article/view/738 Y2 - 2020/01/30/13:46:19 ER - TY - JOUR TI - Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry AU - Zhang, Xiangling AU - Tlili, Ahmed AU - Shubeck, Keith AU - Hu, Xiangen AU - Huang, Ronghuai AU - Zhu, Lixin T2 - Smart Learning Environments AB - With the rapid development of information technology, e-books have become convenient for students to improve their learning performance, especially when learning complicated concepts. However, research showed that acceptance of e-books by teachers is fragmented, due to several factors including the e-book design. Therefore, this study combined the potential positive impacts of openness and interaction on learning to design an open and interactive e-book for teaching K-12 students AI. It then applied a mixed method to investigate the factors that affect teachers’ acceptance of this open and interactive e-book based on the technology acceptance model (TAM) and interviews. The obtained results showed that teachers’ intention to continue using this e-book is significantly influenced by their perceived usefulness and attitude towards this e-book. Additionally, both the interactive and openness features were very helpful for teachers in using this e-book in their teaching plans. However, some of them raised several concerns like the interactive coding platform should be personalized based on students’ age. The findings of this study could help different stakeholders (e.g., instructional designers, teachers, policymakers) in facilitating the design and adoption of open and interactive e-books. DA - 2021/12/11/ PY - 2021 DO - 10.1186/s40561-021-00176-5 VL - 8 IS - 1 SP - 34 J2 - Smart Learning Environments SN - 2196-7091 UR - https://doi.org/10.1186/s40561-021-00176-5 ER - TY - JOUR TI - Accessibility within open educational resources and practices for disabled learners: a systematic literature review AU - Zhang, Xiangling AU - Tlili, Ahmed AU - Nascimbeni, Fabio AU - Burgos, Daniel AU - Huang, Ronghuai AU - Chang, Ting-Wen AU - Jemni, Mohamed AU - Khribi, Mohamed Koutheair T2 - Smart Learning Environments AB - The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity. DA - 2020/12// PY - 2020 DO - 10.1186/s40561-019-0113-2 DP - DOI.org (Crossref) VL - 7 IS - 1 SP - 1 J2 - Smart Learn. Environ. LA - en SN - 2196-7091 ST - Accessibility within open educational resources and practices for disabled learners UR - https://slejournal.springeropen.com/articles/10.1186/s40561-019-0113-2 Y2 - 2021/08/20/17:34:58 ER - TY - MGZN TI - Argentina Has More Women in Science—But It Hasn't Fixed Sexism AU - Zhang, Sarah T2 - Wired AB - The numbers of women in astronomy are dismal, but Argentina is an exception. Does the country have something to teach about equality in academia? DA - 2015/// PY - 2015 DP - www.wired.com LA - en-US SN - 1059-1028 UR - https://www.wired.com/2015/11/argentina-many-female-astronomers/ Y2 - 2022/01/17/15:41:26 KW - argentina KW - astronomy KW - gender ER - TY - JOUR TI - The impact of teacher training on teacher and student outcomes: evidence from a randomised experiment in Beijing migrant schools AU - Zhang, Linxiu AU - Lai, Fang AU - Pang, Xiaopeng AU - Yi, Hongmei AU - Rozelle, Scott T2 - Journal of Development Effectiveness DA - 2013/09// PY - 2013 DO - 10.1080/19439342.2013.807862 DP - DOI.org (Crossref) VL - 5 IS - 3 SP - 339 EP - 358 J2 - Journal of Development Effectiveness LA - en SN - 1943-9342, 1943-9407 ST - The impact of teacher training on teacher and student outcomes UR - http://www.tandfonline.com/doi/abs/10.1080/19439342.2013.807862 Y2 - 2020/05/20/13:29:50 ER - TY - JOUR TI - Personalized learning and ESSA: what we know and where we go AU - Zhang, Ling AU - Yang, Sohyun AU - Carter, Jr, Richard T2 - Journal of Research on Technology in Education AB - The passage of the 2015, Every Student Succeeds Act (ESSA), affords states funding for many new options to address the needs of learners. One of the prominent options is personalized learning (PL). This study sought to determine how states positioned PL in their state plans. This study used a qualitative research design to analyze state ESSA plans for presence of and relation to PL. From this analysis, four themes emerged, (a) definitions of PL, (b) goals of PL for students, (c) supports for PL, and (d) partnership for PL. The findings from this study suggested that many states contain aspects of PL in their state plans; however, there is little consensus of how to best implement PL. This article reported on these findings as well as offered guidance to policymakers and state departments of education on how to operationalize and implement PL. DA - 2020/06/22/ PY - 2020 DO - 10.1080/15391523.2020.1728448 DP - ResearchGate VL - 52 IS - 3 SP - 253 EP - 274 J2 - Journal of Research on Technology in Education ST - Personalized learning and ESSA ER - TY - JOUR TI - Understanding the implementation of personalized learning: a research synthesis AU - Zhang, Ling AU - Basham, James D. AU - Yang, Sohyun T2 - Educational Research Review AB - Personalized learning (PL) has been promoted as a major aim and reform effort across the contemporary education system. In this article, we systematically identified and synthesized 71 empirical studies associated with the implementation of PL that were conducted between 2006 and 2019. This synthesis examined the current research efforts on the PL implementation with a focus on the primary purposes, overall methodological characteristics, and associated student learning outcomes of the identified studies. Using the method of critical interpretive synthesis, we identified two overarching themes in relation to PL across various disciplines of study. The two themes included investigating (a) the role of varying technologies and (b) contextual factors that impacted the implementation of PL. However, few studies have examined the effects of PL as a whole-school initiative on student educational outcomes. We ended by discussing the issues with the conceptualization and empirical evidence of PL and providing implications for the future advancement of the field. DA - 2020/11// PY - 2020 DO - 10.1016/j.edurev.2020.100339 DP - DOI.org (Crossref) VL - 31 SP - 100339 J2 - Educational Research Review LA - en SN - 1747938X ST - Understanding the implementation of personalized learning UR - https://linkinghub.elsevier.com/retrieve/pii/S1747938X19306487 Y2 - 2020/09/10/09:53:19 ER - TY - JOUR TI - A Review of Artificial Intelligence (AI) in Education from 2010 to 2020 AU - Zhai, Xuesong AU - Chu, Xiaoyan AU - Chai, Ching Sing AU - Jong, Morris Siu Yung AU - Istenic, Andreja AU - Spector, Michael AU - Liu, Jia-Bao AU - Yuan, Jing AU - Li, Yan T2 - Complexity AB - This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research. DA - 2021/04/20/ PY - 2021 DO - 10.1155/2021/8812542 DP - www.hindawi.com VL - 2021 SP - e8812542 LA - en SN - 1076-2787 UR - https://www.hindawi.com/journals/complexity/2021/8812542/ Y2 - 2024/01/21/23:22:57 ER - TY - JOUR TI - The teaching of polar coordinates with dynamic mathematics software AU - Zengin, Yilmaz AU - Tatar, Enver T2 - International Journal of Mathematical Education in Science and Technology AB - The purpose of this study was to determine the effects of dynamic mathematics software on the achievement of pre-service mathematics teachers in the topic of polar coordinates and to solicit their opinions about computer-assisted instruction. The study was conducted for 11 weeks with 33 pre-service teachers in the Department of Mathematics Education Program of a state university in Turkey. Data collection tools comprised a knowledge test of polar coordinates and administration of a semi-structured interview form developed by the researchers who conducted the study using an embedded design as part of a mixed-method research. The results of data analysis showed that the computer-assisted instruction method in which dynamic mathematics software was used positively contributed to the success of pre-service teachers in understanding the subject of polar coordinates. Furthermore, it was found that pre-service teachers supported the use of this method in lessons as it provides visualization, increases retention, concretization of abstract mathematical structures, better understanding and learning, and creates an interesting and interactive learning environment. DA - 2015/01// PY - 2015 DO - 10.1080/0020739X.2014.904529 DP - EBSCOhost VL - 46 IS - 1 LA - English SN - 0020739X UR - https://www.researchgate.net/publication/271622991_The_teaching_of_polar_coordinates_with_dynamic_mathematics_software AN - 1635052803 KW - ADULTS KW - COMPUTER assisted instruction KW - Computer Assisted Instruction KW - Computer Software KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Foreign Countries KW - Higher Education KW - Knowledge Level KW - MATHEMATICS education (Secondary) KW - MATHEMATICS education -- Aids & devices KW - MATHEMATICS software KW - Mathematical Concepts KW - Mathematics KW - Mathematics Instruction KW - Mathematics Skills KW - Mixed Methods Research KW - POLAR coordinates (Mathematics) KW - Postsecondary Education KW - Preservice Teachers KW - Pretests Posttests KW - SECONDARY education KW - STUDENT teachers KW - Scores KW - Semi Structured Interviews KW - Software KW - Student Teacher Attitudes KW - Student teachers KW - TEACHING methods -- Evaluation KW - TEENAGERS KW - Teaching KW - Teaching Methods KW - Turkey KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099919 KW - __finaldtb KW - computer-assisted instruction method KW - dynamic mathematics software KW - polar coordinates KW - pre-service teachers ER - TY - JOUR TI - Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course AU - Zengin, Yilmaz T2 - International Journal of Mathematical Education in Science and Technology AB - The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics. DA - 2018/10// PY - 2018 DO - 10.1080/0020739X.2018.1431850 VL - 49 IS - 7 SP - 1083 EP - 1098 LA - English SN - 0020739X UR - https://www.researchgate.net/publication/323024598_Incorporating_the_dynamic_mathematics_software_GeoGebra_into_a_history_of_mathematics_course AN - 2081325301 KW - Colleges & universities KW - Computer Software KW - Content analysis KW - Data acquisition KW - ERIC, Current Index to Journals in Education (CIJE) KW - Foreign Countries KW - GeoGebra KW - Geometry KW - Higher Education KW - History KW - History of mathematics KW - Mathematical Concepts KW - Mathematical Logic KW - Mathematical analysis KW - Mathematics KW - Mathematics Instruction KW - Mathematics Teachers KW - Preservice Teachers KW - Qualitative analysis KW - Qualitative research KW - Software KW - Student Attitudes KW - Teachers KW - Turkey KW - Validity KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098800 KW - __finaldtb KW - dynamic mathematics software KW - pre-service teachers' views ER - TY - JOUR TI - Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course AU - Zengin, Yilmaz T2 - International Journal of Mathematical Education in Science and Technology AB - The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics. DA - 2018/10// PY - 2018 DO - 10.1080/0020739X.2018.1431850 VL - 49 IS - 7 LA - English SN - 0020739X UR - https://www.researchgate.net/publication/323024598_Incorporating_the_dynamic_mathematics_software_GeoGebra_into_a_history_of_mathematics_course AN - 2081325301 KW - Colleges & universities KW - Computer Software KW - Content analysis KW - Data acquisition KW - ERIC, Current Index to Journals in Education (CIJE) KW - Foreign Countries KW - GeoGebra KW - Geometry KW - Higher Education KW - History KW - History of mathematics KW - Mathematical Concepts KW - Mathematical Logic KW - Mathematical analysis KW - Mathematics KW - Mathematics Instruction KW - Mathematics Teachers KW - Preservice Teachers KW - Qualitative analysis KW - Qualitative research KW - Software KW - Student Attitudes KW - Teachers KW - Turkey KW - Validity KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098800 KW - __finaldtb KW - dynamic mathematics software KW - pre-service teachers' views ER - TY - JOUR TI - She called, she Googled, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in Nairobi AU - Zelezny-Green, Ronda T2 - Gender & Development DA - 2014/// PY - 2014 DO - 10.1080/13552074.2014.889338 VL - 22 IS - 1 SP - 63 EP - 74 UR - https://www.tandfonline.com/doi/abs/10.1080/13552074.2014.889338 KW - ___working_potential_duplicate ER - TY - JOUR TI - She called, she Googled, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in Nairobi AU - Zelezny-Green, Ronda T2 - Gender & Development AB - Girls in Kenya commonly face multiple barriers to school attendance. At the same time, mobile phone use is growing throughout the country, and particularly in urban centres including Nairobi. As this technology spreads, the possibility increases of people using mobile phones for their own development purposes, including for education and learning. This article examines mobile phone use by girls at one secondary school in Nairobi, and in particular their attempts to mediate interrupted school attendance using this technology. DA - 2014/01/02/ PY - 2014 DO - 10.1080/13552074.2014.889338 DP - Taylor and Francis+NEJM VL - 22 IS - 1 SP - 63 EP - 74 SN - 1355-2074 ST - She called, she Googled, she knew UR - https://doi.org/10.1080/13552074.2014.889338 Y2 - 2020/07/21/14:38:58 KW - ICT4D KW - Kenya KW - ___working_potential_duplicate KW - gender KW - girls' education KW - international education and development KW - mobile learning KW - school attendance ER - TY - JOUR TI - She called, she Googled, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in Nairobi AU - Zelezny-Green, Ronda T2 - Gender & Development DA - 2014/01/02/ PY - 2014 DO - 10.1080/13552074.2014.889338 VL - 22 IS - 1 SP - 63 EP - 74 SN - 1355-2074 ST - She called, she Googled, she knew KW - ___working_potential_duplicate ER - TY - JOUR TI - The potential impact of mobile-assisted language learning on women and girls in Africa: A literature review AU - Zelezny-Green, Ronda T2 - Ubiquitous Learning: An International Journal DA - 2011/// PY - 2011 DO - 10.18848/1835-9795/cgp/v03i01/40257 DP - Google Scholar VL - 3 IS - 1 ST - The Potential Impact of Mobile-Assisted Language Learning on Women and Girls in Africa KW - Equity through Access KW - ___working_potential_duplicate ER - TY - JOUR TI - The Potential Impact of Mobile-Assisted Language Learning on Women and Girls in Africa: A Literature Review AU - Zelezny-Green, Ronda T2 - Ubiquitous Learning: An International Journal DA - 2011/// PY - 2011 DO - 10.18848/1835-9795/cgp/v03i01/40257 DP - DOI.org (Crossref) VL - 3 IS - 1 SP - 69 EP - 82 J2 - Ubiquitous Learning: An International Journal SN - 1835-9795 ST - The Potential Impact of Mobile-Assisted Language Learning on Women and Girls in Africa UR - https://cgscholar.com/bookstore/works/the-potential-impact-of-mobileassisted-language-learning-on-women-and-girls-in-africa Y2 - 2021/04/15/07:32:40 KW - ___working_potential_duplicate ER - TY - JOUR TI - The potential impact of mobile-assisted language learning on women and girls in Africa: A literature review AU - Zelezny-Green, Ronda T2 - Ubiquitous Learning: An International Journal DA - 2011/// PY - 2011 DO - 10.18848/1835-9795/CGP/v03i01/40257 VL - 3 IS - 1 SP - 69 EP - 82 UR - https://www.researchgate.net/publication/265895061_The_Potential_Impact_of_Mobile-assisted_Language_Learning_on_Women_and_Girls_in_Africa_A_Brief_Literature_Review KW - ___working_potential_duplicate ER - TY - JOUR TI - The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children AU - Zelazo, Philip David T2 - Nature Protocols AB - The dimensional change card sort (DCCS) is an easily administered and widely used measure of executive function that is suitable for use with participants across a wide range of ages. In the standard version, children are required to sort a series of bivalent test cards, first according to one dimension (e.g., color), and then according to the other (e.g., shape). Most 3-year-olds perseverate during the post-switch phase, exhibiting a pattern of inflexibility similar to that seen in patients with prefrontal cortical damage. By 5 years of age, most children switch when instructed to do so. Performance on the DCCS provides an index of the development of executive function, and it is impaired in children with disorders such as attention-deficit/hyperactivity disorder (ADHD) and autism. We describe the protocol for the standard version (duration = 5 min) and the more challenging border version (duration = 5 min), which may be used with children as old as 7 years. *Note: In the version of the article originally published, the boat in the upper right of the figure was blue. It should be red. The error has been corrected in the HTML and PDF versions of the article. DA - 2006/06// PY - 2006 DO - 10.1038/nprot.2006.46 DP - www.nature.com VL - 1 IS - 1 SP - 297 EP - 301 LA - en SN - 1750-2799 ST - The Dimensional Change Card Sort (DCCS) UR - https://www.nature.com/articles/nprot.2006.46 Y2 - 2019/12/09/06:31:00 ER - TY - JOUR TI - Teacher Turnover in Rwanda AU - Zeitlin, Andrew T2 - Journal of African Economies DA - 2021/// PY - 2021 DO - 10.1093/jae/ejaa013 VL - 30 IS - 1 SP - 81 EP - 102 ER - TY - JOUR TI - The impact of cognitive and non-cognitive feedback on students' achievement in a distance learning environment AU - Zeichner, Orit T2 - Journal of Educational Technology AB - This paper deals with the field of "feedback intervention" in a distance learning environment. The study examines the influences of two types of feedback: cognitive content-oriented feedback designed to meet the student's cognitive needs relating to the curriculum, and non-cognitive feedback that refers to motivational-affective aspects of the learning process, in the form of axioms relating to the student's ability, on one hand, and the effort that the student puts into the learning process, on the other. The purpose of this study was to examine the differential effect of different types of feedback on the student's coping variables (cognitive assessment), i.e. the sense of threat and challenge, self-efficacy, and achievement. The rationale for choosing feedback axioms for motivation is based on recent theoretical models which focus on students' perceptions and beliefs as elements that affect their learning motivation. The study was conducted on 171 subjects divided into three study groups. Each group received a different type of feedback: content feedback, effort feedback, or ability feedback. The findings indicate that groups which received feedback relating to more than content show improved motivation, an increased sense of challenge and improved achievement in comparison to the group which received content feedback only. Small differences were found between the ability feedback and effort feedback groups. DA - 2018/// PY - 2018 DO - 10.26634/jet.14.4.13976 VL - 14 IS - 4 SP - 13 EP - 27 LA - en SN - 0973-0559 UR - https://eric.ed.gov/?id=EJ1179519 Y2 - 2022/05/10/00:00:00 KW - Academic Achievement KW - Cognitive Processes KW - Comparative Analysis KW - Distance Education KW - Educational Technology KW - Feedback (Response) KW - High School Students KW - Learning Processes KW - Learning Strategies KW - Mixed Methods Research KW - Questionnaires KW - Self Efficacy KW - Student Attitudes KW - Student Motivation ER - TY - JOUR TI - La educación virtual en tiempos del COVID-19: Una experiencia en la maestría de Educación AU - Zea, Miriam Patricia Cárdenas AU - Quimi, Wendy Diana Carranza AU - Panta, Karina Alexandra Plua AU - García, Mariana Solís AU - Torres, Marioxy Morales T2 - Universidad y Sociedad DA - 2021/// PY - 2021 DP - Google Scholar VL - 13 IS - 3 SP - 243 EP - 251 ST - La educación virtual en tiempos del COVID-19 KW - ⛔ No DOI found ER - TY - NEWS TI - Government launches school radio lessons programme AU - ZBC News DA - 2020/// PY - 2020 DP - www.zbcnews.co.zw LA - en-GB UR - https://www.zbcnews.co.zw/min-primary-secondary-education-launches-school-radio-programme/ Y2 - 2020/06/27/17:02:00 ER - TY - JOUR TI - Educational reform in Ghana: the leadership challenge AU - Zame, Martin Y. AU - Hope, Warren C. AU - Respress, Trinetia T2 - International Journal of Educational Management DA - 2008/02/22/ PY - 2008 DO - 10.1108/09513540810853521 DP - DOI.org (Crossref) VL - 22 IS - 2 SP - 115 EP - 128 J2 - Intl Jnl of Educational Mgt LA - en SN - 0951-354X ST - Educational reform in Ghana UR - https://www.emerald.com/insight/content/doi/10.1108/09513540810853521/full/html Y2 - 2020/03/10/12:31:55 ER - TY - THES TI - Dropout at primary and secondary level: a challenge to ensure rights to education for the Government of Bangladesh AU - Zaman, Md. Mostafa CY - Dhaka, Bangladesh DA - 2014/04// PY - 2014 PB - Institute of Governance Studies (IGS), BRAC University UR - https://core.ac.uk/download/pdf/61807281.pdf Y2 - 2021/10/25/18:41:47 ER - TY - ELEC TI - After COVID-19, let’s reimagine education in Kenya AU - Zaman, Maniza AB - Digital learning should be part of a basic package of essential services for every child DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/kenya/stories/after-covid-19-lets-reimagine-education-kenya Y2 - 2021/08/31/11:03:40 ER - TY - BLOG TI - How solar mini-grids can bring cheap, green electricity to rural Africa AU - Zajicek, Charlie T2 - odi.org AB - Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa. DA - 2019/01/24/ PY - 2019 LA - en-gb UR - https://odi.org/en/insights/how-solar-mini-grids-can-bring-cheap-green-electricity-to-rural-africa/ Y2 - 2021/06/10/11:26:33 ER - TY - JOUR TI - Mode of tele-communication and software used by children with hearing impairment AU - Zahra, Arjamand AU - Khan, Sikander Ghayas AU - Butt, Ayesha Kamal AU - Noreen, Hafsa AU - Saeed, Muhammad Imtiaz AU - Iftikhar, Nayab T2 - Biomedical Research AB - Objective: The study is being conducted to find out mode of tele-communication and software used by children with hearing impairment. Methodology: This cross-sectional study was done at special education centers and schools in Lahore and Sheikhupura. Data was collected from children with hearing impairment by using a questionnaire of 11 items about the modes of tele-communication and software used by children with hearing impairment. Sample size was 362 which was calculated by using online sample size calculator. The population includes male and female children with mild, moderate, severe and profound hearing impairment studying in special education schools of Lahore and Sheikhupura. All these children use hearing aid and have congenital bilateral hearing loss. Results: This study shows that almost 80% population of children with hearing impairment know about computer and mobile. They also have awareness about the use of computer, Facebook, e-mail etc. In addition, 40 to 50% children with hearing impairment use Skype, Facebook and e-mail as a communication tool. Conclusion: The conclusion from this study is that most of the children use computer and mobile on daily basis in schools and homes for communication. Mild to moderate hearing loss children benefit from these devices between the ages of 10 to 20 y. DA - 2018/// PY - 2018 DO - 10.4066/biomedicalresearch.29-17-3494 DP - www.alliedacademies.org VL - 29 IS - 5 LA - en SN - ISSN: 0970-938X (Print) | 0976-1683 (Electronic) UR - https://www.alliedacademies.org/abstract/mode-of-telecommunication-and-software-used-by-children-with-hearing-impairment-9850.html ER - TY - BLOG TI - The coronavirus effect on Pakistan’s digital divide AU - Zahra-Malik, Mehreen AU - BBC T2 - BBC Worklife AB - Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education? DA - 2020/// PY - 2020 LA - en UR - https://www.bbc.com/worklife/article/20200713-the-coronavirus-effect-on-pakistans-digital-divide Y2 - 2021/07/22/16:03:07 KW - ___working_potential_duplicate ER - TY - BLOG TI - The coronavirus effect on Pakistan’s digital divide AU - Zahra-Malik, Mehreen T2 - BBC Worklife AB - Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education? DA - 2020/07/14/ PY - 2020 LA - en UR - https://www.bbc.com/worklife/article/20200713-the-coronavirus-effect-on-pakistans-digital-divide Y2 - 2020/08/12/09:16:48 KW - ___working_potential_duplicate ER - TY - JOUR TI - A multivariate approach to predicting student outcomes in web-enabled blended learning courses AU - Zacharis, Nick. Z. T2 - Internet and Higher Education DA - 2015/// PY - 2015 DO - 10.1016/j.iheduc.2015.05.002 DP - reader.elsevier.com VL - 27 SP - 44 EP - 53 LA - en UR - https://reader.elsevier.com/reader/sd/pii/S1096751615000391?token=71A6604BF627F83417980F59CCB99968219D2671632EED31E91640D838959C19B09944D83A096DE313AE9F47523E1D0D Y2 - 2020/07/18/15:35:06 ER - TY - RPRT TI - Television Education Knowledge Pack : With a Focus on Low-Resource Settings AU - Zacharia, Sharon AU - EdTech Team AB - Television Education Knowledge Pack : With a Focus on Low-Resource Settings (English) CY - Washington, D.C. DA - 2020/// PY - 2020 LA - en PB - World Bank Group ST - Television Education Knowledge Pack UR - https://documents1.worldbank.org/curated/en/099005104142233123/pdf/P17425205bf126006093970142d904b2c93.pdf Y2 - 2023/03/24/15:25:45 ER - TY - RPRT TI - Education continuity during the Coronavirus crisis: Pakistan - TeleSchool and Taleem Ghar (Educational TV at Home) AU - Zacharia, Sharon CY - Washington D.C. DA - 2020/// PY - 2020 PB - World Bank UR - https://documents1.worldbank.org/curated/en/421821600058352361/pdf/Pakistan-TeleSchool-and-Taleem-Ghar-Educational-TV-at-Home.pdf ER - TY - RPRT TI - Education Radio Knowledge Pack : With a Focus on Low-Resource Settings AU - Zacharia, Sharon CY - Washington, D.C. DA - 2020/// PY - 2020 LA - en PB - World Bank Group UR - https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf Y2 - 2023/03/24/15:19:24 ER - TY - RPRT TI - Education Radio Knowledge Pack : With a Focus on Low-Resource Settings AU - Zacharia, Sharon CY - Washington, D.C. DA - 2020/// PY - 2020 LA - en PB - World Bank Group UR - https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf Y2 - 2023/03/24/15:19:24 ER - TY - RPRT TI - Education Radio Knowledge Pack : With a Focus on Low-Resource Settings AU - Zacharia, Sharon CY - Washington, D.C. DA - 2020/// PY - 2020 LA - en PB - World Bank Group UR - https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf Y2 - 2023/03/24/15:19:24 ER - TY - RPRT TI - Education Radio Knowledge Pack : With a Focus on Low-Resource Settings AU - Zacharia, Sharon AB - Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English) DA - 2020/// PY - 2020 LA - en M3 - Text/HTML ST - Education Radio Knowledge Pack UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099005204142223657/P17425206e03360ab0a4a108c17b2cf29a0 Y2 - 2023/05/29/11:38:46 ER - TY - RPRT TI - Education Radio Knowledge Pack: With a Focus on Low-Resource Settings AU - Zacharia, Sharon AB - Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English) DA - 2020/// PY - 2020 LA - en M3 - Text/HTML ST - Education Radio Knowledge Pack UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099005204142223657/P17425206e03360ab0a4a108c17b2cf29a0 Y2 - 2023/05/29/11:38:46 ER - TY - JOUR TI - Parents’ perceptions of student academic motivation during the covid-19 lockdown: a cross-country comparison AU - Zaccoletti, Sonia AU - Camacho, Ana AU - Correia, Nadine AU - Aguiar, Cecília AU - Mason, Lucia AU - Alves, Rui A. AU - Daniel, João R. T2 - Frontiers in Psychology AB - The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents ( n Italy = 173, n Portugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations. DA - 2020/12/18/ PY - 2020 DO - 10.3389/fpsyg.2020.592670 DP - DOI.org (Crossref) VL - 11 SP - 592670 J2 - Front. Psychol. SN - 1664-1078 ST - Parents’ perceptions of student academic motivation during the covid-19 lockdown UR - https://www.frontiersin.org/articles/10.3389/fpsyg.2020.592670/full Y2 - 2023/03/18/12:07:18 ER - TY - JOUR TI - The Political Economy of Data Protection AU - Yu, Peter K DA - 2009/// PY - 2009 DP - Zotero VL - 84 SP - 27 LA - en ER - TY - JOUR TI - Effectiveness of a youth-led early childhood care and education programme in rural Pakistan: A cluster-randomised controlled trial AU - Yousafzai, Aisha K. AU - Rasheed, Muneera A. AU - Rizvi, Arjumand AU - Shaheen, Fariha AU - Ponguta, Liliana A. AU - Reyes, Chin R. T2 - PLOS ONE AB - Background The United Nation’s Sustainable Development Goals encompass lifelong learning from birth to youth to adulthood (Goal 4) and economic opportunities for young people (Goal 8). The targets include improving access to quality early childhood care and education (ECCE) as well as learning and training opportunities for adolescents and youth. Cross-generational models for young children and youth may offer opportunities to address the interconnections between goals and targets for the next generation. We investigated whether an ECCE programme for young children (3.5–6.5 years) delivered by female youth (18–24 years) in rural Pakistan would be effective on children’s school readiness. Methods In partnership with the National Commission for Human Development in Pakistan, we implemented the ‘Youth Leaders for Early Childhood Assuring Children are Prepared for School’ (LEAPS) programme to train female youth to deliver ECCE. The effectiveness of the LEAPS programme on children’s school readiness was evaluated in a cluster-randomised controlled trial. We randomly allocated five clusters (villages) to receive the intervention (n = 170 children) and five clusters to control (n = 170 children). Children’s school readiness was assessed after nine months of intervention exposure using the International Development and Early Learning Assessment tool. Analyses was by intention-to-treat. The trial is registered with ClinicalTrials.gov, number NCT02645162. Findings At endline, the intervention group had significantly higher school readiness scores (n = 166, mean percentage score 59.4, 95% CI 52.7 to 66.2) compared with the control group (n = 168, mean percentage score 45.5, 95% CI 38.8 to 52.3). The effect size (Cohen’s d) was 0.3. Conclusion Trained female youth delivered an ECCE programme that was effective in benefitting young children’s school readiness. The cross-generational model is a promising approach to support early child development; however, further evaluation of the model is needed to assess the specific benefits to youth including their skills and economic development. DA - 2018/12/19/ PY - 2018 DO - 10.1371/journal.pone.0208335 DP - PLoS Journals VL - 13 IS - 12 SP - 1 EP - 14 J2 - PLOS ONE LA - en SN - 1932-6203 ST - Effectiveness of a youth-led early childhood care and education programme in rural Pakistan UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0208335 Y2 - 2023/09/21/09:50:33 KW - Caregivers KW - Child development KW - Children KW - Human learning KW - Pakistan KW - Schools KW - Supervisors KW - Teachers ER - TY - RPRT TI - ROMA: a guide to policy engagement and influence AU - Young, John AU - Shaxson, Louise AU - Jones, Harry AU - Hearn, Simon AU - Datta, Ajoy AU - Cassidy, Caroline AB - Excerpt "It is worth noting that ROMA draws heavily on the concepts underpinning Outcome Mapping (OM). Developed in the early 2000s, OM is an approach to fostering change that centres on understanding how different actors behave and how changing the behaviour of one actor fosters change in another (see Box 1). The context within which policy change happens is a complex one, happening with a range of different actors at different levels, as Chapter 1 outlines. DA - 2014/06/25/T15:38:17+10:00 PY - 2014 LA - en PB - Overseas Development Institute ST - ROMA UR - https://www.betterevaluation.org/en/resources/guide/roma_a_guide_to_policy_engagement_and_influence Y2 - 2020/09/24/11:29:22 ER - TY - JOUR TI - Channeling Fisher: Randomization Tests and the Statistical Insignificance of Seemingly Significant Experimental Results* AU - Young, Alwyn T2 - The Quarterly Journal of Economics AB - I follow R. A. Fisher'sThe Design of Experiments (1935), using randomization statistical inference to test the null hypothesis of no treatment effects in a comprehensive sample of 53 experimental papers drawn from the journals of the American Economic Association. In the average paper, randomization tests of the significance of individual treatment effects find 13% to 22% fewer significant results than are found using authors’ methods. In joint tests of multiple treatment effects appearing together in tables, randomization tests yield 33% to 49% fewer statistically significant results than conventional tests. Bootstrap and jackknife methods support and confirm the randomization results. DA - 2019/05/01/ PY - 2019 DO - 10.1093/qje/qjy029 DP - Silverchair VL - 134 IS - 2 SP - 557 EP - 598 J2 - The Quarterly Journal of Economics SN - 0033-5533 ST - Channeling Fisher UR - https://doi.org/10.1093/qje/qjy029 Y2 - 2022/01/16/19:06:45 ER - TY - RPRT TI - COVID-19 could reverse two decades of progress: Emerging policy recommendations to support young people in developing countries AU - Young Lives DA - 2021/// PY - 2021 PB - Young Lives UR - https://www.younglives.org.uk/sites/www.younglives.org.uk/files/YL-Snapshot-Covid-19-Dec20.pdf ER - TY - ELEC TI - The social support networks stepping up in coronavirus-stricken China AU - You, Mi T2 - openDemocracy AB - Below the sweeping centralized measures, decentralized networks have provided relief to thousands. DA - 2020/// PY - 2020 LA - en UR - https://www.opendemocracy.net/en/oureconomy/social-support-networks-springing-coronavirus-stricken-china/ Y2 - 2020/03/30/14:36:32 ER - TY - JOUR TI - Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes AU - Yoshikawa, Hirokazu AU - Snow, Catherine AU - Barata, Clara AU - Gomez, Celia AU - Leyva, Diana AU - Treviño, Ernesto AU - Weiland, Christina AU - Moreno, Lorenzo T2 - Developmental Psychology AB - We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children. DA - 2015/// PY - 2015 DO - 10.1037/a0038785 VL - 51 IS - 5 SP - 309 EP - 322 ER - TY - JOUR TI - One step at a time: the effects of an early literacy text-messaging program for parents of preschoolers AU - York, Benjamin N. AU - Loeb, Susanna AU - Doss, Christopher T2 - Journal of Human Resources AB - Large systematic differences in young children’s home learning experiences have long-term economic consequences. Many parenting programs place significant demands on parents’ time and inundate parents with information. This study evaluates the effects of READY4K!, an eight-month-long text-messaging intervention for parents of preschoolers that targets the behavioral barriers to engaged parenting. We find that READY4K! increased parental involvement at home and school by 0.15 to 0.29 standard deviations, leading to child gains in early literacy of about 0.11 standard deviations. The results point to the salience of behavioral barriers to parenting and the potential for low-cost interventions to reduce these barriers. DA - 2019/07/01/ PY - 2019 DO - 10.3368/jhr.54.3.0517-8756R DP - jhr.uwpress.org VL - 54 IS - 3 SP - 537 EP - 566 J2 - J. Human Resources LA - en SN - 0022-166X, 1548-8004 UR - http://jhr.uwpress.org/content/54/3/537 Y2 - 2022/03/22/12:35:24 KW - C93 KW - D91 KW - I21 ER - TY - RPRT TI - Understanding the Potential of Digital Interventions to Support English Language Learners in Rwanda AU - Yoon, Semee AU - Kim, Hyunju AU - Connor, Jacqueline DA - 2018/// PY - 2018 LA - EN PB - Global Engagement and Empowerment (IGEE) at Yonsei University; Enuma, Inc. UR - http://kitkitschool.com/wp-content/uploads/2019/07/Kitkit-School-Kagina-Rwanda-Case-Study.pdf Y2 - 2020/08/27/11:41:25 ER - TY - RPRT TI - Reviewing the evidence on how teacher professional development affects student achievement AU - Yoon, Kwang Suk AU - Duncan, Teresa AU - Wen-yu Lee, Sylvia AU - Scarloss, Beth AU - Shapley, Kathy T2 - Issues & Answers DA - 2007/// PY - 2007 DP - Zotero SP - 62 LA - en PB - National Center for Education Evaluation and Regional Assistance SN - 033 KW - C:United States ER - TY - JOUR TI - Preservice teachers' perceptions about the use of blended learning in a science education methods course AU - Yılmaz, Özkan AU - Malone, Kathy L T2 - Smart Learning Environments AB - The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning. DA - 2020/12// PY - 2020 DO - 10.1186/s40561-020-00126-7 VL - 7 IS - 1 LA - English UR - https://slejournal.springeropen.com/articles/10.1186/s40561-020-00126-7 AN - 2414586316 KW - Blended learning KW - Data analysis KW - Education KW - Education--Teaching Methods And Curriculum KW - Elementary preservice teachers KW - Higher education KW - Learning KW - Learning environment KW - Science education KW - Science instruction KW - Science methods courses KW - Students KW - Teachers KW - Teaching methods KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095728 KW - __finaldtb ER - TY - JOUR TI - Preservice teachers' perceptions about the use of blended learning in a science education methods course AU - Yılmaz, Özkan AU - Malone, Kathy L. T2 - Smart Learning Environments DA - 2020/12// PY - 2020 DO - 10.1186/s40561-020-00126-7 VL - 7 IS - 1 LA - English ER - TY - CONF TI - Towards equitable access to information and opportunity for all: mapping schools with high-resolution Satellite Imagery and Machine Learning AU - Yi, Zhuangfang AU - Zurutuza, Naroa AU - Bollinger, Drew AU - Garcia-Herranz, Manuel AU - Kim, Dohyung T2 - Proceedings of the IEEE/CVF Conference on Computer Vision and Pattern Recognition Workshops DA - 2019/// PY - 2019 DP - openaccess.thecvf.com SP - 60 EP - 66 ST - Towards equitable access to information and opportunity for all UR - https://openaccess.thecvf.com/content_CVPRW_2019/html/cv4gc/Yi_Towards_equitable_access_to_information_and_opportunity_for_all_mapping_CVPRW_2019_paper.html Y2 - 2022/10/28/15:42:59 ER - TY - JOUR TI - Examining Pre-Service Teachers’ Views about Online Chemistry Laboratory Learning Experiences Amid the Covid-19 Pandemic AU - Yeşi̇Loğlu, Sevinç Nihal AU - Gençer, Sinem AU - Eki̇Ci̇, Funda AU - Işik, Burcu T2 - Journal of Turkish Science Education AB - With the continued spread of the COVID-19 crisis, the universities were closed temporarily in Turkey just as in the rest of the world. As a result of this, many educators and students tried to adapt online education quickly. This research study examined 67 pre-service teachers' views on online chemistry laboratory learning experiences amid the COVID-19 pandemic. A data collection tool consisting of seven open-ended questions was used. Data sources included responses given to open-ended questions about the online chemistry laboratory learning experiences, the applications used for the chemistry experiments (e.g., simulations, images, and videos), the methods used for assessing online learning, and the system used for the virtual classroom platform. Content analysis was applied to participants’ responses. Participants’ views about online chemistry laboratories amid the COVID-19 pandemic were gathered in five themes: (i) advantages and disadvantages of online chemistry laboratories, (ii) effects of online chemistry laboratories on learning outcomes, (iii) views on technological applications used in online chemistry laboratories, (iv) views on measurement and assessment methods used in online chemistry laboratories, and (v) views of pre-service teachers on the virtual classroom platform used in online chemistry laboratories. The findings of the study highlighted that online laboratory learning has both advantages and disadvantages. The findings also included the strengths and weaknesses of the system used for the virtual classroom platform. The findings may provide useful information on how to design a positive online laboratory experience such as integrating hands-on activities as a part of the online laboratories to overcome the lack of “learning by doing” and using videos containing more detailed explanations about the experimental setup. DA - 2021/// PY - 2021 DO - https://files.eric.ed.gov/fulltext/EJ1313858.pdf DP - Zotero SP - 17 LA - en UR - https://files.eric.ed.gov/fulltext/EJ1313858.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. AU - Yelkpieri, Daniel AU - Kweku, Wilson Esia-Donkoh AU - Kwesi T2 - Academic Leadership: The Online Journal DA - 2011/// PY - 2011 DP - Zotero VL - 9 SP - 18 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. AU - Yelkpieri, Daniel AU - Kweku, Wilson Esia-Donkoh AU - Kwesi T2 - Academic Leadership: The Online Journal DA - 2011/// PY - 2011 DP - Zotero VL - 9 SP - 18 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. AU - Yelkpieri, Daniel AU - Kweku, Wilson Esia-Donkoh AU - Kwesi T2 - Academic Leadership: The Online Journal DA - 2011/01/01/ PY - 2011 VL - 9 IS - 1 SN - 1533-7812 UR - https://scholars.fhsu.edu/alj/vol9/iss1/40 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Gender bias in attitude towards girls in the use of computers in selected schools in central Africa AU - Yeba, Judith Sama Mouokuio Meno T2 - Journal of Continuing, Open and Distance Education DA - 2012/// PY - 2012 VL - 2 IS - 1 SP - 1 EP - 22 UR - http://erepository.uonbi.ac.ke/handle/11295/38205 KW - ⛔ No DOI found ER - TY - BOOK TI - Securing learning for children in conflict and crisis AU - Yarrow, Noah AU - Capek, Maja DA - 2019/// PY - 2019 PB - World Bank UR - https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-1234-7_ch3 ER - TY - JOUR TI - Promoting physical activity for children with autism spectrum disorders during Coronavirus outbreak: Benefits, strategies, and examples AU - Yarımkaya, Erkan AU - Esentürk, Oğuz Kaan T2 - International Journal of Developmental Disabilities AB - Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity. DA - 2020/// PY - 2020 DO - 10.1080/20473869.2020.1756115 VL - 0 IS - 0 SP - 1 EP - 7 UR - https://doi.org/10.1080/20473869.2020.1756115 KW - COVID-19 KW - children with ASD KW - physical activity KW - stay at home ER - TY - ELEC TI - UN/DESA Policy Brief #89: Strengthening Data Governance for Effective Use of Open Data and Big Data Analytics for Combating COVID-19 AU - Yao, Keping AU - Park, Mi Kyoung DA - 2020/// PY - 2020 UR - https://www.un.org/development/desa/dpad/publication/un-desa-policy-brief-89-strengthening-data-governance-for-effective-use-of-open-data-and-big-data-analytics-for-combating-covid-19/ Y2 - 2022/06/30/02:17:12 ER - TY - RPRT TI - How Much Does Universal Digital Learining Cost? AU - Yao, Haogen AU - Brossard, Matt AU - Mizunoya, Suguru AU - Nasir, Bassem AU - Walumgembe, Patrick AU - Cooper, Rachel AU - Rafique AU - Reuge, Nicolas DA - 2021/// PY - 2021 M3 - Policy Brief PB - UNICEF Office of Research - Innocenti ER - TY - JOUR TI - Computers and the academic performance of elementary school-aged girls in China's poor communities AU - Yang, Yihua AU - Zhang, Linxiu AU - Zeng, Junxia AU - Pang, Xiaopeng AU - Lai, Fang AU - Rozelle, Scott T2 - Computers & Education AB - Experts agree that computers and computing play an important role in education. Since the 1980s there has been a debate about gender as it relates to computers and education. However, results regarding gender differences concerning computer use in education are not consistent. In particular there is little work done in China on this issue. Therefore, the overall goal of this paper is to demonstrate whether girls and boys can gain equally from computer-based education in China's elementary schools. To do so we analyze results from three randomized field experiments of a Computer Assisted Learning (CAL) program and One Laptop Per Child (OLPC) program. The field experiments are carried out in three kinds of schools: Shannxi rural public schools; Qinghai minority public schools; and Beijing migrant schools. Although CAL and OLPC have been considered cost effective means to improve learning outcomes, it is not known whether the programs impact girls differently than boys. Our analysis shows that, in fact, there were no differences between female and male students in either the improvement in standardized math test scores or Chinese test scores with either the CAL or OLPC programs. Our study suggests that among disadvantaged students in China's rural areas and migrant communities, there is reason to believe that computer based learning can benefit both girls and boys equally. This finding has possible implications for China's ongoing efforts to integrate computers and computing technologies into the nation's underserved schools. DA - 2013/01/01/ PY - 2013 DO - 10.1016/j.compedu.2012.08.011 DP - ScienceDirect VL - 60 IS - 1 SP - 335 EP - 346 J2 - Computers & Education LA - en SN - 0360-1315 UR - http://www.sciencedirect.com/science/article/pii/S0360131512001972 Y2 - 2020/07/20/17:35:59 KW - Country-specific developments KW - Elementary education KW - Evaluation of CAL systems KW - Gender studies KW - Teaching/learning strategies ER - TY - JOUR TI - Emanant themes of blended learning in K-12 educational environments: lessons from the Every Student Succeeds Act AU - Yang, Sohyun AU - Carter, Jr, Richard AU - Zhang, Ling AU - Hunt, Tiffany T2 - Computers & Education AB - Blended learning (BL) is an instructional design structure that facilitates the benefits of technology, paired with face-to-face instruction, to address the variance in student learning. BL has been widely utilized in education with the rapid development of technology. While the Every Student Succeeds Act (ESSA, 2015) of the United States emphasizes supporting states to implement BL by facilitating the use of technology, it is unclear how states intend to operationalize BL in practice based on the federal statute. Therefore, this study investigated how many states referenced BL and how they operationalized BL in state ESSA plans by using thematic analysis. Results suggested a total of 17 states addressed BL in their finalized state ESSA plans. While these states referenced BL in various titles and parts, the researchers identified three major themes that operationalize BL, including (a) BL leveraging technology to support learning, (b) BL in professional development, and (c) BL as an alternative pathway. In the discussion, the researchers noted the ambiguity of the definition of BL among stakeholders (e.g., states) as well as the possibility of the use of BL towards enabling personalized learning in K-12. The researchers also discussed how to empower educators in the context of BL. DA - 2021/04/01/ PY - 2021 DO - 10.1016/j.compedu.2020.104116 DP - ResearchGate VL - 163 SP - 104116 J2 - Computers & Education ST - Emanant themes of blended learning in k-12 educational environments ER - TY - JOUR TI - Unprecedented pandemic, unprecedented shift, and unprecedented opportunity AU - Yan, Zheng T2 - Human Behavior and Emerging Technologies DA - 2020/// PY - 2020 DO - 10.1002/hbe2.192 DP - Wiley Online Library VL - 2 IS - 2 SP - 110 EP - 112 LA - en SN - 2578-1863 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/hbe2.192 Y2 - 2021/08/06/19:07:27 ER - TY - JOUR TI - Challenges and strategies of working with learners with low vision: Implications for teacher training AU - Yalo, J. A. AU - Indoshi, F. C. AU - Agak, J. O. T2 - Educational Research and Reviews AB - Learners with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a low vision training programme was introduced in Kenya in 1994. However, despite its implementation over the last 15 years, challenges still persist among teachers who work with such learners. The purpose of this study was to document challenges that learners with low vision have on teachers’ performance when teaching learners with low vision in special primary schools for the visually impaired in Kenya. The study was carried out in 6 schools for the visually impaired respondents in the study including 78 teachers survey through questionnaire and observation. The study established challenges faced by teachers as lack of appropriate devices for learners, lack of adequate training of teachers and lack of regular teacher auditing. Strategies suggested to address the challenges were supply of low vision devices, low vision teams based at each school reconstituted to provide co-ordinated learning support and regular case conferencing be mounted to provide teacher support. DA - 2012/// PY - 2012 DO - 10.5897/ERR10.100 DP - academicjournals.org VL - 7 IS - 10 SP - 238 EP - 243 J2 - ERR LA - English SN - 1990-3839 ST - Challenges and strategies of working with learners with low vision UR - https://academicjournals.org/journal/ERR/article-abstract/75AA9B54702 Y2 - 2020/12/10/16:43:41 ER - TY - JOUR TI - Soft Systems Methodology in an Educational Context—Enhancing Students Perception and Understanding AU - Yadin, Aharon T2 - International Journal of e-Education, e-Business, e-Management and e-Learning AB - This study was performed within a graduate course in the Organizational Development and Consulting graduate program. The course draws a comparison between the systems analysis processes used in computing systems (hard systems) and the organizational analysis methodologies applied in soft systems, such as Checklands' Soft Systems Methodology (SSM). Since most students' previous academic experience is in social sciences, abstract concepts related to computing systems were difficult to comprehend. The SSM that is mainly used for unstructured and poorly defined problems was exercised for identifying the students' difficulties. Using SSM for analyzing the students' perceived learning system revealed their specific difficulties, while providing a real life example on using the methodology. After understanding the students' difficulties, the course structure was changed for better addressing these difficulties. This paper describes the course, the methodology and the results obtained after implementing the proposed changes to the course. DA - 2013/// PY - 2013 DO - 10.7763/IJEEEE.2013.V3.258 DP - DOI.org (Crossref) J2 - IJEEEE LA - en SN - 20103654 UR - http://www.ijeeee.org/index.php?m=content&c=index&a=show&catid=40&id=575 Y2 - 2021/01/07/12:05:07 ER - TY - RPRT TI - Global learning XPRIZE: Executive summary AU - XPRIZE DA - 2019/// PY - 2019 PB - XPRIZE UR - https://assets-us-01.kc-usercontent.com/5cb25086-82d2-4c89-94f0-8450813a0fd3/80bc5998-a295-4d8b-8e7b-963c413a4d86/GLEXP_E%20Summary_Draft%2013_August.pdf Y2 - 2021/01/15/20:44:19 ER - TY - BLOG TI - XPRIZE and UNESCO AU - XPRIZE T2 - XPRIZE AB - Four years ago, when we first decided to conduct the field test for the Global learning XPRIZE in Tanzania, we were looking for a partner willing to take a chance on something audacious. DA - 2018/// PY - 2018 LA - en UR - https://www.xprize.org/prizes/global-learning/articles/xprize-and-unesco Y2 - 2021/01/22/18:47:37 ER - TY - JOUR TI - Guidance on Conducting a Systematic Literature Review AU - Xiao, Yu AU - Watson, Maria T2 - Journal of Planning Education and Research AB - Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research. DA - 2017/08/28/ PY - 2017 DO - 10.1177/0739456x17723971 DP - SAGE Journals SP - 0739456X17723971 J2 - Journal of Planning Education and Research LA - en SN - 0739-456X UR - https://doi.org/10.1177/0739456X17723971 Y2 - 2018/05/17/15:46:34 KW - CitedIn:BIBBTVET ER - TY - JOUR TI - Guidance on Conducting a Systematic Literature Review AU - Xiao, Yu AU - Watson, Maria T2 - Journal of Planning Education and Research AB - Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research. DA - 2017/08/28/ PY - 2017 DO - 10.1177/0739456x17723971 DP - SAGE Journals VL - 39 SP - 0739456X1772397 J2 - Journal of Planning Education and Research LA - en SN - 0739-456X UR - https://doi.org/10.1177/0739456X17723971 Y2 - 2018/05/17/15:46:34 KW - CitedIn:BIBBTVET ER - TY - JOUR TI - On the margins or at the center? Distance learning in higher education AU - Xiao, J T2 - Distance Education DA - 2018/// PY - 2018 DO - 10.1080/01587919.2018.1429213 VL - 39 IS - 2 SP - 259 EP - 274 ER - TY - ELEC TI - Research Guides: AI-Based Literature Review Tools: Home AU - Xiao, Daniel AB - Research Guides: AI-Based Literature Review Tools: Home LA - en ST - Research Guides UR - https://tamu.libguides.com/c.php?g=1289555&p=9470549 Y2 - 2024/01/19/22:44:47 KW - _Added-ailr-2024 ER - TY - BOOK TI - Qaabdhismeedka Manhajka Waxbarashada Qaranka Soomaaliyeed AU - Xafiiska Horumarinta Manaahijta CY - Mogadishu DA - 2017/// PY - 2017 PB - Wasaaradda Waxbarashada, Hiddaha iyo Tacliinta Sare ER - TY - RPRT TI - Understanding the Potential of Using EdTech to Measure and Mitigate Learning Losses in Latin America and the Caribbean AU - Wyss, Natalie AU - Myers, Christina AB - This document was produced in response to a request from the UNICEF Latin America and the Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in December 2021. The UNICEF team requested a resource that summarises what is known about the use of technology and other approaches to measure and mitigate learning losses related to Covid-19 impacts on education in the LAC region. This resource aims to support UNICEF country offices and partners in the LAC region to assess learning losses and inform school reopening and the development of hybrid education strategies. Our research found that there are limited EdTech approaches to measuring and mitigating learning losses, and fewer still that are specific to the LAC region. This piece outlines the following: What is understood about learning losses and how they can be quantified; What common guidance and evidence suggest are the most effective ways to mitigate Covid-19-specific learning losses; How established EdTech tools and non-tech-based approaches can be leveraged and applied to both processes. Keywords: learning losses; school reopening; personalised learning; assessment; remedial education An output of the EdTech Hub, https://edtechhub.org CN - 0110 DA - 2022/09/10/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 46 UR - https://docs.edtechhub.org/lib/FUBDMTM8 KW - _r:AddedByZotZen ER - TY - RPRT TI - Session 3: How can I develop an aligned and actionable EdTech strategy AU - Wyss, Natalie AU - Mbugua, Wanjiku AU - Kaye, Tom AB - The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org CN - 0137 DA - 2022/11/07/ PY - 2022 LA - en M3 - EdTech Hub Presentation UR - https://docs.edtechhub.org/lib/VVT2BI9M KW - _r:AddedByZotZen ER - TY - ELEC TI - Ethiopia Begins Reopening Schools to Fight Rising Rates of Child Marriage and Labor AU - Wuilbercq, Emeline T2 - Global Citizen AB - Ethiopia is working to identify children who have been forced into early marriage or child labor during the pandemic. DA - 2020/10/19/ PY - 2020 LA - en UR - https://www.globalcitizen.org/en/content/ethiopia-schools-covid-19-child-marriage-labor/ Y2 - 2021/03/29/06:01:27 ER - TY - CHAP TI - The impact of technology on a multilingual world: Problems and opportunities AU - Wu, A. AU - Gonsalves, S-L.R. AU - Wagner, D.A. T2 - In Lubin, I. (Ed.), Translating Learning Ecologies: ICT Across Global Contexts. DA - in press PY - in press ER - TY - JOUR TI - The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project AU - Wright, John AU - Huston, Aletha AU - Murphy, Kimberlee AU - Peters, Michelle AU - Pinõn, M. AU - Scantlin, R. AU - Kotler, Jennifer T2 - Child development AB - For two cohorts of children from low- to moderate-income families, time-use diaries of television viewing were collected over 3 years (from ages 2-5 and 4-7 years, respectively), and tests of reading, math, receptive vocabulary, and school readiness were administered annually. Relations between viewing and performance were tested in path analyses with controls for home environment quality and primary language (English or Spanish). Viewing child-audience informative programs between ages 2 and 3 predicted high subsequent performance on all four measures of academic skills. For both cohorts, frequent viewers of general-audience programs performed more poorly on subsequent tests than did infrequent viewers of such programs. Children's skills also predicted later viewing, supporting a bidirectional model. Children with good skills at age 5 selected more child-audience informative programs and fewer cartoons in their early elementary years. Children with lower skills at age 3 shifted to viewing more general-audience programs by ages 4 and 5. The results affirm the conclusion that the relations of television viewed to early academic skills depend primarily on the content of the programs viewed. DA - 2001/09/01/ PY - 2001 DO - 10.1111/1467-8624.t01-1-00352 DP - ResearchGate VL - 72 IS - 5 SP - 1347 EP - 66 J2 - Child development ST - The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families UR - https://pubmed.ncbi.nlm.nih.gov/11700636/ ER - TY - RPRT TI - A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission AU - Wright, Dr. Cream DA - 2018/02// PY - 2018 PB - Global Partnership for Education; World Bank UR - https://tsc.gov.sl/wp-content/uploads/2020/11/18-448-Sierra-Leone-Teaching-report-web.pdf Y2 - 2020/12/04/10:28:49 ER - TY - RPRT TI - Teachers and the Teaching Profession in Sierra Leone: A Comprehensive Situation Analysis AU - Wright, Cream DA - 2017/10// PY - 2017 PB - TSC ER - TY - JOUR TI - Audio-described educational materials: Ugandan teachers' experiences AU - Wormnaes, Siri AU - Sellaeg, Nina T2 - British Journal of Visual Impairment AB - This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.) DA - 2013/05// PY - 2013 DO - 10.1177/0264619613485029 VL - 31 IS - 2 SP - 164 EP - 171 LA - English SN - 0264-6196, 0264-6196 UR - https://www.researchgate.net/publication/258163041_Audio-described_educational_materials_Ugandan_teachers'_experiences AN - 1361834784; EJ1002387 KW - Access to Education KW - Audio description KW - Cultural Relevance KW - Culturally Relevant Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Objectives KW - Foreign Countries KW - Higher Education KW - Inclusion KW - Instructional Materials KW - Interviews KW - Learning Processes KW - Postsecondary Education KW - Qualitative Research KW - Reflection KW - Student Teachers KW - Teacher Attitudes KW - Teacher Education KW - Teachers KW - Uganda KW - Video Technology KW - Visual Impairments KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098573 KW - __finaldtb KW - blind universal design KW - educational material accessible media KW - teacher training ER - TY - BLOG TI - Anasoma Mid-Term Report AU - Worldreader AU - R4D T2 - Worldreader AB - This report shows the initial findings of the first sprint of the Anasoma Research aimed at identifying barriers of and drivers to female mobile readership in Kenya. DA - 2017/// PY - 2017 LA - en-US UR - https://www.worldreader.org/now/anasoma-mid-term-report/ Y2 - 2022/03/28/09:07:43 ER - TY - BLOG TI - Worldreader - Reports and Research About Mobile Reading AU - Worldreader T2 - Worldreader AB - We conduct research on our mobile reading programs and publish the results. Download our reports and research about mobile reading in the developing world. DA - 2017/// PY - 2017 LA - en-US UR - https://www.worldreader.org/learnings/ Y2 - 2022/03/28/09:08:14 ER - TY - BLOG TI - Worldreader | Sierra Leone AU - Worldreader AB - Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation. DA - 2020/// PY - 2020 LA - en-US UR - https://www.worldreader.org/where-we-are/sierra-leone/ ER - TY - GEN TI - Sierra Leone population 2020 AU - WorldPop AB - RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076) DA - 2018/// PY - 2018 DO - 10.5258/SOTON/WP00645 UR - https://www.worldpop.org/geodata/summary?id=6429 Y2 - 2021/09/10/11:12:20 KW - Population distribution, Population, Dasymetric disaggregation ER - TY - ELEC TI - Bangladesh Population (2021) AU - Worldometer AB - Population of Bangladesh: current, historical, and projected population, growth rate, immigration, median age, total fertility rate (TFR), population density, urbanization, urban population, country's share of world population, and global rank. Data tables, maps, charts, and live population clock DA - 2021/// PY - 2021 LA - en UR - https://www.worldometers.info/world-population/bangladesh-population/ Y2 - 2021/04/23/09:42:55 ER - TY - ELEC TI - Pakistan Map (Physical) AU - Worldometer AB - Physical Map of Pakistan. Map location, cities, capital, total area, full size map. DA - 2020/// PY - 2020 LA - en UR - https://www.worldometers.info/maps/pakistan-map/ Y2 - 2021/02/08/16:46:48 ER - TY - ELEC TI - Population by Country AU - Worldometer T2 - World Population Review AB - List of countries and dependencies in the world ranked by population, from the most populated. Growth rate, median age, fertility rate, area, density, population density, urbanization, urban population, share of world population. DA - 2021/// PY - 2021 LA - en UR - https://www.worldometers.info/world-population/population-by-country/ Y2 - 2021/04/19/16:22:30 ER - TY - RPRT TI - Universal Service and Access Funds: An Untapped Resource to Close the Gender Digital Divide AU - World Wide Web Foundation DA - 2018/// PY - 2018 LA - EN UR - https://webfoundation.org/docs/2018/03/Using-USAFs-to-Close-the-Gender-Digital-Divide-in-Africa.pdf Y2 - 2020/05/03/20:39:49 ER - TY - RPRT TI - Real-Time Evaluation of World Vision's Response to the Syrian Crisis AU - World Vision DA - 2014/// PY - 2014 DP - Zotero SP - 26 LA - en KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Iraq IRQ KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Korea XKOR KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Norway NOR KW - _C:Singapore SGP KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:scheme:1 ER - TY - ELEC TI - OER2Go AU - World Possible AB - The world's best educational websites, now available for download OER2Go Explore DA - n.d. PY - n.d. LA - en-US UR - https://worldpossible.org/oer2go Y2 - 2020/06/28/15:27:51 ER - TY - ELEC TI - RACHEL AU - World Possible T2 - World Possible AB - Hi, my name is RACHEL Buy online DA - n.d. PY - n.d. LA - en-US UR - https://worldpossible.org/rachel Y2 - 2020/06/28/14:14:35 ER - TY - RPRT TI - Using Digital Content for Learning: Teacher’s Guide AU - World Possible DA - n.d. PY - n.d. UR - https://static1.squarespace.com/static/59ca7affc027d8c503b12596/t/5b1ef34188251b24d2d8a993/1528755018460/Using+Digital+Content+for+Learning_+Teacher%E2%80%99s+Guide.pdf Y2 - 2020/06/28/14:44:33 ER - TY - ELEC TI - Countries by Density AU - World Population Review T2 - World Population Review DA - 2021/// PY - 2021 UR - https://worldpopulationreview.com/country-rankings/countries-by-density Y2 - 2021/04/19/16:22:35 ER - TY - ELEC TI - United Republic of Tanzania AU - World Inequality Database on Education (WIDE) AU - GEM report AU - WIDE T2 - World Inequality Database on Education (WIDE) DA - 2017/// PY - 2017 UR - https://www.education-inequalities.org/countries/u-r-tanzania#?dimension=all&group=all&year=latest Y2 - 2021/01/18/15:13:19 ER - TY - ELEC TI - Bangladesh AU - World Inequality Database T2 - WID - World Inequality Database AB - Bangladesh The source for global inequality data. Open access, high quality wealth and income inequality data developed by an international academic consortium. DA - 2021/// PY - 2021 LA - en-US UR - https://wid.world/country/bangladesh/ Y2 - 2021/04/23/07:49:25 ER - TY - ELEC TI - Ebola data and statistics AU - World Health Organization T2 - WHO DA - 2016/// PY - 2016 UR - https://apps.who.int/gho/data/view.ebola-sitrep.ebola-country-SLE-new-conf-prob-districs-20160511-data?lang=en Y2 - 2021/09/10/11:06:07 ER - TY - DATA TI - Total expenditure on health: As a percentage of gross domestic product AU - World Health Organization AB - This table includes data on total expenditure on health, as a percentage of gross domestic product. The table is part of the key tables collection on health. DA - 2017/// PY - 2017 DO - 10.1787/20758480-table1 DP - DOI.org (Crossref) LA - en PB - OECD Publishing ST - Total expenditure on health UR - https://www.oecd-ilibrary.org/social-issues-migration-health/total-expenditure-on-health_20758480-table1 Y2 - 2022/10/20/04:15:51 ER - TY - ELEC TI - WHO Coronavirus Disease (COVID-19) Dashboard AU - World Health Organization AB - World Health Organization Coronavirus disease situation dashboard presents official daily counts of COVID-19 cases and deaths worldwide, while providing a hub to other resources. Interactive tools, including maps, epidemic curves and other charts and graphics, with downloadable data, allow users to track and explore the latest trends, numbers and statistics at global, regional and country levels. DA - 2020/// PY - 2020 LA - en UR - https://covid19.who.int Y2 - 2020/09/29/09:37:15 ER - TY - RPRT TI - World report on disability AU - World Health Organization DA - 2011/// PY - 2011 DP - Zotero LA - en PB - World Health Organization ER - TY - RPRT TI - Siyakha Girls Toolkit and Guide: an economic empowerment resource for adolescent girls and young women AU - World Education, Inc./Bantwana CY - Zimbabwe DA - 2020/// PY - 2020 UR - https://bantwana.org/resource/siyakha-girls-toolkit-and-guide/ Y2 - 2023/06/22/08:54:17 ER - TY - ELEC TI - 6 Data Policy Issues Experts Are Tracking Right Now AU - World Economic Forum DA - 2021/// PY - 2021 UR - https://www.weforum.org/agenda/2021/03/6-key-issues-that-are-trending-in-data-policy-right-now/ Y2 - 2022/06/14/19:40:48 ER - TY - ELEC TI - Nigeria | World Poverty Map AU - World Data Lab AB - Explore poverty data by age, gender, and region for every country in the world until 2030 DA - 2020/// PY - 2020 LA - en UR - https://worldpoverty.io Y2 - 2020/07/07/13:27:20 ER - TY - RPRT TI - The State of the Global Education Crisis: A Path to Recovery. AU - World Bank AU - UNESCO AU - UNICEF AB - "The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website CY - Washington D.C., Paris & New York DA - 2021/// PY - 2021 DP - Open WorldCat LA - en ST - The State of the Global Education Crisis UR - https://documents1.worldbank.org/curated/en/416991638768297704/pdf/The-State-of-the-Global-Education-Crisis-A-Path-to-Recovery.pdf Y2 - 2022/03/04/14:12:16 ER - TY - RPRT TI - Education Finance Watch 2021 AU - World Bank AU - UNESCO T2 - Global Education Monitoring Report DA - 2021/// PY - 2021 UR - https://documents1.worldbank.org/curated/en/226481614027788096/pdf/Education-Finance-Watch-2021.pdf Y2 - 2021/07/14/17:12:01 ER - TY - RPRT TI - Capturing Cost Data AU - World Bank AU - International Rescue Committee DA - 2019/03// PY - 2019 DP - Zotero SP - 8 LA - en PB - World Bank UR - https://pubdocs.worldbank.org/en/994671553617734574/Capturing-Cost-Data-190314.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? AU - World Bank AU - Foreign, Commonwealth & Development Office AU - BE2 AB - Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English) CY - Washington DC, USA DA - 2020/// PY - 2020 LA - en M3 - Text/HTML ST - Cost-Effective Approaches to Improve Global Learning UR - https://www.worldbank.org/en/topic/teachingandlearning/publication/cost-effective-approaches-to-improve-global-learning Y2 - 2020/12/08/14:06:56 ER - TY - RPRT TI - Rapid Response Guidance Note: Educational Television & COVID-19 AU - World Bank AU - Bank, World DA - 2020/04/17/ PY - 2020 SP - 4 LA - EN ST - Rapid Response Guidance Note KW - ___working_potential_duplicate ER - TY - BOOK TI - Two Years After: Saving a Generation AU - World Bank, UNICEF DA - 2022/01// PY - 2022 DP - DOI.org (Crossref) LA - en PB - World Bank ST - Two Years After UR - http://elibrary.worldbank.org/doi/book/10.1596/37586 Y2 - 2022/08/25/19:28:16 ER - TY - RPRT TI - Bangladesh - Additional Financing to the Second Reaching Out-of-School Children Project : Learning Opportunities for Displaced Rohingya Children AU - World Bank Group DA - 2019/// PY - 2019 UR - https://documents.worldbank.org/pt/publication/documents-reports/documentdetail/960131568290123486/bangladesh-additional-financing-to-the-second-reaching-out-of-school-children-project-learning-opportunities-for-displaced-rohingya-children ER - TY - BOOK TI - Bangladesh Engaging the Private Sector in Education: SABER Country Report 2016 AU - World Bank Group DA - 2016/01// PY - 2016 DP - DOI.org (Crossref) LA - en PB - World Bank ST - Bangladesh Engaging the Private Sector in Education UR - http://elibrary.worldbank.org/doi/book/10.1596/26524 Y2 - 2020/10/01/11:37:30 ER - TY - RPRT TI - Bangladesh - Third Primary Education Development Program (English) AU - World Bank Group CY - Washington, D.C. DA - 2018/// PY - 2018 UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/757691530821576345/bangladesh-third-primary-education-development-program ER - TY - RPRT TI - Reimagining Human Connections: Technology and Innovation in Education at the World Bank AU - World Bank (forthcoming) CY - Washington D.C. DA - 2020/// PY - 2020 PB - World Bank ER - TY - ELEC TI - Mobile cellular subscriptions (per 100 people) - Tanzania | Data AU - World Bank Development Indicators T2 - World Bank Development Indicators website DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=TZ Y2 - 2020/11/17/11:06:31 ER - TY - ICOMM TI - World Bank country and lending groups - World Bank data help desk AU - World Bank UR - https://datahelpdesk.worldbank.org/knowledgebase/articles/906519 ER - TY - GEN TI - 15 Ways to Support Young Children and their Families in the COVD-19 Response AU - World Bank DA - 2020/// PY - 2020 UR - http://documents.worldbank.org/curated/en/963051586986115651/pdf/15-Ways-to-Support-Young-Children-and-their-Families-in-the-COVD-19-Response.pdf Y2 - 2020/06/02/14:22:31 ER - TY - RPRT TI - A Landscape Review of ICT for Disability-inclusive Education AU - World Bank AB - Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem. CY - Washington, DC DA - 2022/// PY - 2022 DP - openknowledge.worldbank.org LA - English PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/37080 Y2 - 2022/08/23/06:59:07 KW - Access to Education KW - Access to Learning KW - Disability Inclusion KW - Edtech KW - Education Technology KW - Inclusive Education ER - TY - ELEC TI - Access to electricity (% of population) - Kenya AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/EG.ELC.ACCS.ZS?locations=KE Y2 - 2020/07/01/09:40:30 ER - TY - ELEC TI - Access to electricity (% of population) - Kenya | Data AU - World Bank UR - https://data.worldbank.org/indicator/EG.ELC.ACCS.ZS?locations=KE Y2 - 2021/10/03/13:14:43 ER - TY - ELEC TI - Access to electricity (% of population) - Sub-Saharan Africa | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/EG.ELC.ACCS.ZS?locations=ZG Y2 - 2021/03/18/11:03:15 ER - TY - RPRT TI - Actuemos ya para Proteger el Capital Humano de Nuestros Niños : Los Costos y la Respuesta ante el Impacto de la Pandemia de COVID-19 en el Sector Educativo de América Latina y el Caribe. AU - World Bank DA - 2021/// PY - 2021 UR - https://openknowledge.worldbank.org/handle/10986/35276 ER - TY - BLOG TI - Allô École! Using mobile technologies to connect government, teachers, and parents AU - World Bank T2 - World Bank AB - A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC. DA - 2017/11/20/ PY - 2017 LA - en UR - https://www.worldbank.org/en/news/feature/2017/11/16/allo-ecole-using-mobile-technologies-to-connect-government-teachers-and-parents Y2 - 2020/08/28/13:58:49 KW - C: Democratic Republic of Congo ER - TY - ELEC TI - Automated teller machines (ATMs) (per 100,000 adults) - Sierra Leone AU - World Bank DA - 2012/// PY - 2012 UR - https://data.worldbank.org/indicator/FB.ATM.TOTL.P5?locations=SL&most_recent_value_desc=false Y2 - 2022/01/10/17:23:12 ER - TY - RPRT TI - Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report AU - World Bank AB - Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report (English) DA - 2018/// PY - 2018 LA - en M3 - Text/HTML ST - Balochistan UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/794111540553782391/Balochistan-Public-Expenditure-and-Financial-Accountability-PEFA-Performance-Assessment-Report Y2 - 2022/05/31/22:29:18 ER - TY - RPRT TI - Bangladesh - COVID 19 School Sector Response Project (English) AU - World Bank DA - 2020/// PY - 2020 UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/719751617293970721/bangladesh-covid-19-school-sector-response-project ER - TY - ELEC TI - Bangladesh Data AU - World Bank UR - https://data.worldbank.org/country/bangladesh ER - TY - BLOG TI - Bangladesh: ensuring education for all Bangladeshis AU - World Bank T2 - World Bank AB - Bangladesh has made remarkable gains over the past two decades by ensuring access to education, especially at the primary level and for girls. The country’s net enrollment rate at the primary school level increased from 80 percent in 2000 to 98 percent in 2015. DA - 2016/10/13/ PY - 2016 LA - en ST - Bangladesh UR - https://projects.worldbank.org/en/results/2016/10/07/ensuring-education-for-all-bangladeshis Y2 - 2019/10/02/15:24:53 KW - Asia KW - South Asia ER - TY - ELEC TI - Bangladesh - Overview AU - World Bank T2 - World Bank AB - The International Development Association (IDA) has supported Bangladesh since 1972, just after the country’s independence. Since then, the World Bank through its concessional lending arm has committed nearly $26 billion in grants and interest-free credits to Bangladesh. DA - 2021/// PY - 2021 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/country/bangladesh/overview Y2 - 2021/05/07/06:55:52 ER - TY - RPRT TI - Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English) AU - World Bank AB - Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English) DA - 2018/03// PY - 2018 LA - en ST - Bangladesh - Quality Learning for All Program for Results UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail Y2 - 2022/01/16/18:54:15 ER - TY - ELEC TI - Boosting Prosperity, Improving Equity in North and North Eastern Kenya AU - World Bank DA - 2018/05// PY - 2018 UR - https://www.worldbank.org/en/news/feature/2018/05/08/boosting-prosperity-improving-equity-in-north-and-north-eastern-kenya Y2 - 2023/04/04/18:51:08 ER - TY - RPRT TI - Briefing note on e-learning AU - World Bank DA - 2009/// PY - 2009 LA - EN UR - https://web.worldbank.org/archive/website01006/WEB/0__C-331.HTM Y2 - 2020/04/26/13:16:45 ER - TY - ELEC TI - Children out of school, primary - Latin America & Caribbean | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SE.PRM.UNER?locations=ZJ&most_recent_year_desc=false Y2 - 2022/04/19/09:58:38 ER - TY - ELEC TI - Classification of Fragile and Conflict-Affected Situations AU - World Bank DA - 2020/02/27/ PY - 2020 UR - http://pubdocs.worldbank.org/en/179011582771134576/FCS-FY20.pdf Y2 - 2020/06/02/17:35:29 ER - TY - BLOG TI - Continuous Teacher Training Goes Nationwide in Tanzania AU - World Bank T2 - World Bank AB - A World Bank-funded program is piloting continuous professional development for primary school teachers in Tanzania. DA - 2023/01/24/ PY - 2023 LA - en UR - https://www.worldbank.org/en/news/feature/2023/01/24/continuous-teacher-training-goes-nationwide-in-tanzania Y2 - 2023/10/17/13:37:07 ER - TY - RPRT TI - Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? AU - World Bank AB - Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English) CY - Washington DC, USA DA - 2020/// PY - 2020 LA - en ST - Cost-Effective Approaches to Improve Global Learning UR - https://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf Y2 - 2020/12/08/14:06:56 ER - TY - RPRT TI - Country Diagnostic of Senegal AU - World Bank DA - 2019/// PY - 2019 LA - EN UR - http://documents.worldbank.org/curated/en/814111559645179494/pdf/Country-Diagnostic-of-Senegal.pdf Y2 - 2020/05/03/20:30:54 ER - TY - RPRT TI - Country Partnership Strategy (FY2013–2017) for the Republic of Senegal AU - World Bank DA - 2013/// PY - 2013 UR - http://documents1.worldbank.org/curated/en/527551468103763222/pdf/NonAsciiFileName0.pdf Y2 - 2020/07/16/09:11:12 ER - TY - BLOG TI - COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings AU - World Bank T2 - World Bank AB - COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings DA - 2020/06/18/ PY - 2020 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/news/press-release/2020/06/18/covid-19-could-lead-to-permanent-loss-in-learning-and-trillions-of-dollars-in-lost-earnings Y2 - 2020/07/14/15:01:20 ER - TY - ELEC TI - DataBank World Development Indicators AU - World Bank UR - https://databank.worldbank.org/reports.aspx?source=world-development-indicators# ER - TY - ELEC TI - Development Projects : Skills for A Vibrant Economy Project - P172627 AU - World Bank T2 - World Bank AB - Development Projects : Skills for A Vibrant Economy Project - P172627 LA - en M3 - Text/HTML ST - Development Projects UR - https://projects.worldbank.org/en/projects-operations/project-detail/P172627 Y2 - 2023/06/22/09:44:17 ER - TY - RPRT TI - Dhaka: improving living conditions for the urban poor AU - World Bank T2 - Bangladesh Development Series CY - The World Bank Office, Dhaka DA - 2007/06// PY - 2007 SN - No. 17 UR - https://documents1.worldbank.org/curated/en/938981468013830990/pdf/404240BD0Dhaka10ALSO03582401PUBLIC1.pdf Y2 - 2021/10/25/18:37:44 ER - TY - ELEC TI - Digital technologies in education AU - World Bank DA - 2021/// PY - 2021 LA - en UR - https://www.worldbank.org/en/topic/edutech Y2 - 2021/10/03/13:17:16 ER - TY - ELEC TI - Education statistics - all indicators | DataBank AU - World Bank UR - https://databank.worldbank.org/source/education-statistics-%5e-all-indicators Y2 - 2021/10/25/18:39:39 ER - TY - ELEC TI - Education Statistics | Education Expenditures AU - World Bank DA - 2020/// PY - 2020 UR - https://datatopics.worldbank.org/education/wDashboard/dqexpenditures Y2 - 2020/12/21/14:57:33 ER - TY - RPRT TI - Education Systems’ Response to COVID19 AU - World Bank DA - 2020/04/10/ PY - 2020 M3 - Brief PB - The World Bank UR - http://pubdocs.worldbank.org/en/270911586813434245/COVID19-Education-Sector-Brief-April-10-FINAL.pdf Y2 - 2020/07/31/21:17:16 ER - TY - ELEC TI - Educational television during COVID-19: How to start and what to consider AU - World Bank AB - Five key insights on starting, using and sustaining education television for remote learning, corroborated by more than 40 current examples from countries. DA - 2020/// PY - 2020 LA - en ST - Educational television during COVID-19 UR - https://blogs.worldbank.org/education/educational-television-during-covid-19-how-start-and-what-consider Y2 - 2020/06/02/15:19:09 ER - TY - ELEC TI - El Salvador | Data AU - World Bank DA - 2019/// PY - 2019 UR - https://data.worldbank.org/country/el-salvador Y2 - 2021/12/20/22:45:24 ER - TY - RPRT TI - Ending Learning Poverty: What will it take? AU - World Bank DA - 2019/// PY - 2019 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/32553/142659.pdf?sequence=7&isAllowed=y Y2 - 2020/07/27/19:58:22 ER - TY - RPRT TI - Eswatini Education Sector Analysis 2021 AU - World Bank AB - The current Education Sector Strategic Plan (ESSP) for 2010-2022 and the first and second National Education and Training Improvement Programs that operationalize the plan, were based on the comprehensive 2010 Education Sector Review (Marope, 2010, MoET, 2010, 2016, 2018b). As the current plan and program come to their end, this education sector analysis (ESA) was undertaken. In addition, complementary studies for the ECDE and TVET sub-sectors will be conducted separately to collect primary data to further help inform the development of the next ESSP. The ESA report examines the recent status of the education system to provide an evidence-based foundation for the Government’s preparation of its next ESSP and help guide the country more generally on the priority issues for the education sector looking forward. This executive summary begins with a brief description of the general context for education followed by an overview of recent achievements in education. The main part of the summary sets out the priority issues identified by the ESA report. The final section concludes with a discussion of selected policy options that may be considered looking ahead. CY - Washington, DC DA - 2021/06/11/ PY - 2021 DP - openknowledge.worldbank.org LA - English PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/35787 Y2 - 2022/04/07/20:06:24 KW - Early Childhood Development KW - Early Childhood Education KW - Education Finance KW - Education Management KW - Education System KW - Labor Market KW - Primary Education KW - School Administration KW - Secondary Education KW - Skills Development KW - Student Achievement KW - Student Learning Assessment KW - Teacher Development KW - Teacher Recruitment KW - Teacher Training ER - TY - RPRT TI - eTransform Ghana Project Appraisal Document AU - World Bank DA - 2013/// PY - 2013 UR - http://documents.worldbank.org/curated/en/233911468253466632/pdf/802930PAD0REVI00Box379839B00PUBLIC0.pdf Y2 - 2020/06/23/09:30:40 ER - TY - RPRT TI - Fiscal Consolidation to Accelerate Growth and Support Inclusive Development: Ghana Public Expenditure Review AU - World Bank AB - Ghana has experienced an extended period of robust growth since the early 2000s, supported by a favorable external environment and large investment inflows, particularly in the extractive industries. In 2011, as the start of oil production drove a surge in per capita income, Ghana graduated from low-income to lower-middle-income status. Despite the key role of the extractive industries, recent growth has been relatively inclusive, and Ghana achieved its Millennium Development Goal of halving the poverty rate by 2015. However, macroeconomic conditions have deteriorated since 2012, giving rise to substantial domestic and external imbalances. Although external shocks have underscored Ghana's vulnerability to global commodity and financial markets, the recurring nature of its imbalances reflects deeper structural deficiencies in its macroeconomic policies and public financial management (PFM) framework. A heavy focus on commodity exports has accelerated Ghana's recent growth, but the country's economic outlook increasingly hinges on a narrow range of volatile commodity prices. CY - Washington, DC DA - 2017/06/19/ PY - 2017 DP - openknowledge.worldbank.org LA - en_US PB - World Bank ST - Fiscal Consolidation to Accelerate Growth and Support Inclusive Development UR - https://openknowledge.worldbank.org/handle/10986/27558 Y2 - 2022/04/07/17:22:24 KW - Agricultural Productivity KW - Fiscal Policy KW - Health KW - Macroeconomic Policy KW - Pay Reform KW - Public Education KW - Public Expenditure KW - Public Financial Management KW - Public Wages KW - Revenue Management KW - Taxation ER - TY - ELEC TI - Fixed telephone subscriptions (per 100 people) - Rwanda | Data AU - World Bank UR - https://data.worldbank.org/indicator/IT.MLT.MAIN.P2?locations=RW Y2 - 2020/08/28/13:52:59 ER - TY - RPRT TI - From Growth to Development: Priorities for Sustainably Reducing Poverty and Achieving Middle-Income Status by 2030 AU - World Bank DA - 2018/// PY - 2018 UR - http://documents.worldbank.org/curated/en/585371528125859387/pdf/LBR-SCD-draft-10-06012018.pdf Y2 - 2020/06/19/10:13:47 ER - TY - ELEC TI - GDP per capita (current US$) | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/NY.GDP.PCAP.CD Y2 - 2021/03/18/10:35:18 ER - TY - ELEC TI - GDP per capita (current US$) - Malawi | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/NY.GDP.PCAP.CD?locations=MW Y2 - 2022/10/06/19:39:07 ER - TY - RPRT TI - Gender Equality and Development AU - World Bank CY - Washington D.C. DA - 2012/// PY - 2012 PB - World Bank Group UR - https://openknowledge.worldbank.org/handle/10986/4391 ER - TY - RPRT TI - Ghana Accountability for Learning Outcomes Project AU - World Bank DA - 2019a PY - 2019a UR - http://documents.worldbank.org/curated/en/415871570586470453/pdf/Ghana-Ghana-Accountability-for-Learning-Outcomes-Project.pdf Y2 - 2020/06/23/09:10:23 KW - ___working_potential_duplicate ER - TY - ELEC TI - Ghana Accountability for Learning Outcomes Project AU - World Bank AB - Ghana Accountability for Learning Outcomes Project DA - 2020b PY - 2020b LA - en UR - https://projects.worldbank.org/en/projects-operations/project-detail/P165557 Y2 - 2020/06/29/13:00:15 KW - ___working_potential_duplicate ER - TY - RPRT TI - Ghana Accountability for Learning Outcomes Project. AU - World Bank DA - 2019a PY - 2019a SP - 1 EP - 124 LA - EN PB - World Bank SN - PAD3320 UR - http://documents.worldbank.org/curated/en/415871570586470453/pdf/Ghana-Ghana-Accountability-for-Learning-Outcomes-Project.pdf Y2 - 2020/10/12/00:00:00 ER - TY - RPRT TI - Ghana Accountability for Learning Outcomes Project AU - World Bank DA - 2020/07// PY - 2020 LA - English UR - https://documents1.worldbank.org/curated/en/415871570586470453/pdf/Ghana-Ghana-Accountability-for-Learning-Outcomes-Project.pdf ER - TY - ELEC TI - Ghana Secondary Education Improvement Project AU - World Bank AB - Ghana Secondary Education Improvement Project DA - 2020a PY - 2020a LA - en M3 - Text/HTML UR - https://projects.worldbank.org/en/projects-operations/project-detail/P145741 Y2 - 2020/06/29/13:32:14 ER - TY - ELEC TI - Girls education AU - World Bank DA - 2021/// PY - 2021 UR - https://www.worldbank.org/en/topic/girlseducation ER - TY - ELEC TI - Girls education AU - World Bank DA - 2021/// PY - 2021 UR - https://www.worldbank.org/en/topic/girlseducation Y2 - 2021/12/31/13:25:58 ER - TY - RPRT TI - Global Economic Prospects AU - World Bank AB - Although global economic output is recovering from the collapse triggered by COVID-19, it will remain below pre-pandemic trends for a prolonged period. DA - 2022/01// PY - 2022 LA - en M3 - Text/HTML UR - https://openknowledge.worldbank.org/bitstream/handle/10986/36519/9781464817601.pdf Y2 - 2022/06/06/22:27:54 ER - TY - ELEC TI - Government expenditure on education, total (% of GDP) - South Asia, Pakistan, Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Sri Lanka | Data AU - World Bank DA - 2018/// PY - 2018 UR - https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?end=2018&locations=8S-PK-AF-BD-BT-IN-MV-NP-LK&name_desc=false&start=1971&view=chart Y2 - 2020/08/11/09:46:52 ER - TY - RPRT TI - Grant Funding Proposal (FY11- Round 33) AU - World Bank T2 - Japan Social Development Fund (JSDF) DA - 2011/// PY - 2011 PB - World Bank UR - http://documents1.worldbank.org/curated/en/876931518086538544/pdf/123308-FP-PUBLIC-P130760-Improving-Primary-Education-Outcomes-for-the-Most-Vulnerable-Children-in-Rural-Mongolia-Propoosal-FY11.pdf Y2 - 2020/08/31/14:17:00 ER - TY - GEN TI - Guidance Note: Remote Learning and CVID-19 AU - World Bank DA - 2020/// PY - 2020 UR - http://documents.worldbank.org/curated/en/531681585957264427/pdf/Guidance-Note-on-Remote-Learning-and-COVID-19.pdf Y2 - 2020/06/01/15:14:00 ER - TY - RPRT TI - Guide for Learning Recovery and Acceleration: Using the RAPID Framework to Address COVID-19 Learning Losses and Build Forward Better AU - World Bank DA - 2022/// PY - 2022 PB - The World Bank, Bill and Melinda Gates Foundation, FCDO, UNICEF, USAID, UNESCO UR - https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/related/Guide-for-Learning-Recovery-and-Acceleration-06-23.pdf Y2 - 2022/08/25/19:32:47 ER - TY - BLOG TI - How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic AU - World Bank T2 - World Bank AB - Examples of how countries are using edtech to support remote learning under COVID-19 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic Y2 - 2020/04/20/16:31:32 KW - ___working_potential_duplicate ER - TY - BLOG TI - How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic AU - World Bank T2 - World Bank AB - Examples of how countries are using edtech to support remote learning under COVID-19 DA - 2020/// PY - 2020 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic Y2 - 2020/09/23/13:00:10 KW - ___working_potential_duplicate ER - TY - ELEC TI - Human Capital Index AU - World Bank DA - 2020/// PY - 2020 UR - https://datacatalog.worldbank.org/dataset/human-capital-index ER - TY - RPRT TI - Human Capital Project AU - World Bank AB - The World Bank believes accelerating investments in people, also known as Investing in Human Capital is essential to achieving greater equity and economic growth. Check the definition of human capital in the World Bank Project brief. DA - 2021/// PY - 2021 LA - en UR - https://www.worldbank.org/en/publication/human-capital Y2 - 2022/01/16/19:04:21 ER - TY - RPRT TI - ID4D Practitioner’s Guide AU - World Bank UR - https://id4d.worldbank.org/guide/non-exclusion-and-non-discrimination Y2 - 2022/06/14/22:35:23 ER - TY - ELEC TI - IDA Project Paper on a Proposed Additional Credit to the Republic of Senegal for a Quality Improvement and Equity of Basic Education Project AU - World Bank DA - 2018/// PY - 2018 UR - http://documents1.worldbank.org/curated/en/176681527996626963/pdf/SENEGAL-PAD-05112018.pdf Y2 - 2020/07/16/12:06:27 ER - TY - ELEC TI - Implementation Completion and Results Report for a Project to Improve Education Quality in Malawi AU - World Bank DA - 2015/// PY - 2015 UR - https://documents1.worldbank.org/curated/en/841471468185935278/pdf/ICR3612-ICR-P114847-PUBLIC-disclosed-12-23-2015-at-11-30pm-Box394829B.pdf Y2 - 2022/11/01/00:55:24 ER - TY - RPRT TI - Implementation Completion and Results Report (TF-14253, TF-14358) AU - World Bank DA - 2017/08/30/ PY - 2017 LA - EN PB - World Bank Group SN - ICR00004233 UR - http://documents1.worldbank.org/curated/en/252081504896630859/pdf/P131120-ICR-SECPO-BOS-09052017.pdf Y2 - 2020/08/28/13:06:05 ER - TY - RPRT TI - Implementation Status and Results Report AU - World Bank DA - 2019b PY - 2019b UR - http://documents.worldbank.org/curated/en/616411572406052343/pdf/Disclosable-Version-of-the-ISR-GH-eTransform-Ghana-P144140-Sequence-No-11.pdf Y2 - 2020/06/23/09:12:57 ER - TY - RPRT TI - Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil AU - World Bank AB - Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil (English) DA - 2020/// PY - 2020 LA - en M3 - Text/HTML ST - Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/561471606111232725/Implementing-a-Results-Based-Financing-Mechanism-for-Subnational-Governments-to-Improve-Education-Outcomes-An-Implementation-Guide-Inspired-by-the-Case-of-Ceara-Brazil Y2 - 2022/05/31/19:40:27 ER - TY - RPRT TI - Improving Educational Quality through Interactive Radio Instruction AU - World Bank DA - 2005/// PY - 2005 LA - EN UR - http://documents.worldbank.org/curated/en/288791468035958279/pdf/357420AFRHD0521lkit1nov10501PUBLIC1.pdf ER - TY - ELEC TI - Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SH.HIV.INCD.TL.P3?end=2020&locations=SL&start=1990 Y2 - 2022/01/10/19:28:35 ER - TY - ELEC TI - Incidence of malaria (per 1,000 population at risk) - Sierra Leone, Sub-Saharan Africa (excluding high income) | Data AU - World Bank DA - 2018/// PY - 2018 UR - https://data.worldbank.org/indicator/SH.MLR.INCD.P3?locations=SL-ZF Y2 - 2022/01/10/19:43:56 ER - TY - GEN TI - Inclusion Matters : The Foundation for Shared Prosperity AU - World Bank AB - Today, the world is at a conjuncture where issues of exclusion and inclusion are assuming new significance for both developed and developing countries. The imperative for social inclusion has blurred the distinction between these two stylized poles of development. Countries that used to be referred to as developed are grappling with issues of exclusion and inclusion perhaps more intensely today than they did a decade ago. And countries previously called developing are grappling with both old issues and new forms of exclusion thrown up by growth. Nonlinear demographic transitions, global economic volatility, shifts in the international balance of power, and local political movements have had a large part to play in these shifting sands. These changes make social inclusion more urgent than it was even a decade ago. This report tries to put boundaries around the abstraction that is "social inclusion." Placing the discussion of social inclusion within such global transitions and transformations, the report argues that social inclusion is an evolving agenda. It offers two easy-to-use definitions and a framework to assist practitioners in asking, outlining, and developing some of the right questions that can help advance the agenda of inclusion in different contexts. This report builds on previous analytical work, especially by the World Bank, on themes that touch upon social inclusion, including multidimensional poverty, inequality, equity, social cohesion, and empowerment. There are seven main messages in this report: (1) excluded groups exist in all countries; (2) excluded groups are consistently denied opportunities; (3) intense global transitions are leading to social transformations that create new opportunities for inclusion as well as exacerbating existing forms of exclusion; (4) people take part in society through markets, services, and spaces; (5) social and economic transformations affect the attitudes and perceptions of people. As people act on the basis of how they feel, it is important to pay attention to their attitudes and perceptions; (6) exclusion is not immutable. Abundant evidence demonstrates that social inclusion can be planned and achieved; and (7) moving ahead will require a broader and deeper knowledge of exclusion and its impacts as well as taking concerted action. The report is divided into three parts. Part one is framing the issues. Part two focuses on transitions, transformations, and perceptions. Part three is change is possible. DA - 2013/// PY - 2013 LA - English PB - World Bank UR - http://hdl.handle.net/10986/16195 ER - TY - ELEC TI - Inclusive Education Initiative: Transforming Education for Children with Disabilities AU - World Bank T2 - Google Docs DA - 2020/// PY - 2020 LA - en-GB UR - https://www.worldbank.org/en/topic/socialsustainability/brief/inclusive-education-initiative-transforming-education-for-children-with-disabilities Y2 - 2020/12/12/00:00:00 ER - TY - ELEC TI - Individuals using the Internet (% of population) AU - World Bank DA - 2017/// PY - 2017 UR - https://data.worldbank.org/indicator/IT.NET.USER.ZS Y2 - 2020/09/08/15:02:39 ER - TY - ELEC TI - Individuals using the Internet (% of population) AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=UY Y2 - 2022/08/09/16:35:57 ER - TY - ELEC TI - Individuals using the Internet (% of population) | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.NET.USER.ZS Y2 - 2022/06/06/09:22:10 ER - TY - ELEC TI - Individuals using the Internet (% of population) - South Asia | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=8S Y2 - 2022/06/03/06:38:30 ER - TY - ELEC TI - Individuals using the Internet (% of population) - Sub-Saharan Africa | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=ZG Y2 - 2022/06/03/06:38:16 ER - TY - ELEC TI - Information and Communications Infrastructure Development Project AU - World Bank T2 - World Bank AB - Information and Communications Infrastructure Development Project DA - 2015/// PY - 2015 LA - en M3 - Text/HTML UR - https://projects.worldbank.org/en/projects-operations/project-detail/P092965 Y2 - 2020/08/31/00:51:01 ER - TY - RPRT TI - Information and Communications Technology (ICT) for Accountability in the Primary Education Sector in the Democratic Republic of the Congo (DRC): Interim Results, Lessons Learned, and the Way Forward AU - World Bank DA - 2016/07// PY - 2016 SP - 32 LA - EN PB - World Bank Y2 - 2020/07/08/00:00:00 ER - TY - GEN TI - Investing in the Early Years During COVID-19 AU - World Bank DA - 2020/04// PY - 2020 DP - DOI.org (Crossref) LA - en PB - World Bank UR - http://elibrary.worldbank.org/doi/book/10.1596/33647 Y2 - 2020/06/02/14:34:31 ER - TY - BLOG TI - Is education ready to work in data-intensive environments? AU - World Bank T2 - Medium AB - The availability of good data can help lead to making good decisions. This is true in education, as it is in other sectors. DA - 2019/09/03/T14:26:39.998Z PY - 2019 LA - en UR - https://medium.com/world-of-opportunity/is-education-ready-to-work-in-data-intensive-environments-2c7913428f42 Y2 - 2021/02/09/05:29:31 ER - TY - RPRT TI - ISR-Mongolia: Improving Primary Education Outcomes for the most vulnerable children in rural Mongolia (P130760) AU - World Bank DA - 2017/06/13/ PY - 2017 M3 - Implementation Status & Results Report PB - The World Bank SN - P130760 UR - http://documents1.worldbank.org/curated/en/387011497386576920/pdf/ISR-Disclosable-P130760-06-13-2017-1497386564685.pdf Y2 - 2020/07/28/20:39:02 ER - TY - RPRT TI - Joint IDA-IFC-MIGA Country Partnership Strategy for the Republic of Senegal AU - World Bank DA - 2013/// PY - 2013 DP - DOI.org (Crossref) LA - en UR - http://documents1.worldbank.org/curated/en/176681527996626963/pdf/SENEGAL-PAD-05112018.pdf ER - TY - ELEC TI - Keeping Bangladesh’s Students Learning During the COVID-19 Pandemic AU - World Bank DA - 2021/// PY - 2021 UR - https://www.worldbank.org/en/results/2021/04/18/keeping-bangladesh-s-students-learning-during-the-covid-19-pandemic ER - TY - RPRT TI - Kenya GPE 19 Learning Continuity in Basic Education Project - Implementation Status and Results Report AU - World Bank DA - 2021/03// PY - 2021 UR - http://documents1.worldbank.org/curated/en/622741616404226707/pdf/Disclosable-Version-of-the-ISR-KENYA-GPE-COVID-19-LEARNING-CONTINUITY-IN-BASIC-EDUCATION-PROJECT-P174059-Sequence-No-02.pdf Y2 - 2021/04/14/11:12:29 ER - TY - ELEC TI - Kenya: Off-grid Solar Access Project for Underserved Counties AU - World Bank AB - Kenya: Off-grid Solar Access Project for Underserved Counties DA - 2020/// PY - 2020 LA - en ST - Kenya UR - https://projects.worldbank.org/en/projects-operations/project-detail/P160009 Y2 - 2020/07/01/10:58:35 ER - TY - ELEC TI - Kenya Overview AU - World Bank AB - The World Bank’s work in Kenya supports the government’s Vision 2030 development strategy, which aims to accelerate sustainable growth, reduce inequality, and manage resource scarcity. DA - 2019/// PY - 2019 LA - en UR - https://www.worldbank.org/en/country/kenya/overview Y2 - 2020/07/01/09:52:30 ER - TY - RPRT TI - Kenya Public Expenditure Review 2020: Options for Fiscal Consolidation after the COVID-19 Crisis AU - World Bank AB - The objective of this public expenditure review (PER) is to provide the government with options for fiscal consolidation and support macroeconomic stability in the medium-term. This PER addresses the broad topic of expenditure efficiency and examines options for expenditure rationalization to help return Kenya’s fiscal accounts to a prudent trajectory in the medium-term. The PER is being undertaken as a programmatic analytical product with two modules. The first module focuses on identifying options for expenditure rationalization and measures to strengthen within-year expenditure control for better expenditure management. The second module to be delivered in FY21 will focus on efficiency, effectiveness, and equity of spending within public services delivery sectors of education, health, and disaster risk financing. The report builds upon several other Bank-led reports that contribute to the discussion around improving public expenditure and strengthening expenditure controls in Kenya. It complements an ongoing governance for enabling service delivery and public investments in Kenya (GESDeK) project, which is at the forefront in supporting numerous reforms highlighted in this PER to improve efficiency in spending and strengthen expenditure controls. The report is organized as follows: chapter one contains the macro context, trends, and composition of spending, overall balance and debt. Chapter two contains the fiscal and debt sustainability analysis while chapter three presents options for expenditure rationalization in Kenya. Chapter four ties it all together with fiscal savings and policy recommendations. CY - Washington, DC DA - 2020/06// PY - 2020 DP - openknowledge.worldbank.org LA - English PB - World Bank ST - Kenya Public Expenditure Review 2020 UR - https://openknowledge.worldbank.org/handle/10986/34052 Y2 - 2022/06/09/12:32:38 KW - Debt Sustainability KW - Expenditure Control System KW - Fiscal Sustainability KW - Fiscal Trends KW - Public Debt KW - Public Expenditure KW - Public Investment Management KW - Public Procurement KW - Public Wage Bill KW - Revenue ER - TY - GEN TI - Knowlege Pack: Procurement AU - World Bank DA - 2022/// PY - 2022 UR - chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://documents1.worldbank.org/curated/en/099117504132212837/pdf/P17425207e77460660b6f50d4687f71529e.pdf ER - TY - ELEC TI - Labor force participation rate, female (% of female population ages 15+) AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SL.TLF.CACT.FE.ZS?locations=JO Y2 - 2020/06/30/14:09:57 ER - TY - GEN TI - LATIN AMERICA AND THE CARIBBEAN Inclusion and education: ALL MEANS ALL AU - World Bank DA - 2020/// PY - 2020 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/Global%20Education%20Monitoring%20Report%202020%20-%20Latin%20America%20and%20the%20Caribbean%20-%20Inclusion%20and%20education%20-%20All%20means%20all.pdf ER - TY - RPRT TI - Learners with Disabilities & COVID-19 School Closure AU - World Bank DA - 2021/// PY - 2021 UR - https://documents1.worldbank.org/curated/en/405821632719740892/pdf/Learners-with-Disabilities-and-COVID-19-School-Closures-Findings-from-a-Global-Survey-Conducted-by-the-World-Bank-s-Inclusive-Education-Initiative-IEI.pdf Y2 - 2022/06/26/04:02:40 ER - TY - ELEC TI - Learning poverty AU - World Bank DA - 2019/// PY - 2019 UR - https://www.worldbank.org/en/topic/education/brief/learning-poverty ER - TY - ELEC TI - Learning poverty AU - World Bank AB - This indicator brings together schooling and learning indicators. DA - 2019/10/15/ PY - 2019 LA - en M3 - Brief UR - https://www.worldbank.org/en/topic/education/brief/learning-poverty Y2 - 2022/05/04/12:32:37 ER - TY - RPRT TI - Learning Poverty Brief AU - World Bank DA - 2019/// PY - 2019 DP - Zotero SP - 10 LA - en UR - http://pubdocs.worldbank.org/en/843181571223525631/SAS-LPBRIEF.pdf ER - TY - ELEC TI - Lessons from Kenya’s Education Reforms AU - World Bank DA - 2022/06// PY - 2022 UR - https://www.worldbank.org/en/country/kenya/publication/lessons-from-kenya-s-education-reforms Y2 - 2023/04/04/18:55:41 ER - TY - ELEC TI - Leveraging Malawi’s Existing Digital Infrastructure to Boost Economic Growth AU - World Bank T2 - World Bank AB - The latest economic analysis of Malawi says the country has an opportunity to kickstart digital transformation by enabling the growth of a robust digital economy ecosystem DA - 2021/// PY - 2021 LA - en UR - https://www.worldbank.org/en/country/malawi/publication/leveraging-malawi-s-existing-digital-infrastructure-to-boost-economic-growth Y2 - 2022/11/01/01:41:32 ER - TY - RPRT TI - Liberia Education Sector Analysis AU - World Bank DA - 2016/// PY - 2016 UR - http://documents1.worldbank.org/curated/en/481011575583469840/pdf/Liberia-Education-Sector-Analysis.pdf Y2 - 2020/06/25/22:22:51 ER - TY - RPRT TI - Liberia - Improving Results in Secondary Education Project AU - World Bank DA - 2019/// PY - 2019 UR - http://documents.worldbank.org/curated/en/924071562378509179/pdf/Liberia-Improving-Results-in-Secondary-Education-Project.pdf Y2 - 2020/05/08/15:00:22 ER - TY - ELEC TI - Literacy rate, adult total (% of people ages 15 and above) AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SE.ADT.LITR.ZS Y2 - 2020/07/01/09:37:54 ER - TY - RPRT TI - Making Teacher Policy Work AU - World Bank AB - Making Teacher Policy Work (English) CY - Washington, D.C. DA - 2023/11/15/ PY - 2023 LA - en M3 - Report PB - World Bank Group SN - 185638 UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099110223151034802/P1782000f9634204108fb00a449fba9f79a Y2 - 2024/01/24/14:13:16 ER - TY - RPRT TI - Making Teacher Policy Work AU - World Bank AB - Making Teacher Policy Work (English) CY - Washington, D.C. DA - 2023/11/15/ PY - 2023 LA - en M3 - Report PB - World Bank Group SN - 185638 UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099110223151034802/P1782000f9634204108fb00a449fba9f79a Y2 - 2024/01/24/14:13:16 ER - TY - ELEC TI - Malawi Economic Monitor : Investing in Digital Transformation AU - World Bank T2 - World Bank AB - Malawi Economic Monitor : Investing in Digital Transformation (English) DA - 2021/// PY - 2021 LA - en M3 - Text/HTML ST - Malawi Economic Monitor UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/131501624458623473/Malawi-Economic-Monitor-Investing-in-Digital-Transformation Y2 - 2022/11/01/01:43:13 ER - TY - ELEC TI - Malawi Overview AU - World Bank T2 - World Bank AB - The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society. DA - 2021/// PY - 2021 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/country/malawi/overview Y2 - 2022/11/02/05:40:42 ER - TY - ELEC TI - Malawi World Bank Approves $100 Million to Improve Skills Development Programs AU - World Bank T2 - World Bank AB - The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future. DA - 2021/// PY - 2021 LA - en UR - https://www.worldbank.org/en/news/press-release/2021/06/03/malawi-world-bank-approves-100-million-to-improve-skills-development-programs Y2 - 2023/06/22/09:42:42 ER - TY - GEN TI - Malawi World Bank Approves $100 Million to Improve Skills Development Programs Press Release AU - World Bank AB - The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future. DA - 2021/06/03/ PY - 2021 LA - en UR - https://www.worldbank.org/en/news/press-release/2021/06/03/malawi-world-bank-approves-100-million-to-improve-skills-development-programs Y2 - 2023/06/22/09:42:42 KW - auto_merged ER - TY - ELEC TI - Microdata Library AU - World Bank DA - 2022/// PY - 2022 UR - https://microdata.worldbank.org/index.php/home Y2 - 2022/06/20/22:57:16 ER - TY - ELEC TI - Mobile cellular subscriptions (per 100 people) AU - World Bank DA - 2018/// PY - 2018 UR - https://data.worldbank.org/indicator/IT.CEL.SETS.P2 Y2 - 2020/09/08/15:02:35 ER - TY - ELEC TI - Mobile cellular subscriptions (per 100 people) - Rwanda | Data AU - World Bank UR - https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=RW Y2 - 2020/08/28/08:19:49 ER - TY - ELEC TI - Mobile cellular subscriptions (per 100 people) - South Asia | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=8S&most_recent_value_desc=false Y2 - 2022/06/02/12:17:40 ER - TY - ELEC TI - Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa AU - World Bank DA - 2018/// PY - 2018 UR - https://data.worldbank.org/indicator/IT.CEL.SETS.P2?end=2018&locations=ZG&start=1989&view=chart Y2 - 2020/08/06/14:35:53 ER - TY - ELEC TI - Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=ZG Y2 - 2022/06/03/06:37:56 ER - TY - ELEC TI - Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English) AU - World Bank T2 - World Bank AB - Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English) DA - 2020/// PY - 2020 LA - en M3 - Text/HTML UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail Y2 - 2020/08/31/12:57:36 ER - TY - RPRT TI - Mongolia Poverty Update 2018 AU - World Bank T2 - Main Report of "Household Socio-Economic Survey 2018" CY - Ulaanbaatar DA - 2020/// PY - 2020 M3 - Survey PB - National Statistics Office of Mongolia UR - http://1212.mn/BookLibraryDownload.ashx?url=Poverty_report_2018_ENG.pdf&ln=En Y2 - 2020/08/31/00:44:25 ER - TY - RPRT TI - Mongolia: Systematic Country Diagnostic AU - World Bank DA - 2018/11// PY - 2018 PB - World Bank UR - http://documents1.worldbank.org/curated/en/576101543874150141/pdf/mongolia-scd-final-version-november-2018-11282018-636792121231072289.pdf Y2 - 2020/08/31/00:54:19 ER - TY - RPRT TI - Mozambique - Service delivery indicators: Mozambique service delivery indicators (English) AU - World Bank AB - Mozambique service delivery indicators brief;education CY - Washington D.C. DA - 2015/03/01/ PY - 2015 LA - en M3 - Working Paper PB - World Bank Group SN - 95999 UR - http://documents.worldbank.org/curated/en/287341468181503193/Mozambique-service-delivery-indicators Y2 - 2020/09/17/19:50:23 ER - TY - RPRT TI - MozPulse wave 1 Results Report AU - World Bank DA - 2020/05/27/ PY - 2020 SP - 13 LA - EN PB - World Bank Y2 - 2020/07/08/00:00:00 ER - TY - ELEC TI - Nigeria | Country Profile AU - World Bank AB - The World Bank is helping to fight poverty and improve living standards for the people of Nigeria with more than 130 IBRD loans and IDA credits since 1958. DA - 2020/// PY - 2020 LA - en UR - https://www.worldbank.org/en/country/nigeria/overview Y2 - 2020/07/07/13:28:19 ER - TY - RPRT TI - Nigeria: Human Capital Index Summary AU - World Bank DA - 2018/// PY - 2018 UR - https://databank.worldbank.org/data/download/hci/HCI_2pager_NGA.pdf Y2 - 2020/07/07/13:29:09 ER - TY - ELEC TI - Nigeria | Population AU - World Bank DA - 2019/// PY - 2019 UR - https://data.worldbank.org/indicator/SP.POP.TOTL?locations=NG Y2 - 2020/07/07/13:20:44 ER - TY - RPRT TI - Open Data Readiness Assessment: Sierra Leone AU - World Bank DA - 2015/// PY - 2015 UR - https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf ER - TY - RPRT TI - Pakistan@100: Shaping the Future AU - World Bank AB - Pakistan@100: Shaping the Future articulates the reforms that are necessary for Pakistan to accelerate and sustain growth, and become an upper middle-income country by 2047, when it turns 100 years old. DA - 2018/// PY - 2018 LA - en PB - World Bank Group ST - Pakistan@100 UR - https://www.worldbank.org/en/region/sar/publication/pakistan100-shaping-the-future Y2 - 2021/02/03/09:44:20 ER - TY - RPRT TI - Pakistan | Data AU - World Bank DA - 2020/// PY - 2020 PB - World Bank Group UR - https://data.worldbank.org/country/pakistan Y2 - 2021/02/13/15:02:41 ER - TY - RPRT TI - Pakistan - Learning Poverty Brief AU - World Bank DA - 2019/// PY - 2019 PB - World Bank Group UR - https://www.worldbank.org/en/topic/education/brief/learning-poverty ER - TY - ELEC TI - Pakistan’s Floods are Deepening its Learning Crisis AU - World Bank DA - 2022/// PY - 2022 UR - https://blogs.worldbank.org/endpovertyinsouthasia/pakistans-floods-are-deepening-its-learning-crisis Y2 - 2022/11/16/06:53:03 ER - TY - RPRT TI - Pivoting to Inclusion: Leveraging Lessons from the COVID-19 Crisis for Learners with Disabilities AU - World Bank DA - 2020/// PY - 2020 UR - https://documents1.worldbank.org/curated/en/777641595915675088/pdf/Pivoting-to-Inclusion-Leveraging-Lessons-from-the-COVID-19-Crisis-for-Learners-with-Disabilities.pdf Y2 - 2022/08/15/04:41:59 ER - TY - ELEC TI - Population ages 0-14 (% of total population) - Bangladesh | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SP.POP.0014.TO.ZS?locations=BD Y2 - 2021/04/23/09:40:42 ER - TY - ELEC TI - Population ages 15-64 (% of total population) - Bangladesh | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SP.POP.1564.TO.ZS?locations=BD Y2 - 2021/04/23/09:41:40 ER - TY - ELEC TI - Population growth (annual %) - Bangladesh | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SP.POP.GROW?locations=BD Y2 - 2021/04/23/09:39:33 ER - TY - ELEC TI - Population growth (annual %) - Kenya | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SP.POP.GROW?locations=KE Y2 - 2021/04/14/10:44:32 ER - TY - RPRT TI - Population growth (annual %) - Pakistan AU - World Bank DA - 2019/// PY - 2019 PB - World Bank Group UR - https://data.worldbank.org/indicator/SP.POP.GROW?locations=PK Y2 - 2021/02/09/15:44:52 ER - TY - ELEC TI - Population, total - Bangladesh | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SP.POP.TOTL?locations=BD Y2 - 2021/04/23/09:38:18 ER - TY - ELEC TI - Population, total | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SP.POP.TOTL Y2 - 2021/03/18/10:39:46 ER - TY - ELEC TI - Population, total - Kenya | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SP.POP.TOTL?locations=KE Y2 - 2021/04/14/10:30:00 ER - TY - RPRT TI - Population, total - Pakistan | Data AU - World Bank DA - 2019/// PY - 2019 PB - World Bank Group UR - https://data.worldbank.org/indicator/SP.POP.TOTL?locations=PK Y2 - 2021/02/09/15:43:41 ER - TY - GEN TI - Poverty and Equity Brief: Pakistan AU - World Bank DA - 2021/10// PY - 2021 UR - https://databank.worldbank.org/data/download/poverty/987B9C90-CB9F-4D93-AE8C-750588BF00QA/AM2021/Global_POVEQ_PAK.pdf Y2 - 2021/11/10/17:42:42 ER - TY - ELEC TI - Poverty and Shared Prosperity 2018 AU - World Bank T2 - World Bank AB - The Poverty and Shared Prosperity series provides a global audience with the latest and most accurate estimates on trends in global poverty and shared prosperity. DA - no date PY - no date LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/publication/poverty-and-shared-prosperity-2018 Y2 - 2022/03/26/10:35:10 ER - TY - RPRT TI - Poverty and shared prosperity 2018: piecing together the poverty puzzle AU - World Bank CY - Washington, D.C. DA - 2018/10/17/ PY - 2018 DP - DOI.org (Crossref) LA - en PB - World Bank UR - http://hdl.handle.net/10986/30418 Y2 - 2022/03/06/12:29:53 ER - TY - RPRT TI - Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, & Child Development Outcomes AU - World Bank DA - 2017/03// PY - 2017 PB - World Bank UR - http://documents1.worldbank.org/curated/en/481101490364915103/pdf/113752-WP-PUBLIC-P152905-QualityJanWithExecMarchclean.pdf Y2 - 2020/08/31/00:47:27 ER - TY - ELEC TI - Pre-primary education in Mongolia : access, quality of service delivery, & child development outcomes - March 2017 AU - World Bank T2 - World Bank AB - Pre-primary education in Mongolia : access, quality of service delivery, & child development outcomes - March 2017 (English) DA - 2017/03// PY - 2017 LA - en M3 - Text/HTML ST - Pre-primary education in Mongolia UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/481101490364915103/Pre-primary-education-in-Mongolia-access-quality-of-service-delivery-child-development-outcomes-March-2017 Y2 - 2021/08/13/21:08:17 ER - TY - ELEC TI - Procurement Details AU - World Bank T2 - World Bank LA - en M3 - Text/HTML UR - https://projects.worldbank.org/en/projects-operations/procurement-detail/OP00210189 Y2 - 2023/10/17/13:40:49 ER - TY - GEN TI - Project Appraisal document on a Global Partnership for Education Fund grant in the amount of US$88.4 million to the Republic of Kenya for a primary education development project AU - World Bank DA - 2015/// PY - 2015 UR - https://www.globalpartnership.org/sites/default/files/kenya_-_wb_-_pad_-_2015.pdf Y2 - 2021/04/14/10:56:20 ER - TY - GEN TI - Project Appraisal document on a grant from the Global Partnership for Education to the Republic of Madagascar AU - World Bank DA - 2018/// PY - 2018 UR - http://documents.worldbank.org/curated/en/517281522548048451/pdf/Madagascar-PAD-P160442-2018-03-12-638pm-03122018.pdf Y2 - 2020/06/25/08:41:03 ER - TY - RPRT TI - Project Information Document (PID) Concept Stage: Mongolia Education Quality Reform Project AU - World Bank DA - 2013/12// PY - 2013 PB - The World Bank SN - PIDC2293 UR - http://documents1.worldbank.org/curated/en/988611468060899890/pdf/PID-Print-P148110-12-02-2013-1386030628093.pdf Y2 - 2020/08/31/00:32:48 ER - TY - RPRT TI - Project Information Document (PID): Sierra Leone Free Education Project (P167897) AU - World Bank DA - 2019/06/10/ PY - 2019 PB - World Bank Group SN - PIDA26770 UR - http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf Y2 - 2020/11/25/20:05:34 ER - TY - RPRT TI - Project Information Document: Sierra Leone Free Education Project AU - World Bank DA - 2019/// PY - 2019 UR - http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf Y2 - 2020/06/25/17:12:20 ER - TY - ELEC TI - Pupil-teacher ratio, secondary - Tanzania | Data AU - World Bank DA - 2018/// PY - 2018 UR - https://data.worldbank.org/indicator/SE.SEC.ENRL.TC.ZS?locations=TZ Y2 - 2021/11/18/11:52:48 ER - TY - ELEC TI - Rapid Response Guidance Note: Educational Television & COVID-19 AU - World Bank DA - 2020/// PY - 2020 UR - http://documents1.worldbank.org/curated/en/659411587145759242/pdf/Rapid-Response-Guidance-Note-Educational-Television-COVID-19.pdf Y2 - 2020/09/24/16:05:02 KW - ___working_potential_duplicate ER - TY - RPRT TI - Rapid Response Guidance Note: Educational Television & COVID-19 AU - World Bank DA - 2020/04/17/ PY - 2020 SP - 4 LA - EN UR - http://documents.worldbank.org/curated/en/659411587145759242/pdf/Rapid-Response-Guidance-Note-Educational-Television-COVID-19.pdf Y2 - 2020/04/20/16:29:46 KW - ___working_potential_duplicate ER - TY - RPRT TI - Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere AU - World Bank AB - Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere (English) DA - 2020/// PY - 2020 LA - en PB - World Bank ST - Realizing the Future of Learning UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/250981606928190510/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere Y2 - 2021/06/03/14:18:53 ER - TY - RPRT TI - Remote Learning and COVID-19: The use of educational technologies at scale across an education system as a result of massive school closings in response to the COVID-19 pandemic to enable distance education and online learning AU - World Bank DA - 2020/// PY - 2020 UR - http://documents.worldbank.org/curated/en/266811584657843186/pdf/Rapid-Response-Briefing-Note-Remote-Learning-and-COVID-19-Outbreak.pdf ER - TY - RPRT TI - Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic: A Resource List by the World Bank's Edtech Team AU - World Bank DA - 2020/03/26/ PY - 2020 DP - DOI.org (Crossref) LA - EN PB - World Bank ST - Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic UR - http://elibrary.worldbank.org/doi/book/10.1596/33499 Y2 - 2020/04/26/15:36:06 KW - ___working_potential_duplicate ER - TY - RPRT TI - Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) AU - World Bank AB - Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) (English) CY - Washington, D.C. DA - 2020/// PY - 2020 LA - en PB - World Bank Group ST - Remote Learning Response to COVID-19 Knowledge Pack UR - https://documents1.worldbank.org/curated/en/099005004142218338/pdf/P174252089b2af038086840ee1b24d8eea5.pdf Y2 - 2023/03/27/10:27:17 ER - TY - RPRT TI - Report on Education Crisis in Latin America and the Caribbean: Urgent Action is Needed to Address the Enormous Education Crisis in Latin America and the Caribbean AU - World Bank AB - Following the massive school closures, as of February 2021, about 120 million school-age children had already lost or were at risk of losing a full academic year of presential education, with serious educational impacts, according to the report, Acting now to protect the human capital of our children: The costs of and response to the COVID-19 pandemic impact on the education sector in Latin America and the Caribbean. DA - 2021/// PY - 2021 LA - en PB - The World Bank UR - https://www.worldbank.org/en/news/press-release/2021/03/17/hacer-frente-a-la-crisis-educativa-en-america-latina-y-el-caribe Y2 - 2022/08/25/18:16:43 ER - TY - RPRT TI - Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note AU - World Bank DA - 2013/// PY - 2013 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/16787/ACS43930PNT0P10x0379833B00PUBLIC00.pdf?sequence=1&isAllowed=y ER - TY - RPRT TI - Restructuring Paper on a Proposed Project: Restructuring of the Education Quality Reform Project AU - World Bank DA - 2020/// PY - 2020 PB - The World Bank SN - RES33292 UR - http://documents1.worldbank.org/curated/en/714741591562132647/pdf/Disclosable-Restructuring-Paper-Mongolia-Education-Quality-Reform-Project-P148110.pdf Y2 - 2020/07/31/21:22:12 ER - TY - RPRT TI - Revitalizing Education Development in Sierra Leone (REDISL) Project AU - World Bank DA - 2014/// PY - 2014 UR - http://documents1.worldbank.org/curated/en/909691468299196446/pdf/879000PAD0P1330018034002000with0MAP.pdf Y2 - 2020/06/25/17:33:18 ER - TY - ELEC TI - Rural population (% of total population) - Bangladesh | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SP.RUR.TOTL.ZS?locations=BD Y2 - 2021/04/19/16:28:50 ER - TY - ELEC TI - Rural population (% of total population) | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SP.RUR.TOTL.ZS Y2 - 2021/03/18/10:40:34 ER - TY - RPRT TI - SABER Country Report –Senegal: Engaging the Private Sector in Education AU - World Bank DA - 2016/// PY - 2016 UR - http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/CountryReports/EPS/SABER_EPS_Senegal.pdf Y2 - 2020/06/22/14:34:29 ER - TY - GEN TI - SABER dataset AU - World Bank DA - 2022/02// PY - 2022 PB - World Bank UR - https://thedocs.worldbank.org/en/doc/49ff5fd6d9c3bc72ac08bfa5e8eb80f0-0200022021/original/SABER-RUBRICS-Jung-Hwan-Choi.xlsx Y2 - 2022/04/07/00:00:00 ER - TY - GEN TI - SABER EMIS Questionnaire AU - World Bank DA - 2014/// PY - 2014 PB - World Bank UR - http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/EMIS/SABER_EMIS_Questionnaire_092414.pdf Y2 - 2022/04/07/15:31:07 ER - TY - ELEC TI - School enrollment, primary, female (% gross) - Liberia | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SE.PRM.ENRR.FE?view=chart&locations=LR Y2 - 2021/09/03/13:43:10 ER - TY - ELEC TI - School enrollment, primary (% net) - Kenya | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SE.PRM.NENR?locations=KE Y2 - 2021/04/14/10:53:36 ER - TY - ELEC TI - School enrollment, secondary (% net) - Bangladesh | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SE.SEC.NENR?locations=BD Y2 - 2021/04/26/12:09:59 ER - TY - ELEC TI - School Hits the Airwaves: Sierra Leone Turns to Education Radio as a Response to COVID-19 AU - World Bank T2 - The World Bank AB - Sierra Leone's experience with education radio during the 2014 Ebola outbreak has helped strengthen its radio programming during school closures caused by the COVID-19 pandemic. DA - 2021/05/13/ PY - 2021 LA - en ST - School Hits the Airwaves UR - https://www.worldbank.org/en/news/feature/2021/05/13/school-hits-the-airwaves-sierra-leone-turns-to-education-radio-as-a-response-to-covid-19 Y2 - 2021/10/11/13:53:18 ER - TY - ELEC TI - Secondary education, pupils - Bangladesh | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SE.SEC.ENRL?locations=BD Y2 - 2021/04/26/12:11:15 ER - TY - ELEC TI - Secondary education, pupils (% female) - Bangladesh | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SE.SEC.ENRL.FE.ZS?locations=BD Y2 - 2021/04/26/12:13:19 ER - TY - RPRT TI - Secondary Education Quality Improvemen Project (SEQUIP) AU - World Bank DA - 2019/// PY - 2019 M3 - Project Appraisal Document PB - World Bank Group SN - PAD3378 UR - http://documents1.worldbank.org/curated/en/299851580138262444/pdf/Tanzania-Secondary-Education-Quality-Improvement-Project-SEQUIP.pdf Y2 - 2020/11/19/20:27:15 ER - TY - RPRT TI - Secondary Education Quality Improvement Program for Results (SEQUIP): Draft Environment and Social Systems Assessment (ESSA) AU - World Bank DA - 2017/// PY - 2017 PB - United Republic of Tanzania UR - http://documents1.worldbank.org/curated/es/649941513718690532/pdf/Environment-and-social-systems-assessment.pdf Y2 - 2021/01/18/15:40:35 ER - TY - GEN TI - Secondary Education Quality Improvement Project (SEQUIP) AU - World Bank DA - 2019/// PY - 2019 UR - http://documents.worldbank.org/curated/en/299851580138262444/pdf/Tanzania-Secondary-Education-Quality-Improvement-Project-SEQUIP.pdf ER - TY - ELEC TI - Secondary education, teachers - Bangladesh | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SE.SEC.TCHR?locations=BD Y2 - 2021/04/26/12:12:34 ER - TY - ELEC TI - Secondary education, teachers, female - Bangladesh | Data AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SE.SEC.TCHR.FE?locations=BD Y2 - 2021/04/26/12:14:04 ER - TY - ELEC TI - Senegal-Quality Improvement and Equity of Basic Education - AF AU - World Bank T2 - World Bank AB - Senegal-Quality Improvement and Equity of Basic Education - AF LA - en M3 - Text/HTML UR - https://projects.worldbank.org/en/projects-operations/project-detail/P163575 Y2 - 2020/06/22/14:40:48 ER - TY - RPRT TI - Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms: Public expenditure review AU - World Bank AB - Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms - public expenditure review (English) DA - 2013/// PY - 2013 LA - en M3 - Text/HTML PB - World Bank ST - Service delivery with more districts in Uganda UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/558891468113066344/Service-delivery-with-more-districts-in-Uganda-fiscal-challenges-and-opportunities-for-reforms-public-expenditure-review Y2 - 2022/04/07/17:37:19 ER - TY - ELEC TI - Sierra Leone | Data AU - World Bank UR - https://data.worldbank.org/country/sierra-leone Y2 - 2020/11/25/19:10:53 ER - TY - RPRT TI - Sierra Leone Free Education Project AU - World Bank DA - 2020/06/05/ PY - 2020 M3 - Project Appraisal Document UR - https://documents1.worldbank.org/curated/en/957041593741800590/pdf/Sierra-Leone-Free-Education-Project.pdf Y2 - 2023/11/06/10:33:35 ER - TY - ELEC TI - Sierra Leone - Multiple Indicator Cluster Survey 2017 AU - World Bank DA - 2017/// PY - 2017 UR - https://microdata.worldbank.org/index.php/catalog/3210 Y2 - 2021/09/10/11:08:56 ER - TY - RPRT TI - Sierra Leone Public Expenditure Review 2021: Fiscal Policy for a Sustainable Recovery AU - World Bank AB - This Fiscal and Debt Sustainability Note, the first module of a programmatic multisectoral Public Expenditure Review (PER), reviews the recent macro-fiscal challenges, analyzes their causes and consequences and provide policy options for enhancing the conduct of fiscal and PFM policies in the country. The first part of this module draws on the Boost database to provide a comprehensive overview of the budget covering both revenues and expenditures. It analyzes the composition of the budget (based on economic and functional classifications) and discusses the most critical PFM issues the country faces. It also assesses budget execution and the efficiency of public expenditure. The second part of the module focuses on fiscal risks and their implications for medium-term fiscal and debt sustainability. It examines the recent evolution of public debt, its main drivers and relationship to economic growth. It describes recent reforms to address fiscal and debt vulnerabilities and how these reforms have been affected by the global pandemic. It also analyzes the main fiscal risks with a focus on those stemming from State-Own Enterprises (SOEs), local councils, litigations, natural disasters, and health crises. This part uses simulations to analyze the most likely evolution of the public debt path over the next 20 years under alternative risk scenarios. Finally, the module proposes practical and actionable policy options to help improve the macro-fiscal environment over the short term and preserve debt sustainability over the medium term. CY - Washington, DC DA - 2021/06// PY - 2021 DP - openknowledge.worldbank.org LA - English PB - World Bank ST - Sierra Leone Public Expenditure Review 2021 UR - https://openknowledge.worldbank.org/handle/10986/35857 Y2 - 2022/06/09/12:33:59 KW - Debt Sustainability KW - Fiscal Policy KW - Fiscal Sustainability KW - Public Debt KW - Public Expenditure KW - Public Financial Management KW - Public Investment Management KW - State-Owned Enterprises ER - TY - RPRT TI - Sindh Public Expenditure Review AU - World Bank AB - Sindh has the potential to become a high middle-income province in Pakistan, but it lags far behind in terms of economic, social and development indicators. Sindh is also the most industrialized province, resource-rich and endowed with the country’s largest natural gas and coal reserves. In sum, it has the potential to become a high-growth and high-income region. Nonetheless, Sindh has yet to translate this potential into commensurate economic and social development. The province faces major developmental challenges. Sindh’s weak social indicators are partly the result of the inadequate reach and low quality of public service delivery. This Public Expenditure Review focuses on provincial finances and their utilization with the objective of identifying possible reforms to expand the resource envelope and ensure better value for money by improving the management and efficiency of public spending. It includes two important components: (i) a detailed analysis of the major revenue challenges and the various expenditures, including development spending and; (ii) and in-depth assessment of how some of the key government priorities are undertaken, such as education, health, and social protection. The hope is that by better understanding the constraints, reforms can be designed and implemented to maximize Sindh’s potential and promote a more equitable and productive path. CY - Washington, DC DA - 2017/06// PY - 2017 DP - openknowledge.worldbank.org LA - English PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/29264 Y2 - 2022/06/09/12:45:05 KW - Education KW - Finance KW - Fiscal Trends KW - Health KW - Inequality KW - Labor Force Participation KW - Policy KW - Poverty KW - Public Expenditure KW - Public Sector KW - Social Protection KW - Vulnerability ER - TY - RPRT TI - Smart Solutions to Improve Pakistan’s Education AU - World Bank AB - The Sindh School Monitoring System spreads across 15 districts and to the remotest parts of the province. Plans are underway to expand it to the entire province. DA - 2017/// PY - 2017 LA - en PB - World Bank Group UR - https://www.worldbank.org/en/news/feature/2017/02/13/smart-solutions-to-improve-pakistans-education Y2 - 2020/12/21/15:12:25 ER - TY - RPRT TI - South Africa Public Expenditure and Institutional Review for Early Childhood Development AU - World Bank AB - South Africa Public Expenditure and Institutional Review for Early Childhood Development (ECD PEIR) (English) DA - 2023/// PY - 2023 LA - en UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099192001242341964/P1756791e5e59bde1ad6714d311b6261dd284d0e6d65 Y2 - 2023/06/12/22:56:44 ER - TY - ELEC TI - Sudan | Data AU - World Bank T2 - The World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/country/sudan?view=chart Y2 - 2021/12/31/14:04:50 ER - TY - BLOG TI - Systems Approach for Better Education Results (SABER) AU - World Bank T2 - World Bank AB - The Systems Approach for Better Education Results (SABER) was launched by the World Bank in 2011 to produce comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems and the ultimate goal of promoting Learning for All. It allows countries to conduct a thorough inventory of their education policies and institutions based on global best practices, as well as provides decisionmakers and stakeholders at all levels with tools for structured and effective policy dialogue. DA - 2016/// PY - 2016 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/education/brief/systems-approach-for-better-education-results-saber Y2 - 2022/06/03/07:14:56 ER - TY - RPRT TI - Tanzania Mainland Poverty Assessment: Executive Summary AU - World Bank DA - 2020/// PY - 2020 UR - https://documents1.worldbank.org/curated/en/431111575939381087/pdf/Executive-Summary.pdf ER - TY - ELEC TI - TCData360 AU - World Bank UR - https://tcdata360.worldbank.org/indicators ER - TY - ELEC TI - TCdata360: Households w/ personal computer, % AU - World Bank T2 - TCdata360 AB - Percentage of households equipped with a personal computer ST - TCdata360 UR - https://tcdata360.worldbank.org/indicators/entrp.household.computer?country=BRA&indicator=3427&viz=line_chart&years=2012,2016 Y2 - 2020/06/22/14:36:16 ER - TY - ELEC TI - Teach - World Bank's Classroom Observation Tool AU - World Bank T2 - World Bank AB - Teach-Related Blogs LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/education/brief/teach-related-blogs Y2 - 2020/09/17/14:27:46 ER - TY - RPRT TI - Teachers and Teaching in Sierra Leone : Teacher Quality and Management Study AU - World Bank DA - 2021/// PY - 2021 UR - https://openknowledge.worldbank.org/handle/10986/35918 Y2 - 2022/01/15/03:54:15 KW - _C:Sierra Leone ER - TY - BOOK TI - The COVID-19 Pandemic: Shocks to Education and Policy Responses AU - World Bank DA - 2020/05/07/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - World Bank ST - The COVID-19 Pandemic UR - http://elibrary.worldbank.org/doi/book/10.1596/33696 Y2 - 2020/07/31/21:19:26 ER - TY - RPRT TI - The Education System in Malawi AU - World Bank DA - 2010/// PY - 2010 UR - https://openknowledge.worldbank.org/handle/10986/5937 Y2 - 2022/10/30/19:57:28 ER - TY - ELEC TI - The Future of Work in Africa: The Roles of Skills, Informality, and Social Protection in Unleashing the Promise of Digital Technologies for All AU - World Bank T2 - World Bank AB - A new World Bank report says Sub-Saharan African countries could benefit from well-harnessed technological adoption. DA - 2019/// PY - 2019 LA - en ST - The Future of Work in Africa UR - https://www.worldbank.org/en/region/afr/publication/africa-future-of-work Y2 - 2022/09/08/21:17:35 ER - TY - RPRT TI - The State of Global Learning Poverty: 2022 Update AU - World Bank AB - The State of Global Learning Poverty: 2022 Update CY - Washington, DC DA - 2022/// PY - 2022 LA - en PB - World Bank UR - https://www.worldbank.org/en/topic/education/publication/state-of-global-learning-poverty Y2 - 2022/10/03/10:19:10 ER - TY - RPRT TI - The Third Punjab Education Sector Project (PESP III) AU - World Bank DA - 2019/// PY - 2019 PB - World Bank Group UR - http://documents1.worldbank.org/curated/en/422121565181941577/pdf/Pakistan-Third-Punjab-Education-Sector-Project-Mid-Term-Review-Mission-April-23-to-30-2019.pdf ER - TY - BLOG TI - The Urgent Need to Focus on Foundational Skills AU - World Bank AB - The urgent need to focus on foundational skills DA - 2021/// PY - 2021 LA - en UR - https://blogs.worldbank.org/education/urgent-need-focus-foundational-skills Y2 - 2022/08/15/08:36:30 ER - TY - RPRT TI - The What, Why, and How of the Systems Approach for Better Education Results (SABER) AU - World Bank DA - 2013/// PY - 2013 UR - http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/SABER_Overview_Paper.pdf Y2 - 2020/07/22/17:45:35 KW - Systems Framework ER - TY - ELEC TI - The World Bank DataBank AU - World Bank UR - https://databank.worldbank.org ER - TY - ELEC TI - The World Bank in Ghana AU - World Bank T2 - World Bank AB - The World Bank Group aims to help Ghana sustain economic growth, surpass the goal of halving poverty by 2015, and maintain its middle income status. LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/country/ghana/overview Y2 - 2022/12/29/19:52:10 ER - TY - ELEC TI - The World Bank in Malawi AU - World Bank T2 - World Bank AB - The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society. DA - 2022/// PY - 2022 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/country/malawi/overview Y2 - 2022/10/06/19:09:55 ER - TY - ELEC TI - The World Bank in Tanzania AU - World Bank UR - https://www.worldbank.org/en/country/tanzania/overview ER - TY - ELEC TI - The World Bank In Zimbabwe AU - World Bank AB - The World Bank's lending program in Zimbabwe is inactive due to arrears, and the role is now limited to technical assistance and analytical work. DA - 2019/// PY - 2019 LA - en UR - https://www.worldbank.org/en/country/zimbabwe/overview Y2 - 2020/06/27/15:44:37 ER - TY - BLOG TI - There will be no recovery without empowered, motivated and effective teachers AU - World Bank AB - There will be no recovery without empowered, motivated and effective teachers DA - 2021/// PY - 2021 LA - en UR - https://blogs.worldbank.org/education/there-will-be-no-recovery-without-empowered-motivated-and-effective-teachers Y2 - 2022/08/11/07:09:35 ER - TY - BLOG TI - Thinking inside the "Box": Pakistan turns to education TV during Covid-19 AU - World Bank DA - 2021/// PY - 2021 UR - https://www.worldbank.org/en/news/feature/2021/05/19/pakistan-turns-to-education-tv ER - TY - CHAP TI - To take learning seriously, start by measuring it AU - World Bank T2 - World Development Report 2018: Learning to Realize Education's Promise T3 - World Development Report DA - 2017/10/04/ PY - 2017 DP - elibrary.worldbank.org (Atypon) IS - 0 SP - 91 EP - 104 PB - The World Bank SN - 978-1-4648-1096-1 UR - https://elibrary.worldbank.org/doi/10.1596/978-1-4648-1096-1_ch4 Y2 - 2021/02/01/11:10:40 ER - TY - ELEC TI - Trained teachers in primary education (% of total teachers) - Ghana | Data AU - World Bank T2 - The World Bank Open Data DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SE.PRM.TCAQ.ZS?locations=GH Y2 - 2021/10/11/13:49:18 ER - TY - RPRT TI - TV-Based Learning in Bangladesh: Is it Reaching Students? AU - World Bank CY - Washington D.C. DA - 2020/// PY - 2020 PB - World Bank Group UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y KW - ___working_potential_duplicate ER - TY - ELEC TI - TV-Based Learning in Bangladesh: Is it Reaching Students? AU - World Bank DA - 2020/07/16/ PY - 2020 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y Y2 - 2021/03/16/00:00:00 KW - ___working_potential_duplicate ER - TY - ELEC TI - Two-Thirds of Poorer Countries Are Cutting Education Budgets Due to COVID-19 AU - World Bank T2 - World Bank DA - 2021/02// PY - 2021 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/news/press-release/2021/02/22/two-thirds-of-poorer-countries-are-cutting-education-budgets-due-to-covid-19 Y2 - 2021/07/14/17:00:12 ER - TY - RPRT TI - Urban population - Pakistan | Data AU - World Bank DA - 2019/// PY - 2019 PB - World Bank Group UR - https://data.worldbank.org/indicator/SP.URB.TOTL?locations=PK Y2 - 2021/02/09/15:45:44 ER - TY - ELEC TI - World Bank Country and Lending Groups – World Bank Data Help Desk AU - World Bank DA - 2021/// PY - 2021 UR - https://datahelpdesk.worldbank.org/knowledgebase/articles/906519-world-bank-country-and-lending-groups Y2 - 2021/09/29/16:34:35 ER - TY - ELEC TI - World Bank Data Catalog AU - World Bank UR - https://datacatalog.worldbank.org/dataset/world-development-indicators ER - TY - ELEC TI - World Bank Open Data: Ghana Data AU - World Bank T2 - World Bank Data DA - 2019b PY - 2019b UR - https://data.worldbank.org/country/ghana?view=chart ER - TY - ELEC TI - World Bank Open Data portal AU - World Bank DA - 2021/// PY - 2021 UR - https://data.worldbank.org/indicator/SE.SEC.ENRL.TC.ZS?locations=TZ ER - TY - ELEC TI - World Bank: pandemic threatens to drive unprecedented number of children into learning poverty AU - World Bank AB - World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty DA - 2021/10/29/ PY - 2021 LA - en ST - World bank UR - https://www.worldbank.org/en/news/press-release/2021/10/29/world-bank-pandemic-threatens-to-drive-unprecedented-number-of-children-into-learning-poverty Y2 - 2022/05/04/12:35:52 ER - TY - ELEC TI - World Development Indicators AU - World Bank DA - 2021/// PY - 2021 UR - https://databank.worldbank.org/source/world-development-indicators Y2 - 2021/05/24/17:16:31 ER - TY - ELEC TI - World Development Indicators | DataBank AU - World Bank UR - https://databank.worldbank.org/reports.aspx?source=world-development-indicators Y2 - 2020/06/22/14:36:32 ER - TY - ELEC TI - World Development Indicators | DataBank AU - World Bank UR - https://databank.worldbank.org/reports.aspx?source=world-development-indicators Y2 - 2020/06/22/14:36:32 ER - TY - ELEC TI - World Development Indicators | DataBank AU - World Bank DA - 2022/09// PY - 2022 UR - https://databank.worldbank.org/source/world-development-indicators# Y2 - 2022/09/22/13:37:02 ER - TY - RPRT TI - World Development Report 2016: Digital Dividends AU - World Bank AB - Information related to the World Development Report 2016: Digital Dividends DA - 2016/// PY - 2016 LA - en M3 - Text/HTML ST - World Development Report 2016 UR - https://www.worldbank.org/en/publication/wdr2016 Y2 - 2022/11/14/16:56:54 ER - TY - RPRT TI - World Development Report 2016: Digital dividends AU - World Bank CY - Washington DC, USA DA - 2016/// PY - 2016 PB - World Bank ST - World Development Report 2016 UR - https://www.worldbank.org/en/publication/wdr2016 AN - 10.1596/978-1-4648-0671-1;261495:CCMXMJHT Y2 - 2016/01/30/16:51:08 KW - AWP2 KW - AWP2-actual ER - TY - RPRT TI - World Development Report 2017: Governance and the Law AU - World Bank AB - World Development Report 2017: Governance and the Law DA - 2017/// PY - 2017 LA - en M3 - Text/HTML PB - World Bank ST - World Development Report 2017 UR - https://www.worldbank.org/en/publication/wdr2017 Y2 - 2022/04/24/21:00:56 ER - TY - RPRT TI - World Development Report 2018: Learning to realize education’s promise AU - World Bank T2 - World Development Report AB - World Development Report 2018: LEARNING to Realize Education’s Promise CY - Washington DC DA - 2018/// PY - 2018 DP - www.worldbank.org LA - en M3 - Flagship Report PB - World Bank Group ST - World Development Report 2018 UR - https://www.worldbank.org/en/publication/wdr2018 Y2 - 2019/10/18/12:17:28 KW - C:Low- and middle-income countries ER - TY - BOOK TI - World Development Report 2021: Data for Better Lives AU - World Bank DA - 2021/06/15/ PY - 2021 DP - DOI.org (Crossref) LA - en PB - The World Bank SN - 978-1-4648-1600-0 978-1-4648-1601-7 ST - World Development Report 2021 UR - http://elibrary.worldbank.org/doi/book/10.1596/978-1-4648-1600-0 Y2 - 2022/06/14/20:01:27 ER - TY - RPRT TI - Connecting Learning Spaces: Possibilities for Hybrid Learning AU - Working Group on Digital Learning DA - 2021/09// PY - 2021 DP - Zotero SP - 192 LA - en PB - Broadband Commission for Sustainable Development UR - https://broadbandcommission.org/wp-content/uploads/dlm_uploads/2021/09/Digital-Learning-Report-Broadband-Commission.pdf ER - TY - BLOG TI - What has the XPrize done for us lately? AU - Woollaston, Victoria T2 - Engineering & Technology AB - Twenty-three years. Seventy million dollars and counting. The XPrize began as a boy’s dream of journeying into space – now it is one of today’s most effective philanthropic endeavours and one with a bold mission: to make the seemingly impossible possible. DA - 2020/// PY - 2020 LA - en-US UR - https://eandt.theiet.org/content/articles/2020/02/what-has-the-xprize-done-for-us-lately/ Y2 - 2021/01/22/18:38:47 ER - TY - RPRT TI - Leveraging data in African countries: Curating government microdata for research AU - Woolfrey, Lynn T2 - DataFirst Technical Papers AB - Governments mandate their National Statistics Offices to collect empirical data through censuses and surveys to determine appropriate national policies. Further investigation of this data by academics can help evaluate the effectiveness of government action. In many countries governments have created policies and institutions to share official data with researchers to allow independent evaluation of both the data and the policies informed by the data. In 2009 a survey was undertaken to assess ease of access to government survey microdata in African countries. This investigation revealed that the sharing of African government microdata is constrained by several obstacles. African National Statistics Offices, the main African data producers, have limited resources to curate microdata and ensure its long-term availability. Consequently many African data producers do not follow international best practice with regard to survey data management or make the microdata from official surveys available for research purposes. A further obstacle in Africa is inadequate producer-user communication channels. Concerns around the confidentiality of respondent information also present a barrier to data usage for research, as does the bureaucratic nature of government institutions involved in data production. A follow-up survey undertaken in 2012 examined improvements in data access and other dimensions of data quality in the intervening years, focusing on Statistics Offices participating in a donor project to advance data curation in resource poor countries. The survey showed that the provision of appropriate data curation tools can improve data sharing for policy feedback. However, this is more effective in countries with sound data usage policies driven by African decision-makers who appreciate the role of data utilisation in national development. CY - Cape Town DA - 2013/02/10/ PY - 2013 DP - ResearchGate PB - DataFirst, University of Cape Town SN - 22 ST - Leveraging data in African countries UR - https://www.researchgate.net/publication/281969484_Leveraging_data_in_African_countries_Curating_government_microdata_for_research ER - TY - JOUR TI - A roadmap for education technology AU - Woolf, Beverly Park DA - 2010/// PY - 2010 DP - Google Scholar KW - ⛔ No DOI found ER - TY - CHAP TI - English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in Bangladesh AU - Woodward, Clare AU - Griffiths, Malcolm AU - Solly, Mike T2 - Innovations In The Continuing Professional Development Of English Language Teachers CY - London DA - 2014/// PY - 2014 DP - DOI.org (Crossref) SP - 227 EP - 248 LA - en PB - British Council UR - https://linkinghub.elsevier.com/retrieve/pii/S0346251X15000925 Y2 - 2020/08/31/13:08:30 KW - C:Bangladesh ER - TY - BLOG TI - Liberia launches “getting to best in education” program AU - Woods Baysah, David T2 - Global Partnership for Education DA - 2018/// PY - 2018 LA - en UR - https://www.globalpartnership.org/blog/liberia-launches-getting-best-education-program Y2 - 2020/06/26/12:59:24 ER - TY - JOUR TI - New Look at Habits and the Habit-Goal Interface AU - Wood, Wendy AU - Neil, David T2 - Psychological Review DA - 2007/// PY - 2007 DO - 10.1037/0033-295X.114.4.843 VL - 114 IS - 4 SP - 843 EP - 863 LA - en UR - https://www.researchgate.net/publication/5936907_A_New_Look_at_Habits_and_the_Habit-Goal_Interface Y2 - 2020/08/20/15:34:22 ER - TY - ELEC TI - How many women work in STEM? AU - Wood, Johnny T2 - World Economic Forum AB - Women in STEM are underrepresented, paid less than men, have fewer publishing opportunities and progress less in their careers. DA - 2020/// PY - 2020 LA - en UR - https://www.weforum.org/agenda/2020/02/stem-gender-inequality-researchers-bias/ Y2 - 2021/12/13/10:27:02 ER - TY - RPRT TI - Architects and contractors: political economy analysis of policy research in Pakistan AU - Wood, Geof DA - 2013/// PY - 2013 DP - researchportal.bath.ac.uk LA - English PB - University of Bath ST - Architects and contractors UR - https://researchportal.bath.ac.uk/en/publications/architects-and-contractors-political-economy-analysis-of-policy-r Y2 - 2021/02/03/10:26:32 KW - ⛔ No DOI found ER - TY - RPRT TI - Protecting the Space for Policy Research: Comparing Think Tanks and Universities in South Asia AU - Wood, Geof DA - 2014/// PY - 2014 LA - en PB - Think Tank Initiative ST - Protecting the Space for Policy Research UR - http://www.thinktankinitiative.org/content/protecting-space-policy-research-comparing-think-tanks-and-universities-south-asia Y2 - 2021/02/10/00:43:58 ER - TY - RPRT TI - Going Online for Sexual and Reproductive Health AU - Women Deliver AU - Girl Effect DA - 2020/// PY - 2020 UR - https://womendeliver.org/wp-content/uploads/2020/08/Going-Online-for-Sexual-and-Reproductive-Health.pdf Y2 - 2020/09/23/08:43:43 ER - TY - JOUR TI - MOOC adaptation and translation to improve equity in participation AU - Wolfenden, Freda AU - Cross, Simon AU - Henry, Fiona T2 - Journal of Learning for Development AB - There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs. DA - 2017/// PY - 2017 DO - 10.56059/jl4d.v4i2.209 DP - ERIC VL - 4 IS - 2 SP - 127 EP - 142 LA - en SN - 2311-1550 UR - https://eric.ed.gov/?id=EJ1149178 AN - 1941337332; EJ1149178 Y2 - 2020/09/14/14:39:43 KW - Access to Computers KW - Access to Education KW - Attitude Measures KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Equal Education KW - Foreign Countries KW - Higher Education KW - India KW - International Programs KW - Large Group Instruction KW - Online Courses KW - Partnerships in Education KW - Postsecondary Education KW - Pretests Posttests KW - Program Implementation KW - Questionnaires KW - Surveys KW - Teacher Education Programs KW - Teacher Educators KW - Technology Uses in Education KW - United Kingdom KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096064 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) AU - Wolfenden, Freda AU - Buckler, Alison Sarah Hemmings AU - Keraro, Fred T2 - Journal of Interactive Media in Education DA - 2012/03/07/ PY - 2012 DO - 10.5334/2012-03 DP - DOI.org (Crossref) VL - 2012 IS - 1 SP - 3 J2 - JIME LA - en SN - 1365-893X ST - OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa UR - http://jime.open.ac.uk/articles/10.5334/2012-03/ Y2 - 2019/07/16/15:03:33 ER - TY - CHAP TI - Teacher educators and OER in East Africa: Interrogating pedagogic change AU - Wolfenden, Freda AU - Auckloo, Pritee AU - Buckler, Alison AU - Cullen, Jane T2 - Adoption and Impact of OER in the Global South AB - This study examines the use of Open Educational Resources (OER) in six teacher education institutions in three contrasting East African settings – Mauritius, Tanzania and Uganda – all of which had previous engagement with OER initiatives. Drawing primarily on interviews with teacher educators, the study examines how and when teacher educators engage with OER, the factors that support and constrain sustained OER engagement, and the influence of such engagement on their teaching practice. It seeks to answer the following three research questions: What kinds of OER are teacher educators aware of and how do they access them? How and for what purpose are they using the OER? What intended and enacted pedagogic practices are associated with OER use? The study takes a sociocultural approach, paying attention to the practices of teacher educators and the context and culture of the teacher education institutions within which they work, as well as the national policies relevant to these institutions. Surveys were sent to academic staff at each of the participating institutions who were, or had been, involved in curriculum development work involving OER. Male and female educators from different disciplinary backgrounds and with varying roles and periods of service within the institutions were targeted. From the respondents, selected individuals were asked to participate in semi-structured interviews concerning OER and their pedagogical practices. A total of 58 surveys were completed by teacher educators along with 36 in-depth teacher educator interviews and six institutional stakeholder interviews. The results of the study indicate that teacher educators’ understanding and use of OER is highly fragmented, with little traction at department or institutional level. At all the study sites there was dissonance between the ways in which individual educators are using OER and the dominant institutional values and discourse. There were also numerous structural and cultural factors acting to limit agency with regards to OER use. The demands of curriculum and assessment, professional identity, digital skills, provision of equipment and connectivity, values and weak cultures of collaboration all exerted an influence and enabled or constrained teacher educators’ efforts to achieve agency with OER. For a small number of teacher educators (OER “champions”), OER provides a tool for extending their agency to move towards more participatory practices. In their interviews, several of these educators spoke of the formative role of academic training and many were linked to external OER networks. These elements of historic identity formation influence how they respond to OER, and enhance their confidence to take risks in moving beyond conventional practice. Enabling educators to act in an agentive way with OER is not easy. Moving forward, attention should be given to issues of access so that educators are able to locate and view OER relatively easily and experiment with their use. This study recommends that time be made available for educators to enhance their skills in working digitally and to become familiar with principles of learning design such that these become integral dimensions of their professional identity. It is also argued that extending and deepening engagement with OER requires opportunities for professional dialogue and collaboration to support the development of productive educator identities with OER and transformation of the community’s field of practice. CY - Cape Town & Ottawa DA - 2017/// PY - 2017 DP - Zenodo LA - eng PB - African Minds, International Development Research Centre & Research on Open Educational Resources for Development SN - 978-1-55250-599-1 ST - Teacher educators and OER in East Africa UR - https://zenodo.org/record/1094850#.X7UzCGj7Q1I Y2 - 2020/11/18/14:43:26 KW - East Africa KW - Global South KW - Mauritius KW - OEP KW - OER KW - Open Education KW - Open Educational Resources KW - ROER4D KW - Tanzania KW - Uganda KW - _not_EdTechHub KW - _zenodoOTHER KW - agency KW - pedagogy KW - teacher education ER - TY - RPRT TI - Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review AU - Wolfenden, Freda AU - Adinolfi, Lina AU - Cross, Simon AU - Lee, Clare AU - Paranjpe, Sandhya AU - Safford, Kimberly AB - The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The findings offer informed guidance on future trajectories for TESS-India activity and support discussions with key stakeholders in each of these states. The overarching goal of TESS-India is to support delivery of quality pedagogic change in teacher education and school classrooms. TESS-India activity is designed to meet identified professional development needs of teachers and teacher educators in each state. Thus it takes a slightly different form in each state, appropriate to local priorities and conditions. The Review focus was similarly differentiated in each state to align to TESS-India activity in that state. The review field work was carried out by academics from the Open University UK and the Head Academic, TESS-India Country Office, between 30 January and 4 February 2017. It adopted an essentially qualitative approach to understand educators’ (trainee teachers, teachers, local teacher educators and DIET faculty) experiences with the TESS-India resources and the influence of this engagement on their pedagogic practice. Data was generated from multiple sources including analysis of key documentation, semi-structured interviews with teachers, teacher educators and policy makers, and classroom observation. Teachers, teacher educators and SRG members were sampled at different locations within each state. The focus of TESS-India activity to date has been to strengthen the existing government (state) educational system at the elementary stage - SCERT, SSA, DIETS, DEO, DPC (SSA), BEO, BRP, BRC, CRCC, HT, Teacher, Child – in alignment with national policies, frameworks and the RTE Act. The project aims at supplementing and complementing GoI and State specific efforts and activities. Although TESS-India has produced original Open Educational Resources (OER) to support educators working in the secondary stage, as yet there is very little evidence of sustained TESS-India activity with this phase of schooling or with the TESS-India School Leader OER. The review findings are therefore focussed on activity at the elementary stage and are reported at different levels of the system in line with the TESS-India theory of change. The report found that use of TESS-India OER is contributing to quality change in classrooms with students and trainee teachers. • SRG members met by the review team were using the TESS-India OER and described how this use was prompting them to experiment with more interactive and participatory practices. • Teachers observed and / or interviewed by the review team were drawing on TESS-India OER to inform their lesson planning and subsequent teaching. Evidence seen by the review team (learning journals and learning plans) indicates that the practices being developed by these teachers are shared by other teachers in the cohort of teachers participating in TESS-India focus district activity. However the innovation in practice and transformation in pedagogy promised by TESS-India OER is still in the early stages and the evidence is highly emergent. But, critically, through engagement with the MOOC and other TESS-India learning resources, policy makers and lead teacher educators (for example SCERT Directors) are changing their thinking about teacher professional development, moving away from cascade models to a focus on continuous professional development and learning of teachers in their classrooms with support from teacher educators/ experts, either virtually or face-to face. DA - 2017/// PY - 2017 SP - 26 LA - EN PB - The Open University ST - Moving towards more participatory practice with Open Educational Resources UR - https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf KW - C: India KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457359 KW - __finaldtb ER - TY - JOUR TI - An exploration of agency in the localisation of open educational resources for teacher development AU - Wolfenden, Freda AU - Adinolfi, Lina T2 - Learning, Media and Technology AB - This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour. DA - 2019/07/03/ PY - 2019 DO - 10.1080/17439884.2019.1628046 DP - Taylor and Francis+NEJM VL - 44 IS - 3 SP - 327 EP - 344 SN - 1743-9884 UR - http://oro.open.ac.uk/62250/ Y2 - 2020/10/27/15:37:22 KW - India KW - Open educational resources (OER) KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457357 KW - __finaldtb KW - localisation KW - professional agency ER - TY - JOUR TI - TESS-India OER: Collaborative practices to improve teacher education AU - Wolfenden, Freda T2 - Indian Journal of Teacher Education AB - As the numbers of children attending school in India rises rapidly ensuring a productive learning experience for every student is a huge challenge. Quality is central to the Government of India’s education policy; major education goals recognise that changes in teachers’ classroom practice are critical to improving students’ learning in elementary and secondary schools across India. This paper describes the rationale and pedagogy of an innovative response to these challenges harnessing contemporary ideas on ‘open’, learning and the increasing availability of network technology in the form of a multilingual Open Educational Resources (OER) teacher education toolkit. The main section of the paper then describes the processes for multi-stakeholder participation in the development of the elements of the OER toolkit and the paper concludes with a discussion of the ‘open’ dimension of the project and how this enables ‘local’ authentication and mediation of use of the OER in each of the project states. DA - 2015/09/30/ PY - 2015 DP - oro.open.ac.uk VL - 01 IS - 03 SP - 33 EP - 48 LA - en SN - 2349-6355 ST - TESS-India OER UR - http://ncte-india.org/ncte_new/?page_id=1703 Y2 - 2022/05/30/10:25:37 KW - ⛔ No DOI found ER - TY - ELEC TI - LibGuides: Accessibility Toolkit for Open Educational Resources (OER): OER Commons-ISKME AU - Wolfe, Amy AB - Accessibility guide for creating OER DA - 2020/08/24/ PY - 2020 LA - en ST - LibGuides UR - https://guides.cuny.edu/accessibility/OER_Commons_ISKME Y2 - 2020/09/01/13:20:20 ER - TY - JOUR TI - Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo AU - Wolf, Sharon AU - Torrente, Catalina AU - McCoy, Marissa AU - Rasheed, Damira AU - Aber, J. Lawrence T2 - Comparative Education Review DA - 2015/// PY - 2015 DO - 10.1086/682902 VL - 59 IS - 4 KW - C:DRC ER - TY - JOUR TI - Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo AU - Wolf, Sharon AU - Torrente, Catalina AU - Frisoli, Paul AU - Weisenhorn, Nina AU - Shivshanker, Anjuli AU - Annan, Jeannie AU - Aber, J. Lawrence T2 - Teaching and Teacher Education AB - This article examines the impacts of a partial year of implementation of Learning to Read in a Healing Classroom (LRHC), a curricular and social-emotional teacher professional development intervention in southeastern Democratic Republic of the Congo, on teacher professional well-being. Using a cluster-randomized control trial, this study assesses LRHC impacts on a sample of 346 teachers from 64 primary schools. We find statistically significant increases in job dissatisfaction for female teachers and increases in motivation for the least experienced teachers. Implications are discussed for the role of teacher professional development and well-being in improving education in low resource and conflict-affected contexts. DA - 2015/11/01/ PY - 2015 DO - 10.1016/j.tate.2015.08.002 DP - ScienceDirect VL - 52 SP - 24 EP - 36 J2 - Teaching and Teacher Education LA - en SN - 0742-051X UR - http://www.sciencedirect.com/science/article/pii/S0742051X1500116X Y2 - 2020/01/29/11:13:24 KW - Democratic Republic of the Congo KW - International education KW - Motivation KW - Teacher professional development ER - TY - JOUR TI - Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices AU - Wolf, Sharon AU - Peele, Morgan E. T2 - Teaching and Teacher Education AB - We examine second-year impacts of a 1-year pre-primary teacher training and coaching program, delivered with and without parental-awareness meetings, evaluated with a school-level randomized trial. Outcomes included teachers’ professional well-being and classroom practices. Most gains observed during the program year faded out. However, there were small sustained impacts on the implementation of training activities. Counteracting effects of the parental-awareness meetings were evident, with suggestive evidence that teachers in this treatment group displayed lower scores on one dimension of classroom qualitydSupporting Student Expressiondcompared to controls. Implications for professional development and educational quality are discussed. DA - 2019/11// PY - 2019 DO - 10.1016/j.tate.2019.07.003 DP - DOI.org (Crossref) VL - 86 J2 - Teaching and Teacher Education LA - en SN - 0742051X UR - https://linkinghub.elsevier.com/retrieve/pii/S0742051X18315853 Y2 - 2020/01/28/13:07:50 KW - _proposed-for: Scoping review ER - TY - JOUR TI - Nudging parents and teachers to improve learning and reduce child labor in Cote d’Ivoire AU - Wolf, Sharon AU - Lichand, Guilherme T2 - npj Science of Learning AB - Whether SMS-based nudge interventions can increase parent engagement and improve child learning outcomes across diverse contexts such as rural West Africa is unknown. We conducted a school-randomized trial to test the impacts of an audio or text-message intervention (two messages per week for one school year) to parents and teachers of second and fourth grade students (N = 100 schools, 2246 students) in Cote d’Ivoire. Schools were randomly assigned to have messages sent to (i) parents only, (ii) teachers only, (iii) parents and teachers together, or (iv) control. There were statistically non-significant impacts of the parents-only treatment on learning, although with typical effect sizes (d = 0.08, p = 0.158), and marginally statistically significant increases in child labor (d = 0.11, p < 0.10). We find no impacts of the other treatment conditions. Subgroup analyses based on pre-registered subgroups show significantly larger improvements in learning for children with below-median baseline learning levels for the parents-only arm and negative impacts on learning for girls for the teachers-only arm, suggesting different conclusions regarding impacts on equity for vulnerable children. DA - 2023/09/13/ PY - 2023 DO - 10.1038/s41539-023-00180-z DP - www.nature.com VL - 8 IS - 1 SP - 1 EP - 13 J2 - npj Sci. Learn. LA - en SN - 2056-7936 UR - https://www.nature.com/articles/s41539-023-00180-z Y2 - 2024/02/14/13:07:43 KW - Economics KW - Education ER - TY - RPRT TI - Assessing the Construct Validity of Save the Children's International Development and Early Learning Assessment (IDELA) AU - Wolf, Sharon AU - Halpin, Peter AU - Yoshikawa, Hirokazu AU - Pisani, Lauren AU - Dowd, Amy Jo AU - Borisova, Ivelina DA - 2016/// PY - 2016 DP - Zotero LA - en PB - Global TIES for Children, New York University, Save the Children UR - https://resourcecentre.savethechildren.net/document/assessing-construct-validity-save-childrens-international-development-and-early-learning/ ER - TY - JOUR TI - Measuring school readiness globally: Assessing the construct validity and measurement invariance of the International Development and Early Learning Assessment (IDELA) in Ethiopia AU - Wolf, Sharon AU - Halpin, Peter AU - Yoshikawa, Hirokazu AU - Dowd, Amy Jo AU - Pisani, Lauren AU - Borisova, Ivelina T2 - Early Childhood Research Quarterly AB - The post 2015 context for international development has led to a demand for assessments that measure multiple dimensions of children's school readiness and are feasibly administered in low-resource settings. The present study assesses the construct validity of the International Development and Early Learning Assessment (IDELA) developed by Save the Children using data from a sample of children (∼5 years of age; N=682) from rural Ethiopia. The study (a) uses exploratory and confirmatory bi-factor analyses to assess the internal structure of the assessment with respect to four hypothesized domains of school-readiness (Early Numeracy, Early Literacy, Social-Emotional development, and Motor development); (b) uses latent regression to examine concurrent validity of the domains against a limited set of child and family characteristics; and (c) establishes measurement invariance across three focal comparisons (children enrolled in center-based care versus home-based care; girls versus boys; and treatment status in a cluster randomized controlled trial of a center-based program). The results support the conclusion that the IDELA is useful for making inferences about children's school readiness. Implications for future use of the IDELA and similar instruments are discussed. DA - 2017/10/01/ PY - 2017 DO - 10.1016/j.ecresq.2017.05.001 DP - ScienceDirect VL - 41 SP - 21 EP - 36 J2 - Early Childhood Research Quarterly LA - en SN - 0885-2006 ST - Measuring school readiness globally UR - https://www.sciencedirect.com/science/article/pii/S0885200617301357 Y2 - 2022/12/02/15:02:19 KW - Ethiopia KW - Factor analysis KW - Measurement invariance KW - School readiness KW - Sub-Saharan Africa ER - TY - RPRT TI - Learning in the time of a pandemic and implications for returning to school: effects of COVID-19 in Ghana AU - Wolf, Sharon AU - Aurino, Elisabetta AU - Suntheimer, Noelle AU - Avornyo, Esinam AU - Tsinigo, Edward AU - Jordan, Jasmine AU - Samanhyia, Soloman AU - Aber, J Lawrence AU - Behrman, Jere R T2 - CPRE Working Papers AB - The Covid-19 pandemic led to school closures all over the world, leaving children across diverse contexts without formal education for nearly a year. Remote-learning programs were designed and rapidly implemented to promote learning continuity throughout the crisis. There were inequalities in who was able to access remote-learning during school closures, though little systematic evidence documenting these gaps exists, particularly in sub-Saharan Africa. In this study, we surveyed 1,844 children in the Greater Accra Region of Ghana, as well as their caregivers and teachers, regarding their engagement in remote learning, literacy and math test scores, and household economic hardships. We document inequalities in access to and engagement in remote-learning activities during the ten months in 2020 in which schools were closed in Ghana. Specifically, children in private schools and children in highersocioeconomic status households engaged in remote-learning at higher rates and received more support from their schools and caregivers. Further, controlling for demographic characteristics and pre-pandemic learning outcomes, we document gaps in children’s literacy and math test scores, with food insecure and low-SES children, as well as children enrolled in public schools before the pandemic, performing significantly worse than their peers (0.2-0.3 SD gap). Finally, children in households that experienced more economic hardships during the pandemic engaged in fewer remote learning activities and had lower literacy and numeracy assessment scores. The findings speak to the potential consequences of increased inequalities due to the pandemic as schools re-open in Ghana and around the world and provide insight into how schools may address these inequalities as children return to the classroom. DA - 2021/08// PY - 2021 DP - Zotero LA - en PB - Consortium for Policy Research in Education (CPRE) UR - https://repository.upenn.edu/cgi/viewcontent.cgi?article=1027&context=cpre_workingpapers KW - ⛔ No DOI found ER - TY - RPRT TI - Nudges to improve learning and gender parity: Supporting parent engagement and Ghana’s educational response to COVID-19 using mobile phones AU - Wolf, Sharon AU - Aurino, Elisabetta AU - Osei-Akoto, Isaac AU - Ackwerh, Eunice Yaa Brimfah AB - Randomized control trial testing impacts of SMS messages to suggest activities that promote social-emotional development at home and to encourage engagement with remote instruction, variants of these messages that have a gender-parity focus, and the duration of these messages (3 months vs. 6 months) DA - 2021/06/30/ PY - 2021 LA - en PB - World Bank Strategic Impact Evaluation Fund (SIEF) ST - Nudges to improve learning and gender parity UR - https://www.worldbank.org/en/programs/sief-trust-fund/brief/ghana-nudges-to-improve-learning-and-gender-parity-supporting-parent-engagement-and-ghana-s-educational-response-to-covi Y2 - 2022/03/04/15:34:24 ER - TY - JOUR TI - WORLD BANK STRATEGIC IMPACT EVALUATION FUND (SIEF) AU - Wolf, Sharon AU - Aurino, Elisabetta AU - Brown, Autumn AU - Tsinigo, Edward DA - 2021/// PY - 2021 DP - Zotero SP - 21 LA - en KW - ⛔ No DOI found ER - TY - GEN TI - Nudges to improve learning and gender parity: Supporting parent engagement and Ghana’s educational response to Covid-19 using mobile phones AU - Wolf, Sharon AU - Aurino, Elisabetta AB - While recent evidence from Brazil and Ivory Coast suggests that SMS messages to nudge parents' engagement in their children's education have large effects on educational outcomes, the Covid-19 pandemic raises additional concerns. In particular, learning deficits and school dropouts are likely to increase following school shutdowns, especially among vulnerable populations such as older girls who need to work to support their families or due to early marriage, childbearing and adolescent pregnancy. A further knowledge gap relates to the optimal period of exposure to the nudges, which is critical to scale-up. This study investigates whether sending nudges to parents can improve parental engagement in child education and broader development across child age groups and gender, in the low-resource setting of Ghana, by randomly assigning whether parents receive two different versions of nudges, with one version including content promoting girls’ education and addressing some common stereotypes around gender, and whether the duration of these different modalities vary between three and six months. DA - 2021/// PY - 2021 DO - 10.1257/rct.6118-1.4000000000000001 DP - DOI.org (Crossref) LA - en PB - American Economic Association ST - Nudges to improve learning and gender parity UR - https://www.aeaweb.org/doi/10.1257/rct.6118-1.4000000000000001 Y2 - 2021/11/18/13:43:08 ER - TY - CONF TI - Cluster Randomized Trial of a Large-Scale Education Initiative in the Democratic Republic of Congo: Pilot Year Impacts on Teacher Development. AU - Wolf, Sharon AU - Aber, John Lawrence AU - Torrente, Catalina AU - Rasheed, Damira AU - McCoy, Marissa T2 - SREE Spring 2014 Conference C3 - Society for Research on Educational Effectiveness DA - 2014/// PY - 2014 DP - Google Scholar ST - Cluster Randomized Trial of a Large-Scale Education Initiative in the Democratic Republic of Congo KW - ⛔ No DOI found ER - TY - RPRT TI - The Impacts of Teacher Training and Parental Awareness on Kindergarten Quality in Ghana AU - Wolf, Sharon AU - Aber, John Lawrence AU - Behrman, Jere DA - 2019/09// PY - 2019 PB - Innovations for Poverty Action UR - https://www.poverty-action.org/sites/default/files/publications/QP4G%20Final%20Results_11.15.19.pdf Y2 - 2020/05/16/11:25:47 ER - TY - JOUR TI - Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness AU - Wolf, Sharon AU - Aber, J. Lawrence AU - Behrman, Jere R. AU - Tsinigo, Edward T2 - Journal of Research on Educational Effectiveness AB - We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-being, classroom quality, and children’s readiness during one school year. This cluster-randomized trial included 240 schools (teachers N ¼ 444; children N ¼ 3,345, Mage ¼ 5.2) randomly assigned to one of three conditions: teacher training (TT), teacher training plus parental-awareness meetings (TTPA), and controls. The programs incorporated workshops and in-classroom coaching for teachers and video-based discussion groups for parents. Moderate impacts were found on some dimensions of professional well-being (reduced burnout in the TT and TTPA conditions, reduced turnover in the TT condition), classroom quality (increased emotional support/behavior management in the TT and TTPA conditions, support for student expression in the TT condition), and small impacts on multiple domains of children’s school readiness (in the TT condition). The parental-awareness meetings had counteracting effects on child school readiness outcomes. Implications for policy and practice are discussed for Ghana and for early childhood education in low- and middle-income countries. DA - 2019/01/02/ PY - 2019 DO - 10.1080/19345747.2018.1517199 DP - DOI.org (Crossref) VL - 12 IS - 1 SP - 10 EP - 37 J2 - Journal of Research on Educational Effectiveness LA - en SN - 1934-5747, 1934-5739 UR - https://www.tandfonline.com/doi/full/10.1080/19345747.2018.1517199 Y2 - 2020/05/16/12:37:48 KW - Ghana KW - ___working_potential_duplicate KW - classroom quality KW - early childhood education KW - kindergarten KW - school readiness KW - teacher training and coaching ER - TY - RPRT TI - The Impacts of Fast Track Transformational Teacher Training in Ghana AU - Wolf, Sharon DA - 2017/// PY - 2017 PB - Innovations for Poverty Action UR - https://www.poverty-action.org/sites/default/files/publications/FTTT%20Preliminary%20Results%20v2-2.pdf Y2 - 2020/05/16/12:17:26 ER - TY - ELEC TI - Missed Opportunities : The High Cost of Not Educating Girls AU - Wodon, Quentin AU - Montenegro, Claudio AU - Nguyen, Hoa AU - Onagoruwa, Adenike DA - 2018/// PY - 2018 UR - https://openknowledge.worldbank.org/handle/10986/29956 Y2 - 2022/03/28/08:58:55 ER - TY - JOUR TI - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses| Part II: Developing Countries with Focus on Sub-Saharan Africa AU - Wodon, Quentin T2 - Journal of Catholic Education DA - 2020/// PY - 2020 DP - Google Scholar VL - 23 IS - 1 SP - 51 EP - 86 ST - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses| Part II KW - ⛔ No DOI found ER - TY - BLOG TI - Supporting education in Nepal: technology that improves teaching and student learning AU - Wodon, Quentin T2 - Rotary International DA - 2015/// PY - 2015 LA - en UR - https://blog.rotary.org/2015/08/25/supporting-education-in-nepal/ Y2 - 2020/06/11/14:05:03 ER - TY - RPRT TI - Systems Approach for Better Education Results (SABER) - Equity and Inclusion in Education Systems AU - Wodon, Quentin CY - World Bank DA - 2016/// PY - 2016 DP - Zotero SP - 72 LA - en UR - http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/EAI/Framework_SABER_EAI.pdf KW - ⛔ No DOI found ER - TY - BLOG TI - Technology in the classroom: Learning from OLE Nepal AU - Wodon, Quentin T2 - Global Partnership for Education AB - A young software engineer returned to his native Nepal to support the introduction of technologies in the classroom. Working with the ministry of education, he learns that it takes time to introduce meaningful change, and that support to teachers in the use of the technology is key. DA - 2015/// PY - 2015 LA - en UR - https://www.globalpartnership.org/blog/technology-classroom-learning-ole-nepal ER - TY - JOUR TI - Dewey goes digital: Scaling up constructivist pedagogies and the promise of new technologies AU - Wiske, M. S. AU - Perkins, D. T2 - Scaling up success: Lessons learned from technology-based educational innovation. New York: Jossey-Bass DA - 2005/// PY - 2005 DP - Google Scholar VL - 18 ST - Dewey goes digital KW - ⛔ No DOI found ER - TY - ELEC TI - Geekie: Personalized Learning for All AU - Wise T2 - WISE AB - About the Project This project is one of the 2016 WISE Awards winners. Geekie is an adaptive learning platform that constantly customizes students’ learning experiences instead of providing a single standardized solution to all. Over the last 18 months, the company’s solutions have already helped five million students throughout the country, from all states and […] DA - 2016/// PY - 2016 LA - en-US ST - Geekie UR - https://www.wise-qatar.org/project/geekie-personalized-learning-all-brazil/ Y2 - 2022/06/06/16:46:42 ER - TY - JOUR TI - Why wait 100 Years? Bridging the gap in global education AU - Winthrop, Rebecca AU - McGiveney, Eileen T2 - The Brookings Institution DA - 2015/// PY - 2015 UR - https://www.brookings.edu/wp-content/uploads/2015/06/global_20161128_100-year-gap.pdf Y2 - 2022/08/21/00:00:00 KW - ⛔ No DOI found ER - TY - BLOG TI - COVID-19 and school closures: What can countries learn from past emergencies? AU - Winthrop, Rebecca T2 - Brookings AB - The education in emergencies community can offer good practices for countries battling COVID-19 where education has been disrupted for a protracted period. DA - 2020/03/31/T15:59:56+00:00 PY - 2020 LA - en-US ST - COVID-19 and school closures UR - https://www.brookings.edu/research/covid-19-and-school-closures-what-can-countries-learn-from-past-emergencies/ Y2 - 2021/08/06/19:05:47 ER - TY - RPRT TI - A new face of education: Bringing technology into the classroom in the developing world AU - Winthrop, R. AU - Smith, M.S. CY - Washington, D.C., USA DA - 2012/// PY - 2012 PB - Brookings UR - https://www.brookings.edu/research/a-new-face-of-education-bringing-technology-into-the-classroom-in-the-developing-world/ ER - TY - JOUR TI - Investing in ICTs in educational institutions in developing countries: An evaluation of their impact in Kenya AU - Wims, Pádraig AU - Lawler, M. T2 - undefined AB - ABSTRACT The incorporation of Information and Communication Technologies (ICT) into the educational curriculum has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this research seeks to redress this by examining the impact of ICT projects in educational institutions in Kenya. Teaching staff, current students and former students together with parents of current students were surveyed. Key informants were also interviewed to establish the current policies concerning ICT in education in Kenya. An absence of educational software was found, as was the lack of Internet access and use of e-mail. Some 35-40% of secondary school teachers had never used a computer. The research revealed tangible benefits to students from exposure to ICT. It was also found that exposure to computers in schools influenced the career choices of former students. It was concluded that reform of the telecommunications sector is necessary to hasten the rollout of computer technology in educational institutions in Kenya. At school level, the key issues which arose included staff training, mainstreaming of ICT across the curriculum and provision of adequate ICT equipment. Keywords: ICTs; Developing Countries; Education INTRODUCTION This paper investigates the use of computers in educational institutions in the Rift Valley province in Kenya. The adoption of Information and Communication Technologies (ICT) has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this study examines ICT projects in educational institutions in Kenya, in order to establish normal practice and to determine the effects of adopting ICTs at school level. BACKGROUND TO THE RESEARCH The country of Kenya experiences many of the problems typical of sub Sahara Africa enumerated by Langmia (2006) in that it is lagging behind in information superhighway technology. In terms of telecommunications infrastructural developments, the growth of the fixed telephone network throughout Kenya has been below expectations; according to the Central Bureau of Statistics (2006), the fixed line tele-density was 1.02% (number of fixed lines per one hundred population) during the year 2003 but this has actually deteriorated since then due to the steady population increase in the absence of infrastructural developments. Most of these fixed line subscribers are concentrated in urban areas which account for 94% of the fixed lines while 6% are in rural areas (ibid). In contrast, cellular services have expanded rapidly from under 15,000 customers in 1999 to over 2.8 million in 2004 (Export Processing Zones Authority, 2005). By April 2004, there were an estimated one million internet users and over one thousand cyber cafes throughout the country (ibid.). Keiyo District is one of 18 districts of the Rift Valley Province and lies just north of the equator, at its centre approximately 350km north west of Nairobi. The western and southern areas of the district are fertile and support the highest population. Livestock rearing and tillage farming are the main occupations of the community. To the north of Iten, the administrative centre, the land gradually rises through forests of indigenous trees and bleak high merino-sheep country. Lumbering is also carried on in this area. The total population of Keiyo District was estimated at 144,000 in 2004, and the population density was estimated to be 100 persons per square km (CKRC, 2004). Keiyo District is the eighth most densely populated district in the Rift Valley Province and has an average life expectancy of 61 years. … DA - 2007/// PY - 2007 DP - www.semanticscholar.org LA - en ST - Investing in ICTs in educational institutions in developing countries UR - /paper/Investing-in-ICTs-in-educational-institutions-in-An-Wims-Lawler/b03fde9c23d7a02d3bbcffb9350e9910e007d80b Y2 - 2021/05/22/15:27:29 KW - ⛔ No DOI found ER - TY - RPRT TI - Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan AU - Wilson, Sam AU - Khalayleh, Abdullah AU - Baloch, Imdad AU - Kaye, Tom AB - During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling further behind. Even those children who are able to use EdTech may not be learning. In short, a pre-existing digital divide has become more pronounced now that education delivery has had to increasingly rely on technology. This divide must be addressed if EdTech is to support effective learning for all children in all contexts in Pakistan. This desk review argues that the only way to realise EdTech’s potential is to recognise its shortcomings. Technology alone will not help children learn. EdTech’s role is as one part of a wider education system. Technology facilitates learning with support from key actors such as parents, teachers, and school leaders and with sustained political support and supporting infrastructure. This review provides an overview of Pakistan’s technology-facilitated learning landscape that caters to the learning needs of children aged 6–16. It sets out key EdTech-related features, challenges and trends, in addition to highlighting prominent EdTech organisations and tools in Pakistan. Keywords: infrastructure; low tech; policy; out-of-school children; marginalised learners; Pakistan; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org CN - 0071 DA - 2022/// PY - 2022 LA - en M3 - Evidence Review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/6FN5VTP7 KW - _r:AddedByZotZen ER - TY - JOUR TI - ICT integration in Teacher Education - A study of University of Education, Winneba AU - Wilson, Kofi Bentum AU - Ayebi-Arthur, Kofi AU - Tenkorang, Emmanuel Yamoah T2 - Ghana Journal of Science and Mathematics Education DA - 2011/// PY - 2011 VL - 15 SP - 1 EP - 13 KW - ⛔ No DOI found ER - TY - BOOK TI - The Other Blended Learning: A Classroom-Centered Approach AU - Wilson, Diann AU - Smilanich, Ellen M. AB - In The Other Blended Learning, Diann Wilson and Ellen Smilanich explain how to successfully blend a variety of learning methods?including mentoring, coaching, on-the-job training, and e-learning?around classroom-delivered content. Though blended learning is most often associated with e-learning, this ?other? blend shows how to maximize the classroom experience to aid learning transfer and improve performance. Written in an easy-to-use format, The Other Blended Learning offers a practical guide for understanding and implementing a successful blended learning approach in any organization no matter what its size or mission. CY - San Francisco, CA DA - 2005/07/07/ PY - 2005 ET - 1 edition SP - 304 LA - English PB - Pfeiffer SN - 978-0-7879-7401-5 ST - The Other Blended Learning ER - TY - BOOK TI - Outcome Harvesting: Principles, Steps, and Evaluation Applications AU - Wilson-Grau, Ricardo DA - 2018/// PY - 2018 ER - TY - JOUR TI - Guidelines and good practices for evidence-informed policy-making in a government department AU - Wills, Alf AU - Tshangela, Mapula AU - Shaxson, Louise AU - Datta, Ajoy AU - Matomela, Bongani DA - 2014/// PY - 2014 DP - Zotero SP - 19 LA - en UR - https://www.odi.org/publications/10604-guidelines-and-good-practices-evidence-informed-policy-making-government-department KW - ⛔ No DOI found ER - TY - JOUR TI - Educational reform, enquiry‐based learning and the re‐professionalisation of teachers AU - Williamson, Ben AU - Morgan, John T2 - The Curriculum Journal DA - 2009/// PY - 2009 DO - 10.1080/09585170903195894 DP - DOI.org (Crossref) VL - 20 IS - 3 SP - 287 EP - 304 J2 - Curric. j. LA - en SN - 0958-5176, 1469-3704 UR - https://www.researchgate.net/publication/248993852_Educational_reform_enquiry-based_learning_and_the_re-professionalisation_of_teachers Y2 - 2021/05/31/18:01:13 ER - TY - RPRT TI - Great expectations: aspiration, uncertainty and schooling in Rwanda AU - Williams, Timothy P. CY - Reading, Berkshire DA - 2016/// PY - 2016 DP - ISBN: 978-1-909437-77-7 03/16 LA - EN PB - Education Development Trust UR - https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3d/3d66b297-0149-4054-b073-0edae8461b69.pdf Y2 - 2020/08/24/09:13:14 ER - TY - ELEC TI - Broadband “the missing link” in global access to education AU - Williams, Sue AU - Parkes, Sarah T2 - UNESCO AB - New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development. DA - 2013/02/25/T10:12:00+00:00 PY - 2013 LA - en UR - https://en.unesco.org/news/broadband-%E2%80%9C-missing-link%E2%80%9D-global-access-education Y2 - 2020/06/04/13:47:48 ER - TY - JOUR TI - Two degrees of separation in complex food webs AU - Williams, Richard J. AU - Berlow, Eric L. AU - Dunne, Jennifer A. AU - Barabási, Albert-László AU - Martinez, Neo D. T2 - Proceedings of the National Academy of Sciences DA - 2002/// PY - 2002 DO - 10.1073/pnas.192448799 DP - Google Scholar VL - 99 IS - 20 SP - 12913 EP - 12916 ER - TY - BLOG TI - Do civil service performance incentives work: Evidence from Ghana and Zambia AU - Williams, Martin T2 - International Growth Centre DA - 2020/02/25/ PY - 2020 LA - en ST - Do civil service performance incentives work UR - https://www.theigc.org/blogs/do-civil-service-performance-incentives-work-evidence-ghana-and-zambia Y2 - 2023/03/16/08:28:29 ER - TY - BLOG TI - Unfinished development projects in Ghana: Mechanising collective choice AU - Williams, Martin T2 - Voxdev AB - Project non-completion, commonly attributed to corruption or clientelism, is in fact often caused by an inability to prioritise public expenditure DA - 2017/// PY - 2017 LA - en ST - Unfinished development projects in Ghana UR - https://voxdev.org/topic/infrastructure-urbanisation/unfinished-development-projects-ghana-mechanising-collective-choice Y2 - 2022/04/07/16:18:30 ER - TY - BOOK TI - Systems Concepts in Action AU - Williams, Bob AU - Hummelbrunner, Richard AB - Systems Concepts in Action: A Practitioner's Toolkit offers out a wide range of systems methods to help readers investigate, evaluate and intervene in complex messy situations. DA - 2020/09/07/ PY - 2020 DP - www.degruyter.com LA - en PB - Stanford University Press SN - 978-0-8047-7655-4 UR - https://www.degruyter.com/document/doi/10.1515/9780804776554/html Y2 - 2021/04/29/12:21:30 ER - TY - CHAP TI - Systems Theory AU - Wilkinson, Lee A. T2 - Encyclopedia of Child Behavior and Development A2 - Goldstein, Sam A2 - Naglieri, Jack A. CY - Boston, MA DA - 2011/// PY - 2011 DP - Springer Link SP - 1466 EP - 1468 LA - en PB - Springer US SN - 978-0-387-79061-9 UR - https://doi.org/10.1007/978-0-387-79061-9_941 Y2 - 2021/01/04/07:31:05 ER - TY - NEWS TI - Liberia: Farewell 2019 - A Review of ICT Initiatives in Liberia AU - Wilkins, Darren T2 - All Africa DA - 2019/// PY - 2019 DP - allafrica.com LA - en SE - News ST - Liberia UR - https://allafrica.com/stories/201912310442.html Y2 - 2020/06/25/22:25:45 ER - TY - JOUR TI - Encouraging Community Action Against Teacher Absenteeism: A Mass Media Experiment in Rural Uganda AU - Wilke, Anna M. AU - Green, Donald P. AU - Tan, Benjamin T2 - The Journal of Development Studies AB - Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally. DA - 2021/12/27/ PY - 2021 DO - 10.1080/00220388.2021.2008367 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 16 SN - 0022-0388 ST - Encouraging Community Action Against Teacher Absenteeism UR - https://doi.org/10.1080/00220388.2021.2008367 Y2 - 2022/01/12/17:53:00 KW - Africa KW - access to education KW - education quality ER - TY - BLOG TI - From coping to improving and accelerating: Supporting teachers in the pandemic and beyond AU - Wilichowski, Tracy AU - Cobo, Cristobal AB - Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it. DA - 2020/// PY - 2020 LA - en ST - From coping to improving and accelerating UR - https://blogs.worldbank.org/education/coping-improving-and-accelerating-supporting-teachers-pandemic-and-beyond Y2 - 2020/06/09/13:54:16 ER - TY - BLOG TI - Transforming how teachers use technology AU - Wilichowski, Tracy AU - Cobo, Cristóbal T2 - World Bank Blogs AB - Before the pandemic, there was a widely held notion that technology will revolutionize the field of education. DA - 2021/06/02/ PY - 2021 LA - en UR - https://blogs.worldbank.org/education/transforming-how-teachers-use-technology Y2 - 2022/08/23/07:26:13 ER - TY - ELEC TI - Defining the "Open" in Open Content and Open Educational Resources AU - Wiley, David UR - http://opencontent.org/definition/ Y2 - 2020/05/29/15:47:09 ER - TY - ELEC TI - Open Content AU - Wiley, David DA - 2011/// PY - 2011 UR - http://opencontent.org/definition/ Y2 - 2016/09/28/15:10:32 ER - TY - BOOK TI - Sex, ecology, spirituality: The spirit of evolution AU - Wilber, Ken DA - 2001/// PY - 2001 DP - Google Scholar PB - Shambhala Publications ST - Sex, ecology, spirituality ER - TY - ENCYC TI - Accessibility AU - Wikipedia T2 - Wikipedia AB - Accessibility in the sense considered here refers to the design of products, devices, services, or environments so as to be usable by people with disabilities. The concept of accessible design and practice of accessible development ensures both "direct access" (i.e. unassisted) and "indirect access" meaning compatibility with a person's assistive technology (for example, computer screen readers). Accessibility can be viewed as the "ability to access" and benefit from some system or entity. The concept focuses on enabling access for people with disabilities, or special needs, or enabling access through the use of assistive technology; however, research and development in accessibility brings benefits to everyone.Accessibility is not to be confused with usability, which is the extent to which a product (such as a device, service, or environment) can be used by specified users to achieve specified goals with effectiveness, efficiency, convenience satisfaction in a specified context of use.Accessibility is strongly related to universal design which is the process of creating products that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations. This is about making things accessible to all people (whether they have a disability or not). DA - 2020/10/22/T19:04:11Z PY - 2020 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=Accessibility&oldid=984895511 Y2 - 2020/11/09/19:22:13 ER - TY - ENCYC TI - List of types of systems theory AU - Wikipedia T2 - Wikipedia AB - This list of types of systems theory gives an overview of different types of systems theory, which are mentioned in scientific book titles or articles. The following more than 40 types of systems theory are all explicitly named systems theory and represent a unique conceptual framework in a specific field of science. Systems theory has been formalized since the 1950s, and a long set of specialized systems theories and cybernetics exist. In the beginnings, general systems theory was developed by Ludwig von Bertalanffy to overcome the over-specialisation of the modern times and as a worldview using holism. The systems theories nowadays are closer to the traditional specialisation than to holism, by interdependencies and mutual division by mutually-different specialists. DA - 2021/01/06/T07:43:02Z PY - 2021 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=List_of_types_of_systems_theory&oldid=998624856 Y2 - 2021/01/11/06:45:23 ER - TY - ENCYC TI - Wikipedia:Text of Creative Commons Attribution-ShareAlike 3.0 Unported License AU - Wikipedia T2 - Wikipedia DA - 2019/01/26/T04:27:15Z PY - 2019 DP - Wikipedia LA - en ST - Wikipedia UR - https://en.wikipedia.org/w/index.php?title=Wikipedia:Text_of_Creative_Commons_Attribution-ShareAlike_3.0_Unported_License&oldid=880226358 Y2 - 2020/07/21/11:26:03 ER - TY - ENCYC TI - Wikipedia:WikiProject Wiki Loves Women/Ghana AU - Wikipedia T2 - Wikipedia DA - 2017/02/21/T22:20:45Z PY - 2017 DP - Wikipedia LA - en ST - Wikipedia UR - https://en.wikipedia.org/w/index.php?title=Wikipedia:WikiProject_Wiki_Loves_Women/Ghana&oldid=766745664 Y2 - 2020/07/21/11:39:05 ER - TY - ENCYC TI - ZIM (file format) AU - Wikipedia T2 - Wikipedia AB - The ZIM file format is an open file format that stores wiki content for offline usage. Its primary focus is the contents of Wikipedia and other Wikimedia projects. The format allows for the compression of articles, features a full-text search index and native category and image handling similar to MediaWiki, and the entire file is easily indexable and readable using a program like Kiwix – unlike native Wikipedia XML database dumps. In addition to the open file format, the openZIM project provides support for an open-source ZIM reader called Kiwix. ZIM stands for "Zeno IMproved", as it replaces the earlier Zeno file format. Its file compression uses LZMA2, as implemented by the xz-utils library, and, more recently, Zstandard. The openZIM project is sponsored by Wikimedia CH, and supported by the Wikimedia Foundation. DA - 2022/02/09/T17:58:27Z PY - 2022 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=ZIM_(file_format)&oldid=1070867585 Y2 - 2022/06/25/22:48:52 ER - TY - JOUR TI - Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia AU - Widodo, Ari AU - Riandi T2 - Teacher Development AB - This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia DA - 2013/// PY - 2013 DO - 10.1080/13664530.2013.813757 DP - EBSCOhost VL - 17 IS - 3 SP - 380 EP - 392 J2 - Teacher Development SN - 13664530 UR - http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._BIOLOGI/196705271992031-ARI_WIDODO/Dual%20Mode%20Teacher%20Professional%20Development.pdf KW - CONTINUING education KW - EDUCATION & state KW - EDUCATION -- Forecasting KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational Change KW - Educational Strategies KW - Elementary Secondary Education KW - FORECASTING KW - Faculty Development KW - Foreign Countries KW - HIGHER education KW - Higher Education KW - INDONESIA KW - Indonesia KW - Information Skills KW - Instructional Design KW - Interviews KW - Models KW - Needs Assessment KW - Online instruction KW - PROFESSIONAL education KW - Pedagogical Content Knowledge KW - Postsecondary Education KW - Professional development KW - Public policy KW - Questionnaires KW - Science Teachers KW - TEACHER certification KW - TEACHER development KW - TEACHER education KW - Teacher Education KW - Teacher education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097039 KW - ___working_potential_duplicate KW - __finaldtb KW - dual-mode professional development KW - online training KW - teacher certification KW - teacher education KW - teacher education futures KW - teacher professional development in Indonesia ER - TY - JOUR TI - Social media use by undergraduate students of education in Nigeria: a survey AU - Wickramanayake, Lalith AU - Muhammad Jika, Saidu T2 - The Electronic Library AB - Purpose This paper aims to investigate teacher students’ perceptions, intentions, experiences, attitudes, opinions and barriers concerning social media use and impact of social media on their learning process. Design/methodology/approach A stratified sampling technique was applied to draw the sample, and 242 teacher students were selected as a sample from three higher educational institutions in Gombe State, Nigeria. A questionnaire survey method was used to collect the data. Data analysis was by means of simple and inferential statistics. Findings The students widely used mobile phones to access social media, and social media was extremely popular for education, entertainment and communication among them. Educational and informational communities were also preferred by students to other social media communities. The study further revealed that effective social media usage among students enhanced their different types of skills including learning. Unstable electricity connections, security and privacy issues, internet costs and unreliable internet connections were recorded as some barriers concerning students’ social media use. Originality/value The outcome of this study will be a unique contribution because the pertinent literature provides little evidence or research highlights concerning teacher students’ social media use. Even more, the results of the present study may be a useful resource for university administrators, education policymakers and innovative teachers in universities – especially in developing countries and particularly Nigeria – when considering integration of modern techniques and technologies with university teaching and learning. DA - 2018/01/01/ PY - 2018 DO - 10.1108/EL-01-2017-0023 DP - Emerald Insight VL - 36 IS - 1 SN - 0264-0473 ST - Social media use by undergraduate students of education in Nigeria UR - https://doi.org/10.1108/EL-01-2017-0023 Y2 - 2022/08/22/20:46:22 KW - Internet-based learning KW - Media-based teaching KW - Nigeria KW - Social media KW - Teaching students KW - User studies ER - TY - JOUR TI - An animated dictionary for hearing-impaired students in Thailand AU - Wicha, Santichai AU - Sharp, Bernadette AU - Sureephong, Pradorn AU - Chakpitak, Nopasit AU - Atkins, Anthony T2 - Journal of Research in Special Educational Needs AB - As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches. DA - 2012/// PY - 2012 DO - 10.1111/j.1471-3802.2012.01239.x DP - Wiley Online Library VL - 12 IS - 4 SP - 234 EP - 244 LA - en SN - 1471-3802 UR - https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-3802.2012.01239.x Y2 - 2021/03/04/15:18:19 KW - Hearing-impaired students KW - language acquisition KW - total communication with 3D animation ER - TY - JOUR TI - Tertiary students’ engagement with professional learning networks and emerging technologies in learning: The case of a coastal University in West Africa. AU - Wiafe, Bernard AU - Takramah, Florence AU - Bless, Gloria AU - Akaadom, Bernard T2 - International Multidisciplinary Research Journal AB - The main aim of this study was to investigate students' views on their engagement with professional learning networks and emerging technologies for students' use and how these impact their studies. A sample of 150 students from the University of Cape Coast, Ghana was used for study. Respondents were selected from second year to final year students pursuing undergraduate degree programmes from three different departments of the university. The research instrument used was a carefully constructed questionnaire. Undergraduate students generally exhibited positive attitude towards the use of professional learning networks and emerging technologies across the five attitudinal subscales they were measured on. As a result, from the findings, it is recommended that the use of professional learning networks and emerging technologies should be taken advantage of at all levels in a university curriculum. DA - 2020/10/07/ PY - 2020 DP - ResearchGate VL - 6 SP - 31 EP - 38 J2 - International Multidisciplinary Research Journal ST - Tertiary students’ engagement with professional learning networks and emerging technologies in learning KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating The Benefits Of Incorporating Technology In Instructional Curriculum: Pre-Service Teachers' Perspectives From Ghana AU - Wiafe, Bernard AU - Akaadom, Bernard T2 - International Journal of Advanced Research AB - The use of technology has gained worldwide recognition in all professions. Teachers have resorted to several technology tools to enhance the work they do in the classroom and to facilitate the understanding of what they teach their students to enhance easy recall and for students to remember what they learn in class. The use of technology tools in the classroom in Ghana has not received much attention from teachers because of challenges with respect to technological infrastructural development. However, with the inclusion of technology in the teacher colleges of education curriculum, new teachers are being trained to incorporate technology into classroom instruction to change the face of teaching and make learners more eager to learn by bringing the understanding of concepts much more clearly to students. The study adopted a mixed method approach to bring to light, the perspectives of teacher trainees and tutors in colleges on the benefits both the teacher and the learner stand to gain in using technologies to deliver instruction in the classroom. It came to light that although there are challenges pre-service teachers tend to face in terms of access to such technologies, they still do their best to include technologies in their lessons whenever possible. This is because of the fact that learners tend to do well on instruction received on lessons delivered using technology as compared to lessons delivered without using technology based on their experience in using both approaches in the classroom. Keywords: Technology, instruction, benefits, curriculum. DA - 2019/02/01/ PY - 2019 DP - ResearchGate VL - 6 SP - 39 EP - 47 J2 - International Journal of Advanced Research ST - Investigating The Benefits Of Incorporating Technology In Instructional Curriculum KW - ⛔ No DOI found ER - TY - ELEC TI - Assistive technology AU - WHO AB - WHO fact sheet on assistive technology. Assistive technology enables people to live healthy, productive, independent, and dignified lives, and to participate in education, the labour market and civic life. DA - 2019/// PY - 2019 LA - en UR - https://www.who.int/news-room/fact-sheets/detail/assistive-technology Y2 - 2021/03/04/15:25:00 ER - TY - ELEC TI - Assistive Technology. Fact sheet. Retrieved 10 December 2020, from AU - WHO DA - N.D. PY - N.D. UR - https://www.who.int/news-room/fact-sheets/detail/assistive-technology Y2 - 2020/10/12/00:00:00 ER - TY - RPRT TI - Considerations for school-related public health measures in the context of COVID-19 AU - WHO DA - 2020/// PY - 2020 UR - https://www.who.int/publications/i/item/considerations-for-school-related-public-health-measures-in-the-context-of-covid-19 ER - TY - ELEC TI - Deafness and Hearing Loss. Fact Sheet AU - WHO AB - Deafness and hearing loss fact sheet from WHO: providing key facts and information on causes, impact, prevention, identification, management and WHO response. DA - 2017a PY - 2017a LA - en UR - https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss Y2 - 2021/03/04/15:26:09 ER - TY - RPRT TI - Improving access to assistive technology, Report by the Director-General. AU - WHO DA - 2017b PY - 2017b UR - https://apps.who.int/gb/ebwha/pdf_files/EB142/B142_21-en.pdf ER - TY - ELEC TI - International Classification of Functioning, Disability and Health Framework (ICF) AU - WHO DA - 2002/// PY - 2002 UR - https://www.who.int/classifications/international-classification-of-functioning-disability-and-health#:~:text=The%20International%20Classification%20of%20Functioning,%20Disability%20and%20Health,,is%20a%20classification%20of%20health%20and%20health-related%20domains. Y2 - 2020/12/10/00:00:00 ER - TY - RPRT TI - World Report on Disability AU - WHO DA - 2011/// PY - 2011 UR - https://www.who.int/teams/noncommunicable-diseases/disability-and-rehabilitation/world-report-on-disability ER - TY - RPRT TI - World Report on Disability AU - WHO DA - 2011/// PY - 2011 UR - https://www.who.int/teams/noncommunicable-diseases/disability-and-rehabilitation/world-report-on-disability ER - TY - GEN TI - Measuring the Impact of COVID-19 on Learning in Rural Kenya’ by Whizz Education (April 2021 AU - Whizz education DA - 2021/// PY - 2021 ER - TY - JOUR TI - Health outcomes in economic evaluation: the QALY and utilities AU - Whitehead, S. J. AU - Ali, S. T2 - British Medical Bulletin DA - 2010/12/01/ PY - 2010 DO - 10.1093/bmb/ldq033 DP - DOI.org (Crossref) VL - 96 IS - 1 SP - 5 EP - 21 J2 - British Medical Bulletin LA - en SN - 0007-1420, 1471-8391 ST - Health outcomes in economic evaluation UR - https://academic.oup.com/bmb/article-lookup/doi/10.1093/bmb/ldq033 Y2 - 2022/03/29/12:31:49 ER - TY - JOUR TI - Why do we care about evidence synthesis? An introduction to the special issue on systematic reviews AU - White, Howard AU - Waddington, Hugh T2 - Journal of Development Effectiveness AB - Systematic reviews are currently in high demand in international development. At least 100 new reviews are ongoing or already completed on a range of topics across the board in international development, many of which were commissioned by policy-making agencies. These new reviews need to be based on answerable questions, using methods of analysis and reporting which are appropriate for social and economic development programmes and relevant to users. This introductory paper lays out why we believe systematic reviews should be an important component of evidence-informed development policy and practice. It concludes by introducing the papers collected in this issue, which aim to demonstrate how reviews can be made to live up to the promises generated around them. DA - 2012/09/01/ PY - 2012 DO - 10.1080/19439342.2012.711343 DP - Taylor and Francis+NEJM VL - 4 IS - 3 SP - 351 EP - 358 SN - 1943-9342 ST - Why do we care about evidence synthesis? UR - https://doi.org/10.1080/19439342.2012.711343 Y2 - 2018/05/17/15:08:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - 3ie KW - CLL:en KW - Reviewed KW - impact evaluation KW - publicImportV1 KW - systematic reviews ER - TY - RPRT TI - Mitigating the effects of the COVID-19 pandemic on food and nutrition of schoolchildren AU - WFP AU - FAO AU - UNICEF DA - 2020/// PY - 2020 UR - https://docs.wfp.org/api/documents/WFP-0000114175/download/?_ga=2.124268175.448268632.1588682993-1835378179.1587115625 ER - TY - ELEC TI - WFP and Government of Bangladesh deliver high-energy biscuits to school children affected by COVID-19 school closures AU - WFP T2 - ReliefWeb AB - English News and Press Release on Bangladesh about Education, Food and Nutrition and Epidemic; published on 19 May 2020 by WFP DA - 2020/// PY - 2020 LA - en UR - https://reliefweb.int/report/bangladesh/wfp-and-government-bangladesh-deliver-high-energy-biscuits-school-children Y2 - 2020/08/18/01:15:02 ER - TY - BOOK TI - Resampling-based multiple testing: Examples and Methods for p-Value Adjustment AU - Westfall, Peter H AU - Young, S. Stanley DA - 1993/// PY - 1993 VL - 279 PB - John Wiley & Sons ER - TY - RPRT TI - Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review AU - Westbrook, Jo AU - Durrani, Naureen AU - Brown, Rhona AU - Orr, David AU - Pryor, John AU - Boddy, Janet AU - Salvi, Francesca DA - 2013/12// PY - 2013 DP - Zotero SP - 151 LA - en M3 - Education Rigorous Literature Review PB - Department for International Development UR - https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedagogy%202013%20Westbrook%20report.pdf?ver=2014-04-24-121331-867 KW - C:Low- and middle-income countries KW - Read KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Beginning to teach inclusively: An analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania AU - Westbrook, Jo AU - Croft, Alison T2 - Teaching and Teacher Education AB - Inclusive pedagogies to support children with disabilities in low-income countries have been neglected, and viewed as ‘specialised’ or optional within teacher education. In contrast, this paper presents details of practices of newly qualified teachers (NQTs) in Tanzania that aim to help all learners to learn even in poorly-resourced schools. It argues that NQTs' positive attitudes and responsibility towards their students can be located in Tanzania's history and their early professional experiences, resulting in an interactionist pedagogy that normalises ‘inclusive’ practices. ‘Learning difficulties’ are relocated from a medical model of disability to a concern with improving teaching and learning for all. DA - 2015/10/01/ PY - 2015 DO - 10.1016/j.tate.2015.05.003 DP - ResearchGate VL - 51 SP - 38 EP - 46 J2 - Teaching and Teacher Education ST - Beginning to teach inclusively ER - TY - BOOK TI - Pedagogy, Curriculum, Teaching Practices and Teacher Education AU - Westbrook, J. AU - Durrani, N AU - Brown, R DA - 2013/// PY - 2013 UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3433 Y2 - 2014/05/28/00:36:15 ER - TY - RPRT TI - I'd blush if I could: closing gender divides in digital skills through education AU - West, Mark AU - Kraut, Rebecca AU - Ei Chew, Han DA - 2019/// PY - 2019 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000367416.page=1 Y2 - 2020/08/05/14:01:07 ER - TY - RPRT TI - Reading in the mobile era: a study of mobile reading in developing countries AU - West, Mark AU - Chew, Han Ei DA - 2014/// PY - 2014 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000227436 Y2 - 2020/08/11/13:24:42 ER - TY - RPRT TI - Reading in the mobile era AU - West, Mark AU - Chew, H.E DA - 2014/// PY - 2014 PB - UNESCO ER - TY - JOUR TI - COVID-19: the gendered impacts of the outbreak AU - Wenham, Clare AU - Smith, Julia AU - Morgan, Rosemary T2 - The Lancet DA - 2020/03// PY - 2020 DO - 10.1016/S0140-6736(20)30526-2 DP - DOI.org (Crossref) VL - 395 IS - 10227 SP - 846 EP - 848 J2 - The Lancet LA - en SN - 01406736 ST - COVID-19 UR - https://linkinghub.elsevier.com/retrieve/pii/S0140673620305262 Y2 - 2020/05/29/10:04:54 KW - ___working_potential_duplicate ER - TY - JOUR TI - Public financial management and health service delivery: Necessary, but not sufficient? AU - Welham, Bryn AU - Hart, Tom AU - Mustapha, Shakira AU - Hadley, Sierd T3 - ODI Report DA - 2017/04// PY - 2017 DP - Zotero SP - 56 LA - en UR - https://cdn.odi.org/media/documents/Public_financial_management_and_health_service_delivery_necessary_but_not_sufficient.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials AU - Welch, Vivian A. AU - Norheim, Ole F. AU - Jull, Janet AU - Cookson, Richard AU - Sommerfelt, Halvor AU - Tugwell, Peter AU - Symposium, CONSORT-Equity and Boston Equity T2 - BMJ AB -
We outline CONSORT-Equity 2017 reporting standards, an extension to the CONSORT (Consolidated Standards of Reporting Trials) statement that aims to improve the reporting of intervention effects in randomised trials where health equity is relevant. Health inequities are unfair differences in health that can be avoided by reasonable action. We defined a randomised trial where health equity is relevant as one that assesses effects on health equity by evaluating an intervention focused on people experiencing social disadvantage or by exploring the difference in the effect of the intervention between two groups (or as a gradient across more than two groups) experiencing different levels of social disadvantage, or both. We held a consensus meeting with diverse potential users from high, middle, and low income countries, including knowledge users such as patients and methodologists. We discussed evidence for each proposed extension item from empirical studies, reviews, key informant interviews, and an online survey, aiming to improve clarity of reporting without imposing undue burden on authors. The new guidance contains equity extensions to 16 items from CONSORT 2010 plus one new item on research ethics reporting, with examples of good practice and a brief explanation and elaboration for each. Widespread uptake of this guidance for the reporting of trials where health equity is relevant will make it easier for decision makers to find and use evidence from randomised trials to reduce unfair inequalities in health.
DA - 2017/11/23/ PY - 2017 DO - 10.1136/bmj.j5085 DP - www.bmj.com VL - 359 SP - j5085 J2 - BMJ LA - en SN - 0959-8138, 1756-1833 UR - https://www.bmj.com/content/359/bmj.j5085 Y2 - 2019/11/07/16:31:27 KW - _C:Bulgaria BGR KW - _C:Canada CAN KW - _C:India IND KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:United States USA KW - __C:scheme:1 ER - TY - JOUR TI - Application of Computerized Adaptive Testing to Educational Problems AU - Weiss, David J. AU - Kingsbury, G. Gage T2 - Journal of Educational Measurement AB - Three applications of computerized adaptive testing (CAT) to help solve problems encountered in educational settings are described and discussed. Each of these applications makes use of item response theory to select test questions from an item pool to estimate a student's achievement level and its precision. These estimates may then be used in conjunction with certain testing strategies to facilitate certain educational decisions. The three applications considered are (a) adaptive mastery testing for determining whether or not a student has mastered a particular content area, (b) adaptive grading for assigning grades to students, and (c) adaptive self-referenced testing for estimating change in a student's achievement level. Differences between currently used classroom procedures and these CAT procedures are discussed. For the adaptive mastery testing procedure, evidence from a series of studies comparing conventional and adaptive testing procedures is presented showing that the adaptive procedure results in more accurate mastery classifications than do conventional mastery tests, while using fewer test questions. DA - 1984/// PY - 1984 DO - 10.1111/j.1745-3984.1984.tb01040.x DP - Wiley Online Library VL - 21 IS - 4 SP - 361 EP - 375 LA - en SN - 1745-3984 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1745-3984.1984.tb01040.x Y2 - 2022/06/17/12:52:31 ER - TY - JOUR TI - Computerized Adaptive Testing for Effective and Efficient Measurement in Counseling and Education AU - Weiss, David J. T2 - Measurement and Evaluation in Counseling and Development DA - 2004/07// PY - 2004 DO - 10.1080/07481756.2004.11909751 DP - DOI.org (Crossref) VL - 37 IS - 2 SP - 70 EP - 84 J2 - Measurement and Evaluation in Counseling and Development LA - en SN - 0748-1756, 1947-6302 UR - https://www.tandfonline.com/doi/full/10.1080/07481756.2004.11909751 Y2 - 2022/06/17/13:05:35 ER - TY - JOUR TI - Nothing as practical as good theory: Exploring theory-based evaluation for comprehensive community initiatives for children and families AU - Weiss, Carol H. T2 - New approaches to evaluating community initiatives: Concepts, methods, and contexts DA - 1995/// PY - 1995 DP - Google Scholar VL - 1 SP - 65 EP - 92 ST - Nothing as practical as good theory KW - ⛔ No DOI found ER - TY - ELEC TI - Nothing as Practical as Good Theory : Exploring Theory-Based Evaluation for Comprehensive Community Initiatives for Children and Families | Semantic Scholar AU - Weiss, Carol UR - https://www.semanticscholar.org/paper/Nothing-as-Practical-as-Good-Theory-%3A-Exploring-for-Weiss/ed98a1ac4b7b54ef4854b7b7a802db7b3e46ae02 Y2 - 2021/06/07/16:06:56 ER - TY - CONF TI - Constructivist learning systems: a new paradigm AU - Weiqi Li T2 - Proceedings IEEE International Conference on Advanced Learning Technologies AB - The educational enterprise is in the midst of a philosophical shift from a behaviorist to a constructivist paradigm. If constructivism is to be taken seriously as a new educational paradigm in the information age, learning technology R&D must pay more attention to learners instead of teachers. A constructivist learning environment (CLE) is a technology-rich, open place where a learner can use a variety of tools and information resources in his pursuit of learning goals and problem-solving activities. Wherein the learner can draw upon information resources and tools to actively construct knowledge, generate a diverse array of ideas, develop multiple modes of representation, engage in social interaction, and solve authentic problems. Four major elements are bound together by their roles in the establishment of a CLE: public knowledge system; distributed instructional system; learning community; constructivist learning system. C3 - Proceedings IEEE International Conference on Advanced Learning Technologies DA - 2001/08// PY - 2001 DO - 10.1109/ICALT.2001.943967 DP - IEEE Xplore SP - 433 EP - 434 ST - Constructivist learning systems KW - Buildings KW - CLE KW - Collaborative work KW - Education KW - Educational technology KW - Information technology KW - Learning systems KW - Problem-solving KW - Process control KW - Research and development KW - Shape KW - constructivist learning environments KW - constructivist learning systems KW - constructivist paradigm KW - distributed instructional system KW - educational enterprise KW - educational paradigm KW - educational technology KW - human factors KW - information age KW - information resources KW - learning community KW - learning goals KW - learning technology R&d KW - philosophical shift KW - problem-solving activities KW - public knowledge system KW - social aspects of automation KW - social interaction KW - teaching KW - user interfaces ER - TY - JOUR TI - Nudging in education: from theory towards guidelines for successful implementation AU - Weijers, Robert J. AU - de Koning, Björn B. AU - Paas, Fred T2 - European Journal of Psychology of Education AB - Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also be a valuable means to influence behavior in educational contexts. However, implementation of nudging in education is yet sparse. We describe the relevant issues to consider when applying nudging in education, arguing that a focus on the long-term effects and underlying processes of a nudge is necessary for successful implementation. Then, we aim to facilitate this implementation of nudging in education by making a distinction between nudges that is relevant for overcoming these issues. Based on the framework proposed by Hansen and Jespersen (European Journal of Risk Regulation, 4(1), 3–28, 2013), we distinguish between Type 1 and Type 2 nudges, and transparent and non-transparent nudges, resulting in four nudge categories. For each of these nudge categories, we determine its suitability for different educational goals. The resulting decision matrix can help researchers and practitioners when designing nudges for an educational context. DA - 2021/09/01/ PY - 2021 DO - 10.1007/s10212-020-00495-0 DP - Springer Link VL - 36 IS - 3 SP - 883 EP - 902 J2 - Eur J Psychol Educ LA - en SN - 1878-5174 ST - Nudging in education UR - https://doi.org/10.1007/s10212-020-00495-0 Y2 - 2024/02/14/12:16:08 KW - Educational psychology KW - Instructional support KW - Learning behavior KW - Nudging KW - Teaching strategies ER - TY - JOUR TI - The Learning Environment as a Chaotic and Complex Adaptive System AU - Weichhart, Georg T2 - systems-journal.eu AB - Thrivability is a novel concept describing the intention to go beyond sustainability, allowing a system to flourish (Russell, 2010). For a society or organization to be thrivable, educated, responsible acting agents are needed. Traditional education focuses on (efficient) reproduction of existing organised bodies of information (Dewey, 1938). We argue that complex adaptive systems theory and chaos theory provide concepts well suited to inform the design of learning environments, in order to facilitate a thrivable organization. This learning is not linear and externally controlled, but happens in a chaotic, yet guided manner. After discussing the suitability of the theoretical body of these general approaches, we show how a concrete progressive education approach, called the Dalton-Plan pedagogy (Parkhurst, 1923, 2010), implements and supports these elements. By doing so, we show that the Dalton-Plan pedagogy is well suited for education of agents working in and for thrivable organizations. Support for teachers as part of this evolving learning system is provided by an e-learning environment. DA - 2013/01/01/ PY - 2013 DP - ResearchGate VL - 1 SP - 12 J2 - systems-journal.eu KW - ⛔ No DOI found ER - TY - JOUR TI - Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment AU - Weibel, Mette AU - Nielsen, Martin Kaj Fridh AU - Topperzer, Martha Krogh AU - Hammer, Nanna Maria AU - Møller, Sarah Wagn AU - Schmiegelow, Kjeld AU - Bækgaard Larsen, Hanne T2 - Nursing Open AB - Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design: Qualitative pilot study. Methods: Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved. DA - 2020/// PY - 2020 DO - 10.1002/nop2.471 VL - 7 IS - 4 SP - 988 EP - 997 KW - cancer KW - childhood illness KW - education KW - school nursing KW - technology ER - TY - JOUR TI - Online learning performance and satisfaction: do perceptions and readiness matter? AU - Wei, Huei-Chuan AU - Chou, Chien T2 - Distance Education AB - The current study proposes a comprehensive structural model to determine whether online learning perceptions and online learning readiness affect students’ online learning performance and course satisfaction. A questionnaire was voluntarily completed by 356 undergraduate students enrolled in a cross-campus, general education, asynchronous online course in Taiwan. The structural equation modeling analyses indicated that students’ computer/Internet self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion score and course satisfaction. Furthermore, it was found that students’ computer/Internet self-efficacy for online learning readiness had a mediated effect not only on online learning perceptions and online discussion score but also on online learning perceptions and course satisfaction. The findings of this research are helpful for both academics and practitioners of online learning to design online courses that particularly emphasize computer/Internet self-efficacy. DA - 2018/// PY - 2018 DO - 10.1080/01587919.2020.1724768 DP - Taylor and Francis+NEJM VL - 41 IS - 1 SP - 48 EP - 69 SN - 0158-7919 ST - Online learning performance and satisfaction UR - https://doi.org/10.1080/01587919.2020.1724768 Y2 - 2022/09/21/08:46:36 KW - course satisfaction KW - learning readiness KW - online learning perceptions KW - student performance ER - TY - BOOK TI - Dialogic education and technology: Expanding the space of learning AU - Wegerif, Rupert DA - 2007/// PY - 2007 DP - Google Scholar VL - 7 PB - Springer Science & Business Media ST - Dialogic education and technology ER - TY - JOUR TI - Virtual learning communities: Success factors and challenges AU - Wegener, R. AU - Leimeister, Jan Marco T2 - International Journal of Technology Enhanced Learning AB - Despite their didactical potential many Virtual Learning Communities VLCs fail in enhancing learning outcomes. Therefore, we synthesise factors most critical for establishing a successful VLC. Applying a structured literature review, we searched for studies dealing with VLCs in the well known databases Business Source Premier, Science Direct and ERIC. We identified, classified and synthesised 64 relevant papers. Results indicate that critical success factors include a strong instructor that acts in different facilitation roles, face-to-face meetings that help establishing social ties and well structured small-group assignments that scaffold the learning process. Main challenges are a lack of common goals, feelings of inhibition and technical problems. Based on the review, we offer concrete advice for instructors building up VLCs. We suggest that future research should focus on the design of methods and tools for instructors to facilitate the learning process in a less resource demanding way. DA - 2012/01/01/ PY - 2012 DO - 10.1504/IJTEL.2012.051814 DP - ResearchGate VL - 4 SP - 383 EP - 397 J2 - International Journal of Technology Enhanced Learning ST - Virtual learning communities ER - TY - ELEC TI - Online safety: making the internet safer by tackling harmful content AU - WEF T2 - World Economic Forum AB - Delivering safe online experiences is essential for global businesses and individuals. Several stakeholders are collaborating to improve online safety. DA - 2022/// PY - 2022 LA - en ST - Online safety UR - https://www.weforum.org/impact/online-safety/ Y2 - 2022/11/18/13:56:05 ER - TY - BOOK TI - Planning for educational change: putting people and their contexts first AU - Wedell, Martin DA - 2009/// PY - 2009 DP - Zotero LA - en PB - Bloomsbury publishing KW - ⛔ No DOI found ER - TY - ELEC TI - How to Develop an Acceptable Use Policy: The Steps to Take AU - Webswise T2 - Webwise.ie AB - Creating an AUP is vital for your school, in addressing internet safety issues for students. Here we look at how to develop an Acceptable Use Policy (AUP). DA - 2016/01/16/T14:46:13+00:00 PY - 2016 LA - en-GB ST - How to Develop an Acceptable Use Policy UR - https://www.webwise.ie/teachers/acceptable-use-policy/how-to-develop-an-acceptable-use-policy-2/ Y2 - 2023/04/03/17:54:42 ER - TY - RPRT TI - What influences teachers to change their practice AU - Webster, Alison AU - McNeish, Di AU - Scott, Sara AU - Maynard, Linda AU - Haywood DA - 2012/02// PY - 2012 DP - Zotero LA - en M3 - Short Policy Report PB - National Centre for Social Research for Centre for Understanding Behaviour Change SN - 12/07 UR - https://www.bristol.ac.uk/media-library/sites/cubec/migrated/documents/pr7.pdf ER - TY - JOUR TI - Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence AU - Webb, Thomas L. AU - Sheeran, Paschal T2 - Psychological Bulletin AB - Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency. DA - 2006/03// PY - 2006 DO - 10.1037/0033-2909.132.2.249 DP - PubMed VL - 132 IS - 2 SP - 249 EP - 268 J2 - Psychol Bull LA - eng SN - 0033-2909 ST - Does changing behavioral intentions engender behavior change? KW - Attitude KW - Cooperative Behavior KW - Female KW - Humans KW - Intention KW - Male KW - Social Behavior ER - TY - RPRT TI - Girls’ Education and EdTech: A Rapid Evidence Review AU - Webb, Daniel AU - Barringer, Katie AU - Torrance, Rebecca AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls. DA - 2020/// PY - 2020 DP - Zotero LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 2 ST - Girls' Education UR - https://docs.edtechhub.org/lib/CZBRW85R KW - L:English UXZJW5DR KW - L:Gender and education KW - LP: English KW - P:Evidence review VCMFM9ZD KW - TAG:E:Primary education QIVZD2B2 KW - TAG:E:Secondary education JS5BG2RE KW - TAG:F:Access W8TZWAGE KW - TAG:P:Girls ED5GMBNU KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _L:English UXZJW5DR KW - _MELA_seen KW - _P:Evidence review VCMFM9ZD KW - _T:E:Primary education QIVZD2B2 KW - _T:E:Secondary education JS5BG2RE KW - _T:F:Access W8TZWAGE KW - _T:P:Girls ED5GMBNU KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoETH:submitted KW - ⛔ No DOI found ER - TY - JOUR TI - Challenge and srivers of over-Enrollment in the early years of primary school in Uganda AU - Weatherholt, Tara AU - Jordan, Rachel AU - Crouch, Luis AU - Barnett, Ed AU - Pressley, Jennifer T2 - International Journal of Early Childhood AB - Consistent over-enrollment, together with low official repetition rates, in the early years of school indicates inaccurate reporting of repetition, which may mask the reasons for low primary school completion. Actual repetition rates may be higher and pose issues for teachers through overcrowding of classrooms and issues for governments through inefficient education systems. This research explores repetition rates of students in Primary 1 in Uganda and considers the implications for efficiency and quality of education for the early years of school. The sample comprised 1440 students in Primary 1 classrooms in 120 schools. Interviews were conducted with 1318 caregivers of randomly selected students and 1439 teachers of the same students, and official records from 118 schools were examined to compare age and repetition rates. Findings showed that caregiver- and teacher-reported repetition is much higher than officially reported by schools; that repetition is strongly linked to non-attendance in pre-primary schooling; and that caregivers reported more over-age students, fewer target-age students, and more under-age students than official school records. Policy implications include the need for dialogue around repetition rates and the possible efficiency effects of less-costly, pre-primary education on the total primary schooling cycle. DA - 2019/04/01/ PY - 2019 DO - 10.1007/s13158-019-00238-3 DP - Springer Link VL - 51 IS - 1 SP - 23 EP - 40 J2 - IJEC LA - en SN - 1878-4658 UR - https://doi.org/10.1007/s13158-019-00238-3 Y2 - 2022/04/24/20:53:51 KW - Early childhood KW - Education efficiency KW - Low-income countries KW - Pre-primary education KW - Repetition ER - TY - JOUR TI - Experimenting With Teacher Professional Development: Motives and Methods AU - Wayne, Andrew J. AU - Yoon, Kwang Suk AU - Zhu, Pei AU - Cronen, Stephanie AU - Garet, Michael S. T2 - Educational Researcher AB - A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD. DA - 2008/11/01/ PY - 2008 DO - 10.3102/0013189X08327154 DP - SAGE Journals VL - 37 IS - 8 SP - 469 EP - 479 J2 - Educational Researcher SN - 0013-189X ST - Experimenting With Teacher Professional Development UR - https://doi.org/10.3102/0013189X08327154 Y2 - 2020/05/15/11:53:08 KW - C:United States / International ER - TY - ELEC TI - Inclusive and Equitable Education in Kenya – RELI AU - Wawira, Margaret UR - https://reliafrica.org/publication/inclusive-and-equitable-education-in-kenya/ Y2 - 2023/04/04/18:50:33 ER - TY - JOUR TI - iPadiCan: Trialling iPads to support primary and secondary students with disabilities AU - Watts, Liz AU - Brennan, Sharon AU - Phelps, Renata T2 - Australian Educational Computing AB - iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation. DA - 2012/// PY - 2012 VL - 27 IS - 2 SP - 4 EP - 12 KW - ⛔ No DOI found ER - TY - ELEC TI - From Ebola to coronavirus: education must not be forgotten in a health crisis AU - Watt, Ewan T2 - Theirworld AB - The challenge faced during the 2014 epidemic in West Africa of ensuring that children don’t fall between the cracks now confronts the whole world. DA - 2020/04/02/ PY - 2020 LA - en M3 - text/html ST - From Ebola to coronavirus UR - https://theirworld.org/news/ebola-to-coronavirus-education-vital-in-health-crisis Y2 - 2020/08/18/01:13:15 ER - TY - JOUR TI - The relationship between educational television and mathematics capability in Tanzania AU - Watson, Joseph AU - Hennessy, Sara AU - Vignoles, Anna T2 - British Journal of Educational Technology AB - Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content. DA - 2020/// PY - 2020 DO - 10.1111/bjet.13047 DP - Zotero VL - 52 IS - 2 LA - en SN - 1467-8535 UR - https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13047 KW - Tanzania KW - ___working_potential_duplicate KW - cost effectiveness KW - educational television KW - mathematics KW - ⛔ No DOI found ER - TY - THES TI - The relationship between educational television and mathematics capability in Tanzania AU - Watson, Joseph AB - Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low per-viewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content. Quantitative investigation into the association between educational television exposure and mathematics capability used nationally representative data, collected by Uwezo Tanzania. A household fixed-effects model showed that exposure to educational television was significantly associated with mathematics capability among children aged 7-16, when controlling for age, sex, school enrolment and Kiswahili attainment. Findings from this model were used in cost-effectiveness calculations, alongside cost data and an estimate of the number of Ubongo Kids viewers. Results compared favourably against those for other interventions, with calculations regarding Ubongo Kids’ ongoing activities suggesting it to have been more cost effective than any other intervention previously investigated using the same cost-effectiveness approach. These findings indicate that in low-income contexts: educational television programmes can aid learning; and, that directing a greater proportion of available educational resources towards educational television interventions may benefit educational outcomes. CY - Cambridge, UK DA - 2020/07/06/T07:58:23Z PY - 2020 DP - www.repository.cam.ac.uk LA - en M3 - PhD in Education PB - University of Cambridge UR - https://www.repository.cam.ac.uk/handle/1810/307624 Y2 - 2020/08/13/08:58:09 KW - ___working_potential_duplicate ER - TY - RPRT TI - Blending Learning: The Convergence of Online and Face-to-Face Education AU - Watson, John DA - 2008/// PY - 2008 DP - Zotero LA - en PB - North American Council for Online Learning UR - https://files.eric.ed.gov/fulltext/ED509636.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Educational Television: A Rapid Evidence Review AU - Watson, Joe AU - McIntyre, Nora AB - This Rapid Evidence Review (RER) gives an overview of the recent literature concerning how the use of educational television might support children’s learning in low- and middle-income countries (LMICs). In this review, educational television is defined as television designed with research-based knowledge of how children use and understand television that systematically incorporates academic or social curricula into its content. In low-income contexts, educational television material could be delivered through videos played in schools that are supported by corresponding teacher guidance (e.g. the Mexican school-based T elesecundaria programme), or broadcast on public channels (e.g. the Tanzanian animation, Ubongo Kids). As such, certain educational television projects are capable of functioning even in circumstances where access to formal schooling facilities is restricted. This review therefore provides information that is particularly valuable in the context of the COVID-19 pandemic. DA - 2020/06// PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 5 ST - Educational Television UR - https://docs.edtechhub.org/lib/BVXSZ7G4 KW - L:English UXZJW5DR KW - P:Evidence review VCMFM9ZD KW - TAG:E:Primary education QIVZD2B2 KW - TAG:E:Secondary education JS5BG2RE KW - TAG:F:Access W8TZWAGE KW - TAG:P:Girls ED5GMBNU KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _L:English UXZJW5DR KW - _MELA_seen KW - _P:Evidence review VCMFM9ZD KW - _T:E:Primary education QIVZD2B2 KW - _T:E:Secondary education JS5BG2RE KW - _T:F:Access W8TZWAGE KW - _T:P:Girls ED5GMBNU KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH ER - TY - BLOG TI - Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) AU - Watson, Joe T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where… DA - 2020/03/31/T14:42:15+00:00 PY - 2020 LA - en-GB ST - Learning through television in low-income contexts UR - https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/ Y2 - 2020/07/29/17:56:31 KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _zenodoETH ER - TY - GEN TI - Understanding changing social norms and practices around girls’ education and marriage AU - Watson, Carol DA - 2014/12// PY - 2014 DP - Zotero LA - en PB - ODI UR - https://cdn.odi.org/media/documents/9572.pdf KW - ⛔ No DOI found ER - TY - ELEC TI - Number of pay TV households in Ghana 2014-2023 AU - Watson, Amy T2 - Statista AB - The timeline presents the number of pay TV households in Ghana from 2014 to 2018, and a forecast thereof until 2023. DA - 2019/11/13/ PY - 2019 LA - en UR - https://www.statista.com/statistics/756362/ghana-number-pay-tv-households/ Y2 - 2020/09/15/18:36:23 ER - TY - BLOG TI - E-learning combats Southeast Asia's teacher shortages AU - Watanabe, Sadachika DA - 2017/// PY - 2017 UR - https://asia.nikkei.com/Business/E-learning-combats-Southeast-Asia-s-teacher-shortages ER - TY - JOUR TI - Fertility Behavior and Psychological Stress: The Mediating Influence of Gender Norm Beliefs Among Egyptian Women AU - Waszak, Cynthia AU - Severy, Lawrence J. AU - Kafafi, Laila AU - Badawi, Isis T2 - Psychology of Women Quarterly AB - The influence of gender norms on women's family planning experiences is a finding that cuts across numerous studies included in Family Health International's multi-country Women's Studies Project. This paper explores findings from one of these studies on the mediating influence of beliefs about gender norms on the relationship between fertility behavior and psychological well-being. Using cross-sectional survey data from 4,908 Egyptian women, hierarchical multiple regression models were tested with depression and anxiety as the dependent variables. Independent variables included three demographic variables, two measures of beliefs about gender norms developed from survey items using exploratory factor analytic techniques, and two fertility behavior variables—use of family planning and number of children. Gender norm beliefs predicted both anxiety and depression. The statistical analyses demonstrated a separate effect of family planning use on anxiety, independent of gender norm beliefs, but the effect of family planning behaviors on depression disappeared when gender norm beliefs were included in the regression model, which indicates a mediating effect of gender norm beliefs. Although cross-sectional data do not allow for the determination of causality among the three types of variables, a conceptual framework is offered for the possible causal mechanisms for the identified relationships. DA - 2001/09// PY - 2001 DO - 10.1111/1471-6402.00021 DP - DOI.org (Crossref) VL - 25 IS - 3 SP - 197 EP - 208 J2 - Psychology of Women Quarterly LA - en SN - 0361-6843, 1471-6402 ST - Fertility behavior and psychological stress UR - http://journals.sagepub.com/doi/10.1111/1471-6402.00021 Y2 - 2022/03/04/15:26:46 ER - TY - BOOK TI - Social Network Analysis AU - Wasserman, S. AU - Faust, K. AB - Social network analysis is used widely in the social and behavioral sciences, as well as in economics, marketing, and industrial engineering. The social network perspective focuses on relationships among social entities and is an important addition to standard social and behavioral research, which is primarily concerned with attributes of the social units. Social Network Analysis: Methods and Applications reviews and discusses methods for the analysis of social networks with a focus on applications of these methods to many substantive examples. It is a reference book that can be used by those who want a comprehensive review of network methods, or by researchers who have gathered network data and want to find the most appropriate method by which to analyze it. It is also intended for use as a textbook as it is the first book to provide comprehensive coverage of the methodology and applications of the field. DA - 1994/// PY - 1994 DP - books.google.co.uk UR - https://books.google.com/books/about/Social_Network_Analysis.html?id=CAm2DpIqRUIC Y2 - 2019/12/10/10:00:27 ER - TY - JOUR TI - Usage and Impact of ICT in Education Sector; A Study of Pakistan AU - Wasif, M. Nisar AU - Munir, Ehsan Ullah AU - Shad, Shafqat Ali T2 - arXiv:1206.5132 [cs] AB - In many countries, information and communication technology (ICT) has a lucid impact on the development of educational curriculum. This is the era of Information Communication Technology, so to perk up educational planning it is indispensable to implement the ICT in Education sector. Student can perform well throughout the usage of ICT. ICT helps the students to augment their knowledge skills as well as to improve their learning skills. To know with reference to the usage and Impact of ICT in Education sector of Pakistan, we accumulate data from 429 respondents from 5 colleges and universities, we use convenient sampling to accumulate the data from district Rawalpindi of Pakistan. The consequences show that Availability and Usage of ICT improves the knowledge and learning skills of students. This indicates that existence of ICT is improving the educational efficiency as well as obliging for making policies regarding education sector. DA - 2012/09/20/ PY - 2012 DP - arXiv.org UR - http://arxiv.org/abs/1206.5132 Y2 - 2020/12/01/17:01:37 KW - Computer Science - Other Computer Science KW - ⛔ No DOI found ER - TY - JOUR TI - Using Technology to Change Education: Blended Learning in the Science Classroom AU - Washington, LaToya DA - 2020/// PY - 2020 DP - Google Scholar ST - Using Technology to Change Education KW - ⛔ No DOI found ER - TY - JOUR TI - Balancing the One-To-One Equation: Equity and Access in Three Laptop Programs AU - Warschauer, Mark AU - Zheng, Binbin AU - Niiya, Melissa AU - Cotten, Shelia AU - Farkas, George T2 - Equity & Excellence in Education DA - 2014/01// PY - 2014 DO - 10.1080/10665684.2014.866871 DP - DOI.org (Crossref) VL - 47 IS - 1 SP - 46 EP - 62 J2 - Equity & Excellence in Education LA - en SN - 1066-5684, 1547-3457 ST - Balancing the One-To-One Equation UR - http://www.tandfonline.com/doi/abs/10.1080/10665684.2014.866871 Y2 - 2021/02/16/15:10:17 ER - TY - JOUR TI - Technology and equity in schooling: Deconstructing the digital divide AU - Warschauer, Mark AU - Knobel, Michele AU - Stone, Leeann T2 - Educational policy DA - 2004/// PY - 2004 DO - 10.1177/0895904804266469 DP - Google Scholar VL - 18 IS - 4 SP - 562 EP - 588 ST - Technology and equity in schooling KW - equity KW - technology ER - TY - JOUR TI - Promoting academic literacy with technology: successful laptop programs in K-12 schools AU - Warschauer, Mark AU - Grant, David AU - Real, Gabriel Del AU - Rousseau, Michele T2 - System T3 - Incorporating Multimedia Capability in the Reporting of Applied Linguistics Research AB - One of the main challenges that US schools face in educating English language learners is developing their academic literacy. This paper presents case studies of two K-12 schools that successfully employ high-technology environments, including laptop computers for each student, toward the development of English language learners’ academic language proficiency and academic literacy. In the first school, Latino fourth-grade students use laptops and other new technologies for a wide variety of pre- and post-reading tasks as part of their effort to transition from learning to read to reading to learn. In the second school, diverse immigrant and refugee students at the middle school level combine technology use with Expeditionary Learning to carry out community projects leading to the development of sophisticated products. In both schools, technology is used to engage students in cognitively demanding activity, motivate independent reading, and provide scaffolding for language development, while the researchers also made use of technology to document learning processes and outcomes. Taken together, the schools offer valuable lessons for utilization of technology to promote academic literacy among culturally and linguistically diverse students. DA - 2004/12/01/ PY - 2004 DO - 10.1016/j.system.2004.09.010 DP - ScienceDirect VL - 32 IS - 4 SP - 525 EP - 537 J2 - System LA - en SN - 0346-251X ST - Promoting academic literacy with technology UR - https://www.sciencedirect.com/science/article/pii/S0346251X04000764 Y2 - 2021/05/24/17:55:40 KW - Laptops KW - Literacy KW - Technology ER - TY - JOUR TI - Can One Laptop Per Child Save the World's Poor? AU - Warschauer, Mark AU - Ames, Morgan T2 - Journal of International Affairs AB - The One Laptop per Child (OLPC) program is one of the most ambitious educational reform initiatives the world has ever seen. The program has developed a radically new low-cost laptop computer and aggressively promoted its plans to put the computer in the hands of hundreds of millions of children around the world, including in the most impoverished nations. Though fewer than 2 million of OLPC's XO computers have been distributed as of this writing, the initiative has caught the attention of world leaders, influenced developments in the global computer industry and sparked controversy and debate about the best way to improve the lot of the world's poor. With six years having passed since Nicholas Negroponte first unveiled the idea, this paper appraises the program's progress and impact and, in so doing, takes a fresh look at OLPC's assumptions. The paper reviews the theoretical underpinnings of OLPC, analyzes the program's development and summarizes the current state of OLPC deployments around the world. The analysis reveals that provision of individual laptops is a utopian vision for the children in the poorest countries, whose educational and social futures could be more effectively improved if the same investments were instead made on more sustainable and proven interventions. Middle- and high-income countries may have a stronger rationale for providing individual laptops to children, but will still want to eschew OLPC's technocentric vision. In summary, OLPC represents the latest in a long line of technologically utopian development schemes that have unsuccessfully attempted to solve complex social problems with overly simplistic solutions. DA - 2010/// PY - 2010 DP - JSTOR VL - 64 IS - 1 SP - 33 EP - 51 SN - 0022-197X UR - https://www.jstor.org/stable/24385184 DB - JSTOR Y2 - 2020/07/20/17:31:08 KW - ⛔ No DOI found ER - TY - BOOK TI - Technology and social inclusion: rethinking the digital divide AU - Warschauer, Mark CN - HN49.I56 W37 2003 CY - Cambridge, Mass. ; London DA - 2003/// PY - 2003 DP - ul-newton.lib.cam.ac.uk Library Catalog SP - 260 PB - MIT Press SN - 978-0-262-23224-1 ST - Technology and social inclusion KW - Digital divide KW - Marginality, Social ER - TY - RPRT TI - RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic AU - Warren, Shana AU - Parkerson, Doug AU - Collins, Elliott DA - 2020/// PY - 2020 PB - Innovations for Poverty Action UR - https://www.poverty-action.org/recovr-study/recovr-sierra-leone-tracking-effects-covid-19-pandemic Y2 - 2020/12/16/10:25:08 ER - TY - RPRT TI - Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery AU - Warren, Hollie AU - Wagner, Emma CY - London, UK DA - 2020/// PY - 2020 SP - 102 LA - en PB - Save the Children ST - Save Our Education UR - https://resourcecentre.savethechildren.net/node/17871/pdf/save-our-education-5th.pdf Y2 - 2021/10/11/14:37:15 KW - ___working_potential_duplicate ER - TY - JOUR TI - Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan AU - Ward, Nicholas D AU - Finley, Rachel J AU - Keil, Richard G AU - Clay, Tansy G T2 - Journal of Geoscience Education DA - 2013/// PY - 2013 VL - 61 IS - 4 SP - 378 EP - 384 KW - ⛔ No DOI found ER - TY - RPRT TI - Research Report for Phases I and II e-Learning Sudan (2012 – 2015) AU - War Child Holland AU - Afhad University for Women AU - TNO DA - 2016/// PY - 2016 SP - 41 Y2 - 2020/06/01/00:00:00 ER - TY - ELEC TI - Can't Wait To Learn AU - War Child Holland T2 - Warchild English AB - War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war. DA - 2020/// PY - 2020 LA - en UR - https://www.warchildholland.org/projects/cwtl/ Y2 - 2020/05/29/14:51:56 ER - TY - ELEC TI - War Child Care System - Can't Wait to Learn | War Child AU - War Child Holland UR - https://www.warchildholland.org/intervention-cwtl/ Y2 - 2023/06/22/09:54:03 ER - TY - ELEC TI - We believe no child should be part of war. Ever. | War Child AU - War Child Holland UR - https://www.warchildholland.org/ Y2 - 2023/06/22/09:54:55 ER - TY - GEN TI - Interactive Radio Instruction Brings Learning Back to Eastern Democratic Republic of the Congo AU - War Child Canada DA - 2017/// PY - 2017 ER - TY - ELEC TI - Can't Wait To Learn AU - War Child AB - War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war. DA - n.d. PY - n.d. LA - en UR - https://www.warchildholland.org/projects/cwtl/ Y2 - 2020/06/30/15:15:14 ER - TY - RPRT TI - Can’t Wait to Learn Lebanon AU - War Child DA - 2019/// PY - 2019 ER - TY - CONF TI - Redesigning the design: a review of education technology interventions in Pakistan AU - Waqar, Yasira AU - Bokhari, Tahira Batool T2 - Pan-Commonwealth Forum 9 (PCF9) DA - 2019/// PY - 2019 UR - http://oasis.col.org/bitstream/handle/11599/3273/PCF9_Papers_paper_163.pdf?sequence=1&isAllowed=y Y2 - 2021/11/10/17:41:01 KW - ⛔ No DOI found ER - TY - JOUR TI - Technology Enters the Classroom: An Evaluation of Educational Technology Initiatives in Punjab AU - Waqar, Yasira AU - Bokhari, Tahira Batool AB - This article provides a critical review of educational technology initiatives of the Punjab government. The attributes of meaningful learning with technology are used as a criterion to evaluate the benefits of technology initiatives in the education sector. An historical perspective of the integration of technology in Pakistan is given in the beginning to have a clear idea as how technology was introduced in the private schools in 1990s and what are the latest trends in these schools? The initiatives of Punjab government are then elaborated by discussing the following projects: Daanish Schools, School Reform Roadmap, Technology to Improve School Processes and Digitized Textbooks and Intelligent Tutoring System. After an analysis of these initiatives, a review of educational technology initiatives in developing countries is done to compare the successful and not so successful projects of educational technology. The article concludes with suggestions for educationists and policy-makers in Pakistan. DA - 2017/// PY - 2017 DP - Zotero IS - 1 SP - 19 LA - en UR - http://www.nihcr.edu.pk/Latest_English_Journal/pjhc%2038-1,2017/2.%20Technology%20Enters%20the%20Classroom,%20Yasira,%20Tahira.pdf ER - TY - JOUR TI - The Impact of Learning Design on Student Learning in Technology Integrated Lessons AU - Waqar, Yasira T2 - Procedia - Social and Behavioral Sciences AB - The purpose of this paper is to investigate the impact of learning design on knowledge transfer in technology integrated lessons where limited technologies are available to students in a third world country. This article includes an evaluation of the learning designs of technology integrated lessons in a private school in Pakistan. Qualitative research methodologies were employed to see the impact of learning design on knowledge transfer of students when similar technologies are used at the same grade level but the learning designs are different. The results revealed that knowledge transfer depends on learning design in technology integrated lessons where limited technologies are available. In third world countries like Pakistan the concept of technology integration in schools is relatively new and the schools do not have access to sophisticated online learning environments like agent based learning or environments where in built scaffolds are provided to students. So technologies like Microsoft office, videos, digital cameras and projector are being used in private schools to improve the teaching and learning experience of students and learning design plays a very important role in knowledge transfer. DA - 2013/10/01/ PY - 2013 DO - 10.1016/j.sbspro.2013.10.119 DP - ResearchGate VL - 93 SP - 1795 EP - 1799 J2 - Procedia - Social and Behavioral Sciences UR - https://www.researchgate.net/publication/273852219_The_Impact_of_Learning_Design_on_Student_Learning_in_Technology_Integrated_Lessons ER - TY - ELEC TI - Laptops lie idle in schools on lack of skilled tutors AU - Wanzala, Wednesday T2 - Business Daily AB - Lower primary public school teachers are not using technology in classrooms due to computer illiteracy. DA - 2018/// PY - 2018 LA - en UR - https://www.businessdailyafrica.com/bd/economy/laptops-lie-idle-in-schools-on-lack-of-skilled-tutors-2212514 Y2 - 2021/06/07/11:57:16 ER - TY - JOUR TI - Big hurdles thwart Jubilee’s laptops plan. Daily Nation AU - Wanzala, O. AU - Nyamai, E DA - 2018/// PY - 2018 UR - https:// www.nation.co.ke/news/Big-hurdles-thwart-Jubilee-s-lapto ps-plan/1056-4676332-9w2jndz/index.html KW - ⛔ No DOI found ER - TY - JOUR TI - Error rates of human reviewers during abstract screening in systematic reviews AU - Wang, Zhen AU - Nayfeh, Tarek AU - Tetzlaff, Jennifer AU - O’Blenis, Peter AU - Murad, Mohammad Hassan T2 - PLOS ONE AB - Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48% of the potential references identified through bibliographic database search (95% confidence interval (CI): 2.38% to 8.58%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76% (95% CI: 7.43% to 14.09%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time. DA - 2020/01/14/ PY - 2020 DO - 10.1371/journal.pone.0227742 DP - PLoS Journals VL - 15 IS - 1 SP - e0227742 J2 - PLOS ONE LA - en SN - 1932-6203 UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0227742 Y2 - 2024/01/18/22:41:15 KW - Automation KW - Cardiovascular medicine KW - Citation analysis KW - Database searching KW - Health screening KW - Mental health and psychiatry KW - Primary care KW - Systematic reviews ER - TY - JOUR TI - An overview of e-learning in China: History, challenges and opportunities AU - Wang, Yan AU - Liu, Xuan AU - Zhang, Zhenhong T2 - Research in Comparative and International Education AB - The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest. DA - 2018/03/01/ PY - 2018 DO - 10.1177/1745499918763421 DP - SAGE Journals VL - 13 IS - 1 SP - 195 EP - 210 J2 - Research in Comparative and International Education LA - en SN - 1745-4999 ST - An overview of e-learning in China UR - https://doi.org/10.1177/1745499918763421 Y2 - 2021/09/02/14:09:53 KW - Challenges KW - China KW - ICT in education KW - e-learning KW - professional development KW - successes ER - TY - JOUR TI - A case study of using an online community of practice for teachers' professional development at a secondary school in China AU - Wang, Qiyun AU - Lu, Zhiping T2 - Learning, Media and Technology AB - In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT] DA - 2012/12// PY - 2012 DO - 10.1080/17439884.2012.685077 DP - Taylor and Francis+NEJM VL - 37 IS - 4 SP - 429 EP - 446 LA - English SN - 17439884 UR - https://ur.booksc.org/book/35291105/0cfb69 AN - 1240554543 KW - Case Studies KW - China KW - Communities of Practice KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational Practices KW - Electronic Learning KW - Electronic Mail KW - Foreign Countries KW - Interviews KW - Learning KW - Lesson Plans KW - Mail Surveys KW - Online instruction KW - Participant Satisfaction KW - Pedagogy KW - Polls & surveys KW - Professional Development KW - Professional development KW - Secondary Education KW - Secondary School Teachers KW - Secondary school teachers KW - Teacher Surveys KW - Teaching Methods KW - Technology Uses in Education KW - Transformative Learning KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096477 KW - __finaldtb KW - community of practice KW - lesson planning KW - professional development KW - reflection KW - technology ER - TY - RPRT TI - MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC AU - Wang, Qiong AU - Chen, Bodong AU - Fan, Yizhou AU - Zhang, Guogang AB - Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs. CY - Beijing, China DA - 2018/// PY - 2018 DP - Google Scholar PB - Peking University UR - http://dl4d.org/wp-content/uploads/2018/05/China-MOOC.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425977 KW - __finaldtb KW - tpdsysrev_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning AU - Wang, K. H. AU - Wang, T. H. AU - Wang, W. L. AU - Huang, S. C. T2 - Journal of Computer Assisted Learning AB - The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three different formative assessment strategies was developed. The formative assessment strategies included Formative Assessment Module of the Web-Based Assessment and Test Analysis system (FAM-WATA) (with six Web-based formative assessment strategies), Normal Module of Web-Based Assessment and Test Analysis system (N-WATA) (only with partial Web-based formative assessment strategy) and Paper and Pencil Test (PPT) (without Web-based formative assessment strategy). Subjects were tested using Kolb's Learning Style Inventory, and assigned randomly by class into three groups. Each group took Web-based courses using one of the formative assessment strategies. Pre- and post-achievement testing was carried out. A one-way ANCOVA analysis showed that both learning style and formative assessment strategy are significant factors affecting student achievement in a Web-based learning environment. However, there is no interaction between these two factors. A post hoc comparison showed that performances of the FAM-WATA group are higher than the N-WATA and PPT groups. Learners with a ‘Diverger’ learning style performed best followed by, ‘Assimilator’, ‘Accommodator’, and ‘Converger’, respectively. Finally, FAM-WATA group students are satisfied with six strategies of the FAM-WATA. DA - 2006/// PY - 2006 DO - 10.1111/j.1365-2729.2006.00166.x DP - Wiley Online Library VL - 22 IS - 3 SP - 207 EP - 217 LA - en SN - 1365-2729 ST - Learning styles and formative assessment strategy UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2729.2006.00166.x Y2 - 2020/07/20/17:23:15 KW - Kolb's learning style KW - WATA system KW - Web-based formative assessment KW - biology KW - e-learning effects KW - middle school ER - TY - JOUR TI - Design-based research and technology-enhanced learning environments AU - Wang, Feng AU - Hannafin, Michael J. T2 - Educational Technology Research and Development DA - 2005/12// PY - 2005 DO - 10.1007/BF02504682 DP - DOI.org (Crossref) VL - 53 IS - 4 SP - 5 EP - 23 J2 - ETR&D LA - en SN - 1042-1629, 1556-6501 UR - http://link.springer.com/10.1007/BF02504682 Y2 - 2023/08/16/11:03:08 ER - TY - THES TI - Continuing the Conversation About Face-to-Face, Online, and Blended Learning a Meta-Analysis of Empirical Literature 2006-2017 AU - Wandera, Silas AB - This paper serves two purposes. First, it statistically compares learning outcomes of face-to-face, online and blended learning instruction. Then it looks at the instructional practices that are associated with effective blended and online learning. A meta-analysis of 30 studies, with 3,687 participants, resulted in 36 effect sizes. The contrasts comprised of 21 studies that looked at blended learning vs. face-to-face education, eight contrasts that looked at online learning vs. face-to-face education, and seven contrasts that looked at blended vs. online learning. The observed summary effect size was a small effect size of 0.397 with Confidence Interval (CI) of 0.242 to 0.553, with a Z-total of 5.000, and significant p <0.000. This implies that the overall effect size in treatment condition (blended or online learning) is 0.397 standard deviations higher than the control condition (face-to-face or online learning). There were eight instructional practices; self-directedness, peer interactions, feedback, multiple learning ways, student orientation, instructor presence, multiple assessments, and accountability. Instructional practices with over 90% reported in studies included: accountability (100%), multiple assessments (92%), feedback (92%), and multiple learning ways (92%). All the instructional practices reported according to Cohen (1988) revealed a small average effect size. This meta-analysis recognizes that blended learning will be replacing face-to-face education and results showed a small significant gain in learning outcomes from a previous meta-analysis (Benard, Borokhovski, Schmid, Tamim, & Abrami, 2014a, 2014b; Means, Toyama, Murphy, & Baki, 2013; Vo, Zhu, & Diep, 2017; Zhao, Lei, Yan, Lai, & Tan, 2005). CY - Delaware DA - 2017/// PY - 2017 DP - ProQuest SP - 147 LA - en PB - Wilmington University (Delaware) UR - https://search.proquest.com/docview/1964254197/abstract/47EBE4E7E7ED4154PQ/1 KW - Blended learning KW - Education KW - Face-to-face KW - Hybrid learning KW - Instructional practices KW - Meta-analysis KW - Online learning ER - TY - JOUR TI - Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development: A Case of TESSA MOOC in Kenya AU - Wambugu, Patriciah W. T2 - Universal Journal of Educational Research AB - This study intends to present a bespoke teacher professional development MOOC designed by Teacher Education for Sub-Saharan Africa (TESSA) team that allows MOOCs to become a viable means offering cost-effective, quality professional teacher development. TESSA is a network of teachers and teacher educators, working to improve classroom teaching in Africa. TESSA MOOC is an innovative approach to capacity building for teacher educators and teachers across Africa. The study presents outputs of an evaluation of TESSA MOOC course undertaken by Kenyan teachers and teacher educators. The experiences of the participants were that the TESSA MOOC was a new but interesting, appealing and flexible course. In addition, the participants were able to learn from one another and what they learnt may impact on their pedagogical skills. Key challenges identified include difficulties in downloading of materials due to lack of internet connectivity and use of ICT phobia for learning. MOOCs represent an untapped potential for teacher professional development that can be a cost and resource effective means to deliver quality education to teachers and teacher educators. Therefore, the teachers and teacher educators may need to exploit this learner based TESSA MOOC to build capacity for teaching. DA - 2018/// PY - 2018 DO - 10.13189/ujer.2018.060604 DP - ERIC VL - 6 IS - 6 SP - 1153 EP - 1157 LA - en SN - 2332-3205 ST - Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development UR - https://eric.ed.gov/?id=EJ1181189 Y2 - 2021/04/01/13:23:56 KW - Educational Quality KW - Faculty Development KW - Foreign Countries KW - Information Technology KW - Online Courses KW - Teacher Education KW - Teacher Educators KW - Teacher Effectiveness ER - TY - JOUR TI - Computer Laptop Project Strategy for Basic Education Schools in Kenya AU - Wambugu, Geoffrey M. AU - Ogenga, Stephen AU - Shikali, Casper AU - Muliaro, Joseph AB - Kenya’s Vision 2030 recognizes the enabling role of Information and Communication Technology (ICT) and anchors some of its key aspirations upon the availability and adoption of computers for schools. The overall objective of this strategy paper is to provide direction for acquisition of equitable and efficient laptop computers to all pupils in public primary schools. The existing education policy on ICT is imbedded in three documents namely; e-Government Strategy, National ICT Policy and Sessional Paper No. 1 of 2005 which is a Policy Framework for Education, Training and Research. There is a need therefore to consolidate these documents into one. The overall objective of the consolidation is to merge and integrate education policy on ICT including the scope, usage, administration and ways to address innovations and attendant Intellectual Property Rights. In the process of strategic planning for utilizing ICT in education, key stakeholders require to be consulted. In addition to the above mentioned, specific stakeholders include the National ICT integration and innovation Centre, Kenya Institute for Curriculum Development, Center for Mathematics, Science and Education in Africa, Teacher Service Commission, Primary Teacher Training Institutions, Universities and the National ICT Steering Committee. The strategy identifies the following as key weaknesses that hamper the implementation of ICT projects: slow integration of ICT in operations and programs; inadequate human and financial resources in some key service areas to meet the rapidly growing work-related demands. In addition there exists lack of appropriate learning facilities and/or infrastructure in some education and training institutions and inadequate number of trainers in modern technology coupled with a mismatch of skills learnt and demands of the labour market. It is also noted that the legal framework is non-harmonized and this inhibits the performance of Ministry of Education, Science and Technology. Further, a number of policy frameworks are yet to be operationalized thus hampering delivery of services. The strategy also identifies a Strategic Model for Laptop Project and an implementation matrix. DA - 2017/05// PY - 2017 DP - repository.mut.ac.ke:8080 LA - en SN - 2223-4985 UR - http://repository.mut.ac.ke/handle/123456789/2814 Y2 - 2021/05/22/15:20:53 KW - ⛔ No DOI found ER - TY - RPRT TI - Misallocation in the Public Sector? Cross-Country Evidence from Two Million Primary Schools, AU - Walter, Torsten Figueiredo T2 - STICERD - Economic Organisation and Public Policy Discussion Papers Series DA - 2020/// PY - 2020 PB - Suntory and Toyota International Centres for Economics and Related Disciplines, LSE SN - 70 UR - https://ideas.repec.org/p/cep/stieop/70.html ER - TY - JOUR TI - State Management of Education Systems and Educational Performance AU - Walter, Torsten Figueiredo DP - Zotero SP - 24 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - What professional development makes the most difference to teachers? AU - Walter, Catherine AU - Briggs, Jessica DA - 2012/// PY - 2012 DP - Zotero LA - en PB - University of Oxford Department of Education ER - TY - JOUR TI - The Potential of Mobile Phones to Transform Teacher Professional Development to Build Sustainable Educational Futures in Bangladesh AU - Walsh, Christopher S AU - Woodward, Clare AU - Solly, Mike AU - Shrestha, Prithvi T2 - Asian Association of Open Universities Journal AB - Futures thinking is used by governments to consider long-term strategic approaches and develop policies and practices that are potentially resilient to future uncertainty. English in Action (EIA), arguably the world's largest English language teacher professional development (TPD) project, used futures thinking to author possible, probable and preferable future scenarios to solve the project's greatest technological challenge: how to deliver audio-visual TPD materials and hundreds of classroom audio resources to 75,000 teachers by 2017. Authoring future scenarios and engaging in possibility thinking (PT) provided us with a taxonomy of question-posing and question-responding that assisted the project team in being creative. This process informed the successful pilot testing of a mobile-phone-based technology kit to deliver TPD resources within an open distance learning (ODL) platform. Taking the risk and having the foresight to trial mobile phones in remote rural areas with teachers and students led to unforeseen innovation. As a result, EIA is currently using a mobile-phone-based technology kit with 12,500 teachers to improve the English language proficiency of 700,000 students. As the project scales up in its third and final phase, we are using the new technology kit — known as the 'trainer in your pocket' — to foster a 'quiet revolution' in the provision of professional development for teachers at scale to an additional 67,500 teachers and nearly 10 million students. DA - 2015/01/01/ PY - 2015 DO - 10.1108/AAOUJ-10-01-2015-B005 DP - Emerald Insight VL - 10 IS - 1 SP - 37 EP - 52 SN - 1858-3431 UR - https://doi.org/10.1108/AAOUJ-10-01-2015-B005 Y2 - 2020/05/19/13:42:11 ER - TY - RPRT TI - Low Cost Mobile Phones for Large Scale Teacher AU - Walsh, Christopher S AU - Shaheen, Robina AU - Power, Tom AU - Hedges, Claire AU - Kahtoon, Masuda AU - Mondol, Sikander AB - Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale. DA - 2012/// PY - 2012 DP - Zotero SP - 9 LA - en ER - TY - JOUR TI - The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh AU - Walsh, Christopher S. AU - Power, Tom AU - Khatoon, Masuda AU - Biswas, Sudeb Kumar AU - Paul, Ashok Kumar AU - Sarkar, Bikash Chandra AU - Griffiths, Malcolm T2 - Professional Development in Education DA - 2013/04// PY - 2013 DO - 10.1080/19415257.2013.766232 DP - DOI.org (Crossref) VL - 39 IS - 2 SP - 186 EP - 200 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - The ‘trainer in your pocket’ UR - http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232 Y2 - 2020/05/19/13:43:22 KW - ___working_potential_duplicate ER - TY - JOUR TI - The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh AU - Walsh, Christopher S. AU - Power, Tom AU - Khatoon, Masuda AU - Biswas, Sudeb Kumar AU - Paul, Ashok Kumar AU - Sarkar, Bikash Chandra AU - Griffiths, Malcolm T2 - Professional Development in Education DA - 2013/04// PY - 2013 DO - 10/gftr32 DP - DOI.org (Crossref) VL - 39 IS - 2 SP - 186 EP - 200 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - The ‘trainer in your pocket’ UR - http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232 Y2 - 2021/05/07/15:35:44 KW - ___working_potential_duplicate ER - TY - JOUR TI - The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh AU - Walsh, Christopher S. AU - Power, Tom AU - Khatoon, Masuda AU - Biswas, Sudeb Kumar AU - Paul, Ashok Kumar AU - Sarkar, Bikash Chandra AU - Griffiths, Malcolm T2 - Professional Development in Education DA - 2013/04// PY - 2013 DO - 10.1080/19415257.2013.766232 DP - DOI.org (Crossref) VL - 39 IS - 2 SP - 186 EP - 200 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - The ‘trainer in your pocket’ UR - http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232 Y2 - 2020/05/19/13:43:22 KW - ___working_potential_duplicate ER - TY - JOUR TI - The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh AU - Walsh, Christopher S. AU - Power, Tom AU - Khatoon, Masuda AU - Biswas, Sudeb Kumar AU - Paul, Ashok Kumar AU - Sarkar, Bikash Chandra AU - Griffiths, Malcolm T2 - Professional Development in Education AB - Examples of mobile phones being used with teachers to provide continuing professional development (CPD) in emerging economies at scale are largely absent from the research literature. We outline English in Action’s (EIA) model for providing 80,000 teachers with CPD to improve their communicative language teaching in Bangladesh over nine years. EIA’s CPD program is delivered face to face and supported through open distance learning (ODL). This innovative model of teacher CPD is supported through peer learning and self-study using a variety of print, audio and video resources. Drawing on the success of EIA’s pilot studies, where internal and external evaluation reported significant improvement in teachers’ and students’ English-language competence after one year, the current phase is using low-cost mobile phones, or the ‘trainer in your pocket’ to deliver CPD to 12,500 teachers through 2015. We believe EIA’s teacher CDP model is best suited to assist the project in achieving one of its primary goals: to increase the English-language proficiency of 12 million students, allowing them to access greater social and economic opportunities in the future. We argue EIA’s use of mobile phones for the provision of teacher CPD – at scale – is timely and replicable in both developed and developing contexts. DA - 2013/04/01/ PY - 2013 DO - 10.1080/19415257.2013.766232 DP - Taylor and Francis+NEJM VL - 39 IS - 2 SN - 1941-5257 ST - The ‘trainer in your pocket’ UR - https://doi.org/10.1080/19415257.2013.766232 Y2 - 2022/08/23/06:03:48 KW - English in Action KW - communicative language teaching KW - mobile phones KW - open distance learning KW - school-based professional development (SBPD) KW - teachers’ continuing professional development (CPD) ER - TY - RPRT TI - Cost Analysis Guidance for USAID Funded Education Activities, third edition AU - Walls, Elena AU - Tulloch, Caitlin AU - Keuren, Christine Harris Van CY - Washington, DC DA - 2024/// PY - 2024 PB - United States Agency for International Development UR - https://www.edu-links.org/resources/usaid-cost-measurement ER - TY - RPRT TI - Cost Measurement Guidance Note for Donor-Funded Education Programming AU - Walls, Elena AU - Tulloch, Caitlin AU - Holla, Alaka CY - Washington, DC DA - 2020/// PY - 2020 PB - United States Agency for International Development, prepared for Building Evidence in Education (BE2) UR - https://www.edu-links.org/sites/default/files/media/file/BE2%20cost%20measurement%20guidance%20note%20final.pdf Y2 - 2021/04/20/15:35:39 ER - TY - RPRT TI - Cost Analysis Guidance for USAID-Funded Education Activities AU - Walls, Elena AU - Tulloch, Caitlin AU - Harris-Van Keuren, Christine CY - Washington D.C. DA - 2020/// PY - 2020 DP - Zotero SP - 63 LA - en PB - United States Agency for International Development UR - https://www.edu-links.org/resources/usaid-cost-measurement ER - TY - RPRT TI - Cost Analysis Guidance for USAID-Funded Education Activities AU - Walls, Elena AU - Tulloch, Caitlin AU - Harris-Van Keuren, Christine DA - 2021/// PY - 2021 DP - Zotero LA - en PB - USAID UR - https://www.edu-links.org/sites/default/files/media/file/USAID-Cost-Analysis-Guidance-Final-102921-508.pdf ER - TY - RPRT TI - Cost Analysis Guidance for USAID-Funded Education Activities AU - Walls, Elena AU - Tulloch, Caitlin AU - Harris-Van Keuren, Christine DA - 2021/// PY - 2021 DP - Zotero LA - en PB - USAID UR - https://www.edu-links.org/sites/default/files/media/file/USAID-Cost-Analysis-Guidance-Final-102921-508.pdf ER - TY - COMP TI - bwallace/abstrackr-web AU - wallace, byron AB - web-based citation screening tool DA - 2023/10/30/T03:12:25Z PY - 2023 DP - GitHub LA - Python UR - https://github.com/bwallace/abstrackr-web Y2 - 2024/01/20/09:41:19 ER - TY - JOUR TI - Appraising research on personalized learning: definitions, theoretical alignment, advancements, and future directions AU - Walkington, Candace AU - Bernacki, Matthew L. T2 - Journal of Research on Technology in Education AB - This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to extant theories of learning, the instructional design features that personalize the learning experience based on a learner characteristic, and the relationships between PL design and outcomes achieved in an educational context. Based on observations of contemporary PL research, we identify key issues to be addressed by the field and recommendations for future researchers to undertake to advance a PL theory. Chief among issues with PL are the role of technology, the agency of the learner, and the absence of a consistent theoretical grounding to motivate PL design choices. Future directions that would advance PL include the adoption of a theory of change in PL design, a design-based research approach to refine PL initiatives, more intensive and iterative research in authentic classroom contexts, and a greater focus on student input into and ownership of the PL experience. DA - 2020/07/02/ PY - 2020 DO - 10.1080/15391523.2020.1747757 DP - DOI.org (Crossref) VL - 52 IS - 3 SP - 235 EP - 252 J2 - Journal of Research on Technology in Education LA - en SN - 1539-1523, 1945-0818 ST - Appraising research on personalized learning UR - https://www.tandfonline.com/doi/full/10.1080/15391523.2020.1747757 Y2 - 2021/11/10/17:39:04 ER - TY - BLOG TI - What we’re learning about how organisations select ICT tools AU - Walker, Tim T2 - Making All Voices Count AB - Engine room is working on a framework to help organisations select the appropriate information and technology tools (ICT) for their governance projects. DA - 2016/// PY - 2016 LA - en-US UR - https://www.makingallvoicescount.org/blog/learning-organizations-select-ict-tools/ Y2 - 2022/11/18/19:20:19 ER - TY - BLOG TI - ‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone AU - Walker, Hannah AU - Tegha, Ghislaine AU - Lurvink, Anne-Fleur AU - McBurnie, Chris T2 - Open Development & Education AB - Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […] DA - 2022/// PY - 2022 LA - en-GB ST - ‘Tich Mi Ar Tich Dem’ UR - https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem-designing-a-low-cost-and-scalable-teacher-professional-development-in-sierra-leone/ Y2 - 2022/08/23/07:18:41 ER - TY - JOUR TI - Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe AU - Walker, Hannah AU - Hennessy, Sara AU - Pimmer, Christoph T2 - Research Papers in Education DA - 2022/// PY - 2022 DO - 10.1080/02671522.2022.2034925 UR - https://doi.org/10.1080/02671522.2022.2034925 ER - TY - JOUR TI - Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe AU - Walker, Hannah AU - Hennessy, Sara AU - Pimmer, Christoph T2 - Research Papers in Education DA - 2022/// PY - 2022 DO - 10.1080/02671522.2022.2034925 UR - https://doi.org/10.1080/02671522.2022.2034925 ER - TY - JOUR TI - Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe AU - Walker, H. AU - Hennessy, S. AU - Pimmer, C. T2 - Research Papers in Education AB - This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial. DA - 2022/// PY - 2022 DO - 10.1080/02671522.2022.2034925 ER - TY - RPRT TI - Child-centred Educational Radio Project in Kailahun District, Sierra Leone AU - Walker, David AU - Tristram, Bella AU - Pereznieto, Paola AU - Young, Tricia DP - Zotero SP - 12 LA - en PB - United Nations Girls' Education Initiative; Overseas Development Institute ER - TY - JOUR TI - Assessment of accelerated education to catch up with missed school programme in post crisis settings: Case study of selected IDP camps in Maiduguri metropolitan council AU - Wali, Yagana S AU - Muhammad Ali, Mustapha T2 - British Journal of Educational Studies DA - 2019/// PY - 2019 VL - 7 IS - 3 SP - 12 EP - 18 UR - https://www.researchgate.net/publication/331558901_ASSESSMENT_OF_ACCELERATED_EDUCATION_TO_CATCH_UP_WITH_MISSED_SCHOOL_PROGRAMME_IN_POST_CRISIS_SETTINGS_CASE_STUDY_OF_SELECTED_IDP_CAMPS_IN_MAIDUGURI_METROPOLITAN_COUNCIL Y2 - 2022/08/26/14:31:32 KW - ⛔ No DOI found ER - TY - GEN TI - Education Management Information Systems (EMIS): a guide for young managers AU - Wako, Tegegn Nuresu DA - 2003/// PY - 2003 UR - https://unesdoc.unesco.org/ark:/48223/pf0000220621 Y2 - 2022/04/07/15:34:31 ER - TY - CONF TI - Using examination and learning assessment data to uncover foundational skill gaps in Sierra Leone’s secondary schools AU - Waistell, Daniel AU - De, Sourovi AU - Ofori Owusu, Diana AU - Allen, Reg AU - Sanni, Kayode AU - Dupigny, Albert T2 - UKFIET Conference C3 - Education technology and data science for inclusive systems DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - Improving students’ independence and collaboration with blended learning AU - Wahyuni, Erly T2 - Proceedings of the 5th International Conference on Community Development (AMCA 2018) T3 - Advances in Social Science, Education and Humanities Research AB - Now that web-based learning has emerged as a major trend in higher education. Many people have opportunities to develop and enhance independent or collaborative learning through a material which can be supported by technology and online learning. This study was aimed at 1) finding out how Blended Learning was implemented to improve students’ independency and collaboration in listening class, 2) finding out how Blended Learning can improve students’ independency and collaboration, 3) finding out students’ response toward the implementation of Blended Learning in listening class. The subjects of this study are an English lecturer and the second semester students of English Dept. which consists of 28 students who are taking Listening Class. The research designs used are descriptive qualitative and quantitative research. The instruments of this study are observation, interview, and open-ended questionnaire with likert scale. The techniques of data analysis for quantitative research uses a simple percentage and qualitative research is with data reduction, data presentation, and conclusion: drawing or verifying. The result of the research showed that 1) the use of blended learning in teaching listening offered ways for lecturer to be more effective in the teaching and learning process, 2) blended learning was able to improve students’ indepedency and collaboration in listening class, and 3) this study demonstrated the positive response for the students. DA - 2018/// PY - 2018 DP - Zotero VL - 231 SP - 613 EP - 616 LA - en UR - https://www.atlantis-press.com/proceedings/amca-18/25901851 KW - ⛔ No DOI found ER - TY - JOUR TI - ICT and Education for Refugees in Transit AU - Wahyuni, Dewi Sari AU - Fatdha, T. Sy Eiva T2 - SALTeL Journal (Southeast Asia Language Teaching and Learning) AB - Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The problem is these classes are unaligned with the lesson grade in host country formal education institution, which is categorized based on learners’ ages. Moreover, they are placed in separated places (detention centre, interception, community housings) which cost time and fare to get these refugees in one education centre. The alternative solution for handling this situation is by having blended learning, a combination of online learning platform and face-to-face meeting managed by teachers both from the host country and refugees. These students although they are limited by any means, have been familiar with ICT such as Microsoft Office, Photoshop, Multimedia and Internet. The online learning platform will muddle through time and distance in order to support them to take Package A, B, C (National Elementary, Junior and Senior High School Equivalency) tests as these tests are admitted at work and further study in host country as well as their destination countries without age limitation. DA - 2019/08/06/ PY - 2019 DO - 10.35307/saltel.v2i2.27 DP - journal.altsacentre.org VL - 2 IS - 2 SP - 8 EP - 14 LA - en SN - 2614-2864 UR - http://journal.altsacentre.org/index.php/SALTeL/article/view/27 Y2 - 2020/04/28/09:31:23 KW - Google Scholar/ "blended learning" refugee education KW - RER theme_pedagogies and modalities ER - TY - JOUR TI - Who is responsible for E-Learning Success in Higher Education? A Stakeholders' Analysis AU - Wagner, Nicole AU - Hassanein, Khaled AU - Head, Milena DA - 2008/// PY - 2008 DO - https://www.jstor.org/stable/pdf/jeductechsoci.11.3.26.pdf UR - https://www.jstor.org/stable/pdf/jeductechsoci.11.3.26.pdf KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Artificial intelligence and the conduct of literature reviews AU - Wagner, Gerit AU - Lukyanenko, Roman AU - Paré, Guy T2 - Journal of Information Technology AB - Artificial intelligence (AI) is beginning to transform traditional research practices in many areas. In this context, literature reviews stand out because they operate on large and rapidly growing volumes of documents, that is, partially structured (meta)data, and pervade almost every type of paper published in information systems research or related social science disciplines. To familiarize researchers with some of the recent trends in this area, we outline how AI can expedite individual steps of the literature review process. Considering that the use of AI in this context is in an early stage of development, we propose a comprehensive research agenda for AI-based literature reviews (AILRs) in our field. With this agenda, we would like to encourage design science research and a broader constructive discourse on shaping the future of AILRs in research. DA - 2022/06/01/ PY - 2022 DO - 10.1177/02683962211048201 DP - SAGE Journals VL - 37 IS - 2 SP - 209 EP - 226 SN - 0268-3962 UR - https://doi.org/10.1177/02683962211048201 Y2 - 2023/11/28/12:33:34 KW - _Added-ailr-2024 KW - _important-ailr-2024 ER - TY - RPRT TI - Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery AU - Wagner, Emma AU - Warren, Hollie DA - 2020/// PY - 2020 PB - Save The Children UR - https://resourcecentre.savethechildren.net/node/17871/pdf/save_our_education_0.pdf KW - ___working_potential_duplicate ER - TY - GEN TI - Refugee Education: is technology the solution? AU - Wagner, E KW - RER theme_pedagogies and modalities ER - TY - JOUR TI - Technology and Mother-Tongue Literacy in Southern India: Impact Studies among Young Children and Out-of-School Youth AU - Wagner, Daniel AU - Daswani, C. AU - Karnati, Romilla T2 - International Technologies & International Development DA - 2010/01/01/ PY - 2010 VL - 6 IS - 4 SP - 23 EP - 43 ST - Technology and Mother-Tongue Literacy in Southern India UR - https://repository.upenn.edu/literacyorg_articles/5 KW - ⛔ No DOI found ER - TY - BOOK TI - Learning, Marginalization, and Improving the Quality of Education in Low-income Countries AU - Wagner, Daniel A. AU - Nathan, M Castillo AU - Lewis, Suzanne Grant AB - Academic publishing of peer-reviewed open access monographs DA - 2022/// PY - 2022 DP - www.openbookpublishers.com LA - English SN - 978-1-80064-200-3 UR - https://www.openbookpublishers.com/product/1423 Y2 - 2022/04/07/15:44:43 ER - TY - CHAP TI - Technology for Education in Low-Income Countries: Supporting the UN Sustainable Development Goals AU - Wagner, Daniel A. AU - Lubin, Ian T2 - ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education T3 - Educational Communications and Technology: Issues and Innovations CY - Cham DA - 2018/// PY - 2018 SP - 51 EP - 74 LA - en PB - Springer International Publishing SN - 978-3-319-67657-9 ST - Technology for Education in Low-Income Countries ER - TY - JOUR TI - Monitoring and evaluation of ICT in education projects. A handbook for developing countries AU - Wagner, Daniel A. AU - Day, Bob AU - James, Tina AU - Kozma, Robert B. AU - Miller, Jonathan AU - Unwin, Tim T2 - Washington DC: infoDev. Retrieved July DA - 2005/// PY - 2005 DP - Google Scholar VL - 7 SP - 2006 UR - https://ictlogy.net/bibliography/reports/projects.php?idp=329 Y2 - 2023/11/26/14:58:01 KW - ⛔ No DOI found ER - TY - CONF TI - Monitoring and evaluation of ICT in education projects: A handbook for developing countries AU - Wagner, Daniel A. AU - Day, Bob AU - James, Tina AU - Kozma, Robert B. AU - Miller, Jonathan AU - Unwin, Tim AB - an infoDev publication www.infodev.org Pre-publication draft for circulation at the World Summit on the Information Societ C1 - Washington D.C. C3 - the International Conference on Educational Technology DA - 2005/// PY - 2005 DP - CiteSeer PB - InfoDev / World Bank ST - Monitoring and evaluation of ICT in education projects UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.540.4312&rep=rep1&type=pdf#page=13 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Technology and mother-tongue literacy in Southern India: Impact studies among young children and out-of-school youth AU - Wagner, Daniel A AU - Daswani, C J AU - Karnati, Romilla T2 - Information Technology and International Development AB - The present research began with one main question: How can new technologies be effective for poor and illiterate children and youth in developing countries? We addressed this question through a research-based implementation project in India that included the development of local language multimedia software for literacy; a built-in, user-friendly interface; and the use of existing computer infrastructure. Two studies were undertaken in Andhra Pradesh state. One included a sample of youth and young adults who had never gone to school (or dropped out early) in peri-urban Hyderabad, and the other was composed of young second- and third-grade school children in rural West Godavari district. Based on a short-term intervention program, research results demonstrated a modest positive impact on the learning rate in reading with both groups of learners (when compared with control groups without the multimedia intervention). The findings provide support for the view that information and communications technologies for development can assist in promoting literacy among the poorest of the poor. In addition, the present results support the view that the digital divide, as it evolves over time, will only be narrowed when content-based solutions are sensitive to, and built on cultural and linguistic diversity. DA - 2010/// PY - 2010 DP - Zotero VL - 6 IS - 4 SP - 23 EP - 43 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Technology and mother-tongue literacy in Southern India: Impact studies among young children and out-of-school youth AU - Wagner, Daniel A AU - Daswani, C J AU - Karnati, Romilla T2 - Information Technology and International Development AB - The present research began with one main question: How can new technologies be effective for poor and illiterate children and youth in developing countries? We addressed this question through a research-based implementation project in India that included the development of local language multimedia software for literacy; a built-in, user-friendly interface; and the use of existing computer infrastructure. Two studies were undertaken in Andhra Pradesh state. One included a sample of youth and young adults who had never gone to school (or dropped out early) in peri-urban Hyderabad, and the other was composed of young second- and third-grade school children in rural West Godavari district. Based on a short-term intervention program, research results demonstrated a modest positive impact on the learning rate in reading with both groups of learners (when compared with control groups without the multimedia intervention). The findings provide support for the view that information and communications technologies for development can assist in promoting literacy among the poorest of the poor. In addition, the present results support the view that the digital divide, as it evolves over time, will only be narrowed when content-based solutions are sensitive to, and built on cultural and linguistic diversity. DA - 2010/// PY - 2010 DP - Zotero VL - 6 IS - 4 SP - 23 EP - 43 LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Learning as development: Rethinking international education in a changing world AU - Wagner, Daniel A. DA - 2018/// PY - 2018 DP - Google Scholar PB - Routledge ST - Learning as development UR - https://www.taylorfrancis.com/books/mono/10.4324/9780203115305/learning-development-daniel-wagner Y2 - 2023/11/26/14:58:43 ER - TY - RPRT TI - Mobiles for reading: A landscape research review AU - Wagner, Daniel A AB - This landscape review takes the broad domain of new information and communications technologies (ICTs) for education, and focuses on the fast-evolving sub-domain of mobiles for reading, or M4R. The 'mobiles' in this review primarily refer to mobile technologies— ICTs that are portable, typically battery powered, and may be connected to cellular networks and/or the Internet. The term 'reading' refers to the joint abilities of understanding and producing written language, for children, youth and adults. This review of M4R focuses primarily on the use of mobile ICTs designed to help children learn to read, practice reading (reading to learn), and acquire a broader range of learning skills that support a literate society. DA - 2014/// PY - 2014 DP - Zotero SP - 154 LA - en PB - Working Papers (Literacy.org) ER - TY - CHAP TI - Technology for Education in Low-Income Countries: Supporting the UN Sustainable Development Goals AU - Wagner, Daniel A. T2 - ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education A2 - Lubin, Ian T3 - Educational Communications and Technology: Issues and Innovations AB - Information and communications technologies (ICTs) are increasingly available, even in developing countries, leading to a number of pressing questions. Will ICTs for education (ICT4E) improve learning and educational quality? Might they increase the ‘digital divide’ with negative consequences for equity? What can ICT4E offer to help assist in the achievement of the new UN Sustainable Development Goals? The present review addresses these questions and uses of ICT4E in developing countries. First, a short overview is provided of how ICT4E intersects with the learning outcomes and the quality of education, including contemporary perceptions of what does and does not work in ICT4E. Second, an ICT4E framework is suggested as a way to reconceptualize the parameters currently in use that will lead to more effective ICT4E design solutions. Third, ICT projects in four key education subsectors – early childhood, basic as well as secondary education, and teacher education – help to disaggregate where and how interventions have been made in recent years. Finally, a set of investment domains in ICT4E is described, along with a set of specific suggestions to advance the field. The paper concludes with the suggestion that measurable, sustainable, and scalable design solutions in ICT4E are the best way to assist in achieving the UN Sustainable Development Goals. CY - Cham DA - 2018/// PY - 2018 DP - Springer Link SP - 51 EP - 74 LA - en PB - Springer International Publishing SN - 978-3-319-67657-9 ST - Technology for Education in Low-Income Countries UR - https://doi.org/10.1007/978-3-319-67657-9_3 Y2 - 2019/12/09/12:34:18 KW - Design solution KW - Framework KW - ICT4E KW - Learning KW - Technology KW - UN SDGs ER - TY - JOUR TI - IT and Education for the Poorest of the Poor: Constraints, Possibilities, and Principles AU - Wagner, Daniel T2 - TechKnowLogia: International Journal for the Advancement of Knowledge and Learning AB - Long before the term "Digital Divide" became a common term to describe gaps between the rich and poor in the effective access and use of information technology (IT), most policy makers, researchers and practitioners could at least agree on one thing: Reaching the poorest of the poor was going to be the most difficult of challenges. DA - 2001/07/01/ PY - 2001 DP - Zotero IS - July/August SP - 48 EP - 50 LA - en ST - IT and Education for the Poorest of the Poor UR - https://repository.upenn.edu/literacyorg_articles/14 KW - ⛔ No DOI found ER - TY - BOOK TI - Learning as Development: Rethinking International Education in a Changing World AU - Wagner, Daniel DA - 2018/// PY - 2018 UR - https://books.google.co.uk/books/about/Learning_as_Development.html?id=xssrDwAAQBAJ&redir_esc=y KW - ___working_potential_duplicate ER - TY - BOOK TI - Learning as Development: Rethinking International Education in a Changing World AU - Wagner, Daniel DA - 2018/// PY - 2018 ST - Learning as Development KW - ___working_potential_duplicate ER - TY - BOOK TI - Learning as Development: Rethinking International Education in a Changing World AU - Wagner, Daniel DA - 2018/// PY - 2018 ST - Learning as Development KW - ___working_potential_duplicate ER - TY - CHAP TI - Technology for education in low-income countries: Assisting the UN Sustainable Development Goals AU - Wagner, Daniel T2 - ICT-Supported Innovations in Small Countries and Developing Regions CY - London DA - 2016/// PY - 2016 PB - Springer UR - https://www.researchgate.net/publication/312021203_TECHNOLOGY_FOR_EDUCATION_IN_LOW-INCOME_COUNTRIES_Assisting_the_UN_Sustainable_Development_Goals ER - TY - RPRT TI - Learning at the bottom of the pyramid: Science, measurement, and policy in low-income countries A2 - Wagner, D.A. A2 - Wolf, S. A2 - Boruch, R.F. CY - Paris DA - 2018/// PY - 2018 PB - UNESCO-IIEP UR - http://www.iiep.unesco.org/en/learning-bottom-pyramid-4608 ER - TY - RPRT TI - Smaller, quicker, cheaper: Improving learning assessments in developing countries AU - Wagner, D.A. CY - Paris/Washington DA - 2011/// PY - 2011 PB - UNESCO-IIEP/FTI-Global Partnership for Education UR - http://unesdoc.unesco.org/images/0021/002136/213663e.pdf ER - TY - ELEC TI - Licenses for open material AU - Wageningen University and Research T2 - WUR AB - Open materials are any material provided with an open license. You can use an open license to indicate what other people are allowed to do with your work. DA - 2018/11/29/T13:49:00CET PY - 2018 LA - en-us UR - https://www.wur.nl/en/Library/Teachers/OER/Licenses-for-open-material.htm Y2 - 2020/08/19/18:51:59 ER - TY - JOUR TI - How to do a good systematic review of effects in international development: a tool kit AU - Waddington, Hugh AU - White, Howard AU - Snilstveit, Birte AU - Hombrados, Jorge Garcia AU - Vojtkova, Martina AU - Davies, Philip AU - Bhavsar, Ami AU - Eyers, John AU - Koehlmoos, Tracey Perez AU - Petticrew, Mark AU - Valentine, Jeffrey C. AU - Tugwell, Peter T2 - Journal of Development Effectiveness DA - 2012/09// PY - 2012 DO - 10.1080/19439342.2012.711765 DP - CrossRef VL - 4 IS - 3 SP - 359 EP - 387 LA - en SN - 1943-9342, 1943-9407 ST - How to do a good systematic review of effects in international development UR - http://www.tandfonline.com/doi/abs/10.1080/19439342.2012.711765 Y2 - 2018/01/19/09:45:06 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - 3ie KW - DL4D cited KW - Reviewed KW - ___working_potential_duplicate KW - auto_merged KW - publicImportV1 ER - TY - JOUR TI - What have we learned after ten years of systematic reviews in international development? AU - Waddington, Hugh AU - Masset, Edoardo AU - Jimenez, Emmanuel T2 - Journal of Development Effectiveness AB - The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the first decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis. DA - 2018/01/02/ PY - 2018 DO - 10.1080/19439342.2018.1441166 DP - CrossRef VL - 10 IS - 1 SP - 1 EP - 16 LA - en SN - 1943-9342, 1943-9407 UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2018.1441166 Y2 - 2018/04/07/21:01:29 KW - Reviewed ER - TY - ELEC TI - Low learning outcomes in primary schools in India AU - Vyas, Ankit T2 - Qrius AB - By Ankit Vyas, declining quality of primary education is leading to low learning outcomes creating unskilled labour reflecting inefficiencies of the system. DA - 2014/01/02/T09:46:51+05:30 PY - 2014 LA - en-GB UR - https://qrius.com/low-learning-outcomes-in-primary-schools-in-india/ Y2 - 2021/11/10/17:37:44 ER - TY - ELEC TI - Teacher motivation for online learning: piloting a microlearning support system | VVOB in Rwanda AU - VVOB T2 - VVOB DA - 2021/// PY - 2021 UR - https://rwanda.vvob.org/news/teacher-motivation-online-learning-piloting-microlearning-support-system Y2 - 2022/11/15/00:53:13 ER - TY - BOOK TI - Policy and practice on language of instruction in Ethiopian school: findings from the Young Lives school survey AU - Vujcich, Daniel T2 - Working paper CN - LC201.7.E8 V85 2013 CY - Oxford, UK DA - 2013/// PY - 2013 DP - Library of Congress ISBN SP - 24 LA - en M1 - 108 PB - Young Lives SN - 978-1-909403-21-5 ST - Policy and practice on language of instruction in Ethiopian school KW - Ethiopia KW - Language KW - Native language and education KW - Teachers KW - Teaching ER - TY - RPRT TI - Building back better: Education systems for resilience, equity and quality in the age of Covid-19 AU - Vu, B.T. AU - Savonitto, I.S. DA - 2020/// PY - 2020 PB - World Bank UR - http://documents1.worldbank.org/curated/en/497341595425543327/Building-Back-Better-Education-Systems-for-Resilience-Equity-and-Quality-in-the-Age-of-COVID-19.pdf Y2 - 2020/12/08/15:07:27 ER - TY - ELEC TI - Case Study: Sisters for Sisters’ Education AU - VSO DA - 2021/// PY - 2021 UR - https://girlseducationchallenge.org/media/ugbl3jm3/dtl_casestudy_sisters_may2021.pdf Y2 - 2022/06/26/04:17:42 ER - TY - ELEC TI - Unlocking Talent Through Technology Malawi AU - VSO DA - 2019/05/14/T16:38:53+01:00 PY - 2019 LA - en UR - https://www.vso.ie/fighting-poverty/where-we-fight-poverty/malawi/unlocking-talent-through-technology Y2 - 2023/06/22/09:02:59 ER - TY - ELEC TI - Using technology to deliver high quality education | VSO AU - VSO UR - https://www.vsointernational.org/our-work/inclusive-education/system-strengthening/unlocking-talent-through-technology Y2 - 2023/06/22/09:01:52 ER - TY - ELEC TI - Designing inclusive digital solutions and developing digital skills: guidelines - UNESCO Digital Library AU - Vosloo, Steve UR - https://unesdoc.unesco.org/ark:/48223/pf0000265537 Y2 - 2020/12/18/01:44:07 ER - TY - JOUR TI - Collaborative design as a form of professional development AU - Voogt, Joke AU - Laferriere, Therese AU - Breuleux, Alain AU - Itow, Rebecca C. AU - Hickey, Daniel T. AU - McKenney, Susan T2 - Instructional science DA - 2015/// PY - 2015 DO - 10.1007/s11251-014-9340-7 DP - Google Scholar VL - 43 IS - 2 SP - 259 EP - 282 ER - TY - BOOK TI - International handbook of information technology in primary and secondary education T2 - Springer international handbooks of education A3 - Voogt, Joke A3 - Knezek, Gerald CY - New York, NY DA - 2008/// PY - 2008 DP - Gemeinsamer Bibliotheksverbund ISBN VL - 20 LA - en PB - Springer Science+Business Media SN - 978-0-387-73314-2 UR - https://teachwithict.files.wordpress.com/2011/08/dede.pdf ER - TY - JOUR TI - Towards design-based approaches for ICT integration in African education AU - Voogt, J AU - Tondeur, J T2 - Technology, Pedagogy and Education DA - 2015/// PY - 2015 DO - 10.1080/1475939X.2015.1099564 VL - 24 IS - 5 UR - https://www.researchgate.net/publication/282849117_Towards_design-based_approaches_for_ICT_integration_in_African_education Y2 - 2020/10/27/13:18:11 ER - TY - JOUR TI - An Outline of General System Theory AU - von Bertalanffy, Ludwig T2 - The British Journal for the Philosophy of Science AB - A survey of the history of science shows that very similar conceptions have been developed independently in various branches of science. At present, for example, holistic interpretations are prevalent in all fields whereas in the past atomistic explanations were common. Such considerations lead to the postulation of General System Theory which is a logico-mathematical discipline applicable to all sciences concerned with systems. The fact that certain principles have general applicability to systems explains the occurrence of isomorphic laws in different scientific fields. Just as Aristotelian logic was a fundamental organon for the classificatory sciences of antiquity, so may General System Theory define the general principles of dynamic interaction which appears as the central problem of modern science. (PsycINFO Database Record (c) 2016 APA, all rights reserved) DA - 1950/// PY - 1950 DO - 10.1093/bjps/I.2.134 DP - JSTOR VL - 1 IS - 2 SP - 134 EP - 165 SN - 0007-0882 UR - https://www.jstor.org/stable/685808 Y2 - 2021/01/07/06:36:54 ER - TY - JOUR TI - The History and Status of General Systems Theory. AU - Von Bertalanffy, L. T2 - Academy of Management Journal DA - 1972/12/01/ PY - 1972 DO - 10.2307/255139 DP - DOI.org (Crossref) VL - 15 IS - 4 SP - 407 EP - 426 J2 - Academy of Management Journal LA - en SN - 0001-4273, 1948-0989 UR - http://amj.aom.org/cgi/doi/10.2307/255139 Y2 - 2021/01/05/13:20:57 ER - TY - JOUR TI - Review of the use of ‘Theory of Change’ in international development AU - Vogel, Isabel DA - 2012/// PY - 2012 DP - Zotero SP - 86 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Real girls, real lives, connected: A global study of girls’ access and usage of mobile, told through 3000 voices. AU - Vodafone Foundation DA - 2018/// PY - 2018 PB - Vodafone Foundation UR - https://static1.squarespace.com/static/5b8d51837c9327d89d936a30/t/5bbe7bd6085229cf6860f582/1539210418583/GE_VO_Full_Report.pdf ER - TY - ELEC TI - Sim Only Talk Deals| Vodacom Specials AU - Vodacom South Africa UR - https://www.vodacom.co.za/cloud/shopping/campaigns/sim_only_talk_deals?icmp=Internal/MDD/Specials/R3/SimOmlyTalkDeals Y2 - 2020/07/28/16:54:06 ER - TY - ELEC TI - Prepaid tariffs - Vodacom Mozambique AU - Vodacom Mozambique UR - https://www.vm.co.mz/en/Individual/Starter-Pack/Tariffs-Roaming/Prepaid-tariffs Y2 - 2020/07/28/16:52:36 ER - TY - JOUR TI - The effect of blended learning on student performance at course-level in higher education: A meta-analysis AU - Vo, Hien M. AU - Zhu, Chang AU - Diep, Nguyet A. T2 - Studies in Educational Evaluation AB - The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. A meta-analysis (k=51 effect sizes) was conducted to perform a statistical synthesis of studies contrasting student performance in BL conditions with traditional classroom instruction. We include disciplines and instructors’ end-of-course evaluation method as moderating variables. The results show that BL demonstrates a small summary effect (g+=0.385, p<0.001) compared to traditional teaching methods A significantly higher mean effect size was found in STEM disciplines (g+=0.496) compared to that of non-STEM disciplines (g+=0.210). Nevertheless, the weighted mean effect sizes reveal no significant differences regarding of end-of-course assessment methods, namely one-moment and multiple-component assessment. The finding confirms that BL is significantly associated with greater learning performance of STEM-disciplined students than with traditional classroom practice. Accordingly, discussion concerning the findings and implications for future research are elaborated. DA - 2017/06/01/ PY - 2017 DO - 10.1016/j.stueduc.2017.01.002 DP - ScienceDirect VL - 53 SP - 17 EP - 28 J2 - Studies in Educational Evaluation LA - en SN - 0191-491X ST - The effect of blended learning on student performance at course-level in higher education UR - http://www.sciencedirect.com/science/article/pii/S0191491X16300931 Y2 - 2020/07/18/12:43:12 KW - Blended learning KW - Discipline KW - Higher education KW - Meta-analysis KW - Student performance ER - TY - JOUR TI - How much can we generalize from impact evaluations? AU - Vivalt, Eva T2 - Journal of the European Economic Association AB - Impact evaluations can help to inform policy decisions, but they are rooted in particular contexts and to what extent they generalize is an open question. I exploit a new data set of impact evaluation results and find a large amount of effect heterogeneity. Effect sizes vary systematically with study characteristics, with government-implemented programs having smaller effect sizes than academic or non-governmental organization-implemented programs, even controlling for sample size. I show that treatment effect heterogeneity can be appreciably reduced by taking study characteristics into account. DA - 2020/12/16/ PY - 2020 DO - 10.1093/jeea/jvaa019 DP - Silverchair VL - 18 IS - 6 SP - 3045 EP - 3089 J2 - Journal of the European Economic Association SN - 1542-4766 UR - https://doi.org/10.1093/jeea/jvaa019 Y2 - 2022/06/06/23:19:18 ER - TY - JOUR TI - Facing the challenges of the One-Tablet-Per-Child policy in Thai primary school education. AU - Viriyapong, Ratchada AU - Harfield, Antony T2 - International Journal of Advanced Computer Science & Applications DA - 2013/// PY - 2013 DO - 10.14569/ijacsa.2013.040928 VL - 4 IS - 9 ER - TY - RPRT TI - STEM Skills Initiatives for Adolescent Girls in the LAC Region AU - Villavicencio, Xuzel AU - Myers, Christina AU - Coflan, Caitlin Moss AB - This report was produced in response to a request from the UNICEF country office of Argentina and presents a curated list of science, technology, engineering, and mathematics (STEM) skills initiatives for adolescent girls in the Latin American and Caribbean (LAC) region. It also provides an introduction to gender equality and background on the participation of women in STEM fields in the LAC region — as well as cross-cutting recommendations based on an analysis of a series of initiatives. Key words: STEM; Gender; Girls; LAC; Argentina; technology; Science An output of the EdTech Hub, https://edtechhub.org CN - 0085 DA - 2022/04/01/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 42 UR - https://docs.edtechhub.org/lib/I8GTEI7T KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - RPRT TI - Iniciativas para el desarrollo de habilidades CTIM de las adolescentes en la región de LAC AU - Villavicencio, Xuzel AU - Myers, Christina AU - Coflan, Caitlin AB - El presente documento se elaboró en respuesta a una solicitud de la oficina de UNICEF en Argentina presentada al Servicio de Asistencia de EdTech Hub en noviembre de 2021. El equipo de UNICEF solicitó una lista seleccionada de iniciativas para el desarrollo de habilidades en ciencia, tecnología, ingeniería y matemáticas (CTIM) de las adolescentes de la región de América Latina y el Caribe (LAC). El documento ofrece una introducción al concepto de igualdad de género y antecedentes acerca de la participación de las mujeres en los campos de CTIM en la región de LAC y en Argentina. El documento también ofrece una serie de recomendaciones transversales basadas en las iniciativas analizadas. Palabras clave: STEM; Género;CTIM; LAC; Argentina; tecnología; Ciencias; igualdad de género An output of the EdTech Hub, https://edtechhub.org CN - 0091 DA - 2022/04/27/ PY - 2022 LA - es M3 - Respuesta del Servicio de Asistencia No [Helpdesk Response] PB - EdTech Hub SN - 42 UR - https://docs.edtechhub.org/lib/TR78WPA9 KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - RPRT TI - Blended and Hybrid Learning Initiatives: A curated list for El Salvador AU - Villavicencio, Xuzel AU - Coflan, Caitlin Moss AB - This document was produced in response to a request from the UNICEF country office and Ministry of Education team of El Salvador that was submitted to the EdTech Hub Helpdesk in November 2021. The UNICEF team requested a curated list of global blended and hybrid initiatives with a focus on initiatives that have used a multimodal strategy, highlighting effective and ineffective practices. This report does not aim to cover every leading and innovative blended / hybrid initiative with relevance to the Salvadoran context. Rather, it presents a list of curated resources with examples of challenges, lessons learned, and teacher training approaches that can be used as a guide when designing a multimodal strategy for the education sector. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; remote learning An output of the EdTech Hub, https://edtechhub.org CN - 0105 DA - 2022/07/01/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 36 UR - https://docs.edtechhub.org/lib/BDT76583 KW - _r:AddedByZotZen ER - TY - SLIDE TI - Aprendizaje híbrido Experiencias internacionales con enfoque multimodal A2 - Villavicencio, Xuzel A2 - Coflan, Caitlin AB - Esta presentación se elaboró originalmente para una serie de seminarios web sobre aprendizaje blended e híbrido para UNICEF El Salvador y el Ministerio de Educación de El Salvador. Los talleres en línea se impartieron en dos sesiones, con los profesores de El Salvador como parte fundamental de la audiencia. Junto con las lecciones aprendidas de las diversas iniciativas internacionales mapeadas, también se tocaron temas como la infraestructura de las TIC del país y la relevancia de un enfoque de Aprendizaje Socioemocional (SEL). Keywords: híbrido; blended; multimodal; El Salvador; capacitación docente; aprendizaje socioemocional An output of the EdTech Hub, https://edtechhub.org DA - 2022/07/30/ PY - 2022 LA - es M3 - Helpdesk Response Presentation UR - https://docs.edtechhub.org/lib/G8RZFT8Z KW - _r:AddedByZotZen ER - TY - SLIDE TI - Hybrid learning International experiences with multimodal approaches A2 - Villavicencio, Xuzel A2 - Coflan, Caitlin AB - This slide deck was originally developed for a webinar series on blended and hybrid learning for UNICEF El Salvador and the El Salvador Ministry of Education. The online workshops were delivered in two sessions, with the teachers from El Salvador as a key part of the audience. Along with the lessons learnt from the various international initiatives mapped, subjects like the country's ICT infrastructure and the relevance of a Socio Emotional Learning (SEL) approach were also covered. Keywords: hybrid; blended; El Salvador; multimodal; teacher training; socio-emotional learning. An output of the EdTech Hub, https://edtechhub.org DA - 2022/07/01/ PY - 2022 LA - en M3 - Helpdesk Response Presentation UR - https://docs.edtechhub.org/lib/C2SK9SF9 KW - _r:AddedByZotZen ER - TY - JOUR TI - The implementation of ICT educational policy in selected schools in Swaziland AU - Vilakati, Nokuthula T2 - UNISWA Research Journal DA - 2014/// PY - 2014 DP - Google Scholar VL - 27 IS - 4 SP - 86 EP - 99 KW - Equity of Access KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - ELEC TI - Thematic brief gender, education and training | Capacity4dev AU - Vila, Blerina DA - 2017/// PY - 2017 UR - https://europa.eu/capacity4dev/public-gender/documents/thematic-brief-gender-education-and-training Y2 - 2022/02/01/21:56:47 ER - TY - RPRT TI - Factors Related to Teacher Absenteeism in Sierra Leone: Literature review AU - Vijil, Alejandra AU - McBurnie, Chris AU - Bellinger, Amy AU - Godwin, Katie AU - Haßler, Björn AB - This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone (Hub-Led Research Programme 3). The education workforce is the most important school-level determinant of student learning. In Sierra Leone, the pupil-to-qualified-teacher ratio rises from 44:1 for schools in urban centres to 76:1 for schools in rural areas. Meanwhile, an average of a quarter of the workforce is absent from school on any given day. This informal literature review provides a summary of the most recent literature on teacher absenteeism, covering a wide range of low- and middle-income countries, including Sierra Leone, where the larger study is being undertaken. For the purposes of this review, we have focused on lessons learnt from sub-Saharan African studies that share similar education contexts and challenges as Sierra Leone. Based on the review, we hypothesise that distance from a teacher’s home to their school and their ability to choose which school they would like to work in impact teacher motivation, school attendance, and time on task. Efficient teacher allocation could improve each of these outcome estimates. An output of the EdTech Hub, https://edtechhub.org CN - 0170 DA - 2023/// PY - 2023 LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib/MS3CKE8G KW - _r:AddedByZotZen ER - TY - RPRT TI - Technology and School Mapping AU - Vijil, Alejandra AU - Godwin, Katie AU - Mackintosh, Alasdair AU - Ramirez, Ana AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/12/31/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/IJ2GD927 KW - _r:AddedByZotZen ER - TY - RPRT TI - Data collection and visualisation tools in the education sector in sub-Saharan Africa and South Asia AU - Vijil, Alejandra AU - El-Serafy, Yomna AU - Adam, Taskeen AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org CN - 0151 DA - 2023/// PY - 2023 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://docs.edtechhub.org/lib/P833K7KC KW - _r:AddedByZotZen ER - TY - RPRT TI - Education Sector Contingency Plan: Guidelines and Templates AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/12/01/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/II2RNCI3 KW - _r:AddedByZotZen ER - TY - RPRT TI - Model Safe Education Plan AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/12/19/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/BNS5INDE KW - _r:AddedByZotZen ER - TY - RPRT TI - Monitoring and Evaluation Framework AU - Vijil-Morin, Alejandra AU - Villavicencio, Xuzel AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/12/19/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/P5KTWCNX KW - _r:AddedByZotZen ER - TY - RPRT TI - School mapping and decision-making AU - Vijil-Morin, Alejandra AU - Godwin, Katie AU - Ramirez, Ana AU - Mackintosh, Alasdair AU - Haßler, Björn AB - Reliable and timely data is essential for decision-makers at all administrative levels to ensure inclusive, equitable, and quality education for all. Geospatial data has the potential to provide valuable insights across a range of areas of interest to the education sector, from identifying potential threats to schools and the education community, such as throughdata on natural disaster patterns, to supporting equitable allocation of resources based on data showing the remoteness of schools. However, the use of Geographic Information Systems (GIS) is not widespread in the education sector. In this paper, we shed light on the experiences of five country governments, one regional agency, one international initiative, one implementing partner and one private entity, all using GIS for education decision-making in Latin America, the Caribbean, and sub-Saharan Africa.This paper presents the findings from primary data collection and analysis of interviews with representatives from these organisations from August –December 2022. Across these countries, we identified two central applications of school geospatial data, which included education planning -which school mapping is a part of -and cross-sector coordination. Among the main challenges to effectively using school geospatial data to make decisions, we found significant issues with capacity building, funding, bridging the data, and policymaking. On the other hand, when school mapping was used effectively, it helped increase transparency and equity, intersectoral collaboration, cost-effectiveness, and accuracy and reliability. After comparing the seven cases, we concluded that two key enablers need to be in place to promote the impact of geospatial data on educational decision-making: ‘usability’ and ‘availability and openness’. DA - 2023/// PY - 2023 DP - DOI.org (Crossref) M3 - Background paperprepared for the Global Education Monitoring Report: Technology in education PB - GEM Report UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000386107.locale=en Y2 - 2024/02/29/18:21:37 KW - _r:AddedByZotZen ER - TY - RPRT TI - Per diem policy analysis toolkit AU - Vian, T AU - Sabin, L DA - 2012/// PY - 2012 LA - en UR - https://www.gov.uk/research-for-development-outputs/per-diem-policy-analysis-toolkit Y2 - 2022/11/18/15:08:22 ER - TY - RPRT TI - AENN Data Utilisation + Dashboard Co-creation Workshop Report AU - Viamo DA - 2019/04// PY - 2019 SP - 26 LA - EN Y2 - 2020/07/08/00:00:00 ER - TY - JOUR TI - Vers une école plurilingue: Dans les collectivités françaises d'Océanie et de Guyane AU - Vernaudon, Jacques AU - Fillol, Véronique T2 - Vers une école plurilingue DA - 2009/// PY - 2009 DP - Google Scholar SP - 1 EP - 322 ST - Vers une école plurilingue KW - ⛔ No DOI found ER - TY - RPRT TI - 2022 Data Breach Investigations Report AU - Verizon Data Breach Investigations Report AB - Reduce risks with insights from the 2022 Data Breach Investigations Report (DBIR) from Verizon. Read the official report today. DA - 2022/// PY - 2022 LA - en UR - https://www.verizon.com/business/resources/reports/dbir/ Y2 - 2022/06/15/19:22:13 ER - TY - BOOK TI - Open data in developing economies: Toward building an evidence base on what works and how AU - Verhulst, Stefaan AU - Young, Andrew AB - In essence, the book seeks to answer the following key questions: • What makes open data uniquely relevant to developing economies? • How can the impact of open data in developing economies be captured and evidence be developed? • How can open data be leveraged as a new asset for development? DA - 2017/11/13/ PY - 2017 DP - papers.ssrn.com LA - en PB - African Minds ST - Open Data in Developing Economies UR - https://poseidon01.ssrn.com/delivery.php?ID=086103007084118100095021003101127069000031020044032070010082070112002006077006085100034041051001058005046075105095121113003066009054033038035013016091082012029070093065094093073111067022025006082125085122098122109005003116107072092097012068085125085&EXT=pdf&INDEX=TRUE Y2 - 2020/12/16/16:17:08 KW - Andrew Young KW - Open Data in Developing Economies: Toward Building an Evidence Base on What Works and How KW - SSRN KW - Stefaan Verhulst ER - TY - JOUR TI - What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 AU - Venkat, Hamsa AU - Spaull, Nic T2 - International Journal of Educational Development AB - There is consensus in the international mathematics teacher education literature that teachers should, at the most basic level, have mastery of the content knowledge they are required to teach. In this paper we test this assumption empirically by analyzing the South African SACMEQ 2007 mathematics teacher test data which tested 401 grade 6 mathematics teachers from a nationally representative sample of primary schools. With items matched to curriculum grade bands, findings indicate that 79% of grade 6 mathematics teachers showed content knowledge levels below the grade 6/7 band, and that the few teachers with higher-level content knowledge are highly inequitably distributed. DA - 2015/03// PY - 2015 DO - 10.1016/j.ijedudev.2015.02.002 DP - DOI.org (Crossref) VL - 41 SP - 121 EP - 130 J2 - International Journal of Educational Development LA - en SN - 07380593 ST - What do we know about primary teachers’ mathematical content knowledge in South Africa? UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059315000152 Y2 - 2020/05/15/12:08:48 ER - TY - RPRT TI - Evaluation of Inclusive Basic Education in the UNICEF Country Programmes 2012-2016 and 2017-2021 AU - Venäläinen, Raisa AU - Chultemsuren, Tamir AU - Tsendendamba, Batsugar DA - 2019/// PY - 2019 M3 - Evaluation Report PB - UNICEF UR - https://www.unicef.org/evaldatabase/files/UNICEF_MONGOLIA_FINAL_REPORT_2019.pdf Y2 - 2020/08/31/13:03:42 ER - TY - BLOG TI - How ed-tech can help leapfrog progress in education AU - Vegas, Emiliana AU - Ziegler, Lauren AU - Zerbino, Nicolas T2 - Brookings AB - This brief analyzes the use of ed-tech innovations around the world. DA - 2019/// PY - 2019 LA - en-US UR - https://www.brookings.edu/research/how-ed-tech-can-help-leapfrog-progress-in-education/ Y2 - 2021/05/04/16:00:16 ER - TY - RPRT TI - COVID-19’s impact on learning losses and learning inequality in Colombia AU - Vegas, Emiliana DA - 2022/// PY - 2022 PB - Brookings UR - https://www.brookings.edu/research/covid-19s-impact-on-learning-losses-and-learning-inequality-in-colombia/ Y2 - 2022/08/25/18:14:06 ER - TY - RPRT TI - School closures, government responses, and learning inequality around the world during COVID-19 AU - Vegas, Emiliana AB - According to UNESCO, as of April 14, 188 countries around the world have closed schools nationwide, affecting over 1.5 billion learners and representing more than 91 percent of total enrolled learn… DA - 2020/04/14/T19:27:29+00:00 PY - 2020 DP - www.brookings.edu LA - en-US PB - The Brookings Institution UR - https://www.brookings.edu/research/school-closures-government-responses-and-learning-inequality-around-the-world-during-covid-19/ Y2 - 2020/04/20/16:29:14 KW - ___working_potential_duplicate ER - TY - JOUR TI - Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania AU - Vavrus, Frances AU - Bartlett, Lesley T2 - Comparative Education Review AB - This article examines how epistemological differences regarding knowledge production and material differences in the conditions of teaching influence teachers’ and teacher educators’ understandings of learner-centered pedagogy. Emerging from a 5-year collaboration between teams of US and Tanzanian teacher educators, the research focuses on six Tanzanian secondary schools whose teachers participated in a workshop on learner-centered pedagogy and pedagogical content knowledge. We find that teachers’ views of knowledge production are profoundly shaped by the cultural, economic, and social contexts in which they teach. We conclude not only that teachers’ working conditions are important contextual factors in comparative studies of schooling but that the conditions themselves need to be conceptualized more fully in theories of knowledge production and global/local reforms of teacher education. DA - 2012/11// PY - 2012 DO - 10.1086/667395 DP - DOI.org (Crossref) VL - 56 IS - 4 SP - 634 EP - 658 J2 - Comparative Education Review LA - en SN - 0010-4086, 1545-701X ST - Comparative pedagogies and epistemological diversity UR - https://www.researchgate.net/publication/259711400_Comparative_Pedagogies_and_Epistemological_Diversity_Social_and_Materials_Contexts_of_Teaching_in_Tanzania Y2 - 2021/05/26/17:43:58 ER - TY - JOUR TI - The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania AU - Vavrus, Frances T2 - International Journal of Educational Development AB - This article examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education. It presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm. Using data collected through a year of participant observation, it argues that the cultural, economic, and political dimensions of teachers’ practice need to be considered alongside efforts to reform the country's educational system. It offers contingent constructivism as an alternative to the international consensus on a single model of excellent teaching. DA - 2009/05/01/ PY - 2009 DO - 10.1016/j.ijedudev.2008.05.002 DP - ScienceDirect VL - 29 IS - 3 SP - 303 EP - 311 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - The cultural politics of constructivist pedagogies UR - http://www.sciencedirect.com/science/article/pii/S0738059308000485 Y2 - 2020/05/22/13:25:25 KW - Development KW - Educational policy KW - International education KW - Tanzania KW - Teacher education ER - TY - JOUR TI - A stakeholder analysis AU - Varvasovszky, Z. T2 - Health Policy and Planning DA - 2000/09/01/ PY - 2000 DO - 10.1093/heapol/15.3.338 DP - DOI.org (Crossref) VL - 15 IS - 3 SP - 338 EP - 345 LA - en SN - 14602237 UR - https://academic.oup.com/heapol/article-lookup/doi/10.1093/heapol/15.3.338 Y2 - 2020/12/01/06:51:06 ER - TY - BOOK TI - Secondary data analysis AU - Vartanian, Thomas P. AB - In recent decades, social work and other social science research disciplines have become increasingly reliant on large secondary data sets, which have increased in both number and accessibility. When starting a new research project, how does one determine whether to use a secondary data set? Which of the thousands available should be used? This invaluable and expertly written guide provides an in-depth introduction to 29 of the most widely used data sets in social work, such as the Early Childhood Longitudinal Study, the National Health and Nutrition Examination Survey, and the U.S. Census. This book also examines the years covered by these cross-sectional and longitudinal data sets, the units of analysis, and the sample sizes.Readers will learn where to find the data and the key variables contained within, and how to use them in SAS and Stata. Screen shots guide researchers through data sets in a step-by-step process: how to download the data, how to merge it with other data sets, and how to program it when necessary. Each section also profiles studies that have used the respective data sets, giving researchers a clear feel for the depth and range of questions that a given data source can be used to answer, like the use of government data to explore issues ranging from pathways out of poverty to the relationship between marital dissolution and women's health and well-being.Exceptionally well calibrated and filled with real-world examples, this pocket guide will give beginning and advanced researchers a comprehensive understanding of these data sets that they can use in their research on clinical, policy, and other types studies. DA - 2011/// PY - 2011 DP - Google Books LA - en PB - Oxford University Press, USA SN - 978-0-19-538881-7 KW - Political Science / Public Policy / Social Services & Welfare KW - Science / General KW - Social Science / Social Work ER - TY - RPRT TI - Education, Equity and Inclusion: A policy paper for the G20 AU - Varkey Foundation DA - No date PY - No date PB - Varkey Foundation UR - https://www.varkeyfoundation.org/media/4666/education-equity-and-inclusion-policy-v2.pdf ER - TY - RPRT TI - Global Parents' Survey 2018: India findings AU - Varkey Foundation AB - The biggest and most comprehensive survey of parents’ hopes, fears and aspirations around the world. DA - 2018/// PY - 2018 LA - en UR - https://www.varkeyfoundation.org/media/3735/17-091869-01-varkey-foundation-gps_india-pack_230218_iuo-v2.pdf Y2 - 2022/07/02/00:00:00 ER - TY - BLOG TI - Education during the pandemic: VVOB continues capacity development of education partners from a safe distance AU - Vandenbosch, Tom AU - Katelin, Raw T2 - Teaching at the Right Level AB - VVOB Zambia team member Richard Bwale continues to work from home. Photo: VVOB This blogpost is part of a series – over the next few months, the TaRL blog hopes to showcase what various organisations are doing to continue to support education systems and ensure that learning continues while schools across the world are closed […] DA - 2020/04/16/T08:49:16+00:00 PY - 2020 LA - en-ZA ST - Education during the pandemic UR - https://www.teachingattherightlevel.org/education-pandemic-vvob/ Y2 - 2020/05/20/14:51:18 ER - TY - RPRT TI - Efficiency and effectiveness in choosing and using an EMIS AU - van Wyk, Chris AU - Crouch, Luis CY - Paris DA - 2020/// PY - 2020 DP - Zotero LA - en PB - UNESCO UR - http://tcg.uis.unesco.org/wp-content/uploads/sites/5/2020/09/EMIS-Buyers-Guide-EN-fin-WEB.pdf ER - TY - RPRT TI - Efficiency and effectiveness in choosing and using an EMIS AU - van Wyk, Chris AU - Crouch, Luis CY - Paris DA - 2020/// PY - 2020 DP - Zotero LA - en PB - UNESCO UR - http://tcg.uis.unesco.org/wp-content/uploads/sites/5/2020/09/EMIS-Buyers-Guide-EN-fin-WEB.pdf ER - TY - JOUR TI - Narrative Assessment: A new approach to evaluation of advocacy for development AU - Van Wessel, Margit T2 - Evaluation AB - This article proposes an approach to monitoring and evaluating advocacy that integrates theory of change and storytelling. This approach, called Narrative Assessment, addresses the feasibility of objectivity and evidence in the complex context of advocacy and proposes an evaluation methodology rooted in alternative conceptualizations of rigour and of evaluator roles. The approach centres on practical judgment and the construction and examination of stories through interaction between advocates and monitoring and evaluation specialists. The article discusses how Narrative Assessment can be useful in the evaluation of advocacy in terms of (1) monitoring and evaluation specialists’ orientation toward programmes; (2) the interpretation of outcomes; (3) the assessment of outcome relevance; (4) reflection and learning and (5) the communication of programme results. The approach builds on lessons drawn from evaluation of eight advocacy programmes in international development. DA - 2018/10// PY - 2018 DO - 10.1177/1356389018796021 DP - DOI.org (Crossref) VL - 24 IS - 4 SP - 400 EP - 418 J2 - Evaluation LA - en SN - 1356-3890, 1461-7153 ST - Narrative Assessment UR - http://journals.sagepub.com/doi/10.1177/1356389018796021 Y2 - 2023/05/19/22:11:27 ER - TY - GEN TI - Sector learning and adaptive management AU - van Soest, A AU - Carriger, S AU - Casella, D AU - Wells, C AU - Silva, D AB - Sector learning refers to the processes and mechanisms in place at sector level to ensure that actors are capable of jointly reflecting on current service delivery and identifying problems, developing solutions, and spreading successes. Sector learning goes hand in hand with adaptive management, a structured process of translating learning into action. DA - 2015/// PY - 2015 LA - English PB - IRC ST - Briefing notes series - Building blocks for sustainability UR - https://www.ircwash.org/resources/sector-learning-and-adaptive-management ER - TY - JOUR TI - The Charm or Chasm of Digital Personalized Learning in Education: Teachers’ Reported Use, Perceptions and Expectations AU - Van Schoors, Rani AU - Elen, Jan AU - Raes, Annelies AU - Vanbecelaere, Stefanie AU - Depaepe, Fien T2 - TechTrends AB - Although digital personalized learning (DPL) is assumed to be beneficial for the student as well as the teacher, the implementation process of DPL tools can be challenging. Therefore, the aim of our study is to scrutinize teachers’ perceptions towards the implementation of DPL in the classroom. A total of 370 teachers from primary and secondary education (students aged 6–18 years old) were questioned through an online survey. An overview of descriptive results is presented regarding (1) teachers’ reported technology use, (2) their perceptions towards adaptivity and dashboards in DPL tools and (3) their expectations of support in view of implementing DPL. Based on a cluster analysis, three teacher clusters are distinguished. Results reveal all three clusters had positive perceptions towards DPL. Nevertheless, there is great variety in reported use of DPL tools. DA - 2023/03/01/ PY - 2023 DO - 10.1007/s11528-022-00802-0 DP - Springer Link VL - 67 IS - 2 SP - 315 EP - 330 J2 - TechTrends LA - en SN - 1559-7075 ST - The Charm or Chasm of Digital Personalized Learning in Education UR - https://doi.org/10.1007/s11528-022-00802-0 Y2 - 2023/10/17/18:49:20 KW - Adaptive technology KW - Cluster analysis KW - Digital personalized learning KW - Educational technology KW - Teachers ER - TY - RPRT TI - An Overlooked Indicator of Edtech Quality: The Use of Learning Sciences Research AU - Van Nostrand, Parker AU - Noakes, Sierra AU - Shah, Zohal AU - Luke Luna, Christina DA - 2022/// PY - 2022 UR - https://doi.org/10.51388/20.500.12265/150 ER - TY - JOUR TI - Dynamic systems theory: a tool for understanding development and education AU - Van Geert, Paul AU - Steenbeek, Henderien T2 - URL: https://www. gse. harvard. edu/usableknowledge/(дата обращения 15.01. 2015) DA - 2015/// PY - 2015 DP - Google Scholar ST - Dynamic systems theory KW - ⛔ No DOI found ER - TY - JOUR TI - Automation of systematic literature reviews: A systematic literature review AU - van Dinter, Raymon AU - Tekinerdogan, Bedir AU - Catal, Cagatay T2 - Information and Software Technology AB - Context Systematic Literature Review (SLR) studies aim to identify relevant primary papers, extract the required data, analyze, and synthesize results to gain further and broader insight into the investigated domain. Multiple SLR studies have been conducted in several domains, such as software engineering, medicine, and pharmacy. Conducting an SLR is a time-consuming, laborious, and costly effort. As such, several researchers developed different techniques to automate the SLR process. However, a systematic overview of the current state-of-the-art in SLR automation seems to be lacking. Objective This study aims to collect and synthesize the studies that focus on the automation of SLR to pave the way for further research. Method A systematic literature review is conducted on published primary studies on the automation of SLR studies, in which 41 primary studies have been analyzed. Results This SLR identifies the objectives of automation studies, application domains, automated steps of the SLR, automation techniques, and challenges and solution directions. Conclusion According to our study, the leading automated step is the Selection of Primary Studies. Although many studies have provided automation approaches for systematic literature reviews, no study has been found to apply automation techniques in the planning and reporting phase. Further research is needed to support the automation of the other activities of the SLR process. DA - 2021/08/01/ PY - 2021 DO - 10.1016/j.infsof.2021.106589 DP - ScienceDirect VL - 136 SP - 106589 J2 - Information and Software Technology SN - 0950-5849 ST - Automation of systematic literature reviews UR - https://www.sciencedirect.com/science/article/pii/S0950584921000690 Y2 - 2024/01/18/21:13:55 KW - Automation KW - Machine learning KW - Natural language processing KW - Review KW - Systematic literature review (SLR) KW - Text mining KW - _Added-ailr-2024 ER - TY - JOUR TI - An open source machine learning framework for efficient and transparent systematic reviews AU - van de Schoot, Rens AU - de Bruin, Jonathan AU - Schram, Raoul AU - Zahedi, Parisa AU - de Boer, Jan AU - Weijdema, Felix AU - Kramer, Bianca AU - Huijts, Martijn AU - Hoogerwerf, Maarten AU - Ferdinands, Gerbrich AU - Harkema, Albert AU - Willemsen, Joukje AU - Ma, Yongchao AU - Fang, Qixiang AU - Hindriks, Sybren AU - Tummers, Lars AU - Oberski, Daniel L. T2 - Nature Machine Intelligence AB - To help researchers conduct a systematic review or meta-analysis as efficiently and transparently as possible, we designed a tool to accelerate the step of screening titles and abstracts. For many tasks—including but not limited to systematic reviews and meta-analyses—the scientific literature needs to be checked systematically. Scholars and practitioners currently screen thousands of studies by hand to determine which studies to include in their review or meta-analysis. This is error prone and inefficient because of extremely imbalanced data: only a fraction of the screened studies is relevant. The future of systematic reviewing will be an interaction with machine learning algorithms to deal with the enormous increase of available text. We therefore developed an open source machine learning-aided pipeline applying active learning: ASReview. We demonstrate by means of simulation studies that active learning can yield far more efficient reviewing than manual reviewing while providing high quality. Furthermore, we describe the options of the free and open source research software and present the results from user experience tests. We invite the community to contribute to open source projects such as our own that provide measurable and reproducible improvements over current practice. DA - 2021/02// PY - 2021 DO - 10.1038/s42256-020-00287-7 DP - www.nature.com VL - 3 IS - 2 SP - 125 EP - 133 J2 - Nat Mach Intell LA - en SN - 2522-5839 UR - https://www.nature.com/articles/s42256-020-00287-7 Y2 - 2024/01/18/22:39:16 KW - Computational biology and bioinformatics KW - Computer science KW - Medical research KW - SARS-CoV-2 KW - _Added-ailr-2024 ER - TY - JOUR TI - Recontextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools. AU - van de Kuilen, Hester AU - Altinyelken, Hulya Kosar AU - Voogt, Joke M. AU - Nzabalirwa, Wenceslas T2 - Compare: A Journal of Comparative and International Education AB - Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom observations of 12 effective primary and 12 effective secondary teachers working in eight well-performing schools; the analysis draws on Schweisfurth’s minimum standards for LCP. This Rwandan case reveals that the majority of primary and secondary teachers stimulated open and respectful classroom interactions. However, recontextualization of constructivism differed substantially between the two groups. Furthermore, the findings highlight the importance of more research into the dynamics between the various standards for LCP, and the interaction of these standards with contextual factors. DA - 2020/12/22/ PY - 2020 DO - 10.1080/03057925.2020.1847044 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 18 SN - 0305-7925 ST - Recontextualization of learner-centred pedagogy in Rwanda UR - https://doi.org/10.1080/03057925.2020.1847044 Y2 - 2022/05/24/16:28:25 KW - Learner-centred pedagogy KW - education reform KW - recontextualization KW - rwanda KW - teachers ER - TY - JOUR TI - Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms AU - van de Kuilen, Hester S. AU - Altinyelken, Hulya Kosar AU - Voogt, Joke M. AU - Nzabalirwa, Wenceslas T2 - International Journal of Educational Development AB - This study explores why and how learner-centred pedagogy (LCP) as a policy has been adopted in Rwanda, despite ample evidence of the failure of LCP in developing countries. The case of Rwanda, as a late adopter, shows that at this stage of pedagogy diffusion the influence of global mechanisms and actors has been amplified. This study draws upon interviews with key stakeholders and relevant documents during the 2011–2016 period. The transfer process is examined by analysing the rationale offered and mechanisms deployed by the Rwandan government and aid agencies. DA - 2019/05/01/ PY - 2019 DO - 10.1016/j.ijedudev.2019.03.004 DP - ScienceDirect VL - 67 SP - 64 EP - 72 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Policy adoption of learner-centred pedagogy in Rwanda UR - https://www.sciencedirect.com/science/article/pii/S0738059318305480 Y2 - 2022/10/20/15:00:09 KW - Competence-based education KW - Curriculum reform KW - Education policy transfer KW - Learner-centred pedagogy KW - Policy adoption KW - Rwanda ER - TY - JOUR TI - An analysis of the reach and effectiveness of distance learning in India during school closures due to COVID-19 AU - van Cappelle, Frank AU - Chopra, Vidur AU - Ackers, Jim AU - Gochyyev, Perman T2 - International Journal of Educational Development DA - 2021/09// PY - 2021 DO - 10.1016/j.ijedudev.2021.102439 VL - 85 SP - 102439 LA - en SN - 07380593 UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059321000924 Y2 - 2021/10/14/00:00:00 ER - TY - JOUR TI - Trends in educational research about e-learning: a systematic literature review (2009–2018) AU - Valverde-Berrocoso, Jesús AU - Garrido-Arroyo, María del Carmen AU - Burgos-Videla, Carmen AU - Morales-Cevallos, María Belén T2 - Sustainability AB - The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and different tools were used for the bibliographic management and text-mining. The literature selection was carried out in three first-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the final sample. The analysis of the texts identified three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies. DA - 2020/06/24/ PY - 2020 DO - 10.3390/su12125153 DP - DOI.org (Crossref) VL - 12 IS - 12 SP - 5153 J2 - Sustainability LA - en SN - 2071-1050 ST - Trends in educational research about e-learning UR - https://www.mdpi.com/2071-1050/12/12/5153 Y2 - 2021/08/10/17:20:58 ER - TY - BOOK TI - Theories of Change in International Development: Communication, Learning, or Accountability? AU - Valters, Craig AB - Critically analysing assumptions is a much needed endeavour in international development policy and practice: existing management tools rarely encourage critical thinking and there are considerable political, organisational and bureaucratic constraints to the promotion of learning throughout the sector. The Theory of Change approach – an increasingly popular management tool and discourse in development – hopes to change some of that. This approach explicitly aims to challenge and change implicit assumptions in world views and programme interventions in the lives of others, yet little is known about the extent to which it really does so. This paper provides a much needed analysis of how Theories of Change are used in the day-to-day practice of an international development organisation, The Asia Foundation. They use the approach in three ways: to communicate, to learn and to be held accountable, which each exist in some tension with each other. Creating Theories of Change was often found to be a helpful process by programme staff, since it provided a greater freedom to explain and analyse programme interventions. However, the introduction of the approach also had some troubling effects, for example, by creating top-down accounts of change which spoke more to donor interests than to the ground realities of people affected by these interventions. Ultimately, this paper argues that while a Theory of Change approach can create space for critical reflection, this requires a much broader commitment to learning from individuals, organisations, and the development sector itself. DA - 2014/08/01/ PY - 2014 DP - ResearchGate ST - Theories of Change in International Development ER - TY - BOOK TI - Plugged in: How media attract and affect youth AU - Valkenburg, Patti AU - Piotrowski, J.T. DA - 2017/04/25/ PY - 2017 SP - 1 ER - TY - JOUR TI - Using mobile phones to improve educational outcomes: An analysis of evidence from Asia AU - Valk, John-Harmen AU - Rashid, Ahmed T. AU - Elder, Laurent T2 - The International Review of Research in Open and Distributed Learning AB - Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways: 1) in improving access to education, and 2) in promoting new learning. Analysis of the projects indicates that while there is important evidence of mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning. DA - 2010/03/05/ PY - 2010 DO - 10.19173/irrodl.v11i1.794 DP - www.irrodl.org VL - 11 IS - 1 SP - 117 EP - 140 J2 - IRRODL LA - en SN - 1492-3831 ST - Using mobile phones to improve educational outcomes UR - http://www.irrodl.org/index.php/irrodl/article/view/794 Y2 - 2020/05/19/13:42:31 KW - distance learning KW - educational outcomes KW - information and communication technologies KW - mobile learning KW - mobile phones KW - new learning ER - TY - RPRT TI - 1-1 in Education: Current Practice, International Comparative Research Evidence and Policy Implications AU - Valiente, Oscar DA - 2010/// PY - 2010 M3 - OECD Education Working Papers PB - OECD SN - No. 44 UR - https://www.oecd-ilibrary.org/content/paper/5kmjzwfl9vr2-en ER - TY - JOUR TI - Distance Learning: Promises, Problems, and Possibilities AU - Valentine, Doug T2 - Online Journal of Distance Learning Administration DA - 2002/09/15/ PY - 2002 DP - www.westga.edu VL - 5 IS - 3 ST - Distance Learning UR - https://www.westga.edu/~distance/ojdla/fall53/valentine53.html Y2 - 2021/02/23/10:21:26 KW - ⛔ No DOI found ER - TY - JOUR TI - Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA AU - Üzüm, Babürhan AU - Akayoglu, Sedat AU - Yazan, Bedrettin T2 - ReCALL AB - Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms. DA - 2020/05// PY - 2020 DO - 10.1017/S0958344019000235 DP - Cambridge University Press VL - 32 IS - 2 LA - en SN - 0958-3440, 1474-0109 UR - https://www.cambridge.org/core/journals/recall/article/abs/using-telecollaboration-to-promote-intercultural-competence-in-teacher-training-classrooms-in-turkey-and-the-usa/5E96C0CFB61012B9FE12A84F3DB6E62E Y2 - 2022/08/22/20:33:46 KW - critical cultural awareness KW - intercultural communicative competence KW - teacher training KW - telecollaboration ER - TY - JOUR TI - The Use of Web 2.0 Tools in Mother-tongue Instruction: Teachers’ Experiences AU - Üzeyir, Süğümlü AU - Serkan, Aslan T2 - International Journal of Education & Literacy Studies DA - 2022/01/31/ PY - 2022 VL - 10 IS - 1 SP - 124 EP - 137 UR - https://files.eric.ed.gov/fulltext/EJ1329367.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Effects of teaching activities via Google Sketchup and concrete models on spatial skills of preservice mathematics teachers AU - Uygan, Candaş AU - Kurtuluş, Aytaç T2 - Turkish Journal of Computer and Mathematics Education AB - The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3-Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic-year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: "Developments", which measures skills to visualize a 3D object based on its surface development; "Rotations", which measures skills to mentally rotate 3D objects; and "Views", which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the "Views" part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group. DA - 2016/// PY - 2016 DO - 10.16949/turkbilmat.273993 VL - 7 IS - 3 SP - 510 EP - 535 LA - English SN - 1309-4653 UR - https://www.researchgate.net/publication/311974589_Effects_of_Teaching_Activities_via_Google_Sketchup_and_Concrete_Models_on_Spatial_Skills_of_Preservice_Mathematics_Teachers AN - 1939845232 KW - Colleges & universities KW - Concretes KW - Group dynamics KW - Mathematical analysis KW - Mathematical models KW - Mathematics KW - Skills KW - Studies KW - Teachers KW - Teaching KW - Three dimensional models KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098421 KW - __finaldtb KW - ⚠️ Invalid DOI ER - TY - RPRT TI - Are All Our Children Learning? AU - Uwezo DA - 2021/// PY - 2021 M3 - Uwezo 7th Learning Assessment Report PB - Usawa Agenda UR - https://usawaagenda.org/wp-content/uploads/2022/02/Usawa-Agenda-2022-Report-LR.pdf ER - TY - RPRT TI - Are Our Children Learning? AU - Uwezo CY - Nairobi DA - 2016/// PY - 2016 M3 - Uwezo Kenya Sixth Learning Assessment Report PB - Twaweza East Africa UR - https://learningportal.iiep.unesco.org/en/library/are-our-children-learning-2016-uwezo-kenya-sixth-learning-assessment-report ER - TY - RPRT TI - Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis. AU - Uwezo CY - Nairobi, Kenya DA - 2020/// PY - 2020 PB - Uwezo ST - Are Our Children Learning? UR - https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf Y2 - 2020/06/30/12:19:07 ER - TY - ELEC TI - Tools - Uwezo AU - Uwezo UR - http://www.uwezo.net/assessment/tools/ Y2 - 2020/07/07/08:14:55 ER - TY - RPRT TI - Uwezo: Annual Plan 2014 AU - Uwezo DA - 2014/03// PY - 2014 PB - Twaweza UR - http://www.uwezo.net/wp-content/uploads/2012/08/Uwezo-Annual-Plan-2014.pdf Y2 - 2020/09/16/09:11:24 ER - TY - ELEC TI - Uwezo Learning Assessment 2021 – UsawaAgenda AU - Uwezo DA - 2021/// PY - 2021 UR - https://usawaagenda.org/project/uwezo-learning-assessment-2021/ Y2 - 2023/07/06/10:41:12 ER - TY - ELEC TI - Covid-19 disrupts education in rural Bangladesh AU - Uttom, Stephan AU - Rozario, Rock T2 - UCA News AB - Pupils and teachers lament lack of access to online classes due to poverty DA - 2020/// PY - 2020 LA - en UR - https://www.ucanews.com/news/covid-19-disrupts-education-in-rural-bangladesh/87976 Y2 - 2020/08/18/01:13:47 ER - TY - BLOG TI - Ustad Mobile – Access and share education content offline AU - Ustad Mobile LA - en-US UR - https://www.ustadmobile.com/lms/ Y2 - 2021/08/13/20:56:01 ER - TY - ELEC TI - Ustad Mobile – Access and share education content offline AU - Ustad T2 - Ustad Mobile DA - 2020/// PY - 2020 LA - en-US UR - https://www.ustadmobile.com/lms/ Y2 - 2020/07/30/20:54:59 ER - TY - RPRT TI - Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis AU - Usawa Agenda CY - Nairobi, Kenya DA - 2020/// PY - 2020 PB - Usawa Agenda ST - Are Our Children Learning? UR - https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf ER - TY - RPRT TI - 2018 Civil Society Organization Sustainability Index - for Asia 5th Edition – December 2019 AU - USAID DA - 2019/// PY - 2019 UR - https://www.fhi360.org/sites/default/files/media/documents/resource-csosi-2018-report-asia.pdf ER - TY - RPRT TI - 2019 Civil Society Organization Sustainability Index - for Asia 6th Edition – December 2020 AU - USAID DA - 2020/// PY - 2020 DP - Zotero SP - 118 LA - en PB - United States Agency for International Development Bureau for Democracy, Conflict and Humanitarian Assistance Center of Excellence on Democracy, Human Rights and Governance ER - TY - RPRT TI - Aprender a Ler (ApaL) AU - USAID DA - 2017/01/31/ PY - 2017 SP - 50 LA - EN M3 - Final Report PB - World Education, Inc. UR - https://www.worlded.org/WEIInternet/resources/publication/display.cfm?txtGeoArea=INTL&id=18554&thisSection=Resources Y2 - 2020/07/08/18:32:46 ER - TY - RPRT TI - Barriers to Investing in Last-Mile Connectivity AU - USAID DA - 2020/05// PY - 2020 UR - https://www.usaid.gov/sites/default/files/documents/15396/Barriers_to_Investing_in_Last-Mile_Connectivity.pdf Y2 - 2020/09/17/16:08:34 ER - TY - RPRT TI - Delivering Distance Education in Emergencies: A Review of Evidence and Best Practice AU - USAID AB - The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies. DA - 2020/04/24/ PY - 2020 ER - TY - RPRT TI - Delivering Distance Learning in Emergencies: a review of evidence and best practice AU - USAID DA - 2020/// PY - 2020 PB - USAID UR - https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf Y2 - 2020/06/01/18:53:54 ER - TY - ELEC TI - Delivering Distance Learning in Emergencies | Education Links AU - USAID AB - The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies. DA - 2020/04/24/ PY - 2020 LA - en UR - https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf Y2 - 2020/05/29/13:22:27 ER - TY - ELEC TI - DREAMS: Partnership To Reduce Hiv/Aids In Adolescent Girls And Young Women | Global Health | U.S. Agency for International Development AU - USAID UR - https://www.usaid.gov/global-health/health-areas/hiv-and-aids/technical-areas/dreams Y2 - 2023/06/22/08:56:23 ER - TY - ELEC TI - Early Grade Reading and Mathematics Project (RAMP) AU - USAID AB - The main goal of RAMP is to support the efforts of USAID Jordan and the MOE in instituting reading and mathematics teaching and learning methodologies, policy and practices within schools, communities and government entities that focus on improving learning outcomes for reading in Arabic and math in grades K‐3 for all public schools in Jordan. DA - 2017/// PY - 2017 LA - en UR - https://www.usaid.gov/jordan/fact-sheets/early-grade-reading-and-mathematics-project-ramp Y2 - 2020/06/30/15:16:49 ER - TY - ELEC TI - Early Grade Reading Study II (EGRS II) AU - USAID AB - The activity team works in partnership with the Department of Basic Education to evaluate the efficacy and cost-effectiveness of interventions focused on improving the performance of grade 1 and 2 learners in the subject English First Additional Language. DA - 2019/// PY - 2019 LA - en UR - https://www.edu-links.org/about/education-programs/early-grade-reading-study-ii-egrs-ii Y2 - 2020/06/30/12:35:34 ER - TY - RPRT TI - Education Data for Decision Making (EDDATA II): Key achievements and lessons learned: Final report AU - USAID DA - 2016/// PY - 2016 PB - USAID UR - https://www.globalreadingnetwork.net/sites/default/files/media/file/Core%20Final%20Report_16Dec2016_0.pdf Y2 - 2022/06/06/23:01:49 ER - TY - ELEC TI - Education data for decision making (EDDATA II): key achievements and lessons learned; final report | Unesco IIEP Learning Portal AU - USAID DA - 2016/// PY - 2016 UR - https://learningportal.iiep.unesco.org/es/biblioteca/education-data-for-decision-making-eddata-ii-key-achievements-and-lessons-learned-final Y2 - 2022/07/01/07:38:25 ER - TY - GEN TI - EGRA Toolkit AU - USAID DA - 2016/// PY - 2016 UR - https://static1.squarespace.com/static/55c4e56fe4b0852b09fa2f29/t/56e0633545bf213c2b5269e5/1457546040584/EGRA+Toolkit+Second+Edition_March_8_2016+.pdf ER - TY - ELEC TI - Global Health | Malawi | U.S. Agency for International Development AU - USAID AB - Over the last two decades, Malawi has achieved dramatic gains in most health indicators by focusing on the improved delivery of essential health services. Malawi is one of a few sub-Saharan African countries that achieved Millennium Development Goal (MDG) 4 for child survival by 2015. The Government of Malawi (GoM) reduced maternal mortality by 53 percent between 1990 and 2013, and increased the contraceptive prevalence rate from 7.4 in 1992 to 42 percent in 2010. DA - 2022/09/15/T11:41:26Z PY - 2022 LA - en UR - https://www.usaid.gov/malawi/global-health Y2 - 2022/10/20/04:14:05 ER - TY - RPRT TI - ICT4E How-To Note Final_Feb20.pdf AU - USAID DA - 2020/// PY - 2020 UR - https://www.edu-links.org/sites/default/files/media/file/USAID%20ICT4E%20How-To%20Note%20Final_Feb20.pdf Y2 - 2020/12/10/21:33:02 ER - TY - ELEC TI - Improving Education Opportunities USAID Senegal Fact Sheet AU - USAID DA - 2019/// PY - 2019 UR - https://www.usaid.gov/sites/default/files/documents/1860/Improving_Education_Opportunities_USAID_Senegal_Fact_Sheet_Feb_2019_final_508.pdf Y2 - 2020/06/22/14:34:02 ER - TY - JOUR TI - Language of Instruction Country Profile: Malawi AU - USAID DA - 2021/// PY - 2021 DP - Zotero SP - 10 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Language of Instruction Country Profile: Malawi AU - USAID CY - Washington DC DA - 2021/03// PY - 2021 DP - Zotero LA - en PB - United States Agency for International Development UR - https://pdf.usaid.gov/pdf_docs/PA00XFMV.pdf ER - TY - JOUR TI - Language of Instruction Country Profile: South Africa AU - USAID DA - 2020/06// PY - 2020 UR - https://pdf.usaid.gov/pdf_docs/PA00X9JQ.pdf KW - ⛔ No DOI found ER - TY - ELEC TI - MALAWI NATIONAL READING PROGRAM BASELINE ASSESSMENT AU - USAID DA - 2018/// PY - 2018 UR - https://pdf.usaid.gov/pdf_docs/PA00T3Q5.pdf Y2 - 2023/04/20/06:22:48 ER - TY - ELEC TI - Malawi Teacher Professional Development Support Program: Baseline Report AU - USAID DA - 2011/// PY - 2011 UR - https://pdf.usaid.gov/pdf_docs/PA00HVSP.pdf Y2 - 2022/10/31/22:53:59 ER - TY - RPRT TI - Nigeria Demographic and Health Survey AU - USAID DA - 2018/// PY - 2018 UR - https://dhsprogram.com/pubs/pdf/FR359/FR359.pdf Y2 - 2020/07/07/13:13:59 ER - TY - ELEC TI - Nigeria: Malaria Indicator Survey (MIS) AU - USAID DA - 2015/// PY - 2015 UR - https://dhsprogram.com/pubs/pdf/MIS20/MIS20.pdf Y2 - 2020/07/07/13:50:55 ER - TY - RPRT TI - Philippines: National Demographic and Health Survey AU - USAID DA - 2017/// PY - 2017 UR - https://dhsprogram.com/pubs/pdf/FR347/FR347.pdf Y2 - 2020/07/14/12:23:19 ER - TY - ELEC TI - Policy Linking for Measuring Global Learning Outcomes | Education Links AU - USAID AB - Check out the policy linking video below , Express Interest in an Upcoming Training , USAID has worked closely with global partners including with the World Bank, UNESCO Institute for Statistics (UIS) DA - 2021/03// PY - 2021 LA - en UR - http://www.edu-links.org/resources/policy-linking-measuring-global-learning-outcomes Y2 - 2022/06/17/15:11:12 ER - TY - ELEC TI - Reading Learning Material | USAID-funded Pakistan Reading Project AU - USAID UR - http://www.pakreading.org.pk/resources/publications/reading-learning-material Y2 - 2020/07/21/10:54:28 ER - TY - ELEC TI - Reading Learning Material | USAID-funded Pakistan Reading Project AU - USAID DA - 2020/07/21/10:54:28 PY - 2020 UR - http://www.pakreading.org.pk/resources/publications/reading-learning-material Y2 - 2020/07/21/10:54:28 ER - TY - ELEC TI - STATcompiler: the DHS Program AU - USAID UR - https://www.statcompiler.com/en/ Y2 - 2020/07/07/08:03:04 ER - TY - RPRT TI - Tanzania TZ21 2015 endline reading fluency progress brief - Kiswahili AU - USAID CY - Washington DC, USA DA - 2015/// PY - 2015 PB - USAID UR - https://pdf.usaid.gov/pdf_docs/PBAAK230.pdf Y2 - 2021/03/08/09:51:15 ER - TY - RPRT TI - Taonga Market Programme Review AU - USAID DA - 2010/// PY - 2010 SP - 2 LA - EN UR - http://idd.edc.org/sites/idd.edc.org/files/Zambia%20QUESTT%20IRI.pdf ER - TY - RPRT TI - Technology for Data Collection Processing and Communication for EiE AU - USAID UR - https://www.edu-links.org/sites/default/files/media/file/Technology%20for%20Data%20Collection%20Processing%20and%20Communication%20for%20EiE.pdf Y2 - 2023/10/17/00:54:00 ER - TY - RPRT TI - Technology Tools for Teaching and Training Results AU - USAID DA - 2010/// PY - 2010 UR - http://idd.edc.org/sites/idd.edc.org/files/T4%20Results.pdf Y2 - 2020/08/12/11:27:07 ER - TY - ELEC TI - The DHS Program - Quality information to plan, monitor and improve population, health, and nutrition programs AU - USAID UR - https://dhsprogram.com/ Y2 - 2022/01/05/20:10:40 ER - TY - JOUR TI - The Gender Digital Divide Primer AU - USAID DA - 2020/08/01/ PY - 2020 DO - https://www.usaid.gov/sites/default/files/documents/DAI-1089_GDD_Primer-web_rev1_9.6.21.pdf DP - Zotero SP - 12 LA - en UR - https://www.usaid.gov/sites/default/files/documents/DAI-1089_GDD_Primer-web_rev1_9.6.21.pdf ER - TY - JOUR TI - USAID Advancing Nutrition Gender Equality Strategy (August 2019) AU - USAID DA - 2017/// PY - 2017 DP - Zotero SP - 34 LA - en ER - TY - ELEC TI - USAID Announces $74 Million for Early Grade Reading in Malawi | Press Release AU - USAID T2 - U.S. Agency for International Development AB - The U.S. government, through the U.S. Agency for International Development (USAID), is supporting Malawi’s vision for early grade literacy through the new Next Generation (NextGen) early grade reading project. This investment of $74 million over the next five years, subject to appropriations, will improve the delivery of high-quality early grade reading instruction in all of Malawi’s over 5,700 public primary schools nationwide. Since 2015, the U.S. government has invested more than $136 million in Malawi’s early grade reading efforts. DA - 2022/12/21/Wed, - 12:04 PY - 2022 LA - en UR - https://www.usaid.gov/news-information/press-releases/jul-2-2022-usaid-announces-74-million-early-grade-reading-malawi Y2 - 2023/04/20/06:24:15 ER - TY - RPRT TI - USAID digital strategy AU - USAID DA - 2020/// PY - 2020 PB - USAID UR - https://www.usaid.gov/sites/default/files/documents/15396/COVID-19_and_Gender_Digital_Divide.pdf ER - TY - JOUR TI - USAID Digital Strategy AU - USAID DA - 2020/// PY - 2020 DP - Zotero SP - 3 LA - en UR - https://www.usaid.gov/sites/default/files/documents/15396/COVID-19_and_Gender_Digital_Divide.pdf ER - TY - JOUR TI - USAID Impact Evaluation of the Makhalidwe Athu Project (Zambia): Endline Report AU - USAID DA - 2018/// PY - 2018 DP - Zotero SP - 139 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - USAID Partnership for Education AU - USAID T2 - Global Reading Network AB - The USAID Ghana Partnership for Education: Learning activity developed a phonics-based reading program that will provide evidence-based tools and strategies for improving reading performance in 100 districts in Ghana, reaching approximately 1.1 million primary students. This brochure provides an overview of Learning’s approach, which includes teacher professional development models, methods for scaling up, a model for primary mathematics, a rigorous monitoring and support system and a learning-by-doing approach to capacity development. The brochure also highlights strong results from a prototype of the program conducted in the Dagbani language. DA - 2020/// PY - 2020 LA - en ST - USAID Partnership for Education UR - https://www.globalreadingnetwork.net/resources/usaid-partnership-education-learning Y2 - 2020/06/29/14:06:25 ER - TY - ELEC TI - Urubuto AU - Urubuto UR - https://www.urubutoschools.ac.rw/terms.pdf#toolbar=0&navpanes=0&scrollbar=0 Y2 - 2020/08/28/16:53:24 ER - TY - RPRT TI - EdTech in Liberia: A Rapid Scan AU - Upadhyay, Arjun AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert. CN - 0033 DA - 2020/// PY - 2020 LA - English M3 - Country Scan PB - EdTech Hub SN - 1 UR - https://docs.edtechhub.org/lib/2HM2SBVM KW - C:Liberia KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - EdTech in Senegal: A Rapid Scan AU - Upadhyay, Arjun AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert. CN - 0037 DA - 2020/// PY - 2020 LA - English M3 - Country Scan PB - EdTech Hub SN - 9 UR - https://docs.edtechhub.org/lib/5P5HVP47 KW - C:Senegal KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - pu ER - TY - RPRT TI - Effective Use of EdTech for Remedial Learning Programmes: Considerations for Mongolia AU - Upadhyay, Arjun AU - Shoobridge, James AU - Moss Coflan, Caitlin AB - This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia. CY - Cambridge, UK DA - 2020/07/22/ PY - 2020 LA - English M3 - Helpdesk Response PB - EdTech Hub SN - 27 UR - https://docs.edtechhub.org/lib/IJGQTHH9 KW - F: Helpdesk response KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _zenodo:submitted ER - TY - RPRT TI - THE FUTURE OF LEARNING AND TECHNOLOGY IN DEPRIVED CONTEXTS AU - Unwin, Tim AU - Weber, Mark AU - Brugha, Meaghan AU - Hollow, David AB - This report addresses the future of basic education, Information and Communication Technologies (ICT) use in deprived locations, and the use of ICTs in primary school learning in 2020 and 2025, especially in deprived contexts. It draws on research evidence from the literature, the authors’ experiences of ICT use in education initiatives, interviews with practitioners and academics, a workshop, and consultations with Save the Children staff from many different countries, mostly conducted in August 2017. DP - Zotero SP - 58 LA - en KW - GENERAL - to be categorised KW - Google Scholar/ "refugee education" ICT ER - TY - RPRT TI - Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/// PY - 2020 DP - Zotero LA - en PB - United Nations Educational, Scientific and Cultural Organisation UR - https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher AB - Education for the most marginalised post‑COVID-19 Guidance for governments on the use of digital technologies in education Join us December 18 for the report launch! Click here to register. The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report and associated Guidance Notes in 2020 building on a series of regional and sectoral consultations… DA - 2020/11// PY - 2020 DP - Zotero SP - 118 LA - en-US PB - EdTech Hub ST - Education for the most marginalised post‑COVID-19 UR - https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ Y2 - 2021/02/03/13:19:12 KW - ___working_potential_duplicate ER - TY - RPRT TI - Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education – Act one AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT ONE (OF THREE): EXECUTIVE SUMMARY UR - https://docs.edtechhub.org/lib/VFERK5JK KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/// PY - 2020 PB - EdTech Hub, UNESCO, UniTwin UR - https://edtechhub.org/wp-content/uploads/2020/09/Education-for-the-most-marginalised-Report-Act-2-v8.pdf ER - TY - RPRT TI - Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 DP - Zotero SP - 118 LA - en PB - EdTech Hub, UNESCO, UniTwin UR - https://docs.edtechhub.org/lib/UF3XJXGS KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education — home page AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher T2 - Education for the most marginalised DA - 2020/11// PY - 2020 DP - Zotero LA - en PB - EdTech Hub SN - 2 UR - https://docs.edtechhub.org/lib/AX8D5YK2 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 1 In the local context — using digital technologies to develop local content From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/WWC3MTHS KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 DP - Zotero SP - 8 LA - en PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/7E62A3FM KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:other:ok KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 11 Using digital technologies effectively in support of learning and training for employment From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/G8GC8P3G KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 12 Ensuring rigorous monitoring and evaluation of initiatives using digital technologies in education for the most marginalised From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/DXSF5ZX6 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 13 Ensuring that children are safe when using digital technologies for learning From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/JI5QK62G KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 14 Partnerships with the private sector and civil society From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/UW2H22R7 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 2 Sharing Open Educational Resources (OER) with Creative Commons (CC) open licenses From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/AFN6CFAX KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/QSPCTJDI KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 4 Inclusion and accessible learning for people with disabilities From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/56QA2K9Y KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 5 Supporting the effective use of digital technologies for learning by refugees and displaced persons From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/XUE9KMII KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 6 Digital technologies and education in Small Island Developing States (SIDS) From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/MGNGURSV KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 7 Ensuring resilient connectivity From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/3KMQRBG7 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 8 Resilient and sustainable energy solutions From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/57FXZ5EA KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 9 Involving marginalised young people in the design of their own education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/NN3UCNCQ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note Annex 4 From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/39NC6LPG KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note Introduction From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/HB9A9YJE KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Report homepage https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/// PY - 2020 DP - Zotero SP - 118 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Digital learning management systems in Africa: myths and realities AU - Unwin, Tim AU - Kleessen, Beate AU - Hollow, David AU - Williams, James B. AU - Oloo, Leonard Mware AU - Alwala, John AU - Mutimucuio, Inocente AU - Eduardo, Feliciana AU - Muianga, Xavier T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - This paper reports on a survey of 358 respondents across 25 African countries into their usage of learning management systems. It concludes that while there are some enthusiastic advocates of such systems, the reality is that most African educators as yet have little knowledge about, or interest in, their usage. There remain very considerable infrastructural constraints to be overcome before they can be widely adopted for open and distance learning across the continent, and there is still reluctance in many institutions to develop systems that can enable learning resources to be made available in this way. This does not mean that the potential of high‐quality digital learning management systems should be ignored in Africa, but rather that much more sustained work needs to be done in human capacity development and infrastructural provision if African learners are truly to benefit from the interactive learning experiences that such systems can deliver. DA - 2010/02/01/ PY - 2010 DO - 10.1080/02680510903482033 DP - Taylor and Francis+NEJM VL - 25 IS - 1 SP - 5 EP - 23 SN - 0268-0513 ST - Digital learning management systems in Africa UR - https://doi.org/10.1080/02680510903482033 Y2 - 2019/10/28/11:54:23 KW - Africa KW - ICT KW - LMS KW - OER KW - universities ER - TY - BLOG TI - Report launch: Education for the most marginalised post-Covid-19 AU - Unwin, Tim T2 - EdTech Hub AB - With the support of EdTech Hub, members of the UNESCO Chair in ICT4D have worked hard with colleagues across the world over the last six months to craft an innovative and practical report on how governments can learn from their experiences of Covid-19 to create resilient education systems that use digital technologies wisely, effectively and appropriately. We are all very… DA - 2020/11/26/T15:16:53+00:00 PY - 2020 LA - en-US ST - Report launch UR - https://edtechhub.org/2020/11/26/report-launch-education-for-the-most-marginalised-post-covid-19/ Y2 - 2021/04/21/20:29:04 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - The Future Use of Technology in Education and Learning in the Commonwealth AU - Unwin, Tim T2 - The Round Table AB - Modern Information and Communication Technologies (ICTs) have increasingly been used in education systems and for learning across the world over the last quarter of a century, and are frequently seen as being an important means of delivering the Sustainable Development Goals (SDGs), especially SDG4. However, rhetoric about their potential benefits has often led to uncritical adoption of inappropriate and costly technologies, that have not benefited the poorest and most marginalised. This contribution explores likely uses of such technologies in Commonwealth education systems in the future, and what needs to be done so that these do indeed benefit everyone, rather than just the privileged with access to the latest technologies. It begins with an overview of existing Commonwealth initiatives, and then explores how ICT use for learning throughout the life-cycle is likely to change over the next decade. The next section suggests how Commonwealth organisations can best support governments and citizens in ensuring equitable distribution of relevant learning opportunities and mitigating the negative aspects of technology use. In conclusion, it advocates for the need to focus especially on the poorest and most marginalised, and it highlights the challenges of a future in which machines and humans are ever more intertwined. DA - 2019/07/04/ PY - 2019 DO - 10.1080/00358533.2019.1634891 DP - Taylor and Francis+NEJM VL - 108 IS - 4 SP - 447 EP - 458 SN - 0035-8533 UR - https://doi.org/10.1080/00358533.2019.1634891 Y2 - 2019/10/08/14:07:30 KW - Commonwealth KW - Education KW - Qualitative Research KW - commentary KW - future KW - marginalisation KW - technology ER - TY - BLOG TI - Thoughts on “Education and digitisation in development cooperation” AU - Unwin, Tim T2 - Tim Unwin's Blog AB - Recently I was asked by the GFA Consulting Group to provide some short comments and reflections (just a few sentences) in response to four questions, the answers to which will be incorporated as pa… DA - 2020/01/16/T14:04:58+00:00 PY - 2020 LA - en UR - https://unwin.wordpress.com/2020/01/16/thoughts-on-education-and-digitisation-in-development-cooperation/ Y2 - 2020/01/23/12:40:26 ER - TY - JOUR TI - Towards a framework for the use of ICT in teacher training in Africa AU - Unwin, Tim T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - There is a gulf between the rhetoric of those advocating the use of ICT in education in Africa and the reality of classroom practice. This paper explores some of the reasons for this, and outlines a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It argues that six fundamental principles of good practice must be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre‐service and in‐service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; and an emphasis on the development of sustainable costing models. The paper concludes with a framework for action to deliver the very real benefits of ICT for teacher training in Africa. DA - 2005/06/01/ PY - 2005 DO - 10.1080/02680510500094124 DP - Taylor and Francis+NEJM VL - 20 IS - 2 SN - 0268-0513 UR - https://www.researchgate.net/publication/44836272_Towards_a_framework_for_the_use_of_ICT_in_teacher_training_in_Africa Y2 - 2020/09/01/08:14:56 KW - Africa KW - Education policy KW - ICT KW - Teacher training ER - TY - RPRT TI - Private education and compliance with the Abidjan Principles: A study of Malawi, Mozambique, Tanzania and Nigeria AU - Unterhalter, Elaine AU - Robinson, Lynsey AU - Luis, Jose AU - Canelhas, Benito AU - Coysh, Joanne DA - 2020/// PY - 2020 DP - ResearchGate PB - ActionAid UR - https://actionaid.org/sites/default/files/publications/Private%20education%20and%20compliance%20online.pdf ER - TY - RPRT TI - Interventions to enhance girls' education and gender equality: Education rigorous literature review AU - Unterhalter, Elaine AU - North, Amy AU - Arnot, Madeleine AU - Lloyd, Cynthia AU - Moletsane, Lebo AU - Murphy-Graham, Erin AU - Parkes, Jenny AU - Saito, Mioko CY - London DA - 2014/// PY - 2014 PB - Department for International Development UR - https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Girls'%20education%202014%20Unterhalter%20report.pdf?ver=2015-12-08-165815-117 ER - TY - RPRT TI - Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies AU - Unterhalter, Elaine AU - Heslop, Jo AB - This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice. DA - 2012/// PY - 2012 DP - discovery.ucl.ac.uk LA - eng M3 - Report PB - ActionAid ST - Transforming Education for Girls in Tanzania and Nigeria UR - https://discovery.ucl.ac.uk/id/eprint/10018923/ Y2 - 2021/01/19/13:34:21 ER - TY - RPRT TI - Policy Brief: Education during COVID-19 and beyond AU - UNSDG AB - The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l DA - 2020/// PY - 2020 LA - en ST - UNSDG | Policy Brief UR - https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond Y2 - 2021/03/31/13:33:15 ER - TY - ELEC TI - Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 28 Feb 2023 (Issued 30 Aug 2022) - Pakistan | ReliefWeb AU - UNOCHA AB - Appeal in English on Pakistan about Agriculture, Coordination, Flash Flood, Flood and more; published on 30 Aug 2022 by OCHA LA - en ST - Pakistan 2022 Floods Response Plan UR - https://reliefweb.int/report/pakistan/pakistan-2022-floods-response-plan-01-sep-2022-28-feb-2023-issued-30-aug-2022 Y2 - 2022/11/16/09:26:57 ER - TY - ELEC TI - Revised Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 31 May 2023 AU - UNOCHA AB - Appeal in English on Pakistan about Agriculture, Climate Change and Environment, Flash Flood, Flood and more; published on 4 Oct 2022 by OCHA DA - 2022/// PY - 2022 LA - en ST - Revised Pakistan 2022 Floods Response Plan UR - https://reliefweb.int/report/pakistan/revised-pakistan-2022-floods-response-plan-01-sep-2022-31-may-2023-issued-04-oct-2022 Y2 - 2022/11/16/07:12:56 ER - TY - ELEC TI - Unlocking Talent AU - Unlocking Talent DA - 2021/// PY - 2021 UR - https://unlockingtalent.org/ Y2 - 2021/07/23/19:57:40 ER - TY - ELEC TI - Unlocking Data AU - Unlocking Data Initiative LA - en-GB UR - https://unlockingdata.africa/ Y2 - 2022/06/20/23:00:10 ER - TY - SLIDE TI - Mapping education data in sub-Saharan Africa: Our experience from the Unlocking Data campaign and Sierra Leone A2 - Unlocking Data DA - 2021/11// PY - 2021 UR - https://docs.google.com/presentation/d/1WEUyqVEnxjx53eF-X4thxv8Gy2wWLvEdbN4aBuZiPbk Y2 - 2022/05/10/10:17:01 ER - TY - ELEC TI - 246 6 Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya AU - University, G. AB - This paper looks at levels of access and extent of use of Information and Communication Technologies (ICTs) among teachers in selected Kenyan secondary schools. For the past few years, an assortment of ICTs such as computers, lap tops, projectors, printers, e-blackboards and mobile phones have been available to teachers for use in integration of teaching and learning in schools. The paper attempts to establish how many teachers have access to the schools’ computers, their ICT literacy skills level and the level of ICT integration in subjects taught. The findings show that the use of ICT and its integration in the teaching and learning in secondary education is getting more widespread; and increasingly used among teachers as a means of communication and for information searching. Access rates for teachers have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies have been suggested on how to utilize ICT to improve educational outcomes and recommendations given, on issues that touch on ICT access and infrastructure; human resources and training, policy environment, financing and ICT investment, curriculum development and locally relevant content. DA - 2010/// PY - 2010 LA - en UR - /paper/246-6-ACCESSIBILITY-AND-UTILIZATION-OF-ICTS-AMONG-University/5be038cebb212a2c01d4ce3f25cc02ba3c5beec9 Y2 - 2021/03/23/11:46:43 ER - TY - ELEC TI - University of Melbourne to issue recipient-owned blockchain records AU - University of Melbourne DA - 2017/// PY - 2017 UR - https://www.unimelb.edu.au/newsroom/news/2017/october/university-of-melbourne-to-issue-recipient-owned-blockchain-records ER - TY - ELEC TI - POSTGRADUATE PROGRAMMES SEPTEMBER 2022 INTAKE AU - University of Malawi DA - 2022/// PY - 2022 UR - https://www.unima.ac.mw/announcements/postgraduate-programmes-september-2022-intake-13-12-2021 Y2 - 2022/12/09/21:24:58 ER - TY - ELEC TI - The OER4Schools Professional Learning Resource - OER in Education AU - University of Cambridge: Faculty of Education UR - http://oer.educ.cam.ac.uk/wiki/OER4Schools Y2 - 2020/07/29/09:22:48 KW - auto_merged ER - TY - ELEC TI - The OER4Schools Professional Learning Resource - OER in Education AU - University of Cambridge: Faculty of Education UR - http://oer.educ.cam.ac.uk/wiki/OER4Schools Y2 - 2020/07/29/09:22:48 ER - TY - ELEC TI - The OER4Schools Professional Learning Resource AU - University of Cambridge DA - 2015/// PY - 2015 UR - https://oer.educ.cam.ac.uk/wiki/OER4Schools ER - TY - ELEC TI - Université virtuelle du Sénégal – Première université publique numérique de l'Afrique de l'ouest AU - Université virtuelle du Sénégal T2 - Université virtuelle du Sénégal LA - fr-FR UR - https://www.uvs.sn Y2 - 2020/06/22/14:41:48 ER - TY - RPRT TI - Final Report - SENEGAL AU - Universalia DA - 2019/// PY - 2019 DP - Zotero SP - 161 LA - en UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-04-summative-evaluation-of-gpe-country-level-support-to-education-senegal.pdf ER - TY - RPRT TI - Summative Evaluation of GPE’s Country-Level Support to Education: Bangladesh AU - Universalia DA - 2020/// PY - 2020 DP - Zotero SP - 194 LA - en ER - TY - RPRT TI - Teacher Professional Development Programme Document AU - Universal Basic Education Commission CY - Nigeria UR - https://www.tdpnigeria.org/assets/resources/in-service/standardisation-and-accreditation-of-cpd/UBEC%20TEACHER%20PROFESSIONAL%20DEVELOPMENT%20PROGRAMME%20DOCUMENT.pdf Y2 - 2022/07/07/19:23:30 ER - TY - BLOG TI - Schools ICT project AU - Universal Access Development Fund (Sierra Leone) DA - 2020/// PY - 2020 LA - en-US UR - https://uadf.gov.sl/schools-ict-project/ Y2 - 2020/06/25/18:17:37 ER - TY - ELEC TI - Universal Access Development Fund | Home AU - Universal Access Development Fund (Sierra Leone) DA - 2020/// PY - 2020 UR - https://uadf.gov.sl/ Y2 - 2020/06/25/17:39:05 ER - TY - ELEC TI - Citizens In 34 Countries Show Implicit Bias Linking Males More Than Females With Science AU - Univeristy of Virginia T2 - ScienceDaily AB - Implicit stereotypes -- thoughts that people may be unwilling to express or may not even know that they have -- may have a powerful effect on gender equity in science and mathematics engagement and performance, according to a new study. DA - 2009/// PY - 2009 LA - en UR - https://www.sciencedaily.com/releases/2009/06/090622171410.htm Y2 - 2021/12/14/16:42:58 ER - TY - RPRT TI - Nigeria Fact Sheet AU - United States Embassy in Nigeria DA - 2012/// PY - 2012 UR - https://photos.state.gov/libraries/nigeria/487468/pdfs/Nigeria%20overview%20Fact%20Sheet.pdf Y2 - 2020/07/07/13:25:06 ER - TY - STAT TI - National Education Act 1997 (amendment) AU - United Republic of Tanzania T2 - No. 10 of 1995 DA - 1995/09/14/ PY - 1995 UR - http://www.unesco.org/education/edurights/media/docs/29595900c1028686edf504060e6a17df3eaeea8d.pdf Y2 - 2021/01/18/12:07:46 ER - TY - RPRT TI - Gateways to Public Digital Learning: A multi-partner initiative to create and strengthen inclusive digital learning platforms and content AU - United Nations Transforming Education Summit DA - 2022/// PY - 2022 M3 - TES Leaders Day: Spotlight Sessions (19 September, 2022) UR - chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.un.org/sites/un2.un.org/files/2022/09/gateways_to_public_digital_learning_long.pdf ER - TY - RPRT TI - Thematic Action Track 4 on ‘Digital learning and transformation’ AU - United Nations Transforming Education Summit DA - 2022/// PY - 2022 M3 - Discussion paper UR - chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://transformingeducationsummit.sdg4education2030.org/system/files/2022-07/Digital%20AT4%20dicussion%20paper%20July%202022.pdf ER - TY - BLOG TI - Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all AU - United Nations Statistics Division DA - 2020/// PY - 2020 UR - https://unstats.un.org/sdgs/report/2017/goal-04/ ER - TY - BLOG TI - Teachers and mothers join forces to keep girls in school in Malawi AU - United Nations Population Fund T2 - Africa Renewal DA - 2020/// PY - 2020 LA - en UR - https://www.un.org/africarenewal/news/teachers-and-mothers-join-forces-keep-girls-school-malawi Y2 - 2023/06/22/09:00:06 ER - TY - BLOG TI - General Assembly Designates 7 April International Day of Reflection on 1994 Genocide against Tutsi in Rwanda, Amending Title of Annual Observance | Meetings Coverage and Press Releases AU - United Nations General Assembly T2 - United Nations: Media Coverage and Press Releases DA - 2018/01/24/ PY - 2018 UR - https://www.un.org/press/en/2018/ga12000.doc.htm Y2 - 2020/08/26/16:24:18 ER - TY - RPRT TI - COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery AU - United Nations Development Programme DA - 2020/06/29/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - UN ST - COVID-19 and Human Development UR - https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en Y2 - 2020/08/06/14:34:34 KW - ___working_potential_duplicate ER - TY - RPRT TI - COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery AU - United Nations Development Programme DA - 2020/06/29/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - UN ST - COVID-19 and Human Development UR - https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en Y2 - 2020/08/06/14:34:34 KW - ___working_potential_duplicate ER - TY - RPRT TI - COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery AU - United Nations Development Programme DA - 2020/06/29/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - UNDP ST - COVID-19 and Human Development UR - https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en Y2 - 2020/12/02/05:39:05 KW - ___working_potential_duplicate ER - TY - RPRT TI - COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery AU - United Nations Development Programme DA - 2020/06/29/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - UNDP ST - COVID-19 and Human Development UR - https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en Y2 - 2020/12/02/05:39:05 KW - ___working_potential_duplicate ER - TY - BOOK TI - Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene AU - United Nations Development Programme T2 - Human Development Report DA - 2020/12/15/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - United Nations SN - 978-92-1-005516-1 ST - Human Development Report 2020 UR - https://www.un-ilibrary.org/content/books/9789210055161 Y2 - 2021/07/08/08:20:11 KW - ___working_potential_duplicate ER - TY - BOOK TI - Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene. Bangladesh. AU - United Nations Development Programme T2 - Human Development Report DA - 2020/12/15/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - United Nations SN - 978-92-1-005516-1 ST - Human Development Report 2020 UR - https://www.un-ilibrary.org/content/books/9789210055161 Y2 - 2021/04/23/07:59:03 KW - ___working_potential_duplicate ER - TY - ELEC TI - Human Development Reports AU - United Nations Development Programme DA - 2020/// PY - 2020 UR - http://hdr.undp.org/en/indicators/137506 Y2 - 2021/05/07/06:51:49 ER - TY - ELEC TI - Latest Human Development Index Ranking | Human Development Reports AU - United Nations Development Programme DA - 2021/// PY - 2021 UR - http://hdr.undp.org/en/content/latest-human-development-index-ranking Y2 - 2021/04/15/04:30:41 ER - TY - RPRT TI - COVID-19 Global Humanitarian Response Plan (Humanitarian response plan) | Financial Tracking Service AU - United Nations AB - United Nations Coordinated Appeal DA - 2020/05// PY - 2020 UR - https://www.humanitarianresponse.info/sites/www.humanitarianresponse.info/files/documents/files/ghrp-covid19_may_update.pdf Y2 - 2020/06/03/18:04:52 KW - ___working_potential_duplicate ER - TY - ELEC TI - Gateways to Public Digital Learning AU - United Nations T2 - United Nations DA - 2023/// PY - 2023 LA - en UR - https://www.un.org/en/transforming-education-summit/gateways-public-digital-learning Y2 - 2023/06/16/11:49:46 ER - TY - ELEC TI - Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all AU - United Nations T2 - Department of Economic and Social Affairs: Sustainable Development UR - https://sdgs.un.org/goals/goal4 Y2 - 2022/05/04/12:29:11 ER - TY - ELEC TI - Goal 4 .:. Sustainable Development Knowledge Platform AU - United Nations UR - https://sustainabledevelopment.un.org/sdg4 Y2 - 2020/07/07/16:22:45 ER - TY - BLOG TI - Historic New Sustainable Development Agenda Unanimously Adopted by 193 UN Members AU - United Nations T2 - Historic New Sustainable Development Agenda Unanimously Adopted by 193 UN Members AB - 2015 - Time for Global Action for People and Planet LA - en-US UR - https://www.un.org/sustainabledevelopment/blog/2015/09/historic-new-sustainable-development-agenda-unanimously-adopted-by-193-un-members/ Y2 - 2023/04/04/18:49:53 ER - TY - RPRT TI - Policy Brief: Education during COVID-19 and beyond AU - United Nations DA - 2020/// PY - 2020 UR - https://www.un.org/sites/un2.un.org/files/sg_policy_brief_covid-19_and_education_august_2020.pdf ER - TY - JOUR TI - Roadmap for Digital Cooperation AU - United Nations DA - 2020/06// PY - 2020 DP - Zotero SP - 39 LA - en ER - TY - RPRT TI - UN Flagship Report Disability. AU - United Nations DA - 2020/// PY - 2020 UR - https://social.un.org/publications/UN-Flagship-Report-Disability-Final.pdf ER - TY - ELEC TI - UN radio spreads Covid-19 information to remote areas AU - United Nations T2 - United Nations AB - In the Central African Republic, radio broadcasts are a useful means to share public information, especially to the most remote populations. UN Volunteers assigned with the MINUSCA’s radio are on the frontline to raise awareness aboutt the COVID-19 pandemic. These dedicated UN Volunteers share current up-dates on COVID-19 via radio programmes, while advocating for prevention and protection measures. DA - 2020/// PY - 2020 LA - en UR - https://www.un.org/en/un-coronavirus-communications-team/un-radio-broadcasts-spread-covid-19-information-remote-areas Y2 - 2020/06/02/15:16:48 ER - TY - BLOG TI - With Almost Half of World’s Population Still Offline, Digital Divide Risks Becoming ‘New Face of Inequality’, Deputy Secretary-General Warns General Assembly | UN Press AU - United Nations DA - 2021/// PY - 2021 UR - https://press.un.org/en/2021/dsgsm1579.doc.htm Y2 - 2022/08/12/19:52:17 ER - TY - BLOG TI - MyUnisa Digi-Band AU - unicourses T2 - University Courses AB - The my Unisa Digi-band is a device that allows students to store an offline, yet updatable , copy of their myUnisa group site on a flash drive DA - 2018/07/17/T11:03:27+00:00 PY - 2018 LA - en-US UR - https://unicourses.co.za/myunisa-digi-band/ Y2 - 2020/08/16/14:02:25 ER - TY - ELEC TI - Mobile: Resource Pack to Support Remote Learning AU - UNICEF AU - World Bank DA - 2022/// PY - 2022 UR - https://inee.org/sites/default/files/resources/UNICEFWorldBank_ResourcePack6_Mobile.pdf Y2 - 2022/06/25/21:20:28 ER - TY - ELEC TI - Print: Resource Pack to Support Remote Learning AU - UNICEF AU - World Bank DA - 2022/// PY - 2022 UR - https://inee.org/sites/default/files/resources/UNICEFWorldBank_ResourcePack3_Print.pdf Y2 - 2022/06/26/00:13:17 ER - TY - RPRT TI - Radio: Resource Pack to Support Remote Learning AU - UNICEF AU - World Bank DA - 2022/// PY - 2022 UR - https://inee.org/sites/default/files/resources/UNICEFWorldBank_ResourcePack2_Radio.pdf Y2 - 2022/06/25/19:32:05 ER - TY - GEN TI - Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper AU - UNICEF AU - WHO DA - 2015/// PY - 2015 PB - WHO UR - https://www.unicef.org/disabilities/files/Assistive-Tech-Web.pdf Y2 - 2020/01/23/15:08:31 ER - TY - RPRT TI - Brief on learning continuity amidst COVID-19 school closures in Pakistan AU - UNICEF AU - Viamo DA - 2021/// PY - 2021 PB - UNICEF Regional Office for South Asia (ROSA) UR - https://www.unicef.org/pakistan/media/3761/file/Pakistan%20Brief%20on%20learning%20continuity%20amidst%20COVID19.pdf ER - TY - RPRT TI - COVID-19 and Its Implications for Protecting Children Online AU - UNICEF AU - UNESCO AU - WHO AU - UNODC AU - ITU AU - End Violence Against Children AU - We Protect Global Alliance DA - 2020/04// PY - 2020 LA - EN UR - https://inee.org/system/files/resources/COVID-19%20and%20Its%20Implications%20for%20Protecting%20Children%20Online.pdf ER - TY - RPRT TI - Monitoring Education Participation: Framework for Monitoring Children and Adolescents who are Out of School or at Risk of Dropping Out AU - UNICEF AU - UNESCO Institute for Statistics T2 - Series on Education Participation and Dropout Prevention CY - Geneva DA - 2016/// PY - 2016 PB - UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States SN - Volume 1 UR - http://uis.unesco.org/sites/default/files/documents/monitoring-education-participation.pdf Y2 - 2020/11/10/11:17:53 ER - TY - ELEC TI - How many children and young people have internet access at home AU - UNICEF AU - ITU DA - 2020/// PY - 2020 UR - https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf Y2 - 2021/06/07/16:02:57 ER - TY - ELEC TI - Towards an equal future: Reimagining girls’ education through STEM AU - UNICEF AU - ITU AB - Marking the 25th anniversary of the Beijing Declaration and Platform for Action DA - 2020/// PY - 2020 LA - en ST - Towards an equal future UR - https://www.unicef.org/reports/reimagining-girls-education-through-stem-2020 Y2 - 2022/02/14/09:02:07 ER - TY - RPRT TI - Global Initiative on Out-of-School Children: Tanzania Country Report AU - UNICEF AU - Government of Tanzania AU - UNESCO DA - 2018/// PY - 2018 UR - https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf ER - TY - JOUR TI - Education Budget Brief 2020 AU - UNICEF AU - Government of Tanzania T2 - 2020 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Sindh: Multiple Indicator Cluster Survey 2018/19 AU - UNICEF AU - Government of Sindh DA - 2021/// PY - 2021 UR - https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Pakistan%20%28Sindh%29/2018-2019/Survey%20findings/Pakistan%202018-19%20MICS%20%28Sindh%29_English.pdf ER - TY - RPRT TI - Punjab: Multiple Indicator Cluster Survey 2016/17 AU - UNICEF AU - Government of Punjab DA - 2018/// PY - 2018 UR - https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Pakistan%20%28Punjab%29/2017-2018/Survey%20findings/MICS%20SFR_Final_English.pdf ER - TY - RPRT TI - Khyber Pakhtunkhwa: Multiple Indicator Cluster Survey 2016/17 AU - UNICEF AU - Government of Khyber Pakhtunkhwa DA - 2018/// PY - 2018 UR - https://mics-surveys-prod.s3.amazonaws.com/MICS5/South%20Asia/Pakistan%20%28Khyber%20Pakhtunkhwa%29/2016-2017/Final/Pakistan%202016-17%20MICS%20%28Khyber%20Pakhtunkhwa%29%20Final%20Report_English.pdf ER - TY - ELEC TI - Guidance for Safe and Healthy Journeys to School: During the COVID-19 Pandemic and Beyond (English) AU - UNICEF AU - FIA Foundation T2 - Humanitarian UNICEF AB - As schools reopen, we have a unique opportunity to look not only at measures to help keep students safe on school premises, but also on the journey to school. These measures help to keep students safe during the coronavirus disease (COVID-19) and help to address other safety issues such as road traffic crashes, the number one killer of young people aged 5-29 years. This guidance is for education authorities and policymakers, school administrators, teachers and staff, parents, caregivers, community members, and students. It complements the UNICEF, UNESCO, World Bank, World Food Programme and UNHCR global framework for reopening schools and the Inter Agency Standing Committee (IASC) interim guidance for COVID-19 Prevention and Control in Schools. This guidance suggests practical steps to build back better health and safety systems – to address COVID-19 and promote active transport like walking and cycling to improve air quality, physical activity and road safety. September 2021 DA - 2021/// PY - 2021 LA - en ST - Guidance for Safe and Healthy Journeys to School UR - https://www.corecommitments.unicef.org/kp/unicef-final-eng-safe-journeys-25-09-20.pdf Y2 - 2022/01/13/10:48:40 ER - TY - RPRT TI - Monitoring Hybrid Learning: A Short Guide AU - UNICEF AU - EdTech Hub AB - An output of the EdTech Hub, https://edtechhub.org CN - 0072 DA - 2022/03/04/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://www.unicef.org/media/123226/file/Short%20guide%20to%20monitoring%20hybrid%20learning%202B.pdf KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - RPRT TI - Operational Guide for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems AU - UNICEF AU - EdTech Hub AB - An output of the EdTech Hub, https://edtechhub.org CN - 0074 DA - 2022/03/04/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://www.unicef.org/media/123216/file/Operational%20Guide%202B.pdf KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - RPRT TI - ICT for Learning Process and Tools – Volume II | UNICEF Eastern and Southern Africa AU - UNICEF AU - Aga Khan Foundation and Innovation Unit DA - 2020/// PY - 2020 UR - https://www.unicef.org/esa/reports/ict-learning-process-and-tools-volume-ii Y2 - 2022/12/29/17:33:37 ER - TY - ELEC TI - Who are we and how do we work? AU - UNICEF USA T2 - UNICEF USA AB - Who are we and how do we work? Advocacy means, literally, to speak up on behalf of someone in need. For UNICEF, it means speaking up on behalf of and with children to support their rights, ensure safe and healthy childhoods in safe and inclusive communities, and build strong futures with opportunity and hope. DA - 2022/// PY - 2022 LA - en UR - https://www.unicefusa.org/help/advocate/who-we-are-how-we-work Y2 - 2022/04/24/10:23:36 ER - TY - ELEC TI - Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia AU - UNICEF & UNESCO AB - Case Study from Pakistan DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/pakistan/reports/situation-analysis-effects-and-responses-covid-19-education-sector-asia Y2 - 2022/04/08/12:25:47 ER - TY - ELEC TI - UN Convention on the Rights of the Child (UNCRC) AU - UNICEF UK T2 - Unicef UK AB - The United Nations Convention on the Rights of the Child (UNCRC) is the basis for all of Unicef's work and upholds children's rights all over the world. DA - n.d. PY - n.d. LA - en-GB UR - https://www.unicef.org.uk/what-we-do/un-convention-child-rights/ Y2 - 2020/12/01/00:00:00 ER - TY - RPRT TI - Education budget brief 2018: Tanzania AU - UNICEF Tanzania DA - 2018/// PY - 2018 PB - UNICEF UR - https://www.unicef.org/tanzania/media/1236/file/UNICEF-Tanzania-2018-Education-Budget-Brief.pdf Y2 - 2021/01/30/12:35:31 ER - TY - GEN TI - E-learning Strategy AU - UNICEF Sudan DA - 2021/// PY - 2021 ER - TY - ELEC TI - Education: Annual Report 2020 AU - UNICEF Sudan DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/sudan/reports/education Y2 - 2021/12/31/13:53:12 ER - TY - GEN TI - Learning Director's Training Manual AU - UNICEF Sudan DA - 2017/// PY - 2017 ER - TY - GEN TI - Learning directors toolbox AU - UNICEF Sudan DA - 2017/// PY - 2017 ER - TY - ELEC TI - Learning Passport Launched in Sudan AU - UNICEF Sudan DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/sudan/press-releases/learning-passport-launched-sudan Y2 - 2022/01/19/19:04:22 ER - TY - RPRT TI - Situation analysis on the effects of and responses to COVID-19 on the education sector in Asia AU - UNICEF ROSA AU - UNICEF EAPRO AU - UNESCO Bangkok AU - Cambridge Education DA - 2021/10// PY - 2021 LA - en PB - UNICEF UR - https://www.unicef.org/rosa/reports/situation-analysis-effects-and-responses-covid-19-education-sector-asia Y2 - 2022/02/03/00:00:00 ER - TY - RPRT TI - Gender Responsive Communication for Development: Guidance, Tools and Resources AU - UNICEF ROSA DA - 2018/05// PY - 2018 UR - https://www.unicef.org/rosa/media/1786/file ER - TY - RPRT TI - Leveraging Education Technology to Reach Disadvantaged Children and Youth AU - UNICEF (ROSA) DA - 2020/// PY - 2020 M3 - Internal publication ER - TY - RPRT TI - Monitoring Distance Learning During School Closures AU - UNICEF ROSA CY - Kathmandu, Nepal DA - 2020/// PY - 2020 UR - https://www.unicef.org/rosa/media/13661/file/Monitoring%20Distance%20Learning%20During%20School%20Closures.pdf Y2 - 2021/10/01/17:35:39 ER - TY - GEN TI - Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures AU - UNICEF Regional Office for South Asia DA - 2020/05// PY - 2020 UR - https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures ER - TY - GEN TI - Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures AU - UNICEF Regional Office for South Asia DA - 2020/05// PY - 2020 UR - https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures ER - TY - GEN TI - UNICEF ROSA Monitoring Learning Continuity during COVID-19 Guidance and Survey Question Bank AU - UNICEF Regional Office for South Asia DA - 2020/10// PY - 2020 UR - https://www.unicef.org/rosa/documents/monitoring-distance-learning-during-school-closures ER - TY - ELEC TI - Brief on learning continuity amidst COVID19 AU - UNICEF Pakistan DA - 2021/// PY - 2021 UR - https://www.unicef.org/pakistan/media/3761/file/Pakistan%20Brief%20on%20learning%20continuity%20amidst%20COVID19.pdf Y2 - 2022/04/07/16:26:14 ER - TY - ELEC TI - Education: Giving every child the right to education AU - UNICEF Pakistan AB - Providing quality education to all DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/pakistan/education Y2 - 2022/05/17/15:19:02 ER - TY - ELEC TI - Nigeria | Education AU - UNICEF Nigeria AB - See how UNICEF in Nigeria supports children so they can attend school and learn. DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/nigeria/education Y2 - 2020/07/07/13:52:02 ER - TY - GEN TI - UNICEF Education COVID-19 Case Study AU - UNICEF Malaysia DA - 2020/07// PY - 2020 UR - https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_c1732d02c74a48348ae7df75262f4aad.pdf ER - TY - RPRT TI - A social and behaviour change agenda for inclusion and equity in education AU - UNICEF ESARO DA - 2016/// PY - 2016 UR - https://www.unicef.org/esa/media/1756/file/UNICEF-ESA-2016-Program-Brief-Education-Inclusion.pdf Y2 - 2022/02/23/19:22:53 ER - TY - GEN TI - Addressing social norms and gender in support of equity in education AU - UNICEF Eastern and Southern Africa Region DA - 2016/// PY - 2016 UR - https://www.unicef.org/esa/media/1741/file/UNICEF-ESA-2016-Program-Brief-Education-Social-Norms.pdf Y2 - 2021/10/07/12:17:48 ER - TY - ELEC TI - Education and COVID-19 AU - UNICEF Data AB - More than 1 billion children are at risk of falling behind due to school closures aimed at containing the spread of COVID-19. To keep the world’s children learning, countries have been implementing remote education programmes. Yet many of the world’s children – particularly those in poorer households – do not have internet access, personal computers, TVs or even radio at home, amplifying the effects of existing learning inequalities. Students lacking access to the technologies needed for home-based learning have limited means to continue their education. As a result, many face the risk of never returning to school, undoing years of progress made in education around the world. With school closures across 188 countries (as of April 2020), many of them are exploring alternative ways to provide continuous education using technologies such as Internet, TV, and radio. However, access to these technologies is limited in many low- and middle-income countries, especially among poor households. While more than 90 per cent of the countries adopted digital and/or broadcast remote learning policies, only 60 per cent did so for pre-primary education. [†] Policy measures taken by the governments to ensure learning continuity through broadcast or digital media allowed for potentially reaching 69 per cent of schoolchildren (at maximum) in pre-primary to secondary education globally.[†] 31 per cent of schoolchildren worldwide (463 million) cannot be reached by the broadcast- and Internet-based remote learning policies either due to the lack of necessary technological assets at home, or because they were not targeted by the adopted policies. [†] Online platforms were the most used means by the governments to deliver education while schools remain closed, with 83 per cent of countries using this method. However, this allowed for potentially reaching only about a quarter of schoolchildren worldwide. [†] Television had the potential to reach the most… DA - 2020/09// PY - 2020 LA - en-US UR - https://data.unicef.org/topic/education/covid-19/ Y2 - 2022/05/04/12:24:59 ER - TY - ELEC TI - About RapidPro AU - UNICEF DA - 2022/// PY - 2022 UR - https://community.rapidpro.io/about-rapidpro/ Y2 - 2022/01/05/19:39:37 ER - TY - RPRT TI - Accelerating results for children with technology and digital innovation AU - UNICEF DA - 2021/// PY - 2021 PB - UNICEF UR - https://www.unicef.org/media/83011/file/Accelerating-results-for-children-with-technology-and-digital-innovation-2020.pdf Y2 - 2021/04/29/12:47:32 ER - TY - ELEC TI - Accenture, Dubai Cares, Microsoft and UNICEF launch digital education platform under Generation Unlimited to help address global learning crisis AU - UNICEF AB - ‘Passport to Earning’—part of the Generation Unlimited partnership—will provide free, quality, digital education for young people to help prepare them for the world of work DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/press-releases/accenture-dubai-cares-microsoft-and-unicef-launch-digital-education-platform-under Y2 - 2022/04/25/18:23:14 ER - TY - ELEC TI - Accessible Digital Learning Portal AU - UNICEF T2 - Accessible Digital Learning Portal AB - Welcome The Accessible Digital Learning Portal is a hub for technology focused information, content, tools, products and resources that support disability inclusive education in remote and classroom settings. This site provides resources for the production, distribution and implementation of accessible digital content and tools in high and low-resource environments and provides solutions that address user […] LA - en-US UR - https://accessibledigitallearning.org/ Y2 - 2022/12/29/21:39:39 ER - TY - ELEC TI - Around 2 in 3 children are still out of the classroom in Latin America and the Caribbean AU - UNICEF AB - UNICEF urges countries in the region to scale up the return to in-person learning DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/lac/en/press-releases/around-2-in-3-children-are-still-out-of-the-classroom-in-latin-america-and-caribbean Y2 - 2022/06/06/09:20:34 ER - TY - ELEC TI - Back to school 2020-2021 AU - UNICEF T2 - UNICEF AB - UNICEF supports children's return to school in a safe and protective environment DA - 2020/10/12/ PY - 2020 LA - en UR - https://www.unicef.org/drcongo/en/press-releases/back-school-2020-2021 Y2 - 2021/03/29/05:58:05 ER - TY - BLOG TI - Can broadcast media foster equitable learning amid the COVID-19 pandemic? AU - UNICEF T2 - Evidence for Action AB - This post is the second in a series of articles focused on helping children continue to learn at home during the COVID-19 global pandemic, emphasizing the need for multiple remote learning platforms to meet the needs of all students. As discussed in the first post in this series on the impact of the COVID-19 pandemic, school closures around the globe mean that remote learning is now the only option for more than 1.3 billion children across 177 countries. MICS6 data reveal that many of the world’s children do not have internet access at home, particularly among poorer households. In response,… DA - 2020b PY - 2020b LA - en-US UR - https://blogs.unicef.org/evidence-for-action/can-broadcast-media-foster-equitable-learning-amid-the-covid-19-pandemic/ Y2 - 2021/11/02/01:56:48 ER - TY - RPRT TI - Child disciplinary practices at home: evidence from a range of low- and middle-income countries AU - UNICEF AB - The UNICEF report on Child Disciplinary Practices at Home addresses the development of a national research agenda on violence against children across settings where violence occurs. CY - New York DA - 2010/// PY - 2010 LA - en-US ST - Child disciplinary practices at home UR - https://data.unicef.org/resources/child-disciplinary-practices-at-home-evidence-from-a-range-of-low-and-middle-income-countries/ Y2 - 2022/03/12/17:36:31 ER - TY - RPRT TI - Child Safety Online: Global challenges and strategies AU - UNICEF AB - The Internet, mobile phones and other electronic media provide children and young people with levels of access to information, culture, communication and entertainment impossible to imagine just 20 years ago. With many of their extraordinary benefits DA - 2011/// PY - 2011 LA - en PB - Innocenti Publications ST - Child Safety Online UR - https://www.unicef-irc.org/publications/650-child-safety-online-global-challenges-and-strategies.html Y2 - 2022/06/20/22:22:31 ER - TY - RPRT TI - Conceptual Framework for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems AU - UNICEF AB - An output of the EdTech Hub, https://edtechhub.org CN - 0073 DA - 2022/03/04/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://www.unicef.org/media/123221/file/Conceptual%20Framework_2B.pdf KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - ELEC TI - Coronavirus disease (COVID-19) | UNICEF Malawi AU - UNICEF DA - 2022/// PY - 2022 UR - https://www.unicef.org/malawi/coronavirus-disease-covid-19 Y2 - 2022/10/30/19:49:05 ER - TY - RPRT TI - COVID-19 and School Closures: Are children able to continue learning AU - UNICEF DA - 2020/// PY - 2020 LA - en-US ST - COVID-19 and School Closures UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/12/02/05:42:08 KW - ___working_potential_duplicate ER - TY - ELEC TI - COVID-19 and School Closures: Are children able to continue learning AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US ST - COVID-19 and School Closures UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2021/03/31/13:32:57 KW - ___working_potential_duplicate ER - TY - RPRT TI - COVID-19 and School Closures: Are children able to continue learning during school closures? AU - UNICEF AB - In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond. DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US PB - UNICEF DATA ST - COVID-19 and School Closures UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2021/05/24/15:34:00 ER - TY - ELEC TI - COVID-19 and School Closures: Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US ST - COVID-19 and School Closures UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2021/10/11/14:34:24 ER - TY - GEN TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF DA - 2020/08// PY - 2020 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ ER - TY - RPRT TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF AB - In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond. DA - 2020/08/26/ PY - 2020 LA - en-US PB - UNICEF ST - COVID-19 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/09/08/14:46:51 KW - ___working_potential_duplicate ER - TY - ELEC TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US ST - COVID-19 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/09/30/12:23:59 KW - ___working_potential_duplicate ER - TY - ELEC TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US ST - COVID-19 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/09/30/12:23:59 KW - ___working_potential_duplicate ER - TY - RPRT TI - COVID-19 - Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies using data from 100 countries AU - UNICEF CY - New York, NY DA - 2020/// PY - 2020 PB - United Nations Children's Fund UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ ER - TY - ELEC TI - COVID-19: Más del 95 por ciento de niños y niñas está fuera de las escuelas de América Latina y el Caribe AU - UNICEF DA - 2020/// PY - 2020 LA - en ST - COVID-19 UR - https://www.unicef.org/mexico/comunicados-prensa/covid-19-m%C3%A1s-del-95-por-ciento-de-ni%C3%B1os-y-ni%C3%B1as-est%C3%A1-fuera-de-las-escuelas-de Y2 - 2022/08/25/17:35:03 ER - TY - ELEC TI - Data Must Speak AU - UNICEF AB - User-friendly data empower decision makers to improve education for all children. LA - en UR - https://www.unicef.org/education/data-must-speak Y2 - 2021/12/14/21:55:42 ER - TY - ELEC TI - Day of the Girl Child - 2016 AU - UNICEF DA - 2016/// PY - 2016 UR - https://weshare.unicef.org/CS.aspx?VP3=SearchResult&ALID=2AMZIFM2ONZ Y2 - 2021/10/07/12:09:22 ER - TY - RPRT TI - Digital literacy for children — 10 things to know AU - UNICEF AB - Digital literacy goes beyond technical know-how. It refers to the knowledge, skills and attitudes that allow children to be both safe and empowered in an increasingly digital world. This encompasses their play, participation, socializing, searching and learning through digital technologies. What constitutes digital literacy will vary according to children’s age, local culture and context. Children need to be digitally literate even when they are not online. Facial scanning and artificial intelligence-based profiling increasingly affect children’s lives. Children’s schooling, social welfare and future job opportunities may depend on how well they understand the digital world around them. Digital literacy is a growing part of any approach to skills development. It features in UNICEF’s framework which seeks to prepare children and adolescents for school, work and life. In addition to digital literacy, other interconnected skills for UNICEF are: foundational skills (literacy and numeracy); transferable skills (also known as life skills, 21st-century skills or soft skills); and job-specific skills (technical and vocational skills). Tools to develop and assess digital literacy are proliferating. A number of digital competence frameworks have been developed by both international agencies and companies. Frameworks are a necessary starting point as they define the boundaries of what constitutes digital literacy and inform curricula and assessments. Despite using a range of labels (e.g. digital literacy, skills, citizenship), they broadly converge around the idea of a set of competencies that include technical as well as transferable skills, such as communication and problem solving. Yet most existing tools place little emphasis on children. Digital literacy definitions usually focus on citizens of all ages and not on children specifically. UNICEF believes there is a need to focus more on digital literacy for children, who have unique needs. In this area, there is a slow change from a risk and safety paradigm towards rights-based approaches that favour expression, play and development. Few programmes operate at scale or have been evaluated for impact. One contributing factor is the lack of global consensus and standards that makes it difficult for governments and other stakeholders to design and implement comparative and cost-effective initiatives, especially within developing countries. Similarly, UNICEF programmes would benefit from greater coordination. While UNICEF has delivered a range of digital literacy programmes at the request of governments, a survey of 40 initiatives carried out by 37 Country Offices shows they are not well coordinated with each other, and knowledge is not systematically generated or shared about efficacy and impact. Implementing digital literacy is not easy. According to the Country Offices surveyed, key barriers to digital literacy programming are: lack of teachers’ and trainers’ capacity; lack of ICT infrastructure; low connectivity (especially for remote areas); and a lack of understanding from decision-makers. The Country Offices are asking for policy development support, digital literacy frameworks, curriculum guidelines and practical tools, such as training manuals and toolkits. Some existing digital literacy frameworks or tools suit UNICEF well. These include the DigComp framework of the European Commission and the Digital Kids Asia-Pacific framework developed by the UNESCO Asia and Pacific Regional Office in Bangkok. If using existing digital literacy frameworks, UNICEF can add value by focusing on children. Digital literacy programmes should be context-driven. Implementing digital literacy programmes effectively requires more than simply importing a good programme from elsewhere. Beyond choosing a framework, an integrated approach to digital literacy involves undertaking a preliminary diagnostic review of the local context, developing operationalization guidelines and conducting impact assessments. DA - 2019/// PY - 2019 LA - en UR - https://www.unicef.org/globalinsight/documents/digital-literacy-children-10-things-know Y2 - 2022/04/24/12:22:04 ER - TY - ELEC TI - Digital UNICEF: Harnessing the power of technology and digital innovation for children AU - UNICEF AB - Harnessing the power of technology and digital innovation for children DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/reports/digital-unicef Y2 - 2022/04/07/17:37:32 ER - TY - RPRT TI - Early Literacy and Multilingual Education in South Asia AU - UNICEF DA - 2019/// PY - 2019 UR - https://www.unicef.org/rosa/media/3036/file/Early%20literacy%20and%20multilingual%20education%20in%20South%20Asia.pdf ER - TY - ELEC TI - Education AU - UNICEF AB - Providing quality education to all DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/pakistan/education Y2 - 2021/02/09/15:50:24 ER - TY - ELEC TI - Education cannot wait AU - UNICEF AB - Learning continues for students in KP despite the pandemic DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/pakistan/stories/education-cannot-wait Y2 - 2022/04/29/08:53:35 ER - TY - ELEC TI - Education: Giving Every Child the Right to Education AU - UNICEF AB - Providing quality education to all DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/pakistan/education Y2 - 2020/06/10/10:16:44 ER - TY - BLOG TI - Education: Giving every child the right to education AU - UNICEF DA - 2021/// PY - 2021 UR - https://www.unicef.org/pakistan/education ER - TY - RPRT TI - Education Management Information Systems (EMIS) that Track Individual Student Data in Mongolia AU - UNICEF AB - Key recommendations provided in this report are to inform the further development of EMIS strategy and policy in Mongolia DA - 2020/07// PY - 2020 LA - en PB - UNICEF East Asia and the Pacific Regional Office UR - https://www.unicef.org/eap/reports/education-management-information-systems-emis-track-individual-student-data-mongolia Y2 - 2020/08/31/00:42:38 ER - TY - RPRT TI - Ensuring equal access to education in future crises: findings of the new Remote Learning Readiness Index AU - UNICEF CY - New York DA - 2021/// PY - 2021 UR - https://data.unicef.org/resources/remote-learning-readiness-index/ ER - TY - RPRT TI - Every child learns: UNICEF education strategy 2019–2030 AU - UNICEF AB - UNICEF education strategy 2019–2030 DA - 2019/// PY - 2019 LA - en UR - https://www.unicef.org/reports/UNICEF-education-strategy-2019-2030 Y2 - 2021/07/22/16:10:49 ER - TY - RPRT TI - Every child learns: UNICEF education strategy 2019-2030 AU - UNICEF CY - New York, NY DA - 2019/// PY - 2019 PB - United Nations Children's Fund UR - https://www.unicef.org/media/59856/file/UNICEF-education-strategy-2019-2030.pdf ER - TY - ELEC TI - First day of school 'indefinitely postponed' for 140 million first-time students around the world - UNICEF AU - UNICEF AB - At least eight million of these young learners have been waiting for over a year DA - 2021/08/24/ PY - 2021 LA - en UR - https://www.unicef.org/bangladesh/en/press-releases/first-day-school-indefinitely-postponed-140-million-first-time-students-around-world Y2 - 2021/10/28/15:28:00 ER - TY - ELEC TI - Funding+Support | UNICEF Innovation Fund AU - UNICEF DA - 2022/// PY - 2022 UR - https://www.unicefinnovationfund.org/funding-support Y2 - 2022/04/25/18:24:34 ER - TY - RPRT TI - Ghana COVID-19 Situation Report: 14 AU - UNICEF CY - Ghana DA - 2021/// PY - 2021 M3 - Situation Report PB - UNICEF SN - 14 UR - https://reliefweb.int/report/ghana/unicef-ghana-covid-19-situation-report-no-14-1-31-january-2021 Y2 - 2021/02/12/00:00:00 ER - TY - ELEC TI - Ghana (GHA) - Demographics, Health & Infant Mortality AU - UNICEF T2 - UNICEF DATA DA - 2018/// PY - 2018 UR - https://data.unicef.org/country/gha/ ER - TY - ELEC TI - GIGA AU - UNICEF AB - Connecting Every School to the Internet DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/innovation/giga Y2 - 2020/09/23/19:38:18 ER - TY - ELEC TI - GirlForce: Skills, education and training for girls now AU - UNICEF T2 - UNICEF DATA AB - A generation of girls risk being left outside the labour force or trapped in vulnerable or low quality employment, due to a lack of skills, absence of quality jobs, and gendered expectations of their roles as caregivers. The brochure uses the most recent data to call attention to the fact that despite significant investment by the global community in the education of girls, girls are not moving into the workforce in high numbers. DA - 2018/10/17/T15:11:20+00:00 PY - 2018 LA - en-US ST - GirlForce UR - https://data.unicef.org/resources/girlforce-brochure/ Y2 - 2021/12/31/18:19:02 ER - TY - ELEC TI - Good governance of children’s data AU - UNICEF AB - Developing a manifesto to protect children’s data security and privacy DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/globalinsight/good-governance-childrens-data Y2 - 2021/02/01/11:40:34 ER - TY - ELEC TI - Guidance: assessing and monitoring learning during the COVID-19 crisis AU - UNICEF T2 - Humanitarian Response AB - This guidance note aims to help UNICEF Education staff, Ministry officials and partners reflect on how to take account of learning through meaningful formative and summative assessment practices during the COVID-19 pandemic. It highlights general considerations and key actions that teachers, schools and Ministries of Education can undertake in the area of assessment to ensure the continuity of quality learning throughout the COVID-19 pandemic. DA - 2020a PY - 2020a UR - https://reliefweb.int/sites/reliefweb.int/files/resources/learning_assessments_during_covid-19_final.pdf Y2 - 2021/11/02/01:51:59 ER - TY - RPRT TI - Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures AU - UNICEF DA - 2020/// PY - 2020 PB - UNICEF Regional Office for South Asia UR - https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures ER - TY - ELEC TI - How an adolescent girl helped her community fight COVID-19 AU - UNICEF AB - Studying at non-formal basic education centers established by UNICEF with funding from Government of Japan and support from Sindh’s authorities empowers gir DA - 2022/// PY - 2022 LA - en UR - https://www.unicef.org/pakistan/stories/how-adolescent-girl-helped-her-community-fight-covid-19 Y2 - 2022/04/25/18:20:27 ER - TY - RPRT TI - How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic AU - UNICEF CY - New York, NY DA - 2020/// PY - 2020 PB - United Nations Children's Fund UR - https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf ER - TY - ELEC TI - How Shahnaz became Mohammed Saleem so she could study AU - UNICEF AB - With support from her father, 12-year-old Shahnaz pretended to be a boy so she would not have to delay her schooling at a UNICEF-supported ALP center funded DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/pakistan/stories/how-shahnaz-became-mohammed-saleem-so-she-could-study Y2 - 2022/04/25/18:19:11 ER - TY - ELEC TI - Human Centred Design (HCD) AU - UNICEF AB - Creating solutions for children using the Human Centred Design approach DA - 2018/// PY - 2018 LA - en UR - https://www.unicef.org/innovation/hcd Y2 - 2022/04/25/16:23:11 ER - TY - ELEC TI - Human Rights-based Approach to Programming AU - UNICEF T2 - UNICEF AB - A human rights-based approach is a conceptual framework for the process of human development that is normatively based on international human rights standards and operationally directed to promoting and protecting human rights. DA - 2011/10/31/ PY - 2011 UR - https://sites.unicef.org/policyanalysis/rights/ Y2 - 2022/04/28/10:08:25 ER - TY - RPRT TI - Including Everyone Strengthening the Collection and Use of Data About Persons with Disabilities in Humanitarian Situations AU - UNICEF DA - 2019/// PY - 2019 UR - https://data.unicef.org/resources/including-everyone-strengthening-the-collection-and-use-of-data-about-persons-with-disabilities-in-humanitarian-situations/ ER - TY - BLOG TI - Jamaica pilot experience: Accessible Digital Textbooks that transform education AU - UNICEF AB - Accessible Digital Textbooks that transform education. DA - 2022/// PY - 2022 LA - en UR - https://www.unicef.org/lac/en/stories/jamaica-pilot-experience Y2 - 2023/06/16/11:56:27 ER - TY - RPRT TI - Joint Evaluation of Myanmar Non-Formal Middle School Education-Equivalency Pilot Programme AU - UNICEF DA - 2019/09// PY - 2019 M3 - Final Evaluation Report PB - UNICEF UR - https://www.unicef.org/evaldatabase/files/Myanmar_NFMSE_Evaluation_Final_Report_2019.pdf Y2 - 2020/08/31/00:29:12 ER - TY - ELEC TI - Khang Panya Lao AU - UNICEF LA - en UR - https://www.unicef.org/laos/khang-panya-lao Y2 - 2022/06/21/16:14:43 ER - TY - RPRT TI - LACRO COVID-19 Education response: Update 29 Status of schools reopening AU - UNICEF DA - 2021/10// PY - 2021 UR - https://www.unicef.org/lac/en/media/29076/file Y2 - 2021/12/20/22:30:04 ER - TY - RPRT TI - LACRO Covid-19 Education Response: Update 34 Status of School's Reopening & Learning AU - UNICEF DA - 2022/// PY - 2022 PB - UNICEF UR - https://www.unicef.org/lac/en/media/34976/file Y2 - 2022/08/25/19:30:15 ER - TY - ELEC TI - Malawian youths offer solutions to COVID-19 challenges in their communities AU - UNICEF T2 - UNICEF DA - 2020a PY - 2020a UR - https://www.unicef.org/malawi/press-releases/malawian-youths-offer-solutions-covid-19-challenges-their-communities ER - TY - RPRT TI - Malaysia – Empowering teachers to deliver blended learning after school reopening AU - UNICEF DA - 2020/// PY - 2020 M3 - Education COVID-19 Case Study UR - https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_c1732d02c74a48348ae7df75262f4aad.pdf Y2 - 2020/07/20/17:27:50 ER - TY - ELEC TI - Mapping gender equality in STEM from school to work | UNICEF Office of Global Insight & Policy AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/globalinsight/stories/mapping-gender-equality-stem-school-work Y2 - 2021/12/13/16:55:59 ER - TY - ELEC TI - MICS Survey AU - UNICEF DA - 2022/// PY - 2022 UR - https://mics.unicef.org/surveys ER - TY - ELEC TI - Ministry of Education joins UN in launching Back to School campaign AU - UNICEF AB - The Ministry of Education and Higher Education and UN Agencies launch this year’s Back to School campaign celebrating school heroes. DA - 2017/// PY - 2017 LA - en UR - https://www.unicef.org/lebanon/press-releases/ministry-education-joins-un-launching-back-school-campaign Y2 - 2020/08/18/01:11:52 ER - TY - RPRT TI - Monitoring Learning Continuity During School Closures AU - UNICEF CY - Kathmandu, Nepal DA - 2020/08// PY - 2020 PB - UNICEF Regional Office for South Asia (ROSA) UR - https://www.unicef.org/rosa/documents/monitoring-distance-learning-during-school-closures ER - TY - RPRT TI - Multiple Indicator Cluster Survey Findings Report: Zimbabwe AU - UNICEF DA - 2019/// PY - 2019 UR - https://www.unicef.org/zimbabwe/media/2536/file/Zimbabwe%202019%20MICS%20Survey%20Findings%20Report-31012020_English.pdf Y2 - 2020/06/27/16:18:04 ER - TY - ELEC TI - National education sector investment plan AU - UNICEF AB - Ministry of Education DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/malawi/reports/national-education-sector-investment-plan Y2 - 2022/10/31/00:16:28 ER - TY - ELEC TI - New digital application helps monitor student attendance in Sindh AU - UNICEF AB - The innovative system, funded by the European Union and supported by UNICEF, will help Sindh’s Education & Literacy Department prevent student drop out DA - 2022/// PY - 2022 LA - en UR - https://www.unicef.org/pakistan/press-releases/new-digital-application-helps-monitor-student-attendance-sindh Y2 - 2022/04/25/18:19:47 ER - TY - ELEC TI - New drive launched to get 250,000 out-of-school children back to class in 16 counties AU - UNICEF DA - 2021/10/19/ PY - 2021 UR - https://www.unicef.org/kenya/press-releases/new-drive-launched-get-250000-out-school-children-back-class-16-counties Y2 - 2023/04/04/18:47:22 ER - TY - ELEC TI - OECS to implement school connectivity initiative towards digital education vision AU - UNICEF AB - Organisation of Eastern Caribbean states to partner with UNICEF-ITU global initiative Giga to enhance connectivity of schools and develop digital public goods DA - 2020/08// PY - 2020 LA - en UR - https://www.unicef.org/easterncaribbean/press-releases/oecs-implement-school-connectivity-initiative-towards-digital-education-vision Y2 - 2020/09/08/15:50:48 ER - TY - ELEC TI - Opening Up Better Schools Toolkit AU - UNICEF T2 - Humanitarian UNICEF AB - The “Risk Assessment Tool for Schools Reopening” and the “Opening Up Better Schools Toolkit” are tools designed to help with the thinking and actions needed to build back better schools. The two tools draw on existing guidance from UNICEF and other UN Agencies, and include a compilation of checklists and technical guides that decision-makers, practitioners and development organizations can use to help assess the readiness for a safe reopening of school and define and/or support a comprehensive approach to school reopening. DA - 2020/// PY - 2020 LA - en UR - https://www.corecommitments.unicef.org/kp/opening-up-better-schools-toolkit_16-september-2020.xlsx Y2 - 2022/01/26/10:58:32 ER - TY - RPRT TI - Our lives online: Use of social media by children and adolescents in East Asia - opportunities, risks and harms AU - UNICEF DA - 2020b PY - 2020b PB - UNICEF UR - https://www.unicef.org/eap/media/4691/file/Our%20lives%20online.pdf Y2 - 2021/04/29/11:15:10 ER - TY - RPRT TI - Out-of-School Children in the Balochistan, Khyber Pakhtunkhwa, Punjab and Sindh Provinces of Pakistan AU - UNICEF DA - 2013/// PY - 2013 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/pakistan-oosc-report-2013-en.pdf ER - TY - RPRT TI - Pakistan Annual Report 2020 AU - UNICEF DA - 2021/// PY - 2021 UR - https://www.unicef.org/pakistan/media/3631/file/Annual%20Report%202020.pdf ER - TY - ELEC TI - Policy Brief: The Impact of COVID-19 on children AU - UNICEF AB - Effects of COVID-19 DA - 2020/// PY - 2020 LA - en ST - Policy Brief UR - https://www.unicef.org/malawi/reports/policy-brief-impact-covid-19-children Y2 - 2022/10/31/16:00:31 ER - TY - RPRT TI - Political economy analyses in countries in Eastern and Southern Africa: Case study – Tanzania mainland political economy analysis AU - UNICEF DA - 2017b PY - 2017b UR - https://www.unicef.org/esa/sites/unicef.org.esa/files/2018-09/UNICEF-Tanzania-2017-Political-Economy-Analysis.pdf Y2 - 2021/02/10/11:42:21 ER - TY - RPRT TI - Primary and Secondary Impacts of the COVID-19 Pandemic on Children and Women in Ghana AU - UNICEF T2 - COVID-19 IMPacts on Children CY - Ghana DA - 2020/// PY - 2020 SP - 1 EP - 8 LA - EN PB - UNICEF SN - 1 UR - https://www.unicef.org/ghana/media/3461/file/Effects%20of%20COVID-19%20on%20Women%20and%20Children%20in%20Ghana.pdf Y2 - 2020/10/12/00:00:00 ER - TY - RPRT TI - Printed materials - Google Drive AU - UNICEF DA - 2020/// PY - 2020 UR - https://drive.google.com/drive/folders/1K0hNSox-J-9pccPK8JYurvtObx1NVY-S Y2 - 2020/06/08/12:57:23 ER - TY - ELEC TI - Protecting children online AU - UNICEF AB - Every child must be protected from violence, exploitation and abuse on the internet DA - 2022/// PY - 2022 LA - en UR - https://www.unicef.org/protection/violence-against-children-online Y2 - 2022/11/18/13:27:16 ER - TY - RPRT TI - Pulse Check on Digital Learning AU - UNICEF CY - New York DA - 2022/// PY - 2022 PB - UNICEF UR - https://www.unicef.org/media/132096/file/Pulse%20Check.pdf Y2 - 2023/04/27/16:05:30 ER - TY - RPRT TI - Pulse Check on Digital Learning AU - UNICEF CY - New York DA - 2022/// PY - 2022 UR - https://www.unicef.org/reports/pulse-check ER - TY - ELEC TI - Quality, continuity for primary education AU - UNICEF T2 - UNICEF UR - https://www.unicef.org/bangladesh/en/more-opportunities-early-learning/quality-continuity-primary-education ER - TY - ELEC TI - Radio-based learning gets its day in the sun in Mali AU - UNICEF AB - Solar-powered radios are helping conflict-affected and displaced children follow lessons outside of the classroom DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/stories/radio-based-learning-gets-its-day-sun-mali Y2 - 2021/09/01/13:06:34 ER - TY - GEN TI - Raising Learning Outcomes: the opportunities and challenges of ICT for learning AU - UNICEF DA - 2018/// PY - 2018 UR - https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/UNICEF-AKF-IU-2018-ICT-Education-WCAR-ESAR-Appendix2.pdf Y2 - 2021/12/21/03:30:48 ER - TY - RPRT TI - Raising learning outcomes : the opportunities and challenges of ICT for learning - Appendix II AU - UNICEF DA - 2018/// PY - 2018 UR - https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/UNICEF-AKF-IU-2018-ICT-Education-WCAR-ESAR-Appendix2.pdf Y2 - 2020/07/18/14:17:28 ER - TY - ELEC TI - Reimaginar la educación y el desarrollo de habilidades para niños, niñas y adolescentes AU - UNICEF AB - Invertir en niños, niñas y adolescentes a medida que construimos una futura y mejor normalidad en América Latina y el Caribe DA - 2021/// PY - 2021 LA - es UR - https://www.unicef.org/lac/informes/reimaginar-la-educacion-en-america-latina-y-caribe Y2 - 2022/08/22/09:44:28 ER - TY - RPRT TI - Reimagine Education and Skills Development for Children and Adolescents in Latin America and the Caribbean AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/lac/media/30071/file/Reimagine-Education-in-Latin-America-and-the-Caribbean-Investment-case.pdf ER - TY - RPRT TI - Reimagine Education – Summary Case for Investment AU - UNICEF DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/media/87296/file/Reimagine%20Education%20Summary%20Case%20for%20Investment-2020.pdf Y2 - 2021/05/24/17:36:22 ER - TY - ELEC TI - Reimagining Girls' Education AU - UNICEF AB - Solutions to Keep Girls Learning in Emergencies DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/reports/reimagining-girls-education Y2 - 2022/09/21/08:34:00 ER - TY - RPRT TI - Remote learning during COVID-19: Factsheet AU - UNICEF DA - forthcoming PY - forthcoming PB - UNICEF ER - TY - RPRT TI - Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality AU - UNICEF DA - 2020/// PY - 2020 ER - TY - GEN TI - Review of Education Management Information Systems (EMIS) that Track Individual Student Data - Malaysia AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/eap/media/6021/file/EMIS%20malaysia.pdf Y2 - 2022/06/14/23:12:14 ER - TY - RPRT TI - Review of Education Management Information Systems (emis) That Track Individual Student Data Summary Report AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/eap/media/6031/file/EMIS%20summary.pdf ER - TY - RPRT TI - Review of Education Management Systems (EMIS) that Track Individual Student Data: Mongolia AU - UNICEF DA - 2020/07// PY - 2020 PB - UNICEF East Asia and the Pacific Regional Office UR - https://www.unicef.org/eap/sites/unicef.org.eap/files/2020-07/Final%20unicef%20EAP%20EMIS%20Reports-Mongolia%20%28004%29%2003.07.20.pdf Y2 - 2020/07/31/21:15:10 ER - TY - ELEC TI - Revised Evaluation Policy of UNICEF AU - UNICEF DA - 2018/// PY - 2018 UR - https://www.unicef.org/evaluation/media/1411/file/Revised%20Policy%202018%20(Interactive).pdf Y2 - 2022/04/25/16:21:42 ER - TY - RPRT TI - Safe to Learn during COVID-19: Recommendations to Prevent and Respond to Violence against Children in all Learning Environments AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/documents/safe-learn-during-covid-19-recommendations-prevent-and-respond-violence-against-children ER - TY - ELEC TI - Safer Chatbots Implementation Guide AU - UNICEF DA - 2022/// PY - 2022 UR - https://www.unicef.org/media/114681/file/Safer-Chatbots-Implementation-Guide-2022.pdf Y2 - 2022/08/30/02:13:22 ER - TY - ELEC TI - School Mapping AU - UNICEF AB - To map every school in the world and show their connectivity DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/innovation/school-mapping Y2 - 2020/03/31/09:51:08 ER - TY - ELEC TI - Schools for more than 2 million children in Pakistan remain inaccessible due to devastating floods – UNICEF AU - UNICEF DA - 2022/// PY - 2022 LA - en UR - https://www.unicef.org/press-releases/schools-more-2-million-children-pakistan-remain-inaccessible-due-devastating-floods Y2 - 2022/11/16/07:11:57 ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey AU - UNICEF DA - 2017/// PY - 2017 UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2020/06/25/17:21:26 ER - TY - BOOK TI - Situation analysis on children with disabilities in Bangladesh 2014 A3 - UNICEF CN - HV890.B3 S57 2014 CY - Dhaka DA - 2014/// PY - 2014 DP - Library of Congress ISBN SP - 108 LA - en PB - UNICEF Bangladesh SN - 978-984-8969-19-9 KW - Bangladesh KW - Children with disabilities ER - TY - RPRT TI - Situation Analysis on Digital Learning in Indonesia AU - UNICEF DA - 2021/// PY - 2021 UR - https://www.unicef.org/indonesia/media/9956/file/Situation%20Analysis%20on%20Digital%20Learning%20in%20Indonesia.pdf Y2 - 2022/06/25/19:21:23 ER - TY - ELEC TI - Situation of women and children in Nigeria AU - UNICEF AB - Challenges faced by women and children in Nigeria DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/nigeria/situation-women-and-children-nigeria Y2 - 2020/07/07/13:23:25 ER - TY - RPRT TI - Tanzania: The impact of language policy and practice on children’s learning: Evidence from Eastern and Southern Africa AU - UNICEF DA - 2017a PY - 2017a M3 - Country Review PB - UNICEF UR - https://www.unicef.org/esaro/Tanzania_LR_Updated_12May17.pdf Y2 - 2021/01/22/11:53:03 ER - TY - ELEC TI - The Case for Better Governance of Children’s Data: A Manifesto AU - UNICEF DA - 2021/// PY - 2021 UR - https://www.unicef.org/globalinsight/media/1741/file/UNICEF%20Global%20Insight%20Data%20Governance%20Manifesto.pdf Y2 - 2022/06/14/21:55:09 ER - TY - RPRT TI - The Out-of-School Children Initiative (OOSCI) AU - UNICEF CY - New York DA - 2018/// PY - 2018 PB - UNICEF SN - Evaluation Report, February 2018 UR - https://www.unicef.org/evaldatabase/files/Formative_Evaluation_of_the_Out-of-School_Children_Initiative_OOSCI.pdf Y2 - 2020/01/23/15:05:34 ER - TY - RPRT TI - The quality of teaching and learning in Tanzanian primary schools: A baseline study. AU - UNICEF CY - Dar Es Salaam DA - 2008/// PY - 2008 PB - UNICEF ER - TY - RPRT TI - The role of remote modalities in implementing mental health and psychosocial support programs and services in the education sector AU - UNICEF DA - 2022/// PY - 2022 ER - TY - ELEC TI - The State of the World’s Children 2015 AU - UNICEF T2 - The State of the World’s Children 2015: Reimagine the future DA - 2015/11/01/ PY - 2015 LA - en-US UR - https://sowc2015.unicef.org/ Y2 - 2021/12/31/13:44:32 ER - TY - GEN TI - Tool for assessing the gender responsiveness of content for digital learning platforms AU - UNICEF DA - 2021/07// PY - 2021 ER - TY - RPRT TI - Trends in digital personalized learning in low- and middle-income countries: Executive summary AU - UNICEF DA - 2022/// PY - 2022 PB - UNICEF UR - https://www.unicef.org/globalinsight/media/2756/file/UNICEF-Global-Insight-Digital-PL-LMIC-executive-summary-2022.pdf Y2 - 2022/08/18/15:06:16 ER - TY - RPRT TI - Trends in Digital Personalized Learning: Taking stock of personalized learning solutions in low and middle-income countries AU - UNICEF AB - Landscape review | Taking stock of personalized learning solutions in low and middle-income countries DA - 2022/// PY - 2022 LA - en M3 - Landscape Review PB - Office of Global Insight and Policy United Nations Children’s Fund UR - https://www.unicef.org/globalinsight/reports/trends-digital-personalized-learning Y2 - 2022/08/25/21:47:35 ER - TY - ELEC TI - U-Report AU - UNICEF UR - https://www.unicef.org/innovation/U-Report ER - TY - ELEC TI - Unequal access to remote schooling amid COVID-19 threatens to deepen global learning crisis AU - UNICEF DA - 2020/06/04/ PY - 2020 LA - en UR - https://www.unicef.org/press-releases/unequal-access-remote-schooling-amid-covid-19-threatens-deepen-global-learning Y2 - 2021/10/03/13:13:41 ER - TY - ELEC TI - UNICEF Data Warehouse AU - UNICEF DA - 2023/// PY - 2023 UR - https://data.unicef.org/dv_index/ ER - TY - ELEC TI - UNICEF MICS AU - UNICEF UR - https://mics.unicef.org/ Y2 - 2022/01/05/20:10:25 ER - TY - ELEC TI - UNICEF Multiple Indicator Cluster Survey AU - UNICEF UR - https://mics.unicef.org/ ER - TY - ELEC TI - UNICEF scales up support to keep children learning, as COVID-19 forces schools to close AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/bangladesh/en/press-releases/unicef-scales-support-keep-children-learning-covid-19-forces-schools-close ER - TY - ELEC TI - UNICEF Yemen Country Office Humanitarian Situation Report (Reporting Period: 1 - 31 March 2020) [EN/AR] - Yemen AU - UNICEF T2 - ReliefWeb AB - Arabic Situation Report on Yemen about Contributions, Coordination, Children, IDPs, Epidemic, Flash Flood and more; published on 12 May 2020 by UNICEF DA - 2020/03// PY - 2020 LA - en ST - UNICEF Yemen Country Office Humanitarian Situation Report (Reporting Period UR - https://www.unicef.org/appeals/files/UNICEF_Yemen_Humanitarian_Situation_Report__1_31_March_2020.pdf Y2 - 2020/06/02/17:50:17 ER - TY - RPRT TI - Where Are We on Education Recovery? AU - UNICEF DA - 2022/// PY - 2022 PB - UNICEF UR - https://www.unicef.org/lac/media/32546/file/Where-are-we-in-education-recovery.pdf Y2 - 2022/08/19/11:17:41 ER - TY - ELEC TI - Multi-Sectoral Rapid Needs Assessment: COVID19 - Jordan AU - UNHCR AU - UNICEF AU - WFP DA - 2020/05// PY - 2020 UR - https://www.unicef.org/jordan/media/2441/file/RAN.pdf Y2 - 2021/06/24/14:36:50 ER - TY - ELEC TI - VASYR 2017: Vulnerability Assessment of Syrian Refugees in Lebanon - Lebanon AU - UNHCR AU - UNICEF AU - WFP T2 - ReliefWeb AB - English Assessment on Lebanon about Coordination, Education and more; published on 15 Dec 2017 by UNHCR, UNICEF and 2 other organizations DA - 2017/// PY - 2017 LA - en ST - VASYR 2017 UR - https://reliefweb.int/report/lebanon/vasyr-2017-vulnerability-assessment-syrian-refugees-lebanon Y2 - 2020/09/29/13:33:57 ER - TY - RPRT TI - Mauritania Fact Sheet AU - UNHCR DA - 2020/06// PY - 2020 PB - UNHCR UR - https://data2.unhcr.org/en/documents/download/77352 ER - TY - ELEC TI - Overview of Refugee and Asylum-Seekers Population as of December 31, 2021 AU - UNHCR DA - 2021/// PY - 2021 UR - https://data2.unhcr.org/en/documents/details/90452 Y2 - 2022/04/25/15:57:12 ER - TY - ELEC TI - Pakistan Overview of Refugee and Asylum-Seekers Population as of December 31, 2021 AU - UNHCR DA - 2021/// PY - 2021 UR - https://data2.unhcr.org/en/documents/details/90452 Y2 - 2022/05/17/15:23:47 ER - TY - ELEC TI - Situation Syria Regional Refugee Response AU - UNHCR DA - 2020/// PY - 2020 UR - https://data2.unhcr.org/en/situations/syria/location/36 Y2 - 2020/06/30/14:08:01 ER - TY - ELEC TI - UNHCR Global Trends 2018 AU - UNHCR T2 - UNHCR DA - 2018/// PY - 2018 LA - en UR - https://www.unhcr.org/statistics/unhcrstats/5d08d7ee7/unhcr-global-trends-2018.html Y2 - 2019/10/18/11:49:50 ER - TY - ELEC TI - Guidance for developing gender-responsive education sector plans | Documents | Global Partnership for Education AU - UNGEI AU - GPE AU - UNICEF AB - The Guidance developed by GPE and UNGEI, with support from UNICEF, has been designed to help deliver on the commitment of the Sustainable Development Goals and Education 2030 to achieve gender equality in education. The tool will help developing countries put in place gender-sensitive policies, plans and learning environments, with a view to transform the way education systems function. DA - 2018/// PY - 2018 LA - en UR - https://www.globalpartnership.org/content/guidance-developing-gender-responsive-education-sector-plans Y2 - 2022/02/01/22:08:27 ER - TY - ELEC TI - STEM: breaking gender stereotypes AU - UNGEI T2 - UNGEI AB - In some Western cultures, pink is for girls, blue is for boys. Why? It just is. You might hear mothers remark with wonder that their little girls just love the pink dress (that was given to them). You may have heard fathers insist that their sons not wear pink clothing. It’s interesting to think that at the end of the nineteenth century in the USA, pink was actually the colour preferred for boys, it being a softer version of military red. Things change. The accepted wisdom that stereotypes originally come from a place of truth is erroneous. No credible research has indicated that girls gravitate to pink things without any cultural prompting. Our gendered behaviour is primarily socially conditioned. Research suggests that the idea of a female brain and a male brain is false [1]. Rather, the plasticity of the brain means that it can be moulded – from birth onwards – through learning, engaging in the world and being socially conditioned. This includes learning and absorbing gender stereotyping. Gendered colours are harmless though, right? No, not really. Any gender stereotype will reinforce a gender bias. In 2019, a Fawcett Society study found that 45 per cent of people said that when they were children, they experienced gender stereotyping as they were expected to behave in a certain way [2]. Seven in 10 younger women (18-34s) affected by stereotypes say their career choices were restricted [3]. Around 70 per cent of individuals in 34 countries associated science with males more than with females [4]. © UNICEF/UN0364176/XimendazCaregivers and teachers often reproduce the stereotype that boys are better in science and mathematics than girls, encouraging girls to aspire to ‘female-oriented’ careers instead of ‘male’ STEM related ones [5,6]. To compound this negative reinforcement, curriculum and learning materials reinforce gender stereotypes and unequal gender norms in STEM. In India, illustrations in math and science textbooks in primary school show 6 per cent girls, but more than 50 per cent boys [7]. The stereotyping sanctioned by parents, teachers and the curriculum itself negatively impacts a girl’s self-belief – and her future aspirations [8]. When three women won the Nobel Prize for science in 2020, it was newsworthy partly because not many women have won the prize over the years. But is it also newsworthy because, even today, many would not expect women to be such high achievers in science, technology, engineering and mathematics. Engineering is for boys. Mechanical toys are for boys. Science experiments are for boys. These are the stereotypes we learn. Where does this thinking come from? There’s obviously a lot to unpack here: traditional roles in society born out of a female’s capability to bear children, or stronger upper body strength, on average, amongst males, for example. But they don’t speak to our cognitive and intellectual potential. And I’m sure there would be many who would dispute every particular of the above. Questioning norms that are the foundation of our interaction with the world is difficult for all of us to do. © UNICEF/UN0145559/SchermbruckerAcknowledging that stereotypes exist is straightforward. Deciding that they shouldn’t constrain our behaviour and life path is a little harder. But confronting and actively challenging these stereotypes – indeed, breaking them! – is an altogether more difficult process. How do we do it? How do we take organic and grassroots solutions toward a tipping point of change? This International Girls in ICT Day (22nd April), UNGEI hosted an Instagram Live event to explore these important questions. Transform Education members Maryam and Nivaal and NASA engineer Farah Alibay talked about working with NASA on the Mars 2020 mission, how to drive progress for gender equality in STEM and why representation matters. Shifting power in STEM starts with listening to the experts and girls themselves, such as the inspiring changemakers on UNICEF’s Teen. Girl. Activist site. Debunking stereotypes is in their very capable hands… The first thing we need to do is recognize that there is a societal bias... let’s recognize that we are treating girls differently and that they are not being given the same opportunities. Now that we’ve started to recognize that problem, I think...normalizing STEM for girls, providing resources, and providing a safe space for girls is really important. Farah Alibay, Systems Engineer, NASA (UNGEI International Girls in ICT IG Live Event) Some choose to tackle stereotypes head-on, like the ‘Talent Viewer’ in the Netherlands, to break the stereotype that girls can’t successfully engage in STEM. Girls and boys in primary school (aged 9 to 12) assign talents to each other, discuss them, then investigate what STEM professions used these talents. This looks at certain talents being appropriate for STEM, not gender. A woman working in a STEM field talks to the classes about her job, effectively role modelling for girls. Critically, parents are encouraged to discuss the talents with their child and teachers participate in professional development on gender awareness, STEM education and talent development. The evaluation of the programme has indicated a positive change in attitude in both girls and boys towards girls’ participation in STEM. Around 46,000 children have engaged in this exciting work to date. © UNICEF/UNI363793/AryanAnother approach is simply to place girls in STEM-related industries, to show that it’s a natural place for both men and women, like the ‘Technogirls’ programme. This is a public-private partnership in South Africa that seeks to enhance the career uptake by disadvantaged girls in STEM fields (which is critical to the country’s economic growth). It identifies school-going young women from disadvantaged communities and places them in corporate mentorship and job-shadowing programmes. So far, 11,241 girls have engaged in structured job-shadowing programmes – and 78 per cent of them who have gone on to study in one of three scarce skills STEM fields in the country. These women become role models for the next generation and many of them are now mentors to new intakes of girls. The best investment is...girls' quality STEM education. And if we can give support to girls for quality STEM education, they will pay back successfully in the future to make a better world. Nasrin Siddiqa, Brookings Echidna Global Scholar (UNGEI@20 Forum) Other education systems have worked on how they teach STEM to ensure that girls aren’t overlooked or left behind. UNICEF in Ghana has worked with the Korea International Cooperation Agency and the Ghana Education Service on the ‘Better Life for Girls’ project. Focused on dismantling gender norms, the project included gender-responsive pedagogy (teaching and learning processes that pay attention to the specific learning needs of girls and boys) in mathematics and science, and providing life skills and leadership training for adolescent girls – helping more than 4,000 girls to stay in school and explore their potential. Training teachers on gender-responsive pedagogy helped to change girls’ perceptions of their own abilities – and this has a knock-on effect in the learning they pursue. If girls had believed the stereotype about not being good at mathematics, what other stereotypes can they challenge? And that is surely a question for all of us. During UNGEI’s 20th Anniversary Forum (UNGEI@20), activists, experts and leaders came together to explore what it will take to close the STEM gender gap in education and thus help girls fulfil their leadership potential. The event concluded that we need a gender-transformative approach to education, increasing opportunities for girls to develop digital skills and building their confidence and aspirations to pursue careers as STEM professionals. Technology is such a useful tool because it doesn't just provide mentors. It provides resources. It provides community. When you take away that access to tech, you take away that access to education as well, that basic human right. Audrey Pe, WiTech Founder (UNGEI@20 Forum) In the pursuit of equity in digital literacy and STEM skills, especially as we look toward a world of work where 9 in 10 jobs will require digital skills, UNICEF is proud to mobilize commitments alongside other public and private partners as an Action Coalition for Technology and Innovation as part of the Generation Equality Forum. These commitments include advancing girl-designed solutions to learning fit for a digital world, and advancing an outcome fund for digital literacy equity that brings together the best of public and private human and financial resources. © UNICEF/UNI363793/AryanIn the context of the Covid-19 crisis, which exposed structural inequalities in education and access to technology, these types of interventions are more important than ever. If we are to deliver on our global commitments to Sustainable Development Goals (SDGs) 4 and 5, we need to understand just how much harm stereotypes of any kind can be, particularly to young, vulnerable, curious children. If we are serious about helping children to achieve their potential – for their own development and so they can contribute to their communities and the world – then we need to minimize the forces that limit that potential. This includes gender stereotyping. We need to start celebrating children for who they are, not who we think they should be, based on a pointless stereotype. Let’s help them to access their rights to be themselves. Let’s help them to wear whatever colour they like. DA - 2021/05/11/Tue, - 17:35 PY - 2021 LA - en ST - STEM UR - https://www.ungei.org/blog-post/stem-breaking-gender-stereotypes Y2 - 2021/12/14/16:43:49 ER - TY - RPRT TI - Framework for reopening schools AU - UNESCO AU - UNICEF AU - World Bank AU - World Food Programme DA - 2020/04// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373348/PDF/373348eng.pdf.multi Y2 - 2020/06/10/10:21:51 ER - TY - RPRT TI - What Have We Learnt? Findings from a survey of ministries of education on national responses to COVID-19 AU - UNESCO AU - UNICEF AU - World Bank AB - At the height of nationwide lockdowns due to the COVID-19 pandemic, more than 1.5 billion children were affected by school closures, causing an unprecedented global learning crisis. Even prior to the pandemic, however, children’s learning was in crisis with half of 10-year-olds in middle- and low-income countries unable to understand a simple written sentence and more than a quarter billion children out of school. The pandemic has only sharpened these inequities, hitting schoolchildren in poorer countries particularly hard. National governments around the world have been quick to implement remote learning, new health protocols and reopening plans, but again these policies have varied widely based on each country’s wealth. According to this new report published by UNESCO (Headquarters and Institute for Statistics), UNICEF (Headquarters and Office of Research) and the World Bank, schoolchildren in low- and lower-middle-income countries have already lost nearly four months of schooling since the start of the pandemic, compared to an average of six weeks among high-income countries. Compiling data from surveys on national education responses to COVID-19 from 149 countries between July and October, the report also finds that schoolchildren in low- and lower-middle income countries were less likely to have access to remote learning or to be monitored on a day-to-day basis by teachers and were more likely to have delays in their schools reopening. DA - 2020/10/28/T19:48:39+00:00 PY - 2020 SP - 51 LA - en-US PB - UNICEF ST - What Have We Learnt? UR - https://data.unicef.org/resources/national-education-responses-to-covid19/ Y2 - 2021/05/24/15:29:26 ER - TY - RPRT TI - Where are we on education recovery? Taking the global pulse of a RAPID response AU - UNESCO AU - UNICEF AU - World Bank DA - 2022/03// PY - 2022 LA - en UR - https://www.unicef.org/reports/where-are-we-education-recovery Y2 - 2022/05/04/12:28:12 ER - TY - RPRT TI - More than One-Half of Children and Adolescents Are Not Learning Worldwide AU - UNESCO AU - UIS AB - This paper presents the first estimates for a key target of Sustainable Development Goal 4, which requires primary and secondary education that lead to relevant and effective learning outcomes. By developing a new methodology and database, the UIS has produced a global snapshot of the learning situation facing children and adolescents who are in school and out. The data show the critical need to improve the quality of education while expanding access to ensure that no one is left behind. The paper also discusses the importance of benchmarking and the concept of minimum proficiency levels. DA - 2017/// PY - 2017 M3 - Fact Sheet PB - UNESCO SN - 46 UR - http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf Y2 - 2021/10/11/17:40:00 ER - TY - CHAP TI - The Technological, Economic, and Social Contexts for Educational ICT Policy AU - UNESCO AU - Kozma, Robert B. T2 - Transforming education: the power of ICT policies CY - Paris DA - 2011/// PY - 2011 SP - 3 EP - 18 PB - UNESCO ER - TY - BOOK TI - The quality imperative T2 - EFA global monitoring report A3 - UNESCO A3 - Education for All DA - 2005/// PY - 2005 DP - Gemeinsamer Bibliotheksverbund ISBN ET - 2nd printing SP - 430 LA - en SN - 978-92-3-103976-8 ER - TY - ELEC TI - Data centre AU - UNESCO-UIS DA - 2021/// PY - 2021 UR - http://data.uis.unesco.org/ ER - TY - RPRT TI - New methodology shows that 258 million Children, Adolescents and Youth are out of school AU - UNESCO-UIS DA - 2019/// PY - 2019 PB - United Nations Educational, Scientific and Cultural Organisation SN - Fact Sheet No. 56 UR - http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf ER - TY - ELEC TI - UIS Statistics AU - UNESCO Institute of Statistics DA - 2020/// PY - 2020 UR - http://data.uis.unesco.org/# Y2 - 2020/03/30/14:23:59 ER - TY - ELEC TI - United Republic of Tanzania AU - UNESCO Institute of Statistics UR - http://uis.unesco.org/en/country/tz ER - TY - BLOG TI - 6 out of 10 children and adolescents are not learning a minimum in reading and math AU - UNESCO Institute for Statistics T2 - News, Sustainable Development Goals AB - New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs).... DA - 2017/// PY - 2017 LA - eng M3 - UNESCO Institute for Statistics (UIS) UR - http://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math Y2 - 2019/10/18/12:16:12 ER - TY - ELEC TI - Country Dashboard – Covid-19 Response AU - UNESCO Institute for Statistics DA - 2022/// PY - 2022 LA - en-US UR - https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/country-dashboard/ Y2 - 2022/05/30/13:38:51 ER - TY - ELEC TI - Education | Liberia AU - UNESCO Institute for Statistics DA - 2020/// PY - 2020 UR - http://data.uis.unesco.org/Index.aspx?queryid=156 Y2 - 2020/06/26/11:44:07 ER - TY - RPRT TI - Global Initiative on Out-of-School Children: Regional Report, West and Central Africa AU - UNESCO Institute for Statistics DA - 2014/// PY - 2014 UR - http://uis.unesco.org/sites/default/files/documents/out-of-school-children-west-central-africa-regional-report-education-2014-en.pdf Y2 - 2020/06/22/14:34:42 ER - TY - GEN TI - Global Proficiency Framework for Reading: Grades 1 to 9 AU - UNESCO Institute for Statistics DA - 2020/12// PY - 2020 UR - https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2021/03/Global-Proficiency-Framework-Reading.pdf ER - TY - RPRT TI - ICT in education statistics: shifting from regional reporting to global monitoring;progress made, challenges encountered, and the way forward AU - UNESCO Institute for Statistics DA - 2016/// PY - 2016 UR - https://unesdoc.unesco.org/ark:/48223/pf0000245572 Y2 - 2020/05/08/15:01:54 ER - TY - BOOK TI - Information and Communication Technology (ICT) in Education in sub-Saharan Africa: A comparative analysis of basic e-readiness in schools. Information Paper No. 25 AU - UNESCO Institute for Statistics DA - 2015/08// PY - 2015 DP - DOI.org (Crossref) LA - en PB - UNESCO Institute for Statistics SN - 978-92-9189-178-8 ST - Information and Communication Technology (ICT) in Education in sub-Saharan Africa UR - http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-sub-saharan-africa-2015-en.pdf Y2 - 2020/05/17/15:33:53 ER - TY - ELEC TI - International Standard Classification of Education (ISCED) AU - UNESCO Institute for Statistics AB - The world's education systems vary widely in terms of structure and curricular content. Consequently, it can be difficult to compare national education systems with those of other countries or to benchmark progress towards national and international goals. ... DA - 2020/// PY - 2020 LA - eng UR - http://uis.unesco.org/en/topic/international-standard-classification-education-isced Y2 - 2020/06/25/22:29:29 ER - TY - RPRT TI - More Than One-Half of Children and Adolescents Are Not Learning Worldwide AU - UNESCO Institute for Statistics DA - 2017/// PY - 2017 M3 - Fact Sheet SN - 46 UR - http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf Y2 - 2020/08/03/17:04:07 ER - TY - RPRT TI - New methodology shows that 258 million children, adolescents and youth are out of school AU - UNESCO Institute for Statistics DA - 2019/// PY - 2019 PB - UNESCO Institute for Statistics UR - http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf ER - TY - ELEC TI - Sierra Leone AU - UNESCO Institute for Statistics AB - ... LA - eng UR - http://uis.unesco.org/en/country/sl Y2 - 2020/11/23/18:33:31 ER - TY - ELEC TI - Sustainable Development Goal 4 : 4.a.1 Proportion of schools with access to basic facilities, all schools AU - UNESCO Institute for Statistics DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/index.aspx?queryid=3483 Y2 - 2020/06/29/11:48:22 ER - TY - ELEC TI - UIS releases more timely country-level data for SDG 4 on education AU - UNESCO Institute for Statistics AB - The UNESCO Institute for Statistics (UIS) has just updated its global database with more recent country-level data to monitor progress towards the Sustainable Development Goal on education (SDG 4). UIS global education database While the global numbers and regional averages on key indicators such as out-of-school rates have not changed since the previous release in September 2019, we have added new country-level data to provide a more complete and timely picture of the education situation facing children, youth and adults around the world.... DA - 2020/02/25/ PY - 2020 LA - eng UR - http://uis.unesco.org/en/news/uis-releases-more-timely-country-level-data-sdg-4-education Y2 - 2021/02/01/11:09:14 ER - TY - ELEC TI - UIS Statistics AU - UNESCO Institute for Statistics DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/# Y2 - 2020/07/01/09:19:11 KW - ___working_potential_duplicate ER - TY - ELEC TI - UIS Statistics AU - UNESCO Institute for Statistics DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/# Y2 - 2020/07/01/09:19:11 KW - ___working_potential_duplicate ER - TY - RPRT TI - UIS Statistics AU - UNESCO Institute for Statistics DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/# KW - ___working_potential_duplicate ER - TY - ELEC TI - UIS Statistics AU - UNESCO Institute for Statistics DA - 2021/// PY - 2021 UR - http://data.uis.unesco.org/# Y2 - 2021/09/03/10:24:41 ER - TY - ELEC TI - UIS Statistics AU - UNESCO Institute for Statistics DA - 2021/// PY - 2021 UR - http://data.uis.unesco.org/# Y2 - 2021/09/03/10:24:41 ER - TY - ELEC TI - United Republic of Tanzania AU - UNESCO Institute for Statistics T2 - UNESCO Institute for Statistics website AB - ... DA - 2020/// PY - 2020 LA - eng UR - http://uis.unesco.org/en/country/tz?theme=education-and-literacy Y2 - 2020/11/17/10:59:18 ER - TY - ELEC TI - Handbook on Facilitating Flexible Learning During Educational Disruption AU - UNESCO IITE T2 - UNESCO IITE AB - As COVID-19 continues spreading in many countries of the world, how to keep learning in disruption has become a major challenge to the global education community. As stated by UNESCO... Read more Handbook on Facilitating Flexible Learning During Educational Disruption DA - 2020/03// PY - 2020 LA - en-GB UR - https://iite.unesco.org/news/handbook-on-facilitating-flexible-learning-during-educational-disruption/ Y2 - 2021/08/13/21:05:07 ER - TY - RPRT TI - Education sector analysis methodological guidelines AU - UNESCO-IIEP AU - World Bank AU - UNICEF AU - Global Partnership for Education AB - The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in developing countries. Volume 1 of the guidelines discusses the context for the development of the education sector, enrollment, internal efficiency, out-of-school children, cost and financing, quality, system capacity and management, external efficiency and equity. DA - 2014/// PY - 2014 LA - en SN - 1 UR - https://www.globalpartnership.org/sites/default/files/uni-_esa_guide_en_vol1_batmd.pdf Y2 - 2021/06/23/19:43:59 ER - TY - RPRT TI - Education sector analysis methodological guidelines. Vol. 2: Sub-sector specific analysis AU - UNESCO-IIEP AU - World Bank AU - UNICEF AU - Global Partnership for Education AB - The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of the guidelines is to strengthen national capacities in order that Government teams can conduct education sector analyses with progressively less external support. DA - 2019/// PY - 2019 LA - en SN - 2 ST - Education sector analysis methodological guidelines. Vol. 2 UR - https://www.iiep.unesco.org/en/publication/education-sector-analysis-methodological-guidelines-vol-2-sub-sector-specific-analysis Y2 - 2022/12/29/22:45:24 ER - TY - BLOG TI - Teachers deployment and retention | Education | IIEP Policy Toolbox AU - UNESCO-IIEP AB - The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental. DA - 2021/// PY - 2021 LA - en-GB UR - https://policytoolbox.iiep.unesco.org/policy-option/teacher-deployment-teacher-retention/ Y2 - 2022/01/05/21:52:45 KW - C:LMIC ER - TY - RPRT TI - Using data to improve the quality of education AU - UNESCO IIEP T2 - Monitoring Learning DA - 2020/// PY - 2020 M3 - Issue Brief SN - 5 UR - https://learningportal.iiep.unesco.org/en/issue-briefs/monitor-learning/using-data-to-improve-the-quality-of-education Y2 - 2021/05/05/09:10:41 ER - TY - RPRT TI - 2020 GEM Report – Inclusion and education – All means all AU - UNESCO GEM DA - 2020/// PY - 2020 UR - https://gem-report-2020.unesco.org/ Y2 - 2021/03/04/11:10:52 ER - TY - ELEC AU - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000253479/PDF/253479eng.pdf.multi Y2 - 2021/12/14/17:13:49 ER - TY - ICOMM TI - School closures caused by Coronavirus (Covid-19) AU - UNESCO DA - 2020/// PY - 2020 UR - https://en.unesco.org/covid19/educationresponse KW - ___working_potential_duplicate KW - auto_merged ER - TY - ELEC TI - 1.3 billion learners are still affected by school or university closures, as educational institutions start reopening around the world, says UNESCO AU - UNESCO DA - 2020/04/29/T18:57:06+00:00 PY - 2020 LA - en UR - https://en.unesco.org/news/13-billion-learners-are-still-affected-school-university-closures-educational-institutions Y2 - 2021/10/03/13:03:30 ER - TY - GEN TI - A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 AU - UNESCO DA - 2018/// PY - 2018 UR - http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf ER - TY - RPRT TI - A guide for ensuring inclusion and equity in education AU - UNESCO CY - Paris, France DA - 2017/// PY - 2017 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000248254 ER - TY - RPRT TI - A Lifeline to learning: leveraging mobile technology to support education for refugees AU - UNESCO DA - 2018/// PY - 2018 UR - https://unesdoc.unesco.org/ark:/48223/pf0000261278 Y2 - 2020/06/02/15:23:07 ER - TY - RPRT TI - A Lifeline to learning: leveraging mobile technology to support education for refugees; 2018 - 261278eng.pdf AU - UNESCO DA - 2018/// PY - 2018 UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000261278&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_f0bd49d7-366c-45b4-b2bf-7cd143e6bc36%3F_%3D261278eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000261278/PDF/261278eng.pdf#%5B%7B%22num%22%3A29%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C0%2C671%2C0%5D Y2 - 2020/06/04/09:37:14 ER - TY - RPRT TI - Access to information: A New Promise for Sustainable Development AU - UNESCO DA - 2019/// PY - 2019 UR - https://unesdoc.unesco.org/ark:/48223/pf0000371485 Y2 - 2022/06/14/23:07:39 ER - TY - RPRT TI - Addressing the gender dimensions of school closures - UNESCO Digital Library AU - UNESCO T2 - Education Sector Issue Note DA - 2020/// PY - 2020 SN - 31 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373379 Y2 - 2020/08/05/15:22:05 ER - TY - ELEC TI - Adverse consequences of school closures AU - UNESCO T2 - UNESCO AB - School closures - even when temporary - carry high social and economic costs. The disruptions they cause touch people across communities, but their impact is particularly severe for disadvantaged boys and girls and their families. Some of the reasons why school closures are so harmful are listed below. While the list is far from comprehensive, it helps clarify why school closures should matter to all of us. Interrupted learning: Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development. DA - 2020/03/10/T08:50:35+00:00 PY - 2020 LA - en UR - https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/consequences Y2 - 2020/03/30/14:26:18 ER - TY - RPRT TI - Analyzing and Utilizing Assessment Data for Better Learning Outcomes AU - UNESCO DA - 2017/// PY - 2017 UR - https://img.asercentre.org/docs/Publications/Other%20Publications/analyzingandutilizingassessmentdataforbetterlearningoutcomes.pdf Y2 - 2021/05/05/10:32:18 ER - TY - ELEC TI - Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development AU - UNESCO T2 - Roscongress Building Trust DA - 2020/// PY - 2020 LA - en ST - Artificial Intelligence in Education UR - https://roscongress.org/en/materials/iskusstvennyy-intellekt-v-obrazovanii-problemy-i-vozmozhnosti-dlya-ustoychivogo-razvitiya/ Y2 - 2022/06/07/07:39:14 ER - TY - ELEC TI - Assessment for improved learning outcomes AU - UNESCO LA - en UR - https://www.unesco.org/en/education/learning-assessments Y2 - 2022/12/29/19:13:28 ER - TY - ELEC TI - Audio Lessons Through Radio for Primary Education Set for Launch -With Support from UNESCO CapED Programme for COVID-19 Educational Response for Bangladesh AU - UNESCO T2 - UNESCO DA - 2020/08/25/T03:47:04+00:00 PY - 2020 LA - en UR - https://en.unesco.org/news/audio-lessons-through-radio-primary-education-set-launch-support-unesco-caped-programme-covid Y2 - 2021/06/07/15:55:47 ER - TY - ELEC TI - Back to school: Preparing and managing the reopening of schools AU - UNESCO DA - 2020/04/27/T08:51:25+00:00 PY - 2020 LA - en ST - Back to school UR - https://en.unesco.org/news/back-school-preparing-and-managing-reopening-schools Y2 - 2020/07/31/21:18:17 ER - TY - RPRT TI - Background information on education statistics in the UIS database AU - UNESCO DA - 2021/// PY - 2021 PB - UNESCO Institute of Statistics UR - http://data.uis.unesco.org/ModalHelp/OECD/background-information-education-statistics-uis-database-en.pdf Y2 - 2022/05/10/10:09:20 ER - TY - ELEC TI - Broadband “the missing link” in global access to education AU - UNESCO AB - New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development. DA - 2013/02/25/T11:12:00+01:00 PY - 2013 LA - en UR - https://en.unesco.org/news/broadband-%E2%80%9C-missing-link%E2%80%9D-global-access-education Y2 - 2020/09/24/14:45:34 ER - TY - ELEC TI - Chile AU - UNESCO AB - ... DA - 2016/11/27/ PY - 2016 LA - eng UR - http://uis.unesco.org/en/country/cl Y2 - 2022/06/06/17:20:48 ER - TY - ELEC TI - Covid-19 Crisis: UNESCO Call to Support Learning and Knowledge Sharing through Open Educational Resources AU - UNESCO T2 - UNESCO AB - In response to the massive disruption of education due to the Covid-19 pandemic affecting 1.57 billion learners in 191 countries, UNESCO has issued a Call to support learning and knowledge sharing through Open Educational Resources (OER) worldwide. OER are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright released under an open license[1], permitting no-cost access, re-use, re-purpose, adaptation and redistribution by others. DA - 2020/04/28/ PY - 2020 LA - en ST - Covid-19 Crisis UR - https://en.unesco.org/news/covid-19-crisis-unesco-call-support-learning-and-knowledge-sharing-through-open-educational Y2 - 2020/07/16/15:08:27 ER - TY - RPRT TI - COVID-19 Education Response Education Sector Issue Notes: Conflict-affected, displaced and vulnerable populations AU - UNESCO DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373330 ER - TY - RPRT TI - COVID-19 education response: Preparing the reopening of schools: resource paper AU - UNESCO DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373401 Y2 - 2020/06/09/13:47:25 ER - TY - ELEC TI - COVID-19 Educational Disruption and Response AU - UNESCO T2 - UNESCO AB - A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19. DA - 2020/03/04/T15:52:28+00:00 PY - 2020 LA - en UR - https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures Y2 - 2020/03/30/14:23:33 ER - TY - ELEC TI - COVID-19 Impact on Education AU - UNESCO T2 - UNESCO DA - 2020/// PY - 2020 LA - en ST - Education UR - https://en.unesco.org/covid19/educationresponse Y2 - 2020/06/09/13:52:48 KW - ___working_potential_duplicate ER - TY - RPRT TI - COVID-19 is a serious threat to aid to education recovery | Global Education Monitoring Report AU - UNESCO T2 - Global Education Monitoring Report CY - Paris DA - 2020/// PY - 2020 PB - UNESCO SN - Policy Paper 41 UR - https://en.unesco.org/gem-report/node/3141 Y2 - 2021/07/14/17:09:50 ER - TY - ELEC TI - COVID 19: Senegal intends to ensure #LearningNeverStops AU - UNESCO DA - 2020/// PY - 2020 LA - en ST - COVID 19 UR - https://en.unesco.org/news/covid-19-senegal-intends-ensure-learningneverstops Y2 - 2020/06/22/14:35:46 ER - TY - RPRT TI - COVID 19, Technology-based Education and Disability: The case of Bangladesh AU - UNESCO DA - 2021/// PY - 2021 UR - https://iite.unesco.org/wp-content/uploads/2021/08/Education-and-disability-The-case-of-Bangladesh.pdf Y2 - 2022/06/25/21:02:47 ER - TY - ELEC TI - Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM) - UNESCO Digital Library AU - UNESCO DA - 2017/// PY - 2017 UR - https://unesdoc.unesco.org/ark:/48223/pf0000253479 Y2 - 2021/12/14/17:14:13 ER - TY - RPRT TI - Crisis-sensitive teacher policy and planning AU - UNESCO DA - 2022/// PY - 2022 PB - UNESCO, Norad, GPE, UNHCR, UNICEF, the World Bank, International Labor Organisation, International Task Force on Teachers for Education ER - TY - ELEC TI - Cumulative disadvantage; inter- and within-group inequalities | UNESCO Inclusive Policy Lab AU - UNESCO T2 - UNESCO Inclusive Policy Lab UR - https://en.unesco.org/inclusivepolicylab/policy-marker-social-inclusion-inclusive-policies/cumulative-disadvantage-inter-and-within-group Y2 - 2020/06/03/12:47:18 ER - TY - BLOG TI - Distance Learning AU - UNESCO DA - n.d PY - n.d UR - https://unevoc.unesco.org/home/distance+learning&context= Y2 - 2022/01/14/09:33:29 ER - TY - ELEC TI - Distance learning solutions AU - UNESCO DA - 2020/// PY - 2020 UR - https://en.unesco.org/covid19/educationresponse/solutions Y2 - 2020/06/11/12:34:12 ER - TY - GEN TI - Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning AU - UNESCO DA - 2016/// PY - 2016 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000245656 Y2 - 2019/10/23/11:23:42 ER - TY - BOOK TI - Education for All by 2015: will we make it? EFA global monitoring report, 2008 AU - UNESCO DA - 2008/// PY - 2008 DP - UNESCO Digital Library UR - https://unesdoc.unesco.org/ark:/48223/pf0000154743 Y2 - 2022/11/11/04:55:22 ER - TY - ELEC TI - Education For All national review: Bangladesh AU - UNESCO DA - 2015/// PY - 2015 UR - https://unesdoc.unesco.org/ark:/48223/pf0000230507 Y2 - 2021/04/26/13:42:14 ER - TY - ELEC TI - Education: From disruption to recovery AU - UNESCO T2 - UNESCO AB - A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19. DA - 2020/03// PY - 2020 LA - en ST - Education UR - https://en.unesco.org/covid19/educationresponse Y2 - 2020/08/03/17:21:56 KW - ___working_potential_duplicate ER - TY - ELEC TI - Education Sector Analysis AU - UNESCO UR - https://learningportal.iiep.unesco.org/en/issue-briefs/plan-for-learning/education-sector-analysis-0 ER - TY - ELEC TI - Educational Management Information System (EMIS) AU - UNESCO T2 - Learning Portal UR - https://learningportal.iiep.unesco.org/en/glossary/educational-management-information-system-emis Y2 - 2022/01/05/20:00:35 ER - TY - RPRT TI - EFA Global Monitoring Report 2010: Reaching the marginalized AU - UNESCO CY - Paris, France DA - 2010/// PY - 2010 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000186606 ER - TY - ELEC TI - Enhancing Liberia Teacher Education Project through ICT Pedagogy AU - UNESCO DA - 2017/// PY - 2017 LA - en UR - https://en.unesco.org/fieldoffice/abuja/teachereducation ER - TY - ELEC TI - Enhancing social inclusion through innovative mobile learning in Uruguay: case study by the UNESCO-Fazheng project on best practices in mobile learning - UNESCO Biblioteca Digital AU - UNESCO DA - 2018/// PY - 2018 UR - https://unesdoc.unesco.org/ark:/48223/pf0000366324 Y2 - 2021/12/21/20:48:06 ER - TY - RPRT TI - Exploiter le potentiel des TIC : Programmes efficaces d'alphabétisation et de numératie utilisant la radio, la télévision, la téléphonie mobile, les tablettes et les ordinateurs AU - UNESCO CY - Hamburg, Allemagne DA - 2017/// PY - 2017 PB - UNESCO Institute for Lifelong Learning UR - https://unesdoc.unesco.org/ark:/48223/pf0000247467/PDF/247467fre.pdf.multi Y2 - 2020/07/14/17:04:51 ER - TY - BOOK TI - Financing Education in sub-Saharan Africa : Meeting the Challenges of Expansion, Equity and Quality AU - UNESCO DA - 2011/// PY - 2011 DP - DOI.org (Crossref) LA - en PB - UNESCO Institute for Statistics SN - 978-92-9189-097-2 ST - Financing Education in sub-Saharan Africa UR - http://uis.unesco.org/sites/default/files/documents/financing-education-in-sub-saharan-africameeting-the-challenges-of-expansion-equity-and-quality-en_0.pdf Y2 - 2020/01/14/12:15:41 ER - TY - RPRT TI - Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children AU - UNESCO DA - 2015/// PY - 2015 ER - TY - ELEC TI - Global Education Coalition facilitates free internet access for distance education in several countries AU - UNESCO T2 - UNESCO DA - 2020b PY - 2020b UR - https://en.unesco.org/news/global-education-coalition-facilitates-free-internet-access-distance-education-several KW - ___working_potential_duplicate ER - TY - ELEC TI - Global Education Coalition facilitates free internet access for distance education in several countries AU - UNESCO DA - 2020/05/27/T15:22:36+00:00 PY - 2020 LA - en UR - https://en.unesco.org/news/global-education-coalition-facilitates-free-internet-access-distance-education-several Y2 - 2020/06/08/13:13:36 KW - ___working_potential_duplicate ER - TY - ELEC TI - Global Education Coalition members pledge to support emergency response in Beirut AU - UNESCO DA - 2020/09/07/T11:15:38+02:00 PY - 2020 LA - en UR - https://en.unesco.org/news/global-education-coalition-members-pledge-support-emergency-response-beirut Y2 - 2020/09/24/13:13:14 ER - TY - RPRT TI - Global Education Monitoring Report 2017/8: Accountability in education - meeting our commitments AU - UNESCO CY - Paris DA - 2017/// PY - 2017 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://en.unesco.org/gem-report/report/2017/accountability-education ER - TY - RPRT TI - Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls AU - UNESCO CY - Paris DA - 2018/// PY - 2018 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000265866 Y2 - 2019/10/23/13:15:18 ER - TY - BOOK TI - Global education monitoring report, 2020: Inclusion and education: all means all AU - UNESCO DA - 2020a PY - 2020a PB - UNESCO SN - 978-92-3-100388-2 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2022/08/22/12:35:29 ER - TY - BOOK TI - Global education monitoring report, 2020: Inclusion and education: all means all AU - UNESCO DA - 2020a PY - 2020a PB - UNESCO SN - 978-92-3-100388-2 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2022/08/22/12:35:29 ER - TY - RPRT TI - Global education monitoring report, 2020: Inclusion and education: all means all AU - UNESCO CY - Paris DA - 2020/// PY - 2020 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2020/09/01/14:56:54 ER - TY - RPRT TI - Global education monitoring report, 2020: Inclusion and education: all means all AU - UNESCO CY - Paris DA - 2020/// PY - 2020 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2020/09/01/14:56:54 ER - TY - RPRT TI - Global Education Monitoring Report 2020: Inclusion and Education - All Means All AU - UNESCO CY - Paris DA - 2020/// PY - 2020 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 ER - TY - BOOK TI - Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? AU - UNESCO CY - Paris DA - 2023/07/26/ PY - 2023 DP - DOI.org (Crossref) ET - 1 PB - GEM Report UNESCO SN - 978-92-3-100609-8 ST - Global Education Monitoring Report 2023 UR - https://unesdoc.unesco.org/ark:/48223/pf0000385723 Y2 - 2023/11/26/14:57:13 ER - TY - RPRT TI - Guidelines for ICT in education policies and masterplans AU - UNESCO CY - Paris, France DA - 2022/// PY - 2022 UR - https://unesdoc.unesco.org/ark:/48223/pf0000380926 Y2 - 2022/06/21/16:32:34 ER - TY - ELEC TI - High Stakes Assessment AU - UNESCO T2 - UNESCO Institute for Statistics Glossary DA - 2022/// PY - 2022 UR - https://learningportal.iiep.unesco.org/es/node/73371 Y2 - 2022/09/02/19:00:59 ER - TY - RPRT TI - ICT competency standards for teachers: policy framework AU - UNESCO CY - Paris DA - 2008/// PY - 2008 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000156210 ER - TY - RPRT TI - ICT Transforming Education in Africa AU - UNESCO DA - 2017/// PY - 2017 ER - TY - RPRT TI - ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO Digital Library AU - UNESCO CY - France DA - 2019/// PY - 2019 SP - 13 LA - EN M3 - Periodical PB - UNESCO SN - 10069 UR - https://unesdoc.unesco.org/ark:/48223/pf0000367858 Y2 - 2020/07/07/16:18:14 ER - TY - GEN TI - If you don't understand, how can you learn? AU - UNESCO DA - 2016/// PY - 2016 UR - https://unesdoc.unesco.org/ark:/48223/pf0000243713 ER - TY - GEN TI - If you don't understand, how can you learn? AU - UNESCO DA - 2016/// PY - 2016 UR - https://unesdoc.unesco.org/ark:/48223/pf0000243713 ER - TY - RPRT TI - If you don't understand, how can you learn? AU - UNESCO CY - Paris DA - 2016/// PY - 2016 PB - UNESCO SN - Policy Paper 24 UR - https://unesdoc.unesco.org/ark:/48223/pf0000243713 ER - TY - RPRT TI - Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all AU - UNESCO DA - 2015/// PY - 2015 UR - http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf ER - TY - RPRT TI - Inclusion and education: all means all AU - UNESCO CY - Paris, France DA - 2020/// PY - 2020 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2020/09/01/14:56:54 ER - TY - BOOK TI - Information and Communication Technology (ICT) in Education in Five Arab States. Information paper AU - UNESCO DA - 2013/// PY - 2013 DP - Open WorldCat LA - en PB - UNESCO Institute for Statistics SN - 978-92-9189-127-6 UR - http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-five-arab-states-a-comparative-analysis-of-ict-integration-and-e-readiness-in-schools-en_0.pdf ER - TY - BLOG TI - Learning in the COVID-19 era AU - UNESCO T2 - UNESCO DA - 2020/06/11/ PY - 2020 LA - en UR - https://en.unesco.org/news/learning-covid-19-era Y2 - 2020/07/31/21:18:06 ER - TY - ELEC TI - Learning through radio and television in the time of COVID-19 AU - UNESCO T2 - UNESCO DA - 2020/06/02/T12:49:38+00:00 PY - 2020 LA - en UR - https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19 Y2 - 2021/10/25/18:36:49 ER - TY - BLOG TI - Learning through radio and television in times of COVID-19 AU - UNESCO AB - With an estimated 91.3 percent or 1.57 billion students out of school worldwide, ministers of education are executing their plans for school during disruptions related to COVID-19. Under the banner of learning continuity, many countries have slowly begun to use existing platforms, tools, and technologies for some form of interim learning by distance. DA - 2020/06/02/ PY - 2020 LA - en UR - https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19 Y2 - 2021/11/02/01:55:23 ER - TY - RPRT TI - Leave no child behind: global report on boys’ disengagement from education AU - UNESCO DA - 2022/// PY - 2022 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000381105 Y2 - 2022/04/29/11:27:59 ER - TY - ELEC TI - Malawi Education Rights AU - UNESCO T2 - UNESCO AB - UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international cooperation in education, the sciences, culture and communication. UNESCO’s programmes contribute to the achievement of the Sustainable Development Goals defined in Agenda 2030, adopted by the UN General Assembly in 2015. Serving as a laboratory of ideas, UNESCO helps countries adopt international standards and manages programmes that foster the free flow of ideas and knowledge sharing. In this spirit, it develops educational tools to help people live as global citizens free of hate and intolerance. UNESCO works so that each child and citizen has access to quality education. By promoting cultural heritage and the equal dignity of all cultures, it strengthens bonds among nations. UNESCO fosters scientific programmes and policies that support development and cooperation. UNESCO stands up for freedom of expression, as a fundamental right and a key condition for democracy and development. DA - 2022/// PY - 2022 LA - en UR - https://en.unesco.org/education/girls-women-rights/123 Y2 - 2022/10/30/20:28:31 ER - TY - ELEC TI - Malawi: Education Statistics AU - UNESCO AB - ... DA - 2021/// PY - 2021 LA - eng UR - https://uis.unesco.org/en/country/mw Y2 - 2022/10/30/23:55:50 ER - TY - JOUR TI - Materiales de formación en los campos de la planificación y de la administración de la educación y de las construcciones escolares AU - UNESCO T2 - UNESCO Digital Library DA - 1985/// PY - 1985 UR - https://unesdoc.unesco.org/ark:/48223/pf0000378074 Y2 - 2022/11/18/15:24:10 ER - TY - ELEC TI - Measuring Gender Equality in Science and Engineering : The SAGA Toolkit AU - UNESCO DA - 2017/// PY - 2017 UR - https://repositorio.minedu.gob.pe/handle/20.500.12799/5727 Y2 - 2021/12/13/12:12:06 ER - TY - BOOK TI - Minding the data: protecting learners’ privacy and security - UNESCO Digital Library AU - UNESCO DA - 2022/// PY - 2022 SP - 49 UR - https://unesdoc.unesco.org/ark:/48223/pf0000381494 Y2 - 2022/12/29/21:49:07 ER - TY - RPRT TI - Module 3: Improving Education Management Information Systems (EMIS) AU - UNESCO CY - Bangkok UR - https://bangkok.unesco.org/sites/default/files/assets/article/Education/files/module-3.pdf ER - TY - RPRT TI - MTB MLE resource kit: Including the excluded: promoting multilingual education AU - UNESCO DA - 2018/// PY - 2018 PB - UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific UR - https://unesdoc.unesco.org/ark:/48223/pf0000246278/PDF/246278eng.pdf.multi Y2 - 2023/02/10/11:42:26 ER - TY - ELEC TI - National learning platforms and tools AU - UNESCO T2 - UNESCO DA - 2020/// PY - 2020 LA - en UR - https://en.unesco.org/covid19/educationresponse/nationalresponses Y2 - 2022/08/08/15:56:39 ER - TY - GEN TI - New Methodology Shows that 258 Million Children, Adolescents and Youth Are Out of School AU - UNESCO DA - 2019/// PY - 2019 ER - TY - ELEC TI - One year into COVID-19 education disruption: Where do we stand? AU - UNESCO DA - 2021/03/19/T16:27:28+00:00 PY - 2021 LA - en ST - One year into COVID-19 education disruption UR - https://en.unesco.org/news/one-year-covid-19-education-disruption-where-do-we-stand Y2 - 2022/05/04/12:23:41 ER - TY - ELEC TI - Out-of-School Children and Youth AU - UNESCO AB - About 258 million children and youth are out of school, according to UIS data for the school year ending in 2018. The total includes 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age.... DA - 2016/11/18/ PY - 2016 LA - eng UR - https://uis.unesco.org/en/topic/out-school-children-and-youth Y2 - 2022/10/28/15:38:07 ER - TY - BOOK TI - Overcoming inequality: why governance matters AU - UNESCO T2 - EFA Global Monitoring Report DA - 2009/// PY - 2009 DP - Google Scholar ST - Overcoming inequality UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2009-governance/ Y2 - 2014/05/14/19:49:47 KW - EfA KW - GMR ER - TY - GEN TI - Pricing the right to education: the cost of reaching new targets by 2030 (Education for All Global Monitoring Report. Policy Paper 18; July 2015 update). AU - UNESCO DA - 2015/// PY - 2015 UR - https://unesdoc.unesco.org/ark:/48223/pf0000232197 Y2 - 2019/10/18/12:28:42 ER - TY - RPRT TI - Professional Development for Teachers for Blended Learning and Online Strategies - Pilot Project AU - UNESCO DA - 2020b PY - 2020b LA - en UR - https://en.unesco.org/online-teacher-capacity-training Y2 - 2022/08/22/19:01:51 ER - TY - ELEC TI - Proportion of schools with access to basic facilities, all schools AU - UNESCO DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/index.aspx?queryid=3483 Y2 - 2020/06/25/17:24:15 ER - TY - SLIDE TI - Re-imagining the future education management information systems, beyond head counts: leveraging data systems to support inclusive and effective learning for all A2 - UNESCO CY - UNESCO Conference, Paris DA - 2021/05/26/ PY - 2021 UR - https://unesdoc.unesco.org/ark:/48223/pf0000378048 Y2 - 2022/09/28/21:43:02 ER - TY - ELEC TI - Regional overview: Latin America and the Caribbean AU - UNESCO DA - 2010/// PY - 2010 UR - https://unesdoc.unesco.org/ark:/48223/pf0000186524/PDF/186524eng.pdf.multi Y2 - 2022/04/19/09:57:35 ER - TY - ELEC TI - Results of the Curricular Analysis of the Fourth Regional Comparative and Explanatory Study (ERCE 2019) AU - UNESCO T2 - UNESCO DA - 2020/// PY - 2020 LA - en UR - https://en.unesco.org/news/webinar-analisis-curricular Y2 - 2022/04/19/10:02:11 ER - TY - GEN TI - Right to education handbook AU - UNESCO DA - 2019/// PY - 2019 LA - English PB - UNESCO UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000366556&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_2691991b-d5ca-4449-a0c6-0f638a350b19%3F_%3D366556eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000366556/PDF/366556eng.pdf#1474_19_ED_handbook_right_to_ED_INT_E.indd%3A.48984%3A499 Y2 - 2022/08/21/00:00:00 ER - TY - ELEC TI - SDG 4 September 2023 AU - UNESCO DA - 2023/// PY - 2023 UR - http://sdg4-data.uis.unesco.org/ Y2 - 2023/10/04/00:00:00 ER - TY - ELEC TI - Sierra Leone | Education and Literacy Statistics AU - UNESCO AB - ... DA - 2020/// PY - 2020 LA - eng UR - http://uis.unesco.org/en/country/sl Y2 - 2020/06/25/17:05:02 ER - TY - RPRT TI - Situation analysis on the effects of and responses to COVID-19 on the Education Sector in Asia: Bhutan case study - UNESCO Digital Library AU - UNESCO DA - 2021/// PY - 2021 UR - https://unesdoc.unesco.org/ark:/48223/pf0000379507 Y2 - 2022/12/21/12:17:18 ER - TY - RPRT TI - Supporting teachers with mobile technology: lessons drawn from UNESCO projects in Mexico, Nigeria, Senegal and Pakistan AU - UNESCO DA - 2017/// PY - 2017 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000251511 Y2 - 2020/12/09/11:09:11 ER - TY - BOOK TI - Teaching and learning: achieving quality for all AU - UNESCO T2 - EFA Global Monitoring Report A3 - Rose, Pauline DA - 2014/// PY - 2014 DP - Open WorldCat LA - English PB - UNESCO Publishing SN - 978-92-3-104255-3 92-3-104255-6 ST - Teaching and learning UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/ KW - AWP2 KW - AWP2-actual KW - CitedIn:AKFC KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-2012-HHH1 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:PhD_Thesis KW - EfA KW - GMR KW - RPF-May-2016 ER - TY - RPRT TI - The integration of Education Management Information Systems (EMIS) with other information systems AU - UNESCO DA - 2021/// PY - 2021 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000380046_eng Y2 - 2022/04/25/12:25:50 ER - TY - GEN TI - The National Education Act, 1978 AU - UNESCO DA - 1978/// PY - 1978 UR - http://www.unesco.org/education/edurights/media/docs/873ae01bc28cf449895950c7cac2a419d3ede5fd.pdf ER - TY - GEN TI - The world is off track in achieving the global education goal, SDG4 AU - UNESCO DA - 2019/// PY - 2019 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000368935 Y2 - 2019/10/18/11:08:06 ER - TY - GEN TI - The world needs almsot 69 million new teachers tp reach the 2030 education goals (UIS Fact Sheet n. 39) AU - UNESCO DA - 2016/// PY - 2016 PB - UNESCO UR - http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost-69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf ER - TY - ELEC TI - Training materials in educational planning, administration and facilities, no. 1, 1982-no. 17, 1985 - UNESCO Digital Library AU - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000055913 Y2 - 2022/11/18/15:22:24 ER - TY - ELEC TI - Training Trainers on Gender Responsive Pedagogy | UNESCO-IICBA AU - UNESCO DA - 2019/// PY - 2019 UR - http://www.iicba.unesco.org/?q=node/337 Y2 - 2021/06/11/13:15:40 ER - TY - RPRT TI - Transforming education from within: current trends in the status and development of teachers; World Teachers’ Day 2022 AU - UNESCO DA - 2022/// PY - 2022 UR - https://unesdoc.unesco.org/ark:/48223/pf0000383002 ER - TY - ELEC TI - UIS Data AU - UNESCO DA - 2022/09// PY - 2022 UR - https://apiportal.uis.unesco.org/bdds Y2 - 2022/11/14/19:40:04 ER - TY - ELEC TI - UIS Statistics AU - UNESCO M3 - UNESCO Institute for Statistics (UIS) UR - http://data.uis.unesco.org/ Y2 - 2021/06/16/18:11:10 ER - TY - RPRT TI - UNESCO Competency Framework for Teachers Version 3. AU - UNESCO DA - 2018/// PY - 2018 UR - https://unesdoc.unesco.org/ark:/48223/pf0000265721 Y2 - 2021/03/04/15:14:38 ER - TY - ELEC TI - UNESCO Data for the Sustainable Development Goals: Bangladesh AU - UNESCO UR - http://uis.unesco.org/en/country/bd ER - TY - ELEC TI - UNESCO figures show two thirds of an academic year lost on average worldwide due to Covid-19 school closures AU - UNESCO DA - 2021a PY - 2021a UR - https://en.unesco.org/news/unesco-figures-show-two-thirds-academic-year-lost-average-worldwide-due-covid-19-school ER - TY - RPRT TI - UNESCO ICT Competency Framework for Teachers AU - UNESCO CY - Paris DA - 2018/// PY - 2018 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000265721 ER - TY - RPRT TI - UNESCO ICT competency framework for teachers version 3 AU - UNESCO AB - UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed] DA - 2018/// PY - 2018 DP - Open WorldCat LA - en ST - UNESCO ICT Competency Framework for Teachers UR - https://unesdoc.unesco.org/ark:/48223/pf0000265721 KW - auto_merged ER - TY - BOOK TI - UNESCO ICT Competency Framework for Teachers: version 3. AU - UNESCO AB - UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed] DA - 2018/// PY - 2018 DP - Open WorldCat LA - en SN - 978-92-3-100285-4 ST - UNESCO ICT Competency Framework for Teachers ER - TY - BOOK TI - UNESCO ICT COMPETENCY FRAMEWORKFOR TEACHERS AU - UNESCO DA - 2011/// PY - 2011 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000213475 KW - ⛔ No DOI found ER - TY - ELEC TI - UNESCO schools give hope to Syrian refugees in Lebanon AU - UNESCO AB - “Enrolling in this school gave me hope,” says Asma Al Ahmad who fled the conflict in the Syrian Arab Republic and found refuge in the Bekaa region of Lebanon. The 16-year-old girl was deprived of education for two years, living in a refugee camp in Saadnayel. Last year, she was offered the opportunity to resume her education at a middle school established by UNESCO to provide educational complementary support programmes for young displaced Syrians. "I hope I will have a future and succeed in life, she says. DA - 2019/10/29/T11:07:39+01:00 PY - 2019 LA - en UR - https://en.unesco.org/news/unesco-schools-give-hope-syrian-refugees-lebanon Y2 - 2020/09/22/20:03:32 ER - TY - ELEC TI - UNESCO | Statistics on Radio AU - UNESCO DA - 2013/// PY - 2013 UR - http://www.unesco.org/new/en/unesco/events/prizes-and-celebrations/celebrations/international-days/world-radio-day-2013/statistics-on-radio/ Y2 - 2020/07/14/12:23:13 ER - TY - ELEC TI - UNESCO targets teachers to improve distance and online learning in Zimbabwe AU - UNESCO T2 - UNESCO DA - 2021b PY - 2021b UR - https://en.unesco.org/news/unesco-targets-teachers-improve-distance-and-online-learning-zimbabwe ER - TY - ELEC TI - What makes a good classroom? New UIS data on school conditions AU - UNESCO T2 - UNESCO AB - New data from the UNESCO Institute for Statistics (UIS) reveal serious disparities in the schooling conditions facing children and teachers – from access to electricity, clean drinking water and single sex-toilets to Internet access and computers. Classroom conditions are key in providing a quality education for all. For children who struggle to enrol in school, for example due to poverty or discrimination on the grounds of gender or disability, poor school conditions can further undermine their chances of a quality education. What are the new data looking at? DA - 2019/03/13/T17:29:11+01:00 PY - 2019 LA - en ST - What makes a good classroom? UR - https://en.unesco.org/news/what-makes-good-classroom-new-uis-data-school-conditions Y2 - 2020/11/25/19:01:50 ER - TY - RPRT TI - World Data on Education: Bhutan AU - UNESCO DA - 2011/// PY - 2011 UR - chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bhutan.pdf ER - TY - BLOG TI - Worldreader - Data on Mobile Reading in Africa and Asia AU - UNESCO T2 - Worldreader AB - See pie charts, graphs, and more from UNESCO's report on Worldreader's users. Study conducted in partnership with Nokia. DA - 2014/// PY - 2014 LA - en-US UR - https://www.worldreader.org/learnings/mobile-reading/ Y2 - 2022/05/25/06:46:51 ER - TY - RPRT TI - Youth and skills: Putting education to work AU - UNESCO CY - Paris, France DA - 2012/// PY - 2012 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000218003 ER - TY - BOOK TI - Youth and skills: putting education to work, EFA global monitoring report, 2012 AU - UNESCO DA - 2012/// PY - 2012 SP - 480 LA - EN UR - https://unesdoc.unesco.org/ark:/48223/pf0000218003 Y2 - 2020/09/18/09:31:55 ER - TY - RPRT TI - Final Version adopted by the High Level Conference on Data Revolution – A side event of the 8th AU-ECA Conference of Ministers AU - UNECA DA - 2015/03/29/ PY - 2015 LA - English M3 - Conference Paper PB - United Nations Economic Commission for Africa UR - https://www.cgdev.org/sites/default/files/Africa-Data-Consensus.pdf Y2 - 2022/04/01/00:00:00 ER - TY - RPRT TI - Syrian Arab Republic: Access to Electricity and Humanitarian Needs AU - UNDP Syria DA - 2022/// PY - 2022 UR - https://www.undp.org/syria/publications/access-electricity-and-humanitarian-needs-syria ER - TY - RPRT TI - Human Development Indices and Indicators: 2018 Statistical Update: Senegal AU - UNDP DA - 2018/// PY - 2018 DP - DOI.org (Crossref) LA - en ER - TY - RPRT TI - Human Development Report 2009: Overcoming barriers—Human mobility and development AU - UNDP CY - New York, NY, USA DA - 2009/// PY - 2009 PB - United Nations Development Programme (UNDP) UR - https://www.un.org/en/development/desa/population/events/pdf/8/UNDP_OHDR_Klugmann.pdf ER - TY - ELEC TI - Human Development Reports AU - UNDP DA - 2020/// PY - 2020 UR - http://hdr.undp.org/en/countries/profiles/KEN Y2 - 2020/07/01/10:00:11 ER - TY - GEN TI - Human Development Reports: Tanzania AU - UNDP UR - http://hdr.undp.org/en/countries/profiles/TZA ER - TY - RPRT TI - Inequalities in Human Development in the 21st Century AU - UNDP DA - 2019/// PY - 2019 UR - https://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/RWA.pdf ER - TY - RPRT TI - Inequalities in Human Development in the 21st Century, Ghana AU - UNDP DA - 2019/// PY - 2019 UR - http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/GHA.pdf Y2 - 2020/06/23/09:12:19 ER - TY - RPRT TI - Inequalities in Human Development in the 21st Century, Kenya AU - UNDP DA - 2019/// PY - 2019 M3 - Human Development Report UR - http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/KEN.pdf Y2 - 2020/07/01/09:39:23 ER - TY - RPRT TI - Inequality in Human Development in the 21st Century, Jordan AU - UNDP DA - 2019/// PY - 2019 UR - http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/JOR.pdf Y2 - 2020/06/30/14:09:05 ER - TY - ELEC TI - JP Malawi Girls' Education | MPTF Office AU - UNDP UR - https://mptf.undp.org/fund/jmw00 Y2 - 2023/06/22/09:00:54 ER - TY - RPRT TI - The Socio-Economic Implications of the COVID-19 Pandemic: Ideas for Policy Action AU - UNDP DA - 2020/// PY - 2020 DP - Zotero SP - 291 LA - en PB - UNDP Latin America and the Caribbean UR - https://www.sdg16hub.org/system/files/2021-02/undp-rblac-Socio-Economic-Implication-Volumen1-EN.pdf#page=167 ER - TY - RPRT TI - The Socio-Economic Implications of the COVID-19 Pandemic: Ideas for Policy Action AU - UNDP DA - 2020/// PY - 2020 DP - Zotero SP - 291 LA - en PB - UNDP Latin America and the Caribbean UR - https://www.sdg16hub.org/system/files/2021-02/undp-rblac-Socio-Economic-Implication-Volumen1-EN.pdf#page=167 ER - TY - ELEC TI - Data Protection and Privacy Legislation Worldwide | UNCTAD AU - UNCTAD DA - 2022/// PY - 2022 UR - https://unctad.org/page/data-protection-and-privacy-legislation-worldwide Y2 - 2022/06/14/19:51:04 ER - TY - ELEC TI - Summary of Adoption of E-Commerce Legislation Worldwide AU - UNCTAD DA - 2020/// PY - 2020 UR - https://unctad.org/en/Pages/DTL/STI_and_ICTs/ICT4D-Legislation/eCom-Global-Legislation.aspx Y2 - 2020/08/06/14:08:05 ER - TY - BOOK TI - TECHNOLOGY AND INNOVATION REPORT 2021: Catching technological waves innovation with equity AU - UNCTAD DA - 2021/// PY - 2021 DP - Open WorldCat LA - en SN - 978-92-1-113012-6 UR - https://unctad.org/page/technology-and-innovation-report-2021 ER - TY - ELEC TI - Convention on the Rights of Persons with Disabilities (CRPD) | United Nations Enable AU - UNCRPD AB - Convention Ratifications/Accessions: 182 Signatories*: 164 Optional Protocol Ratifications/Accessions: 96 Signatories*: 94 (* Signatories include countries or regional integration organizations that have signed the Convention and its Optional Protocol) 10th Anniversary of the adoption of CRPD: 2006 to 2016 Infographic on the CRPD and the COSP (prepared October 2016: (Word, PDF) Status of Ratifications to the CRPD (prepared May 2016) (JPG, […] DA - 2006/// PY - 2006 LA - en-US UR - https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html Y2 - 2020/12/10/00:00:00 ER - TY - RPRT TI - Online and ICT Facilitated Violence Against Women and Girls during COVID-19 AU - UN Women DA - 2020/06/20/ PY - 2020 DP - DOI.org (Crossref) LA - en M3 - UN Women Ending Violence Against Women (EVAW) COVID-19 Briefs SN - 4 UR - https://www.un-ilibrary.org/content/papers/27084191/4 Y2 - 2021/08/26/12:23:47 ER - TY - ELEC TI - Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region AU - UN Women T2 - UN Women | Americas and the Caribbean AB - Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region DA - 2020/// PY - 2020 LA - en UR - https://lac.unwomen.org//digiteca/publicaciones/2020/09/mujeres-en-ciencia-tecnologia-ingenieria-y-matematicas-en-america-latina-y-el-caribe Y2 - 2021/12/13/12:10:54 ER - TY - GEN TI - Fact Sheet: UN Joint Programme on Girls Education (JPGE) AU - UN Joint Programme on Girls Education (JPGE) DA - 2020/// PY - 2020 PB - UNDP, UNFPA, and UNICEF UR - https://malawi.un.org/sites/default/files/2020-05/Fact%20Sheet%20-%20JPGE%20updated%2030%20December%202019.pdf Y2 - 2022/01/03/11:39:25 ER - TY - RPRT TI - Policy brief: Education during COVID-19 and beyond AU - UN AB - The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l DA - 2020/// PY - 2020 LA - en PB - United Nations ST - UNSDG | Policy Brief UR - https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond Y2 - 2020/12/10/17:35:39 ER - TY - RPRT TI - Policy Brief: The Impact of COVID-19 on children AU - UN AB - Children are not the face of this pandemic. But they risk being among its biggest victims. While they have thankfully been largely spared from the direct health effects of COVID-19 at least to date – the crisis is having a profound effect on their wellbeing. All children, of all ages, and in all countries, are being affected, in particular by the socio-economic impacts and, in some cases, by mitigation measures that may inadvertently do more harm than good. This is a universal crisis and, for some children, the impact will be lifelong. Moreover, the harmful effects of this pandemic will not be distributed equally. They are expected to be most damaging for children in the poorest countries, and in the poorest neighbourhoods, and for those in already disadvantaged or vulnerable situations. This policy brief provides a deeper analysis of these effects. It identifies also a series of immediate and sustained actions for the attention of governments and policymakers. DA - 2020/04/15/ PY - 2020 M3 - Policy Brief PB - UN UR - https://unsdg.un.org/sites/default/files/2020-04/160420_Covid_Children_Policy_Brief.pdf Y2 - 2021/05/24/15:10:58 ER - TY - ELEC TI - Sustainable Development Knowledge Platform AU - UN DA - 2019/// PY - 2019 UR - https://sustainabledevelopment.un.org/ Y2 - 2019/10/23/11:06:03 ER - TY - JOUR TI - Systems thinking, systems practice, and practical philosophy: A program of research AU - Ulrich, Werner T2 - Systems Practice DA - 1988/// PY - 1988 DO - 10.1007/BF01059855 DP - Google Scholar VL - 1 IS - 2 SP - 137 EP - 163 ST - Systems thinking, systems practice, and practical philosophy ER - TY - JOUR TI - The impacts of electronic media on academic performance of female student AU - Ullah, Shakir AU - Ali, Madad AU - Nisar, Muhammad AU - Farid, Tahir AU - Ali, Iqtidar AU - Alam, Sadiq T2 - International Journal of Economics, Commerce and Management AB - This study investigates the impacts of electronic media on academic performance of female students in university of agriculture Peshawar Pakistan using questionnaire as a tool for obtaining data while Frequencies distribution of data was conducted to know comprehensively about data layout. It targeted 152 female students between 20 to 25 years age. The study recorded the respondent’s consumption patterns, level of viewing, preferred channels, favorite watching time, respondents residents pattern and marital status. Two third of the sample size opined that electronic media help in cognitive development of students. Furthermore majority of the respondents 105(59.0%) believed that electronic media help in solving academic problems of the students. Apart from these positive effects negative impacts of electronic media outweigh the positive impacts; like 80.2% of the respondents argued that electronic media negatively affect female academic performance. Similarly a sizable sample size were of the view that electronic media leads young female towards delinquencies. 120 (78/9%) disclosed that excessive use of electronic media cause low academic grades. This study recommended that female viewers are required to be alert regarding the use of electronic media. Efforts should be made for the enhancement of media literacy at mass level. There is need for improving the quality of programs contents for student’s especially female viewers. Keywords: Electronic media, performance, literacy, academic performance DA - 2014/09// PY - 2014 DP - ResearchGate VL - 2 IS - 9 SN - 2348 0386 UR - http://ijecm.co.uk/wp-content/uploads/2014/09/2922.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Research on children with disabilities influences education policy in Pakistan AU - UKFIET AU - Education, 2019 | AU - Disabilities | 0 AB - This impact story was written and produced by the Impact Initiative for International Development Research – a collaboration between the REAL Centre, University of Cambridge and the Institute of Development Studies, University of Sussex. You can download and read the full impact story here. According to new research generated by the Research for Equitable Access […] DA - 2019/// PY - 2019 LA - en-GB PB - UKFIET: The Education and Development Forum UR - https://www.ukfiet.org/2019/research-on-children-with-disabilities-influences-education-policy-in-pakistan/ Y2 - 2021/02/15/11:29:30 ER - TY - ELEC TI - Online Safety Bill publications - Parliamentary Bills - UK Parliament AU - UK Parliament AB - Documents, and debates for Online Safety Bill DA - 2022/// PY - 2022 LA - en UR - https://bills.parliament.uk/bills/3137/publications Y2 - 2022/06/14/21:57:31 ER - TY - ELEC TI - Data sharing agreements AU - UK Information Commissioner's Office DA - 2021/// PY - 2021 LA - en UR - https://ico.org.uk/for-organisations/guide-to-data-protection/ico-codes-of-practice/data-sharing-a-code-of-practice/data-sharing-agreements/ Y2 - 2022/06/14/23:24:59 ER - TY - ELEC TI - Complete the school census. Census dates. Guidance AU - UK Government AB - Find out when the school census will open for each term and what to do in unusual circumstances. DA - 2022/// PY - 2022 LA - en UR - https://www.gov.uk/guidance/complete-the-school-census/census-dates Y2 - 2022/12/21/05:36:26 ER - TY - ELEC TI - School census 2022 to 2023: technical information AU - UK Government T2 - GOV.UK AB - Technical specification and validation rules for submitting 2022 to 2023 school census data. DA - 2022/// PY - 2022 LA - en ST - School census 2022 to 2023 UR - https://www.gov.uk/government/publications/school-census-2022-to-2023-technical-information Y2 - 2022/06/06/20:26:40 ER - TY - ELEC TI - School workforce in England, Reporting Year 2020 AU - UK Government AB - This release is largely based on the School Workforce Census. The census collects information from schools and local authorities on the school workforce in state-funded schools in England.Independent schools, non-maintained special schools, sixth-form colleges and further education establishments are not included.
The latest data relates to November 2020 and so this is the first data in the series to relate to the coronavirus (COVID-19) pandemic.
To reduce burden on schools and local authorities during the pandemic, data on qualifications and staff absences were not collected in 2020. They will be collected again in 2021. Data on school workforce absence during the pandemic has been collected via the Department's education settings survey.
Specific guidance can be found within affected sections of this statistic.
DA - 2021/// PY - 2021 LA - en UR - https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england Y2 - 2022/04/07/19:13:58 ER - TY - RPRT TI - The Green Book: appraisal and evaluation in central government AU - UK Government AB - HM Treasury guidance on how to appraise and evaluate policies, projects and programmes. DA - 2022/// PY - 2022 LA - en ST - The Green Book UR - https://www.gov.uk/government/publications/the-green-book-appraisal-and-evaluation-in-central-governent Y2 - 2022/05/31/20:06:59 ER - TY - RPRT TI - The National Funding Formulae for schools and high needs – 2022-23 AU - UK Department for Education DA - 2021/// PY - 2021 UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1003492/2022-23_NFF_Policy_Document.pdf Y2 - 2022/04/07/15:56:46 ER - TY - BILL TI - Data Protection Act 2018 A2 - UK Data Protection Act DA - 2018/// PY - 2018 LA - eng UR - https://www.legislation.gov.uk/ukpga/2018/12/contents/enacted Y2 - 2022/06/14/20:55:03 ER - TY - ELEC TI - Out of school children AU - UIS AB - Millions of children are excluded from school because of poverty, gender and where they live. Closing the gap is vital if we are to achieve Education for All. Data from the Initiative on Out-of-School Children explains: on.unesco.org/oosci-global DA - 2014/// PY - 2014 LA - en UR - http://uis.unesco.org/apps/visualisations/oosci-data-tool/index-en.html#en/cover Y2 - 2020/01/27/13:38:07 ER - TY - ELEC TI - SDG: 4.1.4 – Completion rate (primary, lower secondary, upper secondary) AU - UIS T2 - Technical Cooperation Group on the Indicators for SDG 4 DA - 2020/// PY - 2020 LA - en-US UR - http://tcg.uis.unesco.org/4-1-4-completion-rate-primary-lower-secondary-upper-secondary/ Y2 - 2020/01/14/10:12:16 ER - TY - ELEC TI - Sustainable Development Goal 4 : 4.c.1 Proportion of teachers who have received at least the minimum organized teacher training AU - UIS T2 - Sustainable Development Goal 4 DA - 2019/// PY - 2019 M3 - Database UR - http://data.uis.unesco.org/index.aspx?queryid=3487 Y2 - 2019/12/09/11:52:16 ER - TY - CONF TI - The effectiveness of publicly vs. privately assigned group leaders among learners in rural villages in Tanzania AU - Uchidiuno, Judith AU - Yarzebinski, Evelyn AU - Vargas-Vite, Emilio AU - Koedinger, Ken AU - Ogan, Amy C3 - Computer Supported Collaborative Learning DA - 2019b PY - 2019b DP - repository.isls.org LA - en PB - International Society of the Learning Sciences (ISLS) UR - https://repository.isls.org//handle/1/1610 Y2 - 2020/11/18/14:25:04 KW - ⛔ No DOI found ER - TY - CONF TI - Designing appropriate learning technologies for school vs home settings in Tanzanian rural villages AU - Uchidiuno, Judith AU - Yarzebinski, Evelyn AU - Madaio, Michael AU - Maheshwari, Nupur AU - Koedinger, Ken AU - Ogan, Amy T3 - COMPASS '18 AB - Smartphone- and tablet-based learning systems are often posited as solutions for closing early literacy gaps between rural and urban regions in emerging economies. These systems are often developed based on experiences with students in urban contexts, limiting their success rates with children from rural areas who have had little to no prior exposure to technology. To explore how such technologies are used in different learning contexts, we deployed an early literacy learning application in school and home settings in a rural village in Tanzania. We use Rogoff's theory of instructional models to understand and describe the interaction between learners, adults, and peers. We found that in the presence of a school teacher, the instructional model was primarily "adult-run" where information was almost entirely disseminated by the teacher, while in home settings, the instructional model was similar to a "community-of-learners" model where children collaborate with other peers and adults to achieve their learning goals. We use these instructional models to surface six themes of support and scaffolding that were expressed differently across settings, and discuss the benefits and drawbacks of the instructional models observed in providing support across these themes. C1 - New York, NY, USA C3 - Proceedings of the 1st ACM SIGCAS Conference on Computing and Sustainable Societies DA - 2018/// PY - 2018 DO - 10.1145/3209811.3209881 DP - ACM Digital Library SP - 1 EP - 11 PB - Association for Computing Machinery SN - 978-1-4503-5816-3 UR - https://doi.org/10.1145/3209811.3209881 Y2 - 2020/11/18/00:00:00 KW - Early Literacy KW - Educational Technology KW - Sub-Saharan Africa ER - TY - CONF TI - Learning from African classroom pedagogy to increase student engagement in education technologies AU - Uchidiuno, Judith AU - Yarzebinski, Evelyn AU - Keebler, Emily AU - Koedinger, Kenneth AU - Ogan, Amy T3 - COMPASS '19 AB - Tablet-based educational technologies provide a supplement to traditional classroom-based early literacy education, especially in regions with limited schooling resources. Prior work has probed how children generally interact with and learn from these technologies, however, there is limited research on student engagement with applications that utilize valuable input techniques such as automatic handwriting and speech recognition. In our study, we designed and field-tested early literacy speech and handwriting recognition applications with the primary aim of maximizing student engagement. We designed the applications based on prior research insights and classroom observations from our target population and field-tested the applications with 283 children living in rural Tanzania. We found that observing a small set of classrooms can produce design insights that increase engagement on tablet-based learning systems on a much larger scale. We also demonstrate the importance of domain familiarity in students' choice to persist through activities while learning with technology. C1 - New York, NY, USA C3 - Proceedings of the 2nd ACM SIGCAS Conference on Computing and Sustainable Societies DA - 2019a PY - 2019a DO - 10.1145/3314344.3332501 DP - ACM Digital Library SP - 99 EP - 110 PB - Association for Computing Machinery SN - 978-1-4503-6714-1 UR - https://doi.org/10.1145/3314344.3332501 Y2 - 2020/11/18/00:00:00 KW - early literacy KW - educational technologies KW - handwriting recognition KW - speech recognition KW - sub-saharan africa ER - TY - CONF TI - Teacher Perspectives on Peer-Peer Collaboration and Education Technologies in Rural Tanzanian Classrooms AU - Uchidiuno, Judith AU - Koedinger, Ken AU - Ogan, Amy T3 - COMPASS '21 AB - Teachers’ perspectives are critical for understanding classroom culture. They create and enforce rules in classrooms and are responsible for educating students using methods that they perceive to be most effective. Therefore, creating supplementary education technologies without understanding teachers and the culture they promote may lead to interventions that are underutilized or ineffective. Our research specifically investigates how technologies that foster student collaboration fit into teachers’ views of learning in a rural context with limited existing collaboration scaffolds. We interviewed 24 teachers and observed 39 classrooms in a rural Tanzanian village to understand how teachers value peer-peer collaboration in their teaching practice, and the unique challenges they face educating students in rural classroom settings. We uncover insights that inform the design and deployment of supplementary education technologies to support teachers in rural Tanzania and similar demographics. C1 - New York, NY, USA C3 - ACM SIGCAS Conference on Computing and Sustainable Societies DA - 2021/06/28/ PY - 2021 DO - 10.1145/3460112.3471939 DP - ACM Digital Library SP - 14 EP - 26 PB - Association for Computing Machinery SN - 978-1-4503-8453-7 UR - https://doi.org/10.1145/3460112.3471939 Y2 - 2022/04/29/00:00:00 KW - Early literacy KW - Sub-Saharan Africa KW - educational technologies KW - peer-peer collaboration ER - TY - ELEC TI - Ubongo Kids AU - Ubongo Learning T2 - Ubongo AB - Ubongo Kids is our educational cartoon show that teaches 7 to 14-year-olds math, science & life skills through fun, animated stories & catchy, original songs. The show follows Kibena, Kiduchu, Koba, Baraka, Amani and their animal friends, as they go on adventures and solve problems in the fictional village of Kokotoa. UR - https://www.ubongo.org/shows/ubongo-kids/ Y2 - 2020/03/25/13:09:43 ER - TY - RPRT TI - Akili Impact Report 2016-2020 DRAFT AU - Ubongo DA - 2020/// PY - 2020 ER - TY - ELEC TI - Home - Ubongo Learning | African Children's Media & Edutainment AU - Ubongo UR - https://www.ubongo.org/ Y2 - 2020/08/21/11:48:10 ER - TY - BLOG TI - New Ubongo Kids Audio Stories AU - Ubongo T2 - Ubongo AB - Ubongo Kids recently launched a new mobile service: audio stories told by favourite characters from the show! Mobile phones are common in East Africa, and audio platforms are extremely popular with users of all ages. With Ubongo Mobile, children are rewarded for answering questions correctly with incoming songs to their phones from Mama Ndege andRead more DA - 2016/02/04/T13:09:01+00:00 PY - 2016 UR - https://www.ubongo.org/new-ubongo-kids-audio-stories/ Y2 - 2020/09/01/12:23:55 ER - TY - BLOG TI - Results - Ubongo Learning AU - Ubongo AB - Research shows that watching Ubongo's edutainment leads to significantly improved learning outcomes for kids and positive behavioural change for caregivers. We are committed to measuring the impact of our content to ensure we are preparing kids for success in school and life. DA - 2020/// PY - 2020 UR - https://www.ubongo.org/results/ ER - TY - ELEC TI - Toolkits Platform AU - Ubongo UR - https://toolkits.ubongo.org/ Y2 - 2023/06/22/09:33:52 ER - TY - ELEC TI - UBONGO KIDS AU - Ubongo LA - en-US UR - https://ubongokids.com/ Y2 - 2020/07/21/15:17:14 ER - TY - ELEC TI - Ubongo Kids AU - Ubongo DA - 2020/// PY - 2020 LA - en-US UR - https://ubongokids.com/ Y2 - 2020/03/30/15:59:55 ER - TY - ELEC TI - Ubongo Learning AU - Ubongo T2 - Ubongo AB - Ubongo is Africa's leading children's edutainment and media company. As a non-profit social enterprise, Ubongo provides millions of families across Africa with fun, localised and multi-platform educational content that helps kids learn, and leverage their learning to change their lives. DA - n.d. PY - n.d. UR - https://www.ubongo.org/ Y2 - 2020/07/01/11:02:52 ER - TY - ELEC TI - Tusome and USAID Improve Access to Education AU - U.S. Embassy in Kenya DA - 2016/// PY - 2016 LA - en UR - https://answers-embed.covid19.state.gov.pagescdn.com Y2 - 2021/06/07/09:57:05 ER - TY - BLOG TI - Strengthen Educational Accountability in Ghana (SAGES) - A USAID-funded program AU - U.S Embassy - Ghana T2 - USAID News & Events DA - 2023/09// PY - 2023 UR - https://gh.usembassy.gov/u-s-commits-up-to-60-million-to-strengthen-educational-accountability-in-ghana/ ER - TY - JOUR TI - Data Governance and Stewardship AU - U.S. Department of Education AB - Successful data management requires a proactive approach to addressing stakeholders’ needs for high-quality data, while protecting the privacy of individual respondents. To accomplish this, organizations are advised to develop and implement a comprehensive data governance program. A sound governance program will help organizations to improve their decisionmaking and improve efficiency of operations through establishing a coordinated response to common issues, such as data access controls and staff training; standardizing data definitions and processes; and implementing a holistic approach to mitigating data security risks. DA - 2015/// PY - 2015 DP - Zotero SP - 7 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - A gender digital divide? Women learning English through ICTs in Bangladesh AU - Tyers, A C3 - CEUR Workshop Proceedings. 955. 94-100. DA - 2012/// PY - 2012 UR - https://www.researchgate.net/publication/288199499_A_gender_digital_divide_Women_learning_English_through_ICTs_in_Bangladesh KW - ⛔ No DOI found ER - TY - RPRT TI - What we know about the gender digital divide for girls: A literature review AU - Tyers-Chowdhury, Alexandra AU - Binder, Gerda DA - 2021/// PY - 2021 M3 - Evidence Brief PB - UNICEF UR - https://www.unicef.org/eap/media/8311/file/What%20we%20know%20about%20the%20gender%20digital%20divide%20for%20girls:%20A%20literature%20review.pdf ER - TY - RPRT TI - EDUsummIT 2011 report from TWG3: teacher professional development AU - Twining, Peter AU - Albion, Peter AU - Knezek, Don CY - Paris DA - 2011/// PY - 2011 DP - Zotero LA - en PB - UNESCO UR - http://oro.open.ac.uk/30220/1/Twining%20et%20al%202011%20EDUsummIT%20TWG3%20Report.pdf ER - TY - JOUR TI - Moving education into the digital age: the contribution of teachers' professional development AU - Twining, P. AU - Raffaghelli, J. AU - Albion, P. AU - Knezek, D. T2 - Journal of Computer Assisted Learning AB - This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12031 DP - Wiley Online Library VL - 29 IS - 5 SP - 426 EP - 437 LA - en SN - 1365-2729 ST - Moving education into the digital age UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12031 Y2 - 2020/09/01/11:06:23 KW - ICT KW - IT KW - digital age KW - policy recommendations KW - practitioner research KW - teacher professional development KW - transformation ER - TY - ELEC TI - What is IVR (Interactive Voice Response)? AU - Twilio Docs AB - Interactive Voice Response (IVR) is an automated telephony system for callers using voice and touch-tones (DTMF). Also known as a phone tree. UR - https://www.twilio.com/docs/glossary/what-is-ivr?utm_source=docs&utm_medium=social&utm_campaign=guides_tags Y2 - 2020/07/30/09:46:53 ER - TY - RPRT TI - Preparing the next generation: Ugandans’ experiences and opinions on education AU - Twaweza.org DA - 2018/11// PY - 2018 SP - 16 LA - EN SN - Brief No. 8 UR - https://www.twaweza.org/uploads/files/SautiUg-EducationWeb.pdf Y2 - 2020/07/07/00:00:00 KW - ⛔ No DOI found ER - TY - ELEC TI - Sauti za Wananchi AU - Twaweza.org UR - https://www.twaweza.org/go/uwazi Y2 - 2020/07/07/08:18:51 ER - TY - ELEC TI - Are our children learning? Uwezo Tanzania learning assessment report 2019 | Unesco IIEP Learning Portal AU - Twaweza East Africa DA - 2019/// PY - 2019 UR - https://learningportal.iiep.unesco.org/en/library/are-our-children-learning-uwezo-tanzania-learning-assessment-report-2019 Y2 - 2021/05/22/15:46:11 ER - TY - ELEC TI - Uwezo participating countries - Uwezo Learning Assessment - Overview AU - Twaweza East Africa DA - 2015/// PY - 2015 UR - http://nada.uis.unesco.org/nada/en/index.php/catalogue/179 Y2 - 2022/07/09/17:50:10 ER - TY - RPRT TI - Dar es Salaam Primary Schools: Do parents act to improve child learning? AU - Twaweza DA - 2012/// PY - 2012 PB - Twaweza Brief No. 5 UR - https://www.twaweza.org/uploads/files/MB%20parents_engagement_pupils%20FINAL.pdf Y2 - 2021/02/04/05:44:51 ER - TY - DATA TI - Uwezo data - Household data AU - Twaweza DA - 2015/// PY - 2015 UR - https://twaweza.org/go/uwezodatasets ER - TY - ELEC TI - What is Twaweza? AU - Twaweza DA - 2020/// PY - 2020 UR - https://www.twaweza.org/go/what-is-twaweza Y2 - 2020/07/08/21:00:28 ER - TY - ELEC TI - Di Website Resmi TV Edukasi AU - TVEdukasi DA - 2022/// PY - 2022 UR - http://tve.kemdikbud.go.id/ Y2 - 2022/06/25/19:10:25 ER - TY - RPRT TI - Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1. AU - Tutunji, Suha AU - Boujikian, Michèle AU - Carter, Alice AU - Atkinson, Grace T2 - EdTech Hub Sprint Review DA - 2020/// PY - 2020 UR - https://docs.edtechhub.org/lib/NBWSSFLK KW - ___working_potential_duplicate ER - TY - RPRT TI - Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1 AU - Tutunji, Suha AU - Boujikian, Michèle AU - Carter, Alice AU - Atkinson, Grace DA - 2021/01/26/ PY - 2021 M3 - Sprint Review UR - https://docs.edtechhub.org/lib/AR38F6N8 KW - ___working_potential_duplicate ER - TY - RPRT TI - The teacher salary system in Sierra Leone AU - Turrent, Victoria CY - Education Development Trust DA - 2012/// PY - 2012 SP - 24 UR - https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3b/3b936954-5bde-4a23-b5c3-14117f7a2af5.pdf Y2 - 2022/05/16/11:44:07 KW - C:Sierra Leone KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - JOUR TI - A Proof-of-Concept Study of Can't Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon AU - Turner, Jasmine S. AU - Taha, Karine AU - Ibrahim, Nisreen AU - Neijenhuijs, Koen I. AU - Hallak, Eyad AU - Radford, Kate AU - Stubbé-Alberts, Hester AU - de Hoop, Thomas AU - Jordans, Mark J. D. AU - Brown, Felicity L. T2 - Journal on Education in Emergencies AB - Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness. DA - 2022/// PY - 2022 DO - 10.33682/8v7u-q7y3 DP - DOI.org (Crossref) VL - 8 IS - 1 SP - 76 LA - en SN - 2518-6833 ST - A Proof-of-Concept Study of Can't Wait to Learn UR - https://archive.nyu.edu/handle/2451/63607 Y2 - 2022/07/07/19:46:17 ER - TY - BLOG TI - 1 Billion More Phones Than People In The World! AU - Turner, Ash DA - 2020/// PY - 2020 LA - en-US UR - https://www.bankmycell.com/blog/how-many-phones-are-in-the-world Y2 - 2020/06/11/13:45:49 ER - TY - ELEC TI - FunDza launches on WhatsApp to bring reading into the lives of young South Africans AU - turn.io T2 - turn AB - FunDza Literacy Trust has partnered with Turn.io to launch FunDza on WhatsApp to get its already popular reading content into the hands of thousands of new readers. DA - 2019/09/05/ PY - 2019 LA - en-US UR - https://www.turn.io/news/qabxlke0k3sw47trkczy646yn3z2fv Y2 - 2020/07/07/08:23:07 ER - TY - ELEC TI - Tunapanda Institute AU - Tunapanda DA - n.d. PY - n.d. UR - https://tunapanda.org/ Y2 - 2020/07/01/11:18:55 ER - TY - JOUR TI - Scrutinizing practicum for a more powerful teacher education: a longitudinal study with pre-service teachers AU - Tülüce, Serdar Hande AU - Çeçen, Sevdeger T2 - Educational Sciences: Theory and Practice AB - This study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their university-based methodology courses directly after delivering the micro-lessons and retrospectively after their practicum experience. The participants of this study were 13 pre-service English language teachers studying at a foundation university in Istanbul, Turkey. The same data collection methodology was adapted before and after the practicum to gain a deeper understanding of the learning stemming from school-based practicum. The data for the study came from pre- and post-self-evaluation reports as well as pre- and post-focus-group interviews that had been collected based on the pre-service teachers' video-recorded microteaching simulations. The findings indicate that pre-service teachers commented on the same pedagogical, psychological, and physical factors they had noticed regarding their micro-lesson before and after the practicum. However, some qualitative changes were detected in their views over time as they had become more learner-oriented and had developed a more reflective view of teaching following the practicum. These findings have implications for the impact of practicum for future teacher education programs. DA - 2016/02// PY - 2016 DO - 10.12738/estp.2016.1.0207 VL - 16 IS - 1 LA - English SN - 1303-0485, 1303-0485 UR - https://files.eric.ed.gov/fulltext/EJ1101176.pdf AN - 1871571396; EJ1101176 KW - Attitude Change KW - Case Studies KW - ERIC, Current Index to Journals in Education (CIJE) KW - English (Second Language) KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Language Teachers KW - Learning Processes KW - Longitudinal Studies KW - Microteaching KW - Physical Characteristics KW - Postsecondary Education KW - Practicums KW - Preservice Teacher Education KW - Preservice Teachers KW - Pretests Posttests KW - Professional Development KW - Psychological Patterns KW - Qualitative Research KW - Reflective Teaching KW - Second Language Instruction KW - Self Concept KW - Self Evaluation (Individuals) KW - Simulation KW - Student Teacher Attitudes KW - Teaching Methods KW - Transformative Learning KW - Turkey (Istanbul) KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096126 KW - __finaldtb ER - TY - CONF TI - Technology comprehension: Scaling making into a national discipline AU - Tuhkala, Ari AU - Wagner, Marie-Louise AU - Nielsen, Nick AU - Iversen, Ole Sejer AU - Kärkkäinen, Tommi C3 - Proceedings of the Conference on Creativity and Making in Education DA - 2018/// PY - 2018 DO - 10.1145/3213818.3213828 DP - Google Scholar SP - 72 EP - 80 ST - Technology comprehension ER - TY - ELEC TI - Lahore University of Management Sciences, Pakistan AU - Tufts University T2 - The Talloires Network AB - Social Innovation Lab The Social Innovation Lab (SIL) was founded by students and alumni of the Lahore University of Management Sciences to link driven and socially conscious LUMS students with social and economic problems throughout… Read More DA - 2020/07/21/10:32:09 PY - 2020 LA - en UR - https://talloiresnetwork.tufts.edu/lahore-university-of-management-sciences-pakistan-2/ Y2 - 2020/07/21/10:32:09 ER - TY - ELEC TI - What is Interactive Voice Response (IVR?) Definitions and Benefits. AU - TTEC DA - 2021/// PY - 2021 ER - TY - ELEC TI - Tsugi AU - Tsugi DA - 2021/// PY - 2021 UR - https://www.tsugicloud.org/tsugi/store/ ER - TY - JOUR TI - Interactive voice response interventions targeting behaviour change: a systematic literature review with meta-analysis and meta-regression AU - Tsoli, Stergiani AU - Sutton, Stephen AU - Kassavou, Aikaterini T2 - BMJ Open AB - Objective A number of promising automated behaviour change interventions have been developed using advanced phone technology. This paper reviewed the effectiveness of interactive voice response (IVR)-based interventions designed to promote changes in specific health behaviours. Methods A systematic literature review of papers published between January 1990 and September 2017 in MEDLINE, CINAHL, Embase, PsycINFO, SCOPUS and the Cochrane Central Register of Controlled Trials (CENTRAL) was conducted. From the total of 2546 papers identified, 15 randomised control trials (RCTs) met the eligibility criteria and were included in a random effects metaanalysis. Meta-regression analysis was used to explore whether behaviour change techniques (BCTs) that were used in the interventions were associated with intervention effectiveness. Results Meta-analysis of 15 RCTs showed that IVRbased interventions had small but significant effects on promoting medication adherence (OR=1.527, 95% CI 1.207 to 1.932, k=9, p=0.000) and physical activity (Hedges’ g=0.254, 95% CI 0.068 to 0.439, k=3, p=0.007). No effects were found for alcohol (Hedges’ g=−0.077, 95% CI −0.162 to 0.007, k=4, p=0.073) or diet (Hedges’ g=0.130, 95% CI −0.088 to 0.347, k=2, p=0.242). In the medication adherence studies, multivariable meta-regression including six BCTs explained 100% of the observed variance in effect size, but only the BCT ‘information about health consequences’ was significantly associated with effect size (β=0.690, SE=0.199, 95% CI 0.29 to 1.08, p=0.000). Conclusion IVR-based interventions appear promising in changing specific health behaviours, such as medication adherence and physical activity. However, more studies are needed to elucidate further the combination of active components of IVR interventions that make them effective and test their feasibility and effectiveness using robust designs and objective outcome measures. DA - 2018/02// PY - 2018 DO - 10.1136/bmjopen-2017-018974 DP - DOI.org (Crossref) VL - 8 IS - 2 SP - e018974 J2 - BMJ Open LA - en SN - 2044-6055, 2044-6055 ST - Interactive voice response interventions targeting behaviour change UR - https://bmjopen.bmj.com/lookup/doi/10.1136/bmjopen-2017-018974 Y2 - 2021/10/11/14:25:50 KW - ___working_potential_duplicate KW - auto_merged ER - TY - JOUR TI - Interactive voice response interventions targeting behaviour change: a systematic literature review with meta-analysis and meta-regression AU - Tsoli, Stergiani AU - Sutton, Stephen AU - Kassavou, Aikaterini T2 - BMJ Open AB - Objective A number of promising automated behaviour change interventions have been developed using advanced phone technology. This paper reviewed the effectiveness of interactive voice response (IVR)-based interventions designed to promote changes in specific health behaviours. Methods A systematic literature review of papers published between January 1990 and September 2017 in MEDLINE, CINAHL, Embase, PsycINFO, SCOPUS and the Cochrane Central Register of Controlled Trials (CENTRAL) was conducted. From the total of 2546 papers identified, 15 randomised control trials (RCTs) met the eligibility criteria and were included in a random effects metaanalysis. Meta-regression analysis was used to explore whether behaviour change techniques (BCTs) that were used in the interventions were associated with intervention effectiveness. Results Meta-analysis of 15 RCTs showed that IVRbased interventions had small but significant effects on promoting medication adherence (OR=1.527, 95% CI 1.207 to 1.932, k=9, p=0.000) and physical activity (Hedges’ g=0.254, 95% CI 0.068 to 0.439, k=3, p=0.007). No effects were found for alcohol (Hedges’ g=−0.077, 95% CI −0.162 to 0.007, k=4, p=0.073) or diet (Hedges’ g=0.130, 95% CI −0.088 to 0.347, k=2, p=0.242). In the medication adherence studies, multivariable meta-regression including six BCTs explained 100% of the observed variance in effect size, but only the BCT ‘information about health consequences’ was significantly associated with effect size (β=0.690, SE=0.199, 95% CI 0.29 to 1.08, p=0.000). Conclusion IVR-based interventions appear promising in changing specific health behaviours, such as medication adherence and physical activity. However, more studies are needed to elucidate further the combination of active components of IVR interventions that make them effective and test their feasibility and effectiveness using robust designs and objective outcome measures. DA - 2018/02// PY - 2018 DO - 10.1136/bmjopen-2017-018974 DP - DOI.org (Crossref) VL - 8 IS - 2 SP - e018974 J2 - BMJ Open LA - en SN - 2044-6055, 2044-6055 ST - Interactive voice response interventions targeting behaviour change UR - https://bmjopen.bmj.com/lookup/doi/10.1136/bmjopen-2017-018974 Y2 - 2021/10/11/14:25:50 KW - ___working_potential_duplicate ER - TY - JOUR TI - Teacher Efficacy: Capturing an elusive construct AU - Tschannen-Moran, Megan AU - Hoy, Anita Woolfolk T2 - Teaching and Teacher Education DA - 2001/// PY - 2001 DO - 10.1016/S0742-051X(01)00036-1 IS - 17 SP - 783 EP - 805 UR - https://wmpeople.wm.edu/asset/index/mxtsch/tsesshort Y2 - 2021/10/11/14:05:44 ER - TY - RPRT TI - Country-Level Research Review: EdTech in Ghana AU - Tsapali, Maria AU - Major, Louis AU - Damani, Kalifa AU - Mitchell, Joel AU - Taddese, Abeba DA - 2021/03// PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/YMAME8E6 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - JOUR TI - Transition to online learning by a teacher education program with limited 4IR affordances AU - Tsakeni, Maria T2 - Research in Social Sciences and Technology AB - This study used the community of inquiry (CoI) framework and the affordances of Internet of things (IoT) to explore how the faculty of education of a rural campus of a university transitioned from face-to-face to online modes of instruction. In this qualitative interpretive study, data were collected through open-ended questionnaires from four purposely selected teacher educators and five final-year bachelor of education preservice teachers. Thematic content analysis techniques were used to analyze the data collected. The findings indicated the tensions experienced by the teacher educators as they negotiated the limited IoT affordances to ensure effective teaching, cognitive, and social presence in the newly formed online classrooms. Some of the tensions included the choices that were made on whether to use synchronous or asynchronous modes of instruction and the selection of effective communication modes. The teacher educators used a combination of the official learning management system (LMS) tools of the university and a social media platform as way of navigating the limited 4IR environments experienced by the preservice teachers. DA - 2021/09/10/ PY - 2021 DO - 10.46303/ressat.2021.15 DP - ressat.org VL - 6 IS - 2 LA - en SN - 2468-6891 UR - https://ressat.org/index.php/ressat/article/view/570 Y2 - 2022/08/22/19:36:13 KW - COVID-19 KW - Internet of things KW - community of inquiry KW - online learning KW - teacher education ER - TY - JOUR TI - Systematic review automation technologies AU - Tsafnat, G. AU - Glasziou, P. AU - Choong, M.K. T2 - Systematic Reviews DA - 2014/// PY - 2014 DO - 10.1186/2046-4053-3-74 VL - 3 SP - 1 EP - 15 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic AU - Trust, Torrey AU - Whalen, Jeromie T2 - Journal of Technology and Teacher Education AB - In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a mat- ter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure con- tinuity of learning for students at a distance. To learn more about educators’ experiences during this crisis, we designed and distributed an online survey that received 325 responses from K-12 educators between April 4 and May 10, 2020. In this article, we share initial insights from the survey and pro- vide recommendations for how to better prepare and support educators for teaching remotely in times of need. RATIONALE DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 189 EP - 199 KW - Barriers KW - Communicable Diseases KW - Disease Control KW - Distance Education KW - Educational Technology KW - Elementary School Teachers KW - Faculty Development KW - Online Courses KW - Secondary School Teachers KW - Teacher Attitudes KW - Teacher Competencies KW - Technological Literacy KW - ⛔ No DOI found ER - TY - JOUR TI - 2017 ISTE Standards for Educators: From Teaching With Technology to Using Technology to Empower Learners AU - Trust, Torrey DA - 2017/// PY - 2017 DO - 10.1080/21532974.2017.1398980 UR - https://www.tandfonline.com/doi/full/10.1080/21532974.2017.1398980 ER - TY - JOUR TI - Language of Instruction: Unlocking Effectiveness of Education and Sustainable Development in Sub-Saharan Africa AU - Truong, Natasha AB - The choice of the language of instruction in Sub-Saharan Africa (SSA) is a fundamental educational issue with ramifications for educational access and effectiveness and ultimately national development. Indigenous SSA languages have suffered devaluation in colonial and post-colonial SSA education, and this devaluation alienates the majority of SSA people, thus preventing them from participating in their own economic and political growth. Developmental policies that neglect to utilize local people’s talents and knowledge are failed policies. The language of instruction, specifically the use of the first or native language (L1) as the medium of instruction, is the key to unlocking these talents and knowledge because doing so will foster knowledge acquisition and preservation of SSA cultures and identities. This will in turn liberate SSA from neocolonialism and pave the way to true progress. DA - 2012/// PY - 2012 DP - Zotero SP - 17 LA - en KW - ⛔ No DOI found ER - TY - BLOG TI - 20 innovative edtech projects from around the world AU - Trucano, Mike T2 - World Bank Blogs AB - Also available in: Español | Français what did I miss? For the past two decades, I've worked on issues at the intersection of the education and technology sectors in middle- and low-income countries and emerging markets around the world. It's been a fascinating job: Over the past 20 years, I've ... DA - 2017/11/06/ PY - 2017 LA - en UR - https://blogs.worldbank.org/edutech/20-innovative-edtech-projects-around-world ER - TY - ELEC TI - On-line safety for students in developing countries AU - Trucano, Mike AB - When participating in discussions with officials planning for the use of computers and the Internet in schools in many developing countries, I am struck by how child Internet safety issues are often only considered as an afterthought -- if indeed they are considered at all. Yet these issues almost *always* present themselves during implementation, and ... DA - 2009/// PY - 2009 LA - en UR - https://blogs.worldbank.org/edutech/online-safety-for-students Y2 - 2022/11/18/14:06:30 ER - TY - BLOG TI - 10 tendances des technologies appliquées à l’éducation dans les pays en développement AU - Trucano, Michael AU - Hawkins, Robert AU - Jimenez, Carla T2 - World Bank Blogs DA - 2012/// PY - 2012 LA - fr UR - https://blogs.worldbank.org/fr/voices/10-tendances-des-technologies-appluqu-es-l-ducation-dans-les-pays-en-d-veloppement Y2 - 2020/06/04/10:47:38 ER - TY - RPRT TI - Building and Sustaining National ICT Education Agencies: Lessons from International Experiences AU - Trucano, Michael AU - Dykes, Gavin AB - National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions. CY - Washington, DC DA - 2016/// PY - 2016 DP - openknowledge.worldbank.org LA - en_US M3 - Working Paper PB - World Bank ST - Building and Sustaining National ICT Education Agencies UR - https://openknowledge.worldbank.org/handle/10986/26086 Y2 - 2022/12/29/17:30:42 KW - Education Agencies KW - Education Policy KW - ICT Education KW - Ict ER - TY - BLOG TI - 10 principles to consider when introducing ICTs into remote, low-income educational environments AU - Trucano, Michael T2 - World Bank Blogs AB - there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ... DA - 2013/07/08/ PY - 2013 LA - en UR - https://blogs.worldbank.org/edutech/10-principles-consider-when-introducing-icts-remote-low-income-educational-environments Y2 - 2020/06/03/15:06:51 ER - TY - BLOG TI - 10 principles to consider when introducing ICTs into remote, low-income educational environments AU - Trucano, Michael AB - there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ... DA - 2013/07/08/ PY - 2013 LA - en UR - https://blogs.worldbank.org/edutech/10-principles-consider-when-introducing-icts-remote-low-income-educational-environments Y2 - 2022/06/27/09:57:37 ER - TY - BLOG TI - 20 projets EdTech innovants à travers le monde AU - Trucano, Michael T2 - Banque Mondiale Blogs AB - Cette page en : English | Español | العربية J’étudie depuis deux décennies des aspects à l’intersection entre les secteurs de l’éducation et de la technologie dans les pays à revenu faible ou intermédiaire et émergents. C’est un travail fascinant : au cours des 20 dernières années, j’ai été consultant, évaluateur ou ... DA - 2017/// PY - 2017 LA - fr UR - https://blogs.worldbank.org/fr/voices/20-projets-edtech-innovants-a-travers-le-monde Y2 - 2020/07/14/17:01:56 ER - TY - BLOG TI - A different approach to scaling up educational technology initiatives AU - Trucano, Michael T2 - World Bank Blogs AB - the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ... DA - 2013/05/31/ PY - 2013 LA - en UR - https://blogs.worldbank.org/edutech/scaling-up Y2 - 2023/10/18/11:35:51 ER - TY - BLOG TI - A different approach to scaling up educational technology initiatives AU - Trucano, Michael T2 - World Bank Blogs AB - the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ... DA - 2013/05/31/ PY - 2013 LA - en UR - https://blogs.worldbank.org/edutech/scaling-up Y2 - 2021/02/23/11:55:45 ER - TY - BLOG TI - Education & Technology in an Age of Pandemics (revisited) AU - Trucano, Michael T2 - World Bank Blogs - EduTech: Exploring the use of new technologies in education DA - 2014/09/16/ PY - 2014 LA - en UR - https://blogs.worldbank.org/edutech/education-technology-age-pandemics-revisited Y2 - 2020/08/14/11:53:35 ER - TY - BLOG TI - How ministries of education work with mobile operators, telecom providers, ISPs and others to increase access to digital resources during COVID19-driven school closures (Coronavirus) AU - Trucano, Michael T2 - World Bank Blogs - Education for Global Development AB - How can we – quickly – help students (and teachers) get online, and stay online? DA - 2020/04/02/ PY - 2020 LA - en UR - https://blogs.worldbank.org/education/how-ministries-education-work-mobile-operators-telecom-providers-isps-and-others-increase Y2 - 2020/04/20/16:33:44 ER - TY - BLOG TI - Interactive Radio Instruction : a successful permanent pilot project? AU - Trucano, Michael AB - Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ... DA - 2010/05/11/ PY - 2010 LA - en M3 - Worldbank.org ST - Interactive Radio Instruction UR - https://blogs.worldbank.org/edutech/iri Y2 - 2021/11/02/01:38:08 KW - ___working_potential_duplicate ER - TY - BLOG TI - Interactive Radio Instruction : A Successful Permanent Pilot Project? AU - Trucano, Michael T2 - World Bank Blogs AB - Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ... DA - 2010/11/05/ PY - 2010 LA - en ST - Interactive Radio Instruction UR - https://blogs.worldbank.org/edutech/iri Y2 - 2021/10/11/14:03:48 KW - ___working_potential_duplicate ER - TY - BLOG TI - Interactive Radio Instruction : A Successful Permanent Pilot Project? AU - Trucano, Michael T2 - World Bank Blogs AB - Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ... DA - 2010/11/05/ PY - 2010 LA - en ST - Interactive Radio Instruction UR - https://blogs.worldbank.org/edutech/iri Y2 - 2021/10/11/14:03:48 KW - ___working_potential_duplicate ER - TY - BLOG TI - Mapping Open Educational Resources Around The World AU - Trucano, Michael AB - In the decade since the term 'open education resources' was formally identified and adopted by UNESCO, related "teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution" have been slowly but surely creeping into ... DA - 2012/// PY - 2012 LA - en UR - https://blogs.worldbank.org/edutech/mapping-oer Y2 - 2022/12/29/19:03:28 ER - TY - RPRT TI - SABER-ICT Framework Paper for Policy Analysis: Documenting national educational technology policies around the world and their evolution over time AU - Trucano, Michael T2 - SABER-ICT Technical Paper Series CY - Washington D.C. DA - 2016/// PY - 2016 DP - drive.google.com LA - en PB - World Bank SN - 1 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/26107/112899-WP-SABER-ICTframework-SABER-ICTno01.pdf?sequence=1&isAllowed=y Y2 - 2020/07/22/16:54:48 KW - Systems Framework KW - ___working_potential_duplicate ER - TY - BLOG TI - Universal Service Funds & connecting schools to the Internet around the world AU - Trucano, Michael DA - 2015/02/26/ PY - 2015 LA - en UR - https://blogs.worldbank.org/edutech/universal-service-funds-connecting-schools-internet-around-world Y2 - 2020/04/28/10:34:25 ER - TY - BLOG TI - Will technology replace teachers? No, but ... AU - Trucano, Michael T2 - World Bank Blogs AB - In the future, will a machine replace me and smash other machines on my behalf? I've worked on, advised and evaluated educational technology projects in dozens of countries over the past fifteen years, mainly in middle and low income countries. As anyone who works intimately with information and communication technologies (ICTs) on ... DA - 2015/02/24/ PY - 2015 LA - en ST - Will technology replace teachers? UR - https://blogs.worldbank.org/edutech/tech-and-teachers Y2 - 2022/05/27/16:53:38 ER - TY - BLOG TI - Worst practice in ICT use in education AU - Trucano, Michael T2 - World Bank Blogs AB - In business and in international development circles, much is made about the potential for 'learning from best practice'. Considerations of the use of educational technologies offer no exception to this impulse. That said, 'best practice' in the education sector is often a rather elusive concept (at best! some informed observers would say it ... DA - 2010/04/30/ PY - 2010 LA - en UR - https://blogs.worldbank.org/edutech/worst-practice Y2 - 2021/02/23/10:58:25 KW - auto_merged ER - TY - BLOG TI - Zero-rating educational content on the Internet AU - Trucano, Michael T2 - World Bank Blogs DA - 2016/03/16/ PY - 2016 LA - en UR - https://blogs.worldbank.org/edutech/zero-rating-educational-content-internet Y2 - 2020/04/28/10:20:32 KW - ___working_potential_duplicate ER - TY - ELEC TI - Interactive Radio Instruction : A Successful Permanent Pilot Project? AU - Trucano, M. AB - Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ... DA - 2010/// PY - 2010 LA - en ST - Interactive Radio Instruction UR - https://blogs.worldbank.org/edutech/iri Y2 - 2020/04/21/15:22:47 KW - Commitment KW - Cost KW - Equity & access KW - ___working_potential_duplicate ER - TY - ELEC TI - Knowledge Maps: ICTs in Education AU - Trucano, M. AB - Recent work at infoDev created a series of Knowledge Maps of what is known and what isnt about ICT use in education. DA - 2005/// PY - 2005 LA - en ST - Knowledge Maps UR - https://www.infodev.org/articles/knowledge-maps-icts-education Y2 - 2021/05/22/15:35:24 ER - TY - BOOK TI - Seeking impact and visibility: Scholarly communication in Southern Africa AU - Trotter, H. AU - Kell, C. AU - Willmers, M. AU - Gray, E. AU - King, T. CY - Cape Town, South Africa DA - 2014/// PY - 2014 PB - African Mind ER - TY - JOUR TI - Young children's use of video as a source of socially relevant information AU - Troseth, G. L. AU - Saylor, M. M. AU - Archer, A. H. T2 - Child Development AB - Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told "face to face" where to find a hidden toy typically found it, but children who were given the same information by a person on video did not. Children who engaged in a 5-min contingent interaction with a person (including social cues and personal references) through closed-circuit video before the hiding task used information provided to find the toy. These findings have important implications for educational television and use of video stimuli in laboratory-based research with young children. DA - 2006/06//May PY - 2006 DO - 10.1111/j.1467-8624.2006.00903.x DP - Web of Science VL - 77 IS - 3 SP - 786 EP - 799 J2 - Child Dev. LA - English SN - 0009-3920 KW - behavior KW - blues-clues KW - comprehension KW - find KW - guide KW - imitation KW - infants KW - learn KW - perception KW - television ER - TY - ELEC TI - Lebanon - Media Landscape AU - Trombetta, Lorenzo DA - 2018/// PY - 2018 UR - http://www.databank.com.lb/docs/Media%20Landscape%202018.pdf Y2 - 2020/09/08/15:08:43 ER - TY - JOUR TI - Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis AU - Tripney, Janice S AU - Hombrados, Jorge G T2 - Empirical Research in Vocational Education and Training AB - The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed. DA - 2013/// PY - 2013 DO - 10.1186/1877-6345-5-3 DP - Crossref VL - 5 IS - 1 SP - 3 J2 - ERVET LA - en SN - 1877-6345 ST - Technical and vocational education and training (TVET) for young people in low- and middle-income countries UR - http://ervet-journal.springeropen.com/articles/10.1186/1877-6345-5-3 Y2 - 2018/08/01/14:35:33 KW - -AB-Review KW - -AB-Review-SSA KW - -RQAsummary KW - -codedOrSummarised KW - -review KW - C:Kenya KW - CLL:en KW - FF1.1/3 KW - FF2.2 KW - FF2.7.a KW - interesting KW - keyReview en KW - onLongList KW - retain_obsolete KW - revofrevSummarisedSeptember2018 KW - summarised ER - TY - JOUR TI - Slum children: barrier faced by children in accessing primary education AU - Tripathi, Alpica T2 - United International Journal for Research & Technology AB - Children are mostly recognised by the society as diamond gift from the God, as jewellers cleaves the diamond from other unwanted and rough pieces. In the same way, parents of the children cleave off unwanted thoughts, societal behaviour and environment from the life of the society so that brilliancy of children luminous in the world. The responsibility of parents as well as government of country is to make availability of healthy and friendly environment for the learning of the children. The slum children’s faces lots of barriers and hurdles in accessing and attaining the education. The education is the eminent phase of socialising the child. Education is a power to accelerate skills and talents among children. Education helps to transform the living conditions and thinking ability of children. The right to education is not only the right to access education but also the right to receive an education of good quality. Education must be available and accessible but also acceptable and adaptable. The most of the slum children are indulging their precious time in doing labour, earning a coin, fighting daily from the challenges of life and wandering here a there for having a meal. The children are no doubt a tribute from Almighty but they should be preserve and nurture very sensitively in span of life. Urban children face a particularly complex set of challenges affecting their development and the fulfilment of their rights. The worst consequences of urbanisation, industrialisation and modernisation give birth to diverse group of children in urban areas like slum children, runaway children, working children, street children, orphan child. These children spend their precious time as rag picker, construction workers, factory workers, child beggars, migrant labourer, sex worker and domestic workers in swanky lifestyle of cities. These un-notified and homeless children are far from the reach of the policies of the government and even not noticed by the policy maker of the government. These children are deprived from their rights of survival, rights of protection, rights of development and rights of participation. These children even fight for their basic necessities of life. DA - 2019/// PY - 2019 DP - Zotero VL - 01 IS - 02 SP - 35 EP - 41 LA - en UR - https://uijrt.com/articles/v1/i2/UIJRTV1I20005.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - The potential of research for professional development in isolated settings during the COVID-19 crisis and beyond AU - Trikoilis, Dionysios AU - Papanastasiou, Elena T2 - Journal of Technology and Teacher Education AB - The global COVID-19 pandemic has created the urgent need for quality online instruction throughout all levels of educa- tion. However, this pandemic has found teachers physically isolated within their homes, and unprepared for the challeng- ing tasks of teaching online. Many of the challenges faced by teachers due to this isolation, are similar to those faced by teachers in remote areas around the world. One such issue, is the lack of access to traditional professional development op- portunities, which is frequently the only type of professional development offered to teachers in many countries. Thus, many teachers lack guidance on how to resolve many online teaching challenges during this period. Therefore, this study examines the potential of utilizing educational research for assisting teachers through this trying period of COVID-19 DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 295 EP - 300 KW - Access to Education KW - Communicable Diseases KW - Disease Control KW - Educational Research KW - Educational Technology KW - Faculty Development KW - Foreign Countries KW - Online Courses KW - Professional Isolation KW - Rural Areas KW - Technology Uses in Education KW - ⛔ No DOI found ER - TY - RPRT TI - Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic AU - Traxler, John AU - Scott, Howard AU - Smith, Matt AU - Hayes, Sarah DA - 2020/// PY - 2020 LA - en PB - EdTech Hub SN - 1 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - SUMMARY Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic AU - Traxler, John AU - Scott, Howard AU - Smith, Matt AU - Hayes, Sarah DA - 2020/// PY - 2020 LA - en PB - EdTech Hub SN - 1 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Students and mobile devices AU - Traxler, John T2 - Research in Learning Technology DA - 2010/// PY - 2010 DO - 10.1080/09687769.2010.492847 VL - 18 IS - 2 ER - TY - BOOK TI - Making mobile learning work: case studies of practice AU - Traxler, J. AU - Wishart, J. T2 - Discussions in education CY - Bristol DA - 2011/04// PY - 2011 SP - 46 PB - ESCalate, HEA Subject Centre for Education, University of Bristol SN - 978-1-907207-30-3 UR - http://escalate.ac.uk/8250 ER - TY - RPRT TI - Guidebook to Successful Implementation of Digital Education AU - Traore, Moussa AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/11/22/ PY - 2021 LA - en M3 - Featured Publisher: World Bank PB - EdTech Hub UR - https://docs.edtechhub.org/lib/RTJ2Z8MX KW - _r:AddedByZotZen ER - TY - RPRT TI - Systems, applications and technologies for e-learning AU - Traore, Moussa AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/07/08/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/B6QXU3J3 KW - _r:AddedByZotZen ER - TY - BLOG TI - Language data by country AU - Translators Without Borders T2 - Translators without Borders AB - LANGUAGE DATA BY COUNTRY 31 countries | 66 datasets | 90 maps LA - en-US ST - https UR - https://translatorswithoutborders.org/language-data-by-country/ Y2 - 2022/01/21/10:55:36 ER - TY - BLOG TI - Language data for Malawi AU - Translators without Borders T2 - Translators without Borders AB - Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis. DA - 2021/// PY - 2021 LA - en-US UR - https://translatorswithoutborders.org/language-data-for-malawi/ Y2 - 2022/11/11/17:43:40 ER - TY - ELEC TI - Language data for Malawi AU - Translators Without Borders T2 - Translators without Borders AB - Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis. DA - 2021/03// PY - 2021 LA - en-US UR - https://translatorswithoutborders.org/language-data-for-malawi/ Y2 - 2022/06/07/09:41:50 ER - TY - BLOG TI - Language data for Nigeria AU - Translators Without Borders T2 - Translators without Borders AB - Open-source language data and maps about languages spoken in Nigeria can improve how we communicate with communities in crisis. LA - en-US UR - https://translatorswithoutborders.org/language-data-nigeria/ Y2 - 2022/01/21/10:29:13 ER - TY - ELEC TI - Language Data Initiative AU - Translators Without Borders UR - https://translatorswithoutborders.org/language-data ER - TY - RPRT TI - Disability in and Around Urban Areas of Sierra Leone AU - Trani, Jean-Francois AU - Bah, Osman AU - Bailey, Nicki AU - Browne, Joyce AU - Groce, Nora AU - Kett, Maria DA - 2017/11/01/ PY - 2017 DP - ResearchGate UR - https://www.researchgate.net/publication/320757193_Disability_in_and_Around_Urban_Areas_of_Sierra_Leone ER - TY - RPRT TI - Making great strides yet a learning crisis remains in Tanzania: Results of the SDI and SABER service delivery surveys AU - Trako, Iva AU - Molina, Ezequiel AU - Asim, Salman DA - 2019/// PY - 2019 PB - The World Bank UR - http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/AFR/Tanzania/SDI/Tanzania-SDI_SABER%20SD%20Report_Oct7.pdf Y2 - 2021/01/18/11:54:18 ER - TY - ELEC TI - Malawi - Adolescents Out Of School (% Of Lower Secondary School Age) - 2022 Data 2023 Forecast 1999-2019 Historical AU - Trading Economics DA - 2022/// PY - 2022 UR - https://tradingeconomics.com/malawi/adolescents-out-of-school-percent-of-lower-secondary-school-age-wb-data.html Y2 - 2022/12/10/19:59:34 ER - TY - RPRT TI - Technology is transforming governance in Pakistan AU - Touqeer, Irum AU - Rontoyanni, Clelia AB - Punjab Excise and Taxation Service Center. Photo: World Bank Technology is changing our world faster than ever before. And Pakistan, home to more than 64 million internet users and 62 million people connected to mobile data, is no exception. As they’ve become more digital-savvy, Pakistanis are now expecting better digital ... DA - 2019/// PY - 2019 LA - en PB - World Bank Group UR - https://blogs.worldbank.org/endpovertyinsouthasia/technology-transforming-governance-pakistan Y2 - 2021/02/10/07:40:29 ER - TY - ELEC TI - Back to school - but classes are empty because of Ebola fears in DRC AU - Tounsi, Samir T2 - Theirworld AB - In villages near the centre of an outbreak, families are keeping their children at home - even though teachers know how to protect them. DA - 2020/08/18/ PY - 2020 LA - en M3 - text/html UR - https://theirworld.org/news/ebola-fears-keep-children-off-school-in-drc Y2 - 2020/08/18/01:10:07 ER - TY - RPRT TI - Affordable online maths tuition: Evaluation report and executive summary. AU - Torgerson, Carole AU - Ainsworth, Hannah AU - Buckley, Hannah AU - Hampden-Thompson, Gillen AU - Hewitt, Catherine AU - Humphry, Deborah AU - Jefferson, Laura AU - Mitchell, Natasha AU - Torgerson, David DA - 2016/// PY - 2016 DP - Google Scholar PB - Education Endowment Foundation ST - Affordable online maths tuition UR - https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Affordable_Maths.pdf KW - ⛔ No DOI found ER - TY - CHAP TI - The Need for Randomised Controlled Trials in Educational Research AU - Torgerson, Carole J. AU - Torgerson, David J. T2 - The Need for Randomised Controlled Trials in Educational Research AB - The first use of RCTs in education is uncertain. In the last century the use of the design pre-dated its use in medicine by at least a decade (although medical trials may have been undertaken in the 19th century). Forsetlund and colleagues (2007) identified two education trials conducted by Walters in 1931 and 1932, which predated the 1944 and 1948 medical trials run by the UK's Medical Research Council by more than a decade. The early interest in RCTs among some educational researchers was not sustained. Other, less robust, designs to demonstrate educational effectiveness were pursued. For example, quasi-experimental studies were often preferred, being relatively inexpensive, rapid to conduct and often able to generate politically attractive conclusions. However, their results are inherently less reliable than the results from RCTs as their internal validity is always potentially confounded by variables offering alternative explanations. DA - 2012/02/13/ PY - 2012 DP - www.taylorfrancis.com SP - 203 EP - 214 LA - en PB - Routledge SN - 978-0-203-12382-9 UR - https://www.taylorfrancis.com/chapters/edit/10.4324/9780203123829-29/need-randomised-controlled-trials-educational-research-carole-torgerson-david-torgerson Y2 - 2022/12/07/20:57:11 ER - TY - JOUR TI - An Investigation into Implementation of ICT in Primary Schools, in Kenya, in the Light of Free Laptops at Primary One A Case Study of Teachers Implementing ICT into Their Teaching Practice AU - Tonui, Betty AU - Kerich, E AU - Koross, R T2 - Journal of Education and Practice AB - Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley region of Kenya. It examines views in pertinent literature as well as teachers’ perceptions of the benefits of integrating ICT into teaching-learning, the success factors and obstacles encountered in their endeavours to do this. Conclusions are drawn and suggestions made to address the challenges and improve on the use of ICT for teaching-learning in teaching institutions. DA - 2016/// PY - 2016 DP - Zotero SP - 5 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - An Investigation into Implementation of ICT in ECD and Primary Schools, in the Light of Free Laptops at Primary One: a case study of teachers implementing ICT into their teaching practice AU - Tonui, Betty C. AU - Kerich, E. AU - Koross, R. AU - J, K. AU - Moi, Too AB - Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley DA - 2018/// PY - 2018 LA - en ST - An Investigation into Implementation of ICT in ECD and Primary Schools, in the Light of Free Laptops at Primary One UR - /paper/An-Investigation-into-Implementation-of-ICT-in-ECD-Tonui-Kerich/d421f77fc7806b74ed70d1304ad055cca01da7d7 Y2 - 2021/06/03/13:30:40 ER - TY - JOUR TI - "Opening" a new kind of high school: The story of the open high school of Utah AU - Tonks, De Laina AU - Weston, Sarah AU - Wiley, David AU - Barbour, Michael K T2 - International Review of Research in Open and Distance Learning AB - The use of online learning at the primary and secondary school level is growing exponentially in the United States. Much of this growth is with full-time online schools, most of whichare operated by for-profit companies that use proprietary online course content. In this article we trace the development of, and philosophy behind, a full-time online school that uses open access software and open educational resources for course content. As more nations begin to put in place plans for primary and secondary education in the event of natural disasters (e.g., the Christchurch earthquakes) or pandemics (e.g., avian flu or H1N1), the availability of open online content is of critical importance. DA - 2013/// PY - 2013 DO - 10.19173/irrodl.v14i1.1345 VL - 14 IS - 1 SP - 255 EP - 271 KW - Cyber school KW - K-12 online learning KW - Open education KW - Virtual school ER - TY - JOUR TI - Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence AU - Tondeur, Jo AU - van Braak, Johan AU - Ertmer, Peggy A. AU - Ottenbreit-Leftwich, Anne T2 - Educational Technology Research and Development AB - This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training. DA - 2017/06// PY - 2017 DO - 10.1007/s11423-016-9481-2 DP - DOI.org (Crossref) VL - 65 IS - 3 SP - 555 EP - 575 J2 - Education Tech Research Dev LA - en SN - 1042-1629, 1556-6501 ST - Understanding the relationship between teachers’ pedagogical beliefs and technology use in education UR - http://link.springer.com/10.1007/s11423-016-9481-2 Y2 - 2021/05/29/17:56:11 ER - TY - JOUR TI - Getting inside the black box of technology integration in education: Teachers stimulated recall of classroom observations AU - Tondeur, J. AU - Kershaw, L. AU - Vanderlinde, R. AU - van Braak, J. T2 - Australasian Journal of Educational Technology DA - 2013/// PY - 2013 DO - 10.14742/ajet.16 VL - 29 IS - 3 SP - 434 EP - 449 ER - TY - JOUR TI - Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland AU - Tomasik, Martin J. AU - Helbling, Laura A. AU - Moser, Urs T2 - International Journal of Psychology AB - Using data from a computer-based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID-19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second-order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in-person learning, at least in an emergency situation, but not all pupils benefit to the same degree. DA - 2021/// PY - 2021 DO - 10.1002/ijop.12728 DP - Wiley Online Library VL - 56 IS - 4 SP - 566 EP - 576 LA - en SN - 1464-066X ST - Educational gains of in-person vs. distance learning in primary and secondary schools UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/ijop.12728 Y2 - 2022/08/25/19:52:21 KW - COVID-19 KW - Distance learning KW - Learning progress KW - School achievement KW - School closures ER - TY - JOUR TI - An intervention study of instructional methods and student engagement in large classes in Thailand AU - Tolley, Leigh AU - Johnson, Laurene AU - Koszalka, Tiffany T2 - International Journal of Educational Research DA - 2012/// PY - 2012 DO - 10.1016/j.ijer.2012.05.003 VL - 53 LA - en UR - https://reader.elsevier.com/reader/sd/pii/S0883035512000432?token=499AE21B7C81C429CD96678BD85D16D0AFCA10797622F2662CF6A06B27EE3E228CF0F30F35951E9CE83C49088377D180 Y2 - 2020/05/10/20:18:48 ER - TY - JOUR TI - ICT reform initiatives in Singapore schools: a complexity theory perspective AU - Toh, Yancy AU - So, Hyo-Jeong T2 - Asia Pacific Education Review AB - The past two decades have witnessed an exponential growth in the use of technology in our daily life. Notwithstanding its phenomenal influence, the use of technology in education remains sporadic and disjointed. The promise that technology will bring deep-seated changes in the way that educators teach and students learn remains, disappointedly, elusive. This paper argues that the lack of systemic frame of reference may have explanatory power over such less than impressive performance of ICT in education. Tracing the trajectory of Singapore’s ICT-related policies in the educational sector, this paper adopts the complexity lens to study the systemic policy changes that are imbued in the different stages of Singapore’s ICT-based reforms. In particular, the paper delves into the three constructs of complexity theory: self-organisation, coevolution and fitness landscape. By juxtaposing the interdependencies of these three concepts against the backdrop of Singapore’s educational landscape, the paper contends that the complexity theory perspective has the potential to help policymakers understand the dynamic and complex nature of reforms so as to devise multi-faceted solutions that will address the concerns of all key stakeholders in the learning ecology. Implications for policymaking are also discussed. DA - 2011/09/01/ PY - 2011 DO - 10.1007/s12564-010-9130-0 DP - Springer Link VL - 12 IS - 3 SP - 349 EP - 357 J2 - Asia Pacific Educ. Rev. LA - en SN - 1876-407X ST - ICT reform initiatives in Singapore schools UR - https://doi.org/10.1007/s12564-010-9130-0 Y2 - 2020/12/07/12:17:15 ER - TY - RPRT TI - Research on Children with Disabilities Influences Education Policy in Pakistan AU - Tofaris, Elizabeth AU - Bari, Faisal AU - Malik, Rabea DA - 2019/// PY - 2019 DP - DOI.org (Crossref) LA - en PB - REAL Centre, University of Cambridge and The Impact Initiative UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14502 Y2 - 2021/02/15/11:31:23 ER - TY - JOUR TI - Management of Vehichle Architecture Parameters AU - Toepfer, F AU - Naumann, T DA - 2016/// PY - 2016 DP - Zotero SP - 10 LA - en KW - ⛔ No DOI found ER - TY - BLOG TI - COVID-19 and education systems in Tanzania: Brainstorming for a true ed-tech disruption? AU - Todd, Gemma T2 - World Bank Blogs AB - The world was already facing a ‘learning crisis’. The addition of school closures from the coronavirus (COVID-19) pandemic has brought on new challenges. We witnessed a big ‘technology rush’ with the government and education stakeholders exploring solutions. DA - 2020a PY - 2020a LA - en ST - COVID-19 and education systems in Tanzania UR - https://blogs.worldbank.org/education/covid-19-and-education-systems-tanzania-brainstorming-true-ed-tech-disruption Y2 - 2021/03/03/17:05:43 ER - TY - BLOG TI - COVID-19 and the education systems in Tanzania: Brainstorming for a true ed-tech disruption? (Part II) AU - Todd, Gemma T2 - World Bank Blogs AB - In Tanzania we have now opened all schools, colleges and universities, and we are hopefully going to stay in this post coronavirus (Covid-19) world. If we want technology to really revolutionize education the post Covid-19 world is a good time to make that happen. DA - 2020b PY - 2020b LA - en ST - COVID-19 and the education systems in Tanzania UR - https://blogs.worldbank.org/education/covid-19-and-education-systems-tanzania-brainstorming-true-ed-tech-disruption-part-ii Y2 - 2021/03/03/17:05:24 ER - TY - RPRT TI - Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region AU - Tobin, Mollie AU - Lietz, Petra AU - Nugroho, Dita AU - Vivekanandan, Ramya AU - Nyamkhuu, Tserennadmid DA - 2015/// PY - 2015 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000235469 Y2 - 2021/05/05/09:31:01 ER - TY - RPRT TI - Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region AU - Tobin, Mollie AU - Lietz, Petra AU - Nugroho, Dita AU - Vivekanandan, Ramya AU - Nyamkhuu, Tserennadmid DA - 2015/// PY - 2015 PB - UNESCO ST - Using large-scale assessments of students' learning to inform education policy ER - TY - BOOK TI - Grade 4 Mathematics 2011 Assessment Items AU - TIMSS CY - Boston, MA DA - 2013/// PY - 2013 PB - TIMSS & PIRLS International Study Center, International Association for the Evaluation of Educational Achievement (IEA) SN - 38331.0513.86070312 UR - https://nces.ed.gov/timss/pdf/TIMSS2011_G4_Math.pdf Y2 - 2021/10/11/13:56:55 ER - TY - BOOK TI - Teacher professional learning and development: best evidence synthesis iteration (BES) AU - Timperley, Helen CY - Wellington, N.Z. DA - 2007/// PY - 2007 DP - Open WorldCat LA - eng PB - Ministry of Education SN - 978-0-7903-2628-3 ST - Teacher professional learning and development UR - https://thehub.swa.govt.nz/assets/documents/42432_TPLandDBESentireWeb_0.pdf KW - C:New Zealand ER - TY - ELEC TI - Is it possible to wire the world? Meet the guy who has a plan to make it happen. AU - Time T2 - Time DA - 2014/// PY - 2014 UR - https://time.com/130477/internet-human-right/ ER - TY - RPRT TI - ICT in education in Tanzania: Lessons and experiences from IICD-supported projects AU - Tilya, Frank CY - The Hague DA - 2007/// PY - 2007 SP - 8 LA - EN M3 - Thematic Brief PB - International Institute for Communication and Development (IICD) UR - http://www.bibalex.org/search4dev/files/287918/118801.pdf Y2 - 2022/02/02/18:59:05 ER - TY - JOUR TI - Information Literacy in Kenya AU - Tilvawala, Khushbu AU - Myers, Michael D. AU - Andrade, Antonio Díaz T2 - The Electronic Journal of Information Systems in Developing Countries AB - There are a growing number of information and communications technologies (ICT) initiatives in developing countries. These initiatives are usually undertaken on the basis that they are important for social and economic development. However, one barrier to the efficient utilisation of ICT in developing countries is the relatively low level of information literacy. Without the ability to manipulate and use information effectively, investments in ICT-for-development projects may be unsuccessful. In this research project, three ICT initiatives in Kenya are analysed in the light of the dimensions of information literacy. Implications for other developing countries are discussed. DA - 2009/// PY - 2009 DO - 10.1002/j.1681-4835.2009.tb00275.x DP - Wiley Online Library VL - 39 IS - 1 SP - 1 EP - 11 LA - en SN - 1681-4835 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1681-4835.2009.tb00275.x Y2 - 2021/03/19/13:36:17 KW - Information and communications technology KW - Kenya KW - developing countries KW - information literacy ER - TY - RPRT TI - Local Government Authority (LGA) fiscal inequities and the challenges of 'disadvantaged' LGAs in Tanzania AU - Tilley, Helen AU - Williamson, Tim AU - Long, Cathal AU - Sola, Nazar AU - Maziku, Alloyce AU - Tobias, Julia AB - It has for some time been widely recognised that some fiscal transfers to Local Government Authorities (LGAs) are very unevenly distributed – in particular government recurrent transfers, most notably those for the payment of salaries, Personal Emoluments (PE). The objective of this study is to analyse progress, achievements and challenges of the current strategies for addressing inequalities of recurrent grant allocations across LGAs. DA - 2014/10/10/ PY - 2014 LA - en-gb UR - https://odi.org/en/publications/local-government-authority-lga-fiscal-inequities-and-the-challenges-of-disadvantaged-lgas-in-tanzania/ Y2 - 2022/04/07/17:23:09 ER - TY - RPRT TI - 10 things to know about how to influence policy with research AU - Tilley, Helen AU - Shaxson, Louise AU - Rea, Joanna AU - Ball, Louise AU - Young, John AB - 10 things you need to know if you want to use research to influence policy. DA - 2017/01/06/ PY - 2017 LA - en-gb M3 - Briefing/policy papers PB - Overseas Development Institute (ODI) UR - https://odi.org/en/publications/10-things-to-know-about-how-to-influence-policy-with-research/ Y2 - 2022/09/10/12:24:27 ER - TY - JOUR TI - Education for sustainable development in Africa: a critique of regional agendas AU - Tikly, Leon T2 - Asia Pacific Education Review AB - Education is often perceived in policy agendas as playing a transformative role in realising sustainable development and the SDGs on the continent. The assumption is based, however, on an insufficiently critical understanding of the historical role of education in supporting unsustainable development. The article provides a critical account of the relationship between education policy and sustainable development in Africa as an aspect of the postcolonial condition, i.e. as an aspect of the colonial legacy and of Africa’s position in relation to contemporary processes of globalisation. It is argued that if education is to play a transformative role in relation to sustainable development then education policy needs to be fundamentally re-oriented and harnessed to wider processes of economic, cultural and political transformation in the interests of social and environmental justice. DA - 2019/06/01/ PY - 2019 DO - 10.1007/s12564-019-09600-5 DP - Springer Link VL - 20 IS - 2 SP - 223 EP - 237 J2 - Asia Pacific Educ. Rev. LA - en SN - 1876-407X ST - Education for sustainable development in Africa UR - https://doi.org/10.1007/s12564-019-09600-5 Y2 - 2020/12/15/19:34:30 ER - TY - JOUR TI - Towards a framework for researching the quality of education in low‐income countries AU - Tikly, Leon T2 - Comparative Education DA - 2011/02// PY - 2011 DO - 10.1080/03050068.2011.541671 DP - DOI.org (Crossref) VL - 47 IS - 1 SP - 1 EP - 23 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 UR - http://www.tandfonline.com/doi/abs/10.1080/03050068.2011.541671 Y2 - 2023/05/19/18:35:54 ER - TY - CONF TI - Teacher Training Delivery Mode Research AU - Tiguryera, Scholastica T2 - Comparative International Education Society Conference C1 - San Francisco, CA DA - 2019/// PY - 2019 PB - USAID, RTI KW - ⛔ No DOI found ER - TY - RPRT TI - Situational Analysis: UNICEF Tanzania Decentralization and Local Governance Support Strategy (Mainland and Zanzibar) AU - Tidemand, Per CY - Dar es Salaam DA - 2018/// PY - 2018 DP - Zotero LA - en PB - UNICEF UR - https://www.unicef.org/tanzania/media/1491/file/DeLOG-Assessment-Stocktake.pdf ER - TY - CHAP TI - Instructional and assessment accommodations in the 21st century. AU - Thurlow, M T2 - The SAGE Handbook of Special Education: Two Volume Set. A2 - Florian, L DA - 2013/// PY - 2013 SN - 978-1-4129-0728-6 UR - https://uk.sagepub.com/en-gb/eur/the-sage-handbook-of-special-education/book237524 ER - TY - RPRT TI - Supporting Adolescent Girls Education in Zimbabwe AU - Thukral, H AU - Conrad, L AU - Laesecke, A AU - Reeves, A AU - Sibal, M AU - Zasoski, L DA - 2019/// PY - 2019 M3 - Baseline Report Final PB - School-to-School International UR - https://girlseducationchallenge.org/media/swvdgiu0/sage-lngb-baseline-evaluation.pdf ER - TY - JOUR TI - Qualitative Metasynthesis: Reflections on Methodological Orientation and Ideological Agenda AU - Thorne, Sally AU - Jensen, Louise AU - Kearney, Margaret H. AU - Noblit, George AU - Sandelowski, Margarete T2 - Qualitative Health Research AB - In an era of pressure toward evidence-based health care, we are witnessing a new enthusiasm for qualitative metasynthesis as an enterprise distinct from conventional literature reviews, secondary analyses, and the many other scholarly endeavors with which it is sometimes confused. This article represents the reflections of five scholars, each ofwhom has authored a distinct qualitative metasynthesis strategy. By providing the reader a glimpse into the tradition of their various qualitative metasynthesis projects, these authors offer a finely nuanced examination of the tensions between comparison and integration, deconstruction and synthesis, and reporting and integration within the metasynthesis endeavor. In so doing, they account for many of the current confusions about representation and generalization within the products of these inquiries. Through understanding the bases of their unique angles of vision, the reader is invited to engage in their commitment to scholarly integrity and intellectual credibility in this emerging methodological challenge. DA - 2004/12/01/ PY - 2004 DO - 10.1177/1049732304269888 DP - SAGE Journals VL - 14 IS - 10 SP - 1342 EP - 1365 J2 - Qual Health Res LA - en SN - 1049-7323 ST - Qualitative Metasynthesis UR - https://doi.org/10.1177/1049732304269888 Y2 - 2019/11/15/13:45:27 ER - TY - JOUR TI - Inclusive considerations for optimal online learning in times of disasters and crises AU - Thompson, Kim M AU - Copeland, Clayton T2 - Information and Learning Science AB - Purpose: Special submission format guidelines indicate to insert placeholder and upload full abstract. Design/methodology/approach: Special submission format guidelines indicate to insert placeholder and upload full abstract. Findings: Special submission format guidelines indicate to insert placeholder and upload full abstract. Research limitations/implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Practical implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Social implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Originality/value: Special submission format guidelines indicate to insert placeholder and upload full abstract. DA - 2020/// PY - 2020 DO - 10.1108/ILS-04-2020-0083 VL - 121 IS - 7 SP - 481 EP - 486 KW - Course design KW - Diversity KW - Equity KW - Evidence-based practice KW - Inclusion KW - Inclusive pedagogy KW - Learning environment KW - Universal design for learning KW - pedagogy ER - TY - JOUR TI - Schooling, interrupted: a critical account of motivation and education during the first wave of the COVID-19 pandemic in Quebec AU - Thompson, Jennifer AU - Fraser, Sarah AU - Archambault, Isabelle AU - Beauregard, Nancy AU - Dupéré, Véronique AU - Frohlich, Katherine T2 - Journal of Teaching and Learning AB - Among the concerns about youth wellbeing during the COVID-19 pandemic, one well-documented impact is youth motivation, particularly in relation to schooling. Yet many questions remain: How are youth experiencing motivation? What factors affect their motivation? How are youth differentially experiencing motivation? This article addresses young people’s experiences of motivation during the first wave of the pandemic as explored through participatory visual research. In Spring 2020, the Quebec private and public secondary school systems responded very differently to school closures. Private schools pivoted to distance learning within about two weeks, whereas public schools took almost two months to provide formal instruction. Bringing youth’s accounts of motivation into conversation with youth’s concerns about the inequities across the private and public school systems offers a rich opportunity to revisit Self-Determination Theory as an established theory of motivation. Youth’s analyses urge us to revisit the conceptualization of “structure” within this theory and how structure might offer a junction for accounting for more macrostructural inequalities within motivation research. DA - 2021/08/16/ PY - 2021 DO - 10.22329/jtl.v15i2.6722 DP - DOI.org (Crossref) VL - 15 IS - 2 SP - 60 EP - 80 J2 - Journal of Teaching and Learning SN - 1911-8279 ST - Schooling, interrupted UR - https://jtl.uwindsor.ca/index.php/jtl/article/view/6722 Y2 - 2023/03/18/12:05:11 ER - TY - BOOK TI - The Global Report on the Status of Teachers 2021 AU - Thompson, Greg AB - The status of teachers remains a concern in many jurisdictions. Teachers are aware that holding the same qualifications or levels of training as other professions does not bring the same status, despite teaching and facilitating learning being complex work that requires significant expertise. The mandate for this Report was to consider the status of the teaching profession in the three years since the 2018 Report. Rather than simply covering the same ground as the previous Report, the survey was encouraged to maintain its strong focus on status, pay, and conditions while responding to pressing contemporary issues. In the midst of the global COVID-19 pandemic, with concern around the impact that this was having on school communities in general, and the teacher workforce in particular, a focus of this survey concerns the perspectives of unions across the world regarding the impact of COVID-19. [Publisher summary, ed] DA - 2021/// PY - 2021 DP - Open WorldCat LA - eng SN - 978-92-95120-28-0 ER - TY - RPRT TI - Summative GPE country program evaluation AU - Thompson, Dale E DA - 2019/05// PY - 2019 DP - Zotero SP - 181 LA - en SN - Batch 4, Country 9: Republic of South Sudan UR - https://www.globalpartnership.org/sites/default/files/document/file/2019-07-summative-gpe-country-program-evaluation-south-sudan.pdf ER - TY - GEN TI - Exclusion from education: The Economic Cost of Out of School Children in 20 Countries AU - Thomas, Milan AU - Burnett, Nicholas DA - 2013/// PY - 2013 PB - Educate a Child; Results for Develpoment UR - https://educateachild.org/sites/default/files/attachments/R4D_EAC_smallres.pdf Y2 - 2020/01/27/13:48:54 ER - TY - ELEC TI - Rumie Build AU - Thomas, Jilson T2 - Rumie Build AB - Rumie Byte authoring application LA - en UR - https://build.rumie.org/terms-of-service/ Y2 - 2020/08/19/12:07:10 ER - TY - SLIDE TI - Monitoring Radio Programming in times of COVID-19: Preliminary findings from parent interviews and discussions A2 - Thomas, Harris A2 - Lebah, Bingo DA - 2020/07/27/ PY - 2020 UR - https://drive.google.com/file/d/1x_iae9FFO5FLWvW1yoyylCUwzEwXG4-F/view ER - TY - JOUR TI - Diverse definitions of engagement: Personalised learning analytics to support staff and students AU - Thoeming, Alix AU - Baird, Aaron AU - Weeks, Ruth AU - Liu, Danny AU - Flitcroft, Harriet AU - Bridgeman, Adam T2 - ASCILITE Publications AB - Although teachers design learning experiences, their pedagogical and pastoral connections to students and teaching are often unaccounted for in learning analytics approaches. What is needed for analytics to reconnect teachers and students at a unit and program level, and help unit and program coordinators support those students who need it most? We present the approaches and findings from a pilot initiative where a freely available learning analytics platform allowed unit coordinators to define their own contextually unique measures of engagement and allowed program coordinators to see across units. We discuss the forms of outreach afforded by the initiative, the support provided to coordinators, and the implications of learning analytics that are not one-size-fits-all on using data meaningfully to support human connection. DA - 2022/11/18/ PY - 2022 DO - 10.14742/apubs.2022.188 DP - publications.ascilite.org SP - e22188 EP - e22188 LA - en SN - 2653-665X ST - Diverse definitions of engagement UR - https://publications.ascilite.org/index.php/APUB/article/view/188 Y2 - 2024/02/15/16:53:13 KW - relational pedagogy ER - TY - RPRT TI - EdTech to Support Out-of-School Children and Adolescents AU - Thinley, Sangay AU - Rui, Yang AB - This Helpdesk report was created in response to a request from the World Bank Malawi Education Team for a curated list of resources on examples of EdTech interventions targeting out-of-school children and adolescents to inform an ASA (Advisory Services and Analytics) output. The ASA output will provide policy options to improve second-chance learning and foundational skills for out-of-school children (OOSC). To provide the World Bank Malawi team with adequate information on the above. This curated list begins with an introduction to the use of EdTech to support out-of-school children and youth, and then moves on to present examples of such interventions and programmes within Malawi, as well the wider African region and the rest of the world. This list is designed to serve as a resource for the team and does not make any direct recommendations on actions to be taken. An output of the EdTech Hub, https://edtechhub.org CN - 0163 DA - 2023/// PY - 2023 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://docs.edtechhub.org/lib/AG764A26 KW - _r:AddedByZotZen ER - TY - RPRT TI - EdTech in Cambodia: A Rapid Scan AU - Thinley, Sangay AU - Hayat, Amal AU - Thang, Sarah AU - Mazari, Haani AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1020 DA - 2024/04/16/T18:00:00.000Z PY - 2024 LA - en M3 - Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/Z7XKA7E8 KW - _r:AddedByMyEducationEvidence ER - TY - VIDEO TI - A look at ThinkZone's Home Based Learning Program AU - ThinkZone AB - As COVID-19 hit India, anganwadis and government schools went into lockdown. ThinkZone has been implementing its home-based model of learning so that no kid’s education is left out during this crisis. The initiative is targeted at families in under-resourced communities who have limited access to smartphones and the internet. DA - 2020/07/26/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=QZyRWrUgpSU Y2 - 2022/06/25/23:32:19 ER - TY - BLOG TI - ThinkZone India AU - ThinkZone LA - en-US UR - https://thinkzone.in/ Y2 - 2022/06/25/23:30:08 ER - TY - JOUR TI - A Systematic Review on Literature-based Discovery: General Overview, Methodology, & Statistical Analysis AU - Thilakaratne, Menasha AU - Falkner, Katrina AU - Atapattu, Thushari T2 - ACM Computing Surveys AB - The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research. DA - 2019/12/10/ PY - 2019 DO - 10.1145/3365756 DP - ACM Digital Library VL - 52 IS - 6 SP - 129:1 EP - 129:34 J2 - ACM Comput. Surv. SN - 0360-0300 ST - A Systematic Review on Literature-based Discovery UR - https://dl.acm.org/doi/10.1145/3365756 Y2 - 2024/01/18/22:37:45 KW - LBD KW - Literature-based discovery KW - hypotheses generation KW - knowledge discovery KW - literature mining KW - systematic review KW - text mining ER - TY - BOOK TI - Increasing student motivation: strategies for middle and high school teachers AU - Theobald, Margaret A. AB - This unique resource provides a wealth of theories and strategies for teachers to help spark students' motivations to learn and succeed beyond their formal schooling years. DA - 2006/// PY - 2006 DP - Google Books LA - en PB - Corwin Press SN - 978-1-4522-1521-1 ST - Increasing student motivation UR - https://books.google.co.uk/books?id=sXjDAgAAQBAJ&dq=Increasing+student+motivation:+strategies+for+middle+and+high+school+teachers KW - Education / General ER - TY - RPRT TI - Safe Schools: The Hidden Crisis AU - Theirworld DA - 2018/// PY - 2018 UR - http://s3.amazonaws.com/theirworld-site-resources/Reports/Theirworld-Report-Safe-Schools-December-2018.pdf ER - TY - RPRT TI - Teachers and Teaching in Sierra Leone AU - The World Bank DA - 2021/// PY - 2021 ER - TY - RPRT TI - LEARNING to improve LEARNING: Lessons from Early Primary Interventions and Evaluations in India and Sub-Saharan Africa AU - The William & Flora Hewlett Foundation DA - 2014/02// PY - 2014 SP - 14 UR - https://www.globalreadingnetwork.net/sites/default/files/media/file/2014-02-14_Learning%20to%20Improve%20Learning%20Synthesis%20for%20Publishing_Edited_0.pdf Y2 - 2020/07/07/00:00:00 ER - TY - ELEC TI - Narional Information and Communications Technologies policy AU - The United Republic of Tanzania Ministry of Communications and Transport DA - 2003/// PY - 2003 UR - http://www.ist-africa.org/home/files/Tanzania_ICTPolicy.pdf Y2 - 2020/06/29/15:55:37 ER - TY - BLOG TI - 8 Key Translation Technology Solutions AU - The Translation People AB - Create websites in different languages – CMS Translation Integration Plugins For companies looking to expand overseas, a localised website is one of the LA - en UR - https://www.thetranslationpeople.com/8-key-translation-technology-solutions/ Y2 - 2020/06/04/09:36:04 ER - TY - RPRT TI - The Ghana ICT for Accelerated Development Policy AU - The Republic of Ghana DA - 2003/06// PY - 2003 UR - https://www.moc.gov.gh/sites/default/files/downloads/Ghana-ICTAD%20Policy-Master-final-2.pdf Y2 - 2020/06/29/11:42:20 ER - TY - ELEC TI - The Punjab Transparency and Right to Information Act 2013 AU - The Punjab Transparency and Right to Information Act DA - 2013/// PY - 2013 UR - http://punjablaws.gov.pk/laws/2547.html Y2 - 2022/06/14/21:14:40 ER - TY - ELEC TI - Malawi ICT and Digitalization Policy Roadmap 2022-2026 (Draft) AU - The Presidential Delivery Unit DA - 2020/// PY - 2020 UR - https://www.intgovforum.org/en/filedepot_download/258/21450 Y2 - 2022/12/10/21:20:40 ER - TY - ELEC TI - The Personal Data Protection Bill 2019 AU - The Personal Data Protection Bill DA - 2019/// PY - 2019 UR - http://164.100.47.4/BillsTexts/LSBillTexts/Asintroduced/373_2019_LS_Eng.pdf Y2 - 2022/06/15/19:07:24 ER - TY - BILL TI - Data Availability and Transparency Bill 2022 A2 - The Parliament of the Commonwealth of Australia DA - 2022/// PY - 2022 UR - https://parlinfo.aph.gov.au/parlInfo/download/legislation/bills/r6649_aspassed/toc_pdf/20174b01.pdf;fileType=application%2Fpdf Y2 - 2022/06/14/23:18:06 ER - TY - ELEC TI - OpenLearn Create AU - The Open University DA - 2017/// PY - 2017 UR - https://www.open.edu/openlearncreate/ Y2 - 2020/06/26/15:31:36 ER - TY - ELEC TI - TESSA AU - The Open University DA - 2020/// PY - 2020 UR - http://www.open.ac.uk/about/international-development/projects-and-programmes/tessa-teacher-education-sub-saharan-africa Y2 - 2020/06/28/12:41:41 ER - TY - ELEC TI - The National Treasury and Planning (@KeTreasury) AU - The National Treasury and Planning T2 - Twitter DA - 2020/// PY - 2020 LA - en UR - https://twitter.com/ketreasury Y2 - 2020/07/01/10:07:15 ER - TY - RPRT TI - Third Medium Term Plan 2018-2022 AU - The National Treasury and Planning DA - 2018/// PY - 2018 UR - http://vision2030.go.ke/inc/uploads/2019/01/THIRD-MEDIUM-TERM-PLAN-2018-2022.pdf ER - TY - NEWS TI - Nigeria’s disappointing investment in education AU - The Nation (Nigeria) AB - For as far as most Nigerians can remember, this country has been proudly referred to as the Giant of Africa. The appellation was earned by virtue of Nigeria’s intimidating size and population. However, the country is fast losing the respect, not only in Africa but across the globe. The factors responsible for this are not […] DA - 2018/02/28/ PY - 2018 DP - thenationonlineng.net LA - en-US UR - https://thenationonlineng.net/nigerias-disappointing-investment-education/ ER - TY - BLOG TI - Ministry of East African Community (EAC), ASALs And Regional Development AU - The Ministry of East African Community, Arid and Semi-Arid Lands, Republic of Kenya DA - 2022/01/12/ PY - 2022 LA - en-US UR - https://meac.go.ke/ Y2 - 2023/04/04/18:45:20 ER - TY - BOOK TI - Transforming Education Service Delivery Through Evidence-Informed Policy and Practice AU - The Ministry of Basic and Senior Secondary Education (MBSSE) CY - Freetown, Sierra Leone DA - 2021/02// PY - 2021 VL - 1 PB - The Ministry of Basic and Senior Secondary Education (MBSSE) UR - https://mbsse.gov.sl/wp-content/uploads/2021/02/MBSSE_Policy-E-book-V.1.pdf Y2 - 2021/02/19/09:33:15 ER - TY - ELEC TI - A Framework for Evaluating Appropriateness of Educational Technology use in Global Development Programs AU - The Massachusetts Institute of Technology AU - The Indian Institute of Management DA - 2016/// PY - 2016 UR - https://www.google.com/search?q=A+FRAMEWORK+FOR+EVALUATING+APPROPRIATENESS+OF+EDUCATIONAL+TECHNOLOGY+USE+IN+GLOBAL+DEVELOPMENT+PROGRAMS+mit+usaid&oq=A+FRAMEWORK+FOR+EVALUATING+APPROPRIATENESS+OF+EDUCATIONAL+TECHNOLOGY+USE+IN+GLOBAL+DEVELOPMENT+PROGRAMS+mit+usaid&aqs=chrome..69i57j69i64l3j69i60.341j0j4&sourceid=chrome&ie=UTF-8 Y2 - 2020/12/15/07:26:33 ER - TY - RPRT TI - The learning generation: Investing in education for a changing world AU - The International Commission on Financing Global Education Opportunity DA - 2016/// PY - 2016 PB - Education Commission UR - https://report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_Report.pdf ER - TY - RPRT TI - Developing a Shared Vision of Ethical AI in Education: An invitation to participate AU - The Institute of Ethical AI in Education DA - 2020/// PY - 2020 PB - University of Buckingham ER - TY - ELEC TI - Malawi Economy: Population, GDP, Inflation, Business, Trade, FDI, Corruption AU - The Heritage Foundation AB - Learn more about the Malawi economy, including the population of Malawi, GDP, facts, trade, business, inflation and other data and analysis on its economy from the Index of Economic Freedom published by The Heritage Foundation. DA - 2022/// PY - 2022 ST - Malawi Economy UR - //www.heritage.org/index/country/malawi Y2 - 2022/10/20/04:20:41 ER - TY - ELEC TI - Statistics AU - The Global E-Waste Statistics Partnership T2 - E-Waste in Africa AB - Continent / Region / Country statistics DA - 2019/// PY - 2019 LA - en-US UR - https://globalewaste.org/statistics/ Y2 - 2022/04/12/15:09:12 ER - TY - GEN TI - 18th Amendment AU - The Gazette of Pakistan DA - 2010/// PY - 2010 UR - https://na.gov.pk/uploads/documents/1302138356_934.pdf Y2 - 2022/06/15/19:44:39 ER - TY - BLOG TI - Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges AU - the Education Commission T2 - the Education Commission AB - As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most... DA - 2021/08/05/T18:05:53+00:00 PY - 2021 LA - en-US UR - https://educationcommission.org/updates/five-ways-geospatial-analysis-can-help-visualize-and-solve-some-of-educations-biggest-challenges/ Y2 - 2022/04/18/18:38:44 KW - _yl:c ER - TY - ELEC TI - GIS for Education Working Group AU - the Education Commission T2 - the Education Commission DA - 2021/// PY - 2021 LA - en-US UR - https://educationcommission.org/gis-for-education-working-group/ Y2 - 2022/04/18/19:04:20 KW - _yl:a ER - TY - BLOG TI - GIS for Education Working Group launches to promote data-driven decision-making AU - the Education Commission T2 - the Education Commission AB - Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work? DA - 2021/03/08/T21:23:03+00:00 PY - 2021 LA - en-US UR - https://educationcommission.org/updates/gis-for-education-working-group-launches-to-promote-data-driven-decision-making/ Y2 - 2022/04/18/19:04:31 KW - _yl:b ER - TY - RPRT TI - The learning generation: investing in education for a changing world AU - The Education Commission DA - 2016/09// PY - 2016 UR - https://report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_Report.pdf Y2 - 2021/10/03/12:52:54 ER - TY - GEN TI - Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges AU - The Education Comission AB - As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most... DA - 2021/08/05/T18:05:53+00:00 PY - 2021 LA - en-US UR - https://educationcommission.org/updates/five-ways-geospatial-analysis-can-help-visualize-and-solve-some-of-educations-biggest-challenges/ Y2 - 2022/11/03/08:39:30 ER - TY - ELEC TI - GIS for Education Working Group launches to promote data-driven decision-making AU - The Education Comission T2 - the Education Commission AB - Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work? DA - 2021/03/08/T21:23:03+00:00 PY - 2021 LA - en-US UR - https://educationcommission.org/updates/gis-for-education-working-group-launches-to-promote-data-driven-decision-making/ Y2 - 2022/10/28/15:46:14 ER - TY - ELEC TI - EdTech Hub Strategy: Mitigating the impact of COVID-19 on equitable education access and learning AU - The EdTech Hub DA - 2020/// PY - 2020 UR - https://docs.google.com/document/d/1g1-8MqV9KBjd0W5mPtorHH0M3uuuiV-SZBe_pH6b81Y/edit ER - TY - MGZN TI - How covid-19 is interrupting children’s education AU - The Economist T2 - The Economist AB - Almost a billion children have seen their schools close DA - 2020/// PY - 2020 DP - The Economist SN - 0013-0613 UR - https://www.economist.com/international/2020/03/19/how-covid-19-is-interrupting-childrens-education Y2 - 2020/03/30/14:17:49 ER - TY - MGZN TI - Pakistan is home to the most frenetic education reforms in the world AU - The Economist DA - 2018/// PY - 2018 DP - The Economist SN - 0013-0613 UR - https://www.economist.com/briefing/2018/01/04/pakistan-is-home-to-the-most-frenetic-education-reforms-in-the-world Y2 - 2020/07/20/14:34:32 KW - auto_merged ER - TY - NEWS TI - Education PS dismissal draws mixed reactions AU - The Citizen T2 - The Citizen AB - Education stakeholders were yesterday shocked over the drastic steps taken against former deputy permanent secretary (PS) in the ministry of Education, Dr Ave Maria Semakafu, after announcing... DA - 2020/// PY - 2020 LA - en UR - https://www.thecitizen.co.tz/tanzania/news/-education-ps-dismissal-draws-mixed-reactions-2717554 Y2 - 2021/01/20/09:20:57 ER - TY - GEN TI - Childhood Cost Calculator (C3): User Guide. A costing tool for education and early childhood development AU - The Brookings Institution DA - 2023/// PY - 2023 PB - Center for Universal Education at The Brookings Institution UR - https://childhoodcostdata.org/C3_User_Guide.pdf ER - TY - ELEC TI - Let’s Read AU - The Asia Foundation DA - 2019/// PY - 2019 UR - https://asiafoundation.org/publication/lets-read/ ER - TY - BLOG TI - Taleem Ghar: Delivering Education In The Safety Of Homes AU - The Academia AB - Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education DA - 2020/05/12/T06:43:01+00:00 PY - 2020 LA - en-US ST - Taleem Ghar UR - https://academiamag.com/taleem-ghar-delivering-education-in-the-safety-of-homes/ Y2 - 2020/07/21/11:04:00 KW - auto_merged ER - TY - BLOG TI - Taleem Ghar: Delivering Education In The Safety Of Homes AU - The Academia AB - Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education DA - 2020/05/12/T06:43:01+00:00 PY - 2020 LA - en-US ST - Taleem Ghar UR - https://academiamag.com/taleem-ghar-delivering-education-in-the-safety-of-homes/ Y2 - 2020/07/21/11:04:00 ER - TY - BLOG TI - Right to read: Joint efforts to provide books to minority-language learners AU - Thaung, Nyi Nyi AU - Gracie, Kristen T2 - Education for All blog AB - During this world-upending pandemic, ethnolinguistic minority learners are falling further through the cracks. Even if they have access to the technology necessary for distance learning, they will likely not receive content in their own language. Here is what organizations like UNESCO are doing to make sure minority learners don’t fall further behind. DA - 2021/02/09/ PY - 2021 LA - en ST - Right to read UR - https://www.globalpartnership.org/blog/right-read-joint-efforts-provide-books-minority-language-learners Y2 - 2022/01/28/17:55:20 ER - TY - JOUR TI - Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial AU - Thai, Khanh-Phuong AU - Bang, Hee Jin AU - Li, Linlin T2 - Journal of Research on Educational Effectiveness DA - 2022/01/02/ PY - 2022 DO - 10.1080/19345747.2021.1969710 DP - DOI.org (Crossref) VL - 15 IS - 1 SP - 28 EP - 51 J2 - Journal of Research on Educational Effectiveness LA - en SN - 1934-5747, 1934-5739 ST - Accelerating Early Math Learning with Research-Based Personalized Learning Games UR - https://www.tandfonline.com/doi/full/10.1080/19345747.2021.1969710 Y2 - 2023/10/06/08:52:45 ER - TY - JOUR TI - Social inequalities, fundamental inequities, and recurring of the digital divide: Insights from India AU - Tewathia, Nidhi AU - Kamath, Anant AU - Ilavarasan, P. Vigneswara T2 - Technology in Society AB - The paper uses a large scale national quantitate dataset to provide a fresh perspective on linkages between the digital divide and social inequalities in India. Commencing from two classical social theoretical perspectives – the Marxian conflict perspective and the Weberian cultural perspective – as starting points, we employed MANCOVA analysis on data of more than forty thousand households. The Marxian perspective reveals how information and communication technologies (ICT) assets come to be owned, and how they are used with the help of specific digital skills by the working class to influence labour markets and intergenerationally transfer class advantage. The Weberian perspective focuses on how ownership and use of ICT assets define an elite lifestyle which excludes others. The analysis is deepened by employing network effects approach. Results from data analysis indicate that the less educated, lower-income group, and lower caste strata are further marginalised as they neither have ICT assets nor the skills to use them. Households whose primary source of income is organised business own and use their ICT assets more than those that depend on agricultural or non-agricultural wage labour. Also, the highest adult education in a household, caste, and the primary source of income of the household differentiate ICT ownership and use. Overall, ICT ownership and usage are significantly different for different socio-economic groups in India. This linkage demonstrates how inequalities are aggravated in the manner of a Matthew Effect. The paper suggests that ICTs may end up amplifying the social inequalities in India. DA - 2020/05/01/ PY - 2020 DO - 10.1016/j.techsoc.2020.101251 DP - ScienceDirect VL - 61 SP - 101251 J2 - Technology in Society LA - en SN - 0160-791X ST - Social inequalities, fundamental inequities, and recurring of the digital divide UR - https://www.sciencedirect.com/science/article/pii/S0160791X19304567 Y2 - 2021/02/15/15:32:26 KW - Digital divide KW - Households KW - ICT KW - IHDS KW - Inequality ER - TY - ELEC TI - OLCreate: TESSA_GHA AU - TESSA - Ghana UR - https://www.open.edu/openlearncreate/course/view.php?id=2077#tabs-2 Y2 - 2020/10/27/11:23:31 ER - TY - ELEC TI - About us AU - TESSA DA - 2020/// PY - 2020 UR - http://www.tessafrica.net/about-us Y2 - 2020/06/26/12:46:35 ER - TY - ELEC TI - About us | TESSA AU - TESSA UR - http://www.tessafrica.net/about-us Y2 - 2020/07/29/17:47:51 ER - TY - ELEC TI - OLCreate: TESS-India (Teacher Education through School-based Support) AU - TESS-India UR - https://www.open.edu/openlearncreate/course/index.php?categoryid=45 Y2 - 2020/07/29/17:42:43 ER - TY - GEN TI - Factors That Affect Grade Nine Students in Rawalpindi, Pakistan AU - Terry, Marion AU - Malik, Amjad AU - Chohan, Bushra AB - In an attempt to investigate concerns expressed by high school counselors, the researchers developed a quantitative Likert-scale questionnaire to assess the relationships among school experiences and video gaming and texting. Questions about video gaming and texting appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. Two schools in Rawalpindi, Pakistan, were the focus for data collection and analysis. Complete data sets were obtained for 205 grade 9 students (95 males and 110 females), based on anonymized school records and questionnaire responses. The researchers determined Spearman rho correlations with calculations of two-tailed probability of error. Non-educational video gaming correlated with school experiences and relationships with parents and peers. Recreational texting also correlated with school experiences and relationships with parents and peers. Other interesting correlations involved other non-academic activities, peer relationships, school experiences, and self-concept. This report includes the 35 correlations assessed as moderate, fair, or good in strength, separated by gender and collated into 11 tables. The researchers recommend that school professionals advise parents and students of the potentially harmful effects of excessively playing video games and texting. DA - 2020/// PY - 2020 DP - ERIC LA - en UR - https://eric.ed.gov/?id=ED603620 Y2 - 2020/12/01/10:38:15 KW - Academic Achievement KW - Adolescents KW - Correlation KW - Extracurricular Activities KW - Foreign Countries KW - Gender Differences KW - Grade 9 KW - Handheld Devices KW - High School Students KW - Leisure Time KW - Parent Child Relationship KW - Peer Relationship KW - Self Concept KW - Student Behavior KW - Telecommunications KW - Video Games ER - TY - ELEC TI - TERNET AU - TERNET UR - https://www.ternet.or.tz/about/about Y2 - 2020/08/11/14:10:04 ER - TY - JOUR TI - Transparency in literature reviews: an assessment of reporting practices across review types and genres in top IS journals AU - Templier, Mathieu AU - Paré, Guy T2 - European Journal of Information Systems AB - The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field. DA - 2018/09/03/ PY - 2018 DO - 10.1080/0960085X.2017.1398880 DP - Taylor and Francis+NEJM VL - 27 IS - 5 SP - 503 EP - 550 SN - 0960-085X ST - Transparency in literature reviews UR - https://doi.org/10.1080/0960085X.2017.1398880 Y2 - 2024/01/18/22:36:46 KW - Literature reviews KW - assessment KW - reporting KW - transparency KW - trustworthiness ER - TY - JOUR TI - Close to Home: Evidence on the Impact of Community-Based Girl Groups AU - Temin, Miriam AU - Heck, Craig J. T2 - Global Health: Science and Practice AB - Purpose:Community-based programming to promote gender equity, often delivered through community-based girl groups (CBGGs, sometimes called “safe spaces”), is increasing. However, evidence is weak on how CBGGs are implemented and their effect on adolescent girls’ health and well-being. We conducted a comprehensive literature review to identify relevant CBGG programs. Methods:The review included programs with impact evaluations that used experimental or quasi-experimental design, data from 2 time points, control/comparison groups, and quantitative program effects and P values. Results:We analyzed evaluations of 30 programs (14 randomized controlled trials, 16 quasi-experimental). Although program designs varied, most programs targeted unmarried girls aged 13 to 18 years who were both in school and not in school, and who met weekly in groups of 15 to 25 girls. Nearly all programs used multisectoral approaches focusing on life skills and often economic and financial content, such as financial literacy and microsavings. Complementary activities with community members, boys, and health services were common. Across programs, evaluations reported statistically significant effects (P<.05) the majority (>50%) of times they measured outcomes related to gender and health attitudes and knowledge, education, psychosocial well-being, and economic and financial outcomes. Measures of outcomes related to girls’ health behaviors and health status had majority null findings. Conclusions:CBGG program evaluations found positive effects on girl-level outcomes that are independent of external factors, like gender norm attitudes, and suboptimal performance on health behavior and health status, which rely on other people and systems. This delivery model has promise for building girls’ assets. Complementary actions to engage girls’ social environments and structures are needed to change behaviors and health status. DA - 2020/06/30/ PY - 2020 DO - 10.9745/GHSP-D-20-00015 DP - www.ghspjournal.org VL - 8 IS - 2 SP - 300 EP - 324 LA - en SN - 2169-575X ST - Close to Home UR - https://www.ghspjournal.org/content/8/2/300 Y2 - 2021/05/24/15:05:11 ER - TY - RPRT TI - Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 AU - Tembey, Lara AU - Baier, Jasmin AU - Ogolla, Concilia AU - Mohan, Prithika AB - The Covid-19 pandemic resulted in the closure of approximately 90,000 schools across Kenya, causing over 18 million pre-primary, primary, and secondary school learners to be out of school throughout 2020. These lockdown measures of Covid-19 are expected to amplify gender inequalities in education and girls’ access to school, with girls likely to have experienced losses in learning during the pandemic to a greater extent than their male counterparts (⇡Malala Fund, 2020). To enable continued learning during this period, numerous education technology (EdTech) solutions and products have been developed to enable remote learning. This technology can be a powerful tool for girls. Studies have shown that girls engage more than boys when provided with the same level of access to technology, and receive more benefits beyond the realm of formal education such as an increase in access to economic opportunities and a greater ability to make informed decisions about their own health (⇡Webb et al., 2020). However, social inequalities, norms and technological constraints can disproportionately prevent girls from accessing and benefiting from EdTech (⇡Crompton et al., 2021). As such, EdTech interventions and products need to be designed and implemented prioritising gender considerations, otherwise they risk increasing the digital gender divide both in terms of access and use of digital technologies and the internet and the development of skills needed to use digital technologies (⇡Kuroda et al., 2019). Our qualitative and quantitative research looked at how access and usage of learning content and edutainment through smartphone and low-tech (such as radio, Interactive Voice Response, TV) EdTech solutions can be optimised to ensure inclusivity of girls, in particular, focusing on the caregiver as the gatekeeper for access to EdTech resources. In terms of access, our research found that caregivers are primarily concerned about financial resources, books and tutors, and often do not consider using EdTech to access educational resources when they are looking for support for their children. Further, our research showed that digital literacy, caregiver involvement, norms about technology for education, and intention are the most promising levers to improve access and use of educational material. An output of the EdTech Hub, https://edtechhub.org CN - 0048 DA - 2021/09/23/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub and Busara Center for Behavioural Economics UR - https://docs.edtechhub.org/lib/JZM7W6QE KW - _r:AddedByZotZen ER - TY - ELEC TI - TelOne | Home AU - TelOne DA - 2020/// PY - 2020 UR - https://www.telone.co.zw/News/Details/telone-launches-digital-education-platform- Y2 - 2020/06/27/17:05:31 ER - TY - ELEC TI - Welcome to TeleTaleem AU - TeleTaleem UR - https://www.teletaleem.com/ Y2 - 2020/07/21/10:51:53 ER - TY - ELEC TI - Welcome to TeleTaleem AU - TeleTaleem DA - 2020/07/21/10:51:53 PY - 2020 UR - https://www.teletaleem.com/ Y2 - 2020/07/21/10:51:53 ER - TY - ELEC TI - UNICEF and Telenor Group extend global partnership to reduce inequalities among children AU - Telenor T2 - Telenor Group AB - (FORNEBU, 31 January 2019) – UNICEF and Telenor Group today announced an agreement to extend their long-running global partnership for another three years – through 2021. Launched in 2014, the partnership delivers large-scale global projects which leverage Telenor’s digital platforms to reduce inequalities and enhance children and young people’s skills for the digital future. DA - 2019/01/31/T11:01:17+00:00 PY - 2019 LA - en UR - https://www.telenor.com/media/press-release/unicef-and-telenor-group-extend-global-partnership-to-reduce-inequalities-among-children/ Y2 - 2022/04/25/18:12:52 ER - TY - ELEC TI - ICT Facts & Opportunities in Jordan AU - Telecommunications Regulatory Commission DA - 2018/// PY - 2018 UR - https://trc.gov.jo/EchoBusV3.0/SystemAssets/ICT%20Facts%20&%20Opportunities%20in%20Jordan_SM.PDF Y2 - 2020/06/30/13:59:05 ER - TY - ELEC TI - Fiber Optics Lebanon AU - Telecommunications Regulatory Authority (Lebanon) UR - http://www.tra.gov.lb/SubPage.aspx?pageid=3595 Y2 - 2020/09/29/13:28:27 ER - TY - VIDEO TI - Replay - Salle des Profs - Pr : Astou Mbène – Intégralité AU - Télé Futurs Medias (TFM) DA - 2020/03/17/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=kBROufYq6DY&list=PLdGJr0E0g2bPWLRnJ7-NsTfJ3V7Bi4y0a Y2 - 2020/06/22/14:42:24 ER - TY - ELEC TI - TéléEcole | La 1ere Télé Educative au Sénégal AU - télé-école UR - http://tele-ecole.tv/home Y2 - 2020/06/22/14:39:48 ER - TY - JOUR TI - Large-Scale Simulation Study of Active Learning models for Systematic Reviews AU - Teijema, Jelle Jasper AU - de Bruin, Jonathan AU - Bagheri, Ayoub AU - van de Schoot, Rens AB - The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature. DA - 2023/// PY - 2023 DO - 10.31234/osf.io/2w3rm DP - Google Scholar UR - https://files.de-1.osf.io/v1/resources/2w3rm/providers/osfstorage/6542e2222827451abdb86f7b?action=download&direct&version=1 Y2 - 2023/11/28/12:39:38 KW - _Added-ailr-2024 ER - TY - JOUR TI - The design and testing of multimedia for teaching arithmetic to deaf learners AU - Techaraungrong, Piyaporn AU - Suksakulchai, Surachai AU - Kaewprapan, Wacheerapan AU - Murphy, Elizabeth T2 - Education and Information Technologies AB - The purpose of the study reported on in this paper was to design and test multimedia for deaf and hard of hearing (DHH) learners. The study focused on counting, addition and subtraction with grade one (age 7) DHH learners in Thailand. The multimedia created for the study was informed by design considerations for DHH learners of arithmetic and aimed to minimize cognitive load. Testing took place over a period of 16 weeks during which learners alternated between 2 and 3 week sessions of one hour per day with multimedia (numbers 1–10) versus 2–3 week sessions of one hour per day with the teacher (numbers 11–20). Results of the design included features such as non-essential use of text, reliance on non-symbolic objects, user control, and signals to relevant content. Results of testing showed that learning with multimedia resulted in higher scores than learning with the teacher (Z = 4.545, p = 0.000). Post-intervention interviews highlighted the role of motivation, ease of comprehension and independent learner control of the multimedia. The conclusion highlighted the need for multimedia design principles that reflect a more inclusionary focus on children with special needs such as those featured in this study. DA - 2017/// PY - 2017 DO - 10.1007/s10639-015-9441-1 DP - Springer Link VL - 22 IS - 1 SP - 215 EP - 237 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-015-9441-1 Y2 - 2020/12/10/15:34:52 ER - TY - BLOG TI - Highlights from EdTech and Covid-19: Lessons learned, future plans AU - Team, EdTech Hub T2 - EdTech Hub AB - On March 2nd EdTech Hub brought together education leaders, including teachers, program managers and policymakers, to reflect on a year of EdTech and Covid-19, discuss the lessons learned so far and consider how we can prepare for the future. Over 200 people joined from around the world for a lively and thought-provoking discussion. Speakers included: Helen Grant MP, UK Prime… DA - 2021/03/10/T15:07:16+00:00 PY - 2021 LA - en-US ST - Highlights from EdTech and Covid-19 UR - https://edtechhub.org/2021/03/10/highlights-from-edtech-and-covid-19-lessons-learned-future-plans/ Y2 - 2021/04/21/16:10:30 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission AU - Teaching Service Commission DA - 2018/02// PY - 2018 SP - en PB - Global Partnership for Education UR - https://tsc.gov.sl/reports/ Y2 - 2020/12/15/00:00:00 ER - TY - GEN TI - National Policy on Teacher Management AU - Teaching Service Commission DA - 2020/// PY - 2020 DP - Zotero LA - en UR - https://tsc.gov.sl/wp-content/uploads/2020/10/Teacher-Management-Policy-for-Sierra-Leone.pdf ER - TY - ELEC TI - Sierra Leone Education Attendance Monitoring System AU - Teaching Service Commission DA - 2020/// PY - 2020 UR - https://sleams.org/ Y2 - 2020/12/17/08:59:05 ER - TY - RPRT TI - Teacher Deployment Protocol AU - Teaching Service Commission DA - 2021/// PY - 2021 ER - TY - RPRT TI - Teacher Management Policy for Sierra Leone AU - Teaching Service Commission DA - 2020/// PY - 2020 UR - https://tsc.gov.sl/policies/ KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Technical Report on Teacher Deployment AU - Teaching Service Commission DA - 2021/// PY - 2021 ER - TY - ELEC TI - Teaching at the Right Level - strengthening foundational skills AU - Teaching at the Right Level Africa T2 - Teaching at the Right Level UR - https://www.teachingattherightlevel.org/ Y2 - 2021/07/23/20:53:49 ER - TY - GEN TI - Implementation Models: Evidence and lessons from randomised evaluations AU - Teaching at the Right Level DA - 2018/// PY - 2018 DP - Zotero LA - en PB - Teaching at the Right Level UR - https://www.teachingattherightlevel.org/wp-content/uploads/2018/09/Implementation-Models.pdf ER - TY - ELEC TI - Teaching at the Right Level: Evidence AU - Teaching at the Right Level T2 - Teaching at the Right Level AB - Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers... DA - 2020/// PY - 2020 LA - en-ZA UR - https://www.teachingattherightlevel.org/evidence/ Y2 - 2020/07/31/21:17:32 ER - TY - BLOG TI - The Teachers’ Research Exchange (T-REX): Connecting Teaching, Research and Practice in Initial Teacher Education AU - Teachers' Research Exchange T2 - National Forum for the Enhancement of Teaching and Learning in Higher Education DA - 2021/// PY - 2021 LA - en-US ST - The Teachers’ Research Exchange (T-REX) UR - https://www.teachingandlearning.ie/project/the-teachers-research-exchange-t-rex-connecting-teaching-research-and-practice-in-initial-teacher-education/ Y2 - 2021/09/29/16:36:14 ER - TY - RPRT TI - Distance Learning and Teacher Training Strategies AU - Teacher Task Force AU - UNESCO T2 - International Task Force on Teachers for Education 2030 DA - 2022/// PY - 2022 DP - Zotero LA - en PB - Teacher Task Force UR - https://teachertaskforce.org/knowledge-hub/distance-learning-and-teacher-training-strategies-lessons-caribbean ER - TY - ELEC TI - Teacher Development Programme End of Programme Report AU - Teacher Development Programme DA - 2019/// PY - 2019 UR - https://www.tdpnigeria.org/assets/resources/pre-service/research-and-evidence/Programme%20Reports/TDP%20End%20of%20Programme%20Report.pdf Y2 - 2022/08/23/07:16:36 ER - TY - ELEC TI - Teach For Uganda AU - Teach For Uganda T2 - Teach for uganda AB - We are nurturing leaders who are committed to advancing equitable access to quality education in low-income communities in Uganda DA - 2022/// PY - 2022 LA - en UR - https://www.teachforuganda.org/ Y2 - 2022/06/25/22:41:32 ER - TY - JOUR TI - Estimating the impact of language of instruction in South African primary schools: A fixed effects approach AU - Taylor, Stephen AU - von Fintel, Marisa T2 - Economics of Education Review AB - For many children around the world, access to higher education and the labour market depends on becoming fluent in a second language. In South Africa, the majority of children do not speak English as their first language but are required to undertake their final school-leaving examinations in English. Most schools offer mother-tongue instruction in the first three grades of school and then transition to English as the language of instruction in the fourth grade. Some schools use English as the language of instruction from the first grade. In recent years a number of schools have changed their policy, thus creating within-school, cross-grade variation in the language of instruction received in the early grades. Using longitudinal data from the population of South African primary schools and a fixed-effects approach, we find that mother tongue instruction in the early grades significantly improves English acquisition, as measured in grades 4, 5 and 6. DA - 2016/02/01/ PY - 2016 DO - 10.1016/j.econedurev.2016.01.003 DP - ScienceDirect VL - 50 SP - 75 EP - 89 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Estimating the impact of language of instruction in South African primary schools UR - https://www.sciencedirect.com/science/article/pii/S027277571630022X Y2 - 2022/06/10/09:21:12 KW - Education KW - Fixed effects KW - Language of learning and teaching KW - South Africa ER - TY - JOUR TI - Bridging research and policy: a UK perspective AU - Taylor, Matthew T2 - Journal of International Development DA - 2005/// PY - 2005 DO - 10.1002/jid.1237 DP - Wiley Online Library VL - 17 IS - 6 SP - 747 EP - 757 LA - en SN - 1099-1328 ST - Bridging research and policy UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/jid.1237 Y2 - 2020/09/23/12:13:54 ER - TY - RPRT TI - DIGITAL LEARNING INNOVATIONS FOR SYRIAN REFUGEES AND HOST COMMUNITIES EXTERNAL EVALUATION REPORT .pdf AU - Tawileh AB - This report presents the key findings of the Digital Learning Innovations project implemented by the International Education Association (IEA) to test the potential of technological and pedagogical innovations to improve the quality and accessibility of learning in and outside the classroom for Syrian refugee children and host communities in Lebanon and Jordan, with a primary focus on children ages 14 to 18. The project had two components, the first was implemented in Lebanon at 41 schools and led by IEA, and the second was implemented in Jordan at 14 UNICEF-affiliated Makani centres and led by Birzeit University. DA - 2018/// PY - 2018 KW - Google Scholar/ "refugee education" ICT KW - RER theme_pedagogies and modalities ER - TY - JOUR TI - A systematic review of personalized learning: comparison between E-Learning and learning by coursework program in Oman AU - Tawafak, Ragad AU - Romli, Awanis AU - Iqbal Malik, Sohail AU - Alnaseeri, Mohanaad AU - Alfarsi, Ghaliya T2 - International Journal of Emerging Technologies in Learning (iJET) AB - There is a need for several applications and technologies in the higher education institutions in Oman to enhance the educational process. This systematical study investigates the simultaneous influence of technology implementation with e-learning and traditional coursework program instruction on the enhancement and development of assessment method for undergraduates in different programs. This paper aims to analyze the current articles that handle with the learning process and compare between the understanding and acceptance of E-Learning mechanism and traditional coursework method of teaching for improving assessment method and evaluation of academic performance. The method works on the benefits of increasing E-Learning process for educational skills as an assistance tool with faculty material and class discussion. In this study, surveys were distributed to two different universities and college in Oman to assess their satisfaction of learning model. The findings of this paper assisted the model that may help to improve both the teaching method and academic performance of student learning outcomes. DA - 2019/05/14/ PY - 2019 DO - 10.3991/ijet.v14i09.10421 DP - ResearchGate VL - 14 IS - 9 SP - 93 EP - 104 J2 - International Journal of Emerging Technologies in Learning (iJET) ST - A systematic review of personalized learning ER - TY - CONF TI - Teachers' Attitudes Towards Gender Equality AU - Tavdgiridze, Lela AU - Khasaia, Ia AU - Sherozia, Nato AU - Turmanidze, Lela T2 - 13th International Conference on Education and New Learning Technologies C1 - Online Conference DA - 2021/07// PY - 2021 DO - 10.21125/edulearn.2021.0620 DP - DOI.org (Crossref) SP - 2874 EP - 2880 UR - https://library.iated.org/view/TAVDGIRIDZE2021TEA Y2 - 2023/05/25/16:48:45 ER - TY - RPRT TI - EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis AU - Tauson, Michaelle AU - Stannard, Luke AB - Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries. DA - 2018/// PY - 2018 DP - resourcecentre.savethechildren.net LA - en PB - Save The Children ST - EdTech for Learning in Emergencies and Displaced Settings UR - https://resourcecentre.savethechildren.net/node/13238/pdf/edtech-learning.pdf Y2 - 2020/03/30/14:29:28 KW - IMPORT_FROM_DFID_RITE KW - Important KW - Read KW - _THEME: Teacher Professional Development KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - Unlock Education for All: Focus on Children Furthest Behind AU - Taulo, Wongani Grace AU - Bergmann, Jessica AU - Dreesen, Thomas AU - Nugroho, Dita DA - 2020/// PY - 2020 PB - Save Our Future UR - https://saveourfuture.world/wp-content/uploads/2020/10/Unlock-Education-for-All-Focus-on-the-Furthest-Behind_SOF_BP5-1.pdf ER - TY - BLOG TI - Schools Are Looking for Evidence From Their Edtech. Are Companies Ready to Provide It? - EdSurge News AU - Tate, Emily T2 - EdSurge AB - Schools are awash in technology in a way never before seen, thanks to the mad dash toward digital that was prompted by the pandemic a little more than ... DA - 2022/06/23/ PY - 2022 LA - en ST - Schools Are Looking for Evidence From Their Edtech. Are Companies Ready to Provide It? UR - https://www.edsurge.com/news/2022-06-23-schools-are-looking-for-evidence-from-their-edtech-are-companies-ready-to-provide-it Y2 - 2022/09/09/11:38:17 ER - TY - JOUR TI - Conceptual understanding of definite integral with GeoGebra AU - Tatar, Enver AU - Zengin, Yilmaz T2 - Computers in the Schools AB - This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum. DA - 2016/// PY - 2016 DO - 10.1080/07380569.2016.1177480 VL - 33 IS - 2 SP - 120 EP - 132 LA - English SN - 07380569 UR - https://www.researchgate.net/publication/304002585_Conceptual_Understanding_of_Definite_Integral_with_GeoGebra AN - 1797266405 KW - Computer Assisted Instruction KW - Computer Software KW - Computer assisted instruction--CAI KW - Computer-assisted instruction (CAI) KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Computer Applications KW - Educational Technology KW - Foreign Countries KW - GeoGebra KW - Mathematics KW - Mathematics Education KW - Mathematics teachers KW - Mixed Methods Research KW - Program Effectiveness KW - Questionnaires KW - Secondary Education KW - Secondary School Mathematics KW - Student Attitudes KW - Teacher Education Programs KW - Turkey KW - Wilcoxon Matched Pairs Signed Ranks Test KW - __:import:01 KW - __:match:final KW - __:study_id:2098412 KW - __finaldtb KW - achievement KW - definite integral ER - TY - JOUR TI - Conceptual understanding of definite integral with GeoGebra AU - Tatar, Enver AU - Zengin, Yilmaz T2 - Computers in the Schools AB - This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum. DA - 2016/// PY - 2016 DO - 10.1080/07380569.2016.1177480 VL - 33 IS - 2 SP - 120 EP - 132 LA - English SN - 07380569 UR - https://www.researchgate.net/publication/304002585_Conceptual_Understanding_of_Definite_Integral_with_GeoGebra AN - 1797266405 KW - Computer Assisted Instruction KW - Computer Software KW - Computer assisted instruction--CAI KW - Computer-assisted instruction (CAI) KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Computer Applications KW - Educational Technology KW - Foreign Countries KW - GeoGebra KW - Mathematics KW - Mathematics Education KW - Mathematics teachers KW - Mixed Methods Research KW - Program Effectiveness KW - Questionnaires KW - Secondary Education KW - Secondary School Mathematics KW - Student Attitudes KW - Teacher Education Programs KW - Turkey KW - Wilcoxon Matched Pairs Signed Ranks Test KW - __:import:01 KW - __:match:final KW - __:study_id:2098412 KW - __finaldtb KW - achievement KW - definite integral ER - TY - JOUR TI - Conceptual understanding of definite integral with GeoGebra AU - Tatar, Enver AU - Zengin, Yılmaz T2 - Computers in the Schools AB - This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum. DA - 2016/04/02/ PY - 2016 DO - 10.1080/07380569.2016.1177480 DP - ResearchGate VL - 33 J2 - Computers in the Schools ER - TY - JOUR TI - Conceptual understanding of definite integral with GeoGebra AU - Tatar, Enver AU - Zengin, Yılmaz T2 - Computers in the Schools AB - This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum. DA - 2016/04/02/ PY - 2016 DO - 10.1080/07380569.2016.1177480 DP - ResearchGate VL - 33 J2 - Computers in the Schools ER - TY - BOOK TI - Mixed Methodology: Combining Qualitative and Quantitative Approaches AU - Tashakkori, Abbas AU - Teddlie, Charles AB - Looking for a practical guide to using mixed methodologies? This book explores the most effective way to combine qualitative and quantitative techniques. It begins with a discussion of the paradigm wars between positivism and constructivism, explains the difference between using mixed methods in just the research methodology portion of a study versus using mixed model studies across all phases of the process, and then presents a typology of mixed methods and mixed model studies. DA - 1998/06/24/ PY - 1998 DP - Google Books SP - 204 LA - en PB - SAGE SN - 978-0-7619-0071-9 ST - Mixed Methodology KW - Social Science / Research ER - TY - BOOK TI - Sage handbook of mixed methods in social & behavioral research A3 - Tashakkori, Abbas A3 - Teddlie, Charles CY - Los Angeles DA - 2010/// PY - 2010 ET - 2nd ed PB - SAGE Publications SN - 978-1-4129-7266-6 UR - https://methods.sagepub.com/book/sage-handbook-of-mixed-methods-social-behavioral-research-2e KW - Handbooks KW - Research Methodology KW - Social sciences KW - etc KW - manuals ER - TY - BLOG TI - When disadvantages don’t add up: On gender, ethnicity and education AU - Tas, Emcet O. AU - Reimao, Maria T2 - World Bank Blogs AB - We often think that all women are in some way subjected to gender-based discrimination, and indeed, there is wealth of evidence to support this belief. The same can be said about ethnic minorities and other social groups—indigenous peoples, refugees, sexual minorities, the poor, immigrants, and people living with HIV/AIDS—who may ... DA - 2014/// PY - 2014 LA - en ST - When disadvantages don’t add up UR - https://blogs.worldbank.org/developmenttalk/when-disadvantages-don-t-add-gender-ethnicity-and-education Y2 - 2020/06/03/12:45:03 ER - TY - JOUR TI - A Mobile Application to Improve Learning Performance of Dyslexic Children with Writing Difficulties AU - Tariq, Rabbia AU - Latif, Seemab T2 - Journal of Educational Technology & Society AB - A neurological learning disability, termed as Dyslexia, is characterized by difficulties in various aspects of writing skills making the individuals unable to develop age-appropriate and ability-appropriate functional skills. In Pakistan, lack of dyslexia awareness and remedial education training restrains the remediation of dyslexic children at early stages. There also exist noticeable affordance and accessibility issues concerning the remedial help and assistive technology adoption. In this research, we have developed a mobile learning application for android-powered devices that targets developmental progression and usability requirements of dyslexic children with writing difficulties. Our center of interest was to improve introductory writing skills of dyslexic children along with consistent evaluation of their learning performance to highlight the weak areas of learning process. To achieve this objective, we have designed a Writers Learning Algorithm (WLA) based on computational model of learning. We assessed the effectiveness and usability of the developed application in collaboration with dyslexic students as well as remedial teachers at selected dyslexia institutions in Pakistan. The preliminary assessment results concluded that application has justified its role in terms of representation, evaluation and optimization of writing proficiency of young dyslexic writers. DA - 2016/// PY - 2016 DP - JSTOR VL - 19 IS - 4 SP - 151 EP - 166 SN - 1176-3647 UR - http://www.jstor.org/stable/jeductechsoci.19.4.151 Y2 - 2020/12/10/15:48:25 KW - ⛔ No DOI found ER - TY - RPRT TI - Sierra Leone research and knowledge systems: a rapid literature review AU - Tarawallie, Mamoud Idriss DA - 2015/// PY - 2015 PB - INASP UR - https://www.inasp.info/sites/default/files/2018-04/Country%20profile%20%E2%80%93%20Sierra%20Leone.pdf ER - TY - BOOK TI - Transforming teacher quality in the Global South: using capabilities and causality to re-examine teacher performance AU - Tao, Sharon AB - A common story of teachers from the Global South portrays them as deficient, unreliable and unprofessional. However, this book uses an innovative Capability Approach/Critical Realist lens to reveal the causal links between teachers' constrained capabilities and their 'criticised' behaviours and offer nuanced, creative strategies for improvements. CY - New York, NY DA - 2016/04/08/ PY - 2016 DP - Google Books LA - en PB - Palgrave Macmillan SN - 978-1-137-49545-7 ST - Transforming teacher quality in the Global South UR - bit.ly/3BIuk8zbit.ly/3BIuk8z KW - Education / Comparative KW - Education / Educational Policy & Reform / General KW - Education / General KW - Education / Professional Development KW - Education / Teacher Training & Certification KW - Social Science / Anthropology / Cultural & Social KW - Social Science / Developing & Emerging Countries KW - Social Science / General KW - Social Science / Sociology / General ER - TY - JOUR TI - Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria AU - Tao, Sharon T2 - International Journal of Educational Development AB - This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these. DA - 2014/11/01/ PY - 2014 DO - 10.1016/j.ijedudev.2014.08.011 DP - ScienceDirect VL - 39 SP - 92 EP - 99 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059314000911 Y2 - 2022/07/04/12:39:26 ER - TY - RPRT TI - LGA Implementation Guide for Teacher Continuous Professional Development AU - Tanzania Institute of Education AU - Ministry of Education, Science & Technology AU - President’s Office — Regional and Local Governance AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/09/01/ PY - 2021 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/U7NR3KP4 KW - _r:AddedByZotZen ER - TY - RPRT TI - National Plan for Teachers’ Continuous Professional Development (4a) AU - Tanzania Institute of Education DA - 2021/// PY - 2021 PB - Tanzania Institute of Education ER - TY - RPRT TI - Peer Facilitator Manual AU - Tanzania Institute of Education DA - 2022/// PY - 2022 ER - TY - GEN TI - Quarterly Communication Statistics January-March 2020 AU - Tanzania Communications Regulatory Authority DA - 2020/// PY - 2020 UR - https://www.tcra.go.tz/statistic_document/8/march ER - TY - RPRT TI - Building an Acceptable Use Policy AU - Tanweer, Rabia AU - Wyss, Natalie AB - Acceptable use policies (AUPs) aim to define how digital and technological tools and services (both devices and ICT services) should be used in or by education systems and actors. These policies address the rights, privileges, responsibilities, and ramifications associated with the use of technology in education spaces and for educational purposes. In doing so, AUPs attempt to promote good practice and responsible, safe use of the internet and digital technologies. This brief uses global examples of AUP policies and guidance on the development of AUPs to outline best practices and key considerations for the development of AUPs. Keywords: EdTech usage; acceptable use policy; tablets; laptops; desktop computers; EdTech hardware; EdTech software. An output of the EdTech Hub, https://edtechhub.org CN - 0161 DA - 2023/// PY - 2023 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://docs.edtechhub.org/lib/6E2WK46K KW - _r:AddedByZotZen ER - TY - RPRT TI - Sierra Leone TCPD Sandbox Report AU - Tanweer, Rabia AU - Plaut, Daniel AU - McBurnie, Chris AB - An output of the EdTech Hub, https://edtechhub.org CN - 0180 DA - Forthcoming PY - Forthcoming LA - en M3 - Sandbox Sprint Review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/9NR4RZ98 KW - _r:AddedByZotZen ER - TY - RPRT TI - Testing EdTech Interventions in Bandarban: Key Findings from the EdTech Hub Sandbox AU - Tanweer, Rabia AU - Plaut, Daniel AU - Datta, Rupa AU - Nashtaran, Trishia AU - Rahman, Asad AU - Ahmed, Shakil AU - Fazly, BMRabbi AU - Hoque, Rashedul AU - Moon, NurunNahar AU - Afroze, Sadia AB - The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners. In efforts to do this, UNICEF Bangladesh partnered with EdTech Hub to in which EdTech interventions contribute the most to numeracy learning for marginalised learners in Bangladesh. This was explored through a sandbox in Bandarban, a remote region in South-Eastern Bangladesh. This report synthesises the evidence generated from this EdTech Hub sandbox. While further research is needed, its findings suggest that multimedia classrooms, which were found to be present and functioning in most schools in the region, are a promising intervention. Their effectiveness and implementation are worthwhile avenues for further research. Keywords: Bangladesh, Low connectivity/electricity, rural, marginalised learners, blended learning, tablets An output of the EdTech Hub, https://edtechhub.org CN - 0146 DA - 2023/// PY - 2023 LA - en M3 - Sandbox Sprint Review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/V4EVQ39I KW - _r:AddedByZotZen ER - TY - RPRT TI - Bandarban Sandbox: Needs assessment and hypothesis development AU - Tanweer, Rabia AU - Nashtaran, Trishia AU - Plaut, Daniel AU - Rahman, Asad AU - Ahmed, Shakil AU - Chowdhury, Dilruba AU - Rabbi, BM Fazley AU - Hoque, Rashedul AU - Nahar, Nurun AU - Afroze, Sadia AB - The Covid-19 pandemic has catalysed the need for technology-enhanced education globally. This is no different in Bangladesh, where the Education Section of the UNICEF Bangladesh Country Office is seeking a better understanding of the role and potential of EdTech to improve numeracy skills among the most marginalised learners, working closely with the government and EdTech Hub to identify how EdTech can best be harnessed to support learning in Bangladesh. This partnership uses the sandbox approach — which provides a space for partners to test and grow ideas in conditions of uncertainty — to test how EdTech modalities that aim to improve numeracy outcomes for Grade 6 learners (early secondary) in Bandarban, one of the most remote areas of Bangladesh, can be used most effectively by learners and educators. This report outlines the process and findings from the needs assessment and hypothesis development phase. These findings (as well as the data collection which informs them) are organised around five research questions developed by EdTech Hub in partnership with Agami Education Foundation, the implementing agency for the sandbox. The findings of the research were distributed in themes that outlined the availability and utilisation of technology and a valid level of knowledge and interest in teachers and students towards using technology for education. While some findings shed light on the technical aspects of the context, some human factors also played a role in resisting the acceptance of technology in education. Building on the learning from this needs assessment phase, Agami Education Foundation and EdTech Hub have agreed to test this implementation plan in the upcoming staggered deployment phase. Keywords: EdTech; sandbox; numeracy; Bandarban; Bangladesh; UNICEF An output of the EdTech Hub, https://edtechhub.org CN - 0103 DA - 2022/07/30/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/77665EVG KW - _r:AddedByZotZen ER - TY - JOUR TI - Research on deep learning techniques in breaking text-based Captchas and designing image-based Captcha AU - Tang, Mengyun AU - Gao, Haichang AU - Zhang, Yang AU - Liu, Yi AU - Zhang, Ping AU - Wang, Ping T2 - IEEE Transactions on Information Forensics and Security AB - The ability of hackers to infiltrate computer systems using computer attack programs and bots led to the development of Captchas or Completely Automated Public Turing Tests to Tell Computers and Humans Apart. The text Captcha is the most popular Captcha scheme given its ease of construction and user friendliness. However, the next generation of hackers and programmers has decreased the expected security of these mechanisms, leaving websites open to attack. Text Captchas are still widely used, because it is believed that the attack speeds are slow, typically two to five seconds per image, and this is not seen as a critical threat. In this paper, we introduce a simple, generic, and fast attack on text Captchas that effectively challenges that supposition. With deep learning techniques, our attack demonstrates a high success rate in breaking the Roman-character-based text Captchas deployed by the top 50 most popular international websites and three Chinese Captchas that use a larger character set. These targeted schemes cover almost all existing resistance mechanisms, demonstrating that our attack techniques are also applicable to other existing Captchas. Does this work then spell the beginning of the end for text-based Captcha? We believe so. A novel image-based Captcha named Style Area Captcha (SACaptcha) is proposed in this paper, which is based on semantic information understanding, pixel-level segmentation, and deep learning techniques. Having demonstrated that text Captchas are no longer secure, we hope that our proposal shows promise in the development of image-based Captchas using deep learning techniques. DA - 2018/10// PY - 2018 DO - 10.1109/TIFS.2018.2821096 DP - IEEE Xplore VL - 13 IS - 10 SP - 2522 EP - 2537 SN - 1556-6021 KW - CAPTCHAs KW - Captcha KW - Character recognition KW - Computer security KW - Image segmentation KW - Machine learning KW - Resistance KW - convolutional neural network KW - deep learning KW - image-based KW - security KW - text-based ER - TY - JOUR TI - A qualitative inquiry of K-12 teachers experience with open educational practices AU - Tang, Hengtao T2 - International Review of Research in Open and Distributed Learning DA - 2020/// PY - 2020 DO - 10.19173/irrodl.v21i3.4750 VL - 21 IS - 3 SP - 211 EP - 229 ER - TY - THES TI - Digital Literacies for International Teacher Education: a Ghanaian perspective AU - Taner, Lisa AB - Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses. DA - 2018/// PY - 2018 DP - DOI.org (Datacite) LA - en PB - The Open University ST - Digital Literacies for International Teacher Education UR - http://oro.open.ac.uk/id/eprint/54964 Y2 - 2021/02/03/14:55:24 KW - ___working_potential_duplicate ER - TY - THES TI - Digital Literacies for International Teacher Education: a Ghanaian perspective AU - Taner, Lisa AB - Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses. DA - 2018/// PY - 2018 DP - DOI.org (Datacite) LA - en PB - The Open University ST - Digital Literacies for International Teacher Education UR - http://oro.open.ac.uk/id/eprint/54964 Y2 - 2021/02/03/14:55:24 KW - ___working_potential_duplicate ER - TY - THES TI - Digital literacies for international teacher education: a Ghanaian perspective AU - Taner, Lisa AB - Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses. DA - 2018/// PY - 2018 DP - oro.open.ac.uk M3 - MRes PB - The Open University ST - Digital literacies for international teacher education UR - http://oro.open.ac.uk/54964/ Y2 - 2019/11/19/14:22:08 KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Education management KW - _THEME: Open systems KW - _THEME: School management KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2426091 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - THES TI - Digital literacies for international teacher education: a Ghanaian perspective AU - Taner, Lisa DA - 2018/// PY - 2018 M3 - MRes PB - The Open University ST - Digital literacies for international teacher education UR - http://oro.open.ac.uk/id/eprint/54964 ER - TY - THES TI - Digital literacies for international teacher education: a Ghanaian perspective AU - Taner, Lisa AB - Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses. DA - 2018/04// PY - 2018 DP - oro.open.ac.uk M3 - MRes PB - The Open University ST - Digital literacies for international teacher education UR - http://oro.open.ac.uk/54964/ Y2 - 2019/11/19/14:22:08 KW - THEME: Curriculum and resources KW - THEME: Education management KW - THEME: Open systems KW - THEME: School management KW - THEME: Teacher Professional Development KW - _Source:Intuitive KW - ___working_potential_duplicate ER - TY - THES TI - Digital literacies for international teacher education: a Ghanaian perspective AU - Taner, Lisa AB - Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses. DA - 2018/04// PY - 2018 DP - oro.open.ac.uk M3 - MRes PB - The Open University ST - Digital literacies for international teacher education UR - http://oro.open.ac.uk/54964/ Y2 - 2019/11/19/14:22:08 KW - THEME: Curriculum and resources KW - THEME: Education management KW - THEME: Open systems KW - THEME: School management KW - THEME: Teacher Professional Development KW - _Source:Intuitive KW - ___working_potential_duplicate ER - TY - JOUR TI - Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania AU - Tandika, Pambas Basil AU - Ndijuye, Laurent Gabriel T2 - Information and learning science AB - Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodology/approach Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes. Findings The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm. Research limitations/implications The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities. Practical implications Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power. Social implications Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities DA - 2019/// PY - 2019 DO - 10.1108/ILS-01-2019-0009 DP - solo.bodleian.ox.ac.uk VL - 121 IS - 1/2 SP - 79 EP - 94 LA - eng SN - 2398-5348 KW - Information and communication technology KW - Learning and quality instruction KW - Pre-primary education KW - Preparedness KW - Teaching ER - TY - RPRT TI - eSkwela: ICT for alternative learning system AU - Tan, Maria Melizza DA - 2010/// PY - 2010 PB - APEC ICT4D Expo UR - https://www.seiservices.com/APEC/WikiFiles/9.3.pdf ER - TY - JOUR TI - What Forty Years of Research Says About the Impact of Technology on Learning A Second-Order Meta-Analysis and Validation Study AU - Tamim, Rana AU - Bernard, Robert AU - Borokhovski, Eugene AU - Abrami, Philip AU - Schmid, Richard T2 - Review of Educational Research AB - This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison. An extensive literature search and a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, encompassing 1,055 primary studies. The random effects mean effect size of 0.35 was significantly different from zero. The distribution was heterogeneous under the fixed effects model. To validate the second-order meta-analysis, 574 individual independent effect sizes were extracted from 13 out of the 25 meta-analyses. The mean effect size was 0.33 under the random effects model, and the distribution was heterogeneous. Insights about the state of the field, implications for technology use, and prospects for future research are discussed. DA - 2011/03// PY - 2011 DO - 10.3102/0034654310393361 DP - ResearchGate VL - 81 SP - 4 EP - 28 ER - TY - JOUR TI - Blended Learning for Learner Empowerment: Voices from the Middle East AU - Tamim, Rana M. T2 - Journal of Research on Technology in Education DA - 2018/01/02/ PY - 2018 DO - 10.1080/15391523.2017.1405757 DP - DOI.org (Crossref) VL - 50 IS - 1 SP - 70 EP - 83 J2 - Journal of Research on Technology in Education LA - en SN - 1539-1523, 1945-0818 ST - Blended Learning for Learner Empowerment UR - https://www.tandfonline.com/doi/full/10.1080/15391523.2017.1405757 Y2 - 2020/07/21/11:46:33 ER - TY - JOUR TI - Teacher Training Program through Distance Education in Bangladesh Open University: The Challenges of Using ICT AU - Talukder, M T2 - St. Theresa Journal of Humanities and Social Sciences AB - Bangladesh Open University is the only public university in the country that imparts education in an open and distance mode. Since the establishment of this university in 1992, it has been providing teacher education and training throughout Bangladesh. Teaching is one of the most challenging professions today in Bangladesh where knowledge is expanding rapidly and modern technologies are attracting teachers to learn how to use these technologies in their teaching. Hence, the demand of teacher training is increasing day by day. Since teacher training program is an important issue in Bangladesh, it could be done through distance education using Information and Communication Technology (ICT). The present study attempts to find out the challenges of using ICT in teacher training program and provides a possible solution to it. A mixed-method approach was adopted by using a questionnaire, observation and semi-structured interviews with the faculty members of BOU. The findings show that, when teacher training program integrates ICT, it encounters a challenging operational environment – curriculum, skilled people, and infrastructures of the university, limitation of time and cost of the program. DA - 2015/// PY - 2015 VL - 1 IS - 2 KW - ⛔ No DOI found ER - TY - ELEC TI - Welcome to Taleem Ghar AU - Taleem Ghar UR - https://taleemghar.punjab.gov.pk/ Y2 - 2022/05/17/15:17:42 ER - TY - RPRT TI - Exploring the Relationship Between Teachers’ Use of Technology During the Covid-19 Pandemic in India and Their Perspectives on Students’ Motivation to Learn AU - Tailor, Kavita AU - Hennessy, Sara AU - Jordan, Katy AB - During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote technologies during the pandemic. It elucidates the perspectives of teachers working remotely during the pandemic by presenting a secondary data analysis using the world’s largest teacher survey post-Covid-19 (the T4 teacher survey). It complements these findings with qualitative data gathered from eight teachers and education practitioners in India via an online focus group. Results from this study imply that teachers’ pedagogy was more important for student learning motivation than their use of technology and confirmed that more frequent interaction between teachers and students or parents can increase teacher perceptions of student learning motivation. Findings also suggest that student learning motivation may have significantly depended on the continued development of academic and socio-emotional skills. These findings have practical implications for improving remote learning and blended learning environments and for addressing the salient issue of rote learning in India. Keywords: student motivation, technology, learning loss, Covid-19, digital pedagogy, self-determination theory An output of the EdTech Hub, https://edtechhub.org CN - 0144 DA - 2023/// PY - 2023 LA - en M3 - Working Paper PB - EdTech Hub SN - 53 UR - https://docs.edtechhub.org/lib/D7VXZW6I KW - _r:AddedByZotZen ER - TY - JOUR TI - Evaluating the impact of technology-supported personalised learning interventions on the mathematics achievements of elementary students in India AU - Tailor, Kavita AB - Technology-supported personalised learning (TSPL) refers to the use of technology to personalise a learner’s experience by adjusting the pace and relevance of content based on the learner’s age, capability and prior knowledge (FitzGerald et al., 2018). Although technology has been epitomised in creating personalised and effective learning experiences for students, there are perennial debates on its role in enhancing quality, productivity and learning (Payal Arora, 2019; Zierer, 2019). This review explores the effectiveness of TSPL on the mathematics achievements of elementary students in India. This review argues that while evidence on using TSPL at scale to benefit all learners remains mixed and inconclusive, with continued iterative research, TSPL holds promise in serving learners’ needs irrespective of achievement level or socio-economic background. In doing so, this review outlines an agenda for future research to improve the efficiency, reach, and effectiveness of TSPL. This involves gaining a deeper understanding of whether TSPL works best as either a supplement or substitute in classrooms and the impacts of doing so in different quality schools. Mechanisms around how TSPL interventions can operate via low-tech mechanisms to better serve low-income communities and to advantage students of all learning abilities are also explored. DA - 2022/11/30/ PY - 2022 DO - 10.17863/CAM.90561 DP - DOI.org (Datacite) LA - en UR - https://www.repository.cam.ac.uk/handle/1810/343149 Y2 - 2023/10/17/18:46:19 KW - India KW - education technology KW - elementary school KW - mathematics KW - personalised learning ER - TY - BOOK TI - Ict Integration in Teacher Education: Pakistan "Attitude of Prospective Teachers Towards Ict" AU - Tahira, Syeda Samina AU - Saadi, Azhar Mumtaz A3 - Chova, L. G. A3 - Martinez, A. L. A3 - Torres, I. C. AB - The integration of information and communication technologies can help to strengthen teachers and students, but the success of any initiatives to integrate technology in an educational program depends strongly upon the support and attitudes of people involved such as students or teachers. This study aimed to investigate the use of computers in teacher education institutes of Punjab, Pakistan. It measured the attitude of prospective teachers towards the use of ICT and identified barriers faced by prospective teachers in use of ICT. Loyd Gressard Computer Attitude Scale (Loyd and Gressard, 1984, 1985) was administered among 250 M. Ed level prospective teachers from 5-public sector universities of Punjab, Pakistan. This instrument captured the prospective teacher's attitude in four dimensions of ICT. These dimensions were computer anxiety, confidence with computers, liking computers and attitude toward the usefulness of computers. Moreover some open ended questions were also included to identify the barriers faced by prospective teachers in the use of ICT. The overall attitude of the prospective teachers towards the use of ICT was measured by applying simple descriptive statistical technique such as mean score. Further, comparison of attitude of male and female prospective teachers was made by applying inferential statistical technique such as t-test. All prospective teachers showed highly positive attitude towards ICT. Moreover female prospective teachers were found to be more anxious than male. Male prospective teachers were found more confident in using computers. Prospective teachers pointed out a lot of barriers faced by them in the use of ICT. CY - Valenica DA - 2013/// PY - 2013 DP - Web of Science LA - English PB - Iated-Int Assoc Technology Education & Development SN - 978-84-616-3847-5 ST - Ict Integration in Teacher Education KW - Information Communication Technology KW - Teacher Education KW - attitude KW - barriers in the use of ICT KW - computer anxiety KW - computer attitudes KW - confidence with computers KW - liking computers KW - usefulness of computers KW - validation ER - TY - BLOG TI - Consultants needed for UNESCO ACCRA's review of ICT in Education Policy in Ghana AU - Tahi T2 - EdTech Hub AB - ICT Transforming Education in Africa: Review of ICT in Education Policy in Ghana TERMS OF REFERENCE (TOR) FOR INDIVIDUAL CONSULTANTS 1. Background/Context UNESCO Korean Funds-In-Trust ICT Transforming Education in Africa is a project developed under the UNESCO-Korea Funds-in-Trust framework to support a selected number of Sub-Saharan African countries to test scalable and effective models of using information and communication technologies… DA - 2021/02/04/T10:29:03+00:00 PY - 2021 LA - en-US UR - https://edtechhub.org/2021/02/04/consultants-needed-for-unesco-accras-review-of-ict-in-education-policy-in-ghana/ Y2 - 2021/04/21/16:37:18 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Sierra Leone series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health. AU - Tahi T2 - EdTech Hub AB - Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.… DA - 2021/03/02/T14:54:39+00:00 PY - 2021 LA - en-US ST - Sierra Leone series UR - https://edtechhub.org/2021/03/02/sierra-leone-series-the-pikin-to-pikin-movement-and-its-focus-on-child-protection-education-nutrition-and-health/ Y2 - 2021/04/21/16:12:27 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Supporting Refugee Distance Education: A Review of the Literature AU - Taftaf, Randa AU - Williams, Christy T2 - American Journal of Distance Education AB - The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education. DA - 2020/// PY - 2020 DO - 10.1080/08923647.2020.1691411 DP - Google Scholar VL - 34 IS - 1 SP - 5 EP - 18 ST - Supporting Refugee Distance Education KW - Google Scholar/ "refugee education" ICT KW - RER theme_pedagogies and modalities ER - TY - BLOG TI - A rapid scan of the EdTech landscape in 11 countries AU - Taddese, Abeba T2 - EdTech Hub AB - By Abeba Taddese We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic systems perspective but are by… DA - 2020/08/11/T14:53:49+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/08/11/a-rapid-scan-of-the-edtech-landscape-in-11-countries/ Y2 - 2020/11/07/12:43:06 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - EdTech in Ghana: A Rapid Scan AU - Taddese, A. AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This report is based primarily on desk research, with quality assurance provided by a country expert. CN - 0030 DA - 2020/06/30/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Country Scan PB - EdTech Hub SN - 2 ST - EdTech in Ghana UR - https://docs.edtechhub.org/lib/4TKSDH2I KW - Access KW - C:Ghana KW - Distance learning KW - EdTech KW - LP: English KW - Online learning KW - Remote learning KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _zenodoETH ER - TY - RPRT TI - Education technology in the COVID-19 response in Pakistan AU - Tabassum, Rabia AU - Hadi, Murium AU - Qaisrani, Ayesha AU - Shah, Qasim DA - 2020/11// PY - 2020 LA - en M3 - Case Study PB - EdTech Hub UR - https://www.researchgate.net/publication/348002515_Education_technology_in_the_COVID-19_response_in_Pakistan KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - BLOG TI - Effective Assessment and Progress Monitoring in an Online Environment: A Study in Six Countries AU - T4 Education AU - EdTech Hub T2 - EdTech Hub AB - The study was undertaken in six countries – Bangladesh, India, Nigeria, Pakistan, Philippines, and South Africa. The data collection involved focus group discussions with two held in each country.. DA - 2022/06/10/T07:57:02+00:00 PY - 2022 LA - en-US ST - Effective Assessment and Progress Monitoring in an Online Environment UR - https://edtechhub.org/2022/06/10/effective-assessment-and-progress-monitoring-in-an-online-environment-a-study-in-six-countries/ Y2 - 2022/08/25/21:34:22 ER - TY - RPRT TI - T4 Insights Report: World's largest teacher post-Covid-19 AU - T4 DA - 2021/// PY - 2021 UR - https://t4.education/turning-to-technology/#surveyresults ER - TY - RPRT TI - OER Guidance for Colleges AU - T-TEL Professional Development Programme DA - 2016/// PY - 2016 PB - Ministry of Education (Ghana) UR - https://docs.opendeved.net/lib/3B42MMRX/download/BGTEPSML/Ha%C3%9Fler_2016_Open%20Educational%20Resources%20Guide%20for%20Colleges%20of%20Education.pdf Y2 - 2020/08/19/18:17:31 ER - TY - RPRT TI - Open Educational Resources: Guidance for College of Education AU - T-TEL Professional Development Programme DA - 2016/// PY - 2016 LA - EN PB - Ministry of Education (Ghana) UR - https://docs.opendeved.net/lib/3B42MMRX/download/BGTEPSML/Ha%C3%9Fler_2016_Open%20Educational%20Resources%20Guide%20for%20Colleges%20of%20Education.pdf ER - TY - RPRT TI - T-TEL's Terms, Messages and Communications Guide AU - T-TEL Professional Development Programme DA - 2016/02// PY - 2016 PB - Ministry of Education (Ghana) UR - http://www.t-tel.org/files/docs/COMMS%20GUIDE%20FINAL.pdf Y2 - 2020/09/01/12:41:48 ER - TY - RPRT TI - Theme 5: Teaching and Learning Materials (Professional Development Guide For Student Teachers) AU - T-TEL Professional Development Programme DA - 2016/12// PY - 2016 PB - Ministry of Education (Ghana) UR - http://www.t-tel.org/files/docs/Learning%20Hub/B.Ed.%20materials,%20resources%20and%20reading/Theme%205%20Teaching%20and%20Learning%20Materialss%20-%20Professional%20Development%20Guide%20for%20Student%20Teachers.pdf Y2 - 2020/09/01/12:35:12 ER - TY - RPRT TI - Annual Survey of Progress and Achievement AU - T-TEL DA - 2019/// PY - 2019 LA - en UR - https://t-tel.org/download/year-4-t-tel-annual-survey-of-progress-achievement_1st-october-2018-30th-september-2019/?wpdmdl=4177&refresh=613b1dbcb6d241631264188 ER - TY - ELEC TI - Home - T-TEL AU - T-TEL UR - https://www.t-tel.org/home Y2 - 2020/07/29/09:16:01 ER - TY - ELEC TI - Learning Hub - T-TEL AU - T-TEL UR - https://www.t-tel.org/learning-hub Y2 - 2020/07/29/09:16:46 ER - TY - RPRT TI - Midline survey: Transforming teacher education and learning AU - T-TEL DA - 2017/// PY - 2017 UR - https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/T-TEL%20MIDLINE%20REPORT.pdf Y2 - 2020/07/03/11:32:57 ER - TY - ELEC TI - Our Work - T-TEL AU - T-TEL UR - https://www.t-tel.org/our-work Y2 - 2020/08/28/10:51:25 ER - TY - RPRT TI - Transforming Teaching, Education & Learning Directors' Report 2022 - 2023 AU - T-TEL AB - T-TEL's 3rd Annual General Meeting (AGM) Report DA - 2023/05// PY - 2023 PB - Transforming Teacher Education and Learning UR - https://t-tel.org/download/directors-report-2022-2023/?wpdmdl=8357&refresh=6601c4a28ac251711391906 ER - TY - CONF TI - Towards a disability inclusive education AU - Sæbønes, Ann-Marit AU - Bieler, Rosangela Berman AU - Baboo, Nafisa AU - Banham, Louise AU - Singal, Nidhi AU - Howgego, Catherine AU - McClain-Nhlapo, Charlotte Vuyiswa AU - Riis-Hansen, Trine Cecilie AU - Dansie, Grant Angus C3 - Proceedings of the Background paper for the Oslo Summit on Education for Development, Oslo, Norway DA - 2015/// PY - 2015 SP - 6 EP - 7 UR - https://inee.org/system/files/resources/Towards%20A%20Disability%20Inclusive%20Education.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Towards a Disability Inclusive Education AU - Sæbønes, Ann-Marit AU - Bieler, Rosangela Berman AU - Baboo, Nafisa AU - Banham, Louise AU - Singal, Nidhi AU - Howgego, Catherine AU - McClain-Nhlapo, Charlotte Vuyiswa AU - Riis-Hansen, Trine Cecilie AU - Dansie, Grant Angus CY - Oslo, Norway DA - 2015/07// PY - 2015 SP - 21 PB - Oslo Summit on Education for Development UR - https://www.usaid.gov/sites/default/files/documents/1865/Oslo_Ed_Summit_DisabilityInclusive_Ed.pdf KW - ___working_potential_duplicate ER - TY - JOUR TI - Live virtual sessions with toddlers and preschoolers amid COVID-19: Implications for early childhood teacher education AU - Szente, Judit T2 - Journal of Technology and Teacher Education AB - This paper shares reflections on over 50 live Zoom instructional lessons with toddlers and preschoolers amid the first three weeks of school closures due to COVID-19 in the State of Florida. Reflections resulted in three themes such as 1) Implementing digital sessions with young children; 2) Establishing and maintaining home-based child engagement through technology; and 3) Ensuring family involvement/engagement through technology. Implications and recommendations are provided for early childhood teacher education programs and in-service professional development opportunities to ensure that teachers are better prepared for teaching and learning in an online environment. DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 373 EP - 380 KW - Access to Computers KW - Communicable Diseases KW - Disease Control KW - Distance Education KW - Early Childhood Teachers KW - Educational Technology KW - Faculty Development KW - Family Involvement KW - Online Courses KW - Preschool Children KW - Preservice Teacher Education KW - Technological Literacy KW - Toddlers KW - ⛔ No DOI found ER - TY - JOUR TI - A Systematic Scoping Review of the Choice Architecture Movement: Toward Understanding When and Why Nudges Work AU - Szaszi, Barnabas AU - Palinkas, Anna AU - Palfi, Bence AU - Szollosi, Aba AU - Aczel, Balazs T2 - Journal of Behavioral Decision Making AB - In this paper, we provide a domain-general scoping review of the nudge movement by reviewing 422 choice architecture interventions in 156 empirical studies. We report the distribution of the studies across countries, years, domains, subdomains of applicability, intervention types, and the moderators associated with each intervention category to review the current state of the nudge movement. Furthermore, we highlight certain characteristics of the studies and experimental and reporting practices that can hinder the accumulation of evidence in the field. Specifically, we found that 74% of the studies were mainly motivated to assess the effectiveness of the interventions in one specific setting, while only 24% of the studies focused on the exploration of moderators or underlying processes. We also observed that only 7% of the studies applied power analysis, 2% used guidelines aiming to improve the quality of reporting, no study in our database was preregistered, and the used intervention nomenclatures were non-exhaustive and often have overlapping categories. Building on our current observations and proposed solutions from other fields, we provide directly applicable recommendations for future research to support the evidence accumulation on why and when nudges work. Copyright © 2017 John Wiley & Sons, Ltd. DA - 2018/// PY - 2018 DO - 10.1002/bdm.2035 DP - Wiley Online Library VL - 31 IS - 3 SP - 355 EP - 366 LA - en SN - 1099-0771 ST - A Systematic Scoping Review of the Choice Architecture Movement UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/bdm.2035 Y2 - 2024/02/14/12:27:25 KW - behavioral interventions KW - choice architecture KW - nudge KW - public policy KW - review ER - TY - RPRT TI - The Global Girlhood Report 2020: How COVID-19 is putting progress in peril AU - Szabo, Gabrielle AU - Edwards, Jess DA - 2020/// PY - 2020 LA - en PB - Save The Children ST - The Global Girlhood Report 2020 UR - https://resourcecentre.savethechildren.net/node/18201/pdf/global_girlhood_report_2020_africa_version_2.pdf Y2 - 2020/12/02/06:24:25 KW - ___working_potential_duplicate ER - TY - JOUR TI - Enhancing peer interaction: an aspect of a high-quality learning environment in Finnish early childhood special education AU - Syrjämäki, Marja AU - Sajaniemi, Nina AU - Suhonen, Eira AU - Alijoki, Alisa AU - Nislin, Mari T2 - European Journal of Special Needs Education DA - 2017/07/03/ PY - 2017 DO - 10.1080/08856257.2016.1240342 DP - DOI.org (Crossref) VL - 32 IS - 3 SP - 377 EP - 390 J2 - European Journal of Special Needs Education LA - en SN - 0885-6257, 1469-591X ST - Enhancing peer interaction UR - https://www.tandfonline.com/doi/full/10.1080/08856257.2016.1240342 Y2 - 2021/08/31/12:20:21 ER - TY - JOUR TI - Death of mixed methods? Or the rebirth of research as a craft AU - Symonds, Jennifer E. AU - Gorard, Stephen T2 - Evaluation & Research in Education AB - The classification by many scholars of numerical research processes as quantitative and other research techniques as qualitative has prompted the construction of a third category, that of ‘mixed methods’, to describe studies that use elements from both processes. Such labels might be helpful in structuring our understanding of phenomena. But they can also inhibit our activities when they serve as inaccurate or limiting descriptors. Based on the observation that mixed methods are fast becoming a common research approach in the social sciences, this paper questions whether the assumptions that are used and perpetuated by mixed methods are valid. The paper calls for a critical change in how we perceive research, in order to better describe actual research processes. A ‘core’ design typology of the mechanisms underlying research structures and processes is posited to encourage creative thinking around alternatives to the three purported paradigms of quantitative, qualitative and mixed methods. This ‘return to basics’ seeks to encourage new and innovative research designs to emerge, and suggests a rebirth of research from the ashes of mixed methods. DA - 2010/06/01/ PY - 2010 DO - 10.1080/09500790.2010.483514 DP - Taylor and Francis+NEJM VL - 23 IS - 2 SP - 121 EP - 136 SN - 0950-0790 ST - Death of mixed methods? UR - https://doi.org/10.1080/09500790.2010.483514 Y2 - 2019/11/05/12:38:08 KW - mixed methods KW - paradigm KW - qualitative KW - quantitative KW - research methods KW - research philosophy ER - TY - ELEC TI - Symantec Global Internet Security Threat Report: Trends for 2009 AU - Symantec DA - 2010/// PY - 2010 UR - https://web.archive.org/web/20100804203739/http://eval.symantec.com/mktginfo/enterprise/white_papers/b-whitepaper_internet_security_threat_report_xv_04-2010.en-us.pdf Y2 - 2022/08/10/15:22:41 ER - TY - JOUR TI - The benefits of school mapping AU - Sylla, K AU - Tournier, B DA - 2013/// PY - 2013 VL - 31 IS - 1 SP - 4 EP - 5 UR - https://unesdoc.unesco.org/ark:/48223/pf0000223453 Y2 - 2022/11/01/10:19:53 ER - TY - BLOG TI - Mobile Minute: Global Classrooms Rely on Education Apps As Remote Learning Accelerates AU - Sydow, Lexi T2 - App Annie DA - 2020/// PY - 2020 LA - en ST - Mobile Minute UR - https://www.appannie.com/en/insights/mobile-minute/education-apps-grow-remote-learning-coronavirus/ ER - TY - ELEC TI - Syafunda Digital Library AU - Syafunda T2 - Syafunda DA - 2021/// PY - 2021 LA - en-US UR - https://syafunda.co.za/ Y2 - 2022/06/25/23:59:22 ER - TY - JOUR TI - Digital training for increasing English teachers’ professionalism at junior high school AU - Syafryadin, Syafryadin AU - Wardhana, Dian Eka Chandra AU - Febriani, R.Bunga T2 - Journal of Education and Learning (EduLearn) AB - This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution. DA - 2021/// PY - 2021 DO - 10.11591/edulearn.v15i1.16937 DP - DOI.org (Crossref) VL - 15 IS - 1 J2 - EduLearn LA - en SN - 2302-9277, 2089-9823 UR - http://edulearn.intelektual.org/index.php/EduLearn/article/view/16937 Y2 - 2022/08/23/06:43:08 ER - TY - GEN TI - Story Guide: Building bridges using narrative techniques – Story-telling aid AU - Swiss Agency for Development and Cooperation [SDC] DA - 2007/// PY - 2007 LA - en PB - SDC ST - Story Guide UR - https://www.eda.admin.ch/deza/en/home/suche/suchresultat.html/content/publikationen/en/deza/diverse-publikationen/geschichten-handbuch Y2 - 2023/05/19/22:23:29 ER - TY - ELEC TI - Swayam Prabha AU - Swayam Prabha AB - The SWAYAM PRABHA has been conceived as the project for using the(2) GSAT-15 transponders to run (34) DTH channels that would telecast high quality educational programmes on 24X7 basis. LA - en UR - http://swayamprabha.gov.in/ Y2 - 2022/06/08/00:00:00 ER - TY - RPRT TI - Tanzania: ICT in education: situational analysis AU - Swarts, Patti AU - Wachira, Esther Mwiyeria DA - 2010/07// PY - 2010 PB - Global e-Schools and Communities Initiative UR - https://www.tanzania.go.tz/egov_uploads/documents/Situational_Analysis_Tanzania_sw.pdf Y2 - 2022/02/02/18:55:49 ER - TY - JOUR TI - An interactive system for finding complementary literatures: a stimulus to scientific discovery AU - Swanson, DR AU - Smalheiser, NR T2 - Artificial Intelligence T3 - Scientific Discovery AB - An unintended consequence of specialization in science is poor communication across specialties. Information developed in one area of research may be of value in another without anyone becoming aware of the fact. We describe and evaluate interactive software and database search strategies that facilitate the discovery of previously unknown cross specialty information of scientific interest. The user begins by searching MEDLINE for article titles that identify a problem or topic of interest. From downloaded titles the software constructs input for additional database searches and produces a series of heuristic aids that help the user select a second set of articles complementary to the first set and from a different area of research. The two sets are complementary if together they can reveal new useful information that cannot be inferred from either set alone. The software output further helps the user identify the new information and derive from it a novel testable hypothesis. We report several successful tests and applications of the system. DA - 1997/04/01/ PY - 1997 DO - 10.1016/S0004-3702(97)00008-8 DP - ScienceDirect VL - 91 IS - 2 SP - 183 EP - 203 LA - en SN - 0004-3702 ST - An interactive system for finding complementary literatures UR - https://www.sciencedirect.com/science/article/pii/S0004370297000088 KW - _Added-ailr-2024 ER - TY - RPRT TI - The Effects of Incentive Initiatives on Teacher Retention in Tanzania: A Case of the Rukwa Region AU - Swai, Anna Every DA - 2013/// PY - 2013 PB - University of Massachusetts Amherst UR - https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1034&context=cie_capstones ER - TY - JOUR TI - Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning AU - Swaffield, Sue AU - Jull, Stephen AU - Ampah-Mensah, Alfred T2 - Procedia - Social and Behavioral Sciences T3 - 13th International Educational Technology Conference AB - Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country. DA - 2013/11/26/ PY - 2013 DO - 10.1016/j.sbspro.2013.10.459 DP - ScienceDirect VL - 103 SP - 1295 EP - 1302 J2 - Procedia - Social and Behavioral Sciences LA - en SN - 1877-0428 UR - http://www.sciencedirect.com/science/article/pii/S1877042813039049 Y2 - 2020/05/19/13:41:59 KW - Ghana KW - Leadership for Learning KW - SMS KW - headteachers KW - mobile phone KW - professional development KW - school leaders KW - text messages ER - TY - CHAP TI - Supporting Headteachers in a Developing Country AU - Swaffield, Sue T2 - Life in Schools and Classrooms A2 - Maclean, Rupert CY - Singapore DA - 2017/// PY - 2017 DP - DOI.org (Crossref) VL - 38 SP - 277 EP - 291 PB - Springer Singapore SN - 978-981-10-3652-1 978-981-10-3654-5 UR - http://link.springer.com/10.1007/978-981-10-3654-5_17 Y2 - 2020/03/10/12:31:55 ER - TY - ELEC TI - Mini-Grids Partnership AU - Sustainable Energy for All | SEforALL T2 - Sustainable Energy for All | SEforALL AB - The Mini-Grids Partnership is a consortium of over 320 like-minded mini-grid stakeholders interested in enhancing and complementing each other’s work through collaboration and coordination. LA - en UR - https://www.seforall.org/interventions/mini-grids-partnership Y2 - 2020/08/11/14:14:10 ER - TY - JOUR TI - Using instructional video to improve awareness of scientific approach in science classroom AU - Susantini, Endang AU - Faizah, Ulfi AU - Yonata, Bertha AU - Kurniasari, Ika AU - Suryanti T2 - Asia-Pacific Forum on Science Learning and Teaching AB - Instructional videos have been developed to engage pre-service teachers to learn how to teach scientific approach in science classroom. This study aimed to improve preservice teachers' awareness of scientific approach in science classroom through instructional video along with their responses. Thirty two pre-service science teachers from Universitas Negeri Surabaya, Surabaya, Indonesia, participated in this study and observed two different instructional videos using video-analysis worksheet supplemented by the supervisor. In response to the instructional video, results showed that pre-service teachers noticed well about application of scientific approach in inquiry-based teaching and cooperative learning models. Pre-service teachers also showed positive views about the instructional videos and became a reflection for their own future teaching actions and practices. Supplementation of the video-analysis worksheet during the implementation and peer-discussion among preservice teachers can be used to improve pre-service teachers' awareness as well as to provide clear exemplary about how to integrate scientific approach at each phase of inquiry-based teaching and cooperative learning models. This study implies that the present instructional videos and followed-up video-analysis task are adequate to facilitate pre-service teachers to understand what to do in actual classroom in terms of applying scientific approach as envisioned by Indonesia curriculum reform. DA - 2018/06// PY - 2018 DO - https://www.eduhk.hk/apfslt/download/v19_issue1_files/susantini.pdf VL - 19 IS - 1 SP - 1 EP - 22 LA - English UR - https://www.eduhk.hk/apfslt/download/v19_issue1_files/susantini.pdf AN - 2155994290; EJ1192376 KW - Active Learning KW - Biology KW - Chemistry KW - Classrooms KW - Cooperative Learning KW - Cooperative learning KW - Curricula KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational technology KW - Foreign Countries KW - Higher Education KW - Hypotheses KW - Indonesia KW - Inquiry KW - Inquiry method KW - Instructional Material Evaluation KW - Mathematics KW - Models KW - Pedagogy KW - Preservice Teacher Education KW - Preservice Teachers KW - Professional development KW - Science Instruction KW - Science Teachers KW - Science education KW - Sciences: Comprehensive Works KW - Scientific Methodology KW - Student Attitudes KW - Students KW - Teacher education KW - Teaching Methods KW - Teaching methods KW - Video Technology KW - Video recordings KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097317 KW - __finaldtb KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - BOOK TI - Assessment of policies to improve teacher quality and reduce teacher absenteeism AU - Suryahadi, Asep AU - Sambodho, Prio T2 - Working paper CY - Jakarta DA - 2013/// PY - 2013 DP - Library of Congress ISBN SP - 1 LA - en PB - SMERU Research Institute SN - 978-602-7901-09-4 ER - TY - RPRT TI - COVID-19 and the education response in Indonesia: exploring the learning crisis AU - Suriastini, Wayan AU - Setyo, Pujiastuti AU - Herawati, Fita AU - Naryanta AU - Moddilani, Ganiko AU - Pellini, Arnaldo DA - 2020/11// PY - 2020 M3 - Case Study PB - EdTech Hub KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - CHAP TI - Ethical Considerations of Conducting Systematic Reviews in Educational Research AU - Suri, Harsh T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 41 EP - 54 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 UR - https://doi.org/10.1007/978-3-658-27602-7_3 Y2 - 2021/06/08/15:00:12 ER - TY - ELEC TI - White paper Online proctoring. Questions and answers about remote proctoring. | SURF.nl AU - SURF T2 - SURF AB - Online proctoring (or invigilation) offers opportunities for international and flexible education. DA - 2020/// PY - 2020 LA - en UR - https://www.surf.nl/en/white-paper-online-proctoring-questions-and-answers-about-remote-proctoring Y2 - 2022/03/01/13:54:22 ER - TY - JOUR TI - Importance of e-learning in higher education: a study AU - Suresh Babu, G. AU - Sridevi, K. T2 - International Journal of Research Culture Society AB - This study investigates the importance of using e-learning in teaching in higher education. In the institutions of higher education, the issue of utilizing modern information and communication technologies ICT) for teaching and learning is very important. This study gives a scholarly background to the study by reviewing some contributions made by various researchers and the institutions on the concept of e-learning, particularly its usage in teaching and learning in higher educational institutions. It looks at the scope, importance, the role elearning plays in higher educational institutions and the advantages and disadvantages of its adoption and implementation in higher education. DA - 2018/// PY - 2018 DP - Zotero VL - 2 IS - 5 SP - 84 EP - 88 LA - en UR - https://www.academia.edu/36868903/IMPORTANCE_OF_E_LEARNING_IN_HIGHER_EDUCATION_A_STUDY KW - ⛔ No DOI found ER - TY - ELEC TI - Suraad AU - Suraad UR - http://www.suraad.mn/login Y2 - 2021/08/13/20:36:29 ER - TY - JOUR TI - Insights on ESL student teachers reflecting collaboratively online AU - Suppiah, Shubashini AU - Wah, Lee Kean, (PhD) AU - Swanto, Suyansah, (PhD) AU - Lajium, Denis Andrew, (PhD) T2 - The English Teacher AB - The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting. DA - 2019/08// PY - 2019 VL - 48 IS - 2 SP - 82 EP - 99 LA - English SN - 01287729 UR - https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus AN - 2332349170 KW - Collaboration KW - Distance learning KW - English as a second language--ESL KW - Linguistics KW - Malaysia KW - Problem solving KW - Professional development KW - Reflective practice KW - Researchers KW - Social research KW - Student teachers KW - Teacher education KW - Teaching KW - Web 2.0 KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095770 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Insights on ESL Student Teachers Reflecting Collaboratively Online Shubashini Suppiah Institute of Teacher Education Gaya Campus AU - Suppiah, Shubashini AU - Lee, S AU - Swanto, K AU - Lajium, S AB - The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting. DA - 2019/08/01/ PY - 2019 DP - ResearchGate VL - ISSN-2716-6406 SP - 82 EP - 99 UR - https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus ER - TY - JOUR TI - Use of Twitter Technology in Educational Learning AU - Sunday, Ajibo Anthony T2 - The Turkish Online Journal of Educational Technology AB - This paper explores the use of Twitter technology in educational learning and teaching in education system. The objectives of this study emphasizes on the contributions of Twitter to personal and educational learning experience, and its adoption for professional development in 21st century. Twitter technology was invented as a media outlet in 2006, to provide a unique kind of communication that allows only 140 numbers of characters. It is a technology that permits users to send and receive information on website, from mobile or computer-enabled internet. A Twitter requires a valid email address to sign up for an account and equally set up private profiles in line with the system command. Users share pictures, videos among other educational materials of what is happening in the world. Twitter is a social media platform that has drawn the attention of its users, especially the students and educators around the world. Secondary sources of data collection were adopted in the paper review. In spite of the short comings of Twitter technology, major findings revealed that the use of Twitter technology is becoming a common usage among students and professional development of educators across the world. Recommendations include the need for sustained campaign of the use of Twitter technology in institutions of learning across the world, especially in the developing countries, and the pedagogical adoption of Twitter for professional development of the future of education, as opposed to traditional method of teaching. DA - 2021/// PY - 2021 DP - Zotero VL - 20 IS - 2 LA - en UR - http://www.tojet.net/articles/v20i2/20219.pdf KW - ⛔ No DOI found ER - TY - BLOG TI - Sunbird AU - Sunbird DA - 2021/// PY - 2021 UR - https://sunbird.org/ ER - TY - JOUR TI - A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning AU - Sun, Zhong AU - Lin, Chin-Hsi AU - Wu, Minhua AU - Zhou, Jianshe AU - Luo, Liming T2 - British Journal of Educational Technology AB - Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions. DA - 2017/// PY - 2017 DO - 10.1111/bjet.12571 DP - Wiley Online Library VL - 49 IS - 2 LA - en SN - 1467-8535 ST - A tale of two communication tools UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12571 Y2 - 2022/08/22/20:47:11 ER - TY - JOUR TI - A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning AU - Sun, Zhong AU - Lin, Chin-Hsi AU - Wu, Minhua AU - Zhou, Jianshe AU - Luo, Liming T2 - British Journal of Educational Technology AB - Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions. DA - 2017/// PY - 2017 DO - 10.1111/bjet.12571 DP - Wiley Online Library VL - 49 IS - 2 LA - en SN - 1467-8535 ST - A tale of two communication tools UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12571 Y2 - 2022/08/22/20:47:11 ER - TY - JOUR TI - A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning AU - Sun, Zhong AU - Lin, Chin-Hsi AU - Wu, Minhua AU - Zhou, Jianshe AU - Luo, Liming T2 - British Journal of Educational Technology AB - Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions. DA - 2018/03// PY - 2018 DO - 10.1111/bjet.12571 VL - 49 IS - 2 SP - 248 EP - 261 LA - English SN - 0007-1013, 0007-1013 UR - https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571 AN - 2013524047; EJ1168574 KW - Applications programs KW - China KW - Collaborative learning KW - Collaborative virtual environments KW - Communication KW - Computer Mediated Communication KW - Computer Software KW - Computer assisted instruction--CAI KW - Content Analysis KW - Content analysis KW - Cooperative Learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational technology KW - Foreign Countries KW - Handheld Devices KW - Higher Education KW - Learning KW - Network Analysis KW - Network analysis KW - Preferences KW - Preservice Teachers KW - Social Networks KW - Social factors KW - Student Attitudes KW - Student Surveys KW - Synchronous Communication KW - Telecommunications KW - Tools KW - Undergraduate Students KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096807 KW - __finaldtb ER - TY - JOUR TI - A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning AU - Sun, Zhong AU - Lin, Chin-Hsi AU - Wu, Minhua AU - Zhou, Jianshe AU - Luo, Liming T2 - British Journal of Educational Technology AB - Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions. DA - 2018/03// PY - 2018 DO - 10.1111/bjet.12571 VL - 49 IS - 2 SP - 248 EP - 261 LA - English SN - 0007-1013, 0007-1013 UR - https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571 AN - 2013524047; EJ1168574 KW - Applications programs KW - China KW - Collaborative learning KW - Collaborative virtual environments KW - Communication KW - Computer Mediated Communication KW - Computer Software KW - Computer assisted instruction--CAI KW - Content Analysis KW - Content analysis KW - Cooperative Learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational technology KW - Foreign Countries KW - Handheld Devices KW - Higher Education KW - Learning KW - Network Analysis KW - Network analysis KW - Preferences KW - Preservice Teachers KW - Social Networks KW - Social factors KW - Student Attitudes KW - Student Surveys KW - Synchronous Communication KW - Telecommunications KW - Tools KW - Undergraduate Students KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096807 KW - __finaldtb ER - TY - JOUR TI - An EMIS for Palestine – the Education Management Information System in the West Bank and Gaza Strip AU - Sultana, Ronald G. T2 - Mediterranean Journal of Educational Studies DA - 2003/// PY - 2003 DO - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.520.1792&rep=rep1&type=pdf DP - CiteSeer VL - 7 IS - 2 SP - 61 EP - 92 KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - JOUR TI - Getting off the “Gold Standard”: Randomized controlled trials and education research AU - Sullivan, Gail M T2 - Journal of Graduate Medical Education DA - 2011/09// PY - 2011 DO - 10.4300/JGME-D-11-00147.1 DP - PubMed Central VL - 3 IS - 3 SP - 285 EP - 289 J2 - J Grad Med Educ SN - 1949-8349 ST - Getting Off the “Gold Standard” UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3179209/ Y2 - 2022/12/05/20:47:31 ER - TY - JOUR TI - A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth AU - Sullivan, Amanda L AU - Simonson, Gregory R T2 - Review of Educational Research AB - Refugees often experience significant psychological distress, but many do not receive necessary services. Among children and youth, most mental health services are provided by schools, so schools are an important service provider for young refugees. We conducted a systemic literature review to synthesize and evaluate the existing research on school-based interventions to improve mental health or social-emotional functioning of students who are refugees, asylum seekers, or immigrants with war trauma. Three types of school-based interventions were identified: cognitive behavioral therapy, creative expression, and multitiered or multimodal models. The review identified several interventions with positive effects, as well as multiple interventions that had null or negative effects. We address the implications of this body of intervention research for practice and research. DA - 2016/// PY - 2016 DO - 10.3102/0034654315609419 VL - 86 IS - 2 SP - 503 EP - 530 KW - cognitive behavioral therapy KW - creative expression therapy KW - intervention KW - refugee KW - school ER - TY - JOUR TI - Role of Educational Technology in Public and Private Institutes at Secondary School Level in District Karak (Khyber Pukhtunkhwa) Pakistan AU - Suleman, Qaiser AU - Hussain, Ishtiaq AU - Akhtar, Zaitoon T2 - International Journal of Learning and Development AB - Educational technology plays a fundamental role in enhancing teaching learning process. It has facilitated instructional process and made it more productive, dynamic and effective. Therefore the study was conducted to explore the role of educational technology in public and private institutes in district Karak (Khyber Pukhtunkhwa) Pakistan in comparative perspectives. The main objectives of the study were: to compare the availability of educational technology in public and private institutions at secondary level; to compare the usability of educational technology in public and private institutions at secondary level and to know the usefulness of educational technology in public and private institutions at secondary level. All the heads, teachers and students in public and private secondary schools in district Karak constituted the population of the study. In order to ensure adequate sample, 60 heads, 180 teachers and 600 students serving and studying in public and private sectors at secondary school level in District Karak were selected randomly. The study was delimited to the selected male public and private secondary schools. The study was also delimited to those technologies which are commonly used. The study was descriptive in nature therefore, the researchers decided to develop questionnaire for the collection of data. A single questionnaire was developed for the whole sample. Pilot testing was conducted to know the weakness, misconceptions and ambiguities of the questions. After conduction of pilot testing, the questionnaire was revised and then its final version was prepared in the light of valuable suggestions of the heads, teachers and students. The researchers personally visited to the respective sample and distributed the questionnaires among the heads, teachers and students in public and private secondary schools. In this way data was collected. After the collection of data, the data was organized, tabulated and analyzed. The researchers decided to apply chi-square for the statistical treatment of the data. Therefore, chi square was applied to compare the responses of the sample. After analysis of the data, it was concluded that educational technologies are not available in both sectors. Some technologies are available in minor amount but these technologies are not used in both public and private sectors. Key Words:Educational Technology, Availability of Educational Technology, Usability of Educational Technology, Importance of Educational Technology DA - 2012/09/03/ PY - 2012 DO - 10.5296/ijld.v2i5.2337 DP - www.macrothink.org VL - 2 IS - 5 SP - 39 EP - 56 LA - en SN - 2164-4063 UR - http://www.macrothink.org/journal/index.php/ijld/article/view/2337 Y2 - 2020/11/27/11:55:11 ER - TY - JOUR TI - A Comparative Study of Online and Directly Selected Secondary School Teachers Regarding Teaching Proficiency and Classroom Management in Kohat Division, Pakistan AU - Suleman, Qaiser AU - Hussain, Ishtiaq T2 - International Journal of Learning and Development AB - Secondary school teachers occupy the most critical and crucial position in the entire education system (Suleman, et al, 2011a). The purpose of the study was to compare the performance of online and directly selected secondary school teachers regarding teaching proficiency and classroom Management. All the students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. Only 600 students studying at secondary school level in Kohat Division were selected as sample randomly. The study was delimited to only male students at secondary school level. The study was descriptive type and questionnaire was used as research instrument. Data was collected through personal visits. After the collection of data, it was organized, tabulated, analyzed and interpreted. The statistical tools i.e. means, standard deviation and differences of means were computed for each variable. Significance of difference between the mean values of the responses of students about online and directlly selected secondary school teachers were tested at 0.05 levels by applying t-test. After statisitcal analysis of the data, the researchers conclduded that the overall performance of the directly selected secondary school teachers was better and satisfactory. They were found to have the knowledge of teaching methods and the ability to control classroom disruptive behaviour. Conversely, the overall performance of the online selected secondary school teachers was poor and unsatisfactory. They have no knowledge of teaching methodologies and subject mastery. They were found unable to manage classroom disruptive behaviour and other related activities. Based on findings, it was strongly recommended that a special professional training programme should be arranged to the existing online selected SSTs in teaching methodologies and classroom management to equip them with the modern teaching methods and techniques of managing classroom behaviour so that they become able to perform their duties effectively. DA - 2013/08/16/ PY - 2013 DO - 10.5296/ijld.v3i3.4130 DP - www.macrothink.org VL - 3 IS - 3 SP - 230 EP - 252 LA - en SN - 2164-4063 UR - http://www.macrothink.org/journal/index.php/ijld/article/view/4130 Y2 - 2020/11/27/11:55:04 ER - TY - JOUR TI - Effectiveness of Educational Technology in Strengthening Student’s Achievement in English at Secondary School Level in Kohat Division (Pakistan) AU - Suleman, Qaiser AU - Hussain, Dr Ishtiaq T2 - International Journal of Learning and Development AB - It is a reality that educational technology plays a remarkable role in strengthening and facilitating instructional process. Educational technologies are useful and effective in maximizing educational attainment at each level. The purpose of the study was to explore the effectiveness of educational technology in strengthening students’ achievement in English at secondary school level. All the students at secondary school level in Kohat Division constituted the population of the study. The study was delimited to the students of Govt. High School Khurram (Karak). The study was further delimited to the students of 9th class. Forty students of 9th class were selected as sample. Sample students were divided into two groups i.e. control group and experimental group on the basis of pre-test. Each group was comprised of 20 students. The study was experimental in nature therefore pre-test and post-test research design was used as research instrument. Statistical tools i.e. the mean, standard deviation and differences of means were computed for each group. Significance of difference between the mean scores of both the experimental and control groups on the variable of pre-test and post test scores was tested at 0.05 levels by applying t-test. After statistical analysis of the data, the researchers arrived at the conclusions that educational technology plays a vital role in teaching of English at secondary level. Educational technologies were found to be more effective and successful in teaching of English. The students of experimental group showed unexpected and astonishing performance as compared to the students of control group. On the basis of the findings, it is strongly recommended that availability of educational technologies should be ensured and utilized at secondary school level. KEYWORDS: Effectiveness; Educational Technology; Students’ Achievement; English; Secondary Level DA - 2013/01/27/ PY - 2013 DO - 10.5296/ijld.v3i1.3154 DP - www.macrothink.org VL - 3 IS - 1 SP - 121 EP - 131 LA - en SN - 2164-4063 UR - http://www.macrothink.org/journal/index.php/ijld/article/view/3154 Y2 - 2020/12/14/15:54:34 ER - TY - JOUR TI - Effects of Classroom Physical Environment on the Academic Achievement Scores of Secondary School Students in Kohat Division, Pakistan AU - Suleman, Dr T2 - International Journal of Learning and Development AB - The purpose of the paper was to examine the effects of classroom physical environment on the academic achievement scores of secondary school students. All the students studying at secondary school level in Kohat Division,Pakistanconstituted the population of the study. The study was delimited to the students of class 09 of Govt. High School Khurram (Karak). Forty students from class 09 of the same school were selected as sample through simple random sampling technique. The study was experimental in nature and therefore “Pre-test-Post-test Equivalent Groups Design” was used. Statistical data was collected through pre-test and post-test technique. Statistical tools i.e., mean, standard deviation and differences of means were calculated for each group. Significance of the difference between the mean scores of the experimental and control groups was tested at 0.05 level of confidence by applying t-test. After analysis, it was concluded that classroom favorable environment has a significant positive effect on the academic achievement scores of secondary school students. The students of experimental group showed better performance as compared to the students of control group. Based on findings, it was recommended that classroom physical environment should be well-organized, equiped and facilitated. DA - 2014/// PY - 2014 DO - 10.5296/ijld.v4i1.5174 DP - ResearchGate VL - Volume 4 IS - Number 1 J2 - International Journal of Learning and Development ER - TY - JOUR TI - Role of Educational Technology at Primary School Level In District Karak (Khyber Pukhtunkhwa) Pakistan AU - Suleman, Dr T2 - International Journal of Academic Research in Business and Social Sciences AB - The study was conducted to explore the role of educational technology at primary school level in District Karak (Khyber Pukhtunkhwa). The main objectives of the study were; to investigate the availability, usability and importance of educational technology; and to investigate whether primary school teachers are for the effective use of technologies for teaching learning process. The study was descriptive in nature. All the teachers and students at primary level in District Karak constituted the population of the study. Only three hundred and sixty six (366) primary school teachers; and two thousand and two students (2002) of primary schools (@ of 25% and 5% respectively) were selected randomly as sample of the study. The study was descriptive in nature. Two different questionnaires were prepared for teachers and students for the collection of data. After analysis of data, the researcher arrived at results that educational technology is very useful for the effective teaching learning process at primary level. It was found that educational televisions, radios, film strips, flip charts, VCRs, overhead projectors, multimedia projectors, educational softwares, computers, and internet facilities were not available in schools. Majority of the teachers were not using the available technology in their teaching learning process. It was also found that teachers were not trained for the effective utilization of educational technology. DA - 2011/11/01/ PY - 2011 DP - ResearchGate VL - 1 SP - 2222 EP - 6990 J2 - International Journal of Academic Research in Business and Social Sciences KW - ⛔ No DOI found ER - TY - BOOK TI - Will the '2014 Education and Training Policy' prepare Tanzanian children to face challenges of the 21st century?: HakiElimu position paper on the education and training policy 2014 AU - Suleiman, Sumra AU - Boniventura, Godfrey AU - Kalage, John AU - Mihayo, Robert AU - HakiElimu (Tanzania) DA - 2015/// PY - 2015 DP - Open WorldCat LA - English PB - HakiElimu SN - 978-9987-18-047-9 ST - Will the '2014 Education and Training Policy' prepare Tanzanian children to face challenges of the 21st century? ER - TY - JOUR TI - Effect of Computer-Based Blended Learning Strategy on Secondary School Chemistry Students� Retention in Individualised and Collaborative Learning Settings in Minna, Nigeria AU - Suleiman, M.S. AU - Salaudeen, B.M. AU - Falode, O.C. T2 - Bulgarian Journal of Science and Education Policy AB - This study investigated effects of Computer-based blended learning strategy on Secondary School Chemistry students retention in individualised and collaborative learning settings in Minna, Niger State, Nigeria. The study adopted a quazi-experimental design and three research questions and three null hypotheses were formulated to guide the study. Multi-staged sampling procedure was used to select a total of 120 (71 female & 49 male) students from three co-educational schools within the study area. The selected students were randomly assigned to experimental group I (Computer based blended learning in individualised setting) experimental group II (Computer based blended learning in collaborative setting) and the control group (lecture method). A multiple-choice question items on Chemistry that was developed, validated by the Chemistry experts was pilot-tested and a reliability coefficient of 0.74 was obtained using test re-test method. The achievement test was administered as instrument for data collection to students as pre-test, post-test and retention test. The data obtained from the administration of research instruments were analysed using Analysis of Covariance (ANCOVA) statistics. The results indi-cated that Computer Based Blended learning strategy improved students retention in chemistry in collaborative learning settings better than in individualized learning setting and in lecture method. It was therefore recommended among others that students should be exposed to Computer based blended learning strategy in collaborative learning setting in order to aid their retention of chemistry concepts. DA - 2017/// PY - 2017 KW - ⛔ No DOI found ER - TY - RPRT TI - Contexts of School and Pastoralist Family Communication in Rural Mongolia: An Ecological Model AU - Sukhbaatar, Batdulam CY - Hungary DA - 2020/// PY - 2020 DP - Zotero SP - 170 LA - en PB - University of Szeged SN - PhD Dissertation ER - TY - JOUR TI - Fuzzy systems theory and its applications AU - Sugeno, Michio AU - Asai, K. AU - Terano, T. T2 - Tokyo Institute of Technology DA - 1992/// PY - 1992 DP - Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - Teacher Learning Circles: Reading Theory in Practice Through Dialogue AU - Suda, Liz CY - Melbourne DA - 2007/// PY - 2007 DP - Zotero LA - en UR - https://d1wqtxts1xzle7.cloudfront.net/39855136/LizSuda_TeacherLearningCircles-paper-libre.pdf?1447141994=&response-content-disposition=attachment%3B+filename%3DTeacher_Learning_Circles.pdf&Expires=1699054502&Signature=OenCSaZ7Nm8kDcdGxBjpZl6heJCRJ9WlAie5Jp~py4b8nO1lUNsMVNec28e3T-PKHSLa~QwVsWP9i6WJq5vJjlS49uyHfd8mtr29ue72I3T~cfyc0qn0JcMf7PkJT2fb9axQJHntvGKb2R6j7lyqSw45WQR1e1hTApxASgAEquP3qG6re3zyrU-VG5jCbjjbZxCh0z6Dq55kugcpLzs3xRikAS4~0e48mO858N9ecuNEoSRvwOC65N5lDH0UkMQiJTFQBzxN5i0eW-rn9JlEvMagijY1WjiDDm9QEkr2VKPRvY2XbRL0guR36u339y9G-OmIpOeKYAYy2pKvlXtljw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA ER - TY - BLOG TI - The Absent Voices of Development Economics AU - Subramanian, Arvind AU - Kapur, Devesh T2 - Project Syndicate AB - Development economics focuses on improving the well-being of billions of people in low-income countries, but the Global South is severely underrepresented in the field. A small number of rich-country institutions dominate, and their growing use of randomized controlled trials in research is entrenching the imbalance. DA - 2021/03/26/T13:35Z PY - 2021 LA - en UR - https://www.project-syndicate.org/commentary/why-does-the-global-north-dominate-development-economics-by-arvind-subramanian-and-devesh-kapur-2021-03 Y2 - 2021/06/09/17:28:30 ER - TY - GEN TI - Re-orienting Education Management Information Systems (EMIS) towards inclusive and equitable quality education and lifelong learning AU - Subosa, Miguel AU - West, Mark DA - 2018/// PY - 2018 PB - UNESCO UR - https://www.openemis.org/wp-content/uploads/2018/05/UNESCO_Re-orienting_Education_Management_Information_Systems_EMIS_towards_inclusive_and_equitable_quality_education_and_lifelong_learning_2018_en.pdf Y2 - 2022/09/29/22:40:41 ER - TY - JOUR TI - Head Teachers' Professional Management Needs and Concerns: Evidence from an Educational District in Ghana. AU - Suaka, Peter Lonyian AU - Kuranchie, Alfred T2 - African Educational Research Journal DA - 2018/// PY - 2018 DO - 10.30918/aerj.61.18.002 DP - Google Scholar VL - 6 IS - 1 SP - 20 EP - 29 ST - Head Teachers' Professional Management Needs and Concerns ER - TY - JOUR TI - Randomised controlled trials (RCTs) in education research – methodological debates, questions, challenges AU - Styles, Ben AU - Torgerson, Carole T2 - Educational Research DA - 2018/07/03/ PY - 2018 DO - 10.1080/00131881.2018.1500194 DP - Taylor and Francis+NEJM VL - 60 IS - 3 SP - 255 EP - 264 SN - 0013-1881 UR - https://doi.org/10.1080/00131881.2018.1500194 Y2 - 2022/12/07/20:54:35 ER - TY - JOUR TI - Design Principles for Systematic Search Systems: A Holistic Synthesis of a Rigorous Multi-cycle Design Science Research Journey AU - Sturm, Benjamin AU - Sunyaev, Ali T2 - Business & Information Systems Engineering AB - Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts. DA - 2019/02/01/ PY - 2019 DO - 10.1007/s12599-018-0569-6 DP - Springer Link VL - 61 IS - 1 SP - 91 EP - 111 J2 - Bus Inf Syst Eng LA - en SN - 1867-0202 ST - Design Principles for Systematic Search Systems UR - https://doi.org/10.1007/s12599-018-0569-6 Y2 - 2024/01/19/22:25:42 KW - Design principles KW - Design science research KW - Information retrieval KW - Literature review KW - Systematic literature searches KW - Systematic search systems KW - _Added-ailr-2024 ER - TY - JOUR TI - Gender-inclusive HCI research and design: A conceptual review AU - Stumpf, Simone AU - Peters, Anicia AU - Bardzell, Shaowen AU - Burnett, Margaret AU - Busse, Daniela AU - Cauchard, Jessica AU - Churchill, Elizabeth T2 - Foundations and Trends® in Human–Computer Interaction AB - Gender-Inclusive HCI Research and Design: A Conceptual Review DA - 2020/// PY - 2020 DO - 10.1561/1100000056 DP - www.nowpublishers.com VL - 13 IS - 1 SP - 1 EP - 69 J2 - HCI LA - English SN - 1551-3955, 1551-3963 ST - Gender-Inclusive HCI Research and Design UR - https://www.nowpublishers.com/article/Details/HCI-056 Y2 - 2021/04/29/12:44:58 ER - TY - RPRT TI - Inclusive Education Where there are Few Resources AU - Stubbs, Sue CY - Oslo, Norway DA - 2008/09// PY - 2008 SP - 156 PB - The Atlas Alliance UR - http://www.eenet.org.uk/resources/docs/IE%20few%20resources%202008.pdf ER - TY - JOUR TI - E-Learning Sudan, Formal Learning for Out-of-School Children AU - Stubbé, Hester AU - Badri, Aiman AU - Telford, Rebecca AB - E-Learning Sudan (ELS) is a custom-built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote village, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest–posttest control group quasi-experimental design. In Pilot I, 67 children in three remote villages, aged used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education.. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received informal education in out-of-school centers. The results of the analysis on the pretest–posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of control group data and EGMA (internationally validates Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest that the implementation of ELS can greatly benefit learning for out-of-school children like in Sudan. DA - 2016/// PY - 2016 DP - Zotero VL - 14 IS - 2 SP - 14 LA - en UR - https://www.researchgate.net/publication/303789660_E-learning_Sudan_formal_learning_for_out-of-school_children ER - TY - THES TI - Designing learning opportunities for the hardest to reach - Game-based mathematics learning for out-of-school children in Sudan AU - Stubbé, Hester AB - Worldwide, 61 million children are not in school. Despite many campaigns and initiatives, this number has not decreased over the last 10 years. There is a growing recognition that especially the most marginalised children will not be reached by simply expanding the current education system. Innovative education technology, coupled with a context specific approach, could provide opportunities. This thesis describes a project that attempts to provide education for hard to reach children. To support children to learn, without additional instruction from teachers, it was decided to design and develop a mathematics game, targeting children in Sudan with no ready access to education (in remote areas, nomadic or Internally Displaced People). The overall question of this thesis is: How can children in remote villages in Sudan learn mathematics from playing a mathematics game without additional instruction from teachers? As there was no existing curriculum-based, Arabic mathematics game, a new game had to be designed. Following a research-based approach, a set of requirements for a mathematics game that could reach these children was identified. Then the mathematics game was designed, developed and evaluated. To study whether children in remote villages in Sudan can learn mathematics from playing the game autonomously, two pilots were carried out. Pilot I focused on the question whether out-of-school children in remote villages in Sudan can learn mathematics from playing the game at all. Following positive results, sustained learning was studied in pilot II; a longer pilot, including more children and more, diverse, learning objectives. The question whether children can learn can be answered with a wholehearted ’yes’. Children who played the game have learned as much as, and probably more than, children in the control groups (no education in the same period; informal education in the same period). The set of requirements that was identified and the careful game design have resulted in a mathematics game that is engaging and motivating for the target population, leading to significant learning results. Unintentionally, even the flexibility of the game-based learning approach was proven: children only played an average 2-3 days a week instead of the planned five days a week and still increased their test scores significantly. This shows that skipping a few days a week, or even a whole week once in a while, does not get in the way of learning. Finally, the influence of child-related and context factors on learning effect was studied. The distance to the nearest primary school, self-esteem and self-efficacy showed positive correlations with test results, with a medium effect. At the same time, self-esteem has increased during the pilot. For the Sudan game, this does not mean immediate changes are necessary. When taking the game to a school context, changes should be made. At the same time, the design process and the game components can and have been used to adapt the game. The mathematics game has been adapted for Lebanon and Jordan, with Syrian refugees in mind. In addition, a literacy game for Sudan and Jordan was designed and developed. DA - 2018/08/29/ PY - 2018 DP - dspace.library.uu.nl LA - en M3 - Dissertation UR - http://localhost/handle/1874/369718 Y2 - 2020/05/07/15:32:38 ER - TY - RPRT TI - Defining 'leave no one behind' AU - Stuart, Elizabeth AU - Samman, Emma CY - London, UK DA - 2017/// PY - 2017 PB - Overseas Development Institute UR - https://odi.org/en/publications/defining-leave-no-one-behind/ ER - TY - BOOK TI - Systems thinking for social change AU - Stroh, David Peter CY - White River Junction, VT DA - 2015/// PY - 2015 PB - Chelsea Green Publishing ER - TY - BOOK TI - Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results AU - Stroh, David Peter DA - 2015/// PY - 2015 DP - Google Scholar PB - Chelsea Green Publishing ST - Systems thinking for social change ER - TY - JOUR TI - Education Technology AU - Strigel, Carmen DA - 2022/// PY - 2022 DP - Zotero SP - 2 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - How to Ensure Compliance With Policies and Procedures AU - Strickland, Dale T2 - CurrentWare AB - Once your AUP is written, you need to enforce it. Follow these tips to maximize the enforcement of your acceptable use policy. DA - 2020/04/06/T13:30:00+00:00 PY - 2020 LA - en-US UR - https://www.currentware.com/blog/5-ways-to-enforce-your-acceptable-use-policy/ Y2 - 2023/04/03/17:55:07 ER - TY - ELEC TI - What ‘learning loss’ really means - The Washington Post AU - Strauss, Valerie T2 - the Washington Post DA - 2021/03/10/ PY - 2021 UR - https://www.washingtonpost.com/education/2021/03/10/what-learning-loss-really-means/ Y2 - 2022/08/25/16:54:05 ER - TY - CHAP TI - Grounded theory methodology: An overview AU - Strauss, A. AU - Corbin, J. T2 - Handbook of qualitative research A2 - Denzin, N.K. A2 - Lincoln, Y.S. DA - 1995/// PY - 1995 PB - Sage KW - ___working_potential_duplicate KW - auto_merged ER - TY - JOUR TI - Understanding technology adoption: theory and future directions for informal learning AU - Straub, Evan T. T2 - Review of Educational Research AB - How and why individuals adopt innovations has motivated a great deal of research. This article examines individuals’ computing adoption processes through the lenses of three adoption theories: Rogers’s innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Incorporating all three models, this article suggests technology adoption is a complex, inherently social, developmental process; individuals construct unique yet malleable perceptions of technology that influence their adoption decisions. Thus, successfully facilitating technology adoption must address cognitive, emotional, and contextual concerns. This article also focuses specific attention on adoption theory outside of a formal organization and the implications of adoption theory on informal environments. DA - 2009/06// PY - 2009 DO - 10.3102/0034654308325896 DP - DOI.org (Crossref) VL - 79 IS - 2 SP - 625 EP - 649 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 ST - Understanding technology adoption UR - http://journals.sagepub.com/doi/10.3102/0034654308325896 Y2 - 2021/11/10/17:29:25 ER - TY - JOUR TI - Research and the Systems Approach as Methodologies for Education AU - Stowe, Richard A. T2 - AV Communication Review DA - 1973/// PY - 1973 DP - JSTOR VL - 21 IS - 2 SP - 165 EP - 175 SN - 0001-2890 UR - https://www.jstor.org/stable/30218523 Y2 - 2021/04/12/05:54:02 KW - ⛔ No DOI found ER - TY - ELEC TI - About us - Storybooks Ghana AU - Storybooks Ghana UR - https://global-asp.github.io/storybooks-ghana/about/ Y2 - 2020/07/21/14:01:47 ER - TY - JOUR TI - Conceptual Modeling: Topics, Themes, and Technology Trends AU - Storey, Veda C. AU - Lukyanenko, Roman AU - Castellanos, Arturo T2 - ACM Computing Surveys AB - Conceptual modeling is an important part of information systems development and use that involves identifying and representing relevant aspects of reality. Although the past decades have experienced continuous digitalization of services and products that impact business and society, conceptual modeling efforts are still required to support new technologies as they emerge. This paper surveys research on conceptual modeling over the past five decades and shows how its topics and trends continue to evolve to accommodate emerging technologies, while remaining grounded in basic constructs. We survey over 5,300 papers that address conceptual modeling topics from the 1970s to the present, which are collected from 35 multidisciplinary journals and conferences, and use them as the basis from which to analyze the progression of conceptual modeling. The important role that conceptual modeling should play in our evolving digital world is discussed, and future research directions proposed. DA - 2023/12/31/ PY - 2023 DO - 10.1145/3589338 DP - DOI.org (Crossref) VL - 55 IS - 14s SP - 1 EP - 38 J2 - ACM Comput. Surv. LA - en SN - 0360-0300, 1557-7341 ST - Conceptual Modeling UR - https://dl.acm.org/doi/10.1145/3589338 Y2 - 2023/11/28/12:34:22 KW - _Added-ailr-2024 ER - TY - THES TI - A Professional Development Program for the Mother Tongue-Based Teacher: Addressing Teacher Perceptions and Attitudes Towards MTBMLE AU - Stone, Rebecca J Paulson DA - 2012/// PY - 2012 DP - Zotero LA - en PB - University of Massachusetts Amherst ER - TY - JOUR TI - Computer-Adaptive Testing for Students with Disabilities: A Review of the Literature AU - Stone, Elizabeth AU - Davey, Tim T2 - ETS Research Report Series AB - There has been an increased interest in developing computer-adaptive testing (CAT) and multistage assessments for K-12 accountability assessments. The move to adaptive testing has been met with some resistance by those in the field of special education who express concern about routing of students with divergent profiles (e.g., some students with math-based learning disabilities may have difficulty with basic computation but not high level problem solving) and poor performance on early test questions. This paper consists of a literature review focusing on adaptive testing issues for students with disabilities in the K-12 sector. While it is clear that there are issues that will present obstacles to administering accountability tests adaptively to students with disabilities, this synthesis of research and policy developments with respect to this topic will be useful both for development of research agendas and to inform states that are currently using or are considering moving to CAT. DA - 2011/12// PY - 2011 DO - 10.1002/j.2333-8504.2011.tb02268.x DP - DOI.org (Crossref) VL - 2011 IS - 2 SP - i EP - 24 J2 - ETS Research Report Series LA - en SN - 23308516 ST - COMPUTER-ADAPTIVE TESTING FOR STUDENTS WITH DISABILITIES UR - https://onlinelibrary.wiley.com/doi/10.1002/j.2333-8504.2011.tb02268.x Y2 - 2022/06/17/13:29:05 ER - TY - ELEC TI - Critical Digital Pedagogy: a Definition AU - Stommel, Jesse T2 - Hybrid Pedagogy AB - We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use). DA - 2014/11/18/T03:00:45.000Z PY - 2014 LA - en ST - Critical Digital Pedagogy UR - https://hybridpedagogy.org/critical-digital-pedagogy-definition/ Y2 - 2020/09/10/19:07:43 ER - TY - RPRT TI - Investigating risks and opportunities for children in a digital world: A rapid review of the evidence on children's internet use and outcomes AU - Stoilova, M. AU - Livingstone, S. AU - Khazbak, R. DA - 2021/// PY - 2021 PB - UNICEF UR - https://www.unicef-irc.org/publications/pdf/Investigating-Risks-and-Opportunities-for-Children-in-a-Digital-World.pdf ER - TY - JOUR TI - The effectiveness of a one-year online mentoring program for girls in STEM AU - Stoeger, Heidrun AU - Duan, Xiaoju AU - Schirner, Sigrun AU - Greindl, Teresa AU - Ziegler, Albert T2 - Computers & Education AB - Although the performance of girls in science, technology, engineering, and mathematics (STEM) is continually improving and is no longer below that of boys in most domains, girls' interests in STEM and participation rates are still too low. Online mentoring may help ameliorate this situation. To test this assumption, a one-year personal mentoring program for eleven to eighteen-year-old female college-preparatory students was evaluated. Mentee and mentor communicate with one another and with other program participants via email, online chat, and forums. To measure program effectiveness, we randomly assigned participants (N = 312) to either a treatment group (N = 208) or a waiting-list control group (N = 104). We collected questionnaire data at three points in time. In comparison to the waiting-list group, the treatment-group participants showed greater levels of desirable short-term and long-term developments. Our findings indicate various advantages for online mentoring for promoting girls' interests in STEM. DA - 2013/11/01/ PY - 2013 DO - 10.1016/j.compedu.2013.07.032 DP - ScienceDirect VL - 69 SP - 408 EP - 418 J2 - Computers & Education LA - en SN - 0360-1315 UR - https://www.sciencedirect.com/science/article/pii/S0360131513002091 Y2 - 2022/03/28/09:03:03 KW - Evaluation KW - Gender KW - Mentoring KW - Online learning KW - STEM ER - TY - JOUR TI - The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research AU - Stockard, Jean AU - Wood, Timothy W. AU - Coughlin, Cristy AU - Rasplica Khoury, Caitlin T2 - Review of Educational Research AB - Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students. DA - 2018/08/01/ PY - 2018 DO - 10.3102/0034654317751919 DP - SAGE Journals VL - 88 IS - 4 SP - 479 EP - 507 J2 - Review of Educational Research LA - en SN - 0034-6543 ST - The Effectiveness of Direct Instruction Curricula UR - https://doi.org/10.3102/0034654317751919 Y2 - 2020/05/18/13:13:09 ER - TY - JOUR TI - From formative assessment to assessment FOR learning: a path to success in standards-based schools AU - Stiggins, Rick T2 - The Phi Delta Kappan DA - 2005/// PY - 2005 DO - https://www.jstor.org/stable/20441998 DP - JSTOR VL - 87 IS - 4 SP - 324 EP - 328 SN - 0031-7217 ST - From formative assessment to assessment for learning Y2 - 2021/11/11/20:41:32 KW - ⚠️ Invalid DOI ER - TY - JOUR TI - The evidence ecosystem in South Africa: growing resilience and institutionalisation of evidence use AU - Stewart, Ruth AU - Dayal, Harsha AU - Langer, Laurenz AU - van Rooyen, Carina T2 - Palgrave Communications AB - The evidence-informed approach to policy-making and implementation is, at its core, about better decisions for a better future. It is focused on the effective use of scarce resources, on avoiding harm and maximising good. It is grounded in principles of equity and equality, of accountability and transparency. Given these characteristics, for those of us who work in this field, there is arguably a moral, economic, social and political case for paying closer attention to evidence-informed decision-making ecosystems in the South. Evidence-based policy and implementation, or evidence-informed decision-making in line with the most recent thinking, is often framed from two inter-related but limited perspectives: first, it is viewed as an approach that has originated from ‘developed’ Northern countries, and second, it is conceptualised as a technical intervention. However, there has been a shift in how the approach is conceived, moving away from assumptions that it is an intervention implemented from outside, from the North, for the benefit of the South. As part of this shift, certain initiatives in Africa have gained greater momentum. It is in acknowledging that there are different ways to think (epistemic diversity) about Southern evidence-informed decision-making, that this work has arisen. It seizes on the opportunity to view evidence-informed decision-making in a new light, exploring the evidence ecosystems in the South as systems strongly influenced by, but not defined by, Northern stimuli, including, but not limited to, technical interventions. This work set out to describe the evidence ecosystem in South Africa. In doing so, it finds that the ecosystem is increasingly resilient despite some limitations. It has strong structural foundations, includes many diverse organisations, is supported by not inconsiderable investment, is enabled by growing and significant capacity, contains iterations and innovations, and last but not least, incorporates complexity that gives the ecosystem resilience. The work demonstrates, through its focus on South Africa’s evidence ecosystem, that the global movement has much to learn from the South. DA - 2019/08/13/ PY - 2019 DO - 10.1057/s41599-019-0303-0 DP - www.nature.com VL - 5 IS - 1 SP - 1 EP - 12 LA - en SN - 2055-1045 ST - The evidence ecosystem in South Africa UR - https://www.nature.com/articles/s41599-019-0303-0 Y2 - 2020/09/29/10:57:26 ER - TY - THES TI - Cultivating a personal learning network that leads to professional change AU - Stewart, Benjamin L. AB - Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online. DA - 2015/// PY - 2015 LA - English M3 - Ph.D. PB - Northcentral University UR - https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change KW - 0444:Foreign language education KW - 0449:Educational leadership KW - 0710:Educational technology KW - Actor-network theory KW - Complexity KW - Content analysis KW - Education KW - Educational leadership KW - Educational technology KW - English KW - Foreign Language KW - Learning KW - Personal learning network KW - Polls & surveys KW - Teacher education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096277 KW - __finaldtb ER - TY - JOUR TI - Cultivating a Personal Learning Network that Leads to Professional Change AU - Stewart, Benjamin L AB - Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about DA - 2015/// PY - 2015 DP - www.academia.edu UR - https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change Y2 - 2022/08/22/20:00:11 KW - ⛔ No DOI found ER - TY - JOUR TI - Cultivating a Personal Learning Network that Leads to Professional Change AU - Stewart, Benjamin L AB - Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about DA - 2015/// PY - 2015 DP - www.academia.edu UR - https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change Y2 - 2022/08/22/20:00:11 KW - ⛔ No DOI found ER - TY - JOUR TI - Learning from evidence in a complex world AU - Sterman, John D. T2 - American journal of public health DA - 2006/// PY - 2006 DO - 10.2105/AJPH.2005.066043 DP - Google Scholar VL - 96 IS - 3 SP - 505 EP - 514 ER - TY - JOUR TI - Accelerating STEM capacity: A complex adaptive system perspective AU - Stephens, Rick AU - Richey, Michael T2 - Journal of Engineering Education DA - 2011/// PY - 2011 DO - 10.1002/j.2168-9830.2011.tb00020.x DP - Google Scholar VL - 100 IS - 3 SP - 417 ST - Accelerating STEM capacity ER - TY - JOUR TI - On systems thinking and the systems approach AU - “Stell” Kefalas, Asterios G. T2 - World Futures DA - 2011/// PY - 2011 DO - 10.1080/02604027.2011.585911 DP - Google Scholar VL - 67 IS - 4-5 SP - 343 EP - 371 ER - TY - RPRT TI - Mobile Distance & Hybrid Education Solutions AU - Steinmetz, Marisa Giulia Kyra Solveigh Carolin CY - Washington, D.C. DA - 2020/// PY - 2020 PB - World Bank Group UR - https://documents1.worldbank.org/curated/en/099005004142234286/pdf/P1742520b4f05a02609fe50bf0f92f57053.pdf Y2 - 2022/06/25/23:13:13 ER - TY - CHAP TI - Teachers and Teacher Education Policies AU - Steiner-Khamsi, Gita T2 - Education and International Development: An Introduction A2 - McCowan, Tristan A2 - Unterhalter, Elaine AB - 'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field. DA - 2015/01/29/ PY - 2015 DP - Google Books LA - en PB - Bloomsbury Publishing SN - 978-1-4725-1068-6 KW - Education / Comparative KW - Education / Multicultural Education ER - TY - JOUR TI - Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana AU - Steeves, Leslie AU - Kwami, Janet T2 - Studies in Comparative International Development AB - The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident. DA - 2017/06/01/ PY - 2017 DO - 10.1007/s12116-017-9245-y DP - Springer Link VL - 52 IS - 2 SP - 174 EP - 192 J2 - St Comp Int Dev LA - en SN - 1936-6167 ST - Interrogating Gender Divides in Technology for Education and Development UR - https://doi.org/10.1007/s12116-017-9245-y Y2 - 2020/07/20/17:33:37 KW - C: Ghana ER - TY - CHAP TI - ICT4D, gender divides, and development: The case of Ghana AU - Steeves, H. Leslie AU - Kwami, Janet D. T2 - Development Communication in Directed Social Change: A Reappraisal of Theories and Approaches. Singapore: Asian Media Information and Communication Centre (AMIC) DA - 2012/// PY - 2012 DP - Google Scholar SP - 199 EP - 217 ST - ICT4D, gender divides, and development KW - Equity of Access KW - ⛔ No DOI found ER - TY - RPRT TI - Primary Education Finance for Equity and Quality AU - Steer, Liesbet AU - Rabbani, Fazle AU - Parker, Adam DA - 2014/// PY - 2014 DP - Zotero SP - 104 LA - en PB - Brookings ER - TY - BLOG TI - What Is Data Governance and Why Does It Matter? AU - Stedman, Craig T2 - Data Management AB - Learn what data governance is, why it's important, its benefits, who's responsible for it, data governance best practices and more in this in-depth guide. DA - 2023/// PY - 2023 LA - en UR - https://www.techtarget.com/searchdatamanagement/definition/data-governance Y2 - 2023/06/26/13:30:51 ER - TY - JOUR TI - Motivating students to offer their best: evidence based effective course design AU - Stearns, Susan A. T2 - College Teaching AB - Sometimes we question whether students are incapable or capable and/or willing or unwilling in regards to their academics. This study determined where students lie in regards to these concepts and showed one example of motivating students to do their best via course design, in this particular case by the use of a writing process model. DA - 2013/10/01/ PY - 2013 DO - 10.1080/87567555.2013.809328 DP - Taylor and Francis+NEJM VL - 61 IS - 4 SP - 127 EP - 130 SN - 8756-7555 ST - Motivating students to offer their best UR - https://doi.org/10.1080/87567555.2013.809328 Y2 - 2021/11/10/17:27:29 KW - course design KW - effective teaching KW - higher education KW - process writing KW - student motivation ER - TY - RPRT TI - Sierra Leone 2015 population and housing census: Thematic report on poverty and durables AU - Statistics Sierra Leone DA - 2017/// PY - 2017 PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/Census/2015/sl_2015_phc_thematic_report_on_poverty_and_durables.pdf Y2 - 2021/09/15/12:38:30 ER - TY - RPRT TI - Sierra Leone Demographic and Health Survey 2008 AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2009/07// PY - 2009 DP - Zotero SP - 459 LA - en PB - Ministry of Health and Sanitation UR - https://dhsprogram.com/pubs/pdf/FR225/FR225.pdf ER - TY - RPRT TI - Sierra Leone Demographic and Health Survey 2019 AU - Statistics Sierra Leone AB - ICF CY - Freetown, Sierra Leone and Rockville, Maryland, USA DA - 2020/10// PY - 2020 DP - Zotero SP - 647 LA - en PB - The DHS Program SN - FR365 ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey 2017 AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2018/// PY - 2018 M3 - Survey Findings Report PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2020/11/25/19:27:26 ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey 2017, survey findings report AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2017/// PY - 2017 PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2021/09/10/12:05:38 ER - TY - ELEC TI - Pakistan AU - StateUniversity.Com DA - N/A PY - N/A LA - en UR - https://education.stateuniversity.com/pages/1141/Pakistan-HISTORY-BACKGROUND.html Y2 - 2021/02/08/16:56:02 ER - TY - ICOMM TI - PRISMA endorsers AU - Statement, PRISMA UR - http://www.prisma-statement.org/Endorsement/PRISMAEndorsers ER - TY - RPRT TI - Kenya Basic Education COVID-19 Emergency Response Plan AU - State Department of Early Learning and Basic Education, Kenya DA - 2020/// PY - 2020 UR - https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf Y2 - 2020/07/01/09:28:17 ER - TY - GEN TI - Kenya basic education COVID-19 emergency response plan AU - State Department of Early Learning and Basic Education DA - 2020/05// PY - 2020 PB - Republic of Kenya Ministry of Education UR - https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf Y2 - 2021/10/07/11:20:29 ER - TY - NEWS TI - Over 6 lakh slum dwellers in Dhaka: minister AU - Star Online Report T2 - The Daily Star AB - Local Government Division minister Tazul Islam informs the parliament that around 6.46 lakh people are now living in around 3,394 slums in Dhaka. DA - 2019/06/16/T17:07:34+06:00 PY - 2019 LA - en ST - Over 6 lakh slum dwellers in Dhaka UR - https://www.thedailystar.net/city/6-lakh-slum-dwellers-in-dhaka-1757827 Y2 - 2021/10/25/18:33:28 ER - TY - ELEC TI - EdTech-for-Learning-in-Emergencies-and-Displaced-Settings-A-Rigorous-Review-and-Narrative-Synthesis.pdf AU - Stannard, L AU - Tauson, M AB - The report established a clear research question and research strategy, and included a search of both academic and grey literature, reviewing a large body of sources and databases, but ultimately researchers decided to collect roughly 500 documents. After a second and third review for relevance and quality, 135 documents were included in the study. A narrative synthesis was then conducted to synthesize and analyse findings. UR - https://www.researchgate.net/profile/Luke_Stannard/publication/325756663_EdTech_for_Learning_in_Emergencies_and_Displaced_Settings_A_Rigorous_Review_and_Narrative_Synthesis/links/5b222702aca272277fa98735/EdTech-for-Learning-in-Emergencies-and-Displaced-Settings-A-Rigorous-Review-and-Narrative-Synthesis.pdf Y2 - 2020/04/28/11:04:30 KW - GENERAL - to be categorised KW - Google Scholar/ forced displacement edtech ER - TY - RPRT TI - EdTech innovations in Tanzania: Investigating student and teacher perceptions AU - Stanfield, Dr James AU - Calder, Geoff AU - Mlowe, Oscar AU - Kaemdin, Muzafar DA - 2018/// PY - 2018 DP - Zotero SP - 25 LA - en PB - Human Development Innovation Fund (HDIF) KW - ⛔ No DOI found ER - TY - ELEC TI - SSAMS AU - SSAMS DA - 2021/// PY - 2021 UR - https://www.sssams.org/ ER - TY - JOUR TI - The erasures of racism in education and international development: re-reading the ‘global learning crisis’ AU - Sriprakash, Arathi AU - Tikly, Leon AU - Walker, Sharon T2 - Compare: A Journal of Comparative and International Education AB - (2019). The erasures of racism in education and international development: re-reading the ‘global learning crisis’. Compare: A Journal of Comparative and International Education. Ahead of Print. DA - 2019/01/22/ PY - 2019 DP - www.tandfonline.com LA - en ST - The erasures of racism in education and international development UR - https://www.tandfonline.com/doi/abs/10.1080/03057925.2018.1559040 AN - world Y2 - 2019/01/23/12:11:43 KW - ⛔ No DOI found ER - TY - JOUR TI - Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme AU - Spiro, Jane T2 - Higher Education Research and Development AB - In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.) DA - 2011/// PY - 2011 DO - 10.1080/07294360.2011.598453 VL - 30 IS - 5 SP - 635 EP - 646 LA - English SN - 0729-4360, 0729-4360 UR - https://www.researchgate.net/publication/254267313_Guided_Interaction_as_Intercultural_Learning_Designing_Internationalisation_into_a_Mixed_Delivery_Teacher_Education_Programme AN - 964187791; EJ953057 KW - Asia KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education Majors KW - Europe KW - Foreign Countries KW - Foreign Students KW - Higher Education KW - Interaction KW - Latin America KW - Masters Degrees KW - Middle East KW - Multicultural Education KW - Personal Narratives KW - Private Sector KW - Southeast Asia KW - Student Teachers KW - Teacher Education Programs KW - United Kingdom KW - Virtual Classrooms KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097655 KW - __finaldtb ER - TY - JOUR TI - Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme AU - Spiro, Jane T2 - Higher Education Research and Development AB - In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.) DA - 2011/// PY - 2011 DO - 10.1080/07294360.2011.598453 VL - 30 IS - 5 SP - 635 EP - 646 LA - English SN - 0729-4360, 0729-4360 UR - https://www.researchgate.net/publication/254267313_Guided_Interaction_as_Intercultural_Learning_Designing_Internationalisation_into_a_Mixed_Delivery_Teacher_Education_Programme AN - 964187791; EJ953057 KW - Asia KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education Majors KW - Europe KW - Foreign Countries KW - Foreign Students KW - Higher Education KW - Interaction KW - Latin America KW - Masters Degrees KW - Middle East KW - Multicultural Education KW - Personal Narratives KW - Private Sector KW - Southeast Asia KW - Student Teachers KW - Teacher Education Programs KW - United Kingdom KW - Virtual Classrooms KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097655 KW - __finaldtb ER - TY - JOUR TI - Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme AU - Spiro, Jane T2 - Higher Education Research & Development AB - In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. DA - 2011/10/01/ PY - 2011 DO - 10.1080/07294360.2011.598453 DP - Taylor and Francis+NEJM VL - 30 IS - 5 SN - 0729-4360 ST - Guided interaction as intercultural learning UR - https://doi.org/10.1080/07294360.2011.598453 Y2 - 2022/08/22/20:36:04 KW - home student experience KW - intercultural competences KW - international competences KW - savoir être KW - task design for internationalization KW - teacher development KW - teacher reflection ER - TY - JOUR TI - Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme AU - Spiro, Jane T2 - Higher Education Research & Development AB - In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. DA - 2011/10/01/ PY - 2011 DO - 10.1080/07294360.2011.598453 DP - Taylor and Francis+NEJM VL - 30 IS - 5 SN - 0729-4360 ST - Guided interaction as intercultural learning UR - https://doi.org/10.1080/07294360.2011.598453 Y2 - 2022/08/22/20:36:04 KW - home student experience KW - intercultural competences KW - international competences KW - savoir être KW - task design for internationalization KW - teacher development KW - teacher reflection ER - TY - JOUR TI - Human-AI Collaboration to Identify Literature for Evidence Synthesis AU - Spillias, Scott AU - Tuohy, Paris AU - Andreotta, Matthew AU - Annand-Jones, Ruby AU - Boschetti, Fabio AU - Cvitanovic, Christopher AU - Duggan, Joe AU - Fulton, Elizabeth AU - Karcher, Denis AU - Paris, Cecile AB - Systematic approaches to evidence synthesis can improve the rigour, transparency, and replicability of a traditional literature review. However, these systematic approaches are time and resource intensive. We evaluate the ability of OpenAI’s ChatGPT to undertake two initial stages of evidence syntheses (searching peer-reviewed literature and screening for relevance) and develop a novel collaborative framework to leverage the best of both human and AI intelligence. Using a scoping review of community-based sheries management as a case study, we nd that with substantial prompting, the AI can provide critical insight into the construction and content of a search string. Thereafter, we evaluate ve strategies for synthesising AI output to screen articles based on prede ned inclusion criteria. We nd low omission rates (< 1%) of relevant literature by the AI are achievable, which is comparable to that of human screeners. These ndings show that generalised AI tools can assist reviewers with evidence synthesis to accelerate the implementation and improve the reliability of a review. DA - 2023/// PY - 2023 DO - 10.21203/rs.3.rs-3099291/v1 DP - Google Scholar UR - https://www.researchsquare.com/article/rs-3099291/latest Y2 - 2023/11/28/12:41:47 KW - _Added-ailr-2024 ER - TY - DATA TI - Early Years Preschool Program Impact Evaluation 2018, Midline Survey AU - Spier, Elizabeth DA - 2019/// PY - 2019 DO - 10.48529/ASWC-7R84 DP - DOI.org (Datacite) PB - World Bank, Development Data Group UR - https://microdata.worldbank.org/index.php/catalog/study/BGD_2018_EYPP-ML_v01_M Y2 - 2022/07/04/06:51:24 ER - TY - RPRT TI - What Works in Girls' Education: Evidence for the World's Best Investment AU - Sperling, Gene B AU - Winthrop, Rebecca DA - 2016/// PY - 2016 DP - Zotero SP - 338 LA - en PB - Brookings UR - https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/ KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - What Works in Girls' Education: Evidence for the World's Best Investment AU - Sperling, Gene B AU - Winthrop, Rebecca DA - 2016/// PY - 2016 DP - Zotero SP - 338 LA - en UR - https://www.brookings.edu/wp-content/uploads/2016/07/whatworksingirlseducation1.pdf KW - ___working_potential_duplicate ER - TY - RPRT TI - What Works in Girls' Education: Evidence for the World's Best Investment AU - Sperling, Gene B AU - Winthrop, Rebecca DA - 2016/// PY - 2016 DP - Zotero SP - 338 LA - en PB - Brookings UR - https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/ KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - What Works in Girls' Education: Evidence for the World's Best Investment AU - Sperling, Gene B AU - Winthrop, Rebecca DA - 2016/// PY - 2016 DP - Zotero SP - 338 LA - en UR - https://www.brookings.edu/wp-content/uploads/2016/07/whatworksingirlseducation1.pdf KW - ___working_potential_duplicate ER - TY - BOOK TI - What Works in Girls' Education: Evidence for the World's Best Investment AU - Sperling, G. B. AU - Winthrop, Rebecca AU - Kwauk, Christina AB - Hard-headed evidence on why the returns from investing in girls are so high that no nation or family can afford not to educate their girls. Gene Sperling, author of the seminal 2004 report published by the Council on Foreign Relations, and Rebecca Winthrop, director of the Center for Universal Education, have written this definitive book on the importance of girls' education. As Malala Yousafzai expresses in her foreword, the idea that any child could be denied an education due to poverty, custom, the law, or terrorist threats is just wrong and unimaginable. More than 1,000 studies have provided evidence that high-quality girls' education around the world leads to wide-ranging returns: Better outcomes in economic areas of growth and incomes Reduced rates of infant and maternal mortality Reduced rates of child marriage Reduced rates of the incidence of HIV/AIDS and malaria Increased agricultural productivity Increased resilience to natural disasters Women's empowerment What Works in Girls' Education is a compelling work for both concerned global citizens, and any academic, expert, nongovernmental organization (NGO) staff member, policymaker, or journalist seeking to dive into the evidence and policies on girls' education. DA - 2016/// PY - 2016 DP - JSTOR PB - Brookings Institution Press; JSTOR ST - What Works in Girls' Education UR - https://www.jstor.org/stable/10.7864/j.ctt17w8hh8 Y2 - 2021/05/24/14:50:02 KW - ___working_potential_duplicate ER - TY - BOOK TI - Daughters of the Nile: Egyptian women changing their world AU - Spencer, S.I. DA - 2016/// PY - 2016 PB - Cambridge Scholars Publishing SN - 978-1-4438-9457-9 UR - https://books.google.co.uk/books?id=oOmbDAEACAAJ Y2 - 2022/05/10/10:03:49 ER - TY - ELEC TI - Quality in Qualitative Evaluation: A framework for assessing research evidence AU - Spencer, Liz AU - Ritchie, Jane AU - Lewis, Jane AU - Dillon, Lucy T2 - GOV.UK AB - Guidance on maintaining the quality of qualitative evaluation for use in Government research DA - 2003/// PY - 2003 LA - en ST - Quality in Qualitative Evaluation UR - https://www.gov.uk/government/publications/government-social-research-framework-for-assessing-research-evidence Y2 - 2019/12/11/13:38:49 ER - TY - RPRT TI - A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with vision impairment AU - Spence, A DA - 2020/// PY - 2020 M3 - Rapid Evidence Review SN - 134 UR - https://assets.publishing.service.gov.uk/media/5ed6321bd3bf7f4606f1e15b/DFID-AT_Report.pdf ER - TY - ELEC TI - Speedtest Global Index – Internet Speed around the world AU - Speedtest T2 - Speedtest Global Index AB - Find out which countries have the fastest internet speeds in the world. View global monthly comparisons of fixed and mobile internet speeds. DA - 2021/// PY - 2021 LA - en UR - https://www.speedtest.net/global-index#mobile Y2 - 2022/01/16/18:42:10 ER - TY - JOUR TI - An editorial on replication studies and scaling up efforts AU - Spector, J. Michael AU - Johnson, Tristan E. AU - Young, Patricia A. T2 - Educational Technology Research and Development AB - This editorial calls for the submission of replication studies, meta-analyses, and reports of large-scale impact studies to any section of ETR&D. DA - 2015/02/01/ PY - 2015 DO - 10.1007/s11423-014-9364-3 DP - Springer Link VL - 63 IS - 1 SP - 1 EP - 4 J2 - Education Tech Research Dev LA - en SN - 1556-6501 UR - https://doi.org/10.1007/s11423-014-9364-3 Y2 - 2021/02/24/07:37:23 ER - TY - JOUR TI - The Race between Teacher Wages and the Budget AU - Spaull, Nic AU - Lilenstein, Adaiah AU - Carel, David T2 - Research on Socioeconomic Policy (RESEP) Stellenbosch University DA - 2020/// PY - 2020 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: Uganda - UNESCO Digital Library AU - Sparkes, James DA - 2021/// PY - 2021 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000375816?posInSet=4&queryId=e42c738a-ce84-4fa7-ba4a-dea123e05842 Y2 - 2022/04/25/09:01:30 ER - TY - ELEC TI - SPARK schools AU - SPARK schools UR - https://sparkschools.co.za/our-story/ ER - TY - GEN TI - The Salamanca Statement and Framework for Action on Special Needs Education AU - Spain. Ministerio de Educación y Ciencia DA - 1994/// PY - 1994 UR - https://unesdoc.unesco.org/ark:/48223/pf0000098427 Y2 - 2020/03/28/22:09:30 ER - TY - RPRT TI - South Sudan COVID 19 Preparedness and Response Plan 2020 AU - South Sudan Education Cluster DA - 2020/// PY - 2020 UR - https://inee.org/system/files/resources/SSEC_COVID%2019%20Prep%20%20Response%20Strategy%20-%20April%202020.pdf Y2 - 2020/06/09/13:45:01 ER - TY - RPRT TI - National survey into the reading and book reading behaviour of adult South Africans AU - South African Book Development Council AB - This study was commissioned and managed bythe South African Book Development Council as part of the Growth and Development Strategy for the South African Book Sector. DA - 2016/// PY - 2016 SP - 104 LA - EN PB - TNS; The DG Murray Trust UR - https://sabookcouncil.co.za/wp-content/uploads/Final-Report-NRS-2016.pdf Y2 - 2020/07/08/00:00:00 ER - TY - BOOK TI - Curriculum and assessment policy statement English home language. Foundation phase Grades R-3 Grades R-3 AU - South Africa AU - Department of Basic Education CY - Pretoria, South Africa DA - 2011/// PY - 2011 DP - Open WorldCat LA - English PB - Department of Basic Education SN - 978-1-4315-0400-8 UR - https://www.education.gov.za/LinkClick.aspx?fileticket=D86-onzL9kg%3D&tabid=571&portalid=0&mid=1560 ER - TY - JOUR TI - Key factors in Knowledge Sharing Behavior in Virtual Communities of Practice: A Systematic Review AU - Soto, ROBERTO Hernández AU - Ortega, MÓNICA Gutiérrez AU - Avi, BARTOLOMÉ Rubia T2 - Education in the Knowledge Society (EKS) AB - Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contrib ... DA - 2021/// PY - 2021 DO - 10.14201/eks.22715 DP - www.sciencegate.app VL - 22 LA - en SN - 2444-8729 ST - Key factors in Knowledge Sharing Behavior in Virtual Communities of Practice UR - https://www.sciencegate.app/document/10.14201/eks.22715 Y2 - 2022/08/17/10:22:12 ER - TY - BLOG TI - 4 challenges of adopting blockchain in education & potential solutions AU - SotaTek DA - 2021/// PY - 2021 UR - https://www.sotatek.com/challenges-of-adopting-blockchain-in-education-potential-solutions/ ER - TY - BLOG TI - Here are 5 blockchain use cases in the education sector AU - SotaTek DA - 2021/// PY - 2021 UR - https://www.sotatek.com/blockchain-use-cases-in-education-sector/ ER - TY - RPRT TI - Using digital technologies to re-imagine cash transfers during the Covid-19 crisis AU - Soon-Shiong, Nika AU - Qhotsokoane, Tebello AU - Phillips, Toby T2 - Digital Pathways at Oxford CY - Oxford DA - 2020/// PY - 2020 PB - University of Oxford SN - Paper 2 UR - https://www.bsg.ox.ac.uk/sites/default/files/2020-05/using_digital_technologies_to_re_imagine_cash_transfers_during_the_covid_19_crisis_0.pdf ER - TY - JOUR TI - A study on NGO services for children in Mumbai, India AU - Sonawat, Reeta AU - Sikh, Shanna T2 - Jurnal Ilmu Komunikasi AB - The present research was conducted to study NGOs services for children in Mumbai through a child rights perspective. The study was exploratory in nature and aimed to assess the implementation of child rights by the NGOs. 35 NGOs working for children in the city of Mumbai comprised the sample and were studied using a questionnaire and rating scale as tools. Findings revealed that education (74 percent) and health (54 percent) were the most common concerns of the organizations. Only 17 percent of the NGOs considered child rights to be a concern. The NGOs implemented the right to participation better than any other right. The right to survival was, however, grossly neglected. It was concluded that there are several gaps and areas of lack in the services offered to children. There is also an urgent need to spread awareness amongst the NGO workers themselves to make child rights a part of organizational mandates. DA - 2007/// PY - 2007 DO - 10.24002/jik.v4i1.231 DP - ResearchGate VL - 4 IS - 1 SP - 73 EP - 94 J2 - Jurnal ILMU KOMUNIKASI ER - TY - RPRT TI - What do Tanzanian parents want from primary schools—and what can be done about it? AU - Solomon, Samuel AU - Zeitlin, Andrew DA - 2019/// PY - 2019 DP - DOI.org (Crossref) PB - Research on Improving Systems of Education (RISE) UR - https://www.riseprogramme.org/publications/what-do-tanzanian-parents-want-primary-schools-and-what-can-be-done-about-it-0 Y2 - 2021/02/02/17:49:15 ER - TY - JOUR TI - Investigating the self-reported professional development activities of school leaders in Ghanaian rural basic schools AU - Sofo, Francesco AU - Abonyi, Usman Kojo T2 - Professional Development in Education DA - 2018/08/08/ PY - 2018 DO - 10.1080/19415257.2017.1359795 DP - DOI.org (Crossref) VL - 44 IS - 4 SP - 521 EP - 538 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 UR - https://www.tandfonline.com/doi/full/10.1080/19415257.2017.1359795 Y2 - 2020/03/10/12:31:55 ER - TY - CONF TI - What are the 21st-century skills every student needs AU - Soffel, Jenny C3 - World Economic Forum DA - 2016/// PY - 2016 DP - Google Scholar VL - 10 UR - http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Learning While You Teach Project Report AU - Society for the Advancement of Education (SAHE) AU - Institute of Development & Economic Alternatives (IDEAS) DA - 2016/// PY - 2016 UR - http://www.sahe.org.pk/wp-content/uploads/2021/02/Learning-While-You-Teach-LWYT-Report.pdf ER - TY - RPRT TI - Early Grade Reading Evaluation in Ghana: Unprecedented Results and Policy Impacts AU - Social Impact DA - 2020/// PY - 2020 UR - https://2ed20v44ucst1ujckp24w1ks-wpengine.netdna-ssl.com/wp-content/uploads/2020/03/Ghana-EGRA-1-Pager-V2.pdf Y2 - 2020/06/29/14:08:18 ER - TY - RPRT TI - Expensive Classrooms, Poor Learning: The Imperatives of Reforming School Construction in Egypt AU - Sobhy DA - 2019/// PY - 2019 PB - Alternative Policy Solutions UR - https://pure.mpg.de/rest/items/item_3219461/component/file_3219462/content Y2 - 2022/04/07/20:23:21 ER - TY - JOUR TI - Aid Effectiveness and Policy Ownership AU - Sobhan, R T2 - Development and Change DA - 2002/// PY - 2002 DO - 10.1111/1467-7660.00267 VL - 33 IS - 3 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-7660.00267 ER - TY - RPRT TI - The Simple, the Complicated, and the Complex: Educational Reform Through the Lens of Complexity Theory AU - Snyder, Sean AB - This paper explores the nature of complexity theory and its applications for educational reform. It briefly explains the history of complexity theory and identifies the key concepts of complex adaptive systems, and then moves on to define the differences between simple, complicated, and complex approaches to educational reform. Special attention is given to work currently underway in the fields of healthcare, emergency management and ecology that draws on complexity theory to build more resilient and robust response systems capable of adapting to changing needs and of identifying key pressure points in the system. Finally, this paper presents several examples of educational reform programmes undertaken worldwide that have implemented complexity theory principles to achieve positive results. It also recommends involving multiple stakeholders across the different levels of governance structure, increasing lateral knowledge-sharing between schools and districts, and transforming policy interventions to bring greater flexibility to the reform process. This move toward feedback-driven adaptive reform allows for better targeting of programmes to specific contexts and may prove a key way forward for educational policymakers. DA - 2013/12/12/ PY - 2013 DP - DOI.org (Crossref) LA - en M3 - OECD Education Working Papers SN - 96 ST - The Simple, the Complicated, and the Complex UR - https://www.oecd-ilibrary.org/education/the-simple-the-complicated-and-the-complex-educational-reform-through-the-lens-of-complexity-theory_5k3txnpt1lnr-en Y2 - 2020/12/18/09:33:30 ER - TY - JOUR TI - A leader's framework for decision making AU - Snowden, David J. AU - Boone, Mary E. T2 - Harvard business review DA - 2007/// PY - 2007 DP - Google Scholar VL - 85 IS - 11 SP - 68 KW - ⛔ No DOI found ER - TY - JOUR TI - The new dynamics of strategy AU - Snowden, David T2 - IBM Systems Journal AB - The new dynamics of strategy DA - 1999/// PY - 1999 DP - www.academia.edu LA - en UR - https://www.academia.edu/522195/The_new_dynamics_of_strategy Y2 - 2021/01/07/10:12:27 KW - ⛔ No DOI found ER - TY - RPRT TI - Interventions for improving learning outcomes and access to education in low- and middle- income countries: a systematic review | 3ie AU - Snilstveit, Birte AU - Stevenson, Jennifer AU - Phillips, Daniel AU - Vojtkova, Martina AU - Gallagher, Emma AU - Schmidt, Tanja AU - Jobse, Hannah AU - Geelen, Maisie AU - Pastorello, Maria Grazia AU - Eyers, John DA - 2015/// PY - 2015 UR - https://www.3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access Y2 - 2019/11/05/15:28:37 ER - TY - RPRT TI - Interventions for improving learning outcomes and access to education in low- and middleincome countries: A systematic review AU - Snilstveit, Birte AU - Stevenson, Jennifer AU - Phillips, Daniel AU - Vojtkova, Martina AU - Gallagher, Emma AU - Schmidt, Tanja AU - Jobse, Hannah AU - Geelen, Maisie AU - Grazia Pastorello, Maria DA - 2015/// PY - 2015 M3 - Education PB - International Initiative for Impact Evaluation SN - Systematic Review 24 UR - https://www.3ieimpact.org/sites/default/files/2019-01/SR24-education-review_2.pdf Y2 - 2022/08/26/15:22:41 ER - TY - RPRT TI - The impact of education programmes on learning and school participation in low- and middle-income countries AU - Snilstveit, Birte AU - Stevenson, Jennifer AU - International Initiative for Impact Evaluation (3ie) AU - Menon, Radhika AU - International Initiative for Impact Evaluation (3ie) AU - Phillips, Daniel AU - International Initiative for Impact Evaluation (3ie) AU - Gallagher, Emma AU - International Initiative for Impact Evaluation (3ie) AU - Geleen, Maisie AU - Maxwell Stamp AU - Jobse, Hannah AU - Independent Consultant AU - Schmidt, Tanja AU - Independent Consultant AU - Jimenez, Emmanuel AU - International Initiative for Impact Evaluation (3ie) DA - 2016/09// PY - 2016 DP - DOI.org (Crossref) LA - en PB - International Initiative for Impact Evaluation (3ie) UR - http://3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access Y2 - 2020/05/19/11:48:30 KW - ___working_potential_duplicate ER - TY - VIDEO TI - President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko AU - SN Radio AB - #sierraleone #presidentbio #fatimabio #sierraleoneparliament #sierranetworkproduction #sierranetwork #sierranetworkwanpotshow President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko. Latest News Website: http://www.blog.snradio.net FaceBook: http://www.facebook.com/SierraNetwork... Youtube: http://www.youtube.com/Salone2Bad Twitter: http://twitter.com/sierra_n_salone Radio: http://SNRadio.net Radio TuneIn App: http://tun.in/sfgyD SoundCould 1: http://www.soundcloud.com/sierra-network SoundCould 2: https://soundcloud.com/sierra-network-sl SoundCould 3: https://soundcloud.com/sierra-network... Contact Us: info@snradio.net Sierra Network For All That Matters Sierra Leone DA - 2020/10/10/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=yNtFkTL1jSQ&ab_channel=SNRadio Y2 - 2020/12/15/19:25:02 ER - TY - RPRT TI - Home language and education in the developing world AU - Smits, Jeroen AU - Huisman, Janine AU - Kruijff, Karine AB - In this report the relationship between the language spoken at home and educational attendance and attainment is studied for 26 developing countries from all regions of the developing world. For these 26 countries, we have constructed country profiles that show the percentages of the population belonging to the major linguistic groups and the variation in adult educational attainment and children’s educational attendance among the these groups. The profiles reveal for most of the countries substantial variation in educational attendance and attainment according to home language. This variation is present both for men and women and in urban and rural areas. To gain insight into the causes of the variation in attendance of children, two multivariate analyses are performed. The first analysis focuses on the variation within the countries. It shows that in most countries a substantial part of the variation in attendance among linguistic groups is due to variation in household wealth, parental education, gender, and urbanization of place of living of the members of the groups. In the second analysis we use multilevel models to study for 153 linguistic groups whether the variation in attendance of children is related to variation in the availability of mothertongue based multilingual education, in concentration of the groups in rural areas, and in the country’s degree of linguistic fractionalization. Educational attendance is higher when there is mother-tongue instruction in the language spoken by the group and it is lower for groups concentrated in rural areas. The positive effects of mother-tongue instruction are stronger for groups concentrated in rural areas, thus highlighting its potential for improving the situation of groups in more difficult circumstances. Group size and linguistic fractionalization of the country have no effect on attendance and the effects of mother-tongue instruction are about equally strong for girls and boys. DA - 2008/// PY - 2008 DP - Zotero LA - en UR - https://www.observatoireplurilinguisme.eu/images/Education/home%20language%20and%20education%20in%20the%20developping%20world.pdf ER - TY - JOUR TI - Consequences of school closure on access to education: lessons from the 2013–2016 Ebola pandemic AU - Smith, William C. T2 - International Review of Education AB - The COVID-19 pandemic has seen an unprecedented shutdown of society. Among the various safety measures taken, much attention has been given to school closure as a non-pharmaceutical mitigation tool to curb the spread of the disease through ensuring “social” (physical) distancing. Nearly 1.725 billion children in over 95% of countries worldwide have been affected by school closures implemented in April 2020 as the virus continued to spread. In the field of education, policymakers’ attention has been directed at keeping students on board through remote learning and addressing the immediate needs of schools upon reopening. The study presented in this article focuses on who remains absent after schools resume. Using publicly available survey data from the USAID Demographic Health Surveys Program and the UNICEF Multiple Indicator Cluster Survey from before and after the 2013–2016 Ebola pandemic in Guinea and Sierra Leone in West Africa, the author examined changes in school enrolment and dropout patterns, with targeted consideration given to traditionally marginalised groups. At the time, schools closed for between seven to nine months in the two countries; this length and intensity makes this Ebola pandemic the only health crisis in the recent past to come close to the pandemic-related school closures experienced in 2020. The author’s findings suggest that post-Ebola, youth in the poorest households saw the largest increase in school dropout. Exceeding expected pre-Ebola dropout rates, an additional 17,400 of the poorest secondary-age youth were out of school. This evidence is important for minimising the likely post-COVID-19 expansion in inequality. The author’s findings point to the need for sustainable planning that looks beyond the reopening of educational institutions to include comprehensive financial support packages for groups most likely to be affected. DA - 2021/04/01/ PY - 2021 DO - 10.1007/s11159-021-09900-2 DP - Springer Link VL - 67 IS - 1 SP - 53 EP - 78 J2 - Int Rev Educ LA - en SN - 1573-0638 ST - Consequences of school closure on access to education UR - https://doi.org/10.1007/s11159-021-09900-2 Y2 - 2021/09/03/13:39:27 ER - TY - JOUR TI - A Lost Generation: Syrian Refugees and the Right to Education in Turkey AU - Smith, Tyler J T2 - Fordham International Law Journal DA - 2018/// PY - 2018 VL - 42 IS - 1 SP - 127 EP - 152 UR - http://offcampus.ihu.edu.tr/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edshol&AN=edshol.hein.journals.frdint42.8&site=eds-live KW - International Law KW - New York KW - ⛔ No DOI found ER - TY - JOUR TI - GPE 2020 Country-level Prospective Evaluations AU - Smith, Prepared Matthew AU - Fenning, Christine DA - 2018/// PY - 2018 DP - Zotero SP - 163 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - What is curriculum? Exploring theory and practice AU - Smith, Mark K T2 - the encyclopaedia of informal education DA - 1996///2000 PY - 1996 LA - en-GB ST - What is curriculum? UR - http://infed.org/mobi/curriculum-theory-and-practice/ Y2 - 2020/02/03/12:35:01 ER - TY - JOUR TI - Reviews and Reviewing: Approaches to Research Synthesis. An Annual Review of Information Science and Technology (ARIST) paper AU - Smith, Linda C. T2 - Journal of the Association for Information Science and Technology AB - Abstract Reviews have long been recognized as among the most important forms of scientific communication. The rapid growth of the primary literature has further increased the need for reviews to distill and interpret the literature. This review on Reviews and Reviewing: Approaches to Research Synthesis encompasses the evolution of the review literature, taxonomy of review literature, uses and users of reviews, the process of preparing reviews, assessment of review quality and impact, the impact of information technology on the preparation of reviews, and research opportunities for information science related to reviews and reviewing. In addition to providing a synthesis of prior research, this review seeks to identify gaps in the published research and to suggest possible future research directions. DA - 2023/11/10/ PY - 2023 DO - 10.1002/asi.24851 DP - DOI.org (Crossref) SP - asi.24851 J2 - Asso for Info Science & Tech LA - en SN - 2330-1635, 2330-1643 ST - Reviews and Reviewing UR - https://asistdl.onlinelibrary.wiley.com/doi/10.1002/asi.24851 Y2 - 2023/11/28/12:39:47 KW - _Added-ailr-2024 ER - TY - JOUR TI - Stills, not full motion, for interactive spatial training: American, Turkish and Taiwanese female pre-service teachers learn spatial visualization AU - Smith, Glenn Gordon AU - Gerretson, Helen AU - Olkun, Sinan AU - Yuan, Yuan AU - Dogbey, James AU - Erdem, Aliye T2 - Computers & Education AB - This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial visualization and mental rotation. The study used a pretest, intervention, posttest research design with experimental and comparison groups. The experimental group participated in transformational geometry visualization exercises, once a week for six weeks, for approximately 20minutes each session. Instruments were standardized measures of spatial visualization and mental rotation; intervention activity worksheets directed the participants through 2D and 3D transformational geometry tasks in computer environments. For Turkish and Taiwanese participants, the experimental group improved significantly more than the control group in spatial visualization, while the American participants showed no such significant improvement. DA - 2009/01/01/ PY - 2009 DO - 10.1016/j.compedu.2008.07.011 DP - ScienceDirect VL - 52 IS - 1 J2 - Computers & Education LA - en SN - 0360-1315 ST - Stills, not full motion, for interactive spatial training UR - https://www.sciencedirect.com/science/article/pii/S0360131508001127 Y2 - 2022/08/23/06:37:59 KW - Applications in subject areas KW - Improving classroom teaching KW - Interactive learning environments KW - Pedagogical issues KW - Teaching/learning strategies ER - TY - RPRT TI - New technologies in cash transfer programming and humanitarian assistance AU - Smith, Gabrielle AU - Macauslan, Ian AU - Butters, Saul AU - Tromme, Mathieu CY - Oxford DA - 2011/// PY - 2011 PB - The Cash Learning Partnership UR - https://oxfamilibrary.openrepository.com/bitstream/handle/10546/558591/rr-new-technologies-cash-transfer-010111-en.pdf?sequence=6&isAllowed=y ER - TY - JOUR TI - Reasons behind dropping out of slum children from non-formal school in Dhaka AU - Smita, Marzia Khatan AU - Rabbi, Md Fajlay AU - Mohammad, Shoeab T2 - Jurnal Iqra' : Kajian Ilmu Pendidikan AB - In South Asia, numerous slum children were deprived of education upon several socio-economic grounds, and many children still dropout of non-formal schools despite receiving free non-formal education. This study aims to explore the reasons for dropping out of non-formal schools and the socio-demographic situation of slum children in Dhaka City. Fifty non-formal dropout slum children were selected conveniently as participants employing a mixed research design. A semi-structured schedule of questionnaire and interview was used as instruments for collecting data. Both qualitative and quantitative data were collected simultaneously to explore the slum children's dropout situation. Twelve reasons of their dropout have been reported. In addition to explaining the reasons for their dropping out, two frameworks were presented in detail. Most slum non-formal students dropped out of their schools for the pulling out factors and reasons related to household. Recommendations for reducing slum children's school dropout and persuasive strategies for future work in this field have been addressed. Keywords: Non-formal School, Dropout, Slum Children, Non-formal Education. DA - 2020/09/01/ PY - 2020 DO - 10.25217/ji.v5i2.953 DP - journal.iaimnumetrolampung.ac.id VL - 5 IS - 2 SP - 14 EP - 29 LA - en-US SN - 2548-7892 UR - https://journal.iaimnumetrolampung.ac.id/index.php/ji/article/view/953 Y2 - 2021/10/25/18:31:36 KW - Dropout KW - Non-formal Education KW - Non-formal School KW - Slum Children ER - TY - ELEC TI - Smart TXTBKS AU - Smart TXTBKS UR - https://smart.com.ph/About/learnsmart/tools-resources/smart-txtbks Y2 - 2022/06/26/00:09:28 ER - TY - ELEC TI - Teacher Monitoring Pilot AU - SLEAMS UR - https://sleams.org/about Y2 - 2020/12/15/17:55:44 ER - TY - CHAP TI - Short message service (SMS)–based remote support and teacher retention of training gains in Malawi AU - Slade, Timothy S. AU - Kipp, Scott AU - Cummings, Stirling AU - Nyirongo, Kondwani T2 - Cultivating dynamic educators: case studies in teacher behavior change in Africa and Asia A3 - Pouezevara, Sarah AB - This book responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (also referred to as "teacher behavior change"). The book responds to important questions that are fundamental to improving teaching quality by influencing teaching practice. These questions include: How do we provide high-quality training at scale? How do we ensure that training transfers to change in practice? What methods are most cost-effective? How do we know what works? The book includes case studies describing different approaches to teacher behavior change and illustrates how specific implementation choices were made for each context. Individual chapters document lessons learned as well as methodologies used for discerning lessons. The key conclusion is that no single effort is enough on its own; teacher behavior change requires a system-wide view and concerted, coordinated inputs from a range of stakeholders. This book contains the following chapters: (1) Understanding and Influencing Teacher Behavior Change: Editorial Introduction (Sarah Pouezevara); (2) Changing Teacher Educators' Conceptions and Practices Around Literacy Instruction: Lessons from Teacher Educators' Professional Development Experiences in Ethiopia (Dawit Mekonnen, Marion Fesmire, Adrienne Barnes, Stephen Backman, and Flavia Ramos-Mattoussi); (3) School Leadership and Early Grade Reading: Examining the Evidence in Zambia (Mitchell Rakusin and Guy Bostock); (4) Making Sense of Teacher In-Service Training in the Philippines (Nancy Clark-Chiarelli and Bonita Cabiles); (5) Short Message Service (SMS)-Based Remote Support and Teacher Retention of Training Gains in Malawi (Timothy S. Slade, Scott Kipp, Stirling Cummings, and Kondwani Nyirongo); (6) Relationships Between Coach Support and Teachers' Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA) (Karon Harden, Alison Pflepsen, and Simon King); (7) Using Activity Theory to Understand Teacher Peer Learning in Indonesia (Sarah Pouezevara, Feiny Sentosa, and Tifa Asrianti); (8) Teacher Motivation and Behavior Change: Results of the Teacher Motivation Diagnostic Tool in Northern India (Molly Hamm-RodrÃguez, Emily Richardson, and Jarret Guajardo); and (9) Once More Up the Mountain: The Promise of High-Quality Teaching Depends on Behavior Change (Lee E. Nordstrum). Contains a section about the contributors and an index. (Individual chapters contain references.) [Erin Newton compiled this volume.] DA - 2018/// PY - 2018 DP - Google Scholar SP - 131 EP - 167 PB - RTI Press ST - Cultivating Dynamic Educators UR - https://bit.ly/3r82ePY KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:3123693 KW - __finaldtb KW - ⛔ No DOI found ER - TY - ELEC TI - Hacking Tangerine for Covid-19: more than just data collection AU - Slade, Timothy DA - 2020/// PY - 2020 UR - https://shared.rti.org/content/hacking-tangerine-covid-19-more-just-data-collection Y2 - 2022/07/01/12:19:35 ER - TY - VIDEO TI - Learning without Schools? Education, Relief, and Government Partnerships during COVID-19 AU - Skoll Foundation AB - Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies DA - 2020/// PY - 2020 DP - YouTube LA - EN ST - Webinar UR - https://www.youtube.com/watch?v=skZuZ8sSLjI Y2 - 2020/04/06/13:25:49 ER - TY - RPRT TI - Top Marks for Rising in Final Year Liberia Evaluation AU - Skidmore, Paul AB - The final report of a randomised controlled trial of Liberia’s flagship education reform has praised Rising Academies for producing “a consistently positive pattern of results across learning, access, and safety dimensions.” The three year ‘gold standard’ evaluation of the Liberia Education Adv DA - 2019/12// PY - 2019 LA - en-GB M3 - Preliminary Results Brief PB - Center for Global Development; Innovations for Poverty Action UR - https://www.risingacademies.com/blog/2019/leapyear4 Y2 - 2020/09/11/16:52:22 ER - TY - JOUR TI - Migration transitions revisited: Their continued relevance for the development of migration theory AU - Skeldon, R. T2 - Population, Space and Place DA - 2012/// PY - 2012 DO - 10.1002/psp.667 VL - 18 IS - 2 SP - 154 EP - 166 ER - TY - ELEC TI - About us AU - Siyavula UR - https://www.siyavulaeducation.com/about.html Y2 - 2020/07/21/11:52:55 ER - TY - ELEC TI - Our Work AU - Siyavula DA - 2020/// PY - 2020 UR - https://www.siyavulaeducation.com/work-oer.html Y2 - 2020/08/18/01:08:58 ER - TY - ELEC TI - Our Work: Open Textbooks AU - Siyavula UR - https://www.siyavulaeducation.com/work-oer.html#BOOKS Y2 - 2020/09/15/10:48:26 ER - TY - ELEC TI - Pricing | Siyavula AU - Siyavula UR - https://www.siyavula.com/pricing Y2 - 2020/07/21/12:13:00 ER - TY - RPRT TI - SITA Group CSR Report 2019 AU - SITA AB - Towards a Sustainable Future DA - 2019/// PY - 2019 UR - https://www.sita-group.cn/globalassets/docs/surveys--reports/sita-csr-report-2019.pdf Y2 - 2020/08/28/11:38:03 ER - TY - JOUR TI - Valuation of incentives to recruit and retain teachers in rural schools: Evidence from a choice experiment in Cambodia and Laos AU - Sisouphanthong, Viriyasack AU - Suruga, Terukazu AU - Kyophilavong, Phouphet T2 - Cogent Education A2 - Ehmke, Timo AB - To provide an appropriate incentive for teaching profession, the important questions are “how much should we pay?” and “which factors influence potential teachers’ decision the most?” This research evaluates the factors that discourage and encourage potential teachers to join the profession in Cambodia and Laos by applying a discrete choice experiment to analysis teacher trainees’ preferences for school location, classroom condition, non-teaching professions, and indirect monetary incentives. The result highlights reasons and a possibility of potential teachers to leave the educational system. DA - 2020/01/01/ PY - 2020 DO - 10.1080/2331186X.2020.1724243 DP - Taylor and Francis+NEJM VL - 7 IS - 1 SN - null ST - Valuation of incentives to recruit and retain teachers in rural schools UR - https://doi.org/10.1080/2331186X.2020.1724243 Y2 - 2022/08/22/10:33:39 KW - Cambodia KW - Laos KW - discrete choice experiment KW - incentives KW - teacher recruitment ER - TY - JOUR TI - Digital game-based education for Syrian refugee children: Project Hope AU - Sirin, Selcuk AU - Plass, Jan L AU - Homer, Bruce D AU - Vatanartiran, Sinem AU - Tsai, Tzuchi T2 - Vulnerable Children and Youth Studies AB - Turkey is the top refugee-hosting country in the world, with more than three million registered Syrian refugees. An international research team was the first to document the educational and mental health needs of Syrian refugee children, finding that an overwhelming majority are not enrolled in school in Turkey, partly as a result of language barriers, and that about half suffer from Post-traumatic stress disorder (PTSD) and/or depression. The present study was designed as an innovative intervention using an online, game-based learning intervention for refugee children, named Project Hope. Data gathered from a controlled field experiment show significant improvements in Turkish language acquisition, coding, executive functioning and overall sense of hopefulness. Implications for policy, practice and research are discussed. DA - 2018/// PY - 2018 DO - 10.1080/17450128.2017.1412551 VL - 13 IS - 1 SP - 7 EP - 18 UR - http://web.a.ebscohost.com.proxy.lib.odu.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=05426479-491b-453c-90d3-fa57bd747d07%40sessionmgr4008 KW - Digital games KW - Executive functions KW - Game-based curriculum KW - Mental health KW - Refugee children KW - Syrian Refugees ER - TY - BOOK TI - A guide to developing the ICT curriculum for early childhood education. AU - Siraj-Blatchford, I AU - Siraj-Blatchford, J DA - 2006/// PY - 2006 PB - Stylus Publishing, LLC. ER - TY - JOUR TI - Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education AU - Sintema, Edgar John T2 - Eurasia Journal of Mathematics, Science and Technology Education AB - With all learning institutions pre-maturely closed on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of students in the 2020 Grade 12 national examinations vis-a-vis mathematics, science and design and technology subjects. An observed steady increase in the number of COVID-19 confirmed cases and the low levels of technology use in secondary schools in Zambia due to limited technology resources signifies a very difficult period in a young country which has just rolled out a nation-wide implementation of STEM education, This study collected data from three teachers at a public secondary school in Chipata District of Eastern Province in the Republic of Zambia. The Head of Department for Mathematics, the Head of Natural Sciences Department and one science teacher were interviewed. Semi-structured interviews via mobile phone were used to collect views of what these specialists thought would be the COVID-19 effects on the general performance of students in their subject areas. Results of this study revealed that there is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country. DA - 2020/// PY - 2020 DO - 10.29333/EJMSTE/7893 VL - 16 IS - 7 SP - 1 EP - 6 KW - COVID-19 KW - Mathematics education KW - STEM subjects KW - Zambia ER - TY - RPRT TI - USAID Tusome Pamoja annual report AU - Sinno-Lai, Felice DA - 2018/// PY - 2018 DP - Zotero LA - en PB - USAID UR - https://pdf.usaid.gov/pdf_docs/PA00TQHD.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Rapid Review of Assistive Technologies for Persons with Disability in India AU - Singh, Suneeta AU - Tomar, Manika AU - Mahendra, Vaishali S AB - The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response DA - 2020/// PY - 2020 LA - en PB - Amaltas Consulting Private Ltd UR - https://www.gov.uk/research-for-development-outputs/rapid-review-of-assistive-technologies-for-persons-with-disability-in-india Y2 - 2020/12/10/21:15:32 ER - TY - JOUR TI - Factors affecting cloud computing adoption in the Indian school education system AU - Singh, Jewan AU - Mansotra, Vibhakar T2 - Education and Information Technologies AB - Cloud computing is becoming a leading trend worldwide, due to its enhanced reliability, scalability, flexibility, availability and processing throughput. However, the decision related to adoption of the cloud computing model is often complicated by challenges and uncertainties about the expected business value and its overall impact on the organisation. Till date, different contemporary technology acceptance theories and models have been used to test and validate adoption chances of cloud computing at organisational and individual levels. However, no experimental study has been conducted to provide a holistic evaluation of the determinants of cloud computing in the Asian world particularly in the context of the Indian school education system. Due to lack of such studies, we propose a theoretical model based on the TOE framework to explain the role of technological, organisational and environmental factors on the adoption of cloud computing in the Indian school education system. The data was collected from fifty-six 56 randomly selected secondary schools through questionnaire based survey to examine the relationship between the variables employing 5-points Likert scale. Reliability and validity measures were used to establish the quality and the usefulness of the collected data. In addition multi co-linearity test was also conducted. In order to test the research hypothesis, multiple regression analysis was conducted. The results indicate that relative advantage, compatibility, and complexity representing technological factors; top management support representing organisational factors; and competitive pressure, external expertise and attitude towards change representing environmental factors were found to have an positive and significant influence on the adoption of cloud computing services in the Indian school education system. The findings have a great significance since they can provide knowledge about cloud computing factors as well as insights and directions to the education policy planners and decision makers for successful adoption of cloud computing technology in India. DA - 2019/07/01/ PY - 2019 DO - 10.1007/s10639-019-09878-3 DP - Springer Link VL - 24 IS - 4 SP - 2453 EP - 2475 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-019-09878-3 Y2 - 2020/01/29/11:34:22 ER - TY - JOUR TI - Student data protection in a South African ODL university context: risks, challenges and lessons from comparative jurisdictions AU - Singh, Divya AU - Ramutsheli, Mashamaite Peterlia T2 - Distance Education AB - Personal information is among the most significant assets for businesses today, and clear transactional rules are becoming increasingly important. Organizations, including universities, are charged with more responsibility than ever to protect the personal information used during the course of their business, specifically student data. The paper provides a broad contextual overview of the effects of data protection rules and presents a succinct, easy to digest introduction to the complex, often technical arena of student data management for universities. It highlights specific legal and ethical considerations on which universities, and particularly open distance learning institutions, will need to focus in order to ensure legislative and ethical compliance. Given the absence of precedent in South Africa, a comparative policy and practice review was applied to analyze available international legislation governing data privacy and protection to establish some of the trends, risks, and best practices. DA - 2016/05/03/ PY - 2016 DO - 10.1080/01587919.2016.1184397 DP - Taylor and Francis+NEJM VL - 37 IS - 2 SP - 164 EP - 179 SN - 0158-7919 ST - Student data protection in a South African ODL university context UR - https://doi.org/10.1080/01587919.2016.1184397 Y2 - 2021/02/08/04:59:04 KW - Data management systems KW - data privacy KW - rights of students KW - sharing of student data KW - university student data protection ER - TY - ELEC TI - Understanding the EdTech Product Landscape AU - Singh, Ashmeet T2 - Medium AB - EdTech is expanding. Today you can find an app to learn almost anything. This is causing EdTech landscape to evolve & diversify. DA - 2018/04/20/T07:22:08.567Z PY - 2018 LA - en UR - https://medium.com/the-edtech-world/edtech-landscape-743716608675 Y2 - 2021/04/19/14:51:46 ER - TY - BOOK TI - Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence AU - Singer, Judith D. AU - Willett, John B. AB - Change is constant in everyday life. Infants crawl and then walk, children learn to read and write, teenagers mature in myriad ways, the elderly become frail and forgetful. Beyond these natural processes and events, external forces and interventions instigate and disrupt change: test scores may rise after a coaching course, drug abusers may remain abstinent after residential treatment. By charting changes over time and investigating whether and when events occur, researchers reveal the temporal rhythms of our lives. Applied Longitudinal Data Analysis is a much-needed professional book for empirical researchers and graduate students in the behavioral, social, and biomedical sciences. It offers the first accessible in-depth presentation of two of today's most popular statistical methods: multilevel models for individual change and hazard/survival models for event occurrence (in both discrete- and continuous-time). Using clear, concise prose and real data sets from published studies, the authors take you step by step through complete analyses, from simple exploratory displays that reveal underlying patterns through sophisticated specifications of complex statistical models.Applied Longitudinal Data Analysis offers readers a private consultation session with internationally recognized experts and represents a unique contribution to the literature on quantitative empirical methods.Visit http://www.ats.ucla.edu/stat/examples/alda.htm for:DT Downloadable data setsDT Library of computer programs in SAS, SPSS, Stata, HLM, MLwiN, and moreDT Additional material for data analysis DA - 2003/03/27/ PY - 2003 DP - Google Books SP - 672 LA - en PB - Oxford University Press, USA SN - 978-0-19-515296-8 ST - Applied Longitudinal Data Analysis KW - Mathematics / Probability & Statistics / General KW - Medical / Epidemiology KW - Psychology / Statistics ER - TY - RPRT TI - Inclusive Quality Education for Children with Disabilities AU - Singal, Nidhi AU - Ware, Hannah AU - Bhutani, Sweta Khanna DA - 2017/// PY - 2017 SP - 88 LA - en PB - World Innovation Summit for Education & University of Cambridge SN - RR.6.2017 UR - https://www.wise-qatar.org/app/uploads/2019/04/rr.6.2017_cambridge.pdf ER - TY - JOUR TI - Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the future AU - Singal, Nidhi AU - Mbukwa-Ngwira, Jenipher AU - Taneja-Johansson, Shruti AU - Lynch, Paul AU - Chatha, Gertrude AU - Umar, Eric T2 - International Journal of Inclusive Education AB - Covid-19 has led to unparalleled school closures and bought about extraordinary and unique challenges to ensuring continuity of learning for children across countries. This paper focuses on the educational experiences of children with disabilities in Malawi. Using a telephone survey, 99 parents/carers were interviewed about the impact of school closure on them and their child with disabilities. Parents reported as being overwhelmingly dissatisfied with the educational experiences of their child with disabilities, with a significant number reporting that they had no contact with the school or the teachers during closures. Children with disabilities were reported as spending very little time on formal learning activities. Nonetheless, parents were confident that their child with disabilities would return to school once these re-opened, as parents noted the loss of structure for their child’s day and increased loneliness arising from lack of contact with their friends. As schools reopen, the mental health of children with disabilities, alongside their learning, will need to be a priority. Finally, parents highlighted the need for more active involvement in their child’s schooling, so that they are able to support them better when they are at home. DA - 2021/11/23/ PY - 2021 DO - 10.1080/13603116.2021.1965804 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 17 SN - 1360-3116 ST - Impact of Covid-19 on the education of children with disabilities in Malawi UR - https://doi.org/10.1080/13603116.2021.1965804 Y2 - 2022/11/20/21:53:29 KW - Covid-19 KW - Malawi KW - disability KW - education KW - parent KW - telephone survey ER - TY - BLOG TI - EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomes AU - Singal, Nidhi AU - Lynch, Paul AU - Kaye, Tom AU - Francis, Gill T2 - EdTech Hub AB - The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of… DA - 2021/04/23/T15:36:47+00:00 PY - 2021 LA - en-US ST - EdTech for learners with disabilities UR - https://edtechhub.org/2021/04/23/edtech-for-learners-with-disabilities-urgent-need-to-focus-on-access-engagement-and-learning-outcomes/ Y2 - 2021/04/29/18:28:44 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BOOK TI - Education and Disability in the Global South: New Perspectives from Africa and Asia AU - Singal, Nidhi AU - Lynch, Paul AU - Johansson, Shruti Taneja AB - Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments. DA - 2018/12/13/ PY - 2018 DP - Google Books SP - 438 LA - en PB - Bloomsbury Publishing SN - 978-1-4742-9121-7 ST - Education and Disability in the Global South KW - Education / Educational Policy & Reform / General KW - Education / Inclusive Education KW - Education / Special Education / General ER - TY - JOUR TI - Education and Disability in the Global South: new perspectives from Africa and Asia. London: Bloomsbury Publishing. AU - Singal, Nidhi AU - Lynch, P AU - Johansson, S. T T2 - British Journal of Special Education DA - 2019/// PY - 2019 DO - 10.1111/1467-8578.12292 DP - Wiley Online Library VL - 46 IS - 4 SP - 511 EP - 512 LA - en SN - 1467-8578 ST - Singal, N., Lynch, P. & Johansson, S. T. (eds) (2019) Education and Disability in the Global South UR - http://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8578.12292 Y2 - 2020/12/10/00:00:00 ER - TY - JOUR TI - Education of children with disabilities in India and Pakistan: Critical analysis of developments in the last 15 years AU - Singal, Nidhi T2 - PROSPECTS AB - This article presents an analysis of key developments in educational policies and strategies, since 2000, in relation to the education of children with disabilities in India and Pakistan. It responds to a set of specific questions focused on factors that have shaped the increased emphasis on education of children with disabilities, how national policies and programmes respond to their needs, and their current educational status. The article draws on analysis of official policies, various programme documents, and empirical research evidence. It concludes by reflecting on the two main foci for future work in relation to the education of children with disabilities. DA - 2016/03/01/ PY - 2016 DO - 10.1007/s11125-016-9383-4 DP - Springer Link VL - 46 IS - 1 SP - 171 EP - 183 J2 - Prospects LA - en SN - 1573-9090 ST - Education of children with disabilities in India and Pakistan UR - https://doi.org/10.1007/s11125-016-9383-4 Y2 - 2020/04/03/20:09:56 ER - TY - BLOG TI - What works? The case of inclusive education | Unesco IIEP Learning Portal AU - Singal, Nidhi AB - The Sustainable Development Goals with their commitment to ensuring all young people will have access to good quality primary and lower secondary education by 2030 have spearheaded an increased focus on children with disabilities. The SDGs explicit mention of persons with disabilities, across education and other goals have resulted in intense discussions on how to make these commitments a reality. DA - 2018/11/29/ PY - 2018 LA - en ST - What works? UR - http://learningportal.iiep.unesco.org/en/blog/what-works-the-case-of-inclusive-education Y2 - 2020/04/03/19:38:12 ER - TY - CHAP TI - Entry, engagement and empowerment: Dilemmas for inclusive education in an Indian context. AU - Singal, N AU - Florian, L T2 - The Sage Handbook of Special Education DA - 2013/// PY - 2013 ET - Second SP - 203 EP - 216 PB - SAGE Publications ER - TY - RPRT TI - Background paper for the Inclusion and Education: Role of non-government organisations as providers of and advocates for inclusive education AU - Singal, N T2 - Global Education Monitoring Report DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373684 Y2 - 2021/03/16/12:56:10 ER - TY - BLOG TI - Introducing Smart Teaching and Learning (INSTAL) AU - Sindh Education Foundation, Government of Sindh AB - SEF|Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education. LA - en-US UR - https://www.sef.org.pk/introducing-smart-teaching-and-learninginstal/ Y2 - 2020/07/20/16:11:13 ER - TY - BLOG TI - Introducing Smart Teaching and Learning (INSTAL) AU - Sindh Education Foundation, Government of Sindh AB - SEF|Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education. DA - 2020/07/20/16:11:13 PY - 2020 LA - en-US UR - https://www.sef.org.pk/introducing-smart-teaching-and-learninginstal/ Y2 - 2020/07/20/16:11:13 ER - TY - BLOG TI - Schools Data – Sindh Education Foundation AU - Sindh Education Foundation AB - SEF|Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education. DA - 2022/// PY - 2022 LA - en-US UR - https://www.sef.org.pk/schools-data/ Y2 - 2022/04/07/20:20:21 ER - TY - RPRT TI - Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out AU - Sims, Sam AU - Fletcher-Wood, Harry AB - Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subject-specific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions. DA - 2018/10/08/ PY - 2018 DP - Zotero SP - 25 LA - en M3 - Working paper UR - https://improvingteaching.co.uk/characteristics-cpd/. KW - C:International KW - CitedIn:OER4Schools-HHH3-A KW - ⛔ No DOI found ER - TY - JOUR TI - Identifying the characteristics of effective teacher professional development: a critical review AU - Sims, Sam AU - Fletcher-Wood, Harry T2 - School Effectiveness and School Improvement DA - 2020/// PY - 2020 DO - 10.1080/09243453.2020.1772841 DP - Zotero VL - 32 IS - 2 SP - 22 LA - en KW - De-prioritise KW - ___working_potential_duplicate KW - ⚠️ Invalid DOI ER - TY - RPRT TI - Experimental education research: rethinking why, how and when to use random assignment AU - Sims, Sam AU - Anders, Jake AU - Inglis, Matthew AU - Lortie-Forgues, Hugues AU - Styles, Ben AU - Weidmann, Ben AB - Over the last twenty years, education researchers have increasingly conducted randomised experiments with the goal of informing the decisions of educators and policymakers. Such experiments have generally employed broad, consequential, standardised outcome measures in the hope that this would allow decisionmakers to compare effectiveness of different approaches. However, a combination of small effect sizes, wide confidence intervals, and treatment effect heterogeneity means that researchers have largely failed to achieve this goal. We argue that quasi-experimental methods and multi-site trials will often be superior for informing educators' decisions on the grounds that they can achieve greater precision and better address heterogeneity. Experimental research remains valuable in applied education research. However, it should primarily be used to test theoretical models, which can in turn inform educators' mental models, rather than attempting to directly inform decision making. Since comparable effect size estimates are not of interest when testing educational theory, researchers can and should improve the power of theory-informing experiments by using more closely aligned (i.e., valid) outcome measures. We argue that this approach would reduce wasteful research spending and make the research that does go ahead more statistically informative, thus improving the return on investment in educational research. DA - 2023/08// PY - 2023 DP - RePEc - Econpapers M3 - CEPEO Working Paper Series PB - UCL Centre for Education Policy and Equalising Opportunities SN - 23-07 ST - Experimental education research UR - https://econpapers.repec.org/paper/uclcepeow/23-07.htm Y2 - 2023/10/10/13:26:16 KW - education KW - experiments KW - policy KW - randomized controlled trials KW - research ER - TY - JOUR TI - Beyond Instructional Design: Making Learning Design a Reality AU - Sims, Rod T2 - Journal of Learning Design AB - When we reflect on the emergence of online education and e-learning as the leading contender to confront the traditions of face-to-face teaching and learning, it is not only a case of better understanding the characteristics of online environments, but also timely to assess the relevance of theories and frameworks informing the design and implementation of those environments. Over the past twenty five years, the value of technology to education has been a significant focus of teachers, learners and institutional administration; it is also a period that has been characterised by lighthouse success stories, rigorous research, technological determinism and unfulfilled promises. As each new generation of technology appeared in the classroom (microcomputers, colour monitors, hypermedia, multimedia, internet), a new generation of early adopters appeared, each seemingly unaware of the research and knowledge gained by the previous generation. In this paper the argument is proposed that even with the strong foundation of knowledge that informs the appropriate ways to use technology for teaching and learning, too often that knowledge has been misunderstood or misused or ignored. The paper is based on the keynote presentation to the Online Learning and Teaching Conference held in Brisbane on September 23rd, 2005. The theme of the conference, "Beyond Delivery," was extremely timely as it marked the assertion that it was time to put the simple digitisation of materials behind us and focus on the active, engaging learning opportunities that effectively put the learning back into e-learning to take advantage of collaborative tools, learning communities and mediated conversation for new millennial learners. More importantly the statement that we are "beyond delivery" also suggests that it is time to embrace change and reflect on new ways to conceptualise the design of online learning environments. Through this paper an argument is presented for a proactive approach to the conceptualisation, formation and maintenance of online environments that cater specifically for the individual learner. Through an analysis of design strategies, proactive modelling and interactive metrics, a new framework is presented to address the pedagogy of online environments and present an alternative to common instructional design practices. For those committed to online teaching and learning environments populated with collaborating and reflective participants, this framework goes well beyond delivery to a pedagogy centred on emancipation and empowerment for the engaged learner. DA - 2006/// PY - 2006 DP - ERIC VL - 1 IS - 2 SP - 1 EP - 9 LA - en SN - 1832-8342 ST - Beyond Instructional Design UR - https://eric.ed.gov/?id=EJ1066491 Y2 - 2020/09/18/11:21:38 KW - Active Learning KW - Audio Equipment KW - Cognitive Style KW - Communities of Practice KW - Computer Mediated Communication KW - Conferences (Gatherings) KW - Cooperative Learning KW - Educational Technology KW - Electronic Learning KW - Empowerment KW - Epistemology KW - Feedback (Response) KW - Guidelines KW - Instructional Design KW - Models KW - Online Courses KW - Student Role KW - Teacher Role KW - Teaching Methods KW - Video Technology KW - ⛔ No DOI found ER - TY - JOUR TI - Creating a Data Analysis Plan: What to Consider When Choosing Statistics for a Study AU - Simpson, Scot H T2 - The Canadian Journal of Hospital Pharmacy DA - 2015/// PY - 2015 DP - PubMed Central VL - 68 IS - 4 SP - 311 EP - 317 J2 - Can J Hosp Pharm SN - 0008-4123 ST - Creating a Data Analysis Plan UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4552232/ Y2 - 2022/01/05/19:55:01 ER - TY - RPRT TI - Eight Reasons Why EdTech Doesn’t Scale: How sandboxes are designed to counter the issue AU - Simpson, Lea AU - Carter, Alice AU - Rahman, Asad AU - Plaut, Daniel AB - The EdTech Hub’s sandbox approach offers implementers and decision makers a clear way to implement and scale only the most effective EdTech interventions. In this position paper we share our view on why EdTech isn’t scaling and how we see the sandboxes approach addressing them. Keywords: innovation; implementation; sandboxes; EdTech; scale; experimentation An output of the EdTech Hub, https://edtechhub.org CN - 0116 DA - 2021/04/01/ PY - 2021 LA - en M3 - Position Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/8HKCSIRC KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - RPRT TI - Hello and Welcome to the Sandbox AU - Simpson, Lea AU - Carter, Alice AU - Rahman, Asad AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/07/20/ PY - 2021 LA - en M3 - Internal papers PB - EdTech Hub UR - https://docs.edtechhub.org/lib/CQQURC65 KW - _EdTechHub_Output KW - _r:AddedByZotZen ER - TY - RPRT TI - Behavioural Innovation: embracing behavioural science for lasting impact AU - Simpson, Lea DA - 2019/// PY - 2019 PB - Brink UR - https://medium.com/hellobrink-co/behavioural-innovation-embracing-behavioural-science-for-lasting-impact-85d1d78688f4 ER - TY - BLOG TI - Five starting points on innovation for the EdTech Hub – The EdTech Hub AU - Simpson, Lea T2 - EdTech Hub DA - 2019/10/23/ PY - 2019 LA - en-GB UR - https://edtechhub.org/2019/10/23/five-starting-points-on-innovation-for-the-edtech-hub/ Y2 - 2019/10/23/00:00:00 KW - F:Blog post KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Sandboxes: our approach to systemic experimentation AU - Simpson, Lea T2 - EdTech Hub AB - What’s a sandbox you ask? First in the series, this blog explains what you need to know about the Hub’s approach to experimentation and innovation. DA - 2020/01/28/T11:03:15+00:00 PY - 2020 LA - en-GB ST - Sandboxes UR - https://edtechhub.org/2020/01/28/sandboxes-our-approach-to-systemic-experimentation/ Y2 - 2020/02/27/20:35:16 KW - F:Sandbox KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _zenodoETH ER - TY - RPRT TI - Bringing Digital Learning to Rural Schools: A Rapid Evaluation of Lyra in Africa AU - Simmons, Hannah AB - An output of the EdTech Hub, https://edtechhub.org CN - 0174 DA - 2023/// PY - 2023 LA - en M3 - Country summaries and case studies PB - EdTech Hub UR - https://docs.edtechhub.org/lib/72C3RUZ7 KW - _r:AddedByZotZen ER - TY - RPRT TI - Sustainable Solutions to Rural Girls’ Education: A Rapid Evaluation of Lyra in Africa’s Green Hostels AU - Simmons, Hannah AB - An output of the EdTech Hub, https://edtechhub.org DA - 2023/04/24/ PY - 2023 LA - en M3 - EdTech Hub Rapid evidence review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/PANFVXKC KW - _r:AddedByZotZen ER - TY - RPRT TI - Sustainable Solutions to Rural Girls’ Education: A Rapid Evaluation of Lyra in Tanzania AU - Simmons, Hannah AB - An output of the EdTech Hub, https://edtechhub.org DA - 2023/02/15/ PY - 2023 LA - en M3 - Rapid evidence review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/44QCZAQ2 KW - _r:AddedByZotZen ER - TY - JOUR TI - Informed consent and nudging AU - Simkulet, William T2 - Bioethics AB - In order to avoid patient abuse, under normal situations before performing a medical intervention on a patient, a physician must obtain informed consent from that patient, where to give genuine informed consent a patient must be competent, understand her condition, her options and their expected risks and benefits, and must expressly consent to one of those options. However, many patients refrain from the option that their physician believes to be best, and many physicians worry that their patients make irrational healthcare decisions, hindering their ability to provide efficient healthcare for their patients. Some philosophers have proposed a solution to this problem: they advocate that physicians nudge their patients to steer them towards their physician's preferred option. A nudge is any influence designed to predictably alter a person's behavior without limiting their options or giving them reasons to act. Proponents of nudging contend that nudges are consistent with obtaining informed consent. Here I argue that nudging is incompatible with genuine informed consent, as it violates a physician's obligation to tell their patients the truth, the whole truth, and nothing but the truth during adequate disclosure. DA - 2019/// PY - 2019 DO - 10.1111/bioe.12449 DP - Wiley Online Library VL - 33 IS - 1 SP - 169 EP - 184 LA - en SN - 1467-8519 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bioe.12449 Y2 - 2024/02/23/15:15:38 KW - bullshit KW - decision-making KW - informed consent KW - libertarian paternalism KW - lying KW - nudging KW - professional ethics KW - truth-telling ER - TY - BOOK TI - Maine’s middle school laptop program: Creating better writers AU - Silvernail, David L AU - Gritter, Aaron K DA - 2007/// PY - 2007 PB - Gorham, ME: Maine Education Policy Research Institute ER - TY - BLOG TI - 1. Use of smartphones and social media is common across most emerging economies AU - Silver, Laura AU - Smith, Aaron AU - Johnson, Courtney AU - Jiang, JingJing AU - Anderson, Monica AU - Rainie, Lee T2 - Pew Research Center AB - Large majorities in the 11 emerging and developing countries surveyed either own or share a mobile phone, and in every country it is much more common to DA - 2019/03/07/T18:47:39+00:00 PY - 2019 LA - en-US UR - https://www.pewresearch.org/internet/2019/03/07/use-of-smartphones-and-social-media-is-common-across-most-emerging-economies/ Y2 - 2020/09/08/15:05:35 ER - TY - RPRT TI - Internet Connectivity Seen as Having Positive Impact on Life in Sub-Saharan Africa AU - Silver, Laura AU - Johnson, Courtney DA - 2018/10// PY - 2018 LA - EN PB - Pew Research Center UR - https://www.pewresearch.org/global/2018/10/09/internet-connectivity-seen-as-having-positive-impact-on-life-in-sub-saharan-africa/#table KW - ___working_potential_duplicate ER - TY - BLOG TI - Internet connectivity seen as having positive impact on life in sub-Saharan Africa AU - Silver, Laura AU - Johnson, Courtney T2 - Pew Research Center's Global Attitudes Project AB - Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a DA - 2018/10/09/T13:47:51+00:00 PY - 2018 LA - en-US UR - https://www.pewresearch.org/global/2018/10/09/majorities-in-sub-saharan-africa-own-mobile-phones-but-smartphone-adoption-is-modest/ Y2 - 2020/09/15/18:18:09 KW - ___working_potential_duplicate ER - TY - BLOG TI - Majorities in sub-Saharan Africa own mobile phones, but smartphone adoption is modest AU - Silver, L AU - Johnson, C T2 - Pew Research Center's Global Attitudes Project AB - Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a DA - 2018/// PY - 2018 LA - en-US UR - https://www.pewresearch.org/global/2018/10/09/majorities-in-sub-saharan-africa-own-mobile-phones-but-smartphone-adoption-is-modest/ Y2 - 2020/06/23/12:10:00 ER - TY - BOOK TI - A how to guide to reflection: Adding cognitive learning to community service programs AU - Silcox, H. C. DA - 1995/// PY - 1995 PB - Brighton Press ER - TY - GEN TI - Justice K.S.Puttaswamy(Retd) vs Union Of India on 26 September, 2018 AU - Sikri, A DA - 2018/// PY - 2018 UR - https://indiankanoon.org/doc/127517806/ ER - TY - GEN TI - Inclusive teaching and learning for children with visual impairments: Teachers Guide AU - Sightsavers DA - 2018/// PY - 2018 UR - https://www.sightsavers.org/wp-content/uploads/2018/09/Teachers-guide-CWVI_Senegal-2.pdf ER - TY - BLOG TI - Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes AU - Sierra Leone Education Innovation Challenge AB - A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More DA - 2019/// PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/ Y2 - 2020/06/25/18:13:12 ER - TY - ELEC TI - Teacher Monitoring Pilot AU - Sierra Leone Education Attendance Monitoring System (SLEAMS) AB - A pilot project to monitor teacher attendance aimed at achieving better education outcomes in Sierra Leone. UR - https://sleams.org/ Y2 - 2020/09/17/11:06:56 ER - TY - CONF TI - Views on Internal and External Validity in Empirical Software Engineering AU - Siegmund, Janet AU - Siegmund, Norbert AU - Apel, Sven T2 - 2015 IEEE/ACM 37th IEEE International Conference on Software Engineering AB - Empirical methods have grown common in software engineering, but there is no consensus on how to apply them properly. Is practical relevance key? Do internally valid studies have any value? Should we replicate more to address the tradeoff between internal and external validity? We asked the community how empirical research should take place in software engineering, with a focus on the tradeoff between internal and external validity and replication, complemented with a literature review about the status of empirical research in software engineering. We found that the opinions differ considerably, and that there is no consensus in the community when to focus on internal or external validity and how to conduct and review replications. C3 - 2015 IEEE/ACM 37th IEEE International Conference on Software Engineering DA - 2015/05// PY - 2015 DO - 10.1109/ICSE.2015.24 DP - IEEE Xplore VL - 1 SP - 9 EP - 19 KW - Bibliographies KW - Computer languages KW - Context KW - Guidelines KW - History KW - Software engineering KW - Standards ER - TY - RPRT TI - SIEF Mega Costing Model for Nudge or Information Interventions Using SMS or Recorded Messages AU - SIEF DA - 2020/// PY - 2020 M3 - Costing Model PB - Strategic Impact Evaluation Fund UR - https://thedocs.worldbank.org/en/doc/391401601333318525-0090022020/render/SIEFMegacostingmodel092520.pdf Y2 - 2022/01/04/00:00:00 ER - TY - JOUR TI - Problems of drop-out students in Indian slum AU - Siddiqui, Tarannum T2 - International Education and Research Journal AB - The purpose of this paper is to find out the problems of drop-out students at elementary level, specially living in slum areas of India. Educational facility at elementary level and its relationship with infrastructural facilities is the main focus of this paper. Paper highlights the role of government to improve elementary education in slum areas of the country with special focus on drop-out students. Paper is mainly based on primary and secondary data/ information. Study has taken a total sample of 50 households (25 from each district) by using random sampling technique in the urban areas namely- Madiyaon slum of Lucknow in Uttar Pradesh and Dharavi slum of Mumbai in Maharashtra. Intensive interviews have been conducted to procure purpose full information. The numbers of upper primary schools were found half of the primary schools in slum areas. Acording to RTE Act no students could be stop or retained in any class of primary section. To stop drop out situation at elementary level of education, paper recommends opening more government upper primary schools in the slum areas. Due to limited sample size, the research results may lack generalisation. Therefore, researchers and research institutions are encouraged to test the proposed propositions further. Dropping out from elementary education in slum areas are an unexplored area of research which has been covered in this paper. DA - 2017/05/19/ PY - 2017 DO - http://ierj.in/journal/index.php/ierj/article/view/883 DP - ierj.in VL - 3 IS - 5 SP - 139 EP - 144 LA - en SN - 2454-9916 Y2 - 2021/10/25/18:30:39 KW - Elementary education in slum areas. KW - Indian slums KW - Problems of drop-out students KW - ⛔ No DOI found ER - TY - JOUR TI - Using secondary data in education research AU - Siddiqui, Nadia T2 - Social Research Update DA - 2019/// PY - 2019 DO - https://sru.soc.surrey.ac.uk/SRU68.pdf DP - Zotero IS - 68 LA - en KW - ⚠️ Invalid DOI ER - TY - RPRT TI - Deaf Reach: End of Sandbox Showcase AU - Siddiqui, Maira AU - Shaikh, Saira AU - Rahman, Asad AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/30/ PY - 2021 LA - en M3 - Internal papers PB - EdTech Hub KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - RPRT TI - Understanding the first and second digital divides in rural Bangladesh: internet access, online skills, and usage AU - Siddiquee, Muhammad Shahadat Hossain AU - Islam, Md. Saiful T2 - Digitization Series CY - Dhaka DA - 2020/// PY - 2020 M3 - Working Paper PB - BRAC Institute of Governance and Development (BIGD) SN - 59 UR - https://bigd.bracu.ac.bd/wp-content/uploads/2021/03/Understanding-the-First-and-Second-Digital-Divides-in-Rural-Bangladesh_working-paper.pdf Y2 - 2021/10/25/18:29:44 ER - TY - RPRT TI - Educating 21,000+ Children Through the SABAQ Initiative AU - Siddique, Ruba DA - 2018/// PY - 2018 DP - Zotero SP - 19 LA - en PB - SABAQ KW - auto_merged ER - TY - JOUR TI - Developing Adaptive E-Learning Environment Using Cognitive and Noncognitive Parameters: AU - Siddique, Ansar AU - Durrani, Qaiser S. AU - Naqvi, Husnain A. T2 - Journal of Educational Computing Research AB - The falling learning outcome is one of the major challenges faced by most of the educational systems. Adaptive educational systems (AESs) are viewed as catalyst... DA - 2018/04/06/ PY - 2018 DO - 10.1177/0735633118769433 DP - journals.sagepub.com LA - en ST - Developing Adaptive E-Learning Environment Using Cognitive and Noncognitive Parameters UR - https://journals.sagepub.com/doi/10.1177/0735633118769433 AN - Sage CA: Los Angeles, CA Y2 - 2020/12/01/15:55:40 ER - TY - JOUR TI - How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-Analyses, and Meta-Syntheses AU - Siddaway, Andy P. AU - Wood, Alex M. AU - Hedges, Larry V. T2 - Annual Review of Psychology AB - Systematic reviews are characterized by a methodical and replicable methodology and presentation. They involve a comprehensive search to locate all relevant published and unpublished work on a subject; a systematic integration of search results; and a critique of the extent, nature, and quality of evidence in relation to a particular research question. The best reviews synthesize studies to draw broad theoretical conclusions about what a literature means, linking theory to evidence and evidence to theory. This guide describes how to plan, conduct, organize, and present a systematic review of quantitative (meta-analysis) or qualitative (narrative review, meta-synthesis) information. We outline core standards and principles and describe commonly encountered problems. Although this guide targets psychological scientists, its high level of abstraction makes it potentially relevant to any subject area or discipline. We argue that systematic reviews are a key methodology for clarifying whether and how research findings replicate and for explaining possible inconsistencies, and we call for researchers to conduct systematic reviews to help elucidate whether there is a replication crisis. DA - 2019//01/04 PY - 2019 DO - 10.1146/annurev-psych-010418-102803 DP - PubMed VL - 70 SP - 747 EP - 770 J2 - Annu Rev Psychol LA - eng SN - 1545-2085 ST - How to Do a Systematic Review KW - Guidelines as Topic KW - Humans KW - Meta-Analysis as Topic KW - Publication Bias KW - Reviewed KW - Systematic Reviews as Topic KW - evidence KW - guide KW - meta-analysis KW - meta-synthesis KW - narrative KW - systematic review KW - theory ER - TY - JOUR TI - Those Who Understand: Knowledge Growth in Teaching AU - Shulman, Lee S DA - 1986/// PY - 1986 DO - 10.3102/0013189x015002004 UR - https://journals.sagepub.com/doi/10.3102/0013189X015002004 Y2 - 2022/08/23/06:21:11 ER - TY - JOUR TI - Fee-free basic education policy implementation in Tanzania: A ‘phenomenon’ worth rethinking AU - Shukia, Richard T2 - Huria: Journal of the Open University of Tanzania AB - This paper is based on a study that employed qualitative research methods to examine the implementation of the fee-free basic education policy in Tanzania. The study reveals that, the policy is misapprehended, and causing confusion and dissonance among key implementers including heads of schools and parents, and it is threatening the quality delivery of education. However, there is no doubt that the implementation of the fee-free education policy has significantly promoted access to basic education for children from various socio-economic backgrounds. Thus, this paper argues that the implementation of the fee-free basic education policy, albeit commendable, it is not a panacea to achieving equitable access and quality education delivery for all. Hence, the policy and its implementation is a ‘phenomenon’ worth rethinking for Tanzania to realise equitable and quality universal basic education. DA - 2020/// PY - 2020 DP - www.ajol.info VL - 27 IS - 1 LA - en SN - 0856-6739 ST - Fee-free Basic Education Policy Implementation in Tanzania UR - https://www.ajol.info/index.php/huria/article/view/204346 Y2 - 2022/11/13/09:37:14 KW - Fee-free education policy KW - basic education KW - policy implementation and Tanzania KW - ⛔ No DOI found ER - TY - JOUR TI - Effect of M-Learning on Students' Academic Performance Mediated by Facilitation Discourse and Flexibility AU - Shuja, Aleema AU - Qureshi, Ijaz A. AU - Schaeffer, Donna M. AU - Zareen, Memoona T2 - Knowledge Management & E-Learning AB - Conventional classroom instruction had already been transformed in to electronic mode of teaching and learning. Use of mobile technology is evolving in global and local context, as in Pakistan. Gaining insights from Media Richness Theory, the study intends to examine how m-learning pedagogy, opens up avenues for students' learning and enhances their educational performance, endorsed by facilitation discourse and flexibility. In this cross-sectional study, data was collected from students in Private Universities in Lahore Pakistan. Drawing results from structural equation modelling, findings revealed that use of mobile devices is on great demand for providing flexible and discussion-oriented learning to students and lifts up their academic output. Facilitation discourse and flexibility play a robust intervening role in producing pronounced impact of m-learning on learners' effectiveness. DA - 2019/06// PY - 2019 DP - ERIC VL - 11 IS - 2 SP - 158 EP - 200 LA - en SN - 2073-7904 UR - https://eric.ed.gov/?id=EJ1245700 Y2 - 2020/12/01/10:20:55 KW - Academic Achievement KW - College Students KW - Discussion (Teaching Technique) KW - Distance Education KW - Educational Technology KW - Foreign Countries KW - Handheld Devices KW - Private Colleges KW - Productivity KW - Teacher Role KW - Technology Uses in Education KW - Telecommunications KW - ⛔ No DOI found ER - TY - RPRT TI - Teaching Well? Educational reconstruction efforts and support to teachers in postwar Liberia AU - Shriberg, Janet DA - 2007/// PY - 2007 PB - International Rescue Committee UR - http://www.ungei.org/resources/files/doc_1_Teaching_Well_-_IRC_Liberia_Report-1.pdf Y2 - 2020/05/19/11:10:16 ER - TY - CONF TI - Open-source platform: exploring the opportunities for offline mobile learning AU - Shrestha, Sujan AU - Moore, John AU - Nocera, José Abdelnour C3 - Proceedings of the 13th International Conference on Human Computer Interaction with Mobile Devices and Services DA - 2011/// PY - 2011 DO - 10.1145/2037373.2037476 DP - Google Scholar SP - 653 EP - 658 ST - Open-source platform ER - TY - JOUR TI - Emergency Response in Educational Policies during COVID-19 in Nepal: A Critical Review. AU - Shrestha, Sagun AU - Gnawali, Laxman T2 - IAFOR Journal of Education DA - 2021/// PY - 2021 DO - 10.22492/ije.9.2.10 DP - Google Scholar VL - 9 IS - 2 ST - Emergency Response in Educational Policies during COVID-19 in Nepal ER - TY - JOUR TI - Teacher professional development using mobile technologies in a large-scale project: lessons learned from Bangladesh AU - Shrestha, Prithvi T2 - International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) DA - 2012/// PY - 2012 DO - 10.4018/ijcallt.2012100103 DP - Google Scholar VL - 2 IS - 4 SP - 34 EP - 49 ST - Teacher professional development using mobile technologies in a large-scale project ER - TY - JOUR TI - English Language Classroom Practices: Bangladeshi Primary School Children’s Perceptions AU - Shrestha, P T2 - RELC Journal AB - English language teaching (ELT) has been investigated from various angles including how English language teachers perceive what happens in an ELT classroom. How primary school English language learners perceive their experiences of ELT is rarely reported in the published literature, particularly from developing countries such as Bangladesh. This article reports on a study that examined Bangladeshi primary school learners’ experience of English language classroom practices in which technology-enhanced communicative language teaching activities were promoted through a project called English in Action (EIA). EIA is a large-scale 9-year long international English language development project in Bangladesh, funded by the UK government. A semi-structured group interview was conducted with 600 Grade 3 students from different regions of Bangladesh. The findings showed that the learners found communicative language learning activities such as dialogue and role play more effective than translation and memorizing grammar rules for learning English, although they enjoyed reciting and drills. The results also showed that these learners’ English teachers tended to mix both traditional and communicative approaches in their lessons. The paper critiques EIA and argues that any major language development project needs to consider the local context and learners’ views on language learning for its success. DA - 2013/// PY - 2013 DO - 10.1177/0033688213488466 VL - 44 IS - 2 SP - 147 EP - 162 UR - https://doi.org/10.1177/0033688213488466 ER - TY - JOUR TI - The use of technology to continue learning in Palestine disrupted with COVID-19 AU - Shraim, Khitam AU - Crompton, Helen T2 - Asian Journal of Distance Education AB - This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education's digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning. DA - 2020/// PY - 2020 DO - 10.5281/zenodo.4292589 DP - Zenodo VL - 15 IS - 2 SP - 1 EP - 20 LA - eng UR - https://zenodo.org/record/4292589#.YIqV4ehKg1I Y2 - 2021/04/29/11:18:05 KW - Online learning, technology, COVID-19, pandemic, emergency remote teaching KW - covid-19 KW - emergency remote teaching KW - online learning KW - pandemic KW - technology KW - ⛔ No DOI found ER - TY - JOUR TI - School-based teachers’ professional development through technology-enhanced learning in Bangladesh AU - Shohel, M. AU - Mahruf, C. AU - Banks, Frank T2 - Teacher Development DA - 2012a PY - 2012a DO - 10.1080/13664530.2012.668103 DP - DOI.org (Crossref) VL - 16 IS - 1 J2 - Teacher Development LA - en SN - 1366-4530, 1747-5120 UR - https://www.tandfonline.com/doi/full/10.1080/13664530.2012.668103 Y2 - 2022/08/23/06:01:42 ER - TY - JOUR TI - Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools AU - Shohel, M AU - Banks, F AU - Banks, F T2 - Procedia - Social and Behavioral Sciences AB - This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training. DA - 2010/// PY - 2010 DO - 10/bfg65g DP - DOI.org (Crossref) VL - 2 IS - 2 SP - 5483 EP - 5494 J2 - Procedia - Social and Behavioral Sciences LA - en SN - 18770428 ST - Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh UR - https://linkinghub.elsevier.com/retrieve/pii/S1877042810009341 Y2 - 2021/04/16/16:52:49 ER - TY - JOUR TI - Teachers’ professional development through the English in Action Secondary Teaching and Learning Programme in Bangladesh: experience from the UCEP schools AU - Shohel, M. Maruf C AU - Banks, Frank T2 - Procedia-Social and Behavioral Sciences AB - This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training DA - 2010/// PY - 2010 DO - 10.1016/j.sbspro.2010.03.894 DP - Google Scholar VL - 2 IS - 2 ST - Teachers’ professional development through the English in Action secondary teaching and learning programme in Bangladesh UR - https://www.researchgate.net/publication/222568736_Teachers'_professional_development_through_the_English_in_action_secondary_teaching_and_learning_programme_in_Bangladesh_Experience_from_the_UCEP_schools KW - EiA Intervention KW - Experiential Learning KW - Secondary Teaching and Learning Programme KW - Teachers’ Professional Development KW - UCEP-Bangladesh KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457264 KW - __finaldtb ER - TY - JOUR TI - Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives AU - Shohel, M. Mahruf C. AU - Power, Tom T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - This paper reviews the themes emerging from Bangladeshi teachers' experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies-enhanced supported open distance learning programme of professional development in English-language teaching. This paper presents evidence arising from semi-structured interviews carried out with teachers from a pre-pilot study for the English in Action project. The teachers participating in this study reflect upon six months' experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text-book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods). (Contains 1 table and 1 figure.) DA - 2010/11// PY - 2010 DO - 10.1080/02680513.2010.511953 VL - 25 IS - 3 SP - 201 EP - 215 LA - English SN - 0268-0513, 0268-0513 UR - https://www.researchgate.net/publication/47705071_Introducing_mobile_technology_for_enhancing_Teaching_and_Learning_in_Bangladesh_Teacher_perspectives AN - 815957037; EJ901078 KW - BANGLADESH KW - Bangladesh KW - COMPUTER assisted language instruction KW - COMPUTERS in education KW - CONTINUING education KW - Computer Assisted Instruction KW - DISTANCE education KW - Developing Nations KW - Digital audio players KW - Distance Education KW - Distance learning KW - ENGLISH language -- Study & teaching -- Foreign speakers KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational Development KW - Educational Technology KW - Educational technology KW - Elementary Secondary Education KW - English (Second Language) KW - English in Action support model KW - English language KW - Foreign Countries KW - Handheld Devices KW - Higher Education KW - Inservice Teacher Education KW - Interviews KW - LANGUAGE teachers KW - Language instruction KW - Multimedia Instruction KW - OPEN learning KW - Open Universities KW - Pilot Projects KW - Postsecondary Education KW - Professional development KW - Program Descriptions KW - Program Development KW - Program Effectiveness KW - Protocol Materials KW - SECONDARY education KW - Second Language Instruction KW - Secondary Education KW - Secondary School Teachers KW - Studies KW - TEACHER development KW - TEACHERS -- Attitudes KW - TELEMATICS KW - Teacher Attitudes KW - Teachers KW - Technology Integration KW - United Kingdom KW - Video Technology KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098161 KW - ___working_potential_duplicate KW - __finaldtb KW - auto_merged KW - mobile learning KW - mobile technology KW - technology intervention ER - TY - JOUR TI - Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives AU - Shohel, M. Mahruf C. AU - Power, Tom T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods). DA - 2010/11/01/ PY - 2010 DO - 10.1080/02680513.2010.511953 DP - Taylor and Francis+NEJM VL - 25 IS - 3 SP - 201 EP - 215 SN - 0268-0513 ST - Introducing mobile technology for enhancing teaching and learning in Bangladesh UR - https://doi.org/10.1080/02680513.2010.511953 Y2 - 2020/05/16/17:21:18 KW - Bangladesh KW - C:Bangladesh KW - English in Action support model KW - ___working_potential_duplicate KW - mobile learning KW - mobile technology KW - technology intervention ER - TY - JOUR TI - Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives AU - Shohel, M. Mahruf C. AU - Power, Tom T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods). DA - 2010/11/01/ PY - 2010 DO - 10.1080/02680513.2010.511953 DP - Taylor and Francis+NEJM VL - 25 IS - 3 SP - 201 EP - 215 SN - 0268-0513 ST - Introducing mobile technology for enhancing teaching and learning in Bangladesh UR - https://doi.org/10.1080/02680513.2010.511953 Y2 - 2020/05/16/17:21:18 KW - Bangladesh KW - C:Bangladesh KW - English in Action support model KW - ___working_potential_duplicate KW - mobile learning KW - mobile technology KW - technology intervention ER - TY - BOOK TI - Education in Emergencies, Mental Wellbeing and E-Learning AU - Shohel, M. Mahruf C. AU - Mahmud, Arif AU - Urmee, Munira Azhar AU - Anwar, Muhammad Naveed AU - Rahman, Mohammad Mojibur AU - Acharya, Dev Raj AU - Ashrafuzzaman, Md AU - Shohel, M. Mahruf C. AU - Mahmud, Arif AU - Urmee, Munira Azhar AU - Anwar, Muhammad Naveed AU - Rahman, Mohammad Mojibur AU - Acharya, Dev Raj AU - Ashrafuzzaman, Md AB - The world has been going through an unprecedented situation due to the world-wide health crisis created by the COVID-19 pandemic. It affected all sectors across the globe, including education. This chapter highlights the importance of education in emergencies and how a situation like the COVID-19 pandemic creates challenges alongside opportunities to learn for personal and professional development as well as to ensure mental wellbeing of individuals through e-learning. The chapter explores literature to draw on different perspectives regarding the issues related to effectiveness in handling education and learning in an emergency in addition to preparedness for post and future emergencies. However, it focuses mainly on the role of the education sector in supporting individuals, especially learners and educators during and after emergencies. It also reflects on educational professionals’ work with students during this pandemic i.e. how educational professionals report on their adaptation journey and how the pandemic impacted the ability to serve and engage learners. From the professionals’ best practices to assist students in being successful through online education or hybrid teaching and learning formats, many opportunities arose to shape and reform education for a better future and transform the process of lifelong learning. This chapter outlines strategies, in general, for the education sector, and in particular, institutions and individuals to be better prepared for future emergencies through the opportunities e-learning offers. DA - 2021/09/10/ PY - 2021 DP - www.intechopen.com LA - en PB - IntechOpen SN - 978-1-83962-590-9 UR - https://www.intechopen.com/state.item.id Y2 - 2022/11/17/13:34:44 ER - TY - JOUR TI - Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences AU - Shohel, M. Mahruf C. AU - Kirkwood, Adrian T2 - Learning, Media and Technology AB - The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts. DA - 2012b PY - 2012b DO - 10.1080/17439884.2012.671177 DP - Taylor and Francis+NEJM VL - 37 IS - 4 SN - 1743-9884 ST - Using technology for enhancing teaching and learning in Bangladesh UR - https://doi.org/10.1080/17439884.2012.671177 Y2 - 2019/11/05/16:14:26 KW - Bangladesh KW - THEME: Curriculum and resources KW - THEME: Open systems KW - THEME: Teacher Professional Development KW - _Source:Intuitive KW - teachers’ professional development KW - teaching and learning KW - technology KW - technology-poor contexts KW - the ER - TY - JOUR TI - Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences AU - Shohel, M. Mahruf C. AU - Kirkwood, Adrian T2 - Learning, Media and Technology AB - The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts. DA - 2012b PY - 2012b DO - 10.1080/17439884.2012.671177 DP - Taylor and Francis+NEJM VL - 37 IS - 4 SN - 1743-9884 ST - Using technology for enhancing teaching and learning in Bangladesh UR - https://doi.org/10.1080/17439884.2012.671177 Y2 - 2019/11/05/16:14:26 KW - Bangladesh KW - THEME: Curriculum and resources KW - THEME: Open systems KW - THEME: Teacher Professional Development KW - _Source:Intuitive KW - teachers’ professional development KW - teaching and learning KW - technology KW - technology-poor contexts KW - the ER - TY - JOUR TI - Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences AU - Shohel, M. Mahruf C. AU - Kirkwood, Adrian T2 - Learning, Media and Technology AB - The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts. DA - 2012/12/01/ PY - 2012 DO - 10.1080/17439884.2012.671177 DP - Taylor and Francis+NEJM VL - 37 IS - 4 SP - 414 EP - 428 SN - 1743-9884 ST - Using technology for enhancing teaching and learning in Bangladesh UR - https://doi.org/10.1080/17439884.2012.671177 Y2 - 2019/11/05/16:14:26 KW - Bangladesh KW - THEME: Curriculum and resources KW - THEME: Open systems KW - THEME: Teacher Professional Development KW - _Source:Intuitive KW - teachers’ professional development KW - teaching and learning KW - technology KW - technology-poor contexts KW - the ER - TY - JOUR TI - School-based teachers’ professional development through technology-enhanced learning in Bangladesh AU - Shohel, M. Mahruf C. AU - Banks, Frank T2 - Teacher Development AB - To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers’ teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology-enhanced support systems impact on classroom practice and help teachers’ professional development. Using the case of a pre-pilot intervention in the Underprivileged Children’s Educational Programs schools, it explores the teachers’ professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers’ professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context. DA - 2012/02/01/ PY - 2012 DO - 10.1080/13664530.2012.668103 DP - Taylor and Francis+NEJM VL - 16 IS - 1 SP - 25 EP - 42 SN - 1366-4530 UR - https://doi.org/10.1080/13664530.2012.668103 Y2 - 2020/09/28/09:59:48 KW - AUDIOVISUAL education KW - BANGLADESH KW - Bangladesh KW - COMPUTER assisted instruction KW - ENGLISH language -- Study & teaching -- Foreign speakers KW - Education--Teaching Methods And Curriculum KW - Educational technology KW - LANGUAGE teachers KW - Learning KW - PROFESSIONAL education KW - Professional development KW - SECONDARY school teachers KW - TEACHER development KW - TEACHERS -- Attitudes KW - Teacher education KW - UCEP-Bangladesh KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099954 KW - ___working_potential_duplicate KW - hand-held device KW - school-based KW - teachers' professional development KW - teachers’ professional development KW - technology-enhanced learning ER - TY - RPRT TI - Check my school: A case study on citizen's monitoring of the education sector in the Philippines AU - Shkabatur, Jennifer CY - Washington D.C. DA - 2012/// PY - 2012 PB - World Bank Group UR - https://openknowledge.worldbank.org/bitstream/handle/10986/23031/Check0my0schoo0r0in0the0Philippines.pdf?sequence=1&isAllowed=y ER - TY - CONF TI - Guessing or solving? Exploring the use of motion features from educational game logs AU - Shin, Hyunjin AU - Kim, Bugeun AU - Gweon, Gahgene T3 - CHI EA '20 AB - A learner's guessing behavior while playing educational games can be a key indicator of her disengagement that impacts learning negatively. To distinguish a learner's guessing behavior from solution behavior, we present an explorative study of using motion features, which represent a learner's finger movements on a tablet screen. Our data was collected from the Missing Number game of KitKit School, a tablet-based math game designed for children from pre-K to grade 2 in elementary school. A total of 5,040 problem solving logs, which were collected from 168 students, were analyzed. A two-sample t-test showed a significant difference between guessing and solution behavior for four groups of motion features that indicate distance, curvedness, complexity, and pause (p<0.001). Additionally, our empirical results showed the possibility of using motion features in automatic detection of guessing behavior. Our best model yielded an accuracy of 0.778 and AUC value of 0.851 by using the random forest classifier. C1 - New York, NY, USA C3 - Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems DA - 2020/// PY - 2020 DO - 10.1145/3334480.3383005 DP - ACM Digital Library SP - 1 EP - 8 PB - Association for Computing Machinery SN - 978-1-4503-6819-3 ST - Guessing or Solving? UR - https://doi.org/10.1145/3334480.3383005 Y2 - 2021/01/05/00:00:00 KW - educational game KW - guessing behavior KW - learning analytics KW - motion features KW - touch log ER - TY - JOUR TI - Significance of Radio and Television Learning Programmes on the Academic Achievement of Learners during COVID-19 Lockdown in Maiduguri, Borno State, Nigeria AU - Shettima, Y AU - Makinta, A W AU - Tomsu, S M T2 - International Journal of Innovative Information Systems & Technology Research AB - This study examines the significance of Radio and Television learning programmes on the academic achievement of learners during the COVID-19 lockdown in Maiduguri, Borno State, Nigeria. There are three research questions and one null hypothesis formulated for the study. Using Krejcie and Morgan (1970) statistical table, a population of 217 respondents were drawn from a sample size 500 as the sample for the study. The research questions were answered using percentages and the null hypothesis was tested using Chi-Square (X2) at 5% level of significance. The findings of research questions one show that, Radio and Television Learning programmes have significant impact on the academic achievement of learners (X2=16.43; P>0.05). Similarly, analysis of research question two shows that, learners have interest in listening or viewing on the Radio and Television learning programmes (X2=23.41; P>0.05). Furthermore, findings of research question three indicated that Radio and Television learning programmes were up to educational standard which are easily understood by the learners (X2=38.16; P>0.05). In conclusion, Radio and Television learning programmes have impacted positively on the academic achievement of learners in nursery, primary and secondary schools. These educational learning programmes may help in mitigating idleness and non-study of learners during the COVID-19 lockdown in the country. DA - 2020/// PY - 2020 DP - Zotero VL - 8 IS - 3 SP - 54 EP - 60 LA - en SN - 2467-8562 UR - https://seahipaj.org/journals-ci/sept-2020/IJIISTR/full/IJIISTR-S-6-2020.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - An integrated technology adoption and diffusion model AU - Sherry, Lorraine T2 - International Journal of Educational Telecommunications DA - 1998/// PY - 1998 DP - Google Scholar VL - 4 IS - 2 SP - 113 EP - 145 KW - ⛔ No DOI found ER - TY - MGZN TI - Reading with iPads–the difference makes a difference AU - Sheppard, Dale T2 - Education Today DA - 2011/// PY - 2011 VL - 11 IS - 3 SP - 12 EP - 15 ER - TY - JOUR TI - Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms AU - Shepler, Susan AU - Williams, James H. T2 - Comparative Education AB - Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives. DA - 2017/07/03/ PY - 2017 DO - 10.1080/03050068.2017.1338641 DP - Taylor and Francis+NEJM VL - 53 IS - 3 SP - 418 EP - 441 SN - 0305-0068 UR - https://doi.org/10.1080/03050068.2017.1338641 Y2 - 2020/12/15/19:19:16 KW - Education KW - Liberia KW - Sierra Leone KW - teachers KW - teaching about conflict KW - transitional justice ER - TY - JOUR TI - What curriculum? Which methods? A cluster randomized controlled trial of social and financial education in Rwanda AU - Shephard, Daniel D. AU - Kaneza, Yves V. AU - Moclair, Paul T2 - Children and youth services review DA - 2017/// PY - 2017 DO - 10.1016/j.childyouth.2017.09.011 DP - Google Scholar VL - 82 SP - 310 EP - 320 ST - What curriculum? ER - TY - JOUR TI - A comprehensive analysis of personalized learning components AU - Shemshack, Atikah AU - Kinshuk AU - Spector, Jonathan T2 - Journal of Computers in Education AB - Personalized learning is a learning approach that aims to personalize the learning experience according to the unique needs, goals, and skills of individuals which can be achieved by using current instructional technology that provides unique learning experiences in different learning environments. Technology is the main component that will enable and enrich personalized learning experience; however, even though technology is available to personalize the learning experience, there is still a lack of unified agreement on what components need to be considered for a dynamic personalized learning approach that is to be able to provide a unique and effective learning experience to each learner. To address this need, this study aims to analyze and synthesize different personalized learning approaches that consider different learning components, so that we have an evolving agreement on personalized learning models and approaches. The findings of this research identified the following main components: learner profiles and attitudes, previous knowledge and beliefs, personalized adaptive learning paths, and flexible self-paced learning environments that are generated by learning analytics. These prominent characteristics imply that a personalized learning environment (PLE) would need to be dynamic to maintain a current record of learner interests and attitudes, past experiences and performance, and activities and interactions likely to match a particular learner and learning goal. DA - 2021/04/01/ PY - 2021 DO - 10.1007/s40692-021-00188-7 DP - ResearchGate VL - 8 SP - 485 EP - 503 J2 - Journal of Computers in Education ER - TY - JOUR TI - Transcultural adaptation and psychometric properties of the International Development and Early Learning Assessment (IDELA) in Brazilian pre-school children AU - Shavitt, Ilana AU - Ayres de Araujo Scatollin, Monica AU - Suzart Ungaretti Rossi, Adriana AU - Pacífico Mercadante, Mariana AU - Gamez, Luciano AU - Resegue, Rosa Miranda AU - Pisani, Lauren AU - do Rosário, Maria Conceição T2 - International Journal of Educational Research Open AB - Early childhood is a sensitive period for development, and it is important to use psychometrically sound instruments to assess the child's developmental abilities. The International Development and Early Learning Assessment (IDELA) represents an innovative, feasible and low-cost assessment tool for preschool children that evaluates motor development, pre-numeracy, pre-literacy, and socioemotional development. These areas of development represent “key” skills for early development and school readiness. The objectives of this study were to translate the IDELA to Brazilian Portuguese, to conduct its cultural adaptation to the Brazilian population, to analyze its content validity, to assess its inter-rater reliability, to analyze the internal consistency of its sub-domains and to investigate associations between the child's IDELA scores and sociodemographic characteristics of the family. This was a descriptive, cross-sectional study, in which a sample of 565 preschool children were assessed with the IDELA in the city of Embu das Artes, São Paulo. Results indicated that the IDELA was successfully translated and culturally adapted to the Brazilian population, presenting adequate content validity, good internal consistency of its sub-domains and very high inter-rater reliability. Among the evaluated children, the girls' mean scores were higher than the boys' mean scores; 5-year-old children had higher scores than 4-year-old children; a positive correlation was observed between maternal education and the children's mean scores in the total IDELA, the pre-mathematics and the socioemotional subdomains. In conclusion, the Brazilian version of the IDELA proved to be feasible, adequate and reliable to assess early childhood development and school readiness of preschool age children in Brazil. Future studies could use the IDELA to provide relevant data about the children's development and school readiness in other Brazilian regions that will be useful in the planning of public health and education policies to improve children's integral development and their academic achievement. DA - 2022/01/01/ PY - 2022 DO - 10.1016/j.ijedro.2022.100138 DP - ScienceDirect VL - 3 SP - 1 EP - 8 J2 - International Journal of Educational Research Open LA - en SN - 2666-3740 UR - https://www.sciencedirect.com/science/article/pii/S2666374022000176 Y2 - 2022/12/05/13:18:30 KW - Assessment KW - Cultural adaptation KW - Early childhood development KW - Inter-rater reliability KW - Preschool age children KW - Translation ER - TY - CHAP TI - A theory of learning for the mobile age AU - Sharples, Mike AU - Taylor, Josie AU - Vavoula, Giasemi T2 - Medienbildung in neuen Kulturräumen DA - 2010/// PY - 2010 SP - 87 EP - 99 PB - Springer ER - TY - JOUR TI - Computer-Aided Learning and Mentoring for Improvement of Teaching Quality: An Assessment of BRAC Interventions AU - Sharmin, Nazia AU - Roy, Goutam T2 - SSRN Electronic Journal AB - Methods and materials 3 Research area and sampling 3 Variables 4 Data collection techniques and tools 4 Field operation 4 Ethical consideration 4 Data management and analysis 4 Results 5 Computer-aided learning (CAL) 5 Mentoring 10 Conclusion DA - 2011/// PY - 2011 DO - 10.2139/ssrn.2923676 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Computer-Aided Learning and Mentoring for Improvement of Teaching Quality UR - https://www.ssrn.com/abstract=2923676 Y2 - 2021/06/10/18:03:17 ER - TY - JOUR TI - The Role Played by Parents in the Abrupt Transition to Online Education During the Covid-19 Pandemic AU - Sharmacharya, Ratan DA - 2021/// PY - 2021 DP - Google Scholar KW - ⛔ No DOI found ER - TY - JOUR TI - Civil society and right to information: a perspective on India’s experience AU - Sharma, P T2 - Eldis DA - 2004/// PY - 2004 UR - https://www.eldis.org/document/A41898 Y2 - 2022/06/20/23:04:16 KW - ⛔ No DOI found ER - TY - RPRT TI - Education through ICT Initiatives during the pandemic in India AU - Sharma, Anchal DA - 2021/// PY - 2021 LA - en M3 - Working Paper PB - Center for Sustainable Development, Columbia University SN - 42 UR - http://hdl.handle.net/10419/249831 ER - TY - BLOG TI - How can real-time performance data lead to better education outcomes? AU - Sharma, Aarushi AU - Gustafsson-Wright, Emily AU - Osbourne, Sarah T2 - Brookings DA - 2021/05/06/T20:52:26+00:00 PY - 2021 LA - en-US UR - https://www.brookings.edu/blog/education-plus-development/2021/05/06/how-can-real-time-performance-data-lead-to-better-education-outcomes/ Y2 - 2022/09/29/11:35:41 ER - TY - ELEC TI - This BRCK Will Revolutionize Education In Africa AU - Shapshak, Toby T2 - Forbes AB - In a scene not unlike classrooms around the world, the faces of 40 children glow from the light of their tablets as their teacher leads them through the morning's lesson. Except this happened yesterday inside a converted shipping container in a low-income area of Kenya, in a country where the price [...] DA - 2015/09/22/ PY - 2015 LA - en UR - https://www.forbes.com/sites/tobyshapshak/2015/09/22/this-brck-will-revolutionize-education-in-africa/ Y2 - 2020/08/26/17:46:03 ER - TY - JOUR TI - Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement AU - Shapley, Kelly S. AU - Sheehan, Daniel AU - Maloney, Catherine AU - Caranikas-Walker, Fanny T2 - The Journal of Technology, Learning and Assessment AB - In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement. DA - 2010/03/01/ PY - 2010 DP - napoleon.bc.edu VL - 9 IS - 4 SN - 1540-2525 UR - http://napoleon.bc.edu/ojs/index.php/jtla/article/view/1609 Y2 - 2015/05/01/17:59:11 KW - ⛔ No DOI found ER - TY - RPRT TI - Highlights/Breakdown of the 2020 Approved Budget AU - Shamsuna Ahmed, Zainab DA - 2019/// PY - 2019 ER - TY - JOUR TI - E-Learning in Bangladesh: A Study of Teachers’ Behavioral Orientation and Affective Alignment in the Post-New Normal AU - Shamim Miah, A.S.M AU - Rasel Kabir, Md AU - Sultana, Sarmin T2 - Contemporary Research in Education and English Language Teaching AB - This study explores the teachers’ behavioral and affective orientation to e-learning that is in practice at all the levels of education in Bangladesh i.e. primary school, secondary school, higher secondary school, college, and university. By investigating the reasons for such disarray, it proposes solutions to overcome them. It acquired its data through online surveys followed by quantitative analysis through descriptive inferential analogies of the logarithmically represented findings. The result of the study documents that teachers’ preparation, technological know-how and adaptation to the e-learning platforms, their methods of teaching, measurement of outcomes, and mapping of curricula suggest that e-learning in Bangladesh is vitiated due to the diffusion in the teaching staff demographics and diluted apprehension of the e-learning. The paper’s primary findings show that Bangladesh’s progress from Education 1.0 to Education 3.0 is more affective and behavioral than cognitive in the implementation; wherein, the very concept of e-learning is diluted or spun around the idea of education via some usage of technology only, more specifically web conference applications which is indicative of Education 2.0 practices. There is no distinction made that separates online learning from e-learning, e-learning from distance and distance from blended learning, etc. in the current environment. DA - 2020/// PY - 2020 DO - 10.33094/26410230.2020.21.16.35 DP - DOI.org (Crossref) VL - 2 IS - 1 SP - 16 EP - 35 J2 - Contemporary Research in Education and English Language Teaching LA - en SN - 26410230 ST - E-Learning in Bangladesh UR - http://learning-gate.com/index.php/2641-0230/article/view/79 Y2 - 2021/05/19/17:53:51 ER - TY - JOUR TI - Integrating technology into mother-tongue education: Examples from Hebrew AU - Shalom, Tsila AU - Nir-Sagiv, Bracha T2 - L1-Educational Studies in Language and Literature AB - This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer. The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums. The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses. DA - 2007/07/08/ PY - 2007 DO - 10.17239/L1ESLL-2007.07.02.03 DP - l1research.org VL - 7 SP - 121 EP - 140 LA - en SN - 1573-1731 ST - Integrating technology into mother-tongue education UR - https://l1research.org/article/view/237 Y2 - 2022/04/06/16:14:36 KW - technology ER - TY - BLOG TI - Comparative Analysis of Personal Data Protection Bill 2020 with Laws and Bills in the EU, UK, India, and Malaysia AU - Shahani, Shumaila Hussain AB - Overview of the Comparative Analysis By Shumaila Hussain Shahani The draft Personal Data Protection Bill, 2020 was made available by the Ministry of Information Technology and Telecommunication (MoITT) on its website on April 9, 2020. This analysis compares the draft Personal Data Protection Bill 2020 to the General Data Protection Regulation (GDPR) (from which the … DA - 2020/05/28/T10:38:32+00:00 PY - 2020 LA - en-US UR - https://bolobhi.org/comparative-analysis-of-personal-data-protection-bill-2020-with-laws-and-bills-in-the-eu-uk-india-malaysia/ Y2 - 2022/06/14/20:57:26 ER - TY - RPRT TI - How to integrate Value for Money assessments within the External Evaluations of the GEC AU - Shah, Valsa DA - 2021/08// PY - 2021 DP - Zotero LA - en M3 - Guidance note PB - Foreign, Commonwealth & Development Office ER - TY - CONF TI - ClassRoute: An English to Punjabi Educational Video Translation Pipeline for Supporting Punjabi Mother-Tongue Education AU - Shaghaghi, Navid AU - Ghosh, Smita AU - Kapoor, Raghav T2 - 2021 IEEE Global Humanitarian Technology Conference (GHTC) AB - Information Communication Technology (ICT) permeates almost every aspect of our daily lives and has become one of the most important priorities for formal and informal education. However, many people particularly those in least developed countries, are unable to reap the benefits due to lack of access to ICT but also due to lack of access to quality educational material. Additionally, in Punjab India, due to a shortage of resources and lack of infrastructure, the education system suffers from massive gaps including high student to teacher ratios, shortage of qualified teachers, and poor teacher training programs. This all has also been further exacerbated due to the COVID19 Pandemic as schools shut down globally and all teaching/learning activities moved online where possible or were canceled otherwise. In an effort to help relieve some of the burden on the Punjabi education system, and motivated by the proven efficiency of mother-tongue based education as well as the importance of visual-based learning, this paper introduces a pipeline for translating English educational videos into Punjabi equivalents which seeks to go beyond simple translation and in future iterations take into consideration the cultural needs of the learners in order to better connect them with the topics being taught. This pipeline is among a series of under construction pipelines aimed at translating English educational videos into other languages, dubbed as ClassRoute. C3 - 2021 IEEE Global Humanitarian Technology Conference (GHTC) DA - 2021/10// PY - 2021 DO - 10.1109/GHTC53159.2021.9612485 DP - IEEE Xplore SP - 342 EP - 348 ST - ClassRoute KW - Bridging the Digital Divide KW - Education KW - Education Technology (EdTech) KW - Humanitarian Information Communications Technology (ICT) KW - Language Translation KW - Natural Language Processing (NLP) KW - Pandemics KW - Pipelines KW - Quality Education KW - Semantics KW - Tongue KW - Tools KW - Training ER - TY - RPRT TI - Realising Affordable Internet in Bangladesh: A Case Study AU - Shadrach, B. DA - 2016/06// PY - 2016 PB - Alliance for Affordable Internet A4AI UR - https://a4ai.org/research/case-study-realising-affordable-internet-in-bangladesh/ ER - TY - BOOK TI - Experimental and quasi-experimental designs for generalized causal inference AU - Shadish, William R AU - Cook, Thomas D AU - Campbell, Donald T DA - 2002/// PY - 2002 PB - Houghton, Mifflin and Company SN - 0-395-61556-9 ER - TY - BOOK TI - Documentation of educational research in Pakistan, 1947-1995: an annotated bibliography AU - Shabab, M. H CY - Islamabad DA - 1995/// PY - 1995 DP - Open WorldCat LA - English PB - Academy of Educational Planning and Management SN - 978-969-444-104-7 UR - https://www.worldcat.org/title/documentation-of-educational-research-in-pakistan-1947-1995-an-annotated-bibliography/oclc/37129977 ER - TY - ELEC TI - Educación en pausa AU - Seusan, Laura Andreea AU - Maradiegue, Rocío AB - Una generación de niños y niñas en América Latina y el Caribe está perdiendo la escolarización debido al COVID-19 DA - 2021/// PY - 2021 LA - es UR - https://www.unicef.org/lac/informes/educacion-en-pausa Y2 - 2022/04/19/09:59:20 ER - TY - ELEC TI - Sisimpur | Sesame Workshop AU - Sesame Workshop DA - 2020/// PY - 2020 UR - https://www.sesameworkshop.org/what-we-do/shows/sisimpur Y2 - 2020/06/09/11:35:11 ER - TY - JOUR TI - How the study of cognitive growth can benefit from a cultural lens AU - Serpell, Robert T2 - Perspectives on Psychological Science DA - 2017/// PY - 2017 DO - 10.1177/1745691617704419 DP - Google Scholar VL - 12 IS - 5 SP - 889 EP - 899 ER - TY - JOUR TI - Innovation in education: what works, what doesn’t, and what to do about it? AU - Serdyukov, Peter T2 - Journal of Research in Innovative Teaching & Learning AB - Purpose The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. Design/methodology/approach The paper is based on a literature survey and author research. Findings US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning. Practical implications Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education. Social implications Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society. Originality/value Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education. DA - 2017/01/01/ PY - 2017 DO - 10.1108/JRIT-10-2016-0007 DP - Emerald Insight VL - 10 IS - 1 SP - 4 EP - 33 SN - 2397-7604 ST - Innovation in education UR - https://doi.org/10.1108/JRIT-10-2016-0007 Y2 - 2021/02/26/07:16:01 KW - Educational technology KW - Implementation KW - Innovation KW - Time efficiency ER - TY - ELEC TI - Introduction to Systematic Reviews AU - Serbic, Danijela DA - 2019/// PY - 2019 Y2 - 2019/12/11/13:55:27 ER - TY - RPRT TI - The information society and ICT sector development project in Tanzania AU - Seppälä, Teemu DA - 2016/// PY - 2016 DP - Zotero SP - 7 LA - en PB - TANZICT ER - TY - RPRT TI - Do School Electrification and Provision of Digital Media Deliver Educational Benefits? First-year Evidence from 164 Tanzanian Secondary Schools AU - Seo, Hee Kwon DA - 2017/09// PY - 2017 DP - Zotero SP - 44 LA - en PB - University of Chicago SN - E-40308-TZA-2 ER - TY - ELEC TI - COMPRÉHENSION ÉCRITE... EN ROUTE VERS LE C1+ AU - Senprof Education UR - https://senprof.education.sn/MIEUX%20ENSEIGNER%20EN%20FRAN%C3%87AIS/Compr%C3%A9hension%20%C3%A9crire%20vers%20le%20C1/ ER - TY - ELEC TI - Ressources Numeriques AU - Senprof Education UR - https://senprof.education.sn/ Y2 - 2020/06/22/14:40:08 ER - TY - JOUR TI - Contract Type and Teacher Absenteeism in Benin: The Role of Teacher’s Supplemental Income AU - Senou, Barthelemy Mahugnon AB - Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers. DA - 2021/07/15/ PY - 2021 DP - publication.aercafricalibrary.org LA - en ST - Contract Type and Teacher Absenteeism in Benin UR - http://publication.aercafricalibrary.org/handle/123456789/2216 Y2 - 2022/01/05/22:08:06 KW - C:Benin KW - ⛔ No DOI found ER - TY - JOUR TI - Assistive technology for students with visual disability in schools for the blind in Delhi AU - Senjam, Suraj Singh AU - Foster, Allen AU - Bascaran, Covadonga AU - Vashist, Praveen AU - Gupta, Vivek T2 - Disability and Rehabilitation: Assistive Technology AB - Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8%. Of the total, 27.6% students had best corrected visual acuity <6/18 to 1/60, and the rest had <1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98%), Braille slate and stylus (99.2%), handheld audio recorders (77.6%) and screen readers (77.2%). Good awareness was reported for abacus (88.8%), walking long canes (94.4%) and smart cane (89.6%), audible balls (96%), Braille chess (82.8%) and talking watch (98%). Among the students with <6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8% (typoscope) to 43.6% (video magnifiers). Braille technology was used for reading by 96.4% (books) and for writing by 96.8% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55% (screen readers). The use of math and science learning devices was poor (<20%). Walking canes were used by 59% of students whereas 87.2% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living. DA - 2020/// PY - 2020 DO - 10.1080/17483107.2019.1604829 DP - Taylor and Francis+NEJM VL - 15 IS - 6 SP - 663 EP - 669 SN - 1748-3107 UR - https://doi.org/10.1080/17483107.2019.1604829 Y2 - 2021/03/04/13:48:47 KW - Assistive technology KW - awareness KW - blind schools KW - utilization KW - visual disability ER - TY - BLOG TI - Reimagining Education for Continuous Learning and Teaching AU - Sengeh, Hon Minister David Moinina AU - Team, MBSSE Delivery AU - Team, Hon Minister David Moinina Sengeh and MBSSE Delivery T2 - EdTech Hub AB - EdTech Hub has partnered with the Ministry of Basic and Senior Secondary Education in Sierra Leone to increase the use of evidence in decisions around EdTech. Click to read more. DA - 2021/09/14/T14:08:21+00:00 PY - 2021 LA - en-US UR - https://edtechhub.org/2021/09/14/edtech-in-sierra-leone-reimagining-education-for-continuous-learning-and-teaching/ Y2 - 2022/09/07/16:40:59 ER - TY - BLOG TI - Transforming education service delivery in Sierra Leone: from evidence to action AU - Sengeh, David Moinina AU - May-Wilson, Hannah T2 - Global Partnership for Education AB - Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes. DA - 2020/// PY - 2020 LA - en ST - Transforming education service delivery in Sierra Leone UR - https://www.globalpartnership.org/blog/transforming-education-service-delivery-sierra-leone-evidence-action Y2 - 2020/12/17/09:58:23 ER - TY - BLOG TI - Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education AU - Sengeh, David Moinina AB - As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone. DA - 2020/11// PY - 2020 LA - en ST - Education service transformation in Sierra Leone UR - https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people Y2 - 2020/12/16/15:57:20 ER - TY - ELEC TI - Education service transformation in Sierra Leone: Where policy meets the people AU - Sengeh, David DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people ER - TY - JOUR TI - Systems thinking AU - Senge, Peter T2 - Executive Excellence DA - 1996/// PY - 1996 DP - Google Scholar VL - 13 IS - 1 SP - 15 EP - 16 KW - ⛔ No DOI found ER - TY - RPRT TI - Localización de la demanda insatisfecha de instituciones educativas. Una propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en Argentina AU - Sendón, María Alejandra DA - 2022/// PY - 2022 DP - Zotero SP - 12 LA - es ER - TY - JOUR TI - Affordability and cost-effectiveness: decision-making on the cost-effectiveness plane AU - Sendi, P. P. AU - Briggs, A. H. T2 - Health Economics AB - Much recent research interest has focused on handling uncertainty in cost-effectiveness analysis and in particular the calculation of confidence intervals for incremental cost-effectiveness ratios (ICERs). Problems of interpretation when ICERs are negative have led to two important and related developments: the use of the net-benefit statistic and the presentation of uncertainty in cost-effectiveness analysis using acceptability curves. However, neither of these developments directly addresses the problem that decision-makers are constrained by a fixed-budget and may not be able to fund new, more expensive interventions, even if they have been shown to represent good value for money. In response to this limitation, the authors introduce the affordability curve which reflects the probability that a programme is affordable for a wide range of threshold budgets. The authors argue that the joint probability an intervention is affordable and cost-effective is more useful for decision-making since it captures both dimensions of the decision problem faced by those responsible for health service budgets. DA - 2001/10// PY - 2001 DO - 10.1002/hec.639 DP - eprints.gla.ac.uk VL - 10 IS - 7 SP - 675 EP - 680 LA - en-GB SN - 1057-9230 ST - Affordability and cost-effectiveness UR - http://dx.doi.org/10.1002/hec.639 Y2 - 2022/03/29/08:55:45 ER - TY - BOOK TI - The Politics of Inclusive Development AU - Sen, Kunan AU - Bukenya, Badru AU - Hickey, Sam CY - Oxford DA - 2014/// PY - 2014 PB - Oxford University Press UR - https://global.oup.com/academic/product/the-politics-of-inclusive-development-9780198722564?cc=gb&lang=en& Y2 - 2022/10/03/09:11:57 ER - TY - BOOK TI - Development as Freedom AU - Sen, Amartya AB - In Development as Freedom Amartya Sen explains how in a world of unprecedented increase in overall opulence millions of people living in the Third World are still unfree. Even if they are not technically slaves, they are denied elementary freedoms and remain imprisoned in one way or another by economic poverty, social deprivation, political tyranny or cultural authoritarianism. The main purpose of development is to spread freedom and its 'thousand charms' to the unfree citizens. Freedom, Sen persuasively argues, is at once the ultimate goal of social and economic arrangements and the most efficient means of realizing general welfare. Social institutions like markets, political parties, legislatures, the judiciary, and the media contribute to development by enhancing individual freedom and are in turn sustained by social values. Values, institutions, development, and freedom are all closely interrelated, and Sen links them together in an elegant analytical framework. By asking 'What is the relation between our collective economic wealth and our individual ability to live as we would like?' and by incorporating individual freedom as a social commitment into his analysis Sen allows economics once again, as it did in the time of Adam Smith, to address the social basis of individual well-being and freedom. DA - 2001/01/18/ PY - 2001 DP - Google Books SP - 394 LA - en PB - OUP Oxford SN - 978-0-19-289330-7 KW - Business & Economics / Economics / General KW - Political Science / General ER - TY - CONF TI - “Virtual Nagging”: Comprehension-based external regulation and success support for online learners AU - Semingson, Peggy AU - Owens, Dana AU - Kerns, William AB - Recent research and literature champions the power of nudge emails to coax students to make positive choices for their learning (Cavanagh & Eastham, 2019). This roundtable session and paper n expands on this concept more broadly and provides a comprehensive overview on the literature of external regulation for helping online learners to stay organized, focused, motivated, and “on top of” readings and assignments within an online course. As literacy teacher educators, we encourage the use of comprehension-focused overviews to help students fully understand the scope of tasks at the course level and the module level. Due to the challenging nature of distance and the need to stay on track with the pace of distance learning, instructors need to be able to communicate and support students in a variety of ways using language-based virtual outreach. We deem this as “virtual nagging” due to our experiences with virtual communications outreach in an all online master’s level literacy teacher education program. We provide key C3 - SITE 2020 DA - 2020/// PY - 2020 SP - 2096 EP - 2100 KW - Distance/Flexible Education KW - Instructional Design KW - ⛔ No DOI found ER - TY - JOUR TI - Data entry: towards the critical study of digital data and education AU - Selwyn, Neil T2 - Learning, Media & Technology AB - The generation and processing of data through digital technologies is an integral element of contemporary society, as reflected in recent debates over online data privacy, ‘Big Data’ and the rise of data mining and analytics in business, science and government. This paper outlines the significance of digital data within education, arguing for increased interest in the topic from educational researchers. Building on themes from the emerging sub-field of ‘digital sociology’, the paper outlines a number of ways in which digital data in education could be questioned along social lines. These include issues of data inequalities, the role of data in managerialist modes of organisation and control, the rise of so-called ‘dataveillance' and the reductionist nature of data-based representation. The paper concludes with a set of suggestions for future research and discussion, thus outlining the beginnings of a framework for the future critical study of digital data and education. DA - 2015b PY - 2015b DO - 10.1080/17439884.2014.921628 DP - ResearchGate VL - 40 IS - 1 SP - 64 EP - 82 J2 - Learning ST - Data entry ER - TY - BOOK TI - Defining the Digital Divide: Developing a Theoretical Understanding of Inequalities in the Information Age AU - Selwyn, Neil CY - Cardiff DA - 2002/03/21/ PY - 2002 DP - Amazon SP - 60 LA - English PB - Cardiff University School of Social Sciences SN - 978-1-872330-96-9 ST - Defining the Digital Divide ER - TY - JOUR TI - Digital degrowth: toward radically sustainable education technology AU - Selwyn, Neil T2 - Learning, Media and Technology AB - This paper outlines how ideas of ‘degrowth’ might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of ‘radically sustainable computing’. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines. DA - 2023/// PY - 2023 DO - 10.1080/17439884.2022.2159978 DP - Taylor and Francis+NEJM IS - 0 SP - 1 EP - 14 SN - 1743-9884 ST - Digital degrowth UR - https://doi.org/10.1080/17439884.2022.2159978 Y2 - 2023/11/06/17:33:13 KW - Degrowth KW - Illich KW - digital KW - education KW - sustainability ER - TY - BLOG TI - E-waste and planned obsolescence AU - Selwyn, Neil T2 - Critical Studies of EDUCATION & TECHNOLOGY AB - Notes from Guardian report (15.04.20) by John Harris on e-waste and planned obsolescence ** There is a pressing need to talk about educational technology in terms of the disposal – rather than adop… DA - 2021/07/31/T20:56:24+00:00 PY - 2021 LA - en UR - https://criticaledtech.com/2021/08/01/e-waste-and-planned-obsolescence/ Y2 - 2022/04/12/15:04:27 ER - TY - JOUR TI - Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis AU - Selwyn, Neil T2 - E-Learning and Digital Media AB - Despite climate heating and rising ecological instability, environmental issues feature rarely in discussions of educational technology. Most commentators presume the continued unfettered use of digital education resources bolstered by occasional claims that emerging technologies might support the ?greening? of school and university provision. In contrast to such business-as-usual complacency, this article anticipates ongoing environmental degradation of the planet as radically upending the continued expansion of digital technologies in education. On the one hand, depletion of natural resources and energy curtailments might put paid to established ?abundant? forms of digital technology use. On the other hand, more frequent climate-related disasters might necessitate emergency forms of education for displaced and unsettled populations. As such, the article argues for a new paradigm of educational technology that is both wholly sustainable and targeted towards displaced and disadvantaged populations. The article considers a number of ways that such an ?Ed-Tech Within Limits? might be pursued ? outlining fundamental shifts in thinking necessary to reorient educational technology along environmentally concerned lines. DA - 2021/09/01/ PY - 2021 DO - 10.1177/20427530211022951 DP - SAGE Journals VL - 18 IS - 5 SP - 496 EP - 510 LA - en SN - 2042-7530 ST - Ed-Tech Within Limits UR - https://doi.org/10.1177/20427530211022951 Y2 - 2022/11/16/06:56:32 ER - TY - BOOK TI - Is Technology Good for Education? AU - Selwyn, Neil AB - Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether. CY - Cambridge DA - 2016/// PY - 2016 SP - 80 LA - en PB - Polity Press SN - 978-0-7456-9650-8 KW - Social Science / Popular Culture KW - Social Science / Sociology / General KW - ___working_potential_duplicate KW - auto_merged ER - TY - JOUR TI - Minding our language: why education and technology is full of bull**** … and what might be done about it AU - Selwyn, Neil T2 - Learning, Media and Technology DA - 2016/07/02/ PY - 2016 DO - 10.1080/17439884.2015.1012523 DP - Taylor and Francis+NEJM VL - 41 IS - 3 SP - 437 EP - 443 SN - 1743-9884 ST - Minding our language UR - https://www.semanticscholar.org/paper/Minding-our-language%3A-why-education-and-technology-Selwyn/a0a187c5de0e7246d58df95e8e9c6f779a5566e3 Y2 - 2019/09/20/13:22:37 KW - ___working_potential_duplicate ER - TY - JOUR TI - Minding our language: why education and technology is full of bullshit … and what might be done about it AU - Selwyn, Neil T2 - Learning, Media and Technology DA - 2016/07/02/ PY - 2016 DO - 10.1080/17439884.2015.1012523 DP - Taylor and Francis+NEJM VL - 41 IS - 3 SP - 437 EP - 443 SN - 1743-9884 ST - Minding our language UR - https://doi.org/10.1080/17439884.2015.1012523 Y2 - 2019/09/20/13:22:37 KW - ___working_potential_duplicate ER - TY - CHAP TI - Technology and education – Why it's crucial to be critical AU - Selwyn, Neil T2 - Critical Perspectives on Technology and Education A2 - Bulfin, S. A2 - Johnson, N.F. A2 - Rowan, L. CY - Basingstoke and St. Martins, New York DA - 2015/// PY - 2015 SP - 245 EP - 255 PB - Palgrave Macmillan UR - https://www.academia.edu/7771394/Technology_and_education_-_why_its_crucial_to_be_critical ER - TY - JOUR TI - Ten suggestions for improving academic research in education and technology AU - Selwyn, Neil T2 - Learning, Media and Technology DA - 2012/09/01/ PY - 2012 DO - 10.1080/17439884.2012.680213 DP - Taylor and Francis+NEJM VL - 37 IS - 3 SP - 213 EP - 219 SN - 1743-9884 UR - https://doi.org/10.1080/17439884.2012.680213 Y2 - 2019/09/20/13:15:20 ER - TY - RPRT TI - Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice AU - Selwaness, Irene AU - Adam, Taskeen AU - Lawson, Laté AU - Heady, Lucy CN - 0096 DA - 2022/08/04/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/KQUDWCXC KW - _r:AddedByZotZen ER - TY - SLIDE TI - A Framework for Creating Short Forms of Internationally Used Direct Assessments T2 - GPRL/IPA Methods & Measurement meeting, Northwestern University, Evanston, IL. A2 - Seiden, Jonathan DA - 2021/// PY - 2021 ER - TY - JOUR TI - Does learning in mother tongue matter? Evidence from a natural experiment in Ethiopia AU - Seid, Yared T2 - Economics of Education Review DA - 2016/12// PY - 2016 DO - 10.1016/j.econedurev.2016.08.006 DP - DOI.org (Crossref) VL - 55 SP - 21 EP - 38 J2 - Economics of Education Review LA - en SN - 02727757 ST - Does learning in mother tongue matter? UR - https://linkinghub.elsevier.com/retrieve/pii/S027277571530282X Y2 - 2022/06/08/11:30:34 ER - TY - JOUR TI - Mother-tongue Instruction and Later Labor Market Outcomes: Evidence from a Natural Experiment in Ethiopia AU - Seid, Yared T2 - Applied Economics AB - This paper offers empirical evidence on the effect of mother-tongue instruction in primary school on students’ later labor market outcomes. Moreover, it explores whether the effect varies by the duration of exposure to mother-tongue instruction. Since Ethiopia has adopted mother-tongue instruction after the 1994 Ethiopian education reform, many students who have attended primary school after 1994 are exposed to mother tongue instruction, resulting in a variation in exposure to mother-tongue instruction by birth cohort. In Amhara state, Amharic is adopted as medium of instruction both before and after the education reform. This is in contrast to other states in Ethiopia that have changed the medium of instruction in primary school following the education reform. Among students who have been exposed to mother-tongue instruction following the education reform, however, the duration of their exposure to mother-tongue instruction varies depending on the state in which they have attended primary school. This is because states in Ethiopia mandate students to transition from mother-tongue to English instruction either in grade 5, 7, or 9. Exploiting these two plausibly exogenous sources of variations (across states and birth cohorts) and using data from the 2013 Ethiopian Labor Force Survey, we estimate difference-in-differences model. Estimates from our preferred specifications suggest that mother-tongue instruction in primary school improves later labor market outcomes, but the size of its effect decreases with the number of years an individual was exposed to mother-tongue instruction in primary school. DA - 2022/// PY - 2022 DO - 10.1080/00036846.2022.2083067 LA - en ST - Mother-tongue Instruction and Later Labor Market Outcomes Y2 - 2022/06/11/08:06:49 ER - TY - JOUR TI - The impact of learning first in mother tongue: Evidence from a natural experiment in Ethiopia AU - Seid, Yared T2 - Applied Economics DA - 2019/02// PY - 2019 DO - 10.1080/00036846.2018.1497852 DP - DOI.org (Crossref) VL - 51 IS - 6 SP - 577 EP - 593 J2 - Applied Economics LA - en SN - 0003-6846, 1466-4283 ST - The impact of learning first in mother tongue UR - https://www.tandfonline.com/doi/full/10.1080/00036846.2018.1497852 Y2 - 2022/06/08/11:33:39 ER - TY - BLOG TI - Edtech Should Be More Evidence-Driven - EdSurge News AU - Segura, Fabio AU - Sommer, Simon T2 - EdSurge AB - The $300 billion global edtech industry is full of promise – but its non-empirical approach has prevented true success DA - 2022/06/03/ PY - 2022 LA - en UR - https://www.edsurge.com/news/2022-06-03-edtech-should-be-more-evidence-driven Y2 - 2022/09/09/11:31:27 ER - TY - JOUR TI - Developing an HIV/AIDS Education Curriculum for Takalani Sesame, South Africa's Sesame Street AU - Segal, Lauren AU - Cole, Charlotte Frances AU - Fuld, Janice T2 - Early Education and Development AB - The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them. DA - 2002/10/01/ PY - 2002 DO - 10.1207/s15566935eed1304_2 DP - Taylor and Francis+NEJM VL - 13 IS - 4 SP - 363 EP - 378 SN - 1040-9289 UR - https://doi.org/10.1207/s15566935eed1304_2 Y2 - 2020/03/25/13:34:50 ER - TY - JOUR TI - Forum Guide to Strategies for Education Data Collection and Reporting AU - SEDCR DA - 2021/// PY - 2021 DP - Zotero SP - 50 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Standards for Education Data Collection and Reporting AU - SEDCR DA - 1991/// PY - 1991 DP - Zotero SP - 145 LA - en ER - TY - ELEC TI - Sustainable Development Goal 4 (SDG 4) | Education within the 2030 Agenda for Sustainable Development AU - SDG-Education 2030 Steering Committee UR - https://sdg4education2030.org/the-goal Y2 - 2020/09/18/09:39:05 KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - Teacher CPD: International trends, opportunities and challenges AU - Scutt, Cat AU - Baeyer, Sarah DA - 2019/// PY - 2019 PB - Chartered College of Teaching UR - http://viscountnelson.net/wp/wp-content/uploads/2019/12/CCT-Publication-CPD-Report-.pdf#page=60 Y2 - 2020/08/19/15:52:18 KW - C:International ER - TY - GEN TI - Pupil Census 2021 AU - Scottish Government DA - 2021/// PY - 2021 UR - https://www.gov.scot/binaries/content/documents/govscot/publications/statistics/2019/07/pupil-census-supplementary-tables/documents/pupil-census-2021-supplementary-statistics/pupil-census-2021-supplementary-statistics/govscot%3Adocument/Pupils%2BCensus%2BSupplementary%2BStatistics%2B2021%2BV2.xlsxc Y2 - 2022/04/07/00:00:00 ER - TY - RPRT TI - Scottish Local Government Finance 'Green Book' 2022-23 AU - Scottish Government AB - Scottish Local Government Finance Settlement 2022-23: Funding Allocation Formula. DA - 2022/// PY - 2022 LA - en UR - http://www.gov.scot/publications/scottish-local-government-finance-green-book-2022-23/ Y2 - 2022/06/01/07:02:29 ER - TY - BOOK TI - The International Encyclopedia of Organizational Communication A3 - Scott, Craig R. A3 - Barker, James R. A3 - Kuhn, Timothy A3 - Keyton, Joann A3 - Turner, Paaige K. A3 - Lewis, Laurie K. DA - 2017/02/21/ PY - 2017 DP - DOI.org (Crossref) ET - 1 LA - en PB - Wiley SN - 978-1-118-95560-4 978-1-118-95556-7 UR - https://onlinelibrary.wiley.com/doi/book/10.1002/9781118955567 Y2 - 2021/01/05/13:09:00 ER - TY - BOOK TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, John AU - Dembélé, Martial CY - Paris DA - 2007/// PY - 2007 PB - UNESCO: International Institute for Educational Planning UR - https://unesdoc.unesco.org/ark:/48223/pf0000150261 KW - C:International KW - ___working_potential_duplicate ER - TY - JOUR TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, Jack AU - Dembelé, Martial T2 - UNESCO-IIEP AB - This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate DA - 2007/01// PY - 2007 LA - en ST - Global perspectives on teacher learning UR - https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice Y2 - 2020/09/15/17:56:48 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, Jack AU - Dembelé, Martial T2 - UNESCO-IIEP AB - This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate DA - 2007/01// PY - 2007 LA - en ST - Global perspectives on teacher learning UR - https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice Y2 - 2020/09/15/17:56:48 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Global Perspectives on Teacher Learning: improving policy and practice | Request PDF AU - Schwille, Jack AU - Dembelé, Martial T2 - UNESCO-IIEP AB - Request PDF | Global Perspectives on Teacher Learning: improving policy and practice | Incl. bibl. This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate DA - 2007/01// PY - 2007 LA - en ST - Global Perspectives on Teacher Learning UR - https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice Y2 - 2020/09/15/17:56:48 KW - ⛔ No DOI found ER - TY - RPRT TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, J. AU - Dembélé, M. T2 - Fundamentals of Educational Planning Series CY - Paris DA - 2007/// PY - 2007 PB - International Institute for Educational Planning ST - Global perspectives on teacher learning: improving policy and practice UR - https://unesdoc.unesco.org/ark:/48223/pf0000150261 KW - ___working_potential_duplicate ER - TY - RPRT TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, J. AU - Dembélé, M. T2 - Fundamentals of Educational Planning Series CY - Paris DA - 2007/// PY - 2007 PB - International Institute for Educational Planning ST - Global perspectives on teacher learning: improving policy and practice UR - https://unesdoc.unesco.org/ark:/48223/pf0000150261 KW - ___working_potential_duplicate ER - TY - JOUR TI - Learner-centred education in developing country contexts: From solution to problem? AU - Schweisfurth, Michele T2 - International Journal of Educational Development DA - 2011/// PY - 2011 DO - 10.1016/j.ijedudev.2011.03.005 VL - 31 SP - 425 EP - 432 LA - EN ER - TY - BOOK TI - Learner-centred education in international perspective: Whose pedagogy for whose development? AU - Schweisfurth, Michele AB - Is learner-centred education appropriate for all societies and classrooms? Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation. In the light of these debates, is LCE still a good development 'bet'? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one? The book is divided into three key parts: - Learner-centred Education as a Global Phenomenon - Learner-centred Education in Lower and Middle-income Countries - Lessons and Resolutions This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies. DA - 2013/// PY - 2013 DP - Google Books SP - 193 LA - en PB - Routledge SN - 978-0-415-60072-9 ST - Learner-centred Education in International Perspective KW - Education / General ER - TY - JOUR TI - Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning AU - Schweisfurth, Michele T2 - International Journal of Educational Development AB - Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend. DA - 2015/01/01/ PY - 2015 DO - 10.1016/j.ijedudev.2014.10.011 DP - ScienceDirect VL - 40 SP - 259 EP - 266 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Learner-centred pedagogy UR - http://www.sciencedirect.com/science/article/pii/S0738059314001084 Y2 - 2020/09/06/11:25:03 KW - Learner-centred education KW - Pedagogy KW - Post-2015 KW - ___working_potential_duplicate ER - TY - JOUR TI - Learner-centred pedagogy: towards a post-2015 agenda for teaching and learning AU - Schweisfurth, Michele T2 - International Journal of Educational Development AB - Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend. DA - 2015/01/01/ PY - 2015 DO - 10.1016/j.ijedudev.2014.10.011 DP - ScienceDirect VL - 40 SP - 259 EP - 266 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Learner-centred pedagogy UR - https://daneshyari.com/article/preview/6841325.pdf Y2 - 2020/09/06/11:25:03 KW - Learner-centred education KW - Pedagogy KW - Post-2015 KW - ___working_potential_duplicate ER - TY - JOUR TI - Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning AU - Schweisfurth, Michele T2 - International Journal of Educational Development AB - Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend. DA - 2015/01/01/ PY - 2015 DO - 10.1016/j.ijedudev.2014.10.011 DP - ScienceDirect VL - 40 SP - 259 EP - 266 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Learner-centred pedagogy UR - https://www.sciencedirect.com/science/article/pii/S0738059314001084 Y2 - 2022/05/27/16:46:37 KW - Learner-centred education KW - Pedagogy KW - Post-2015 ER - TY - JOUR TI - World Librarians: A Peer-to-Peer Commons for Closing the Global Digital Divide AU - Schweik, Charlie AU - Smith, Jeremy AU - Meyer, Carl T2 - Journal of Librarianship and Scholarly Communication AB - The Journal of Librarianship and Scholarly Communication seeks to share useful innovations, both in thought and in practice, with the aim of encouraging scholarly exchange and the subsequent benefits that are borne of scrutiny, experimentation and debate. As modes of scholarly communication, the technologies and economics of publishing and the roles of libraries evolve, it is our hope that the work shared in the journal will inform practices that strengthen librarianship and that increase access to the "common Stock of Knowledge."JLSC is particularly interested in the intersection of librarianship and publishing and the resulting role of libraries in both content dissemination and content creation. Related areas of interest include new methods for the dissemination of information and information exchange; the theory and practice of the organization, use and curation of information; and issues related to the review, credentialing, reputation and impact of scholarly work. DA - 2018/08/31/ PY - 2018 DO - 1535742082 DP - jlsc-pub.org VL - 6 IS - 2 SP - eP2249 LA - eng SN - 2162-3309 ST - World Librarians UR - http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2249/ Y2 - 2020/09/15/16:22:00 KW - ⚠️ Invalid DOI ER - TY - JOUR TI - World librarians: A socio-technical system providing library search services to offline schools and libraries in Malawi AU - Schweik, Charles M. AU - Meyer, Carl AU - Chinkondenji, Pempho AU - Smith, Jeremy AU - Mchenga, Promise T2 - World Development Perspectives DA - 2020/// PY - 2020 DO - 10.1016/j.wdp.2020.100234 DP - Google Scholar VL - 20 SP - 100234 ST - World librarians ER - TY - CONF TI - Moving online : Creating effective tasks for analysis of teaching evidence AU - Schwartz, Jonathan AU - Mahiko, Joy AB - The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper presents the findings of a qualitative case study conducted in two teacher education courses during Spring 2020 semester. Due to the COVID-19 pandemic, field experiences were replaced by assignments administered online where teacher candidates watched and analyzed videos of expert teachers, and also analyzed their own videotaped teaching lessons. Results showed that teacher candidates became better at analyzing the teaching videos and appreciated the diversity of teaching examples. However, they also reported that they did not enjoy substituting real life experiences with online teaching videos. C3 - EdMedia + Innovate Learning 2020 Online DA - 2020/// PY - 2020 SP - 92 EP - 97 KW - ⛔ No DOI found ER - TY - JOUR TI - Opportunities and challenges in using online learning to maintain continuity of instruction in K-12 schools in emergencies AU - Schwartz, H AU - Ahmed, F AU - Leschitz, J T AU - Uzicain, A AU - Uscher-Pines, L AB - Distance learning provides a way to continue instruction in emergencies and can support social distancing. As we have seen with the COVID-19 pandemic, prolonged school closures can occur with little warning. Lessons learned from prior prolonged school closures can inform much-needed planning for future ones. In the 2017 hurricane season, more than 1,000 schools in the United States experienced closures lasting 10 or more days. Yet, despite the rapid expansion of online instruction, little is known about schools’ use of it in public health and other emergencies. METHODS: In 2017-2018, we conducted 13 focus groups and 11 interviews with school practitioners to identify promising practices, barriers, and facilitators for distance learning in emergencies. RESULTS: We found few examples of use of distance learning during emergency school closures in 2017. While there are significant barriers to offering distance learning in an emergency, schools that already offer online learning prior to an emergency are best equipped to continue instruction during closures for some types of emergencies. CONCLUSIONS: Additional efforts could enhance preparedness for distance learning in K–12 schools in the framework of all-hazards preparedness. DA - 2020/// PY - 2020 IS - April SP - 1 EP - 22 UR - https://www.researchgate.net/publication/340915460 KW - Blended Learning KW - Disasters KW - Distance Learning KW - Hurricanes KW - Influenza ER - TY - BOOK TI - Remedial Education Programs to Accelerate Learning for All AU - Schwartz, Analice C. DA - 2012/05// PY - 2012 DP - DOI.org (Crossref) LA - en PB - World Bank UR - http://elibrary.worldbank.org/doi/book/10.1596/26824 Y2 - 2020/07/15/15:53:18 ER - TY - BOOK TI - Remedial Education Programs to Accelerate Learning for All AU - Schwartz, Analice C. T2 - Global Partnership for Education Working Paper Series on Learning DA - 2012/05// PY - 2012 DP - elibrary.worldbank.org (Atypon) SP - -1 PB - World Bank UR - https://elibrary.worldbank.org/doi/abs/10.1596/26824 Y2 - 2022/08/25/19:58:45 KW - CHILD LABOR KW - CLASS SIZE KW - CURRICULUM KW - DISADVANTAGED GROUPS KW - EDUCATIONAL OUTCOMES KW - EMPLOYMENT KW - ETHNIC MINORITIES KW - HIGHER EDUCATION KW - HUMAN RESOURCES KW - LITERACY KW - ORPHANS KW - QUALITY OF EDUCATION KW - READING KW - SCHOOLS KW - SECONDARY EDUCATION KW - SOCIAL SKILLS KW - TEACHER TRAINING KW - TEXTBOOKS KW - UNIVERSAL PRIMARY EDUCATION KW - UNIVERSITIES KW - VULNERABLE GROUPS KW - YOUTH ER - TY - RPRT TI - The Global Competitiveness Report AU - Schwab, Klaus DA - 2019/// PY - 2019 DP - Zotero LA - en PB - World Economic Forum ER - TY - RPRT TI - The Global Competitiveness Report 2019 AU - Schwab, Klaus DA - 2019/// PY - 2019 DP - Zotero SP - 666 LA - en PB - World Economic Forum UR - http://www3.weforum.org/docs/WEF_TheGlobalCompetitivenessReport2019.pdf KW - auto_merged KW - ⛔ No DOI found ER - TY - BOOK TI - Design Thinking for Educators AU - Schurr, Michael DA - 2013/// PY - 2013 DP - Zotero LA - en UR - https://designthinkingforeducators.com/design-thinking/ AN - 261495:HPJKGN4A ER - TY - JOUR TI - Motivation and social cognitive theory AU - Schunk, Dale H. AU - DiBenedetto, Maria K. T2 - Contemporary Educational Psychology AB - This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influences on motivation. Key internal motivational processes are goals and self-evaluations of progress, self-efficacy, social comparisons, values, outcome expectations, attributions, and self-regulation. Critical issues confronting the theory include diversity and culture, methodology, and long-term effects of interventions. The article concludes with additional recommendations for future research on contexts, conceptual clarity, and technology. DA - 2020/01// PY - 2020 DO - 10.1016/j.cedpsych.2019.101832 VL - 60 SP - 101832 LA - en SN - 0361-476X UR - https://www.sciencedirect.com/science/article/pii/S0361476X19304370 Y2 - 2022/05/18/00:00:00 KW - Motivation KW - Self-efficacy in education KW - Social cognitive theory ER - TY - RPRT TI - Final Evaluation Report: Evaluation of Africa Educational Trust’s Speak Up II in South Sudan AU - Schulze, Charles DA - 2019/// PY - 2019 PB - African Education Trust UR - https://africaeducationaltrust.org/wp-content/uploads/2014/10/Speak-Up-II-Final-Evaluation.pdf Y2 - 2020/04/04/16:54:36 ER - TY - RPRT TI - A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya AU - Schueler, Beth E. AU - Rodriguez-Segura, Daniel T2 - EdWorkingPaper AB - Covid-19-induced school closures generated great interest in tutoring as a strategy to make up for lost learning time. Tutoring is backed by a rigorous body of research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone call interventions in Kenya when schools were closed. Schools (n=105) were randomly assigned for their 3rd, 5th and 6th graders (n=8,319) to receive one of two versions of a 7-week weekly mathfocused intervention—5-minute accountability checks or 15-minute mini-tutoring sessions—or to the control group. Although calls increased student perceptions that teachers cared, accountability checks had no effect on math performance up to four months after the intervention and tutoring decreased math achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take in-person assessments. Tutoring substituted away from more productive uses of time, at least among returning students. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning tutoring interventions with best practices and targeting interventions to those who will benefit most. CY - Brown University DA - 2021/// PY - 2021 DP - DOI.org (Datacite) LA - en M3 - Working Paper PB - Annenberg Institute SN - 21-432 UR - https://doi.org/10.26300/43qs-cg37 Y2 - 2022/01/16/18:37:12 ER - TY - JOUR TI - A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field AU - Schryen, Guido AU - Wagner, Gerit AU - Benlian, Alexander AU - Paré, Guy T2 - Communications of the AIS AB - Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory. DA - 2020/// PY - 2020 DP - ris.uni-paderborn.de VL - 46 SP - 134 EP - 168 LA - eng SN - 1529-3181 ST - A Knowledge Development Perspective on Literature Reviews UR - https://ris.uni-paderborn.de/record/11946 Y2 - 2024/01/18/22:35:36 KW - ⛔ No DOI found ER - TY - JOUR TI - Reducing distance through online international collaboration AU - Schreiber, Brooke R. AU - Jansz, Mihiri T2 - ELT Journal AB - Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations. DA - 2020/01// PY - 2020 DO - 10.1093/elt/ccz045 VL - 74 IS - 1 SP - 63 EP - 72 LA - English SN - 0951-0893, 0951-0893 UR - https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=2236&context=bb_pubs AN - 2396850563; EJ1246618 KW - Asynchronous Communication KW - Computer Mediated Communication KW - DISTANCE education KW - Distance Education KW - ENGLISH as a foreign language KW - ENGLISH language education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Benefits KW - Educational Cooperation KW - English (Second Language) KW - Feedback (Response) KW - Foreign Countries KW - Group Discussion KW - Higher Education KW - IN-service training of teachers KW - Inservice Teacher Education KW - International Cooperation KW - LEARNING KW - Language Variation KW - Masters Programs KW - New York (New York) KW - Online Courses KW - Peer Groups KW - Postsecondary Education KW - Program Descriptions KW - Second Language Instruction KW - Second Language Learning KW - Sri Lanka KW - TEACHER education KW - Teacher Education Programs KW - Teaching Methods KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099817 KW - __finaldtb ER - TY - JOUR TI - Reducing distance through online international collaboration AU - Schreiber, Brooke R. AU - Jansz, Mihiri T2 - ELT Journal AB - Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations. DA - 2020/01// PY - 2020 DO - 10.1093/elt/ccz045 VL - 74 IS - 1 SP - 63 EP - 72 LA - English SN - 0951-0893, 0951-0893 UR - https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=2236&context=bb_pubs AN - 2396850563; EJ1246618 KW - Asynchronous Communication KW - Computer Mediated Communication KW - DISTANCE education KW - Distance Education KW - ENGLISH as a foreign language KW - ENGLISH language education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Benefits KW - Educational Cooperation KW - English (Second Language) KW - Feedback (Response) KW - Foreign Countries KW - Group Discussion KW - Higher Education KW - IN-service training of teachers KW - Inservice Teacher Education KW - International Cooperation KW - LEARNING KW - Language Variation KW - Masters Programs KW - New York (New York) KW - Online Courses KW - Peer Groups KW - Postsecondary Education KW - Program Descriptions KW - Second Language Instruction KW - Second Language Learning KW - Sri Lanka KW - TEACHER education KW - Teacher Education Programs KW - Teaching Methods KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099817 KW - __finaldtb ER - TY - JOUR TI - Reducing distance through online international collaboration AU - Schreiber, Brooke R AU - Jansz, Mihiri T2 - ELT Journal AB - Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations. DA - 2020/03/05/ PY - 2020 DO - 10.1093/elt/ccz045 DP - Silverchair VL - 74 IS - 1 J2 - ELT Journal SN - 0951-0893 UR - https://doi.org/10.1093/elt/ccz045 Y2 - 2022/08/22/20:29:46 ER - TY - JOUR TI - Reducing distance through online international collaboration AU - Schreiber, Brooke R AU - Jansz, Mihiri T2 - ELT Journal AB - Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations. DA - 2020/03/05/ PY - 2020 DO - 10.1093/elt/ccz045 DP - Silverchair VL - 74 IS - 1 J2 - ELT Journal SN - 0951-0893 UR - https://doi.org/10.1093/elt/ccz045 Y2 - 2022/08/22/20:29:46 ER - TY - COMP TI - Rensvandeschoot/software-overview-machine-learning-for-screening-text AU - schoot, Rens van de AB - The repository aims to create an overview and comparison of software used for systematically screening large amounts of textual data using machine learning. DA - 2023/07/11/T18:14:36Z PY - 2023 DP - GitHub UR - https://github.com/Rensvandeschoot/software-overview-machine-learning-for-screening-text Y2 - 2024/01/19/23:02:53 KW - _Added-ailr-2024 KW - active-learning KW - machine-learning KW - software-development KW - systematic-reviews ER - TY - ELEC TI - SchoolGate | Home AU - SchoolGate DA - 2020/// PY - 2020 UR - https://schoolgate.ng/ Y2 - 2020/07/07/16:17:15 ER - TY - RPRT TI - GraphoGame Teacher Training Service: evaluation report AU - School-to-School International (STS) DA - 2017/04// PY - 2017 PB - Agora Center, University of Jyväskylä, Finland UR - https://allchildrenreading.org/wp-content/uploads/2019/07/Agora-Center-Project-Evaluation.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425917 KW - ___working_potential_duplicate KW - __finaldtb KW - auto_merged ER - TY - BOOK TI - The Reflective Practitioner: How Professionals Think. AU - Schön, D. A. CY - Aldershot DA - 1991/// PY - 1991 PB - Arena ER - TY - BOOK TI - Achieving Equality of Student Internet Access Within Schools. AU - Schofield, Janet Ward AU - Davidson, Ann Locke DA - 2004/// PY - 2004 DP - Google Scholar PB - American Psychological Association ER - TY - BLOG TI - Scaling Personalised Learning Technology in Malawi AU - Schmitt, Laurel T2 - EdTech Hub AB - Want to know more about the lessons we learnt from our sandbox with onebillion? Read our blog, Scaling personalized learning technology in Malawi. DA - 2021/08/17/T15:53:35+00:00 PY - 2021 LA - en-US UR - https://edtechhub.org/2021/08/17/scaling-personalized-learning-technology-in-malawi-lessons-from-our-sandbox-with-onebillion/ Y2 - 2023/03/17/10:42:17 ER - TY - JOUR TI - Topic modeling as a strategy of inquiry in organizational research: A tutorial with an application example on organizational culture AU - Schmiedel, T. AU - Müller, O AU - Brocke, J. T2 - Organizational Research Methods DA - 2019/// PY - 2019 DO - 10.1177/1094428118773858 VL - 22 IS - 4 SP - 941 EP - 968 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - NGOs as a framework for an education in and through music: is the third sector viable? AU - Schmidt, Patrick T2 - International Journal of Music Education AB - This article presents a selected view of a research project developed in Brazil. The focus of the project was to investigate the modus operandi of 18 NGOs (Non-Governmental Organizations) and their relationship to the development of educational curricula and practices in music. Further, it provides an analysis of NGOs as an opportunity to learn alternative pathways for teaching and learning in music education. A methodology based upon notions of “place-centered education” (Gruenewald & Smith, 2008) was used as a tool to “sense making” as well as to address the interaction with the drastically different propositions observed in three major cities in the country; namely Salvador, Rio de Janeiro and Porto Alegre. Interviews, observations, and audio-video documentation helped form a picture of how initiatives to educate in and through music can be powerfully divergent in their modes of production, but interestingly connected in their emphasis upon 1) self-generated knowledge; 2) intersections between local musical-cultural practices and global aesthetic needs; and 3) politically conscious music education leadership; 4) pedagogical practices situated inside a larger social framework. The article concludes by offering a conceptual model that places the possibilities encountered in this “third-sector.” DA - 2014/02/01/ PY - 2014 DO - 10.1177/0255761413488707 DP - SAGE Journals VL - 32 IS - 1 SP - 31 EP - 52 J2 - International Journal of Music Education LA - en SN - 0255-7614 ST - NGOs as a framework for an education in and through music UR - https://doi.org/10.1177/0255761413488707 Y2 - 2021/10/25/18:27:25 KW - alternative models KW - complex critical pedagogy KW - non-governmental organizations KW - place-based education ER - TY - BOOK TI - Building a high-quality teaching profession: lessons from around the world AU - Schleicher, Andreas T2 - International Summit on the Teaching Profession DA - 2011/11/21/ PY - 2011 DP - DOI.org (Crossref) LA - en PB - OECD SN - 978-92-64-09843-5 978-92-64-11304-6 ST - Building a high-quality teaching profession UR - https://www.oecd-ilibrary.org/education/building-a-high-quality-teaching-profession_9789264113046-en Y2 - 2021/09/02/12:10:23 ER - TY - BOOK TI - World Class: How to build a 21st-century school system, Strong Performers and Successful Reformers in Education AU - Schleicher, Andreas CY - Paris DA - 2018/// PY - 2018 DP - Zotero LA - EN PB - OECD Publishing ER - TY - RPRT TI - RBF Interventions in Education : Do they Increase Inequality of Outcomes? : A Literature Review AU - Schipper, Youdi AU - Pradhan AB - RBF Interventions in Education : Do they Increase Inequality of Outcomes : A Literature Review (English) DA - 2022/// PY - 2022 LA - en M3 - Text/HTML PB - World Bank ST - RBF Interventions in Education UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/377471645773575827/A-Literature-Review Y2 - 2022/04/07/17:35:22 ER - TY - JOUR TI - Teaching children with disabilities: ICTs in Bangkok and Addis Ababa AU - Schiemer, Margarita AU - Proyer, Michelle AU - Ahamer, Gilbert T2 - Multicultural Education & Technology Journal AB - Purpose – This paper intends to explore the levels of availability and restrictions in relation to the use of ICTs (information and communication technologies) for educating children with disabilities in Thailand's and Ethiopia's capitals. Design/methodology/approach – In the course of an international research project, parents and teachers of children with different disabilities, the children themselves and further experts were interviewed about barriers and facilitators in the children's educational environment. For this paper only selected interviews focusing on sensory disabilities were analysed regarding the above mentioned areas of using ICTs. Findings – ICTs are available in the respective cities. The levels of restrictions related to the socio‐economic situation in the two cities vary accordingly but show the same overall limitations. The intensity and kind of use of ICTs is strongly related to resources, the educational actors' awareness and knowledge. Originality/value – Approaching the topic of ICTs in relation to disability might not be new, neither is the contextualisation with the Majority World. However, the combination of the three aspects against the background of current global developments (e.g. the growing gap between the poor and the rich) reveals the importance of taking a closer look at special needs education and ICTs in the Majority World. This opens the floor for discussion on how inclusion of the most marginalised groups in education affects development in general. DA - 2013/// PY - 2013 DO - 10.1108/17504971311328026 DP - Emerald Insight VL - 7 IS - 2/3 SP - 99 EP - 112 SN - 1750-497X ST - Teaching children with disabilities UR - https://doi.org/10.1108/17504971311328026 Y2 - 2020/12/10/15:43:07 KW - Children KW - Children with disabilities KW - Comparative research KW - Disabilities KW - Education KW - Ethiopia KW - ICTs KW - Majority World KW - Thailand ER - TY - RPRT TI - A contemporary approach to public expenditure management AU - Schick, Allen AB - A contemporary approach to public expenditure management (English) DA - 1998/// PY - 1998 LA - en M3 - Text/HTML UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/739061468323718599/A-contemporary-approach-to-public-expenditure-management Y2 - 2022/10/04/08:27:09 ER - TY - JOUR TI - Why people use and don’t use technologies: Introduction to the special issue on assistive technologies for cognition/cognitive support technologies AU - Scherer, Marcia J. AU - Federici, Stefano T2 - NeuroRehabilitation AB - This special issue focuses on assistive technologies for cognition/cognitive support technologies as well as the ways in which individuals are assessed and trained in their use. We provide eleven diverse articles that give information on products, why they are used and not used, and best professional practices in service provision. Our goal is to highlight a broad topic that has received limited research investigation and offer an insight into how different countries and programs are promoting access to and use of assistive technologies for cognition/cognitive support technologies DA - 2015/// PY - 2015 DO - 10.3233/NRE-151264 VL - 37 IS - 3 SP - 315 EP - 319 SN - 1878-6448 KW - Assistive technology devices KW - Matching Person and Technology Model KW - abandonment KW - assistive technology services KW - brain injury KW - cognitive support technologies KW - nonuse ER - TY - BOOK TI - Assistive Technologies and Other Supports for People with Brain Impairment. AU - Scherer, M. J. CY - New York DA - 2021/// PY - 2021 PB - Springer Publishing Co ER - TY - JOUR TI - Professional Development for K–12 Math and Science Teachers: What Do We Really Know? AU - Scher, Lauren AU - O'Reilly, Fran T2 - Journal of Research on Educational Effectiveness AB - As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs influence teacher knowledge, teacher practices, and ultimately student achievement. We quantitatively pool the most rigorous evaluation research available to determine whether currently held beliefs in the field are supported by the evidence. Although this study does find some support for the guidance propounded by experts, it cautions policymakers and practitioners that the current evidence base is thin. We urge researchers to build on what we have learned through theory and practice to increase the rigor of evaluations on this important topic by incorporating valid and reliable measures of professional development components as well as valid measures of teacher knowledge and practices. DA - 2009/07/09/ PY - 2009 DO - 10.1080/19345740802641527 DP - DOI.org (Crossref) VL - 2 IS - 3 SP - 209 EP - 249 J2 - Journal of Research on Educational Effectiveness LA - en SN - 1934-5747, 1934-5739 ST - Professional Development for K–12 Math and Science Teachers UR - http://www.tandfonline.com/doi/abs/10.1080/19345740802641527 Y2 - 2020/05/15/12:04:29 KW - C:United States ER - TY - ELEC TI - What's the difference between asynchronous and synchronous learning? AU - Scheiderer, Juliana T2 - Ohio State Online AB - How do online classes work? We tapped online learning experts to explain the pros and cons of synchronous vs. asynchronous learning. DA - 2020/07/14/T15:35:00-04:00 PY - 2020 LA - en UR - https://online.osu.edu/resources/learn/whats-difference-between-asynchronous-and-synchronous-learning Y2 - 2021/08/05/19:15:38 ER - TY - JOUR TI - The impact of education technology on student achievement: What the most current research has to say. AU - Schacter, John DA - 1999/// PY - 1999 DP - Google Scholar ST - The impact of education technology on student achievement KW - ⛔ No DOI found ER - TY - CONF TI - Designing for or designing with? Informant design for interactive learning environments AU - Scaife, Michael AU - Rogers, Yvonne AU - Aldrich, Frances AU - Davies, Matt T3 - CHI '97 C1 - New York, NY, USA C3 - Proceedings of the ACM SIGCHI Conference on Human factors in computing systems DA - 1997/03/27/ PY - 1997 DO - 10.1145/258549.258789 DP - ACM Digital Library SP - 343 EP - 350 PB - Association for Computing Machinery SN - 978-0-89791-802-2 ST - Designing for or designing with? UR - https://doi.org/10.1145/258549.258789 Y2 - 2021/10/07/00:00:00 KW - children KW - design KW - hi-tech KW - informant KW - interactive learning environments KW - low-tech KW - prototypes ER - TY - RPRT TI - Teacher professional development and curriculum: Enhancing teacher professionalism in Africa by Education International - Issuu AU - Sayed, Yusuf AU - Bulgrin, Eva DA - 2020/// PY - 2020 LA - en PB - Education International Research ST - Teacher professional development and curriculum UR - https://issuu.com/educationinternational/docs/2020_ei-osf_research_enhancingteachingprofessionaf Y2 - 2022/11/01/00:24:53 ER - TY - RPRT TI - Digitizing Curriculum Standards to Unlock the Potential of Open Educational Resources in a Global Context. AU - Savov, Ivan DA - 2021/// PY - 2021 PB - UNHCR, Vodafone Foundation, Google.org, and UNESCO UR - https://learningequality.org/r/digitizing-curriculum ER - TY - BOOK TI - Pretotype It: Make sure you are building the right it before you build it right AU - Savoia, Alberto DA - 2011/10// PY - 2011 UR - http://www.pretotyping.org/uploads/1/4/0/9/14099067/pretotype_it_2nd_pretotype_edition-2.pdf ER - TY - RPRT TI - Developing and communicating your message AU - Save the Children AU - The Open University ER - TY - ELEC TI - About IDELA AU - Save the Children, IDELA T2 - IDELA DA - 2023/// PY - 2023 UR - https://idela-network.org/about/ Y2 - 2023/09/22/10:48:57 ER - TY - BLOG TI - COVID-19: Most marginalised children will bear the brunt of unprecedented school closures around the world AU - Save the Children T2 - Save the Children International AB - Governments and communities must act now to ensure that millions of vulnerable children do not lose out on their education as schools close their gates to try and contain the Coronavirus outbreak, warns Save the Children. More than 120 countries have already introduced nation-wide school and... DA - 2020/03/24/T07:37:54+00:00 PY - 2020 LA - en ST - COVID-19 UR - https://www.savethechildren.net/news/covid-19-most-marginalised-children-will-bear-brunt-unprecedented-school-closures-around-world Y2 - 2020/09/29/15:02:00 ER - TY - ELEC TI - EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis AU - Save the Children T2 - Resource Centre AB - Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries. DA - 2018/03/14/T15:40:45+01:00 PY - 2018 LA - en ST - EdTech for Learning in Emergencies and Displaced Settings UR - https://resourcecentre.savethechildren.net/library/edtech-learning-emergencies-and-displaced-settings-rigorous-review-and-narrative-synthesis Y2 - 2020/05/29/13:19:21 ER - TY - NEWS TI - Nearly half a million children in Malawi unable to attend school due to Cyclone Freddy AU - Save the Children DA - 2023/// PY - 2023 UR - https://reliefweb.int/report/malawi/nearly-half-million-children-malawi-unable-attend-school-due-cyclone-freddy ER - TY - RPRT TI - Protect a generation: The impact of Covid19 on children’s lives AU - Save the Children DA - 2020/// PY - 2020 PB - Save the Children UR - https://resourcecentre.savethechildren.net/node/18218/pdf/vr59-01_protect_a_generation_report_en_0.pdf ER - TY - BLOG TI - Tiyende! Let’s Walk! AU - Save the Children AB - Singilton Phiri Interactive Radio Instruction Specialist Save the Children in Malawi June 16, 2017 Before the introduction of sponsorship in rural Zomba in Malawi, walking...Read the full article... DA - 2017/// PY - 2017 LA - EN UR - https://blog.savethechildren.org/2017/06/tiyende-lets-walk.html ER - TY - RPRT TI - Averting an Education Catastrophe for the World’s Children AU - Save Our Future AB - Education faces a triple threat: 90% of children in the world have had their education interrupted due to COVID-19. This... DA - 2020/// PY - 2020 LA - en-GB PB - Save Our Future UR - https://saveourfuture.world/white-paper/ Y2 - 2020/12/02/06:13:38 ER - TY - JOUR TI - Inclusive education: determinants of schooling in urban slums of Islamabad, Pakistan AU - Sattar, Usman AU - Zhang, Dunfu T2 - American Journal of Sociological Research AB - This paper seeks to identify the factors determining school enrollment in slum localities of Islamabad, Pakistan. A quantitative research design with the survey method was adopted to obtain data from household heads. The sample was consisted of 220 respondents. The data was collected with convenient sampling technique. A structured questionnaire was prepared as a tool for data collection. The data was analyzed with logistic regression model on STATA 0.9 software. The results disclosed that child’s gender, household income and household head’s education are important factors determining school enrollment in slum localities of Islamabad, Pakistan. DA - 2017/// PY - 2017 DO - http://article.sapub.org/10.5923.j.sociology.20170701.06.html DP - article.sapub.org VL - 7 IS - 1 SP - 39 EP - 44 LA - en SN - 2166-5451 ST - Inclusive education Y2 - 2021/10/25/18:26:24 KW - ⛔ No DOI found ER - TY - RPRT TI - Nigeria : A Short Update on Poverty and Shared Prosperity AU - Sattar, Sarosh AU - Kalam Azad, Abul DA - 2019/// PY - 2019 PB - World Bank UR - http://documents1.worldbank.org/curated/en/636531549879664295/pdf/NIGERIA-Poverty-Briefing-Note.pdf Y2 - 2020/07/07/13:31:09 ER - TY - RPRT TI - Pathways towards quality primary education: improving completion and learning outcomes AU - Sarwar, Moizza Binat AU - Moreno, Diego Benitez AU - Homonchuk, Olha AU - Roche, Jose Manuel AU - Nicolai, Susan CY - London, UK DA - 2021/// PY - 2021 PB - Overseas Development Institute UR - https://odi.org/en/publications/pathways-towards-quality-primary-education-improving-completion-and-learning-outcomes/ ER - TY - BLOG TI - Reading Audrey Watters: A reflection on personalised learning via education technology through a decolonial lens AU - Sarwar, Moizza Binat T2 - EdTech Hub AB - At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions. DA - 2022/04/21/T16:48:16+00:00 PY - 2022 LA - en-US ST - Reading Audrey Watters UR - https://edtechhub.org/2022/04/21/personalised-learning/ Y2 - 2023/11/06/17:45:17 ER - TY - RPRT TI - Towards a Resilient Education Recovery from Pakistan's Floods: Rapid Response Research AU - Sarwar, Moizza Binat DA - 2023/// PY - 2023 PB - Malala Fund & Pakistan Coalition for Education ER - TY - BLOG TI - Five lessons learnt from Bangladesh's experience responding to COVID-19 AU - Sarwar, , Mohammad Afzal Hossain AU - Hossain, Iqbal AU - Kaye, Tom T2 - EdTech Hub AB - by Md. Afzal Hossain Sarwar (a2i), Iqbal Hossain (UNICEF Bangladesh) and Tom Kaye (EdTech Hub) In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a guide to a five-part response… DA - 2020/07/15/T10:29:00+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/07/15/five-lessons-learnt-from-bangladeshs-experience-responding-to-covid-19s/ Y2 - 2020/11/07/12:52:08 KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Using community-based structures in education programming AU - Sarton, Emma AU - Thukral, Hetal AB - This Thematic Review summarises the learning around how community-based structures (CBSs) supported projects during COVID-19 school and community-based education closures. It examines the role of CBSs in supporting Girls’ Education Challenge projects to pivot successfully and identifies six characteristics of successful utilisation of CBSs. This Thematic Review is primarily aimed at projects, implementors and non-governmental organisations interested in working with CBSs to maximise project outcomes now and in the future. It is also useful for researchers and policy makers, supporting conversations about how to best work with communities and CBSs. DA - 2021/// PY - 2021 SP - 32 M3 - Thematic Review with complete Annexes UR - https://issuu.com/intdevmm/docs/thematic_review_q2_v10 ER - TY - RPRT TI - Liberia ICT Policy 2017-2021: Initial Stakeholders Consultation AU - Sarpong, Eleanor DA - 2016/// PY - 2016 PB - Alliance for Affordable Internet UR - https://1e8q3q16vyc81g8l3h3md6q5f5e-wpengine.netdna-ssl.com/wp-content/uploads/2017/02/Liberia-ICT-Plan-Final-Presentation-_112016.pdf Y2 - 2020/05/08/15:01:46 ER - TY - JOUR TI - The Issues and Challenges of Using Multimedia at a District Level, Specialized Girls’ College in Bangladesh AU - Sarowardy, Muhammad Hasan AU - Halder, Deb Proshad T2 - Creative Education AB - The use of multimedia in imparting education has inevitably been trendy owing to its multifold benefits which have been established and reinvestigated as inseparable teaching aid and tool in teaching-learning process. But This technological assisting component cannot be accorded in many of the institutions of Bangladesh due to several internal as well as external factors. This paper aims to highlight the emerging factors that beset in the institution of Bangladesh. This institutional study on the issues and challenges of using of multimedia in a district (urban area) level girls’ college projects a thorough realization of the difficulties what this types of attributive colleges face in Bangladesh. The resource constraint, the lack of motivation of the teachers, the lack of expert human resource, the insufficient digital tools and lack of multimedia-enabled class environment are found to be barriers and some guiding directives are also imposed in this paper that emerges through the interviews of the teachers and the Vice principal. Thus, the paper, in a miniature effort, tries to lay out the challenges the college of Bangladesh faces and highlight some remedial ways to cope up the challenges. DA - 2019/// PY - 2019 DO - 10/gj37jg DP - DOI.org (Crossref) VL - 10 IS - 07 SP - 1507 EP - 1524 J2 - CE LA - en SN - 2151-4755, 2151-4771 UR - http://www.scirp.org/journal/doi.aspx?DOI=10.4236/ce.2019.107110 Y2 - 2021/06/11/17:00:47 ER - TY - SLIDE TI - Generation Unlimited: Investing for and with Young People A2 - Sarkar, Urmila DA - 2019/// PY - 2019 UR - https://www.unicef.org/rosa/media/5661/file/urmila-sarkar-presentation-2019.pdf.pdf Y2 - 2022/04/29/09:01:33 ER - TY - JOUR TI - Text classification using deep learning techniques: a bibliometric analysis and future research directions AU - Sarin, Gaurav AU - Kumar, Pradeep AU - Mukund, M. T2 - Benchmarking: An International Journal DA - 2023/// PY - 2023 DO - 10.1108/BIJ-07-2022-0454 DP - Google Scholar ST - Text classification using deep learning techniques UR - https://www.emerald.com/insight/content/doi/10.1108/BIJ-07-2022-0454/full/html Y2 - 2023/11/28/12:34:24 KW - Bibliometric analysis KW - Classification KW - Data mining KW - Deep learning KW - Text analytics KW - _Added-ailr-2024 ER - TY - JOUR TI - Online learning community: A case study of teacher professional development in Indonesia AU - Sari, Eunice T2 - Intercultural Education AB - This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a 'conventional way', hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life and work environment. The pedagogical transformation of a teacher can be facilitated through teacher professional development. Recent studies show that OLC holds great promise in improving teachers' professional practice. This paper presents key results of the introduction and trialling of OLC with Indonesian teachers and teacher educators between 2009 and 2010 and aims to explore the feasibility of this model to support professional development of teachers in this era. The social learning interactions among community members were examined using Scardamalia's Twelve Socio-Cognitive Determinants of Knowledge Building and Hoftsede's Cultural Dimension Review for Indonesia. DA - 2012/02/01/ PY - 2012 DO - 10.1080/14675986.2012.664755 DP - ResearchGate VL - 23 J2 - Intercultural Education ST - Online learning community ER - TY - CONF TI - The Views of Educational Practitioners in Ghana on ICT Use and Instructional Design Practice for Promoting Quality Education AU - Sarfo, Frederick Kwaku T2 - Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007) AB - Many ICT boosters are of the view that ICT on its own can promote quality teaching and learning. In line with this metaphor, the need to provide computers in the classrooms often takes precedence over training teachers to acquire skills in instructional design. However, it is evident in the instructional technology literature that good design of the learning task by the teacher is the fundamental requirement for quality teaching. This study was intended to explore the views of 90 educational practitioners (students, teachers and policy makers) in Ghana on the use of ICT and good design of instruction by the teacher for quality teaching and learning. Five Point Likert-type scales were used for the data collection. The results of the study indicate that in Ghana students are not very certain as to whether ICT or teachers can facilitate the implementation of the first five principles of instruction for quality teaching and learning. Moreover, a great number of teachers and policy makers are of the view that teachers can facilitate the implementation of the first five principles of instruction better than an ICT. However, it was recommended by the students, teachers and policy makers that both teachers and students should be trained to use ICT to facilitate teaching and learning. C1 - Nigata, Japan C3 - Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007) DA - 2007/07// PY - 2007 DO - 10.1109/icalt.2007.255 DP - DOI.org (Crossref) SP - 775 EP - 779 LA - en PB - IEEE SN - 978-0-7695-2916-5 UR - http://ieeexplore.ieee.org/document/4281156/ Y2 - 2020/03/17/17:02:35 ER - TY - RPRT TI - The effect of the Ebola crisis on the education system’s contribution to post-conflict sustainable peacebuilding in Liberia AU - Santos, Ricardo AU - Novelli, Mario DA - 2017/// PY - 2017 DP - Zotero LA - en PB - University of Sussex UR - https://educationanddevelopment.files.wordpress.com/2016/06/liberia-report_march2017_lowres.pdf ER - TY - JOUR TI - Repositories of Open Educational Resources: An Assessment of Reuse and Educational Aspects AU - Santos-Hermosa, Gema AU - Ferran-Ferrer, Núria AU - Abadal, Ernest T2 - The International Review of Research in Open and Distributed Learning DA - 2017/08/15/ PY - 2017 DO - 10.19173/irrodl.v18i5.3063 DP - www.irrodl.org VL - 18 IS - 5 J2 - 1 LA - en SN - 1492-3831 ST - Repositories of Open Educational Resources UR - http://www.irrodl.org/index.php/irrodl/article/view/3063 Y2 - 2019/03/26/00:30:06 KW - OER KW - evaluation KW - higher education KW - open educational resources KW - repositories KW - reuse ER - TY - RPRT TI - CBM Position Paper Audiology AU - Santana, Diego AU - Castellanos, Patricia AU - Tesni, Siân DA - 2015/// PY - 2015 DP - Zotero SP - 18 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Paying Per Diems for ICT4D Project Participation: A Sustainability Challenge AU - Sanner, Terje Aksel AU - Sæbø, Johan Ivar T2 - Information Technologies & International Development AB - The article highlights the contradictory role per diem payments play in swiftly attracting local participation in ICT for Development (ICT4D) projects, while undermining long-term capacity building and sustainability with such efforts. We discuss sustainability challenges endemic to ICT4D projects in light of our case study findings from a mobile phone–based intervention in a public health management information system (HMIS) in Malawi. We explore these challenges at multiple levels of analysis by drawing on the neo-institutional notion of “institutional logics.” For practitioners and policy makers, the article offers suggestions on how to counter some of the pitfalls associated with the use of per diems to incentivize ICT4D project participants. The study contributes to the institutional logics perspective by exploring empirically the intricate interdependence between two mutually reinforcing, yet seemingly incongruent institutional logics of development project impact and aid entitlement. DA - 2014/06/10/ PY - 2014 DP - itidjournal.org VL - 10 IS - 2 SP - pp. EP - 33-47 SN - 1544-7529 ST - Paying Per Diems for ICT4D Project Participation UR - https://itidjournal.org/index.php/itid/article/view/1215 Y2 - 2023/05/25/18:50:03 KW - ⛔ No DOI found ER - TY - RPRT TI - Education in Emergencies Endline Evaluation Report – Sierra Leone AU - Sankoh, Didan AU - Cowan, Emma DA - 2016/06/10/ PY - 2016 PB - Girls' Education Challenge, UK Aid ER - TY - JOUR TI - iPad: efficacy of electronic devices to help children with autism spectrum disorder to communicate in the classroom AU - Sankardas, Sulata Ajit AU - Rajanahally, Jayashree T2 - Support for Learning AB - Children with Autism Spectrum Disorder (ASD) are known to have difficulty in social communication, with research indicating that children with ASD fail to develop functional speech (Lord and Rutter, 1994). Over the years a number of Augmented and Alternate Communication (AAC) devices have been used with children with ASD to overcome this barrier and to facilitate communication. This article examines an Indian AAC tool called AVAZ (meaning sound), which is the first of its kind in India. The project reported also looks at the effectiveness of using AVAZ and the use of iPads by children with ASD in the classroom. Additionally, the article examines the suitability of using iPads for all learners in the spectrum. Twenty children between the ages of 4 and 10 years were selected to trial the use of AVAZ. They received three sessions weekly of 45 minutes over a period of 10 weeks. The feedback of the special educators who trained the children was analysed. The findings of this small scale study indicates that the children preferred using the AVAZ app and the iPad to pen and paper. Huguenin (2004) too indicated similar reports in using Information and Communication Technology (ICT) in enhancing children's motivation to learn and communicate. The trainers felt it could be used as an educational tool, and many more educational concepts could be added. Research also suggests that ICT can be used as a tool to tutor for educational purpose (Means, 1994). The AVAZ app could be recommended to children with ASD who are included in mainstream schools. This study was conducted at Sankalp, a special school in Tamil Nadu, Chennai. DA - 2017/// PY - 2017 DO - 10.1111/1467-9604.12160 DP - Wiley Online Library VL - 32 IS - 2 SP - 144 EP - 157 LA - en SN - 1467-9604 ST - iPad UR - https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-9604.12160 Y2 - 2021/03/04/13:39:02 KW - alternate and augmented communication KW - autism spectrum disorder KW - information and communication technology KW - social communication ER - TY - BLOG TI - Coronavirus: Edtech unicorn BYJU’S free offer sees 150% jump in new students AU - Sangwan, Sujata AB - The initiative to support students to learn from home during coronavirus outbreak receives overwhelming response from metros and non-metros, BYJU'S said. DA - 2020/// PY - 2020 LA - en ST - Coronavirus UR - https://yourstory.com/2020/04/edtech-unicorn-byjus-students-free-access-coronavirus Y2 - 2020/06/10/07:33:54 ER - TY - JOUR TI - Building an inclusive definition of e-learning: An approach to the conceptual framework AU - Sangrà, Albert AU - Vlachopoulos, Dimitrios AU - Cabrera, Nati T2 - The International Review of Research in Open and Distributed Learning AB - E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests. DA - 2012/04/13/ PY - 2012 DO - 10.19173/irrodl.v13i2.1161 DP - DOI.org (Crossref) VL - 13 IS - 2 SP - 145 EP - 159 J2 - IRRODL LA - en SN - 1492-3831 ST - Building an inclusive definition of e-learning UR - http://www.irrodl.org/index.php/irrodl/article/view/1161 Y2 - 2021/08/05/19:14:18 ER - TY - JOUR TI - Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature AU - Sangrá, Albert AU - Raffaghelli, Juliana Elisa AU - Guitert‐Catasús, Montse T2 - British Journal of Educational Technology AB - The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co-citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology-enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on-site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design-based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society. DA - 2019/// PY - 2019 DO - 10.1111/bjet.12795 DP - Wiley Online Library VL - 50 IS - 4 SP - 1619 EP - 1638 LA - en SN - 1467-8535 ST - Learning ecologies through a lens UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12795 Y2 - 2019/07/18/14:29:40 KW - Reviewed ER - TY - BLOG TI - Summary: Webinar on COVID-19 fallout on poverty and livelihoods in Bangladesh: results from SANEM’s nation-wide survey conducted in Nov-Dec 2020 AU - SANEM T2 - SANEM AB - The 10th episode of SANEM Shongzog on "COVID-19 Fallout on Poverty and Livelihoods in Bangladesh: Results from SANEM's Nationwide Survey (Nov-Dec 2020)" was held on 23 January 2021. DA - 2021/01/23/ PY - 2021 LA - en-US ST - Summary UR - https://sanemnet.org/summary-webinar-on-covid-19-fallout-on-poverty-and-livelihoods-in-bangladesh-results-from-sanems-nation-wide-household-survey-conducted-in-nov-dec-2020/ Y2 - 2021/10/25/18:20:37 ER - TY - JOUR TI - Teacher change in technology-rich classrooms AU - Sandholtz, Judith H. AU - Ringstaff, Cathy T2 - Education and technology: Reflections on computing in classrooms DA - 1996/// PY - 1996 DP - Google Scholar SP - 281 EP - 299 KW - ⛔ No DOI found ER - TY - JOUR TI - Mapping the Mixed Methods-Mixed Research Synthesis Terrain AU - Sandelowski, Margarete AU - Voils, Corrine I. AU - Leeman, Jennifer AU - Crandell, Jamie L. T2 - Journal of Mixed Methods Research AB - Mixed methods-mixed research synthesis is a form of systematic review in which the findings of qualitative and quantitative studies are integrated via qualitative and/or quantitative methods. Although methodological advances have been made, efforts to differentiate research synthesis methods have been too focused on methods and not focused enough on the defining logics of research synthesis-each of which may be operationalized in different ways-or on the research findings themselves that are targeted for synthesis. The conduct of mixed methods-mixed research synthesis studies may more usefully be understood in terms of the logics of aggregation and configuration. Neither logic is preferable to the other nor tied exclusively to any one method or to any one side of the qualitative/quantitative binary. © The Author(s) 2012. DA - 2012/// PY - 2012 DO - 10.1177/1558689811427913 VL - 6 IS - 4 SP - 317 EP - 331 KW - ___working_potential_duplicate KW - aggregation KW - configuration KW - mixed research synthesis KW - systematic review ER - TY - RPRT TI - The Long-Run Decline of Education Quality in the Developing World | Center for Global Development | Ideas to Action AU - Sandefur, Justin AU - Le Nestour, Alexis AU - Moscoviz, Laura DA - 2022/// PY - 2022 PB - Center for Global Development UR - https://www.cgdev.org/publication/long-run-decline-education-quality-developing-world Y2 - 2022/10/13/08:13:06 ER - TY - JOUR TI - The political economy of bad data: Evidence from African survey and administrative statistics AU - Sandefur, Justin AU - Glassman, Amanda T2 - The Journal of Development Studies AB - Across multiple African countries, discrepancies between administrative data and independent household surveys suggest official statistics systematically exaggerate development progress. We provide evidence for two distinct explanations of these discrepancies. First, governments misreport to foreign donors, as in the case of a results-based aid programme rewarding reported vaccination rates. Second, national governments are themselves misled by frontline service providers, as in the case of primary education, where official enrolment numbers diverged from survey estimates after funding shifted from user fees to per pupil government grants. Both syndromes highlight the need for incentive compatibility between data systems and funding rules. DA - 2015/02/01/ PY - 2015 DO - 10.1080/00220388.2014.968138 DP - Taylor and Francis+NEJM VL - 51 IS - 2 SP - 116 EP - 132 SN - 0022-0388 ST - The Political Economy of Bad Data UR - https://doi.org/10.1080/00220388.2014.968138 Y2 - 2022/04/07/17:38:54 ER - TY - RPRT TI - Schooling for All: Feasible Strategies to Achieve Universal Education AU - Sandefur, Justin A2 - Sandefur, Justin AB - This report debates the case for specific public investments in education in low- and lower-middle-income countries, drawing on evidence of what has worked not just in small-scale experiments but historically and in large-scale national programs. Its messages are intended more for economic policymakers than educators, as they speak to what can be accomplished with fiscal instruments (money) and where trade-offs must be made. CGD does not take institutional positions. DA - 2022/// PY - 2022 LA - en PB - Center for Global Development ST - Schooling for All UR - https://www.cgdev.org/publication/schooling-all-feasible-strategies-achieve-universal-education Y2 - 2022/06/06/22:33:46 ER - TY - JOUR TI - Moving beyond the predictable failure of Ed-Tech initiatives AU - Sancho-Gil, Juana M. AU - Rivera-Vargas, Pablo AU - Miño-Puigcercós, Raquel T2 - Learning, Media and Technology AB - The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives. DA - 2019/09/17/ PY - 2019 DO - 10.1080/17439884.2019.1666873 DP - Taylor and Francis+NEJM VL - 45 IS - 1 SP - 1 EP - 15 SN - 1743-9884 UR - https://doi.org/10.1080/17439884.2019.1666873 Y2 - 2020/01/23/10:13:42 KW - Educational change KW - digital technology corporations KW - educational challenges KW - educational policies KW - school improvement ER - TY - JOUR TI - Moving beyond the predictable failure of Ed-Tech initiatives AU - Sancho-Gil, Juana M. AU - Rivera-Vargas, Pablo AU - Miño-Puigcercós, Raquel T2 - Learning, Media and Technology AB - The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives. DA - 2020/01/02/ PY - 2020 DO - 10.1080/17439884.2019.1666873 DP - Taylor and Francis+NEJM VL - 45 IS - 1 SP - 61 EP - 75 SN - 1743-9884 UR - https://doi.org/10.1080/17439884.2019.1666873 Y2 - 2022/12/21/14:20:37 KW - Educational change KW - digital technology corporations KW - educational challenges KW - educational policies KW - school improvement ER - TY - JOUR TI - Using System Dynamics to Model Student Interest in Science, Technology, Engineering, and Mathematics AU - Sanchez, H Alex AU - Wells, Brian AU - Attridge, Joanne M AB - This paper presents preliminary results of a Raytheon project that uses systems dynamics to understand the intricacies of the U.S. educational system and to assist in exploring the effects of policies and programs, with a goal of doubling the numbers of science, technology, engineering and mathematics (STEM) college graduates by 2015. Specifically, a system dynamics model has been developed, the initial version of which targets increasing the number of students both capable and interested in pursuing careers in STEM disciplines. A few scenarios have been analyzed that examine changes for improving student capabilities. Initial results provide insight into the value and viability of a few proposed policies and indicate that with continued research, model development, and analysis it will be possible to further assess proposed improvements in the U.S education system. DP - Zotero SP - 18 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - CONF TI - Using system dynamics to model student interest in science technology, engineering, and mathematics AU - Sanchez, H. Alex AU - Wells, Brian AU - Attridge, Joanne M. C3 - Proceedings of The 27th International Conference of the System Dynamics Society DA - 2009/// PY - 2009 DP - Google Scholar SP - 18 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - How to Design EdTech Programmes That Lead to Gender-Transformative Change AU - Samuels, Fiona AU - Leon-Himmelstine, Carmen AU - Marcus, Rachel AU - Myers, Christina AB - This paper outlines how EdTech programming can adopt a gender-transformative approach to improve gender equity in access and learning outcomes. It explains what the term ‘gender-transformative change’ means, and why it is needed. Some key dimensions of gender-transformative approaches in the specific context of EdTech initiatives are outlined, looking at how different approaches can enhance access to education and learning opportunities and improve outcomes, and challenge discriminatory gender norms and stereotypes. Based on a desk review of grey and published materials, this paper then presents and discusses insights from the approaches taken by four EdTech programmes. Keywords: EdTech; gender-transformative; country case studies; education; girls’ education An output of the EdTech Hub, https://edtechhub.org CN - 0090 DA - 2022/04/28/ PY - 2022 LA - en M3 - Position paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/DSG9QF4F KW - _r:AddedByZotZen ER - TY - RPRT TI - Innovating mobile solutions for refugees in East Africa: Opportunities and barrier to using mobile technology and the internet in Kakuma refugee camp and Nakivale refugee settlement AU - Samuel Hall DA - 2018/// PY - 2018 PB - Samuel Hall UR - https://static1.squarespace.com/static/5cfe2c8927234e0001688343/t/5d1f1b83bfecef0001fb6621/1562319758732/Innovating_mobile_soultions_report_2018.pdf ER - TY - RPRT TI - The EdTech Lab Series: Insights from rapid evaluations of EdTech products AU - Sampson, Rob AU - Johnson, Doug AU - Somanchi, Anmol AU - Barton, Hannah AU - Joshi, Ruchika AU - Seth, Madhav AU - Shotland, Marc DA - 2019/07// PY - 2019 LA - EN PB - Central Square Foundation UR - https://centralsquarefoundation.org/wp-content/uploads/EdTech%20Lab%20Report_November%202019.pdf Y2 - 2020/08/21/16:19:54 ER - TY - JOUR TI - An Evaluative Study of a Distance Teacher Education Program in a University in Ghana AU - Sampong, Kwasi Addo T2 - The International Review of Research in Open and Distributed Learning AB - The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. Performance data was obtained by administering two survey instruments to a random sample of students and faculty/administrators. Discrepancies between performance and standards were reported. The study concluded that although there were some discrepancies between program standards and performance the program is fulfilling its purpose of upgrading the professional and academic performance of a large number of teachers in the public K-8 schools in Ghana. DA - 2009/09/23/ PY - 2009 DO - 10.19173/irrodl.v10i4.725 DP - DOI.org (Crossref) VL - 10 IS - 4 J2 - IRRODL LA - en SN - 1492-3831 UR - http://www.irrodl.org/index.php/irrodl/article/view/725 Y2 - 2020/05/16/16:05:05 ER - TY - RPRT TI - 'Leave no one behind' - five years into Agenda 2030: Guidelines for turning the concept into action AU - Samman, Emma AU - Roche, Jose Manuael AU - Sarwar, Moizza Binat AU - Evans, Martin CY - London, UK DA - 2021/// PY - 2021 PB - Overseas Development Institute UR - https://cdn.odi.org/media/documents/odi_leave_no_one_behind_-_five_years_into_agenda_2030_newfinal2.pdf ER - TY - RPRT TI - PDIA toolkit: A DIY Approach to Solving Complex Problems AU - Samji, Salimah AU - Andrews, Matt AU - Pritchett, Lant AU - Woolcock, Michael DA - 2018/// PY - 2018 PB - Center for International Development at Harvard University UR - https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf Y2 - 2022/12/09/15:12:16 ER - TY - JOUR TI - Meeting the challenges posed by per diem in development projects in southern countries: a scoping review AU - Samb, Oumar Mallé AU - Essombe, Christiane AU - Ridde, Valery T2 - Globalization and Health AB - This study presents the results of a review whose goal is to generate knowledge on the possible levers of action concerning per diem practices in southern countries in order to propose reforms to the existing schemes. DA - 2020/05/28/ PY - 2020 DO - 10.1186/s12992-020-00571-6 DP - BioMed Central VL - 16 IS - 1 SP - 48 J2 - Globalization and Health SN - 1744-8603 ST - Meeting the challenges posed by per diem in development projects in southern countries UR - https://doi.org/10.1186/s12992-020-00571-6 Y2 - 2022/11/18/15:05:59 KW - Per diem KW - Policy dialogue KW - Reform KW - West Africa ER - TY - JOUR TI - Factors affecting the E-learning acceptance: A case study from UAE AU - Salloum, Said A. AU - Al-Emran, Mostafa AU - Shaalan, Khaled AU - Tarhini, Ali T2 - Education and Information Technologies AB - The main objective of this article is to study the factors that affect university students’ acceptance of E-learning systems. To achieve this objective, we have proposed a new model that aims to investigate the impact of innovativeness, quality, trust, and knowledge sharing on E-learning acceptance. Data collection has taken place through an online questionnaire survey, which was carried out at The British University in Dubai (BUiD) and University of Fujairah (UOF) in the UAE. There were 251 students participated in this study. Data were analyzed using SmartPLS and SPSS. The Structural Equation Modelling (SEM) has been used to validate the proposed model. The outcomes revealed that knowledge sharing and quality in the universities have a positive influence on E-learning acceptance among the students. Innovativeness and trust were found not to significantly affect the E-learning system acceptance. By identifying the factors that influence the E-learning acceptance, it will be more useful to provide better services for E-learning. Other implications are also presented in the study. DA - 2019/01// PY - 2019 DO - 10.1007/s10639-018-9786-3 DP - DOI.org (Crossref) VL - 24 IS - 1 SP - 509 EP - 530 J2 - Educ Inf Technol LA - en SN - 1360-2357, 1573-7608 ST - Factors affecting the E-learning acceptance UR - http://link.springer.com/10.1007/s10639-018-9786-3 Y2 - 2021/08/05/19:11:44 ER - TY - BOOK TI - Five technologies for educational change: Systems thinking, systems design, quality science, change management, instructional technology AU - Salisbury, David F. DA - 1996/// PY - 1996 DP - Google Scholar PB - Educational Technology ST - Five technologies for educational change ER - TY - JOUR TI - Technological Hazards in Classroom Instruction: Rebooting the School Education System in Pakistan AU - Saleem, Khalid AU - Farid, Shahid AU - Atiq, Hira AB - The classroom instruction had undergone radical changes since the introduction of computers in the 1990s for educational purposes. New techniques and methods of classroom instruction and student-teacher interaction have emerged. The use of ICTs has put forward new prospects for the teachers as well as students. But, the introduction of these media and methods has made it difficult for the teachers to collaborate efficiently with the ever-changing classroom applications. The present study is an effort to disinter the status of the use ICTs for classroom instruction. For this purpose a questionnaire consisting of most common interactive social media apps and classroom instructional materials was used to collect data from the elementary level school teachers. The analysis of data revealed that the teachers are rarely using these apps and materials during their classroom instruction. Moreover, no training had ever been arranged for the teachers to help them use these apps and materials. It is, therefore, recommended that extensive teacher training is needed to enable the teachers for the effective use of ICTs in the classroom. School education cannot be made successful unless the whole system is rebooted through effective measures and productive use of ICTs. DA - 2019/// PY - 2019 DP - Zotero VL - Volume 39 IS - Issue 2 LA - en UR - http://pjss.bzu.edu.pk/website/journal/article/5ed12246219ad/page KW - ⛔ No DOI found ER - TY - BOOK TI - The coding manual for qualitative researchers AU - Saldana, J. DA - 2015/// PY - 2015 PB - Sage KW - ___working_potential_duplicate KW - auto_merged ER - TY - BOOK TI - The coding manual for qualitative researchers AU - Saldana, J. DA - 2015/// PY - 2015 PB - Sage KW - ___working_potential_duplicate ER - TY - ELEC TI - SALCAB | Home AU - SALCAB DA - 2020/// PY - 2020 UR - https://www.salcab.sl/ Y2 - 2020/06/25/17:40:04 ER - TY - NEWS TI - This organization is creating access to virtual classrooms for children in slums AU - Salaudeen, Aisha AU - Patrick, Anita T2 - CNN AB - Slum2school is providing access to online learning for underprivileged students in Lagos, Nigeria DA - 2020/07/22/ PY - 2020 UR - https://www.cnn.com/2020/07/22/africa/slum2school-online-learning-nigeria/index.html Y2 - 2021/10/25/18:24:44 ER - TY - JOUR TI - COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica AU - Salas, Gonzalo AU - Santander, Priscilla AU - Precht, Andrea AU - Scholten, Hernán AU - Moretti, Renato AU - López-López, Wilson T2 - Avances en Psicología Latinoamericana AB - The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries. DA - 2020/// PY - 2020 DP - Zotero VL - 38 SP - 17 LA - es KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica AU - Salas, Gonzalo AU - Santander, Priscilla AU - Precht, Andrea AU - Scholten, Hernán AU - Moretti, Renato AU - López-López, Wilson T2 - Avances en Psicología Latinoamericana AB - The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries. DA - 2020/// PY - 2020 DP - Zotero VL - 38 SP - 17 LA - es KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica AU - Salas, Gonzalo AU - Santander, Priscilla AU - Precht Gandarillas, Andrea AU - Scholten, Hernán AU - Moretti, Renato AU - López-López, Wilson T2 - Avances en Psicología Latinoamericana, 38(2), 1-17 AB - La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica. DA - 2020/// PY - 2020 DP - repositorio.ucm.cl J2 - COVID-19: psychosocial impact on school in Chile. Inequalities and challenges for Latin America LA - es ST - COVID-19 UR - http://repositorio.ucm.cl/handle/ucm/repositorio.ucm.cl/handle/ucm/3186 Y2 - 2022/06/06/17:20:10 KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica AU - Salas, Gonzalo AU - Santander, Priscilla AU - Precht Gandarillas, Andrea AU - Scholten, Hernán AU - Moretti, Renato AU - López-López, Wilson T2 - Avances en Psicología Latinoamericana, 38(2), 1-17 AB - La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica. DA - 2020/// PY - 2020 DP - repositorio.ucm.cl J2 - COVID-19: psychosocial impact on school in Chile. Inequalities and challenges for Latin America LA - es ST - COVID-19 UR - http://repositorio.ucm.cl/handle/ucm/repositorio.ucm.cl/handle/ucm/3186 Y2 - 2022/06/06/17:20:10 KW - ⛔ No DOI found ER - TY - JOUR TI - Inclusive early childhood education in Nigeria: the journey so far AU - Salami, Ishola Akindele T2 - The Journal of International Association of Special Education DA - 2014/// PY - 2014 DP - Google Scholar VL - 15 IS - 2 SP - 118 EP - 126 ST - Inclusive early childhood education in Nigeria KW - ⛔ No DOI found ER - TY - JOUR TI - ICT and students' performance in Pakistan AU - Salam, Shafaq AU - Yang, Mengke AU - Shaheen, Aliya AU - Movahedipour, Mahmood AU - Zeng, Jianqiu T2 - Human Systems Management AB - Traditionally, education emphasizes on the use of textbooks for the acquisition of knowledge. However, educational settings around the world are now emphasizing on digital curricula that promote competences and performance. The purpose of this article is to examine the impact of use of Information and Communication Technology (ICT) on students' performance. Knowing the importance of ICT for education, the private schools of Pakistan emphasize the use of ICT; however, public schools lag behind in the ICT infrastructure, thereby producing a digital divide. This research conducted a survey with 150 public and private school students of Peshawar District, in the KP province of Pakistan. The results show that the use of ICT acts as a catalyst for improving the quality of education and the students' performance. The study's findings can benefit policy makers who design ICT-based curricula and provide ICT infrastructure for public schools. Moreover, the study's results can help narrow the current digital divide, by providing a high-quality education to public school students. DA - 2017/// PY - 2017 DO - 10.3233/HSM-17118 DP - Web of Science VL - 36 IS - 4 SP - 277 EP - 284 J2 - Hum. Syst. Manag. LA - English SN - 0167-2533 KW - Public schools KW - comparative analysis KW - impact of ICT KW - performance KW - private KW - private schools KW - public-schools KW - skills ER - TY - JOUR TI - The effect of using Teams Games Tournaments (TGT) cooperative technique for learning mathematics in secondary schools of Bangladesh AU - Salam, Abdus AU - Hossain, Anwar AU - Rahman, Shahidur T2 - Journal of Research in Mathematics Education DA - 2015/// PY - 2015 DO - 10.17583/redimat.2015.1519 DP - Google Scholar VL - 4 IS - 3 SP - 271 EP - 287 ER - TY - ELEC TI - Digitalization in teaching and education in Malawi AU - Saka, Tionge Weddington DA - 2021/// PY - 2021 UR - https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/publication/wcms_783666.pdf Y2 - 2022/11/01/17:16:49 ER - TY - JOUR TI - Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information AU - Saito, Eisuke AU - Khong, Thi Diem Hang T2 - Reflective Practice AB - Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. DA - 2017/11/02/ PY - 2017 DO - 10.1080/14623943.2017.1361921 DP - Taylor and Francis+NEJM VL - 18 IS - 6 SN - 1462-3943 ST - Not just for special occasions UR - https://doi.org/10.1080/14623943.2017.1361921 Y2 - 2022/08/22/21:23:30 KW - Reflective practice KW - Vietnam KW - critical reflection KW - professional learning KW - teacher professional development KW - vide-flection ER - TY - JOUR TI - Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information AU - Saito, Eisuke AU - Khong, Thi Diem Hang T2 - Reflective Practice AB - Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER] DA - 2017/12// PY - 2017 DO - 10.1080/14623943.2017.1361921 DP - EBSCOhost VL - 18 IS - 6 SP - 837 EP - 851 J2 - Reflective Practice SN - 14623943 UR - https://www.researchgate.net/publication/319067859_Not_just_for_special_occasions_supporting_the_professional_learning_of_teachers_through_critical_reflection_with_audio-visual_information KW - ADULTS KW - AUDIOVISUAL aids in education KW - AUDIOVISUAL materials KW - CRITICAL thinking studies KW - DATA analysis software KW - DESCRIPTIVE statistics KW - EDUCATION KW - FOCUS groups KW - INTERVIEWING KW - PROFESSIONAL education KW - PROFESSIONAL employee training KW - REFLECTION (Philosophy) KW - RESEARCH funding KW - Reflective practice KW - SCHOOL administrators KW - TEACHER training KW - TEACHING KW - THEMATIC analysis KW - VIETNAM KW - Vietnam KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099873 KW - __finaldtb KW - critical reflection KW - professional learning KW - teacher professional development KW - vide-flection ER - TY - JOUR TI - Supporting Change in Literacy Instruction in Malawi AU - Sailors, Misty AU - Hoffman, James V. AU - Pearson, P. David AU - McClung, Nicola AU - Shin, Jaran AU - Phiri, Liveness Mwale AU - Saka, Tionge T2 - Reading Research Quarterly AB - In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes. DA - 2014/// PY - 2014 DO - 10.1002/rrq.70 DP - Wiley Online Library VL - 49 IS - 2 SP - 209 EP - 231 LA - en SN - 1936-2722 UR - https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.70 Y2 - 2020/05/10/21:46:02 KW - Adult KW - C:Malawi KW - Childhood KW - Coaching KW - Decoding KW - Discussion KW - Early childhood KW - English as a second language KW - English for speakers of other languages KW - English language learners KW - English learners KW - Experimental KW - Fairy tales KW - Family literacy KW - Home language KW - Home-school connections KW - In-service KW - Instructional models KW - Language learners KW - Literature KW - Literature-based instruction KW - Oral language KW - Parental involvement KW - Phonics KW - Program evaluation KW - Reading strategies KW - Research methodology KW - School based KW - Sight words KW - Sociocultural KW - Socioeconomic factors KW - Strategies KW - Supplementary resources KW - Teacher education KW - Textbooks KW - and materials KW - folk tales KW - methods KW - phonemic awareness KW - phonological awareness KW - professional development KW - quasi-experimental KW - word recognition ER - TY - JOUR TI - Improving Student Teachers' Digital Pedagogy through Meaningful Learning Activities AU - Sailin, Siti Nazuar AU - Mahmor, Noor Aida T2 - Malaysian Journal of Learning and Instruction AB - Purpose: This study aims to examine the attributes of meaningful learning that student teachers perceived as enabling them to improve their digital pedagogy. It is concerned with how the meaningful learning activities help to prepare student teachers to successfully integrate digital technologies in their future teaching practice. Methodology: This study adopted a qualitative research design and was underpinned by a meaningful learning theory as the theoretical and analytical framework. A total of 24 final year student teachers participated in this study. Data were mainly collected through student teachers' reflections regarding their learning experience. Thematic analysis was utilized to analyze and present the findings. Findings: The findings offer some important insights into how the learning activities carried out in this Scholarship of Teaching and Learning (SoTL) project have directly and indirectly accelerated the acquisition of all the five attributes of meaningful learning. The findings of this study reveal that meaningful learning activities contribute to the improvement of the student teachers' knowledge of and skills in using Web 2.0. This improvement has boosted their confidence to integrate digital pedagogy in future teaching practices. The findings also indicate that although student teachers value their experiences in meaningful learning activities, they have some concerns regarding firstly, their capacities in applying digital pedagogy and secondly, the practicality of integrating Web 2.0 tools in the school setting because of several inherent limitations. Significance: Meaningful learning activities when incorporated into teacher training programmes will expose student teachers to authentic experiences which will be beneficial for their own learning and future teaching practice. DA - 2018/12// PY - 2018 DO - 10.32890/mjli2018.15.2.6 DP - ERIC VL - 15 IS - 2 SP - 143 EP - 173 LA - en SN - 1675-8110 UR - https://eric.ed.gov/?id=EJ1201692 Y2 - 2021/06/11/13:05:57 KW - Educational Technology KW - Foreign Countries KW - Learning Activities KW - Preservice Teachers KW - Self Esteem KW - Student Attitudes KW - Teaching Methods KW - Technological Literacy KW - Technology Integration KW - Technology Uses in Education KW - Web 2.0 Technologies ER - TY - JOUR TI - Demonstrating a situated learning approach for in-service teacher education in rural India: The Quality Education Programme in Rajasthan AU - Saigal, Anju T2 - Teaching and Teacher Education AB - Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just ‘deliverers’ of syllabus material. This article examines innovations in teacher support in Rajasthan's government schools through the ‘Quality Education Program.’ Drawing on qualitative research of collaborative learning processes, the paper discusses two support strategies used by the program: professional dialogic interactions and modeling of pedagogic strategies, which paralleled introductory or developmental phases within a ‘collaborative apprenticeship model’ of teacher professional development. In doing so, the paper outlines the potential of situated, collaborative approaches for Indian in-service teacher education and education development reform, more broadly. DA - 2012/10// PY - 2012 DO - 10.1016/j.tate.2012.05.007 VL - 28 IS - 7 SP - 1009 EP - 1017 LA - EN ER - TY - BLOG TI - Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes AU - Saidu, Arthur AU - Casado, Eusebio Rincon AU - Shergill, Maggie AU - McBurnie, Chris T2 - EdTech Hub AB - Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from… DA - 2021/03/26/T15:06:02+00:00 PY - 2021 LA - en-US ST - Sierra Leone series UR - https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/ Y2 - 2021/04/21/15:59:45 KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _zenodoETH ER - TY - JOUR TI - Using Digital Video in Rural Indian Schools: A Study of Teacher Development and Student Achievement AU - Sahni, Urvashi AU - Gupta, Rahul AU - Hull, Glynda AU - Javid, Paul AU - Setia, Tanuja AU - Toyama, Kentaro AU - Wang, Randy AB - This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400% higher in English and almost 300% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age. DA - 2008/// PY - 2008 DP - Zotero SP - 30 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Using Digital Video in Rural Indian Schools: A Study of Teacher Development and Student Achievement AU - Sahni, Urvashi AU - Gupta, Rahul AU - Hull, Glynda AU - Javid, Paul AU - Setia, Tanuja AU - Toyama, Kentaro AU - Wang, Randy AB - This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400% higher in English and almost 300% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age. DA - 2008/// PY - 2008 DP - Zotero SP - 30 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - CONF TI - Using Digital Video in Rural Indian Schools: A Study of Teacher Development and Student Achievement AU - Sahni, Urvashi AU - Gupta, Rahul AU - Hull, Glynda AU - Javid, Paul AU - Setia, Tanuja AU - Toyama, Kentaro AU - Wang, Randy T2 - Annual Meeting of the American Educational Research Association AB - This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400% higher in English and almost 300% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age. C1 - New York DA - 2008/03// PY - 2008 DP - Zotero SP - 30 LA - en UR - https://static1.squarespace.com/static/593ef400d2b85780fbc82544/t/5d700b1522833b0001a0181d/1567623958011/Using+Digital+Video+in+Rural+Indian+Schools+-+A+Study+of+Teacher+Development+and+Student+Achievement.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - REPENSER L’ÉDUCATION ET LA PÉDAGOGIE DANS UNE PERSPECTIVE AFRICAINE AU - SAGAYAR, MOUSSA MOHAMED AU - AKKARI, ABDELJALIL AU - GANDOLFI, STEFANIA DP - Google Scholar KW - ⛔ No DOI found ER - TY - CHAP TI - Co-creation of OER by teachers and teacher educators in Colombia AU - Sáenz Rodríguez, María del Pilar AU - Pino, Ulises Hernandez AU - Hernández, Yoli Marcela T2 - Adoption and impact of OER in the Global South A2 - Hodgkinson-Williams, Cheryl A2 - Arinto, Patricia B. AB - This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities. CY - Cape Town & Ottawa DA - 2017/// PY - 2017 DP - Google Scholar SP - 143 EP - 185 PB - African Minds, International Development Research Centre & Research on Open Educational Resources for Development UR - https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/56823/IDL-56823.pdf?sequence=2&isAllowed=y KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:3123702 KW - __finaldtb KW - auto_merged ER - TY - CHAP TI - Co-creation of OER by teachers and teacher educators in Colombia AU - Sáenz Rodríguez, María del Pilar AU - Pino, Ulises Hernandez AU - Hernández, Yoli Marcela T2 - Adoption and impact of OER in the Global South A2 - Hodgkinson-Williams, Cheryl A2 - Arinto, Patricia B. AB - This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities. CY - Cape Town & Ottawa DA - 2017/// PY - 2017 DP - Google Scholar SP - 143 EP - 185 PB - African Minds, International Development Research Centre & Research on Open Educational Resources for Development UR - https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/56823/IDL-56823.pdf?sequence=2&isAllowed=y KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:3123702 KW - __finaldtb ER - TY - JOUR TI - Systematic Review using a Spiral approach with Machine Learning AU - Saeidmehr, Amirhossein AU - Steel, Piers AU - Samavati, Faramarz AB - With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades. DA - 2023/// PY - 2023 DO - 10.21203/rs.3.rs-2497596/v1 DP - Google Scholar UR - https://www.researchsquare.com/article/rs-2497596/latest Y2 - 2023/11/28/12:39:44 KW - _Added-ailr-2024 ER - TY - ELEC TI - The futility of attempting to codify academic achievement standards | SpringerLink AU - Sadler, Royce DA - 2009/// PY - 2009 UR - https://link.springer.com/article/10.1007/s10734-013-9649-1 Y2 - 2022/06/24/09:07:25 ER - TY - PCOMM TI - Interview with the Statistics, Research & Information Management Directorate on data governance practices within the Ghana Ministry of Education. AU - Sackey, Robert DA - 2023/03/27/ PY - 2023 LA - English M3 - In-person ST - Situational analysis ER - TY - JOUR TI - Student Privacy and Educational Data Mining: Perspectives from Industry. AU - Sabourin, Jennifer AU - Kosturko, Lucy AU - FitzGerald, Clare AU - McQuiggan, Scott T2 - International Educational Data Mining Society DA - 2015/// PY - 2015 DP - Google Scholar ST - Student Privacy and Educational Data Mining KW - ⛔ No DOI found ER - TY - BLOG TI - From OLPC XO to Positivo: Rwanda Sets the Bar Higher AU - Sabiiti, Daniel T2 - KT PRESS AB - Rwanda is set to distribute a new model computers that will change the ways in which primary school children learn and practice information communication and technology (ICT) lessons under the one laptop per child (OLPC) program. This move comes ahead of the review of the four year-ICT in educati DA - 2019/11/23/ PY - 2019 LA - en-US ST - From OLPC XO to Positivo UR - https://www.ktpress.rw/2019/11/from-olpc-xo-to-positivo-rwanda-sets-the-bar-higher/ Y2 - 2020/08/17/19:51:48 ER - TY - BLOG TI - Embracing EdTech: four critical questions answered through a rapid prototype programme on teachers’ professional development (TPD) AU - Sabbab, Salman AU - Shakil, Abdullah All AU - Alam, Faria T2 - EdTech Hub AB - Seventy-one teachers participating in the ‘Onneshon’ prototype were flooding the WhatsApp group with messages about the challenges and hiccups they were experiencing, either with watching the video content or with taking a quiz in the first two weeks. Problems were pouring in and so were solutions being innovated and offered through diverse channels. In the space of two weeks, the… DA - 2021/07/14/T04:56:55+00:00 PY - 2021 LA - en-US ST - Embracing EdTech UR - https://edtechhub.org/2021/07/14/embracing-edtech-four-critical-questions-answered-through-a-rapid-prototype-programme-on-teachers-professional-development-tpd/ Y2 - 2021/07/26/19:45:50 KW - _EdTechHub_Output ER - TY - RPRT TI - Cost-effectiveness with equity: Raising learning for marginalised girls through Camfed's programme in Tanzania AU - Sabates, Ricardo AU - Rose, Pauline AU - Delprato, Marcos AU - Alcott, Benjamin AB - This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning. DA - 2018/// PY - 2018 DP - Zenodo PB - Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018) ST - Cost-effectiveness with equity UR - https://zenodo.org/record/1247315#.YAlyUOj7Q1I Y2 - 2021/01/21/12:23:52 KW - ___working_potential_duplicate KW - _not_EdTechHub ER - TY - JOUR TI - Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania AU - Sabates, Ricardo AU - Rose, Pauline AU - Alcott, Benjamin AU - Delprato, Marcos T2 - Journal of Development Effectiveness DA - 2020/// PY - 2020 DO - 10.1080/19439342.2020.1844782 VL - 13 IS - 1 SP - 28 EP - 46 UR - https://www.tandfonline.com/doi/abs/10.1080/19439342.2020.1844782 ER - TY - JOUR TI - Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania AU - Sabates, Ricardo AU - Rose, Pauline AU - Alcott, Benjamin AU - Delprato, Marcos T2 - Journal of Development Effectiveness AB - Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED. DA - 2021/01/02/ PY - 2021 DO - 10.1080/19439342.2020.1844782 DP - Taylor and Francis+NEJM VL - 13 IS - 1 SP - 28 EP - 46 SN - 1943-9342 UR - https://doi.org/10.1080/19439342.2020.1844782 Y2 - 2023/10/12/16:57:54 KW - Cost effectiveness KW - Girls’ Education KW - Tanzania KW - equity ER - TY - JOUR TI - Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania AU - Sabates, Ricardo AU - Rose, Pauline AU - Alcott, Benjamin AU - Delprato, Marcos T2 - Journal of Development Effectiveness AB - Cost-effectiveness studies rarely pay explicit attention to whether resources are used effectively to benefit the most marginalised. By linking a quasi-experimental design with detailed financial information, we analyse the cost-effectiveness of the Campaign for Female Education (CAMFED)’s programme in Tanzania. The programme provides targeted, multi-dimensional support to marginalised girls in government secondary schools in deprived rural areas. We find the cost-effectiveness of CAMFED’s programme to be similar to interventions designed for more advantaged populations who are easier (and less costly) to reach. There is further evidence of positive spill-over effects to boys in the schools supported by CAMFED. DA - 2021/01/02/ PY - 2021 DO - 10.1080/19439342.2020.1844782 DP - Taylor and Francis+NEJM VL - 13 IS - 1 SP - 28 EP - 46 SN - 1943-9342 UR - https://doi.org/10.1080/19439342.2020.1844782 Y2 - 2023/04/01/20:30:50 KW - Cost effectiveness KW - Girls’ Education KW - Tanzania KW - equity ER - TY - JOUR TI - School drop out in Bangladesh: insights using panel data AU - Sabatés, Ricardo AU - Hossain, Altaf AU - Lewin, Keith M. T2 - International Journal of Educational Development AB - This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4-15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home. DA - 2013/// PY - 2013 DO - 10.1016/j.ijedudev.2012.09.007 DP - dspace.bracu.ac.bd VL - 33 IS - 3 SP - 225 EP - 232 LA - en SN - 07380593 ST - School drop out in Bangladesh UR - http://dspace.bracu.ac.bd/xmlui/handle/10361/7273 Y2 - 2021/10/25/18:23:14 ER - TY - JOUR TI - Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana AU - Sabates, Ricardo AU - Carter, Emma AU - Stern, Jonathan M.B. T2 - International Journal of Educational Development AB - • Estimate learning losses during grade transition for disadvantaged and previously out of school students in Ghana. • The estimated average learning loss is around 66 % of previous learning gains in foundational numeracy during this transition period. • Widening gaps in learning loss are found according to availability of home learning support, as well as home learning resources. • Learning at home and in communities has to be reimagined if gains are to be achieved and losses are to be mitigated in the post-COVID 19 era. Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years. DA - 2021/04// PY - 2021 DO - 10.1016/j.ijedudev.2021.102377 VL - 82 SP - 102377 SN - 07380593 ST - Using educational transitions to estimate learning loss due to COVID-19 school closures Y2 - 2022/04/05/00:00:00 KW - BASIC education KW - CHILDREN with social disabilities KW - COVID-19 pandemic KW - COVID-19 school closure KW - EDUCATIONAL outcomes KW - Equity KW - Ghana KW - Learning KW - Literacy KW - Numeracy KW - SCHOOL closings ER - TY - RPRT TI - Better Than Most: Teacher Beliefs about Effort and Ability in Uganda AU - Sabarwal, Shwetlena AU - Kacker, Kanishka AU - Habyarimana, James AB - Do teachers have accurate beliefs about their effort and ability? This paper explores this through a survey experiment in public-private partnership schools in Uganda, wherein teacher self-beliefs are contrasted with their beliefs about other teachers in the same school. The study finds that, on average, teachers tend to rate ability, effort, and job satisfaction more positively for themselves than for other teachers. This tendency is called high relative self-regard. The study finds no systematic evidence of high relative self-regard around perceptions of student engagement quality and available support structures. More experienced teachers are less likely to exhibit high relative self-regard, while teachers showing low effort are more likely to exhibit it. This is analogous to the Dunning-Kruger effect in psychology, except respondents rate themselves as better than most (not better than average) and variation is explored over effort (not cognitive ability). High relative self-regard is less pronounced in owner-managed public-private partnership schools, suggesting that when principle-agent problems are less severe, schools find ways to correct for inaccurate teacher self-beliefs. These results provide suggestive evidence of cognitive biases that help teachers rationalize suboptimal effort in the classroom. This in turn points to the importance of providing objective feedback to teachers about their effort and performance as one potential way to improve their performance. Teacher self-beliefs are important areas of intervention because they are likely to affect how teachers optimize their effort and training investments. Self-beliefs are also likely to affect how teachers respond to changes in incentive and accountability regimes. CY - Washington, DC DA - 2018/05// PY - 2018 DP - openknowledge.worldbank.org LA - English M3 - Working Paper PB - World Bank ST - Better Than Most UR - https://openknowledge.worldbank.org/handle/10986/29846 Y2 - 2022/06/06/20:32:06 KW - Absenteeism KW - Accountability KW - Education KW - Incentives KW - Public-Private Partnerships KW - Self-Belief KW - Self-Regard KW - Subjective Assessment KW - Teacher Effectiveness KW - Teaching Effort ER - TY - BOOK TI - The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone AU - Sabarwal, Shwetlena AU - Evans, David K. AU - Marshak, Anastasia T2 - Policy research working paper : WPS DA - 2014/// PY - 2014 LA - eng PB - Washington, DC : World Bank, Education Global Practice Group & Africa Region, Office of the Chief Economist ST - The permanent input hypothesis ER - TY - ELEC TI - Free Videos & Tests, Grades K-12, Pakistan AU - Sabaq Foundation AB - Sabaq Foundation provides more than 14000 FREE video lectures and tests for grades K-12 Pakistani students. It was founded in 2012 as a non-profit Trust. LA - EN UR - https://sabaq.pk Y2 - 2020/07/20/16:31:27 ER - TY - ELEC TI - Free Videos & Tests, Grades K-12, Pakistan AU - Sabaq Foundation AB - Sabaq Foundation provides more than 14000 FREE video lectures and tests for grades K-12 Pakistani students. It was founded in 2012 as a non-profit Trust. DA - 2020/07/20/16:31:27 PY - 2020 LA - EN UR - https://sabaq.pk Y2 - 2020/07/20/16:31:27 ER - TY - ELEC TI - Pakistan’s Award-winning Learning Apps for Kids AU - SABAQ UR - https://sabaq.edu.pk/ Y2 - 2020/07/20/16:19:31 ER - TY - ELEC TI - Pakistan’s Award-winning Learning Apps for Kids AU - SABAQ DA - 2020/07/20/16:19:31 PY - 2020 UR - https://sabaq.edu.pk/ Y2 - 2020/07/20/16:19:31 ER - TY - RPRT TI - Targeted Remedial Education: Experimental Evidence from Peru AU - Saavedra, Juan E AU - Näslund-Hadley, Emma AU - Alfonso, Mariana AB - Improving learning among low-achieving students is a challenge in education. We present results from the first randomized experiment of an inquiry-based remedial science education program for low-performing elementary students in a developing-country setting. Third-grade students in 48 low-income public elementary schools in Metropolitan Lima who score at the bottom half of their school distribution in a science test taken at the beginning of the school year are randomly assigned to receive up to 16 remedial science tutoring sessions of 90 minutes each. Control group compliance with assignment is close to perfect. Treatment group compliance is 40 percent, equivalent to 4.5 tutoring sessions, or a 4 percent increase in total science instruction time. Despite the low treatment intensity, students assigned to the remedial sessions score 0.12 standard deviations higher on a science endline test, with all gains concentrated among boys. We find no evidence of remedial education producing within-student spillovers to other subject areas (math or reading) or spillovers on other students in the classroom. We conclude that low-intensity remedial education can have an effect on science learning among low-achieving students. DA - 2017/09// PY - 2017 DP - Zotero SP - 43 LA - en M3 - Technical Note PB - Inter-American Development Bank SN - 1317 ER - TY - JOUR TI - Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions AU - Ryan, Richard M. AU - Deci, Edward L. T2 - Contemporary Educational Psychology DA - 2020/// PY - 2020 DO - 10.1016/j.cedpsych.2020.101860 VL - 61 SP - 101860 ER - TY - JOUR TI - Intrinsic and extrinsic motivations: classic definitions and new directions AU - Ryan, Richard M. AU - Deci, Edward L. T2 - Contemporary Educational Psychology AB - Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed. DA - 2000/01// PY - 2000 DO - 10.1006/ceps.1999.1020 VL - 25 IS - 1 SP - 54 EP - 67 LA - en SN - 0361-476X ST - Intrinsic and extrinsic motivations UR - https://www.sciencedirect.com/science/article/pii/S0361476X99910202 Y2 - 2022/05/10/00:00:00 ER - TY - ELEC TI - Elearning- Rwanda Polytechnic AU - Rwanda Polytechnic DA - 2020/// PY - 2020 UR - https://elearning.rp.ac.rw/ Y2 - 2020/09/30/11:54:04 ER - TY - ELEC TI - ICT : Rwanda and Republic of Korea Sign $7 Million to Support IT Development in Schools AU - Rwanda Podium DA - 2017/// PY - 2017 UR - https://www.rwanda-podium.org/index.php/actualites/politique/2194-ict-rwanda-and-republic-of-korea-sign-7-million-to-support-it-development-in-schools Y2 - 2020/08/17/19:51:18 ER - TY - RPRT TI - Smart Rwanda 2020 Master Plan AU - Rwanda Ministry of ICT and Innovation DA - 2015/// PY - 2015 UR - https://minict.gov.rw/fileadmin/Documents/Strategy/SMART_RWANDA_MASTER_PLA N_FINAL.pdf ER - TY - RPRT TI - 7 Years Government Programme: National Strategy for Transformation (NST1) AU - Rwanda Ministry of Finance and Economic Planning DA - 2017/// PY - 2017 UR - http://www.minecofin.gov.rw/fileadmin/National_Strategy_For_Trsansformation_-NST1.pdf ER - TY - RPRT TI - 2018 Education Statistics AU - Rwanda Ministry of Education DA - 2018/// PY - 2018 UR - http://197.243.16.104/~mineduc/newweb/fileadmin/user_upload/pdf_files/2018_Rw anda_Education_Statistics.pdf ER - TY - RPRT TI - Education Sector Strategic Plan 2018/2019 to 2023/2024 AU - Rwanda Ministry of Education DA - 2018/// PY - 2018 UR - . https://mineduc.gov.rw/fileadmin/Documents/Research%20documents/Education_S ector_Strategic_Plan_2018_2024.pdf ER - TY - RPRT TI - ICT in Education Policy AU - Rwanda Ministry of Education DA - 2016/// PY - 2016 UR - https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/ICT_in_Education_Policy_ap proved.pdf ER - TY - RPRT TI - Implementation Framework for ICT in Education AU - Rwanda Ministry of Education DA - 2016/// PY - 2016 UR - https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/ICT_in_Education_Implementation_plan_April12016_approved.pdf ER - TY - RPRT TI - Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak AU - Rwanda Ministry of Education DA - 2020/// PY - 2020 UR - https://mineduc.gov.rw/fileadmin/Documents/Report/Education_Sector_COVID_Plan _Rwanda.pdf ER - TY - RPRT TI - Official Gazette nº 39 of 24/09/2018 AU - Rwanda Ministry of Education DA - 2018/// PY - 2018 UR - https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/Laws-New-Uploads/Educati on_Laws/ITEGEKO_NO_36-2018_RYO_KU_WA_29-06-2018_RIGENA_IMITUNGANYIRIZ E_Y_UBUREZI.pdf ER - TY - ELEC TI - Welcome to RISA AU - Rwanda Information Society Authority DA - 2019/// PY - 2019 UR - https://www.risa.rw/home/ Y2 - 2020/08/17/19:40:21 ER - TY - ELEC TI - e-Learning Platform AU - Rwanda Education Board DA - 2019/// PY - 2019 UR - https://elearning.reb.rw/ Y2 - 2020/08/17/19:39:58 ER - TY - ELEC TI - Rwanda Education Board AU - Rwanda Education Board DA - 2018/// PY - 2018 UR - http://www.reb.rw/home/ Y2 - 2020/08/17/19:39:22 ER - TY - ELEC TI - Ruzivo Digital Learning | Home AU - Ruzivo Digital Learning DA - 2020/// PY - 2020 UR - https://www.ruzivodigitallearning.co.zw/ Y2 - 2020/06/27/16:58:54 ER - TY - JOUR TI - Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic AU - Rutherford, Teomara AU - Duck, Kerry AU - Rosenberg, Joshua M. AU - Patt, Raymond T2 - Journal of Research on Technology in Education DA - 2022/01/31/ PY - 2022 DO - 10.1080/15391523.2021.1920520 DP - DOI.org (Crossref) VL - 54 IS - sup1 SP - S94 EP - S131 J2 - Journal of Research on Technology in Education LA - en SN - 1539-1523, 1945-0818 UR - https://www.tandfonline.com/doi/full/10.1080/15391523.2021.1920520 Y2 - 2023/03/18/12:03:55 ER - TY - NEWS TI - Blockchain in schools and colleges AU - Rustagi, Nimish AU - Chakraborti, Anirban UR - https://indianexpress.com/article/opinion/blockchain-technology-education-nep-7696791/ ER - TY - JOUR TI - 2Dsearch: Facilitating reproducible and valid searching in evidence synthesis AU - Russell-Rose, T AU - Shokraneh, F T2 - BMJ Evidence-Based Medicine DA - 2019/// PY - 2019 VL - 24 IS - Suppl 1 SP - 36 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Construct Validity of Raven's Advanced Progressive Matrices for African and Non-African Engineering Students in South Africa AU - Rushton, J. Philippe AU - Skuy, Mervyn AU - Bons, Trudy Ann T2 - International Journal of Selection and Assessment AB - We test the hypothesis that the Raven's Advanced Progressive Matrices has the same construct validity in African university students as it does in non-African students by examining data from 306 highly select 17- to 23-year olds in the Faculties of Engineering and the Built Environment at the University of the Witwatersrand (177 Africans, 57 East Indians, 72 Whites; 54 women, 252 men). Analyses were made of the Matrices scores, an English Comprehension test, the Similarities subscale from the South African Wechsler Adult Intelligence Scale, end-of-year university grades, and high-school grade point average. Out of the 36 Matrices problems, the African students solved an average of 23; East Indian students, 26; and White students, 29 (p<.001), placing them at the 60th, 71st, and 86th percentiles, respectively, and yielding IQ equivalents of 103, 108, and 118 on the 1993 US norms. The same pattern of group differences was found on the Comprehension Test, the Similarities subscale, university course grades, and high-school grade-point average. The items on the Matrices ‘behaved’ in the same way for the African students as they did for the non-African students, thereby indicating the test's internal validity. Item analyses, including a confirmatory factor analysis, showed that the African/non-African difference was most pronounced on the general factor of intelligence. Concurrent validity was demonstrated by correlating the Matrices with the other measures, both individually and in composite. For the African group, the mean r=.28, p<.05, and for the non-African group, the mean r=.27, p<.05. Although the intercepts of the regression lines for the two groups were significantly different, their slopes were not. The results imply that scores on the Raven's Matrices are as valid for Africans as they are for non-Africans. DA - 2004/// PY - 2004 DO - 10.1111/j.0965-075x.2004.00276.x DP - Wiley Online Library VL - 12 IS - 3 SP - 220 EP - 229 LA - en SN - 1468-2389 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.0965-075X.2004.00276.x Y2 - 2019/12/06/12:15:38 ER - TY - ELEC TI - Electrification Of Primary Schools AU - Rural Electrification and Renewable Energy Corporation UR - https://www.rerec.co.ke/electrification-primary-schools.php Y2 - 2023/04/04/18:46:17 ER - TY - ELEC TI - The 50 MW Garissa Solar Power Plant AU - Rural Electrification and Renewable Energy Corporation UR - https://www.rerec.co.ke/garissa-solar-power-plant.php Y2 - 2023/04/04/18:46:34 ER - TY - RPRT TI - Digitalizing Laos: Improving Government Transparency, the Business Environment, and Human Capital AU - Runde, Daniel F AU - Bandura, Romina AU - Lee, Rachel DA - 2022/// PY - 2022 DP - Zotero SP - 6 LA - en PB - Center for Strategic and International Studies UR - https://csis-website-prod.s3.amazonaws.com/s3fs-public/publication/220216_Runde_Digitizing_Laos.pdf?iWw45YTLbLsqH1CMv0QwK.o3KvMivjMw ER - TY - ELEC TI - Rumie Initiative AU - Rumie T2 - Rumie Initiative AB - Providing free learning for underserved communities LA - en-US UR - https://rumie.org/about-us/ Y2 - 2020/07/21/15:33:53 ER - TY - ELEC TI - Rumie LearnCloud AU - Rumie AB - The World's Largest Repository of 100% Free Learning Content UR - http://learncloud.rumie.org/ Y2 - 2020/07/21/15:34:14 ER - TY - RPRT TI - EdTech That Reaches Marginalised Learners: Relevant Examples for the Indonesian Context AU - Rui, Yang AU - Upadhyay, Arjun AB - This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions. This list provides short summaries of lessons in using EdTech such as radio, television, and mobile phones to reach marginalised learners, emphasising interventions and evidence relevant to the Indonesian context. Keywords: marginalised learners, Indonesia, radio, television, mobile phones, girls, no-tech options An output of the EdTech Hub, https://edtechhub.org CN - 0102 DA - 2022/07/28/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 37 UR - https://docs.edtechhub.org/lib/MNMTIMGA KW - _r:AddedByZotZen ER - TY - RPRT TI - Social Emotional Learning and EdTech: Resources, Examples, and Effective Practices AU - Rui, Yang(Tingting) AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/12/13/ PY - 2021 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 35 UR - https://docs.edtechhub.org/lib/8TZZZUMT KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - RPRT TI - Mapping National Digital Learning Platforms: Full Dataset AU - Rui, Tingting AU - Chuang, Rachel AU - Thinley, Sangay AU - AlSheikh Theeb, Thaer AU - Villavicencio, Xuzel AU - Hasiniavo, Rasolohery AB - The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org CN - 0178 DA - 2023/// PY - 2023 LA - en M3 - Helpdesk response PB - EdTech Hub SN - 45a UR - https://docs.edtechhub.org/lib/SPWJF5UR KW - _r:AddedByZotZen ER - TY - RPRT TI - Mapping National Digital Learning Platforms AU - Rui, Tingting AU - Chuang, Rachel AU - Thinley, Sangay AU - AlSheikh Theeb, Thaer AU - Villavicencio, Xuzel AU - Hasiniavo. Rasolohery AB - This report presents findings from a global mapping exercise of 471 national digital platforms across 184 countries that was conducted by EdTech Hub following a Helpdesk request from UNICEF. The mapping exercise focused on examining three key areas of availability, usability, and inclusivity of national digital learning platforms. The study found that 32% of identified national digital learning platforms no longer exist, have not been updated since 2020, or have links that do not work. Only 30% of platforms offer offline functionality. Eighty-five per cent of platforms were accessible on a basic smartphone. This report serves as a snapshot in time of national digital learning platforms around the world. Future mapping exercises and reports may be carried out to expand on this work. Keywords: platforms, digital, learning, mobile, mapping, offline An output of the EdTech Hub, https://edtechhub.org CN - 0109 DA - 2023/// PY - 2023 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 45 UR - https://docs.edtechhub.org/lib/HPWRQP7M KW - _r:AddedByZotZen ER - TY - RPRT TI - Edtech in Malawi: A Rapid Scan AU - Rui, Tingting AB - An output of the EdTech Hub, https://edtechhub.org CN - 0152 DA - 2023/// PY - 2023 LA - en M3 - Rapid evidence review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/NMJMENAG KW - _r:AddedByZotZen ER - TY - JOUR TI - Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya AU - Rugut, Eunice AU - Role, Jesse AB - The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools. DA - 2013/// PY - 2013 DP - Zotero VL - 5 IS - 9 SP - 8 LA - en KW - ___working_potential_duplicate KW - auto_merged ER - TY - JOUR TI - Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya AU - Rugut, Eunice AU - Role, Jesse AB - The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools. DA - 2013/// PY - 2013 DP - Zotero VL - 5 IS - 9 SP - 8 LA - en KW - ___working_potential_duplicate ER - TY - JOUR TI - Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya AU - Rugut, Eunice AU - Jesse, Role T2 - International Journal of Science and Research (IJSR) AB - Call for Papers - International Journal of Science and Research (IJSR) is a Fully Refereed - Peer Reviewed International Journal. Notably, it is a Referred, Highly Indexed, Online International Journal with High Impact Factor. DA - 2016/// PY - 2016 DP - www.ijsr.net LA - English UR - https://www.ijsr.net/get_abstract.php?paper_id=16091605 Y2 - 2021/05/22/14:49:10 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - ELEC TI - Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya AU - Rugut, E. AU - Role, Jesse AB - The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools. DA - 2016/// PY - 2016 LA - en UR - /paper/Teachers-and-Students-Perceptions-on-the-of-Media-Rugut-Role/9dfbf49a6114cd817acbdc76d2fa06ed80fe9779 Y2 - 2021/06/15/11:33:39 KW - ___working_potential_duplicate ER - TY - BOOK TI - Behavioral Insights for Public Policy: Concepts and Cases AU - Ruggeri, Kai AU - Jarke, Hannes AU - Berkessel, Jana AU - Benzerga, Amel AU - Hlavova, Renata AU - Immonen, Johanna AU - Kunz, Marvin AU - Ojinaga Alfageme, Olatz AU - Paul, Alessandro AU - Plohl, Nejc AU - Prinz, Gerhard AU - Steinnes, Kamilla AU - Stuhlreyer, Julia AU - Sundström, Felicia AU - Cavassini, Filippo AU - Gelashvili, Amiran AU - Naru, Faisal AU - Thielen, Frederick AU - Achterberg, Jascha AU - Zupan, Zorana AB - https://www.routledge.com/Behavioral-Insights-for-Public-Policy-Concepts-and-Cases/Ruggeri/p/book/9781138484238 The first decades of the 21st century have offered a remarkable shift in how policies are made as well as who designs them. Until this period, advisory boards for local, regional, and national policy strategies largely comprised economists, lawyers, and financial experts. These panels made recommendations based on standing theory and, in some cases, subject-matter expertise, such as energy or healthcare. What has changed is how the behavioral sciences, largely psychology, have been embraced within these groups, thanks largely to extensive evidence from empirical research in how populations save, spend, eat, exercise, and work. While the application to policy may have contemporary versions, the behavioral side of economic theory itself is not new. Relevant insights on this go at least as far back as the 18th century with Daniel Bernoulli and Adam Smith, and continued steadily over the next two centuries with significant works from the likes of Wilhelm Wundt, Herbert Simon, and Roald Coase, among many others. However, how it came to be is perhaps more critical than merely who drove it. In each of these waves, a major shift in thinking was often preceded by empirical study that either attempted to explain how humans apply logic, or by surprising deviations from what appears to be rational. This textbook covers a range of topics from the origins of policy through to how recent advances in theory and practice have shifted our thinking on outcomes for society. Each section, including the fundamentals of behavioral sciences, policy development and evaluation, and all of the domains – economic, health, energy, education, workplace – cover examples of how behavioral insights are being used to address some of the most critical challenges we face. The cases and concepts presented in this book demonstrate the considerable value, both realized and potential, in studying as well as implementing behavioral insights into a variety of policy domains. We are still very much in the early days of this field, which means that these are merely fundamentals for educating and inspiring future generations of researchers, policymakers, and government leaders. As progress continues, how ultimate goals relevant to society are defined and targeted will become an increasingly important refrain amongst those involved in developing them. In these ways, we can consistently align our approaches with the most critical matters of local, national, and global communities: our safety, our stability, and our well-being. DA - 2019/01/01/ PY - 2019 DP - ResearchGate SN - 978-1-351-05254-2 ST - Behavioral Insights for Public Policy ER - TY - JOUR TI - Establishing a Safe Container for Learning in Simulation: The Role of the Presimulation Briefing AU - Rudolph, Jenny W. AU - Raemer, Daniel B. AU - Simon, Robert T2 - Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare AB - Summary Statement In the absence of theoretical or empirical agreement on how to establish and maintain engagement in instructor-led health care simulation debriefings, we organize a set of promising practices we have identified in closely related fields and our own work. We argue that certain practices create a psychologically safe context for learning, a so-called safe container. Establishing a safe container, in turn, allows learners to engage actively in simulation plus debriefings despite possible disruptions to that engagement such as unrealistic aspects of the simulation, potential threats to their professional identity, or frank discussion of mistakes. Establishing a psychologically safe context includes the practices of (1) clarifying expectations, (2) establishing a “fiction contract” with participants, (3) attending to logistic details, and (4) declaring and enacting a commitment to respecting learners and concern for their psychological safety. As instructors collaborate with learners to perform these practices, consistency between what instructors say and do may also impact learners’ engagement. DA - 2014/12// PY - 2014 DO - 10.1097/SIH.0000000000000047 DP - Semantic Scholar VL - 9 IS - 6 SP - 339 EP - 349 LA - en SN - 1559-2332 ST - Establishing a Safe Container for Learning in Simulation UR - https://journals.lww.com/01266021-201412000-00002 Y2 - 2023/04/28/20:26:44 ER - TY - RPRT TI - EQUIP-Tanzania impact evaluation AU - Ruddle, Nicola AU - Rawle, Georgina DA - 2020/// PY - 2020 DP - Zotero LA - en PB - Oxford Policy Management KW - ⛔ No DOI found ER - TY - RPRT TI - EQUIP-Tanzania Impact Evaluation: Endline qualitative evaluation report AU - Ruddle, Nicola AU - Jagmag, Mehjabeen AU - Casey, Kelly AU - Medardi, Deogardius AU - Sutoris, Peter DA - 2020/// PY - 2020 DP - Zotero SP - 140 LA - en PB - Oxford Policy Management ER - TY - JOUR TI - Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism. AU - Ruble, Lisa AU - McGrew, John H. AU - Toland, Michael D. T2 - Journal of Autism and Developmental Disorders AB - Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality. DA - 2012/09/01/ PY - 2012 DO - 10.1007/s10803-012-1446-7 DP - Springer Link VL - 42 IS - 9 SP - 1974 EP - 1983 J2 - J Autism Dev Disord LA - en SN - 1573-3432 UR - https://doi.org/10.1007/s10803-012-1446-7 Y2 - 2023/09/21/15:17:53 KW - Autism KW - Goal attainment scaling KW - Outcome measurement KW - Psychosocial intervention KW - Randomized controlled trials KW - Reliability ER - TY - RPRT TI - A three-tier citizenship: can the state in Tanzania guarantee linguistic human rights? AU - Rubagumya, Casmir M CY - University of Dar es Salaam, Tanzania DA - 2007/// PY - 2007 DP - Open WorldCat LA - en M3 - Working Paper PB - EdQual Research Programme Consortium SN - 5 ST - A three-tier citizenship ER - TY - JOUR TI - Introducing ICT into schools in Rwanda: Educational challenges and opportunities AU - Rubagiza, Jolly AU - Were, Edmond AU - Sutherland, Rosamund T2 - International Journal of Educational Development T3 - Education Quality for Social Justice AB - The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT. DA - 2011/01/01/ PY - 2011 DO - 10.1016/j.ijedudev.2010.06.004 DP - ScienceDirect VL - 31 IS - 1 SP - 37 EP - 43 J2 - International Journal of Educational Development SN - 0738-0593 ST - Introducing ICT into schools in Rwanda UR - http://www.sciencedirect.com/science/article/pii/S0738059310000866 Y2 - 2019/09/20/13:08:13 KW - Curriculum KW - Education KW - ICT KW - Rwanda KW - Social justice ER - TY - JOUR TI - Introducing ICT into schools in Rwanda: Educational challenges and opportunities AU - Rubagiza, Jolly AU - Were, Edmond AU - Sutherland, Rosamund T2 - International Journal of Educational Development DA - 2011/01/01/ PY - 2011 DO - 10.1016/j.ijedudev.2010.06.004 VL - 31 IS - 1 SP - 37 EP - 43 J2 - International Journal of Educational Development SN - 0738-0593 ST - Introducing ICT into schools in Rwanda ER - TY - JOUR TI - Introducing ICT into schools in Rwanda: Educational challenges and opportunities AU - Rubagiza, Jolly AU - Were, Edmond AU - Sutherland, Rosamund T2 - International Journal of Educational Development DA - 2011/01/01/ PY - 2011 DO - 10.1016/j.ijedudev.2010.06.004 VL - 31 IS - 1 SP - 37 EP - 43 J2 - International Journal of Educational Development SN - 0738-0593 ST - Introducing ICT into schools in Rwanda ER - TY - JOUR TI - Assessing Early Childhood Fluid Reasoning in Low- and Middle-Income Nations: Validity of the Wechsler Preschool and Primary Scale of Intelligence Across Seven MAL-ED Sites AU - Ruan-Iu, Linda AU - Pendergast, Laura L. AU - Rasheed, Muneera AU - Tofail, Fahmida AU - Svensen, Erling AU - Maphula, Angelina AU - Roshan, Reeba AU - Nahar, Baitun AU - Shrestha, Rita AU - Williams, Brittney AU - Schaefer, Barbara A. AU - Scharf, Rebecca AU - Caulfield, Laura E. AU - Seidman, Jessica AU - Murray-Kolb, Laura E. T2 - Journal of Psychoeducational Assessment AB - An adapted version of the Wechsler Preschool and Primary Scale of Intelligence—Third Edition (WPPSI-III) was administered to assess cognitive functioning among 1,253 5-year-old children from the Malnutrition and Enteric Disease (MAL-ED) study—an international, multisite study investigating multiple aspects of child development. In this study, the factor structure and invariance of the WPPSI-III were examined across seven international research sites located in Bangladesh, Brazil, India, Nepal, Pakistan, South Africa, and Tanzania. Using a multiple indicator multiple cause (MIMIC) modeling approach, the findings supported the validity of a fluid reasoning dimension (comprised of block design, matrix reasoning, and picture completion subscales) across each of the seven sites, although the scores were noninvariant. Accordingly, these scores are recommended for research purposes and understanding relationships between variables but not for mean comparisons or clinical purposes. DA - 2019/05/20/ PY - 2019 DO - 10.1177/0734282919850040 DP - SAGE Journals SP - 0734282919850040 J2 - Journal of Psychoeducational Assessment LA - en SN - 0734-2829 ST - Assessing Early Childhood Fluid Reasoning in Low- and Middle-Income Nations UR - https://doi.org/10.1177/0734282919850040 Y2 - 2019/12/06/13:45:29 ER - TY - BLOG TI - Assessing social and emotional learning in Tanzania: an interview with Matthew Jukes AU - RTI International T2 - Medium AB - Social emotional learning is likely to be strongly influenced by culture, but global variation has yet to be captured because much of the… DA - 2018/03/21/T17:55:55.026Z PY - 2018 LA - en UR - https://rti-intl-dev.medium.com/assessing-social-and-emotional-learning-in-tanzania-an-interview-with-matthew-jukes-523e93f0922 Y2 - 2021/06/06/16:01:57 ER - TY - GEN TI - Assistance to Basic Education: All Children Reading (ABE-ACR) Findings Report, Tanzania National Early Grade Reading Assessment (EGRA) AU - RTI International DA - 2016/// PY - 2016 PB - USAID UR - https://ierc-publicfiles.s3.amazonaws.com/public/resources/FdngsRpt_TZNtnlEGRA_08-Nov2016_FNL.pdf ER - TY - ELEC TI - Improving Early Grade Education Across Kenya AU - RTI International T2 - RTI AB - Tusome focuses on four key interventions developed and proven to improve literacy outcomes in Kenya. Learn about the impact of this program. DA - 2022/// PY - 2022 LA - en UR - https://www.rti.org/impact/tusome-improving-early-grade-learning-kenya Y2 - 2022/06/20/09:16:13 ER - TY - ELEC TI - Science of Teaching - Overview: Structured Pedagogy Guides, and a Note to Education Leaders AU - RTI International DA - 2021/// PY - 2021 UR - https://scienceofteaching.s3.eu-west-3.amazonaws.com/index.html#/lessons/pw4nS4OM7i8RlNTLi_2HIB1QNz0sRP3f Y2 - 2021/05/19/21:21:21 ER - TY - ELEC TI - Tangerine® – Mobile Learning Assessments Made Easy AU - RTI International T2 - RTI AB - Since 2010, improving early grade reading has been a top priority for RTI and for many bilateral and multilateral donors, including the U.S. Agency for International Development (USAID), The World Bank, UK Aid and others. In support of this work and to improve upon paper forms of assessment, RTI developed a mobile assessment and coaching tool we dubbed Tangerine. Open source for all users, Tangerine is a first-of-its-kind software application optimized for offline data collection on low-cost Android tablets. DA - 2016/04/25/T12:55:31-04:00 PY - 2016 LA - en UR - https://www.rti.org/impact/tangerine-mobile-learning-assessments-made-easy Y2 - 2020/07/07/08:32:15 ER - TY - GEN TI - The Primary Math and Reading Initiative (PRIMR) AU - RTI International DA - 2014/// PY - 2014 UR - https://pdf.usaid.gov/pdf_docs/pa00k285.pdf ER - TY - ELEC TI - Tusome Early Grade Reading Activity AU - RTI International T2 - RTI AB - Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale. DA - 2016/12/09/T13:53:24-05:00 PY - 2016 LA - en UR - https://www.rti.org/impact/tusome-early-grade-reading-activity Y2 - 2020/03/30/15:17:15 ER - TY - ELEC TI - Tusome Early Grade Reading Activity AU - RTI International T2 - RTI AB - Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale. DA - 2016/12/09/T13:53:24-05:00 PY - 2016 LA - en UR - https://www.rti.org/impact/tusome-early-grade-reading-activity Y2 - 2020/07/07/08:28:06 ER - TY - ELEC TI - Tangerine® – Mobile Learning Assessments Made Easy AU - RTI UR - https://www.rti.org/impact/tangerine-mobile-learning-assessments-made-easy ER - TY - RPRT TI - COVID-19 Response Plan AU - Royal Government of Bhutan DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/bhutan_covid-19_response_plan_guidelines-for-curriculum-implementation.pdf Y2 - 2020/06/09/13:27:00 ER - TY - ELEC TI - الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال في الأردن العام المقبل AU - Roya News T2 - رؤيا الأخباري AB - الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال .... DA - 2020/// PY - 2020 LA - en ST - الرزاز UR - https://royanews.tv/news/202006?1578398972 Y2 - 2020/06/30/14:28:59 ER - TY - JOUR TI - Digitizing taxation and premature formalization in developing countries AU - Roy, Pallavi AU - Khan, Mushtaq H. T2 - Development and Change AB - 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. DA - 2021/// PY - 2021 DO - 10.1111/dech.12662 DP - Wiley Online Library VL - 52 IS - 4 SP - 855 EP - 877 LA - en SN - 1467-7660 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/dech.12662 Y2 - 2023/01/25/16:10:11 ER - TY - JOUR TI - Bangladesh: Using open school data to improve transparency and accountability AU - Roy, Dipu AU - Miah, Abu Said Juel DA - 2018/// PY - 2018 DP - Zotero SP - 76 LA - en UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000265930&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_15dce750-ee4d-4737-a225-94446b3b4488%3F_%3D265930eng.pdf&updateUrl=updateUrl1385&ark=/ark:/48223/pf0000265930/PDF/265930eng.pdf.multi&fullScreen=true&locale=en#%5B%7B%22num%22%3A83%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2Cnull%2Cnull%2C0%5D KW - ⛔ No DOI found ER - TY - JOUR TI - Promoting proper education for sustainability: An exploratory study of ICT enhanced Problem Based Learning in a developing country AU - Roy, Amit AU - Kihoza, Patrick AU - Suhonen, Jarkko AU - Vesisenaho, Mikko AU - Tukiaianen, Markku T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - 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. DA - 2014/// PY - 2014 DP - Zotero VL - 10 IS - 1 SP - 70 EP - 90 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Promoting education for sustainable development by using ICT enhanced problem based learning in a developing country AU - Roy, A. AU - Kihoza, P. AU - Suhonen, J. AU - Vesisenaho, M. T2 - 2012 IEEE Fourth International Conference on Technology for Education AB - 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. C3 - 2012 IEEE Fourth International Conference on Technology for Education DA - 2012/// PY - 2012 DO - 10.1109/T4E.2012.27 DP - IEEE Xplore SP - 98 EP - 104 KW - Communities KW - Educational institutions KW - Fires KW - ICT enhanced problem based learning KW - ICT media KW - ICT supported pedagogical model KW - ICT4D KW - ICT4E KW - Project Based Learning KW - Reflection KW - Sociology KW - Vegetation KW - computer aided instruction KW - developing country KW - environmental education KW - environmental science computing KW - information technology KW - interactive video KW - learning videos KW - local environmental conservation problems KW - local environmental officers KW - problem solving KW - problems in developing world KW - projects-based-learning activity KW - responsible citizens KW - school students KW - social awareness KW - social issues KW - student presentations KW - sustainable development KW - technical presentation ER - TY - JOUR TI - The importance of theoretical positioning and the relevance of using bibliometrics for literature reviews AU - Rowe, Frantz AU - Kanita, Nada AU - Walsh, Isabelle T2 - Journal of Decision Systems AB - 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. DA - 2023/06/12/ PY - 2023 DO - 10.1080/12460125.2023.2217646 DP - DOI.org (Crossref) SP - 1 EP - 16 J2 - Journal of Decision Systems LA - en SN - 1246-0125, 2116-7052 UR - https://www.tandfonline.com/doi/full/10.1080/12460125.2023.2217646 Y2 - 2023/11/28/12:34:26 KW - _Added-ailr-2024 ER - TY - JOUR TI - The evolution of U.S. e-learning policy: a content analysis of the National Education Technology Plans AU - Roumell, Elizabeth Anne AU - Salajan, Florin Daniel T2 - Educational Policy AB - 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. DA - 2016/03// PY - 2016 DO - 10.1177/0895904814550070 DP - DOI.org (Crossref) VL - 30 IS - 2 SP - 365 EP - 397 J2 - Educational Policy LA - en SN - 0895-9048, 1552-3896 ST - The evolution of u.s. e-learning policy UR - http://journals.sagepub.com/doi/10.1177/0895904814550070 Y2 - 2021/08/05/18:17:22 ER - TY - JOUR TI - A comparative analysis of e-learning policy formulation in the European Union and the United States: discursive convergence and divergence AU - Roumell Erichsen, Elizabeth AU - Salajan, Florin D. T2 - Comparative Education Review DA - 2014/02// PY - 2014 DO - 10.1086/674095 DP - DOI.org (Crossref) VL - 58 IS - 1 SP - 135 EP - 165 J2 - Comparative Education Review LA - en SN - 0010-4086, 1545-701X ST - A comparative analysis of e-learning policy formulation in the european union and the united states UR - https://www.journals.uchicago.edu/doi/10.1086/674095 Y2 - 2021/08/12/20:59:05 ER - TY - CHAP TI - Epistemic mediation: Video data as filters for the objectification of teaching by teachers AU - Roth, Wolff-Michael T2 - Video Research in the Learning Sciences A2 - Goldman, Ricki A2 - Pea, Roy A2 - Barron, Brigid A2 - Derry, Sharon AB - 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. CY - New York DA - 2007/// PY - 2007 PB - Routledge ER - TY - JOUR TI - Numbers and words: Combining quantitative and qualitative methods in a single large-scale evaluation study AU - Rossman, Gretchen B. AU - Wilson, Bruce L. T2 - Evaluation Review DA - 1985/// PY - 1985 DO - https://doi.org/10.1177%2F0193841X8500900505 VL - 9 IS - 5 SP - 627 EP - 643 KW - ⚠️ Invalid DOI ER - TY - RPRT TI - Do High-Stakes Exams Promote Consistent Educational Standards? AU - Rossiter, Jack AU - Abreh, Might Kojo AU - Ali, Aisha AU - Sandefur, Justin T2 - Working Papers AB - 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. DA - 2021/// PY - 2021 LA - en M3 - Working Paper PB - Center for Global Development SN - 581 UR - https://www.cgdev.org/publication/do-high-stakes-exams-promote-consistent-educational-standards Y2 - 2022/04/07/19:42:29 ER - TY - GEN TI - Link it, open it, use it: changing how education data are used to generate ideas AU - Rossiter, Jack DA - 2020/// PY - 2020 DP - Zotero LA - en PB - Center for Global Development UR - https://www.cgdev.org/publication/link-it-open-it-use-it-changing-how-education-data-are-used-generate-ideas ER - TY - RPRT TI - Link It, Open It, Use It: Changing How Education Data Are Used to Generate Ideas AU - Rossiter, Jack T2 - Note DA - 2020/// PY - 2020 DP - Zotero SP - 17 LA - en M3 - Note PB - Center for Global Development ER - TY - RPRT TI - Link It, Open It, Use It: Changing How Education Data Are Used to Generate Ideas AU - Rossiter, Jack T2 - Note DA - 2020/// PY - 2020 DP - Zotero SP - 17 LA - en M3 - Note PB - Center for Global Development ER - TY - JOUR TI - iLearning: the future of higher education? Student perceptions on learning with mobile tablets AU - Rossing, Jonathan P AU - Miller, Willie M AU - Cecil, Amanda K AU - Stamper, Suzan E T2 - Journal of the Scholarship of Teaching and Learning AB - 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. DA - 2012/06// PY - 2012 DO - https://files.eric.ed.gov/fulltext/EJ978904.pdf DP - Zotero VL - 12 IS - 2 SP - 1 EP - 26 LA - en UR - https://files.eric.ed.gov/fulltext/EJ978904.pdf KW - ⚠️ Invalid DOI ER - TY - RPRT TI - Teachers Learning Together: Large-scale approaches to teacher communities of practice AU - Rossignoli, Serena AU - Amenya, Donvan AU - Kamana, Dieudonne AU - Tiganescu, Andrea AU - Kudenko, Irina DA - 2020/// PY - 2020 PB - Education Development Trust UR - https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/7c/7c40a2f7-4fa2-41d6-a21e-6f3635b1a72a.pdf Y2 - 2020/05/25/13:06:40 KW - C:Kenya / Rwanda ER - TY - BOOK TI - Needs-based resource allocation in education: via formula funding of schools A3 - Ross, Kenneth N. A3 - Levačić, Rosalind A3 - International Institute for Educational Planning CN - MLCM 2006/10926 CY - Paris DA - 1999/// PY - 1999 DP - Library of Congress ISBN SP - 257 PB - UNESCO, International Institute for Educational Planning SN - 978-92-803-1171-6 978-92-803-1183-9 ST - Needs-based resource allocation in education UR - https://www.iiep.unesco.org/en/publication/needs-based-resource-allocation-education-formula-funding-schools KW - Allocation Education KW - Education KW - Education and state KW - Finance ER - TY - BLOG TI - The difference between economic and financial analysis for WASH services AU - Ross, Ian T2 - WASHeconomics.com AB - 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… DA - 2018/12/18/T08:27:06+00:00 PY - 2018 LA - en UR - https://washeconomics.com/2018/12/18/the-difference-between-economic-and-financial-analysis/ Y2 - 2021/05/21/14:10:20 ER - TY - CHAP TI - Independent Samples T-Test AU - Ross, Amanda AU - Willson, Victor L. T2 - Basic and Advanced Statistical Tests: Writing Results Sections and Creating Tables and Figures A2 - Ross, Amanda A2 - Willson, Victor L. AB - 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. CY - Rotterdam DA - 2017/// PY - 2017 DP - Springer Link SP - 13 EP - 16 LA - en PB - SensePublishers SN - 978-94-6351-086-8 UR - https://doi.org/10.1007/978-94-6351-086-8_3 Y2 - 2023/09/21/15:18:33 ER - TY - JOUR TI - Languages in competition in Rwanda: Who is winning on the linguistic market? AU - Rosendal, Tove DA - 2010/// PY - 2010 DO - 10.1080/10228195.2010.516007 UR - tandfonline.com/doi/abs/10.1080/10228195.2010.516007 ER - TY - BOOK TI - Society and the adolescent self-image AU - Rosenberg, Morris CY - Princeton DA - 1965/// PY - 1965 PB - Princeton University Press KW - ⛔ No DOI found ER - TY - JOUR TI - Rosenberg self-esteem scale (RSE) AU - Rosenberg, M. T2 - Acceptance and Commitment Therapy DA - 1965/// PY - 1965 SP - 61 KW - ⛔ No DOI found ER - TY - JOUR TI - Education reform for the expansion of mother-tongue education in Ghana AU - Rosekrans, Kristin AU - Sherris, Arieh AU - Chatry-Komarek, Marie T2 - International Review of Education DA - 2012/// PY - 2012 DO - 10.1007/s11159-012-9312-6 DP - Google Scholar VL - 58 IS - 5 SP - 593 EP - 618 ER - TY - CHAP TI - Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach AU - Rose, R. AU - Garner, P. AU - Farrow, B. T2 - Inclusion, Equity and Access for Individuals with Disabilities. CY - Singapore DA - 2019/// PY - 2019 PB - Palgrave Macmillan SN - 978-981-13-5961-3 UR - https://link.springer.com/chapter/10.1007/978-981-13-5962-0_21 Y2 - 2020/12/15/12:52:06 ER - TY - RPRT TI - Identifying Disability In Household Surveys: Evidence On Education Access And Learning For Children With Disabilities In Pakistan AU - Rose, Pauline AU - Singal, Nidhi AU - Bari, Faisal AU - Malik, Rabea AU - Kamran, Sahar AB - 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. CY - Cambridge DA - 2018/// PY - 2018 DP - DOI.org (Datacite) LA - en PB - REAL Centre, Faculty of Education, University of Cambridge SN - Research and Policy Paper 18/1 ST - Identifying Disability In Household Surveys UR - https://www.educ.cam.ac.uk/centres/real/downloads/REAL%20Policy%20Doc%20Disability%20Pakistan%20A4%2013pp_FINAL.pdf Y2 - 2020/12/15/14:39:43 KW - _not_EdTechHub KW - _zenodoOTHER ER - TY - RPRT TI - Transformative political leadership to promote 12 years of quality education for all girls AU - Rose, Pauline AU - Gordon, Rebecca AU - Marston, Lauren AU - Zubairi, Asma AU - Downing, Phoebe DA - 2020/// PY - 2020 PB - REAL Centre, Faculty of Education, University of Cambridge UR - https://www.edu-links.org/sites/default/files/media/file/26-EN-REPORT-Political-leadership-LNGB-Feb-2020-SINGLE-PAGES.pdf ER - TY - RPRT TI - Mapping the landscape of education research by scholars based in sub-Saharan Africa Insights from the African Education Research Database AU - Rose, Pauline AU - Downing, Pheobe AU - Asare, Samuel AU - Mitchell, Rafael AB - 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. DA - 2019/06/10/ PY - 2019 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3242314#.XTB-POhKg2w Y2 - 2019/07/18/14:12:21 KW - Reviewed KW - _zenodoOTHER ER - TY - JOUR TI - Literature search protocol for the Evidence hub: Education partnerships between the state and non-state sector. AU - Rose, P AU - Downing, P AB - 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. DA - 2019/05/08/ PY - 2019 DO - 10.5281/zenodo.2677613 DP - Zenodo ST - Literature search protocol for the Evidence hub UR - https://zenodo.org/record/2677613#.XSdQYohKg2w Y2 - 2019/07/11/15:06:18 KW - Secondary Review KW - _zenodoOTHER ER - TY - BOOK TI - Universal Design for Learning: Is It for Everyone? AU - Rose, D AU - Meyer, A AB - 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. DA - 2006/// PY - 2006 SN - 978-1-891792-30-4 UR - https://eric.ed.gov/?id=ED515447 ER - TY - JOUR TI - Online mathematics homework increases student achievement AU - Roschelle, Jeremy AU - Feng, Mingyu AU - Murphy, Robert F. AU - Mason, Craig A. T2 - AERA open DA - 2016/// PY - 2016 DO - 10.1177/2332858416673968 DP - Google Scholar VL - 2 IS - 4 SP - 2332858416673968 ER - TY - JOUR TI - Who’s teaching math to our most needy students? A descriptive study AU - Rosas, Clarissa AU - Campbell, Lisa T2 - Teacher Education and Special Education AB - 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. DA - 2010/05/01/ PY - 2010 DO - 10.1177/0888406409357537 DP - SAGE Journals VL - 33 IS - 2 SP - 102 EP - 113 J2 - Teacher Education and Special Education LA - en SN - 0888-4064 ST - Who’s teaching math to our most needy students? UR - https://doi.org/10.1177/0888406409357537 Y2 - 2021/11/10/17:24:28 KW - math KW - special education KW - standardized tests KW - teacher’s perception ER - TY - ELEC TI - Levar sala de aula até sala de casa é bom negócio na Geekie AU - Rosa, Joao Luiz T2 - Valor Econômico AB - Isolamento social ajudou ‘edtech’ a elevar o faturamento em mais de 170% no ano passado DA - 2021/// PY - 2021 LA - pt-br UR - https://valor.globo.com/empresas/noticia/2021/06/14/levar-sala-de-aula-ate-sala-de-casa-e-bom-negocio-na-geekie.ghtml Y2 - 2022/06/06/17:00:33 ER - TY - RPRT TI - Can outsourcing improve Liberia's schools? Preliminary results from Year One of a three-year randomized evaluation of partnership schools for Liberia AU - Romero, Mauricio AU - Sandefur, Justin AU - Sandholtz, Wayne Aaron CY - Washington D.C. DA - 2017/// PY - 2017 PB - Center for Global Development SN - Working Paper 462 UR - https://www.cgdev.org/sites/default/files/partnership-schools-for-liberia.pdf ER - TY - RPRT TI - Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years [long report] AU - Romero, Mauricio AU - Sandefur, Justin T2 - Working Paper AB - 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. DA - 2018/12// PY - 2018 DP - Zotero SP - 56 LA - en PB - Centre for Global Development SN - 521 ER - TY - RPRT TI - Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years [short report] AU - Romero, Mauricio AU - Sandefur, Justin DA - 2019/12// PY - 2019 DP - Zotero SP - 4 LA - en M3 - Preliminary Results Brief PB - Instituto Tecnológico Autónomo de México; Center for Global Development ER - TY - JOUR TI - Current initiatives, barriers, and opportunities for networked learning in Latin America AU - Romero-Hall, Enilda T2 - Educational Technology Research and Development AB - 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. DA - 2021/08/01/ PY - 2021 DO - 10.1007/s11423-021-09965-8 DP - Springer Link VL - 69 IS - 4 SP - 2267 EP - 2283 J2 - Education Tech Research Dev LA - en SN - 1556-6501 UR - https://doi.org/10.1007/s11423-021-09965-8 Y2 - 2022/04/19/10:15:07 KW - Connected learning KW - Information and communications technology KW - Latin America KW - Mobile learning KW - Networked learning KW - Social media ER - TY - ELEC TI - Current initiatives, barriers, and opportunities for networked learning in Latin America | SpringerLink AU - Romero-Hall, Enilda DA - 2021/// PY - 2021 UR - https://link.springer.com/article/10.1007/s11423-021-09965-8 Y2 - 2022/08/17/07:41:23 ER - TY - JOUR TI - Supporting the mental health of teachers in COVID-19 through trauma-informed educational practices and adaptive formative assessment tools AU - Roman, Tiffany T2 - Journal of Technology and Teacher Education AB - 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 DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 473 EP - 481 KW - At Risk Students KW - College Faculty KW - Communicable Diseases KW - Coping KW - Disease Control KW - Educational Technology KW - Formative Evaluation KW - Health Needs KW - Mental Health KW - Online Courses KW - Preservice Teachers KW - Stress Variables KW - Teaching Methods KW - Technology Uses in Education KW - Well Being KW - ⛔ No DOI found ER - TY - RPRT TI - Moving from the margins: Mainstreaming persons with disabilities in Pakistan AU - Roman, Stephan AU - Bartel-Ellis, Fiona AU - Upton, Peter DA - 2014/// PY - 2014 UR - https://www.britishcouncil.org/sites/default/files/moving_from_the_margins_final.pdf ER - TY - ELEC TI - What is Data Lifecycle Management? And What phases would it pass through? AU - Romadhoni, Firmansyah DA - 2020/// PY - 2020 UR - https://medium.com/jagoanhosting/what-is-data-lifecycle-management-and-what-phases-would-it-pass-through-94dbd207ff54 Y2 - 2022/06/14/20:04:23 ER - TY - GEN TI - Protecting the right to education for refugees AU - Rolla, Moumné AU - Sakai, Leticia AB - 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. DA - 2017/// PY - 2017 LA - English PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000251076 Y2 - 2022/08/21/00:00:00 ER - TY - RPRT TI - Assistive technologies in developing countries AU - Rohwerder, Brigitte CY - Brighton, UK DA - 2018/// PY - 2018 DP - Zotero SP - 24 LA - en PB - Institute of Developing Studies SN - K4D Helpdesk Report UR - https://assets.publishing.service.gov.uk/media/5af976ab40f0b622d4e9810f/Assistive_technologies_in_developing-countries.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - MOOCs and the claim of education for all: A disillusion by empirical data AU - Rohs, Matthias AU - Ganz, Mario T2 - International Review of Research in Open and Distance Learning AB - 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. DA - 2015/11// PY - 2015 DO - 10.19173/irrodl.v16i6.2033 DP - ProQuest VL - 16 IS - 6 LA - English SN - 14923831 ST - MOOCs and the claim of education for all UR - http://search.proquest.com/docview/1770070648/abstract/28DB32F24ED7450FPQ/1 Y2 - 2016/09/27/14:59:36 KW - Access to education KW - C: International KW - Digital Divide KW - Distance learning KW - Education KW - MOOCs KW - Socioeconomic factors KW - ___working_potential_duplicate ER - TY - JOUR TI - MOOCs and the claim of education for all: A disillusion by empirical data AU - Rohs, Matthias AU - Ganz, Mario AB - 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. DA - 2015/11// PY - 2015 DP - ProQuest LA - English ST - MOOCs and the claim of education for all UR - https://search.proquest.com/docview/1770070648/abstract/9C08F54AFB1A4C50PQ/1 Y2 - 2020/07/31/18:13:06 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - MOOCs and the claim of education for all: A disillusion by empirical data AU - Rohs, Matthias AU - Ganz, Mario AB - 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. DA - 2015/11// PY - 2015 DP - ProQuest LA - English ST - MOOCs and the claim of education for all UR - https://search.proquest.com/docview/1770070648/abstract/9C08F54AFB1A4C50PQ/1 Y2 - 2020/07/31/18:13:06 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Reducing student absences at scale by targeting parents’ misbeliefs AU - Rogers, Todd AU - Feller, Avi T2 - Nature Human Behaviour DA - 2018/04/23/ PY - 2018 DO - 10.1038/s41562-018-0328-1 DP - DOI.org (Crossref) VL - 2 IS - 5 SP - 335 EP - 342 J2 - Nat Hum Behav LA - en SN - 2397-3374 UR - https://www.nature.com/articles/s41562-018-0328-1 Y2 - 2024/02/14/11:59:44 ER - TY - RPRT TI - Country Overview: Bangladesh AU - Rogers, Mike DA - 2018/// PY - 2018 PB - GSMA UR - https://data.gsmaintelligence.com/research/research/research-2018/country-overview-bangladesh ER - TY - RPRT TI - The COVID-19 Pandemic: Shocks to Education and Policy Responses AU - Rogers, Halsey AU - Sabarwal, Shwetlena AU - Avitabile, Ciro AU - Lee, Jessica AU - Miyamoto, Koji AU - Nellemann, Soren AU - Venegas Marin, Sergio CY - Washington D.C. DA - 2020/05/07/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - World Bank ST - The COVID-19 Pandemic UR - http://elibrary.worldbank.org/doi/book/10.1596/33696 Y2 - 2020/08/03/18:40:38 ER - TY - BOOK TI - Diffusion of innovations AU - Rogers, Everett M. DA - 2003/// PY - 2003 ET - 5 PB - Free Press UR - https://www.google.co.uk/books/edition/Diffusion_of_Innovations_5th_Edition/9U1K5LjUOwEC?hl=en&gbpv=0 ER - TY - RPRT TI - Interactive Learning and Teaching: Zonal In-Service Coordinators Facilitation Guide AU - Roger Federer Foundation DA - 2016/// PY - 2016 UR - http://iact.info/pdfs/iAct-Facilitator-Guide.pdf Y2 - 2020/08/05/10:58:59 ER - TY - JOUR TI - Towards a theory of curriculum implementation with particular reference to science education in developing countries AU - Rogan, John M. AU - Grayson, Diane J. T2 - International Journal of Science Education AB - 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. DA - 2003/10/01/ PY - 2003 DO - 10.1080/09500690210145819 DP - Taylor and Francis+NEJM VL - 25 IS - 10 SP - 1171 EP - 1204 SN - 0950-0693 UR - https://doi.org/10.1080/09500690210145819 Y2 - 2022/10/21/09:19:52 ER - TY - CHAP TI - M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora: pp67-71 AU - Rodríguez, Roberto Avello AU - Antón, Tamara Fernández AB - M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora DA - 2020/11/26/ PY - 2020 DP - ResearchGate SN - 978-84-13-19276-5 ER - TY - JOUR TI - ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools AU - Rodríguez, Patricio AU - Nussbaum, Miguel AU - Dombrovskaia, Lioubov T2 - Technology, Pedagogy and Education DA - 2012/// PY - 2012 DO - 10.1080/1475939x.2012.720415 DP - Google Scholar VL - 21 IS - 3 SP - 291 EP - 315 ST - ICT for education ER - TY - RPRT TI - Remote learning during the global school lockdown: multi-country lessons AU - Rodriguez, Maria AU - Cobo, Cristobal AU - Muñoz-Najar, Alberto AU - Sánchez Ciarrusta, Iñaki CY - Washington, D.C. LA - en PB - World Bank Group ST - Remote Learning During the Global School Lockdown UR - https://documents1.worldbank.org/curated/en/668741627975171644/pdf/Remote-Learning-During-the-Global-School-Lockdown-Multi-Country-Lessons.pdf Y2 - 2023/03/27/13:22:20 ER - TY - RPRT TI - Remote learning during the global school lockdown: multi-country lessons AU - Rodriguez, Maria AU - Cobo, Cristobal AU - Muñoz-Najar, Alberto AU - Sánchez Ciarrusta, Iñaki CY - Washington, D.C. LA - en PB - World Bank Group ST - Remote Learning During the Global School Lockdown UR - https://documents1.worldbank.org/curated/en/668741627975171644/pdf/Remote-Learning-During-the-Global-School-Lockdown-Multi-Country-Lessons.pdf Y2 - 2023/03/27/13:22:20 ER - TY - RPRT TI - Remote learning during the global school lockdown: multi-country lessons AU - Rodriguez, Maria AU - Cobo, Cristobal AU - Muñoz-Najar, Alberto AU - Sánchez Ciarrusta, Iñaki CY - Washington, D.C. LA - en PB - World Bank Group ST - Remote Learning During the Global School Lockdown UR - https://documents1.worldbank.org/curated/en/668741627975171644/pdf/Remote-Learning-During-the-Global-School-Lockdown-Multi-Country-Lessons.pdf Y2 - 2023/03/27/13:22:20 ER - TY - RPRT TI - Evaluacion de Impacto. Proyecto: Rompiendo Estereotipos, STEM es para chicas AU - Rodriguez, Lucina AU - Rivera, Antonella AU - Orjeda Fernandez, Gisella AU - Caillaux Icochea, Marcela AU - Quiroz Zafra, Sofia DA - 2019/04// PY - 2019 UR - http://enorbita.org/wp-content/uploads/2019/08/En-Orbita-Evaluacion-de-Impacto.pdf Y2 - 2022/01/19/18:01:30 ER - TY - RPRT TI - Back to the Basics: Curriculum Reform and Student Learning in Tanzania AU - Rodriguez-Segura, Daniel AU - Mbiti, Isaac AB - 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. DA - 2022/06/06/ PY - 2022 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - Back to the Basics UR - https://riseprogramme.org/publications/back-basics-curriculum-reform-and-student-learning-tanzania Y2 - 2023/09/19/13:59:46 ER - TY - JOUR TI - The last mile in school access: Mapping education deserts in developing countries AU - Rodriguez-Segura, Daniel AU - Kim, Brian Heseung T2 - Development Engineering AB - 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. DA - 2021/01/01/ PY - 2021 DO - 10.1016/j.deveng.2021.100064 DP - ScienceDirect VL - 6 SP - 100064 J2 - Development Engineering LA - en SN - 2352-7285 ST - The last mile in school access UR - https://www.sciencedirect.com/science/article/pii/S2352728521000063 Y2 - 2022/10/28/15:40:01 KW - Access to education KW - Education deserts KW - Education in developing countries KW - School placement ER - TY - JOUR TI - EdTech in developing countries: a review of the evidence AU - Rodriguez-Segura, Daniel T2 - The World Bank Research Observer AB - 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. DA - 2021/08/02/ PY - 2021 DO - 10.1093/wbro/lkab011 DP - Silverchair IS - lkab011 J2 - The World Bank Research Observer SN - 0257-3032 ST - Edtech in developing countries UR - https://doi.org/10.1093/wbro/lkab011 Y2 - 2021/11/10/17:22:06 ER - TY - RPRT TI - Educational Technology in Developing Countries: A Systematic Review AU - Rodriguez-Segura, Daniel T2 - EdPolicyWorks Working Paper DA - 2020/// PY - 2020 SP - 1 EP - 75 M3 - Working Paper PB - University of Virginia SN - 72 UR - https://curry.virginia.edu/sites/default/files/uploads/epw/72_Edtech_in_Developing_Countries.pdf Y2 - 2020/08/10/16:37:57 KW - ___working_potential_duplicate ER - TY - MANSCPT TI - Educational Technology in Developing Countries: A Systematic Review AU - Rodriguez-Segura, Daniel DA - 2020/// PY - 2020 M3 - EdPolicyWorks working paper ST - Educational technology in developing countries KW - C:Low- and middle-income countries KW - ___working_potential_duplicate ER - TY - JOUR TI - Financing for the EdTech Ecosystem: A Working Paper AU - Roddis, Suzanne AU - Collis, With Victoria AU - Steer, Liesbet AU - Cunningham, Madelyn Swift DA - 2021/// PY - 2021 DP - Zotero SP - 54 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Tsome Pamoja Tanzania AU - Rodd, Alastair DA - 2018/// PY - 2018 DP - Zotero SP - 2 LA - en PB - USAID UR - https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=0CAIQw7AJahcKEwiQjKn7lp6AAxUAAAAAHQAAAAAQAg&url=https%3A%2F%2F2017-2020.usaid.gov%2Fsites%2Fdefault%2Ffiles%2Fdocuments%2F1860%2F2018-10-29_Tusome_Pamoja.pdf&psig=AOvVaw2-MQh7idbYWsvzSsG4aGji&ust=1689973146684751&opi=89978449 ER - TY - BLOG TI - Co-Develop: Digital Public Infrastructure for an Equitable Recovery AU - Rockefeller Foundation T2 - The Rockefeller Foundation AB - 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. DA - 2021/// PY - 2021 LA - en-US ST - Co-Develop UR - https://www.rockefellerfoundation.org/report/co-develop-digital-public-infrastructure-for-an-equitable-recovery/ Y2 - 2022/04/24/20:57:49 ER - TY - BLOG TI - Unit Cost Budgeting? (1/4) Marc Robinson Blog AU - Robinson, Mark DA - 2022/// PY - 2022 LA - en-US ST - Unit Cost Budgeting? UR - https://blog.pfmresults.com/unit-cost-budgeting-1-4/ Y2 - 2022/04/07/15:54:38 ER - TY - RPRT TI - School perspectives on collaborative inquiry: lessons learned from New York City, 2009-2010 AU - Robinson, Marian AU - Passantino, Claire AU - Acerra, Marsha AU - Bae, Lauren AU - Tiehen, Katie AU - Pido, Eric AU - Kannapel, Patricia AU - Duffy, Mark AU - Langland, Connie AB - 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. DA - 2010/11/01/ PY - 2010 DP - ResearchGate ST - School perspectives on collaborative inquiry UR - https://repository.upenn.edu/cpre_researchreports/59/ ER - TY - GEN TI - A summary of 'Diffusion of innovations' AU - Robinson, Les DA - 2009/// PY - 2009 UR - https://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf Y2 - 2021/08/05/18:59:58 ER - TY - RPRT TI - Do No Harm teaching case study: Cité Soleil. Reference for workshop participants AU - Robillard, Sabina Carlson CY - Cambridge, MA DA - 2015/05// PY - 2015 DP - Zotero LA - en PB - CDA Collaborative Learning Projects UR - https://www.cdacollaborative.org/wp-content/uploads/2016/01/Do-No-Harm-Teaching-Case-Study-Cite%CC%81-Soleil-Reference-for-Workshop-Participants.pdf KW - ⛔ No DOI found ER - TY - CONF TI - Connecting africa using the TV white spaces: from research to real world deployments AU - Roberts, Sidney AU - Garnett, Paul AU - Chandra, Ranveer T2 - 2015 IEEE International Workshop on Local and Metropolitan Area Networks (LANMAN) AB - 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. C1 - Beijing, China C3 - The 21st IEEE International Workshop on Local and Metropolitan Area Networks DA - 2015/04// PY - 2015 DO - 10.1109/LANMAN.2015.7114729 DP - DOI.org (Crossref) SP - 1 EP - 6 LA - en PB - IEEE SN - 978-1-4673-6762-2 ST - Connecting africa using the TV white spaces UR - http://ieeexplore.ieee.org/document/7114729/ Y2 - 2020/09/25/13:17:46 ER - TY - CHAP TI - E-Learning as a Vehicle for the Development of Rural Girls in Ghana, West Africa AU - Roberts-Lewis, Kristie AU - Orok, Michael E. T2 - Information Communication Technology (ICT) Integration to Educational Curricula: A New Direction for Africa A3 - Nwokeafor, Cosmas Uchenna DA - 2015/// PY - 2015 DP - Google Scholar SP - 47 EP - 65 PB - University Press of America UR - https://books.google.co.uk/books?hl=en&lr=&id=f_rbBgAAQBAJ&oi=fnd&pg=PA47&dq=E-Learning+as+a+Vehicle+for+the+Development+of+Rural+Girls+in+Ghana,+West+Africa&ots=telpKl3F5M&sig=liMg3MPx4Vo16-7Jzb4V_O8_QYs#v=onepage&q=E-Learning%20as%20a%20Vehicle%20for%20the%20Development%20of%20Rural%20Girls%20in%20Ghana%2C%20West%20Africa&f=false KW - Equity through Access KW - ⛔ No DOI found ER - TY - JOUR TI - The Effectiveness of Volunteer Tutoring Programs: A Systematic Review AU - Ritter, Gary AU - Denny, George AU - Albin, Ginger AU - Barnett, Joshua AU - Blankenship, Virginia DA - 2006/01/01/ PY - 2006 VL - 2006 ER - TY - BOOK TI - Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners AU - Ritchhart, Ron AU - Church, Mark AU - Morrison, Karin AB - "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"-- CN - LB1590.3 .R63 2011 CY - San Francisco, CA DA - 2011/// PY - 2011 DP - Library of Congress ISBN ET - First edition SP - 294 PB - Jossey-Bass SN - 978-0-470-91551-6 ST - Making Thinking Visible KW - Cognition in children KW - Critical thinking KW - EDUCATION / Teaching Methods & Materials / General KW - Study and teaching KW - Thought and thinking ER - TY - ELEC TI - Rising Academies - Rising On Air AU - Rising Academy Network T2 - Rising Academies LA - en-GB UR - https://www.risingacademies.com/onair Y2 - 2020/07/21/14:59:30 ER - TY - ELEC TI - Rising Academies - Rising On Air AU - Rising Academy Network DA - 2020/// PY - 2020 LA - EN UR - http://www.risingacademies.com/on-air Y2 - 2020/04/08/12:11:03 ER - TY - RPRT TI - How to Guide: Delivering High-Quality Radio Learning AU - Rising Academies AU - EdTech Hub DA - 2021/02/02/ PY - 2021 UR - https://docs.edtechhub.org/lib/DU497D8A KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:other:ok KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH ER - TY - ELEC TI - Rising Academies AU - Rising Academies UR - https://www.risingacademies.com/ Y2 - 2020/07/21/14:56:01 ER - TY - ELEC TI - Rising Academies AU - Rising Academies UR - https://www.risingacademies.com/ Y2 - 2023/06/22/08:16:38 ER - TY - RPRT TI - RISE in Nigeria: Non-technical Research Overview AU - RISE DA - 2019/// PY - 2019 UR - https://www.riseprogramme.org/sites/www.riseprogramme.org/files/attachments/Nigeria%20CRT%20non%20tech%20summary%20.pdf Y2 - 2020/07/07/13:55:12 ER - TY - ELEC TI - Systems thinking | RISE Programme AU - RISE UR - https://riseprogramme.org/systems-thinking Y2 - 2020/08/28/10:52:36 ER - TY - ELEC TI - The RISE Education Systems Diagnostic: A Tool for Identifying Strategic Priorities for Education System Reform AU - RISE T2 - RISE Programme DA - 2023/02/02/ PY - 2023 LA - en ST - The RISE Education Systems Diagnostic UR - https://riseprogramme.org/events/rise-education-systems-diagnostic-tool-identifying-strategic-priorities-education-system Y2 - 2023/03/08/23:32:25 ER - TY - NEWS TI - How software that learns as it teaches is upgrading Brazilian education AU - Rigby, Claire T2 - The Observer AB - Teaching algorithms aim to change Brazilian education for ever – but where does the teacher fit into the classroom of tomorrow? DA - 2016/01/10/T08:00:19.000Z PY - 2016 DP - The Guardian LA - en-GB SE - Technology SN - 0029-7712 UR - https://www.theguardian.com/technology/2016/jan/10/geekie-educational-software-brazil-machine-learning Y2 - 2022/06/06/16:46:17 KW - Americas KW - Brazil KW - Computing KW - Education KW - Schools KW - Software KW - Technology ER - TY - BOOK TI - The Lean Startup: How Today's Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses AU - Ries, Eric AB - 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. DA - 2011/09/13/ PY - 2011 DP - Amazon ST - The Lean Startup ER - TY - GEN TI - Technology Acceptable Use Agreement AU - Ridgewood Public Schools PB - Ridgewood Public Schools UR - https://somerville.ridgewood.k12.nj.us/our_school/policies___procedures/technology_acceptable_use_agreement ER - TY - RPRT TI - Zero to eight: children’s media use in America AU - Rideout, Victoria DA - 2011///Fall PY - 2011 PB - Common Sense Media UR - https://www.commonsensemedia.org/research/past-research-reports ER - TY - JOUR TI - Results From a Controlled Study of the iPad Fractions Game Motion Math AU - Riconscente, Michelle M T2 - Games and Culture DA - 2013/// PY - 2013 DO - 10.1177/1555412013496894 VL - 8 IS - 4 SP - 186 EP - 214 ER - TY - CONF TI - Culture, Gender and Technology Enhanced Learning: Female and Male Students' Perceptions across three Countries AU - Richter, Thomas AU - Zelenkauskaite, Asta AB - 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. C3 - International Conference e-Learning DA - 2014/// PY - 2014 DP - Zotero SP - 10 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises AU - Richmond, Simon DA - 2020/// PY - 2020 SP - 9 LA - EN PB - Education Development Center UR - https://www.edc.org/sites/default/files/Repurposing-Established-Radio-Audio-Series.pdf ER - TY - BOOK TI - The" thinking" in systems thinking: Seven essential skills AU - Richmond, Barry DA - 2000/// PY - 2000 DP - Google Scholar PB - Pegasus Communications ST - The" thinking" in systems thinking ER - TY - BOOK TI - Teachers of Refugees: A Review of the Literature AU - Richardson, Emily AB - 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.] DA - 2018/// PY - 2018 DP - ERIC LA - en PB - Education Development Trust SN - 978-1-909437-95-1 ST - Teachers of Refugees UR - https://eric.ed.gov/?id=ED588878 Y2 - 2020/04/29/06:50:30 KW - Google Scholar/ teacher "professional development" AND refugees AND technology KW - RER theme_supporting educators ER - TY - BLOG TI - Teaching literacy to youth in Dadaab AU - Rich, Sam T2 - eLimu AB - 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… DA - 2020/// PY - 2020 UR - https://e-limu.org/teaching-literacy-youth-dadaab/ ER - TY - JOUR TI - Development of reliable and valid short forms of the marlowe-crowne social desirability scale AU - Reynolds, William M. T2 - Journal of Clinical Psychology AB - 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. DA - 1982/// PY - 1982 DO - 10.1002/1097-4679(198201)38:1<119::AID-JCLP2270380118>3.0.CO;2-I DP - Wiley Online Library VL - 38 IS - 1 SP - 119 EP - 125 LA - en SN - 1097-4679 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/1097-4679%28198201%2938%3A1%3C119%3A%3AAID-JCLP2270380118%3E3.0.CO%3B2-I Y2 - 2022/01/16/18:35:55 ER - TY - JOUR TI - Introducing Systems Approaches AU - Reynolds, Martin AU - Holwell, Sue DP - Zotero SP - 26 LA - en KW - ❓ Multiple DOI ER - TY - BOOK TI - Systems Approaches to Managing Change: A Practical Guide A3 - Reynolds, Martin A3 - Holwell, Sue CY - London DA - 2010/// PY - 2010 DP - DOI.org (Crossref) LA - en PB - Springer London SN - 978-1-84882-808-7 978-1-84882-809-4 ST - Systems Approaches to Managing Change UR - http://link.springer.com/10.1007/978-1-84882-809-4 Y2 - 2021/03/08/13:04:11 ER - TY - MGZN TI - Logros y Desafíos del Plan Ceibal AU - Reyes, Olga AU - Valdés-Rodríguez, Ofelia DA - 2021/08// PY - 2021 UR - https://revistaeducarnos.com/wp-content/uploads/2021/10/olga.pdf ER - TY - JOUR TI - Family engagement in early learning opportunities at home and in early childhood education centers in Colombia AU - Rey-Guerra, Catalina AU - Maldonado-Carreño, Carolina AU - Ponguta, Liliana Angelica AU - Nieto, Ana María AU - Yoshikawa, Hirokazu T2 - Early Childhood Research Quarterly AB - 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. DA - 2022/01/01/ PY - 2022 DO - 10.1016/j.ecresq.2021.08.002 DP - ScienceDirect VL - 58 SP - 35 EP - 46 J2 - Early Childhood Research Quarterly SN - 0885-2006 UR - https://www.sciencedirect.com/science/article/pii/S0885200621000946 Y2 - 2023/10/06/08:17:04 KW - Child development KW - Colombia KW - Early childhood education KW - Family engagement KW - Home learning KW - Multilevel models ER - TY - NEWS TI - Ivory Coast children head back to school after virus shutdown AU - Reuters Staff T2 - Reuters AB - 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. DA - 2020/05/26/ PY - 2020 DP - www.reuters.com LA - en UR - https://www.reuters.com/article/us-health-coronavirus-ivorycoast-educati-idUSKBN2311FC Y2 - 2021/03/29/06:08:31 KW - Africa KW - Aid Relief / Humanitarian Agencies KW - CORONAVIRUS KW - Children / Youth Issues KW - Coronavirus KW - EDUCATION KW - Education KW - Epidemics KW - HEALTH KW - Health / Medicine KW - Human Rights / Civil Rights KW - IVORYCOAST KW - Ivory Coast KW - Overseas Development Aid KW - Pictures KW - US KW - Video Available KW - West Africa KW - Western Europe ER - TY - GEN TI - Summative Evaluation of GPE's Country-level Support to Education. Bangladesh AU - Results for Development DA - 2020/01// PY - 2020 PB - Universalia UR - https://www.globalpartnership.org/content/summative-evaluation-gpes-country-level-support-education-bangladesh ER - TY - BLOG TI - The Coaching Approach AU - Results for Development LA - en-US UR - https://r4d.org/thecoachingapproach/ Y2 - 2020/07/03/14:24:15 ER - TY - CHAP TI - Issues and challenges related to digital equity: an overview AU - Resta, P. AU - Laferriere, T. AU - McLaughlin, R. AU - Kouraogo, A. T2 - Second handbook of information technology in primary and secondary education A2 - Voogt, J. A2 - Knezek, G. A2 - Christensen, R. A2 - Lai, K-W. T3 - Springer International Handbooks of Education CY - Cham, Switzerland DA - 2018/// PY - 2018 SP - 987 EP - 1004 PB - Springer UR - https://www.crires.ulaval.ca/sites/default/files/full-text/resta2018_referenceworkentry_issuesandchallengesrelatedtodi.pdf ER - TY - ELEC TI - ASIDI - Accelerated School Infrastructure Delivery Initiative AU - Republic of South Africa DA - 2022/// PY - 2022 UR - https://www.education.gov.za/Programmes/ASIDI.aspx Y2 - 2022/04/07/16:12:51 ER - TY - ELEC TI - DBE's National School Nutrition Programme AU - Republic of South Africa T2 - DBE's National School Nutrition Programme DA - 2022/// PY - 2022 UR - https://www.education.gov.za/Programmes/NationalSchoolNutritionProgramme.aspx Y2 - 2022/04/07/16:11:57 ER - TY - RPRT TI - Education Sector Analysis. Assessing the enabling environment for gender equality AU - Republic of Sierra Leone DA - 2020/// PY - 2020 PB - UNICEF, IIEP - UNESCO ER - TY - ELEC TI - Malawi National ICT Policy 2013 AU - Republic of Malawi T2 - MACRA DA - 2013/// PY - 2013 LA - en-US UR - https://macra.mw/download/malawi-ict-policy-2013/ Y2 - 2022/11/01/15:39:59 ER - TY - RPRT TI - National COVID-19 Preparedness and Response Plan AU - Republic of Malawi DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/national-covid-19-preparedness-and-response-plan_08-04-2020_final-version.pdf Y2 - 2020/06/09/13:32:07 ER - TY - GEN TI - Public Statement on the Status of Payments to County Governments FY 2021-2022 AU - Republic of Kenya National Treasury and Planning DA - 2022/// PY - 2022 UR - https://www.treasury.go.ke/wp-content/uploads/2022/09/Public-Statement-Status-of-Payment-to-County-Gvts-for-FY-2021-22.pdf ER - TY - RPRT TI - National Pre-Primary Education Policy 2017 AU - Republic of Kenya Ministry of Education CY - Nairobi, Kenya DA - 2017/// PY - 2017 PB - Republic of Kenya Ministry of Education UR - https://repository.kippra.or.ke/handle/123456789/560 ER - TY - RPRT TI - National Pre-primary Education Policy Standard Guidelines AU - Republic of Kenya Ministry of Education CY - Nairobi, Kenya DA - 2018/// PY - 2018 PB - Republic of Kenya Ministry of Education UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/pre-primary_policy_guidelines_11_1.pdf ER - TY - ELEC TI - POLICY ON INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION AND TRAINING | Ministry of Education - Kenya AU - Republic of Kenya Ministry of Education UR - https://www.education.go.ke/index.php/node/286 Y2 - 2023/06/23/11:11:54 ER - TY - GEN TI - Kenya Digital Master Plan 2022-2032 AU - Republic of Kenya ICT Authority DA - 2022/// PY - 2022 UR - https://cms.icta.go.ke//sites/default/files/2022-09/Kenya_Digital_Master_Plan_2022-2023_0.pdf ER - TY - RPRT TI - ICT in Education and Training Policy AU - Republic of Kenya. CY - Nairobi: Government Printer DA - 2021/// PY - 2021 ER - TY - GEN TI - The Data Protection Act (No. 24 of 2019) AU - Republic of Kenya DA - 2019/11/11/ PY - 2019 UR - http://kenyalaw.org/kl/fileadmin/pdfdownloads/Acts/2019/TheDataProtectionAct__No24of2019.pdf ER - TY - NEWS TI - Sesame Street to introduce new character - a muppet with autism AU - Reporters, Telegraph T2 - The Telegraph AB - Children's show Sesame Street is to introduce a new character with autism. DA - 2017/03/20/ PY - 2017 DP - www.telegraph.co.uk LA - en-GB SN - 0307-1235 UR - https://www.telegraph.co.uk/news/2017/03/20/sesamestreets-new-muppet-aims-reduce-stigma-autism/ Y2 - 2020/03/25/13:09:37 KW - Children KW - News KW - Standard KW - Television ER - TY - BOOK TI - Scales for Rating the Behavioral Characteristics of Superior Students. Technical and Administration Manual. AU - Renzulli, Joseph S. AU - Smith, Linda H. AU - White, Alan J. AU - Callahan, Carolyn M. AU - Hartman, Robert K. AU - Westberg, Karen L. AB - 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) DA - 2002/// PY - 2002 DP - ERIC LA - en PB - ERIC SN - 978-0-936386-90-4 Y2 - 2022/01/16/18:33:28 KW - Ability Identification KW - Academically Gifted KW - Behavior Rating Scales KW - Elementary Secondary Education KW - Test Interpretation KW - Test Reliability KW - Test Validity KW - Testing ER - TY - GEN TI - Langues et école en Guyane AU - Renault-Lescure, Odile AU - Migge, Bettina DA - 2009/// PY - 2009 DP - Google Scholar PB - L'Harmattan ER - TY - ELEC TI - World Bank helps Bangladesh provide education and skills training to poor children and youths AU - ReliefWeb T2 - OCHA AB - English News and Press Release on Bangladesh about Contributions, Education, Epidemic and more; published on 18 Jan 2021 by World Bank DA - 2021/01/18/ PY - 2021 LA - en UR - https://reliefweb.int/report/bangladesh/world-bank-helps-bangladesh-provide-education-and-skills-training-poor-children Y2 - 2021/10/25/18:40:48 ER - TY - JOUR TI - Local capture: Evidence from a Central Government Transfer Program in Uganda AU - Reinikka, R. AU - Svensson, J. T2 - The Quarterly Journal of Economics DA - 2004/05/01/ PY - 2004 DO - 10.1162/0033553041382120 DP - DOI.org (Crossref) VL - 119 IS - 2 SP - 679 EP - 705 J2 - The Quarterly Journal of Economics LA - en SN - 0033-5533, 1531-4650 ST - Local Capture UR - https://academic.oup.com/qje/article-lookup/doi/10.1162/0033553041382120 Y2 - 2022/04/07/17:31:43 ER - TY - JOUR TI - Towards a classroom pedagogy for learner autonomy: a framework of independent language learning skills AU - Reinders, Hayo T2 - Australian Journal of Teacher Education AB - 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. DA - 2010/01/01/ PY - 2010 DO - 10.14221/ajte.2010v35n5.4 DP - DOI.org (Crossref) VL - 35 IS - 5 SP - 40 EP - 55 J2 - AJTE LA - en SN - 1835517X ST - Towards a classroom pedagogy for learner autonomy UR - http://ro.ecu.edu.au/ajte/vol35/iss5/4 Y2 - 2021/08/05/18:58:20 ER - TY - RPRT TI - A framework to guide an education response to the COVID-19 pandemic of 2020 AU - Reimers, Fernando M. AU - Schleicher, Andreas DA - 2020/// PY - 2020 PB - OECD UR - https://teachertaskforce.org/sites/default/files/2020-04/A%20framework%20to%20guide%20an%20education%20response%20to%20the%20COVID-19%20Pandemic%20of%202020.pdf ER - TY - BOOK TI - Educating Students to Improve the World AU - Reimers, Fernando M. T2 - SpringerBriefs in Education CY - Singapore DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - en PB - Springer Singapore SN - 9789811538865 9789811538872 UR - http://link.springer.com/10.1007/978-981-15-3887-2 Y2 - 2020/08/28/12:15:23 ER - TY - JOUR TI - Language policy in Ghana and Malawi: differing approaches to multilingualism in education AU - Reilly, Colin AU - ResCue, Elvis AU - Chavula, Jean Josephine T2 - Journal of the British Academy AB - 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. DA - 2022/// PY - 2022 DO - 10.5871/jba/010s4.069 DP - DOI.org (Crossref) VL - 10s4 SP - 69 EP - 95 J2 - JBA LA - en SN - 20527217 ST - Language policy in Ghana and Malawi UR - https://www.thebritishacademy.ac.uk/publishing/journal-british-academy/10s4/language-policy-ghana-malawi/ Y2 - 2022/07/14/09:23:58 ER - TY - BLOG TI - Good teaching is inclusive for all, so why focus on marginalised adolescent girls? AU - Reilly, Anita T2 - The Education and Development Forum (UKFIET) AB - 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 […] DA - 2020/12/21/T10:35:54+00:00 PY - 2020 LA - en-GB UR - https://www.ukfiet.org/2020/good-teaching-is-inclusive-for-all-so-why-focus-on-marginalised-adolescent-girls/ Y2 - 2021/06/11/13:12:36 ER - TY - JOUR TI - The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: implications for training and professional development AU - Rehn, Nicki AU - Maor, Dorit AU - McConney, Andrew T2 - Technology, Pedagogy and Education AB - 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. DA - 2018/// PY - 2018 DO - 10.1080/1475939X.2018.1483265 VL - 27 IS - 4 SP - 417 EP - 429 UR - https://doi.org/10.1080/1475939X.2018.1483265 KW - K–12 KW - Videoconferencing KW - distance education KW - instructional technology KW - teacher roles ER - TY - RPRT TI - Pakistan - Data Protection Overview AU - Rehman, Shafaq CY - Karachi DA - 2021/// PY - 2021 PB - RIAA Barker Gillette UR - https://www.dataguidance.com/notes/pakistan-data-protection-overview-0 ER - TY - RPRT TI - Pakistan - Data Protection Overview AU - Rehman, Shafaq CY - Karachi DA - 2021/// PY - 2021 PB - RIAA Barker Gillette UR - https://www.dataguidance.com/notes/pakistan-data-protection-overview-0 ER - TY - ELEC TI - Pakistan - Data Protection Overview AU - Rehman, Shafaq T2 - DataGuidance AB - 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. DA - 2021/10/19/T12:33:00+01:00 PY - 2021 LA - en UR - https://www.dataguidance.com/notes/pakistan-data-protection-overview-0 Y2 - 2022/04/07/17:28:51 ER - TY - JOUR TI - Ethical challenges of edtech, big data and personalized learning: twenty-first century student sorting and tracking AU - Regan, Priscilla M. AU - Jesse, Jolene T2 - Ethics and Information Technology AB - 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. DA - 2019/09/01/ PY - 2019 DO - 10.1007/s10676-018-9492-2 DP - Springer Link VL - 21 IS - 3 SP - 167 EP - 179 J2 - Ethics Inf Technol LA - en SN - 1572-8439 ST - Ethical challenges of edtech, big data and personalized learning UR - https://doi.org/10.1007/s10676-018-9492-2 Y2 - 2021/02/19/10:03:36 ER - TY - RPRT TI - Ref 2019: Panel Criteria and Working Methods AU - REF DA - 2019/// PY - 2019 UR - https://www.ref.ac.uk/media/1084/ref-2019_02-panel-criteria-and-working-methods.pdf Y2 - 2019/12/12/15:05:48 ER - TY - JOUR TI - How students create motivationally supportive learning environments for themselves: The concept of agentic engagement AU - Reeve, Johnmarshall T2 - Journal of Educational Psychology DA - 2013/// PY - 2013 DO - 10.1037/a0032690 VL - 105 IS - 3 SP - 579 ER - TY - BOOK TI - Understanding motivation and emotion AU - Reeve, Johnmarshall CY - Hoboken, NJ DA - 2018/// PY - 2018 ET - Seventh edition PB - John Wiley & Sons, Inc SN - 978-1-119-36760-4 UR - https://www.wiley.com/en-us/Understanding+Motivation+and+Emotion%2C+7th+Edition-p-9781119367604 KW - Emotions KW - Motivation (Psychology) KW - Personality and motivation ER - TY - BLOG TI - How Geospatial Technology Changed over Time AU - Rees, Eric van T2 - Soar AB - Geospatial technology has changed significantly over the years. It started in a scientific environment and has gotten a wider adoption over… DA - 2018/09/06/T06:55:15.035Z PY - 2018 LA - en UR - https://medium.com/soar-earth/how-geospatial-technology-changed-over-time-a128565aa89c Y2 - 2022/10/29/14:39:49 ER - TY - JOUR TI - Exploring the summer reading effect through visual analysis of multiple datasets AU - Reed, Deborah K. AU - Aloe, Ariel M. AU - Park, Seohee AU - Reeger, Adam J. T2 - Journal of Research in Reading AB - 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. DA - 2021/// PY - 2021 DO - 10.1111/1467-9817.12357 DP - Wiley Online Library VL - 44 IS - 3 SP - 597 EP - 616 LA - en SN - 1467-9817 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9817.12357 Y2 - 2022/08/25/16:52:30 KW - elementary KW - exploratory visual analysis KW - reading KW - summer loss ER - TY - JOUR TI - An E-Learning Approach to Secondary School Education”: E-Readiness Implications in Kenya AU - Redempta, Kiilu T2 - Journal of Education and Practice AB - 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. DA - 2012/// PY - 2012 DP - Zotero VL - 3 IS - 16 SP - 7 LA - en KW - ⛔ No DOI found ER - TY - GEN TI - European Framework for the Digital Competence of Educators: DigCompEdu AU - Redecker, Christine A2 - Punie, Yves AB - The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The... DA - 2017/// PY - 2017 LA - en PB - Publications Office of the European Union, Luxembourg UR - https://publications.jrc.ec.europa.eu/repository/handle/JRC107466 Y2 - 2022/12/29/18:40:37 ER - TY - ELEC TI - Promoting Family and Teacher’s Engagement Through Nudges AU - RECC T2 - TRECC AB - Eduq+ is a nudgebot, a technology product aimed at encouraging parents’ engagement in their children’s school life. DA - 2016/// PY - 2016 LA - en-US UR - https://treccprogram.org/en/project/eduq/ Y2 - 2022/06/06/17:11:28 ER - TY - JOUR TI - Exploring the Benefits and Challenges of AI-Language Learning Tools AU - Rebolledo Font de la Vall, Roxana AU - Gonzalez Araya, Fabian T2 - International Journal of Social Sciences and Humanities Invention AB - 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. DA - 2023/01/08/ PY - 2023 DO - 10.18535/ijsshi/v10i01.02 DP - ResearchGate VL - 10 SP - 7569 EP - 7576 J2 - International Journal of Social Sciences and Humanities Invention ER - TY - JOUR TI - Breaking Through Limitations: Enhanced Systematic Literature Reviews With Large Language Models AU - Reason, Tim AU - Langham, Julia AU - Gimblett, Andy AU - Malcolm, Bill AU - Klijn, Sven T2 - Population DA - 2023/// PY - 2023 DP - Google Scholar VL - 464 SP - 25 EP - 0 ST - Breaking Through Limitations UR - https://www.ispor.org/docs/default-source/euro2023/isporeurope23-reason--msr46poster30102023vfinal132992-pdf.pdf?sfvrsn=9cbf28b7_0 Y2 - 2023/11/28/12:42:46 KW - _Added-ailr-2024 KW - ⛔ No DOI found ER - TY - CHAP TI - Teaching and Learning Materials Financing AU - Read, Tony T2 - Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa T3 - Directions in Development - Human Development AB - 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. DA - 2015/07/13/ PY - 2015 IS - 0 SP - 99 EP - 120 PB - The World Bank SN - 978-1-4648-0572-1 UR - https://doi.org/10.1596/978-1-4648-0572-1_ch5 Y2 - 2022/08/21/00:00:00 ER - TY - CHAP TI - The potential impact of Information and Communication Technology solutions on textbook provision AU - Read, Tony T2 - Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa T3 - Directions in Development - Human Development DA - 2015/// PY - 2015 DP - elibrary.worldbank.org (Atypon) IS - 0 SP - 187 EP - 206 PB - The World Bank SN - 978-1-4648-0572-1 UR - https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-0572-1_ch12 Y2 - 2020/11/18/15:07:04 ER - TY - BLOG TI - Education data in four charts AU - Read, Lindsay AU - Atinc, Tamar Manuelyan T2 - Brookings Institute AB - In four charts, Lindsay Read and Tamar Manuelyan Atinc detail the quality and public availability of data from education ministries. DA - 2017/// PY - 2017 LA - en-US ST - Information for accountability UR - https://www.brookings.edu/blog/education-plus-development/2017/03/24/education-data-in-four-charts/ Y2 - 2020/12/18/10:34:57 ER - TY - RPRT TI - Information for accountability: Transparency and citizen engagement for improved service delivery in education systems AU - Read, Lindsay AU - Atinc, Tamar Manuelyan AB - 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. DA - 2017/// PY - 2017 LA - en-US PB - Brookings Institute ST - Information for accountability UR - https://www.brookings.edu/research/information-for-accountability-transparency-and-citizen-engagement-for-improved-service-delivery-in-education-systems/ Y2 - 2020/12/18/10:17:37 ER - TY - RPRT TI - Investigations into using data to improve learning: Philippines case study AU - Read, Lindsay AU - Atinc, Tamar Manuelyan CY - Washington D.C. DA - 2017/// PY - 2017 PB - Global Economy and Development at Brookings UR - https://www.brookings.edu/wp-content/uploads/2017/03/global-20170307-philippines-case-study.pdf ER - TY - RPRT TI - COVID-19 and options for financing education AU - Read, Lindsay T2 - Background paper prepared for the Save Our Future white paper Averting an Education Catastrophe for the World’s Children DA - 2020/// PY - 2020 PB - Save Our Future UR - https://saveourfuture.world/white-paper/ Y2 - 2021/05/05/17:42:34 ER - TY - JOUR TI - Understanding the impact of OER courses in relation to student socioeconomic status and employment AU - Read, K AU - Tang, H AU - Dhamika, A AU - Bodily, B T2 - International Journal of Open Educational Resources DA - 2020/// PY - 2020 DO - 10.18278/ijoer.3.1.5 VL - 3 IS - 1 UR - https://www.ijoer.org/understanding-the-impact-of-oer-courses-in-relation-to-student-socioeconomic-status-and-employment ER - TY - RPRT TI - COVID-19 and Options for Financing Education AU - Read, Lindsay DA - 2020/// PY - 2020 M3 - Background paper prepared for the Save Our Future white paper Averting an Education Catastrophe for the World's Children. PB - Save Our Future UR - https://saveourfuture.world/wp-content/uploads/2020/12/COVID-19-and-Options-for-Financing-Education_SOF_BP7.pdf ER - TY - ELEC TI - REACH2025: Jordan’s Digital Economy Action Plan AU - REACH2025 DA - n.d. PY - n.d. ST - REACH2025 UR - http://www.reach2025.net/ Y2 - 2020/06/30/14:45:54 ER - TY - ELEC TI - Empowering emerging tech leaders AU - Re:Coded UR - https://www.re-coded.com/ Y2 - 2023/06/22/09:51:08 ER - TY - ELEC TI - Responsible Data for Children: Principles AU - RD4C T2 - Responsible Data for Children LA - en UR - https://rd4c.org// Y2 - 2022/06/20/22:20:09 ER - TY - BLOG TI - Community-supported models for girls’ education in diverse contexts in Pakistan: Key issues for policy and practice AU - Razzaq, Jamila T2 - Brookings AB - 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. DA - 2015/12/04/T05:00:00+00:00 PY - 2015 LA - en-US ST - Community-supported models for girls’ education in diverse contexts in Pakistan UR - https://www.brookings.edu/research/community-supported-models-for-girls-education-in-diverse-contexts-in-pakistan-key-issues-for-policy-and-practice/ Y2 - 2022/01/02/20:11:48 ER - TY - JOUR TI - Global, regional and national burden of emergency medical diseases using specific emergency disease indicators: analysis of the 2015 Global Burden of Disease Study AU - Razzak, Junaid AU - Usmani, Mohammad Farooq AU - Bhutta, Zulfiqar A. T2 - BMJ Global Health AB -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.
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.
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.
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.
DA - 2019/03/01/ PY - 2019 DO - 10.1136/bmjgh-2018-000733 DP - gh.bmj.com VL - 4 IS - 2 SP - e000733 LA - en SN - 2059-7908 ST - Global, regional and national burden of emergency medical diseases using specific emergency disease indicators UR - https://gh.bmj.com/content/4/2/e000733 Y2 - 2021/06/08/14:59:50 ER - TY - CONF TI - Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment AU - Raza, Mehwish T2 - International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning AB - 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.] DA - 2017/04// PY - 2017 DP - ERIC LA - en PB - International Association for the Development of the Information Society UR - https://eric.ed.gov/?id=ED579200 Y2 - 2020/12/01/10:39:10 KW - Educational Technology KW - Elementary School Teachers KW - Elementary Schools KW - Foreign Countries KW - Handheld Devices KW - Hypothesis Testing KW - Interaction KW - Likert Scales KW - Pretests Posttests KW - Private Schools KW - Questionnaires KW - Social Media KW - Statistical Analysis KW - Student Motivation KW - Teacher Attitudes KW - Technology Uses in Education KW - Telecommunications KW - Training ER - TY - CHAP TI - Aspirations, poverty, and economic change AU - Ray, Debraj T2 - Understanding Poverty AB - 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. CY - New York DA - 2006/// PY - 2006 DP - University Press Scholarship SP - 409 EP - 422 LA - eng PB - Oxford University Press SN - 978-0-19-530519-7 UR - https://www.google.co.uk/books/edition/Understanding_Poverty/qVNLt3Cei1EC?hl=en&gbpv=0 Y2 - 2022/03/04/15:06:55 KW - aspirations failure KW - aspirations window KW - collective action KW - individual behavior KW - poor KW - social polarization ER - TY - RPRT TI - GPE 2020 Country-level Prospective Evaluations: First annual Report Kenya AU - Rawal, Prepared Shenila AU - Aslam, Monazza AU - Outhred, Rachel DA - 2018/// PY - 2018 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Use of learning assessment data in education policy-making | IIEP-UNESCO AU - Raudonyte, Ieva DA - 2019/// PY - 2019 M3 - UNESCO IIEP Working Paper PB - UNESCO IIEP UR - http://www.iiep.unesco.org/en/publication/use-learning-assessment-data-education-policy-making Y2 - 2021/05/05/11:51:02 ER - TY - JOUR TI - Medium‐term expenditure frameworks: Credible instrument or mirage? AU - Raudla, Ringa AU - Douglas, James W. AU - MacCarthaigh, Muiris T2 - Public Budgeting & Finance AB - 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. DA - 2022/03/15/ PY - 2022 DO - 10.1111/pbaf.12316 DP - DOI.org (Crossref) J2 - Public Budgeting & Finance LA - en SN - 0275-1100, 1540-5850 ST - Medium‐term expenditure frameworks UR - https://onlinelibrary.wiley.com/doi/10.1111/pbaf.12316 Y2 - 2022/06/07/17:22:13 ER - TY - BOOK TI - Hierarchical linear models: applications and data analysis methods AU - Raudenbush, Stephen W. AU - Bryk, Anthony S. T2 - Advanced quantitative techniques in the social sciences CN - HA29 .H64 2002 CY - Thousand Oaks DA - 2002/// PY - 2002 DP - Library Catalog (Blacklight) ET - 2nd ed SP - 485 M1 - 1 PB - Sage Publications SN - 978-0-7619-1904-9 ST - Hierarchical linear models KW - Linear models (Statistics) KW - Social sciences KW - Statistical methods ER - TY - ELEC TI - Raspberry Pi Foundation - About Us AU - Raspberry Pi T2 - Raspberry Pi AB - 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. LA - en-GB UR - https://www.raspberrypi.org/about/ Y2 - 2020/07/16/16:14:48 ER - TY - ELEC TI - Teach, Learn, and Make with Raspberry Pi – Raspberry Pi AU - Raspberry Pi UR - https://www.raspberrypi.org/ ER - TY - RPRT TI - Livrable 3: Enquête nationale sur la possession et les usages des technologies parmi les enseignants du primaire AU - Rasolohery, Hasiniavo AU - Mitchell, Joel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2023/06/02/ PY - 2023 LA - en M3 - Technical report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/AFF4IGA3 KW - _r:AddedByZotZen ER - TY - BLOG TI - Access to and use of technology by primary school teachers: A survey in the 23 regions of Madagascar AU - Rasolohery, Hasiniavo AU - Koomar, Saalim AU - Mitchell, Joel AU - Mitchell, Hasiniavo Rasolohery, Saalim Koomar and Joel T2 - EdTech Hub AB - 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). DA - 2023/03/20/T19:34:06+00:00 PY - 2023 LA - en-US ST - Access to and use of technology by primary school teachers UR - https://edtechhub.org/2023/03/20/access-to-and-use-of-technology-by-primary-school-teachers-a-survey-in-the-23-regions-of-madagascar/ Y2 - 2024/03/26/16:35:04 ER - TY - RPRT TI - Livrable 6: Rapport final AU - Rasolohery, Hasiniavo AU - Koomar, Saalim AU - Mitchell, Joel AU - Messa, Angele AB - An output of the EdTech Hub, https://edtechhub.org DA - 2023/06/09/ PY - 2023 LA - en M3 - Technical report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/RCGFG7X2 KW - _r:AddedByZotZen ER - TY - BLOG TI - Access to and use of technology by primary school teachers: A survey in the 23 regions of Madagascar AU - Rasolohery, Hasiniavo AU - Koomar, Saalim AU - Mitchell, Joel T2 - EdTech Hub AB - 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). DA - 2023/03/20/T19:34:06+00:00 PY - 2023 LA - en-US ST - Access to and use of technology by primary school teachers UR - https://edtechhub.org/2023/03/20/access-to-and-use-of-technology-by-primary-school-teachers-a-survey-in-the-23-regions-of-madagascar/ Y2 - 2023/10/16/21:23:33 ER - TY - JOUR TI - Computer Assisted Language Learning in Pakistan: Teachers' Perspectives AU - Rashid, Shaista T2 - Journal of Asia Tefl DA - 2017///WIN PY - 2017 DO - 10.18823/asiatefl.2017.14.4.16.802 DP - Web of Science VL - 14 IS - 4 SP - 802 EP - 808 J2 - J. Asia TEFL LA - English SN - 1738-3102 ST - Computer Assisted Language Learning in Pakistan ER - TY - RPRT TI - Language, Teaching and Learning in Punjab Schools: Are we on the right track to`destination English’? AU - Rashid, Abbas AU - Ahmed, Sanaa DA - 2018/// PY - 2018 DP - Zotero LA - en UR - http://www.sahe.org.pk/wp-content/uploads/2021/02/Language-Teaching-and-Learning-in-Punjab-Schools.pdf ER - TY - JOUR TI - Efficacy of Think Tanks in Influencing Public Policies: The Case of Bangladesh AU - Rashid, A T2 - Asian Journal of Political Science AB - 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. DA - 2013/// PY - 2013 DO - 10.1080/02185377.2013.793561 VL - 21 IS - 1 UR - https://www.tandfonline.com/doi/abs/10.1080/02185377.2013.793561?needAccess=true&journalCode=rasi20 ER - TY - JOUR TI - Challenges in the online component of blended learning: A systematic review AU - Rasheed, Abubakar Rasheed AU - Kamsin, Amirrudin AU - Abdullah, Nor Aniza T2 - Computers & Education AB - 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. DA - 2020/01/01/ PY - 2020 DO - 10.1016/j.compedu.2019.103701 DP - ScienceDirect VL - 144 SP - 103701 J2 - Computers & Education LA - en SN - 0360-1315 ST - Challenges in the online component of blended learning UR - http://www.sciencedirect.com/science/article/pii/S0360131519302544 Y2 - 2020/07/18/12:40:08 KW - Adult learning KW - Improving classroom teaching KW - Pedagogical issues KW - Teaching/Learning strategies ER - TY - ELEC TI - First 50Mb/s Internet connection put online AU - Rasbey, Samer T2 - BusinessNews.com.lb AB - 460,000 users to be connected to fiber optics in one year DA - 2018/08// PY - 2018 LA - en-US UR - http://www.businessnews.com.lb/cms/Story/StoryDetails/6655/First-50Mb/s-Internet-connection-put-online Y2 - 2020/09/30/18:10:57 ER - TY - ELEC TI - U-report: Rapid SMS AU - RapidSMS DA - 2013/// PY - 2013 UR - https://www.rapidsms.org/projects/ureport/ Y2 - 2020/09/16/11:42:10 KW - sub-Saharan Africa ER - TY - JOUR TI - Pre-service teachers’ self-efficacy beliefs towards educational technologies integration in Tanzania AU - Raphael, Christina AU - Mtebe, Joel S T2 - Journal of Learning for Development AB - 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. DA - 2017/// PY - 2017 DP - Zotero VL - 4 IS - 2 SP - 196 EP - 210 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Online university teaching during and after the Covid-19 Crisis: Refocusing teacher presence and learning activity AU - Rapanta, Chrysi AU - Botturi, Luca AU - Goodyear, Peter AU - Guàrdia, Lourdes AU - Koole, Marguerite T2 - Postdigital Science and Education AB - 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. DA - 2020/// PY - 2020 DO - 10.1007/s42438-020-00155-y SP - 1 EP - 23 UR - https://doi.org/10.1007/s42438-020-00155-y KW - Covid-19 KW - Emergency situation KW - Higher education KW - Instructional design KW - Online teaching KW - Pedagogical content knowledge ER - TY - JOUR TI - ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education AU - Rana, Kesh AU - Rana, Karna T2 - Malaysian Online Journal of Educational Technology AB - 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. DA - 2020/// PY - 2020 DO - 10.17220/mojet.2020.01.003 VL - 8 IS - 1 SP - 36 EP - 47 LA - English UR - https://files.eric.ed.gov/fulltext/EJ1239982.pdf AN - 2396845922; EJ1239982 KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Policy KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Nepal KW - Postsecondary Education KW - Preservice Teacher Education KW - Program Implementation KW - Sustainability KW - Technology Integration KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095751 KW - __finaldtb ER - TY - JOUR TI - 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 AU - Rana, Karna AU - Greenwood, Janinka AU - Henderson, Robyn T2 - Technology, Pedagogy and Education AB - 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. DA - 2022/05/27/ PY - 2022 DO - 10.1080/1475939X.2021.2014947 DP - Taylor and Francis+NEJM VL - 31 IS - 3 SP - 275 EP - 291 SN - 1475-939X ST - Teachers’ experiences of ICT training in Nepal UR - https://doi.org/10.1080/1475939X.2021.2014947 Y2 - 2022/10/21/09:18:49 KW - ICT training KW - Nepal education KW - TPACK KW - rural education KW - teacher professional development ER - TY - JOUR TI - A shift from traditional pedagogy in Nepali rural primary schools? Rural teachers' capacity to reflect ICT policy in their practice AU - Rana, Karna AU - Greenwood, Janinka AU - Fox-Turnbull, Wendy AU - Wise, Stuart T2 - International Journal of Education and Development using Information and Communication Technology AB - 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. DA - 2018/// PY - 2018 VL - 14 IS - 3 SP - 149 EP - 166 LA - English SN - 1814-0556, 1814-0556 UR - https://www.researchgate.net/publication/330181660_A_shift_from_traditional_pedagogy_in_Nepali_Rural_Primary_Schools_Rural_teachers'_capacity_to_reflect_ICT_policy_in_their_practice AN - 2228636653; EJ1201514 KW - Computer Uses in Education KW - Conventional Instruction KW - Curricula KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Educational Change KW - Educational technology KW - Elementary Education KW - Elementary School Teachers KW - Elementary Schools KW - Elementary schools KW - Foreign Countries KW - Learning KW - Nepal KW - Pedagogy KW - Rural Schools KW - Rural areas KW - Rural schools KW - School environment KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Teaching Experience KW - Technology Integration KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095916 KW - __finaldtb KW - ⛔ No DOI found ER - TY - ELEC TI - Rising Network Academies AU - RAN UR - https://www.risingacademies.com/about ER - TY - JOUR TI - Videogame to support the teaching of reading to deaf children using gamification AU - Ramos-Ramirez, Rancés AU - Mauricio, David T2 - Revista Ibérica de Sistemas e Tecnologias de Informação DA - 2019/// PY - 2019 IS - E23 SP - 145 EP - 157 UR - https://search.proquest.com/scholarly-journals/videogame-support-teaching-reading-deaf-children/docview/2348877991/se-2?accountid=201395 KW - ⛔ No DOI found ER - TY - JOUR TI - From Distance Learning and ODL to ODeL: Unisa Library’s journey to transformation and innovation AU - Rammutloa, Modiehi Winnie DA - 2013/// PY - 2013 DP - Google Scholar ST - From Distance Learning and ODL to ODeL KW - ⛔ No DOI found ER - TY - JOUR TI - Edtech disruption logic and policy work: the case of an Israeli edtech unit AU - Ramiel, Hemy T2 - Learning, Media and Technology DA - 2021/01/02/ PY - 2021 DO - 10.1080/17439884.2020.1737110 DP - DOI.org (Crossref) VL - 46 IS - 1 SP - 20 EP - 32 J2 - Learning, Media and Technology LA - en SN - 1743-9884, 1743-9892 ST - Edtech disruption logic and policy work UR - https://www.tandfonline.com/doi/full/10.1080/17439884.2020.1737110 Y2 - 2021/02/19/12:07:41 ER - TY - JOUR TI - An Investigation of pre-service teachers' motives for using Instagram: Pre-service teachers' motives for using Instagram AU - Ramazanoğlu, Mehmet AU - Toytok, Esef Hakan T2 - International Journal of Curriculum and Instruction AB - 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. DA - 2021/01/04/ PY - 2021 DP - ijci.wcci-international.org VL - 13 IS - 1 LA - en SN - 1993-7660 ST - An Investigation of pre-service teachers' motives for using Instagram UR - http://ijci.wcci-international.org/index.php/IJCI/article/view/544 Y2 - 2022/08/22/20:02:13 KW - ⛔ No DOI found ER - TY - JOUR TI - Education, poverty and "purity" in the context of adolescent girls' secondary school retention and dropout: A qualitative study from Karnataka, southern India AU - Ramanaik, Satyanarayana AU - Collumbien, Martine AU - Prakash, Ravi AU - Howard-Merrill, Lottie AU - Thalinja, Raghavendra AU - Javalkar, Prakash AU - Murthy, Srikanta AU - Cislaghi, Ben AU - Beattie, Tara AU - Isac, Shajy AU - Moses, Stephen AU - Heise, Lori AU - Bhattacharjee, Parinita T2 - PLoS ONE AB - 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. DA - 2018/09/05/ PY - 2018 DO - 10.1371/journal.pone.0202470 DP - PubMed Central VL - 13 IS - 9 J2 - PLoS One SN - 1932-6203 ST - Education, poverty and "purity" in the context of adolescent girls' secondary school retention and dropout UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6124724/ Y2 - 2020/05/17/14:43:48 ER - TY - BOOK TI - Aid on the Edge of Chaos: Rethinking International Cooperation in a Complex World AU - Ramalingam, Ben AB - 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. CY - Oxford DA - 2013/10/24/ PY - 2013 DP - Amazon ET - Illustrated edition SP - 480 LA - English PB - Oxford University Press SN - 978-0-19-957802-3 ST - Aid on the Edge of Chaos ER - TY - BOOK TI - Tools for knowledge and learning: a guide for development and humanitarian organizations AU - Ramalingam, Ben CY - London, UK DA - 2006/// PY - 2006 DP - Open WorldCat LA - en PB - Overseas Development Institute SN - 978-0-85003-813-2 ST - Tools for knowledge and learning ER - TY - CHAP TI - School leadership and early grade reading: Examining the evidence in Zambia AU - Rakusin, M AU - Bostock T2 - Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. RTI Press Publication BK-0022-1809. DA - 2018/// PY - 2018 ER - TY - RPRT TI - Bridging the disability divide through digital technologies AU - Raja, Deepti Samant DA - 2016/// PY - 2016 PB - World Bank UR - http://pubdocs.worldbank.org/en/123481461249337484/WDR16-BP-Bridging-the-Disability-Divide-through-Digital-Technology-RAJA.pdf Y2 - 2020/08/06/08:32:37 ER - TY - CHAP TI - Work Motivation AU - Rainey, Hal G. T2 - Handbook of Organizational Behavior, Revised and Expanded AB - 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. DA - 2000/// PY - 2000 ET - 2 PB - Routledge SN - 978-0-429-27136-6 ER - TY - JOUR TI - Inservice Training of Primary Teachers through Interactive Video Technology: An Indian Experience AU - Raina, V. K. AU - Maheshwari, A. N. T2 - International Review of Education AB - 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) DA - 1998/// PY - 1998 DO - 10.1023/A:1003103813259 DP - www.learntechlib.org VL - 44 IS - 1 SP - 87 EP - 101 LA - en SN - 0020-8566 ST - Inservice Training of Primary Teachers through Interactive Video Technology UR - https://link.springer.com/article/10.1023/A:1003103813259 Y2 - 2020/05/16/17:13:57 ER - TY - CHAP TI - From Emergency Remote Teaching to Effective Online Learning: A Teacher Professional Development Case Study from Higher Education in India AU - Raina, Ashutosh AU - Rane, Archana AU - Ngeze, Lucian AU - Murthy, Sahana AU - Iyer, Sridhar T2 - Global Perspectives on Educational Innovations for Emergency Situations A2 - Dennen, Vanessa A2 - Dickson-Deane, Camille A2 - Ge, Xun A2 - Ifenthaler, Dirk A2 - Murthy, Sahana A2 - Richardson, Jennifer C. T3 - Educational Communications and Technology: Issues and Innovations AB - 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. CY - Cham DA - 2022/// PY - 2022 DP - Springer Link LA - en PB - Springer International Publishing SN - 978-3-030-99634-5 ST - From Emergency Remote Teaching to Effective Online Learning UR - https://doi.org/10.1007/978-3-030-99634-5_26 Y2 - 2022/08/23/07:10:45 KW - Effective online learning KW - Higher education KW - Research-based strategies KW - Teacher professional development ER - TY - RPRT TI - A simulation of COVID-19 school closure impact on student learning in Bangladesh AU - Rahman, Tashmina AU - Sharma, Uttam AU - World Bank AB - This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank. We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns. DA - 2021/01// PY - 2021 PB - World Bank UR - http://hdl.handle.net/10986/35043 Y2 - 2022/04/05/00:00:00 KW - Access to Computers KW - Access to Education KW - Achievement Gains KW - Age Differences KW - At Risk Students KW - Attendance KW - Bangladesh KW - Barriers KW - COVID-19 KW - Delivery Systems KW - Disadvantaged Youth KW - Distance Education KW - Dropout Prevention KW - Economic Impact KW - Elementary Secondary Education KW - Foreign Countries KW - Gender Differences KW - Handheld Devices KW - Income KW - Pandemics KW - Partnerships in Education KW - Program Effectiveness KW - Radio KW - Remedial Instruction KW - Rural Urban Differences KW - School Closing KW - Simulation KW - Telecommunications KW - Television ER - TY - CHAP TI - A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Book Chapter] AU - Rahman, Tashmina AU - Sharma, Uttam DA - 2021/01// PY - 2021 DP - DOI.org (Crossref) LA - en PB - World Bank UR - http://elibrary.worldbank.org/doi/book/10.1596/35043 Y2 - 2021/06/10/17:53:31 ER - TY - RPRT TI - A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Report] AU - Rahman, Tashmina AU - Sharma, Uttam AB - This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank . We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns. CY - Washington, DC DA - 2021/01// PY - 2021 DP - openknowledge.worldbank.org LA - English M3 - Working Paper PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/35043 Y2 - 2022/01/16/18:29:40 KW - Coronavirus KW - Covid-19 KW - Distance Learning KW - Education Quality KW - Pandemic Impact KW - Primary Education KW - School Closure KW - School Dropout KW - Secondary Education KW - Student Learning ER - TY - ELEC TI - A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Web page] AU - Rahman, Tashmina AU - Sharma, Uttam DA - 2021/01// PY - 2021 UR - https://openknowledge.worldbank.org/handle/10986/35043 Y2 - 2021/06/07/15:56:45 ER - TY - BLOG TI - Combatting the impact of COVID-19 school closures in Bangladesh AU - Rahman, Tashmina AU - Ahmed, Ramim DA - 2021/04/15/ PY - 2021 LA - en UR - https://blogs.worldbank.org/endpovertyinsouthasia/combatting-impact-covid-19-school-closures-bangladesh Y2 - 2021/05/12/05:52:39 ER - TY - RPRT TI - Bangladesh Tertiary Education Sector Review AU - Rahman, T AU - Nakata, S AU - Nagashima, Y AU - Rahman, M AU - Sharma, U AU - Rahman, M.A. T2 - Skills and Innovation for Growth CY - Bangladesh DA - 2019/// PY - 2019 PB - World Bank UR - https://documents1.worldbank.org/curated/en/303961553747212653/pdf/Bangladesh-Tertiary-Education-Sector-Review-Skills-and-Innovation-for-Growth.pdf ER - TY - JOUR TI - English language teaching in Bangladesh today: Issues, outcomes and implications AU - Rahman, Mohammad Mosiur AU - Islam, Md Shaiful AU - Karim, Abdul AU - Chowdhury, Takad Ahmed AU - Rahman, Muhammad Mushfiqur AU - Seraj, Prodhan Mahbub Ibna AU - Singh, Manjet Kaur Mehar T2 - Language Testing in Asia AB - Given the significance of English in the global world, English language teaching in Bangladesh has become subject to a supreme concern in maintaining economic growth and developing a skilled workforce. In this article, several barriers have been discussed based on a critical analysis of published materials. This review article covers several key issues such as the status of English in the country; English in education policies; factors affecting the implementation of communicative language teaching curriculum, method, and materials in Bangladesh; validity of the current assessment and its washback effect on English language teaching in Bangladesh; and current situation of teachers’ professional development. The article concluded with language policy and planning implications for policymakers, curriculum and material developers, public exams’ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind. DA - 2019/12// PY - 2019 DO - 10.1186/s40468-019-0085-8 DP - DOI.org (Crossref) VL - 9 IS - 1 SP - 9 J2 - Lang Test Asia LA - en SN - 2229-0443 ST - English language teaching in Bangladesh today UR - https://languagetestingasia.springeropen.com/articles/10.1186/s40468-019-0085-8 Y2 - 2021/04/18/20:22:11 ER - TY - JOUR TI - Investigating the mediating role of online learning motivation in the COVID-19 pandemic situation in Bangladesh AU - Rahman, Md. H Asibur AU - Uddin, Mohammad Shahab AU - Dey, Anamika T2 - Journal of Computer Assisted Learning AB - The purpose of this paper is to investigate the mediating role of online learning motivation (OLM) in the COVID-19 pandemic situation in Bangladesh by observing and comparing direct lectures (DL), instructor–learner interaction (ILI), learner–learner interaction (LLI), and internet self-efficacy (ISE) as predictors of OLM and online learning satisfaction (OLS). Data were collected from 442 undergraduate and graduate students from more than 35 universities in Bangladesh. To test the hypotheses, the PLS-SEM approach was applied using SmartPLS 3.0. The study shows a significant mediating role of OLM between the independent variables and learning satisfaction. In addition, DL, ILI, and ISE are shown to be significant predictors of student satisfaction. The findings have a number of valuable implications for education policy makers, universities, instructors, and students. Moreover, the study suggests some new research perspectives to overcome the limitations of this research and to gain precise knowledge on students' learning motivation and satisfaction regarding other online classes for different categories of students (e.g., high school and college, professional, and PhD). DA - 2021/// PY - 2021 DO - 10.1111/jcal.12535 DP - Wiley Online Library VL - Special Issue Article SP - 1 EP - 15 LA - en SN - 1365-2729 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12535 Y2 - 2021/10/25/18:18:21 KW - Bangladesh KW - COVID-19 KW - interactions KW - learning motivation KW - learning satisfaction KW - online education ER - TY - BLOG TI - COVID-19 boosts digitization of higher education in Bangladesh AU - Rahman, M AU - ul-Aziz, M AU - Ahmed, S DA - 2020/// PY - 2020 UR - https://blogs.worldbank.org/endpovertyinsouthasia/covid-19-boosts-digitization-higher-education-bangladesh ER - TY - RPRT TI - PPRC-BIGD COVID-19 Livelihoods & Recovery Panel Survey AU - Rahman, Hossain Zillur AU - Matin, Dr Imran AU - Rahman, Atiya AU - Das, Dr Narayan C AU - Zillur, Umama AU - Ahmen, Md. Shakil AU - Hashemi, Dr Syed M AU - Wazed, Mohammad Abdul AU - Mozumder, Tanvir Ahmed AU - Gain, Sabrina Miti AU - Mohammad, Fatema AU - Khan, Tahsina Naz AU - Tasnim, Motajina AU - Jahan, Nusrat AU - Islam, Md. Saiful AU - Faruk, Avinno AU - Shameem, Namira AB - The COVID-19 pandemic brought the world to an economic stand-still, and the poor and vulnerable populations are bearing the brunt of this crisis. Power and Participation Research Centre (PPRC) and BRAC Institute of Governance and Development (BIGD) have been jointly conducting a multi-phase study since April 2020 to capture the changing impact of the COVID-19 health and economic crisis on low-income communities... DA - 2021/// PY - 2021 LA - en-US PB - BRAC Institute of Governance and Development (BIGD) UR - https://bigd.bracu.ac.bd/study/rapid-survey-on-immediate-economic-vulnerabilities-created-by-covid-19-and-the-coping-mechanisms-of-poor-and-marginal-people/ Y2 - 2022/01/16/18:21:50 ER - TY - RPRT TI - Using evidence in practice when there is high uncertainty on what works AU - Rahman, Asad AU - Simpson, Lea AU - Wilkinson, James AU - Kuria, Catherine AU - Kably, Nathan AU - Plaut, Daniel AU - Tanweer, Rabia AU - Mbugua, Ciku AB - An output of the EdTech Hub, https://edtechhub.org CN - 0158 DA - 2023/// PY - 2023 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/8VUZEK29 KW - _r:AddedByZotZen ER - TY - RPRT TI - EdTech Interventions for Deaf Learners in Pakistan: Sprint 1 Review AU - Rahman, Asad AU - Siddiqui, Maira AU - Shaikh, Sarah AU - Geary, Richard AU - Awasen, Aaron AU - Plaut, Daniel CN - 0130 DA - 2020/// PY - 2020 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/CYESNSWU KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf ER - TY - RPRT TI - EdTech Interventions for Deaf Learners: Sprint 2 Review AU - Rahman, Asad AU - Siddiqui, Maira AU - Shaikh, Sarah AU - Geary, Richard AU - Awasen, Aaron AU - Plaut, Daniel AB - An output of the EdTech Hub, https://edtechhub.org CN - 0131 DA - 2021/// PY - 2021 LA - en M3 - Sandbox Sprint Review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/D7JX8S7S KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - RPRT TI - EdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner Organisations AU - Rahman, Asad AU - Plaut, Daniel AU - Salami, Taiye AU - Carter, Alice AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/18/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/MXMPWAA2 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 2: Insights from user research AU - Rahman, Asad AU - Groeneveld, Caspar AB - In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the second of five reports on the development of a proof of concept for the Hub. It provides a summary of user research undertaken for the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest. Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org CN - 0076 DA - 2022/01/31/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub SN - 2 UR - https://docs.edtechhub.org/lib/CI5UZ5R4 KW - _r:AddedByZotZen ER - TY - RPRT TI - Experiment Types for EdTech AU - Rahman, Asad AU - Carter, Alice AU - WambûiKuria, Catherine AU - Mbugua, Ciku AU - Simpson, Lea AU - Kably, Nathan AB - An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool provides a non-exhaustive list of ways to design and run experiments. Keywords: sandbox; lean startup; lean impact; experiments; validation; prototype An output of the EdTech Hub, https://edtechhub.org CN - 0128 DA - 2022/// PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/X8MUXS39 KW - _r:AddedByZotZen ER - TY - RPRT TI - Behaviour change key principles for EdTech | MASTER framework AU - Rahman, Asad AU - Carter, Alice AU - Wambûi Kuria, Catherine AU - Mbugua, Ciku AU - Simpson, Lea AU - Kably, Nathan AB - An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries, to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool aims to help you get started with ways to design for innovation behaviours or mindsets and make them stick. Keywords: behavioural change; behavioural design; behavioural innovation; EdTech; innovation; sandbox; intervention design An output of the EdTech Hub, https://edtechhub.org CN - 0129 DA - 2022/10/24/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/BT283J6U KW - _r:AddedByZotZen ER - TY - RPRT TI - The Sandbox Handbook v1.0: A guide to growing and testing EdTech ideas AU - Rahman, Asad AU - Carter, Alice AU - Plaut, Daniel AU - Dixon, Dixon, AU - Salami, Taiye AU - Schmitt, Laurel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/07/01/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub SN - 33 UR - https://docs.edtechhub.org/lib/772S7Z4R KW - _DOILIVE KW - _EdTechHub_Output KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - ‘6Ps’ audit tool AU - Rahman, Asad AU - Carter, Alice AB - EdTech interventions so often fail to take into consideration the broader system they work within. EdTech Hub has created this tool to assess interventions and identify any gaps in the thinking that might stop an intervention from working. Keywords: innovation; education system; 6Ps; tool An output of the EdTech Hub, https://edtechhub.org CN - 0117 DA - 2022/09/15/ PY - 2022 LA - en M3 - Sandbox Tool PB - EdTech Hub UR - https://docs.edtechhub.org/lib/58EFZM9F KW - _r:AddedByZotZen ER - TY - RPRT TI - Virtual Sandbox Pack AU - Rahman, Asad AU - Carter, Alice AB - An output of the EdTech Hub, https://edtechhub.org DA - 2020/11/01/ PY - 2020 LA - en M3 - Internal papers PB - EdTech Hub KW - _r:AddedByZotZen ER - TY - BLOG TI - Engaging with equity: insights from our first sandbox meetup AU - Rahman, Asad T2 - EdTech Hub AB - Talented, committed innovators are working with EdTech all over the world to make sure children continue learning amidst the school closures caused by Covid-19. At the EdTech Hub, we are lucky to work with six such initiatives in Sandboxes. From experimenting with telephone helplines in Afghanistan to testing Whatsapp in refugee camps in Lebanon, to working with an advocacy campaign… DA - 2020/11/23/T11:14:30+00:00 PY - 2020 LA - en-US ST - Engaging with equity UR - https://edtechhub.org/2020/11/23/engaging-with-equity-insights-from-our-first-sandbox-meetup/ Y2 - 2021/02/10/12:02:18 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Sandbox Lean Cost Model AU - Rahman, Asad, AB - An output of the EdTech Hub, https://edtechhub.org DA - 2020/11/01/ PY - 2020 LA - en M3 - Internal papers PB - EdTech Hub KW - _r:AddedByZotZen ER - TY - RPRT TI - Sandbox Meet-up Planning Template AU - Rahman, Asad, AB - An output of the EdTech Hub, https://edtechhub.org DA - 2020/12/01/ PY - 2020 LA - en M3 - Internal papers PB - EdTech Hub KW - _r:AddedByZotZen ER - TY - RPRT TI - Sandbox Sprint Review Template AU - Rahman, Asad, AB - An output of the EdTech Hub, https://edtechhub.org DA - 2020/11/01/ PY - 2020 LA - en M3 - Internal papers PB - EdTech Hub KW - _r:AddedByZotZen ER - TY - JOUR TI - Mobile phone technologies in coping with the challenges and opportunities of CPEC by the youth of rural mountainous areas of Gilgit-Baltistan, Pakistan AU - Rahim, Sabit AU - Qutoshi, Sadruddin Bahadur AU - Sahar, Gul AU - Jabeen, Gul AU - Ali, Imran T2 - Mobile Information Systems AB - The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey. DA - 2020/// PY - 2020 DO - 10.1155/2020/5816803 SP - 1 EP - 9 KW - ___working_potential_duplicate ER - TY - JOUR TI - Mobile Phone Technologies in Coping with the Challenges and Opportunities of CPEC by the Youth of Rural Mountainous Areas of Gilgit-Baltistan, Pakistan AU - Rahim, Sabit AU - Qutoshi, Sadruddin Bahadur AU - Sahar, Gul AU - Jabeen, Gul AU - Ali, Imran T2 - Mobile Information Systems AB - The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey. DA - 2020/02/28/ PY - 2020 DO - 10.1155/2020/5816803 DP - www.hindawi.com VL - 2020 SP - e5816803 LA - en SN - 1574-017X UR - https://www.hindawi.com/journals/misy/2020/5816803/ Y2 - 2021/06/08/14:59:24 KW - ___working_potential_duplicate ER - TY - THES TI - Female Teachers' Perceptions of Quality Education for Adolescent Girls in Rural Bangladesh: A Case Study AU - Rahim, N AB - The education of adolescent girls in Bangladesh must be pursued with the right combination of technology, practicality, and cultural sensitivity to achieve, among other objectives, the objectives of Millennium Development Goals (MDGs). The problem this study address is despite the availability of mobile-based curricula, such as video, mobile phones, and Short Message System (SMS) technology, female teachers in rural areas are not trained to plan and deliver curricula using mobile platforms. The purpose of this qualitative single case study is to explore barriers associated with female teachers’ training of the use of mobile-based technology in rural areas in Bangladesh. The sample is, randomly selected a minimum of eight local female teachers who had been teaching at least for two years in a rural school in Bangladesh. The data were collected to determine the local teachers’ perception on establishing quality education through virtual (email, mobile phone, IMO, zoom or Skype) interviews administered to these 8 local female teachers. The researcher gathered data from the local female teachers’ point of view based on their motivation to receive training in becoming proficient in English and the use of mobile technology in teaching. A content analysis tool was used for analyzing, interpreting, coding, and categorizing textual data where themes identified based on a comprehensive classification system. The findings from the data analysis would aid schools in recruiting, training, and retaining local female teachers to provide quality education to the adolescent girls. The data from the single case study provided information as to the use of mobile and web technologies in teaching and learning while local female teachers gain proficiency in the English language. The insight gained from this single case study may help develop future technology budgets, infrastructure, and curriculum needs. The findings from research revealed that the rural Bangladeshi school teachers noted that there is limited use of videos in the classrooms for teaching due to, in some parts, the lack of training by school administrators on strategies to use videos in their teaching. Some barriers to the use of videos is due to the lack of Internet connection, the lack of knowledge on the proper use of videos in their teaching, and the lack of administrators’ support for this type of curriculum change in the schools. DA - 2017/// PY - 2017 UR - https://www.proquest.com/docview/1935998704 ER - TY - RPRT TI - Revisiting the impact of covid-19 on adolescents in urban slums in Dhaka, Bangladesh: round 2 AU - Raha, Samira Ahmed AU - Rana, Sajib AU - Mamun, Saklain Al AU - Anik, Mehedi Hasan AU - Roy, Prantik AU - Alam, Farhana AU - Sultan, Maheen CY - London DA - 2021/// PY - 2021 DP - Zotero LA - en PB - Gender and Adolescence: Global Evidence UR - https://www.gage.odi.org/wp-content/uploads/2021/03/Revisiting-the-impact-of-covid-19-on-adolescents-in-urban-slums-in-Dhaka-Bangladesh-Round-2_v3.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - The Use of Video in Teacher Professional Development Design, Implementation and Impact Evaluation of an Innovative In-service Course for Mathematics Teachers in Indonesia AU - Ragatz, Andrew B. AU - Sugiarti, Susie AU - Iskandar, Susiana CY - Jakarta DA - 2015/// PY - 2015 PB - World Bank UR - https://documents1.worldbank.org/curated/en/694951467993733305/pdf/106210-WP-P102259-PUBLIC.pdf Y2 - 2022/08/23/05:22:01 ER - TY - GEN TI - COVID-19: A spotlight on child data governance gaps AU - Raftree, Linda AU - Day, Emma DA - 2020/// PY - 2020 DP - Google Scholar ST - COVID-19 KW - ___working_potential_duplicate ER - TY - RPRT TI - COVID-19: A spotlight on child data governance gaps AU - Raftree, Linda AU - Byrne, Jasmina DA - 2020/// PY - 2020 DP - Zotero SP - 8 LA - en PB - UNICEF UR - https://www.unicef.org/globalinsight/reports/covid-19-spotlight-child-data-governance-gaps KW - ___working_potential_duplicate ER - TY - RPRT TI - Girl-focused life skills interventions at a distance AU - Rafaeli, Tal CY - Brighton, UK DA - 2020/// PY - 2020 DP - Zotero LA - en M3 - K4D Helpdesk Report PB - Institute of Development Studies SN - 806 ER - TY - BLOG TI - The genius of frugal innovation AU - Radjou, Navi T2 - ideas.ted.com AB - Human creativity is a natural, infinitely renewable resource — and it’s coming up with smart, cheap solutions to people’s biggest problems. Strategist Navi Radjou explains. DA - 2017/03/21/T14:30:10+00:00 PY - 2017 LA - en UR - https://ideas.ted.com/the-genius-of-frugal-innovation/ Y2 - 2020/08/11/13:48:09 ER - TY - ELEC TI - Portal Rasmi Jabatan Penyiaran Malaysia AU - Radio Televisyen Malaysia T2 - Nama Agensi DA - 2022/// PY - 2022 LA - ms-my UR - https://www.rtm.gov.my/ Y2 - 2022/06/25/20:57:17 ER - TY - ELEC TI - TV Okey AU - Radio Television Malaysia DA - 2020/// PY - 2020 UR - http://okey.rtm.gov.my/ Y2 - 2022/06/25/20:54:45 ER - TY - RPRT TI - Remote Learning: Evidence from Nepal during COVID-19 AU - Radhakrishnan, Karthika AU - Sabarwal, Shwetlena AU - Sharma, Uttam AU - Cullen, Claire AU - Crossley, Colin AU - Letsomo, Thato AU - Angrist, Noam AB - This note discusses early results from a distance education program on foundational numeracy for primary school students in Nepal during Coronavirus (COVID-19) evaluated in a randomized trial. The trial included 3,700 households with children in public school (grades 3-5). It provided support for foundational numeracy through mobile phone-based tutoring. The trial tested delivery through public school teachers and also through NGO facilitators. It led to a 30 percent increase in foundational numeracy, with teachers being slightly more effective at producing learning gains than NGO facilitators. These results suggest that instructional support through mobile phones can be a high-access and low-cost approach to providing instruction at scale CY - Washington, DC DA - 2021/07// PY - 2021 DP - openknowledge.worldbank.org LA - English M3 - Brief PB - World Bank ST - Remote Learning UR - https://openknowledge.worldbank.org/handle/10986/36031 Y2 - 2022/06/25/22:46:46 KW - Coronavirus KW - Covid-19 KW - Numeracy KW - Pandemic Impact KW - Remote Learning KW - School Closure ER - TY - RPRT TI - Teachers as Guides: The role of teachers in the facilitation of technology-mediated learning in an alternative education setting in western Kenya AU - Radhakrishnan, Dhinesh AU - DeBoer, Jennifer AU - Kimani, Samuel DA - 2018/// PY - 2018 DP - DOI.org (Crossref) LA - en PB - Purdue University ST - Teachers as Guides UR - https://docs.lib.purdue.edu/aseeil-insectionconference/2018/k12ol/4/ Y2 - 2021/03/19/13:32:51 ER - TY - RPRT TI - Methodologies for mapping Ministry of Education EdTech interventions: Lessons from Ghana AU - Radford, Kate AU - Ampofo, Rudolph AB - An output of the EdTech Hub, https://edtechhub.org CN - 0155 DA - 2022/10/14/ PY - 2022 LA - en M3 - Country summaries and case studies PB - EdTech Hub UR - https://docs.edtechhub.org/lib/VIURCMFU KW - _r:AddedByZotZen ER - TY - RPRT TI - How do I ensure my EdTech investments are cost effective AU - RachelChuang, JamieProctor AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/11/07/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/CUFS8JJE KW - _r:AddedByZotZen ER - TY - BLOG TI - Ghost schools can be traced through RTMS in Balochistan AU - Quetta Voice T2 - Quetta Voice Breaking News, English News, Technology, Health AB - The real time monitoring system (RTMS) proved to be an effective system in tracing of closed/ghost schools across Balochistan. The system was established DA - 2020/02/08/T08:14:49+05:00 PY - 2020 UR - https://www.quettavoice.com/2020/02/08/ghost-schools-can-be-traced-through-rtms-in-balochistan/ Y2 - 2022/09/29/11:27:04 ER - TY - ELEC TI - Edraak AU - Queen Rania Foundation T2 - Edraak AB - Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF). DA - 2020/// PY - 2020 LA - en UR - https://www.edraak.org/en/ Y2 - 2020/06/30/15:06:53 ER - TY - ELEC TI - Home AU - Queen Rania Foundation DA - n.d. PY - n.d. UR - http://qrf.org/en Y2 - 2020/06/30/15:02:13 ER - TY - ELEC TI - Karim and Jana AU - Queen Rania Foundation DA - 2020/// PY - 2020 UR - https://karimandjana.com/site/ Y2 - 2020/06/30/15:04:02 ER - TY - RPRT TI - QRF Fact Sheet: Gender and Education in Jordan AU - Queen Rania Foundation DA - 2018/// PY - 2018 UR - https://www.qrf.org/sites/default/files/2019-07/gender_and_education_in_jordan_en_condensed.pdf ER - TY - ELEC TI - Realization School learning AU - Queen Rania Foundation T2 - Edraak AB - Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF). DA - 2020/// PY - 2020 LA - en UR - https://www.edraak.org/k12/ Y2 - 2020/06/30/15:18:34 ER - TY - GEN TI - The Student Attitudes Survey AU - Queen Rania Foundation DA - 2017/// PY - 2017 ER - TY - ELEC TI - أكاديمية الملكة رانيا لتدريب المعلمين AU - Queen Rania Foundation DA - 2020/// PY - 2020 LA - en UR - https://qrta.edu.jo/ Y2 - 2020/06/30/15:05:10 ER - TY - RPRT TI - Child labour and education: a survey of slum settlements in Dhaka AU - Quattri, Maria AU - Watkins, Kevin DA - 2016/12// PY - 2016 LA - en PB - Overseas Development Institute (ODI) UR - https://www.refworld.org/docid/5853f8bb4.html Y2 - 2021/10/25/18:16:40 ER - TY - JOUR TI - Careers in Motion: A Longitudinal Retention Study of Role Changing Among Early-Career Urban Educators AU - Quartz, Karen AU - Thomas, Andrew AU - Anderson, Lauren AU - Masyn, Katherine AU - Lyons, Kimberly AU - Olsen, Brad T2 - Teachers College Record AB - Background/Context Teacher retention, especially of qualified teachers within high-poverty schools, is an issue of local, national, and international concern. School staffing research has typically examined two groups: those who remain in full-time classroom teaching versus those who quit teaching altogether. This article complicates the teacher staffing picture and adds a third category of attrition: role changing, which is the phenomenon of teachers shifting into nonteaching professional roles in the field of education. Purpose We asked what proportion of teacher career movement within our sample was attributable to leaving teaching versus role changing. Further, we wanted to know the influence of race/ethnicity, gender, credential type, and age on role-changing patterns. Research Design To deepen our understanding of teacher career patterns, we conducted a 6-year longitudinal study that involved collecting survey data on teacher career movement, school experiences, and attitudes from 838 well-prepared urban educators in their first through eighth career year. These educators had all completed master's degrees in the teacher education program of a high-status urban public university and all began their careers as teachers. After collecting the data, we documented and diagrammed career patterns. In addition, we analyzed the influence of select time invariant covariates on the hazard probabilities of both role changing and leaving education. Findings/Results The study found that not only did teachers move into a variety of non-teaching roles within the field of education, but they also followed diverse career “pathways” along the way. Survival analysis substantiated prior research showing that Latino teachers have lower attrition rates from the field of education compared with White teachers, but this effect disappeared for role changing with the field. In terms of gender, the men in our population were less likely to leave education entirely than women but more likely to leave teaching for a role change in career years 3–8. Teachers with single-subject (secondary) credentials were more likely than their colleagues who held multiple-subject (elementary) credentials to leave teaching for a role change in education. Conclusions/Recommendations Set within the framework of teacher professionalism, we argue that role changing is a form of sanctioned attrition and that understanding movement among roles within the educational workforce is essential for crafting policies and incentives to keep well-prepared teachers rooted in careers that serve the nation's most under-served students. DA - 2008/01/01/ PY - 2008 DO - 10.1177/016146810811000102 DP - ResearchGate VL - 110 J2 - Teachers College Record ST - Careers in Motion ER - TY - JOUR TI - The political economy of the primary education system in Tanzania AU - Quak, Evert-jan T2 - K4D Helpdesk Report DA - 2020/// PY - 2020 DP - Zotero SP - 21 LA - en UR - https://assets.publishing.service.gov.uk/media/5e3c286740f0b6090b845d04/710_Political_Economy_Analysis_Primary_Education_System_Tanzania.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - How well do discrete choice experiments predict health choices? A systematic review and meta-analysis of external validity AU - Quaife, Matthew AU - Terris-Prestholt, Fern AU - Di Tanna, Gian Luca AU - Vickerman, Peter T2 - The European Journal of Health Economics AB - Discrete choice experiments (DCEs) are economic tools that elicit the stated preferences of respondents. Because of their increasing importance in informing the design of health products and services, it is critical to understand the extent to which DCEs give reliable predictions outside of the experimental context. We systematically reviewed the literature of published DCE studies comparing predictions to choices made in reality; we extracted individual-level data to estimate a bivariate mixed-effects model of pooled sensitivity and specificity. Eight studies met the inclusion criteria, and six of these gave sufficient data for inclusion in a meta-analysis. Pooled sensitivity and specificity estimates were 88% (95% CI 81, 92%) and 34% (95% CI 23, 46%), respectively, and the area under the SROC curve (AUC) was 0.60 (95% CI 0.55, 0.64). Results indicate that DCEs can produce reasonable predictions of health-related behaviors. There is a great need for future research on the external validity of DCEs, particularly empirical studies assessing predicted and revealed preferences of a representative sample of participants. DA - 2018/11/01/ PY - 2018 DO - 10.1007/s10198-018-0954-6 DP - Springer Link VL - 19 IS - 8 SP - 1053 EP - 1066 J2 - Eur J Health Econ LA - en SN - 1618-7601 ST - How well do discrete choice experiments predict health choices? UR - https://doi.org/10.1007/s10198-018-0954-6 Y2 - 2021/05/03/11:30:27 ER - TY - CONF TI - Factors determining digital divide in Ghana's basic schools AU - Quaicoe, James Sunney AU - Pata, Kai T2 - 2015 IST-Africa Conference AB - This paper explores the concept of digital divide (DD) in Ghana’s basic schools in Sekondi-Takoradi Metropolis in Western Region. We tested the ICT culture variables as well as school location factor in respect to school’s digital divide. A survey sample contained 17 regional city schools from three different locations – central city in the region, towns away from the central city, and village schools. The survey instrument was developed with ten ICT culture variables. The variables in the instrument met the Cronbach’s Alpha threshold value of α = 0.70. Data was analysed with Descriptive statistics, Hierarchical Cluster analysis, Independent t-test, and Canonical discriminant analysis. We found that school location did not determine the schools DD, nonetheless the schools were digitally divided, – 2 clusters were found among schools. This DD was determined by certain ICT culture variables: Teacher’s ICT competences and the usage of ICT in Teacher’s professional practice were paramount. C1 - Lilongwe, Malawi C3 - 2015 IST-Africa Conference DA - 2015/05// PY - 2015 DO - 10.1109/istafrica.2015.7190518 DP - DOI.org (Crossref) SP - 1 EP - 8 LA - en PB - IEEE SN - 978-1-905824-51-9 UR - http://ieeexplore.ieee.org/document/7190518/ Y2 - 2020/03/17/15:36:31 ER - TY - CONF TI - Modelling Factors Influencing Digital Readiness: A Case of Teachers in Ghana’s Basic School System AU - Quaicoe, James Sunney AU - Pata, Kai A2 - Li, Frederick W.B. A2 - Klamma, Ralf A2 - Laanpere, Mart A2 - Zhang, Jun A2 - Manjón, Baltasar Fernández A2 - Lau, Rynson W.H. T3 - Lecture Notes in Computer Science AB - This study explored the factors involved in developing teachers’ digital readiness towards ICT integration in basic schools. A survey with teachers in the Western Ghana was carried out; a sample (N = 85) teachers from 17 schools selected from the urban, peri-urban and rural areas participated. We used Valsiner’s Zone of Free Movement (ZFM) and Zone of Promoted Action (ZPA) to model the factors in which teachers’ digital readiness is formed as the final level of Vygotsky’s Zone of Proximal Development (ZPD). In our hypothetical model, ZFM comprised factors related with surrounding ICT environment in schools, and teachers’ culturally defined predispositions related to ICT use and issues; ZPA an intervention-related factor projected teacher actions within ZFM to facilitate learning in the range of ZPD. The hypothesised model was evaluated with SEM-Path analysis – using regression analysis. The final path model indicated that the ZFM factors related with ICT environment in schools and the culturally defined predispositions related to ICT use; constrained the intervention-related ZPA factor that in turn has impact on teachers’ digital activities. In addition, ZFM factors directly influenced at what level of digital knowledge, -application, -skills and -confidence teachers arrived, and what their projections in using ICT were in the final stage of ZPD. C1 - Cham C3 - Advances in Web-Based Learning -- ICWL 2015 DA - 2015b PY - 2015b DO - 10.1007/978-3-319-25515-6_27 DP - Springer Link SP - 271 EP - 277 LA - en PB - Springer International Publishing SN - 978-3-319-25515-6 ST - Modelling Factors Influencing Digital Readiness KW - ICT integration KW - Teacher digital readiness KW - ZFM KW - ZPA KW - ZPD ER - TY - JOUR TI - Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana AU - Quaicoe, James Sunney AU - Pata, Kai T2 - Education and Information Technologies AB - This survey-based study explores the nature of Digital Divide among Ghana’s basic (primary and junior high) schools from the perspective of Teachers’ Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union’s rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers’ digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers’ digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers’ digital empowerment for technology in Ghana’s basic schools, of which school-based management (SBM) governance be adapted to address them. DA - 2020/09/01/ PY - 2020 DO - 10.1007/s10639-020-10158-8 DP - Springer Link VL - 25 IS - 5 SP - 4077 EP - 4095 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-020-10158-8 Y2 - 2021/01/22/09:26:14 ER - TY - CONF TI - The Teachers’ Digital Literacy: Determining Digital Divide in Public Basic Schools in Ghana AU - Quaicoe, James Sunney AU - Pata, Kai A2 - Kurbanoglu, Serap A2 - Boustany, Joumana A2 - Špiranec, Sonja A2 - Grassian, Esther A2 - Mizrachi, Diane A2 - Roy, Loriene T3 - Communications in Computer and Information Science AB - This study explored the role of the teacher’s digital literacy (TDL) among other schools’ digital culture (SDC) components in determining Digital Divide (DD) among Ghana’s basic schools. A paper-based survey was conducted with teachers and head-teachers from randomly sampled 17 basic schools in various locations in Ghana. The questionnaire was adopted from the Institute for Capacity Building – UNESCO and EU rubrics for measuring ICT in education; and explored nine Digital Culture components including TDL. Data were analysed using K-means Clustering, Correlation analysis, Discriminant analysis, and Independent-samples T-test. The schools were clustered based on SDC components into two DD groups; the principal influencing factors were Teachers’ digital literacy and ICT related policy documents. The school groups particularly differed based on whether they not only had the digital literacy competences, but also applied these competences in their teaching and professional development in schools. We argue that in spite of training for TDL, many schools still lack other digital culture components, and this may hinder them in applying ICT in their schools. C1 - Cham C3 - Information Literacy: Moving Toward Sustainability DA - 2015c PY - 2015c DO - 10.1007/978-3-319-28197-1_16 DP - Springer Link SP - 154 EP - 162 LA - en PB - Springer International Publishing SN - 978-3-319-28197-1 ST - The Teachers’ Digital Literacy KW - Digital divide KW - Digital literacy KW - Information literacy KW - School digital culture KW - Teacher digital literacy ER - TY - RPRT TI - Digital & Innovative Learning in Pakistan: The domestic K12 products and services industry overview and enterprise directory AU - Qazilbash, Zulfiqar AU - Javeed, Khadija DA - 2020/// PY - 2020 ER - TY - JOUR TI - Blended Learning Approach to Develop the Teachers’ TPACK AU - Qasem, Arwa Ahmad Abdo AU - Viswanathappa, Gandla T2 - Contemporary Educational Technology AB - A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies. DA - 2016/09/01/ PY - 2016 DO - 10.30935/cedtech/6176 DP - DOI.org (Crossref) VL - 7 IS - 3 SP - 264 EP - 276 J2 - CONTEMP EDUC TECHNOL LA - en SN - 1309517X UR - https://www.cedtech.net/article/blended-learning-approach-to-develop-the-teachers-tpack-6176 AN - 1826551046; EJ1108190 Y2 - 2020/05/29/12:08:43 KW - Blended Learning KW - Computer Assisted Instruction KW - Control Groups KW - ERIC, Current Index to Journals in Education (CIJE) KW - Experimental Groups KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Instructional Design KW - Instructional Effectiveness KW - Knowledge Level KW - Likert Scales KW - Online Courses KW - Pedagogical Content Knowledge KW - Postsecondary Education KW - Preservice Teachers KW - Pretests Posttests KW - Quasiexperimental Design KW - Science Teachers KW - Secondary Education KW - Secondary School Teachers KW - Technological Literacy KW - Technology Uses in Education KW - Trainees KW - Yemen KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096173 KW - __finaldtb ER - TY - JOUR TI - Performance Oriented Information and Communication Technology (ICT): Model for Education Purpose in Pakistan. A Bahawalpur District Case Study AU - Qadri, Salman AU - Shah, Rehan Ali AU - ul Rehman, Muzammil AU - Ullah, Saleem AU - Shah, Ali Nawaz AU - Ali, Muhammad Zaman AU - Ahmed, Muhammad Munawer T2 - International Journal of Computer Science and Network Security AB - Information technology brought a dramatic change in our society. In third world countries such as Pakistan is also trying to get involve this technology in every field of life. In this decade, information technology is being used in several disciplines such as education, health, agriculture and business etc. It has given a positive impact on all of these disciplines especially E-banking, E-learning and E-commerce etc. This study focuses the implementation of information and communication technology (ICT) framework to boost the progress of different less develops areas in Pakistan. This study also describes the complete methodology with all of its benefits and constraints on implementation and also proposed a framework to improve the efficiency and accuracy in education department in primary to higher level in Bahawalpur district and its five sub districts (tehsil) and also take the case study of The Islamia University Bahawalpur within city sub campuses by utilizing the successful implementation of information and communication technology for the betterment of education. DA - 2017/04/30/ PY - 2017 DP - Web of Science VL - 17 IS - 4 SP - 370 EP - 374 J2 - Int. J. Comput. Sci. Netw. Secur. LA - English SN - 1738-7906 ST - Performance Oriented Information and Communication Technology (ICT) KW - E-Classes KW - ICT Infrastructure KW - IT-Centers KW - Information and Communication Technology KW - integration KW - teachers KW - ⛔ No DOI found ER - TY - JOUR TI - A Study of the Usefulness of Punjab IT Labs Project in Schools of Punjab, Pakistan as Perceived by Students AU - Qadir, Muhammad Javid AU - Hameed, Abdul T2 - Journal of Education Research DA - 2018/// PY - 2018 DP - Zotero VL - 21 IS - 2 KW - ⛔ No DOI found ER - TY - ELEC TI - Making sense of bitcoin, cryptocurrency and blockchain AU - PwC DA - 2019/// PY - 2019 UR - https://www.pwc.com/us/en/industries/financial-services/fintech/bitcoin-blockchain-cryptocurrency.html ER - TY - RPRT TI - Policy Coherence in the Application of ICTs for Education AU - PwC DA - 2010/// PY - 2010 UR - https://www.infodev.org/infodev-files/resource/InfodevDocuments_1031.pdf ER - TY - RPRT TI - How can capacity development promote evidence-informed policy making? AU - Punton, Melanie AB - How can capacity development promote evidenceinformed decision making? This review discusses the messy, complex nature of evidence use in policy processes; casts a spotlight on some of the individual, interpersonal, organisational and institutional factors that promote and constrain use of evidence; and examines the primary evidence base to investigate what works to build the capacity of decision makers to use evidence, for whom, in what circumstances, and why. DA - 2016/// PY - 2016 LA - en-GB M3 - Literature Review for the Building Capacity to Use Research Evidence (BCURE) Programme UR - https://www.itad.com/wp-content/uploads/2020/02/BCURE-Literature-Review-FINAL-010416-1.pdf Y2 - 2022/09/09/21:25:22 ER - TY - ELEC TI - Punjab School Monitoring AU - Punjab School Monitoring UR - https://open.punjab.gov.pk/schools/ Y2 - 2022/06/20/22:31:34 ER - TY - ELEC TI - eLearn App for Android AU - Punjab IT Board T2 - Download.com AB - eLearn.Punjab is an Educational app for an official repository of digitized textbooks of Punjab. Each book has been augmented with Video Lectures, UR - https://download.cnet.com/eLearn-App/3000-20414_4-77994256.html Y2 - 2020/07/23/17:25:16 ER - TY - ELEC TI - Welcome To PEF Foundation Assisted Schools AU - Punjab Education Foundation DA - none PY - none UR - http://www.pef.edu.pk/fas/index.aspx Y2 - 2022/04/07/20:19:58 ER - TY - ELEC TI - Teaching of Naazrah Quran Grade I-V as a separate compulsory subject AU - Punjab Curriculum & Textbook Board DA - 2021/// PY - 2021 UR - https://pctb.punjab.gov.pk/system/files/Teaching%20of%20Naazrah%20Quran%20Grade%20I-V%20as%20a%20separate%20compulsary%20subject_Compressed.pdf Y2 - 2022/06/20/22:53:21 ER - TY - CONF TI - Data Innovation for Policymaking AU - Pulse Lab Jakarta DA - 2014/// PY - 2014 UR - https://www.unglobalpulse.org/wp-content/uploads/old_site/Proceedings%20Data%20Innovation%20Conference.pdf KW - ⛔ No DOI found ER - TY - BLOG TI - DigiMap – Digital Malawi Project AU - Public Private Partnership Commission DA - 2021/// PY - 2021 LA - en-US UR - https://digmap.pppc.mw/about/ Y2 - 2022/11/01/20:06:21 ER - TY - JOUR TI - Measuring Gender Equality in Education: Lessons from Trends in 43 Countries AU - Psaki, Stephanie R. AU - McCarthy, Katharine J. AU - Mensch, Barbara S. T2 - Population and Development Review DA - 2018/// PY - 2018 DO - 10.1111/padr.12121 DP - Wiley Online Library VL - 44 IS - 1 SP - 117 EP - 142 LA - en SN - 1728-4457 ST - Measuring Gender Equality in Education UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/padr.12121 Y2 - 2020/05/17/14:42:58 ER - TY - JOUR TI - Returns to investment in education: a decennial review of the global literature AU - Psacharopoulos, George AU - Patrinos, Harry Anthony T2 - Education Economics AB - In the 60-plus year history of returns to investment in education estimates, there have been several compilations in the literature. This paper updates Psacharopoulos and Patrinos and reviews the latest trends and patterns based on 1120 estimates in 139 countries from 1950 to 2014. The private average global return to a year of schooling is 9% a year. Private returns to higher education increased, raising issues of financing and equity. Social returns to schooling remain high. Women continue to experience higher average returns to schooling, showing that girls’ education remains a priority. DA - 2018/09/03/ PY - 2018 DO - 10.1080/09645292.2018.1484426 DP - Taylor and Francis+NEJM VL - 26 IS - 5 SP - 445 EP - 458 SN - 0964-5292 ST - Returns to investment in education UR - https://doi.org/10.1080/09645292.2018.1484426 Y2 - 2022/04/01/09:42:27 KW - C13 KW - J31 KW - Returns to schooling KW - investments in education ER - TY - RPRT TI - What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Protocol AU - Pryor, John AU - Westbrook, Jo AU - Adu-Yeboah, Christine AU - Orr, David AU - Durrani, Naureen CY - London DA - 2012/07// PY - 2012 DP - Zotero LA - en PB - EPPI-Centre, Social Science Research Unit, Institute of Education, University of London ER - TY - RPRT TI - Reimagining Teacher Continuous Professional Development: Evidence from a Blended Approach in Senegal AU - Proudfoot, Diane AU - Pflepsen, Alison AU - Swift-Morgan, Jennifer AU - Niang, Ablaye DA - 2022/// PY - 2022 DP - Zotero LA - en M3 - Technical Brief PB - Chemonics International UR - https://chemonics.com/wp-content/uploads/2022/04/ACR_Tech_Brief_LPT_CPD_CIES.pdf ER - TY - BLOG TI - Why is flipped learning so popular in schools? AU - Promethean Blog T2 - ResourcED: Promethean Blog AB - With flipped learning, students can save any questions for the classroom, ensuring that help and support is available exactly when it's needed. DA - 2016/09/14/T16:22:53+00:00 PY - 2016 LA - en-GB UR - https://resourced.prometheanworld.com/flipped-learning-popular-schools/ Y2 - 2022/09/07/11:21:01 ER - TY - BLOG TI - Project RAY for the visually impaired | Smartphones for Blind, Cell Phones for Visually Impaired AU - Project Ray DA - 2018/// PY - 2018 LA - en-US UR - https://project-ray.com/ Y2 - 2022/06/26/01:21:34 ER - TY - RPRT TI - Increasing Parent Engagement in Children's Literacy: A Needs Assessment to Inform the Design of Parent Engagement Efforts AU - Project Literacy AU - Results for Development AU - Center for Education Innovations DA - 2020/11// PY - 2020 UR - https://www.educationinnovations.org/post/a-new-guide-for-increasing ER - TY - RPRT TI - Technical Assistance to the Government of Tanzania: Inception Report AU - Proctor, Jamie AU - Plaut, Daniel AU - El-Serafy, Yomna AU - Carter, Alice AU - Thakrar, Jayshree AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/08/09/ PY - 2021 LA - en M3 - Internal papers PB - EdTech Hub KW - _r:AddedByZotZen ER - TY - RPRT TI - Complexity and Considerations in Delivering Adaptive Learning Digital Services AU - Proctor, Jamie AB - An output of the EdTech Hub, https://edtechhub.org DA - 2019/// PY - 2019 LA - en M3 - Thinkpiece PB - EdTech Hub UR - https://docs.edtechhub.org/lib/XU7B7DHZ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Should we paint all classroom roofs white to improve learning in Tanzania? AU - Proctor, Jamie AB - A growing literature base has developed from Global North contexts, showing a clear link between classroom temperature and student learning outcomes. However, very little evidence shows how this impact translates to low- and middle-income countries (LMICs), where average classroom temperatures are often high. The hypothesis for the research was that classroom temperatures in Tanzania are high and that a white-paint-cool-roof intervention would help mitigate these high temperatures. This study includes a literature review to understand the classroom policy in Tanzania, establish links between temperature and learning, and assess temperature retrofit options. Following this, the study presents the results of an experiment to trial a white-paint cool roof against a blue-paint roof and an unpainted control roof. Finally, data analysis predicts the intervention effects over an entire year and the subsequent impact on learning outcomes. The learning outcomes analysis includes a cost-effectiveness analysis using the Learning-Adjusted Years of Schooling (LAYS) metric. Empirical evidence of temperatures inside classrooms in Dar Es Salaam suggests that the temperature often exceeds 40℃. Literature searches indicate that this is the first time classroom air temperatures have been recorded and published for East Africa. The experiment involved using a low-cost retrofit intervention to reduce temperature – by painting the classroom roof blue or white over eight days. Results showed that the White Paint Intervention (WPI) reduced the temperature by around 3.7℃ over the course of the school day and up to a maximum of 5℃. The WPI was roughly twice as effective as the Blue Paint Intervention at reducing interior air temperatures. The WPI results were then modelled to estimate the classroom temperature reduction over a year, based on the assumed 3.5℃ reduction. Finally, using estimates from the existing literature, the learning impact of the intervention was calculated. The results suggest that using the WPI intervention can improve learning by 7.1%, which translates to an estimated 3.2 LAYS per classroom per year, at a cost-effectiveness of 5.3 LAYS per USD100. The paper shows that the impact of high temperatures in classrooms is likely undermining the funding currently channelled to improve learning outcomes in the region. Further, a WPI retrofit intervention is effective at reducing classroom temperatures in Tanzania. Due to climate-change-induced temperature increases, the intervention effectiveness is likely to increase over the coming decades. This paper was submitted as a dissertation in fulfilment of an MSc in Sustainability and Adaptation in the Built Environment at the Centre for Alternative Technology, Machynlleth, Powys (Wales) CN - 0122 DA - 2022/// PY - 2022 LA - en M3 - Working Paper UR - https://docs.edtechhub.org/lib/Z8B66R9X KW - _r:AddedByZotZen ER - TY - BLOG TI - Schools and Covid-19 AU - Privacy International T2 - Privacy International AB - An estimated 90% of the world’s student population are affected by school closures in the Covid-19 pandemic. And, in the absence of physical space, education technology companies are stepping in to fill the gap. DA - 2020/// PY - 2020 LA - en-GB UR - http://privacyinternational.org/news-analysis/3709/schools-and-covid-19 Y2 - 2020/12/10/18:18:24 ER - TY - RPRT TI - Girls’ Schooling and Women’s Literacy: Schooling Targets Alone Won’t Reach Learning Goals AU - Pritchett, Lant AU - Sandefur, Justin AB - Using the Demographic and Health Survey (DHS) data on the ability of women at various levels of schooling attainment to read a simple sentence, we show that reaching universal completion of grade six among girls would not bring the world anywhere close to the goal of universal female literacy. These calculations are based on the empirical relationship between grades completed and ability to read, a descriptive ‘learning profile.’ The large literature on schooling and life outcomes suggests simple correlations are a reasonable guide to causal effects, and the typical concern is over-estimation of the true return to schooling—implying our calculations using a descriptive and not causal learning profile are a best-case scenario. This best case is often not at all good: the learning profile is so weak in Nigeria that even if all women had completed grade six, adult female illiteracy would only have fallen from 58 percent to 53 percent. In contrast, children in many other countries do learn to read in much higher numbers and enrolling outof-school girls would dramatically reduce illiteracy. For instance, in Ethiopia the same calculations yield a reduction in illiteracy from 82 to 25 percent. But across nearly 50 developing countries with available data our calculations suggest 40 percent of women would be illiterate even if all women completed at least grade six. Achieving new Sustainable Development Goal targets of universal literacy and numeracy will require both achievement of universal schooling and dramatic improvements in the learning profile in most developing countries. CY - Washington D.C. DA - 2017/02/27/ PY - 2017 DP - Zotero SP - 20 LA - en M3 - Policy Paper PB - Center for Global Development SN - 104 UR - https://www.cgdev.org/sites/default/files/girls-schooling-womens-literacy-targets-alone-reach-learning-goals.pdf ER - TY - BOOK TI - Building State Capability: Evidence, Analysis, Action AU - Pritchett, Lant AU - Andrews, Matt AU - Woolcock, Michael AB - "Building State Capability: Evidence, Analysis, Action" provides evidence of the capability shortfalls that currently exist in many countries, analyses this evidence and identifies capability traps that hold many governments back—particularly related to isomorphic mimicry and premature load-bearing. DA - 2017/// PY - 2017 LA - en ST - Building State Capability UR - https://bsc.cid.harvard.edu/building-state-capability-evidence-analysis-action Y2 - 2022/06/06/23:17:32 ER - TY - RPRT TI - Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning AU - Pritchett, Lant T2 - Research on Improving Systems of Education AB - Existing systems of education have some elements promoting learning as an objective, but are mainly coherent as systems only around enrollment targets. This paper builds an accountability framework of actors and the four design elements of accountability (delegation, financing, information and motivation) to emphasize that effectiveness in promoting learning requires systems of education that are coherent, in two ways. First, each accountability relationship has to be coherent across its elements, that is, the delegation of what agents are asked to do has to be coherent with the financing, information, and motivation, rather than "pay for one thing and expect another." Second, the relationships have to be coherent across relationships of accountability. That is, if teachers are accountable both to their employer and indirectly to parents/students/communities, then if these two have very different objectives the accountability of teachers will be made incoherent. Such incoherence can explain why small changes in the "right" direction (towards that of high performing systems or demonstrated in other contexts) might consistently fail even where a directed and coherent reform could have major impact. DA - 2015/12// PY - 2015 DP - Zotero SP - 47 LA - en PB - Rise Programme UR - https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/RISE_WP-005_Pritchett_1.pdf KW - Systems Framework KW - ⛔ No DOI found ER - TY - JOUR TI - National development delivers: And how! And how? AU - Pritchett, Lant T2 - Economic Modelling AB - Core dual ideas of early development, economics and practice, were that (a) national development was a four-fold transformation of countries towards: (i) a more productive economy, (ii) a more responsive state, (iii) more capable administration, and (iv) a shared identity and equal treatment of citizens and that (b) this four-fold transformation of national development would lead to higher levels of human wellbeing. The second is strikingly correct: development delivers. National development is empirically necessary for high wellbeing (no country with low levels of national development has high human wellbeing) and also empirically sufficient (no country with high national development has low levels of human wellbeing). Three measures of national development: productive economy, capable administration, and responsive state, explain (essentially) all of the observed variation in an omnibus indicator of wellbeing based on over 58 distinct indicators, the Social Progress Index. How national development delivers on wellbeing varies, in three ways. One, economic growth is much more important for achieving wellbeing at low versus high levels of income. Two, economic growth matters more for “basic needs” than for other dimensions of wellbeing (like social inclusiveness or environmental quality). Three, state capability matters more for wellbeing outcomes that depend on public production than on private goods (and for some wellbeing indicators, like physical safety, for which growth doesn’t matter at all). While these findings may seem too common sense to be worth a paper, national development--and particularly economic growth—is, strangely, under severe challenge as an important and legitimate objective of action within the development industry. DA - 2022/02// PY - 2022 DO - 10.1016/j.econmod.2021.105717 DP - DOI.org (Crossref) VL - 107 SP - 105717 J2 - Economic Modelling LA - en SN - 02649993 ST - National development delivers UR - https://linkinghub.elsevier.com/retrieve/pii/S0264999321003060 Y2 - 2022/06/06/22:44:49 ER - TY - JOUR TI - Randomizing Development: Method or Madness? AU - Pritchett, Lant AB - An important argument for the increased use of randomized control trial methods in development is that the evidence from these studies will encourage the uptake of effective programs and projects (both through discouraging ineffective projects and improving design of new projects) and this will lead to reduced poverty and improved human well-being. However, cross-national evidence shows that the four-fold transformation of national development, to higher productivity economies, to more responsive states, the more capable organizations and administration and to more equal social treatment produces gains in poverty and human well-being that are orders of magnitude bigger than the best that can be hoped from better programs. Arguments that RCT research is a good (much less “best”) investment depend on both believing in an implausibly low likelihood that non-RCT research can improve progress national development and believing in an implausibly large likelihood that RCT evidence improves outcomes. DA - 2019/// PY - 2019 DP - Zotero SP - 32 LA - en KW - ⛔ No DOI found ER - TY - BLOG TI - The Risks of Dangerous Dashboards in Basic Education AU - Pritchett, Lant AB - Many countries’ systems of basic education are in “stall” condition. A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and contains information on whether individuals can answer simple arithmetic questions. Figure 1, showing the relationship between the level of schooling and the probability of answering a typical question correctly, has two shocking results. DA - 2018/// PY - 2018 LA - en M3 - Center for Global Development UR - https://www.cgdev.org/publication/risks-dangerous-dashboards-in-basic-education Y2 - 2022/10/03/10:25:47 ER - TY - RPRT TI - The risks to education systems from design mismatch and global isomorphism AU - Pritchett, Lant CY - Helsinki DA - 2014/// PY - 2014 PB - World Institute for Development Economics Research SN - WIDER Working Paper 2014/039 UR - https://www.wider.unu.edu/sites/default/files/wp2014-039.pdf ER - TY - RPRT TI - Research on Improving Systems of Education (RISE): Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning AU - Pritchett, L. DA - 2015/12// PY - 2015 M3 - working paper SN - RISE-WP-15/005 UR - https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/RISE_WP-005_Pritchett_1.pdf Y2 - 2018/03/28/17:51:46 KW - IMPORT_FROM_DFID_RITE ER - TY - ELEC TI - Principles for Digital Development AU - Principles for Digital Development T2 - Principles for Digital Development AB - Resources & Expertise for the Digital Principles LA - en-US UR - https://digitalprinciples.org/ Y2 - 2020/08/25/08:40:18 KW - ___working_potential_duplicate ER - TY - BLOG TI - Principles of Digital Developmeent - Design for Scale AU - Principles for Digital Development T2 - Principles for Digital Development AB - Achieving scale requires adoption beyond an initiatives pilot population and often necessitates securing funding or partners that take the initiative to new communities or regions. LA - en-US UR - https://digitalprinciples.org/principle/design-for-scale/ Y2 - 2022/10/17/00:00:00 ER - TY - BLOG TI - Tangerine: Mobile Assessments Made Easy AU - Principles for Digital Development T2 - Principles for Digital Development AB - Overview Tangerine is an open source software application initially designed to collect and analyze reading and mathematics assessment data in primary schools (typically grades one through four), most commonly in low-income countries. Data collectors use the Tangerine platform on mobile devices like tablets and smartphones to administer the Early Grade Reading Assessment (EGRA) and Early […] DA - 2014/// PY - 2014 LA - es-ES ST - Tangerine UR - https://digitalprinciples.org/es/resource/tangerine-mobile-assessments-made-easy/ Y2 - 2022/07/01/12:29:33 ER - TY - RPRT TI - The Teachers’ Portal as a Tool for Teachers’ Professional Development in Bangladesh AU - Prime Minister's Office: Bangladesh PB - Access to Information Programme: Government of the People's Republic of Bangladesh; UNDP; USAID UR - https://a2i.gov.bd/wp-content/uploads/2017/10/5-Report-the-teachers-portal-as-a-tool-for-teachers-report.pdf Y2 - 2022/08/23/14:27:09 ER - TY - RPRT TI - Inclusive and special education approaches in developing countries AU - Price, Roz DA - 2018/08/17/ PY - 2018 DP - Zotero SP - 20 LA - en PB - Institute of Development Studies UR - https://assets.publishing.service.gov.uk/media/5c6ac403ed915d4a39787401/373_Inclusive_and_Special_Education_Approaches.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Making a difference with smart tablets AU - Price, Amy T2 - Teacher Librarian DA - 2011/// PY - 2011 VL - 39 IS - 1 SP - 31 EP - 34 KW - ⛔ No DOI found ER - TY - JOUR TI - Using School Performance Data to Drive School and Education District Office Accountability and Improvement: The Case of Ghana AU - Prew, Martin AU - Quaigrain, Kenneth T2 - Educational Management Administration & Leadership AB - Distance-education delivery through interactive television (ITV) is an effective means of providing instruction to learners. There are many advantages, such as the ability to provide immediate feedback and personal participation. To be effective, however, ITV requires structured planning and development, making the use of instructional design principles imperative. The following recommendations are made for training teachers about ITV: (1) provide an overview of the technology and how it works; (2) provide hands-on guided practice; (3) incorporate effective elements of instruction; (4) conduct periodic follow-up inservice training; (5) train with teachers who volunteer; (6) establish the amount of time needed to prepare and teach ITV courses; (7) provide experiences with other faculty members; (8) incorporate strategies for adding visual components to audio courses; and (9) use strategies that encourage group cohesion and student motivation. Teachers must adapt instruction to meet the varied needs of students, as both teachers and students adjust to the demands of the medium. (SLD) DA - 2010/11// PY - 2010 DO - 10.1177/1741143210379057 DP - DOI.org (Crossref) VL - 38 IS - 6 SP - 728 EP - 744 J2 - Educational Management Administration & Leadership LA - en SN - 1741-1432, 1741-1440 ST - Using School Performance Data to Drive School and Education District Office Accountability and Improvement UR - http://journals.sagepub.com/doi/10.1177/1741143210379057 Y2 - 2020/03/10/12:31:55 KW - Delivery Systems KW - Distance Education KW - Educational Planning KW - Educational Technology KW - Educational Television KW - Feedback KW - Graduate Study KW - Higher Education KW - Information Transfer KW - Instructional Design KW - Instructional Effectiveness KW - Interactive Television KW - Student Motivation KW - Teacher Attitudes KW - Teacher Education KW - Teaching Methods KW - Technological Advancement KW - Telecourses KW - Training KW - search_string_27b ER - TY - RPRT TI - Promises to keep: impact of COVID-19 on adolescents in Kenya AU - Presidential Policy and Strategy Unit (Kenya) AU - Population Council DA - 2021/06/24/ PY - 2021 DP - Zotero LA - en UR - https://www.popcouncil.org/uploads/pdfs/2021PGY_ImpactCovidAdolKenya.pdf ER - TY - RPRT TI - Basic Education Statistics, Tanzania AU - President's Office, Regional Administration and Local Government DA - 2022/// PY - 2022 PB - President’s Office- Regional and Local Government [PO-RALG] Y2 - 2020/11/18/19:13:15 ER - TY - RPRT TI - Pre-primary, primary and secondary education statistics in brief AU - President's Office, Regional Administration and Local Government DA - 2016/// PY - 2016 PB - The United Republic of Tanzania UR - https://s3-eu-west-1.amazonaws.com/s3.sourceafrica.net/documents/118112/Tanzania-Pre-Primary-Primary-and-Secondary.pdf Y2 - 2020/11/18/19:13:15 ER - TY - JOUR TI - Stakeholder Analysis and Social Network Analysis in Natural Resource Management AU - Prell, Christina AU - Hubacek, Klaus AU - Reed, Mark T2 - Society & Natural Resources AB - The increasing use of stakeholder analysis in natural resource management reflects a growing recognition that stakeholders can and should influence environmental decision making. Stakeholder analysis can be used to avoid inflaming conflicts, ensure that the marginalization of certain groups is not reinforced, and fairly represent diverse interests. We present a case study from the Peak District National Park in the United Kingdom, where we used social network analysis to inform stakeholder analysis. This information helped us identify which individuals and categories of stakeholder played more central roles in the network and which were more peripheral. This information guided our next steps for stakeholder selection. The article ends with a discussion on the strengths and limitations of combining social network analysis with stakeholder analysis. DA - 2009/06/04/ PY - 2009 DO - 10.1080/08941920802199202 DP - Taylor and Francis+NEJM VL - 22 IS - 6 SP - 501 EP - 518 SN - 0894-1920 UR - https://doi.org/10.1080/08941920802199202 Y2 - 2021/05/10/13:48:27 KW - participatory resource management KW - social network analysis KW - stakeholder analysis ER - TY - CONF TI - Incorporating the iPad in the mathematics classroom AU - Preciado-Babb, AP C3 - Global Engineering Education Conference (EDUCON), 2012 IEEE DA - 2012/// PY - 2012 DO - 10.1109/educon.2012.6201195 SP - 1 EP - 5 PB - IEEE ER - TY - JOUR TI - Unfamiliar technology: Reaction of international students to blended learning AU - Prasad, P.W.C. AU - Angelika, Maag AU - Redestowicz, Margaret AU - Hoe, Lau Siong T2 - Computers & Education DA - 2018/// PY - 2018 DO - 10.1016/j.compedu.2018.03.016 DP - reader.elsevier.com VL - 112 SP - 92 EP - 103 LA - en UR - https://reader.elsevier.com/reader/sd/pii/S0360131518300757?token=5981A38C256276CCA57B9CFDF81FF05DC0F7F99C48ABB052640F0585BD5D9FB11BED0363B2F5B96C5F042005BCE67364 Y2 - 2020/07/18/15:33:47 ER - TY - BLOG TI - Navitas Ventures releases Global EdTech Ecosystems 1.0 – Navitas Insights AU - Praill, Tim DA - 2018/// PY - 2018 LA - en-US UR - https://insights.navitas.com/navitas-ventures-releases-global-edtech-ecosystems-1-0/ Y2 - 2022/12/09/18:35:02 ER - TY - JOUR TI - Mother-tongue education in Africa for emancipation and development: Towards the intellectualisation of African languages AU - Prah, Kwesi Kwaa T2 - Languages and education in Africa: A comparative and transdisciplinary analysis DA - 2009/// PY - 2009 DP - Google Scholar SP - 83 EP - 104 ST - Mother-tongue education in Africa for emancipation and development KW - ⛔ No DOI found ER - TY - CHAP TI - Impact of Education on Labour Market Outcomes in Rural and Urban India AU - Pradhan, K. C. AU - Parida, P. C. AU - Sarangi, Tapas T2 - Reflecting on India’s Development: Employment, Skill and Health A2 - NILERD AB - This paper examines the returns to education with respect to three labour market outcomes namely wages, employment and occupation using the National Sample Survey Office (NSSO) 68th round (2011–12) data. Wage equation (without selection bias) results point to the fact that returns to education increase at an increasing rate as the level of education increases and the impact of education is found relatively higher in the case of urban than rural areas. In case of employment, the study finds that compared to illiterates, the chances of higher educated people going to agriculture sector is less. This is true even in the case of rural areas whereas the interactive variable (education with rural dummy) is found negatively associated with employment in agriculture sector. Occupation results suggest that there is a strong association between higher education (under graduate and graduate and above) with professional occupations and less with agriculture and fishery and unskilled occupations, suggesting the need for improving education and creating quality employment opportunities in the rural areas that may help in arresting the growing urban burden. CY - Singapore DA - 2018/// PY - 2018 DP - Springer Link SP - 153 EP - 174 LA - en PB - Springer SN - 9789811314148 UR - https://doi.org/10.1007/978-981-13-1414-8_8 Y2 - 2021/06/23/19:11:36 KW - Education KW - Employment KW - India KW - Occupation KW - Urban-rural gap KW - Wages ER - TY - ELEC TI - PM E Vidya Program | Online [Digital Learning] for Students | Portal | Courses List, Registration AU - Pradhan Mantri e-Vidya Initiative for Digital Education T2 - Hindi Yojana AB - [New] Complete details of Pradhan Mantri E Vidya Yojana. New Initiative for Digital learning in India. Details of Courses, Registration process. DA - 2020/// PY - 2020 LA - en-US UR - https://www.hindiyojana.in/pm-e-vidya/ Y2 - 2020/09/30/11:39:18 ER - TY - JOUR TI - English in action: school based teacher development in Bangladesh AU - Power, Tom AU - Shaheen, Robina AU - Solly, Mike AU - Woodward, Clare AU - Burton, Sonia T2 - The Curriculum Journal DA - 2012/12// PY - 2012 DO - 10.1080/09585176.2012.737539 DP - DOI.org (Crossref) VL - 23 IS - 4 SP - 503 EP - 529 LA - en UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539 Y2 - 2020/05/15/14:43:35 KW - C:Bangladesh ER - TY - JOUR TI - English in action: school based teacher development in Bangladesh AU - Power, Tom AU - Shaheen, Robina AU - Solly, Mike AU - Woodward, Clare AU - Burton, Sonia T2 - The Curriculum Journal DA - 2012/12// PY - 2012 DO - 10.1080/09585176.2012.737539 DP - DOI.org (Crossref) VL - 23 IS - 4 SP - 503 EP - 529 LA - en UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539 Y2 - 2020/05/15/14:43:35 KW - C:Bangladesh ER - TY - JOUR TI - English in action: school based teacher development in Bangladesh AU - Power, Tom AU - Shaheen, Robina AU - Solly, Mike AU - Woodward, Clare AU - Burton, Sonia T2 - The Curriculum Journal AB - In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some confidence by Government development agencies, such as the UK Department for International Development (DFID). SBTD has a long history stemming from ideas of school-based curriculum development, which underlay the ideas on teacher-as-researcher, and is typically advocated in the developed world based on a view of the teacher as a professional. How might such notions play out, and to what effect, in LEDC contexts? This article examines the issues at stake in introducing SBTD in LEDCs, by examining: the nature of the evidence for various forms of teacher development, the nature of SBTD in particular and the evidence for its effectiveness. The latter issues will be illustrated through examination of English in Action (EIA, www.eiabd.com), a large-scale SBTD programme for primary and secondary English language (EL) teachers serving government schools across Bangladesh. DA - 2012/// PY - 2012 DO - 10.1080/09585176.2012.737539 DP - Wiley Online Library VL - 23 IS - 4 LA - en SN - 1469-3704 ST - English in action UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539 Y2 - 2022/08/23/05:59:22 KW - Bangladesh KW - English in Action KW - School Based Teacher Development KW - technologies ER - TY - RPRT TI - EIA School-based teachers development AU - Power, Tom AU - McCormick, Robert AU - Eyres, Ian T2 - EIA Schools: Body of Evidence, Project Closure Review Documents CY - Dhaka, Bangladesh DA - 2017/// PY - 2017 PB - English In Action ER - TY - ELEC TI - A Quasi-Experimental Study of the Classroom Practices of English Language Teachers and the English Language Proficiency of Students, in Primary and Secondary Schools in Bangladesh AU - Power, Tom AU - McCormick, Robert AU - Asbeek-Brusse, Elsbeth AB - English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study. The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts. Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers. The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts. DA - 2017/// PY - 2017 LA - en M3 - Other UR - http://www.eiabd.com/publications/research-publications/qe-qs-studies.html Y2 - 2022/08/23/06:04:45 ER - TY - CONF TI - Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities AU - Power, Tom AU - Hedges, C AU - McCormick, R AU - Rahman, S T2 - Pan-Commonwealth of Learning Forum DA - 2019/// PY - 2019 LA - EN PB - Commonwealth of Learning (COL) UR - http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y KW - C:Poor and marginalised communities KW - ⛔ No DOI found ER - TY - RPRT TI - Community Help for Inclusive Learning and Development (CHILD): A Study of How Mobile Phones Were Used to Recruit and Equip Community Volunteers to Support Children’s Learning During Covid-19 School Closures in Zimbabwe AU - Power, Tom AU - Buckler, Alison AU - Ebubedike, Margaret AU - Tengenesha, Martha AU - Jama, Mbuso AU - Ndlovu, America AU - Mukoyi, Jane AU - Ndou, Mashudu AU - Mubaira, Simbarashe DA - 2021/04/02/ PY - 2021 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HZRHPNI5 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - BLOG TI - Activating local study-groups for children’s learning—an equitable EdTech response? AU - Power, Tom T2 - EdTech Hub DA - 2020/// PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/05/29/activating-local-study-groups-for-childrens-learning-an-equitable-edtech-response/ Y2 - 2020/06/03/07:49:34 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - CHAP TI - Approaches to teacher professional development in low-to-middle-income countries AU - Power, Tom T2 - Sustainable English language teacher development at scale: lessons from Bangladesh AB - This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design. CY - London DA - 2019/// PY - 2019 SP - 47 EP - 65 PB - Bloomsbury Academic UR - https://bit.ly/3r82ePY KW - Important KW - Read ER - TY - RPRT TI - Educational Technology Topic Guide AU - Power, Tom DA - 2014/// PY - 2014 DP - Google Scholar PB - Health and Education Advice Resource Team ST - EdTech Topic Guide UR - http://www.heart-resources.org/topic/educational-technology/ Y2 - 2014/10/20/15:00:18 KW - CitedIn:OER4Schools-HHH3 KW - Important KW - lit review ER - TY - CHAP TI - The 'new' new technology: Exploiting the potential of mobile communications and open educational resources AU - Power, Tom T2 - Teacher Education and the Challenge of Development: A Global Analysis CY - London, UNITED KINGDOM DA - 2012/// PY - 2012 DP - ProQuest Ebook Central PB - Taylor & Francis Group SN - 978-1-136-20580-4 UR - http://ebookcentral.proquest.com/lib/cam/detail.action?docID=1024661 Y2 - 2020/08/06/14:37:55 KW - Economic development -- Effect of education on -- Developing countries. KW - Teachers -- Training of -- Developing countries. KW - Teaching -- Developing countries. ER - TY - RPRT TI - An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh. AU - Power, T AU - Babu, R AU - Chowdhury, T T2 - Research Monograph Series DA - 2017/// PY - 2017 PB - BRAC Research and Evaluation Division SN - 73 UR - http://oro.open.ac.uk/57054/ ER - TY - JOUR TI - From redistribution to recognition to representation: social justice and the changing politics of education AU - Power, Sally T2 - Globalisation, Societies and Education DA - 2012/// PY - 2012 DO - 10.1080/14767724.2012.735154 VL - 10 IS - 4 SP - 473 EP - 492 UR - https://www.tandfonline.com/doi/abs/10.1080/14767724.2012.735154 ER - TY - RPRT TI - Rethinking Education Management Information Systems: lessons from and options for less developed countries AU - Powell, Marcus T2 - InfoDev Working Papers DA - 2006/// PY - 2006 PB - InfoDev SN - 6 UR - https://www.infodev.org/infodev-files/resource/InfodevDocuments_504.pdf Y2 - 2021/08/03/15:58:45 ER - TY - RPRT TI - Rethinking Education Management Information Systems: Lessons from and Options for Less Developed Countries AU - Powell, Marcus AB - Donors and planners often have unrealistic expectations about what can be achieved in a short time period and underestimate the challenges facing EMIS. DA - 2006/// PY - 2006 LA - en ST - Rethinking Education Management Information Systems UR - https://www.infodev.org/articles/rethinking-education-management-information-systems-lessons-and-options-less-developed Y2 - 2022/05/31/19:45:58 ER - TY - RPRT TI - Rethinking Education Management Information Systems: Lessons from and Options for Less Developed Countries AU - Powell, Marcus AB - Donors and planners often have unrealistic expectations about what can be achieved in a short time period and underestimate the challenges facing EMIS. DA - 2006/// PY - 2006 LA - en ST - Rethinking Education Management Information Systems UR - https://www.infodev.org/articles/rethinking-education-management-information-systems-lessons-and-options-less-developed Y2 - 2022/05/31/19:45:58 ER - TY - JOUR TI - Effects of an Early Literacy Professional Development Intervention on Head Start Teachers and Children AU - Powell, Douglas AU - Diamond, Karen AU - Burchinal, Margaret T2 - Journal of Educational Psychology DA - 2010/// PY - 2010 DO - 10.1037/a0017763 VL - 102 IS - 2 ER - TY - RPRT TI - Scaling Access & Impact: Realizing the Power of EdTech AU - Pouezevara, Sarah AU - Valdivia, Ignacio Jara AU - Michalec, Mike AU - Amalia, Talitha AU - Fleischmann, Sybille DA - 2019/03// PY - 2019 PB - Omidyar Network UR - https://ierc-publicfiles.s3.amazonaws.com/public/resources/Scaling_Access_Impact_Realizing_Power_of_%20EdTech.pdf Y2 - 2021/05/21/15:27:14 ER - TY - RPRT TI - Uganda Impact Study Report AU - Pouezevara, Sarah AU - Brunette, Tracy AU - Jordan, Rachel AU - Nakyejwe, Deborah DA - 2019/01// PY - 2019 PB - RTI International UR - https://shared.rti.org/content/uganda-impact-study-report-tangerinecoach Y2 - 2022/08/22/21:04:35 ER - TY - CONF TI - Revisiting the ‘m’ in m-learning: Making the most of mobile environments for teaching and learning in developing countries AU - Pouezevara, Sarah T2 - E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education AB - Educational innovations in developing countries are expanding due to pressure to achieve quality outcomes at scale and changing markets, where mobile devices are increasingly affordable. m-Learning as a concept has existed prior to the acceleration of these forces, but has gained increasing attention because of them. Growth in mobile phone ownership in developing countries has made mobile-phone enabled education (a form of e-learning) commonplace in formal and informal education. This paper draws on a broad review of existing m-learning programs to illustrate how instructional strategies... DA - 2015/10/19/ PY - 2015 DP - www.learntechlib.org SP - 1350 EP - 1360 LA - en PB - Association for the Advancement of Computing in Education (AACE) ST - Revisiting the ‘m’ in m-learning UR - https://www.learntechlib.org/primary/p/152173/ Y2 - 2021/08/13/21:16:28 ER - TY - JOUR TI - Decolonisation of curriculum: the case of language education policy in Nepal AU - Poudel, Prem Prasad AU - Jackson, Liz AU - Choi, Tae-Hee T2 - London Review of Education AB -While decolonisation is usually discussed in relation to countries that were formally colonised, countries that have not been formally colonised have also faced challenges related to colonialism. In this case, it is worth considering whether decolonial theory has more widespread applicability to respond to global challenges faced in the postcolonial era. This article documents the historical trajectories of colonisation and decolonisation of the school curriculum in Nepal. Although Nepal was never formally colonised, the introduction of modern schooling in Nepal was informed by the British colonisation of India, where local languages were replaced by English in the curriculum, diminishing the value of local languages and knowledges. Against this backdrop, the Nepal government issued a series of policies supporting Nepali supremacy, but the expansion of English was not significantly challenged. Rather, the policies resulted in a double colonisation of ethnic/Indigenous languages: external colonisation by English, and internal colonisation by the Nepali language. However, significant decolonisation efforts have recently made space for minoritised languages in the curriculum. This article illustrates these colonisation and decolonisation waves, shaped by the government, local communities and other actors. Drawing on Nepal’s legislative and educational policies, the article relates language policy decisions and actions as decolonial efforts to support ethnic/Indigenous languages and explores the implications for understanding tensions around decolonisation of curriculum.
DA - 2022/06/01/ PY - 2022 DO - 10.14324/LRE.20.1.13 DP - ucl.scienceopen.com VL - 20 IS - 1 SN - 1474-8460 ST - Decolonisation of curriculum UR - https://ucl.scienceopen.com/hosted-document?doi=10.14324/LRE.20.1.13 Y2 - 2022/06/27/11:16:48 ER - TY - JOUR TI - Evaluating large‐scale interactive radio programmes AU - Potter, Charles AU - Naidoo, Gordon T2 - Distance Education AB - This article focuses on the challenges involved in conducting evaluations of interactive radio programmes in South Africa with large numbers of schools, teachers, and learners. It focuses on the role such large‐scale evaluation has played during the South African radio learning programme’s development stage, as well as during its subsequent sustained implementation phase. The model evolved for evaluation of interactive radio instruction is based within the context of a shoestring/real‐world evaluation tradition, where funding for internal evaluation has been limited over the period of the programme’s development to scale, necessitating focused use of resources in a longitudinal evaluation design. The evaluation approach is participatory and multimethod, linking the requirements of external summative evaluation conducted for accountability, with data yielded by internal (formative and developmental) evaluation. This is done through internal and formative evaluative studies of limited scope, combined with developmental classroom‐based evaluation based on the logic of project team members working with teachers to promote the programme’s self‐evaluative capacity. DA - 2009/05/01/ PY - 2009 DO - 10.1080/01587910902845980 DP - Taylor and Francis+NEJM VL - 30 IS - 1 SP - 117 EP - 141 SN - 0158-7919 UR - https://doi.org/10.1080/01587910902845980 Y2 - 2020/04/21/15:23:40 KW - distance education KW - interactive radio instruction KW - large‐scale implementation KW - modalities KW - pedagogy KW - programme evaluation KW - shoestring/real‐world evaluation ER - TY - BOOK TI - Innovation in Mixed Methods Research: A Practical Guide to Integrative Thinking with Complexity AU - Poth, Cheryl N. AB - Explaining both why and how to use mixed methods for discovering solutions to complex research problems, this guide gives readers the tools to adapt approaches to suit their own research conditions. Written in a warm, encouraging tone and packed with helpful diagrams and visual organizers, it provides an easy-to-follow map to the mixed methods process, covering everything from ‘what is mixed methods research?’ to framing, integrating, and describing a complexity-sensitive mixed methods approach. Features include: Key questions to navigate the important concepts of each chapter Practice alerts to provide practical tips on working in the field Chapter check-ins to assess development of key skills Further reading to expand and deepen knowledge of mixed methods practices An annotated glossary to get to grips with foundational terms and revise for exams Supported throughout by real-world examples and advice from the author and other mixed methods experts, this book helps readers succeed in their projects and think innovatively about the methods they use. DA - 2018/10/27/ PY - 2018 DP - Google Books SP - 385 LA - en PB - SAGE Publications Limited SN - 978-1-5264-5373-0 ST - Innovation in Mixed Methods Research KW - Reference / Research KW - Social Science / Methodology ER - TY - RPRT TI - Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic AU - Pota, Vikas AU - Hennessy, Sara AU - Koomar, Saalim AU - Kreimeia, Adam AU - Zubairi, Asma AU - Aerts, Carla AU - Gault, Claire AB - A global survey of teachers’ responses to the Covid-19 pandemic DA - 2021/// PY - 2021 LA - en M3 - T4 Insights Report PB - T4 Education & EdTech Hub UR - https://t4.education/turning-to-technology/ ER - TY - JOUR TI - Blended learning in higher education: Institutional adoption and implementation AU - Porter, Wendy W. AU - Graham, Charles R. AU - Spring, Kristian A. AU - Welch, Kyle R. T2 - Computers & Education AB - Relatively little of the current research on blended learning (BL) addresses institutional adoption issues. Additional research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. The authors conducted a prior study in which they proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. The current study applies this adoption framework to 11 U. S. institutions participating in a Next Generation Learning Challenge (NGLC) grant and attempting to transition from an awareness/exploration of BL to the adoption/early implementation phase. The study also compares U.S. institutional strategy, structure, and support approaches to BL adoption and identifies patterns and distinctions. DA - 2014/06/01/ PY - 2014 DO - 10.1016/j.compedu.2014.02.011 DP - ScienceDirect VL - 75 SP - 185 EP - 195 J2 - Computers & Education LA - en SN - 0360-1315 ST - Blended learning in higher education UR - http://www.sciencedirect.com/science/article/pii/S0360131514000451 Y2 - 2020/07/20/09:54:33 KW - Distance education and telelearning KW - Post-secondary education KW - Teaching/learning strategies ER - TY - JOUR TI - Three Views of Systems Theories and their Implications for Sustainability Education AU - Porter, Terry AU - Córdoba, José-Rodrigo T2 - Journal of Management Education AB - Worldwide, there is an emerging interest in sustainability and sustainability education. A popular and promising approach is the use of systems thinking. However, the systems approach to sustainability has neither been clearly defined nor has its practical application followed any systematic rigor, resulting in confounded and underspecified recommendations. The purpose of this article is to extend the notion of systems thinking as it pertains to sustainability pedagogy. The authors draw from systems theory and other literatures to develop three broad approaches to systems thinking: functionalist, interpretive, and complex adaptive systems (CAS). Each perspective is examined regarding its conceptual underpinnings, implications for sustainability, and pedagogical goals, objectives, skills, and exemplar projects and activities. The authors' goal is to provide the reader with an immanently practical set of ideas and pedagogical tools that may be readily adopted by management educators in any discipline. DA - 2009/06/01/ PY - 2009 DO - 10.1177/1052562908323192 DP - ResearchGate VL - 33 SP - 323 EP - 347 J2 - Journal of Management Education ER - TY - COMP TI - SIS Tanzania (LIVE) AU - PORALG DA - 2021/// PY - 2021 UR - https://apkpure.com/fr/sis-tanzania-live/tz.go.tamisemi.apps.sismobile ER - TY - RPRT TI - Teacher Professional Development around the World: The Gap between Evidence and Practice AU - Popova, Anna AU - Evans, David K. AU - Breeding, Mary E. AU - Arancibia, Violeta DA - 2018/08// PY - 2018 DP - DOI.org (Crossref) LA - EN PB - World Bank ST - Teacher Professional Development around the World UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-8572 Y2 - 2020/05/15/11:43:26 KW - C:Low- and middle-income countries ER - TY - BOOK TI - Training Teachers on the Job: What Works and How to Measure It AU - Popova, Anna AU - Evans, David K. AU - Arancibia, Violeta T2 - Policy Research Working Papers DA - 2016/09/26/ PY - 2016 DP - DOI.org (Crossref) LA - en PB - World Bank ST - Training Teachers on the Job UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7834 Y2 - 2020/05/16/17:02:09 KW - C:Low- and middle-income countries ER - TY - RPRT TI - Playbook: Government as Platform AU - Pope, Richard DA - 2019/// PY - 2019 ST - Playbook UR - https://ash.harvard.edu/publications/playbook-government-platform ER - TY - JOUR TI - EGRA Liberia: Baseline assessment of reading levels and associated factors AU - Poole, Medina Korda AU - Crouch, Luis AB - This document reports on the results of an Early Grade Reading Assessment (EGRA) study done in Liberia in June of 2008 as part of process of collaboration between the Ministry of Education, the World Bank, and USAID, with technical assistance provided under contract by RTI and its consultants and collaborators.This executive summary reproduced the logic of the entire report and is thus also a guide to the contents and layout of the report.This document first lays out the nature and content of the assessment instrument. DA - 2008/10/31/ PY - 2008 DP - www.rti.org LA - en ST - EGRA Liberia UR - https://www.rti.org/publication/egra-liberia Y2 - 2020/07/30/17:29:07 KW - ⛔ No DOI found ER - TY - JOUR TI - A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes AU - Ponitz, Claire Cameron AU - McClelland, Megan M. AU - Matthews, J. S. AU - Morrison, Frederick J. T2 - Developmental Psychology AB - The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of behavioral regulation in the fall predicted stronger levels of achievement in the spring and better teacher-rated classroom self-regulation (all ps < .01) but not interpersonal skills. Evidence for domain specificity emerged, in which gains in behavioral regulation predicted gains in mathematics but not in language and literacy over the kindergarten year (p < .01) after site, child gender, and other background variables were controlled. Discussion focuses on the importance of behavioral regulation for successful adjustment to the demands of kindergarten. (PsycINFO Database Record (c) 2017 APA, all rights reserved) DA - 2009/05// PY - 2009 DO - 10.1037/a0015365 DP - EBSCOhost VL - 45 IS - 3 SP - 605 EP - 619 J2 - Developmental Psychology SN - 0012-1649 UR - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2009-05916-001&site=ehost-live&scope=site Y2 - 2019/11/04/10:09:28 KW - Academic Achievement KW - Achievement KW - Attention KW - Child KW - Child, Preschool KW - Classroom Behavior KW - Cooperative Behavior KW - Female KW - Humans KW - Inhibition (Psychology) KW - Internal-External Control KW - Interpersonal Influences KW - Interpersonal Relations KW - Kindergarten Students KW - Longitudinal Studies KW - Male KW - Mathematics KW - Observation Methods KW - Personality Assessment KW - Self-Regulation KW - Social Behavior KW - Social Control, Informal KW - Temperament KW - academic achievement KW - behavioral self-regulation KW - interpersonal skills KW - kindergarten KW - structured observation ER - TY - RPRT TI - Student data: Trust, transparency, and the role of consent AU - Polonetsky, Jules AU - Jerome, Joseph DA - 2014/// PY - 2014 DP - Google Scholar PB - Future of Privacy Forum (FPF) ST - Student data KW - ⛔ No DOI found ER - TY - JOUR TI - Reexamining technology’s role in learner-centered professional development AU - Polly, Drew AU - Hannafin, Michael J. T2 - Educational Technology Research and Development AB - The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice. DA - 2010/10/01/ PY - 2010 DO - 10.1007/s11423-009-9146-5 DP - Springer Link VL - 58 IS - 5 SP - 557 EP - 571 J2 - Education Tech Research Dev LA - en SN - 1556-6501 UR - https://doi.org/10.1007/s11423-009-9146-5 Y2 - 2020/08/12/12:41:56 ER - TY - JOUR TI - Reexamining technology’s role in learner-centered professional development AU - Polly, Drew AU - Hannafin, Michael J. T2 - Educational Technology Research and Development AB - The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice. DA - 2010/10/01/ PY - 2010 DO - 10.1007/s11423-009-9146-5 DP - Springer Link VL - 58 IS - 5 J2 - Education Tech Research Dev LA - en SN - 1556-6501 UR - http://galleries.lakeheadu.ca/uploads/4/0/5/9/4059357/technologys_role_in_pd.pdf Y2 - 2020/08/12/12:41:56 ER - TY - JOUR TI - The method of Adaptive Comparative Judgement AU - Pollitt, Alastair T2 - Assessment in Education: Principles, Policy & Practice AB - Adaptive Comparative Judgement (ACJ) is a modification of Thurstone’s method of comparative judgement that exploits the power of adaptivity, but in scoring rather than testing. Professional judgement by teachers replaces the marking of tests; a judge is asked to compare the work of two students and simply to decide which of them is the better. From many such comparisons a measurement scale is created showing the relative quality of students’ work; this can then be referenced in familiar ways to generate test results. The judges are asked only to make a valid decision about quality, yet ACJ achieves extremely high levels of reliability, often considerably higher than practicable operational marking can achieve. It therefore offers a radical alternative to the pursuit of reliability through detailed marking schemes. ACJ is clearly appropriate for performances like writing or art, and for complex portfolios or reports, but may be useful in other contexts too. ACJ offers a new way to involve all teachers in summative as well as formative assessment. The model provides strong statistical control to ensure quality assessment for individual students. This paper describes the theoretical basis of ACJ, and illustrates it with outcomes from some of our trials. DA - 2012/08/01/ PY - 2012 DO - 10.1080/0969594X.2012.665354 DP - Taylor and Francis+NEJM VL - 19 IS - 3 SP - 281 EP - 300 SN - 0969-594X UR - https://doi.org/10.1080/0969594X.2012.665354 Y2 - 2022/06/24/08:27:28 KW - Space, scale and languages: identity construction of cross-boundary students in a multilingual university in Hong Kong KW - The method of Adaptive Comparative Judgement KW - assessment methods KW - judgement KW - marking KW - reliability ER - TY - RPRT TI - Report on the Implementation of the Tuition Fee Free (TFF) Report AU - Policy, Planning, Research and Communication Division, Governmen of Papua New Guinea DA - 2012/// PY - 2012 UR - https://www.education.gov.pg/documents/TFF%20Policy%20Report.pdf Y2 - 2022/11/13/20:39:30 ER - TY - JOUR TI - A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education: A Systematic Review AU - Poirier, Mark AU - Law, Jeremy M. AU - Veispak, Anneli T2 - International Journal of Mobile and Blended Learning (IJMBL) DA - 2019/// PY - 2019 DO - 10.4018/IJMBL.2019100101 DP - www.igi-global.com VL - 11 IS - 4 SP - 1 EP - 14 LA - en SN - 1941-8647 ST - A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education UR - https://www.igi-global.com/article/a-spotlight-on-lack-of-evidence-supporting-the-integration-of-blended-learning-in-k-12-education/236079 Y2 - 2020/07/18/15:15:00 ER - TY - BLOG TI - Social skills matter, but how do we measure and grow them in the classroom? AU - Pocinki, Allegra AU - Reeves, Richard V. T2 - Brookings AB - Most researchers and parents agree that effective social and emotional skills are essential to a child’s development and success as an adult. But how much do we know about these skills, how to meas… DA - 2017/06/02/T15:41:05+00:00 PY - 2017 LA - en-US UR - https://www.brookings.edu/blog/social-mobility-memos/2017/06/02/social-skills-matter-but-how-do-we-measure-and-grow-them-in-the-classroom/ Y2 - 2020/01/13/16:12:22 ER - TY - ELEC TI - Programme Monitoring & Implementation Unit AU - PMIU DA - 2020/// PY - 2020 UR - https://open.punjab.gov.pk/schools/ Y2 - 2020/12/21/15:30:47 ER - TY - BLOG TI - 10 challenges of e-learning during COVID-19 & ways to solve them AU - Plitnichenko, Lisa T2 - Jellyfish.tech DA - 2020/04/14/T08:54:47.219Z PY - 2020 LA - en UR - https://medium.com/jellyfish-techco/10-challenges-of-e-learning-during-covid-19-5f5060981e24 Y2 - 2021/08/05/18:54:46 ER - TY - RPRT TI - Bringing Learning to Light: The Role of Citizen-Led Assessments in Shifting the Education Agenda AU - Plaut, Daniel AU - Jamieson Eberhardt, Molly AB - "Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained CY - Washington, D.C. DA - 2015/06// PY - 2015 DP - r4d.org LA - en-US PB - Results for Development ST - Bringing Learning to Light UR - https://r4d.org/resources/bringing-learning-light-role-citizen-led-assessments-shifting-education-agenda/ Y2 - 2020/07/06/14:43:51 ER - TY - RPRT TI - EdTech Innovation for COVID-19: Insights from our global call for ideas AU - Plaut, Daniel AU - Carter, Alice AU - Dixon, Miranda AU - Salami, Taiye DA - 2020/// PY - 2020 M3 - Insight Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/S7JARBXV KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - How Can Decision-Makers Assess EdTech Interventions for Cost-Effectiveness to Enable Better Investments? AU - Plaut, Daniel AB - This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at how decision-makers should consider cost-effectiveness when contemplating investing in EdTech programmes. Cost-effectiveness is a critically important consideration for anyone planning investments in EdTech, but it is also a complex one, which requires understanding the total cost of an intervention and comparing it against the likely impact on education. We draw on work from EdTech Hub and other prominent researchers to distil key practical insights for decision-makers on how to apply cost-effectiveness analysis to their decision-making. Practical considerations include recommendations on gathering the right data for analysis; ensuring cost calculations are holistic; leveraging existing frameworks and tools for cost and impact calculations; and ensuring that comparisons are made against non-tech interventions as well as the broader resource envelope available for education to determine affordability in a given context. Finally, we explore areas where additional work is needed, including an increased understanding of the challenges faced by decision-makers in considering cost-effectiveness and the need for greater transparency and accountability in cost-effectiveness analysis in the sector. Keywords Cost-effectiveness; EdTech; education policy; total cost of implementation; affordability; Learning-Adjusted Years of Schooling An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1018 DA - 2024/// PY - 2024 LA - en M3 - Learning Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/QABPPMS4 KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - How Can Implementers Apply Digital Personalised Learning in Schools? AU - Plaut, Daniel AB - This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at digital personalised learning (DPL), a promising EdTech approach to improving learning outcomes, and consider how to implement this approach in school settings. We draw on work from EdTech Hub and other prominent researchers to first unpack the ‘basics’ of DPL implementation. These include the importance of teaching at the right level as a driver of DPL’s impact, and how DPL tools are applied in schools as supplementary learning and / or integrated into existing curricula. We also consider some of DPL’s technical requirements and achievements in improving learning outcomes. We then explore emerging insights about effective DPL implementation in schools, including the role of teachers as facilitators, the evidence behind student-device ratios, and the importance of coordinating DPL implementation with broader education system actors. Lastly, we look at areas that require further research, noting issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to DPL application in education systems. Keywords: digital personalised learning; DPL; implementation research; teaching at the right level; learning outcomes; education policy An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1008 DA - 2024/// PY - 2024 LA - en M3 - Learning Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/ACMFRNNS KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Lessons for effective CPD - Synthesis of a Sandbox Learning Session AU - Plaut, Daniel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2020/11/01/ PY - 2020 LA - en M3 - Internal papers PB - EdTech Hub KW - _EdTechHub_Output KW - _r:AddedByZotZen ER - TY - RPRT TI - Sierra Leone CPD Sandbox - Draft Theory of Change AU - Plaut, Daniel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/01/ PY - 2021 LA - en M3 - Internal Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/T7AUREA5 KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - BOOK TI - Mixed methods research: A guide to the field AU - Plano Clark, Vicki L. AU - Ivankova, Nataliya V. DA - 2015/// PY - 2015 VL - 3 PB - Sage Publications SN - 1-4833-4713-3 UR - https://us.sagepub.com/en-us/nam/mixed-methods-research/book241462 ER - TY - RPRT TI - The Ed-Tech Space Pakistan 2020 AU - Planet N ER - TY - ELEC TI - GENDER TRANSFORMATIVE EDUCATION AU - PLAN International AU - UNICEF AU - Transform Education AU - UNGEI DA - 2021/// PY - 2021 UR - https://unesdoc.unesco.org/ark:/48223/pf0000372963/PDF/372963eng.pdf.multi Y2 - 2022/03/24/10:45:28 ER - TY - RPRT TI - Left out, left behind: adolescent girls’ secondary education in crises AU - Plan International UK DA - 2019/// PY - 2019 UR - https://www.planinternational.nl/uploaded/2019/06/Left-out-Left-behind-report.pdf?x65987 Y2 - 2021/10/03/13:07:48 ER - TY - RPRT TI - Ebola: beyond the health emergency AU - Plan International DA - 2015/// PY - 2015 LA - EN PB - Plan International UR - https://www.plan.ie/wp-content/uploads/2015/03/GLO-Ebola-Final-IO-Eng-Feb15.pdf ER - TY - RPRT TI - Education Needs Assessment Report - Sierra Leone AU - Plan International DA - 2016/// PY - 2016 ER - TY - ELEC TI - Plan Ceibal AU - Plan Ceibal UR - https://www.ceibal.edu.uy/es ER - TY - CONF TI - A comparative study of blended learning versus traditional teaching in middle school science AU - Pixel T2 - International Conference The Future Of Education C1 - Florence, Italy DA - 2015/07/01/ PY - 2015 DP - Google Books LA - en PB - libreriauniversitaria.it Edizioni SN - 978-88-6292-620-1 UR - https://books.google.com.pk/books?hl=en&lr=&id=5-fVCgAAQBAJ&oi=fnd&pg=PA436&dq=blended+learning+Pakistan+school&ots=p0qAsr5udJ&sig=mHbqpwVXE27V5MhA9xBi05l4jpg&redir_esc=y#v=onepage&q=blended%20learning%20Pakistan%20school&f=false KW - Education / Philosophy, Theory & Social Aspects ER - TY - CONF TI - CASTOR: learning to create context-sensitive and emotionally engaging narrations in-situ AU - Pittarello, Fabio AU - Bertani, Luca C3 - Proceedings of the 11th International Conference on Interaction Design and Children DA - 2012/// PY - 2012 SP - 1 EP - 10 PB - ACM KW - ⛔ No DOI found ER - TY - JOUR TI - Significance Tests Which May be Applied to Samples From any Populations AU - Pitman, E.J.G. T2 - Journal of the Royal Statistical Society DA - 1937/// PY - 1937 VL - 4 IS - 1 UR - https://about.jstor.org/terms KW - ⛔ No DOI found ER - TY - JOUR TI - Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities AU - Pitchford, Nicola J. AU - Kamchedzera, Elizabeth AU - Hubber, Paula J. AU - Chigeda, Antonie L. T2 - Frontiers in Psychology AB - Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few studies have measured extent of learning for SEND pupils when using interactive apps, so it has yet to be determined if this technology is effective at raising attainment for these pupils. We report the first observational study of a group of 33 pupils with SEND from two primary schools in Malawi that are implementing a new digital technology intervention which uses touch-screen tablets to deliver interactive apps designed to teach basic mathematical skills. The apps contain topics that align to the national curriculum. To assess learning gains, rate of progress (minutes per topic) for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression revealed extent of disability significantly predicted progress rate. Further exploratory correlations revealed pupils with moderate to severe difficulties with hearing and/or language made slower progress through the apps than those with greater functionality in these two domains because the use of verbal instructions within the apps limited their capacity to learn. This original quantitative analysis demonstrates that interactive apps can raise learning standards in pupils with SEND but may have limited utility for pupils with severe difficulties. Software modifications are needed to address specific areas of difficulty preventing pupils from progressing. DA - 2018/// PY - 2018 DO - 10.3389/fpsyg.2018.00262 DP - Frontiers VL - 9 J2 - Front. Psychol. LA - English SN - 1664-1078 UR - https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00262/full Y2 - 2020/12/10/16:22:30 KW - Interactive apps KW - Mathematics KW - Special educational needs and disabilities KW - primary school KW - tablet technology ER - TY - JOUR TI - Interactive apps prevent gender discrepancies in early‐grade mathematics in a low‐income country in sub‐Sahara Africa AU - Pitchford, Nicola J. AU - Chigeda, Antonie AU - Hubber, Paula J. T2 - Developmental Science DA - 2019/// PY - 2019 VL - 22 IS - 5 SP - 1 EP - 14 UR - https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12864 Y2 - 2021/01/19/13:38:39 KW - ⛔ No DOI found ER - TY - JOUR TI - Interactive apps prevent gender discrepancies in early-grade mathematics in a low-income country in sub-Saharan Africa AU - Pitchford, Nicola J. AU - Chigeda, Antonie AU - Hubber, Paula J. T2 - Developmental Science AB - Globally, gender differences are reported in the early acquisition of reading and mathematics as girls tend to outperform boys in reading, whereas boys tend to outperform girls in mathematics. This can have long-term impact resulting in an under-representation of girls in Science, Technology, Engineering and Mathematics subjects. Recent research suggests that sociocultural factors account for differences across genders in the acquisition of these foundational skills. In this study, we investigated whether a new technology-based intervention, that included activities accessible to both boys and girls, can reduce gender differences from emerging during the early primary school years. The novel instructional method used in this study employed apps developed by onebillion© delivered individually through touch-screen tablets. Over a series of experiments conducted in Malawi, a low-income country in sub-Sahara Africa, we found that when children were exposed to standard pedagogical practice typical gender differences emerged over the first grade (Experiment 1). In contrast, boys and girls learnt equally well with the new interactive apps designed to support the learning of mathematics (Experiment 2) and reading (Experiment 3). When implemented at the start of primary education, before significant gender discrepancies become established, this novel technology-based intervention can prevent significant gender effects for mathematics. These results demonstrate that different instructional practices influence the emergence of gender disparities in early mathematics. Digital interventions can mitigate gender differences in countries where standard pedagogical instruction typically hinders girls from acquiring early mathematical skills at the same rate as boys. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=55x-6hhAY9M&feature=youtu.be DA - 2019/// PY - 2019 DO - 10.1111/desc.12864 DP - Wiley Online Library VL - 22 IS - 5 SP - 1 EP - 14 LA - en SN - 1467-7687 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12864 Y2 - 2020/03/30/15:39:55 KW - education KW - gender inequity KW - mathematics KW - reading KW - tablet technology ER - TY - JOUR TI - Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi AU - Pitchford, Nicola J. T2 - Frontiers in Psychology AB - Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage. DA - 2015/// PY - 2015 DO - 10.3389/fpsyg.2015.00485 DP - Frontiers VL - 6 SP - 485 J2 - Front. Psychol. LA - English SN - 1664-1078 ST - Development of early mathematical skills with a tablet intervention UR - http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00485/abstract Y2 - 2015/04/28/10:54:23 KW - Evaluation KW - Mathematics KW - Tablets KW - Technology KW - ___working_potential_duplicate KW - intervention KW - primary school KW - randomized control trial ER - TY - PCOMM TI - Personal communication: Research on solar-power projector DPL implementation in Malawi AU - Pitchford, Nicola J. DA - 2023/// PY - 2023 ER - TY - RPRT TI - Unlocking Talent: Evaluation of a tablet-based Masamu intervention in a Malawian Primary School AU - Pitchford, Nicola DA - 2014/02// PY - 2014 UR - https://onebillion.org.uk/downloads/unlocking-talent-final-report.pdf Y2 - 2014/09/03/00:00:00 ER - TY - ELEC TI - Taleem Ghar: An initiative by Government of the Punjab AU - PITB DA - N.D. PY - N.D. UR - https://taleemghar.punjab.gov.pk/ ER - TY - JOUR TI - Developing and validating the International Development and Early Learning Assessment (IDELA) AU - Pisani, Lauren AU - Borisova, Ivelina AU - Dowd, Amy Jo T2 - International Journal of Educational Research AB - Evidence about the importance of stimulation and learning in childhood has been mounting in recent years, culminating with the inclusion of early childhood development in the 2015 Sustainable Development Goals. In following, there is a need for reliable measurement of early learning and development at local, national, and global levels. None of the existing tools designed to measure learning and development at the pre-primary level have been proven to be appropriate and feasible in diverse national contexts, as well as psychometrically rigorous. Therefore, Save the Children developed the International Development and Early Learning Assessment (IDELA) from 2011–2015. This paper presents evidence from the IDELA validation process including internal consistency, inter-rater reliability, test-retest reliability and concurrent validity. DA - 2018/01/01/ PY - 2018 DO - 10.1016/j.ijer.2018.06.007 DP - ScienceDirect VL - 91 SP - 1 EP - 15 J2 - International Journal of Educational Research LA - en SN - 0883-0355 UR - https://www.sciencedirect.com/science/article/pii/S0883035518301885 Y2 - 2022/11/29/15:00:23 KW - Assessment KW - Early childhood development KW - Early childhood education KW - Learning ER - TY - GEN TI - The Programme for International Student Assessment (PISA) AU - PISA DA - 2018/// PY - 2018 UR - https://www.oecd.org/pisa/publications/PISA2018_CN_ARG.pdf ER - TY - JOUR TI - Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides AU - Piper, Benjamin AU - Zuilkowski, Stephanie AU - Dubeck, Margaret AU - Jepkemei, Evelyn AU - King, Simon J. T2 - World Development DA - 2018/// PY - 2018 DO - 10.1016/j.worlddev.2018.01.018 DP - Google Scholar VL - 106 SP - 324 EP - 336 ST - Identifying the essential ingredients to literacy and numeracy improvement UR - https://www.sciencedirect.com/science/article/pii/S0305750X18300287?via%3Dihub KW - Africa KW - Literacy KW - Numeracy KW - Program evaluation KW - Randomized controlled trial KW - Reading KW - ___working_potential_duplicate ER - TY - JOUR TI - Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides AU - Piper, Benjamin AU - Zuilkowski, Stephanie AU - Dubeck, Margaret AU - Jepkemei, Evelyn AU - King, Simon J. T2 - World Development DA - 2018/// PY - 2018 DO - 10.1016/j.worlddev.2018.01.018 DP - Google Scholar VL - 106 SP - 324 EP - 336 ST - Identifying the essential ingredients to literacy and numeracy improvement UR - https://www.sciencedirect.com/science/article/pii/S0305750X18300287?via%3Dihub KW - Africa KW - Literacy KW - Numeracy KW - Program evaluation KW - Randomized controlled trial KW - Reading KW - ___working_potential_duplicate ER - TY - JOUR TI - Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya AU - Piper, Benjamin AU - Zuilkowski, Stephanie Simmons AU - Kwayumba, Dunston AU - Strigel, Carmen T2 - International Journal of Educational Development AB - Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector. DA - 2016/// PY - 2016 DO - 10.1016/j.ijedudev.2016.03.006 DP - ScienceDirect VL - 49 SP - 204 EP - 214 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Does technology improve reading outcomes? UR - http://www.sciencedirect.com/science/article/pii/S0738059316300293 Y2 - 2019/11/21/13:48:22 KW - Education policy KW - International education KW - Kenya KW - Literacy KW - Reading KW - Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457283 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics AU - Piper, Benjamin AU - Zuilkowski, Stephanie Simmons AU - Kwayumba, Dunston AU - Oyanga, Arbogast T2 - International Journal of Educational Development DA - 2018/03// PY - 2018 DO - 10.1016/j.ijedudev.2017.10.002 DP - DOI.org (Crossref) VL - 59 SP - 110 EP - 127 J2 - International Journal of Educational Development LA - en SN - 07380593 ST - Examining the secondary effects of mother-tongue literacy instruction in Kenya UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059317302225 Y2 - 2022/06/11/08:10:32 ER - TY - JOUR TI - Teacher coaching in Kenya: Examining instructional support in public and nonformal schools AU - Piper, Benjamin AU - Zuilkowski, Stephanie Simmons T2 - Teaching and Teacher Education AB - Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes. DA - 2015/04// PY - 2015 DO - 10.1016/j.tate.2015.01.001 DP - ScienceDirect VL - 47 SP - 173 EP - 183 J2 - Teaching and Teacher Education SN - 0742-051X ST - Teacher coaching in Kenya UR - http://www.sciencedirect.com/science/article/pii/S0742051X15000025 Y2 - 2015/03/19/00:03:56 KW - AWP2 KW - C:Kenya KW - CitedIn:AKFC KW - CitedIn:OER4Schools-HHH3-B KW - Coaching KW - Instruction KW - Kenya KW - Literacy KW - PRIMR KW - professional development ER - TY - JOUR TI - Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya AU - Piper, Benjamin AU - Zuilkowski, Stephanie S. AU - Ong’ele, Salome T2 - Comparative Education Review AB - Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groups—the base PRIMR program teaching literacy in English and Kiswahili and the PRIMR-MT program, which taught literacy in English, Kiswahili, and mother tongue—in two different language environments. Implementation of the MT program faced challenges because many educators were not speakers of the languages, some communities resisted mother tongue instruction, and some areas were more language heterogeneous. Effect sizes on MT literacy averaged between 0.3 and 0.6 standard deviations. The base PRIMR program also increased MT learning outcomes in some measures but had smaller effects than the PRIMR-MT program in oral reading fluency and comprehension. DA - 2016/11// PY - 2016 DO - 10.1086/688493 DP - journals.uchicago.edu (Atypon) VL - 60 IS - 4 SP - 776 EP - 807 SN - 0010-4086 ST - Implementing Mother Tongue Instruction in the Real World UR - https://www.journals.uchicago.edu/doi/abs/10.1086/688493 Y2 - 2022/04/20/15:39:36 ER - TY - JOUR TI - Mathematics from the Beginning: Evaluating the Tayari Preprimary Program’s Impact on Early Mathematics Skills AU - Piper, Benjamin AU - Sitabkhan, Yasmin AU - Nderu, Evangeline T2 - Global Education Review DA - 2018/// PY - 2018 DP - Google Scholar VL - 5 IS - 3 SP - 57 EP - 81 ST - Mathematics from the Beginning KW - ⛔ No DOI found ER - TY - JOUR TI - Mathematics from the beginning: Evaluating the Tayari preprimary program’s impact on early mathematics skills AU - Piper, Benjamin AU - Sitabkhan, Yasmin AU - Nderu, Evangeline T2 - Global Education Review AB - Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program. Tayari is a preprimary intervention in Kenya (2014–2019) that prepares children aged four and five for entry into primary school through materials for students, training for teachers, and continuous in-classroom support. Evidence points to the long-term benefits of developing an early foundation in mathematics. The few preprimary mathematics studies in sub-Saharan Africa have not described the instructional methodology in enough detail to add to our knowledge of best practices. The Tayari methodology was built on the Kenyan government’s preprimary syllabus to produce instruction that was developmentally sequenced, linked to out-of-school experiences, and supportive of children’s number sense. Tayari is evaluated using a randomized controlled trial (RCT) and collection of longitudinal data from 2,957 children in treatment and control schools at three time points. Pupil assessment items were drawn from a growing body of research on preprimary numeracy in developing contexts, plus instruments and techniques from the Measuring Early Learning and Quality Outcomes (MELQO) program (UNESCO, UNICEF, Brookings Institution, & World Bank Group, 2017). The endline impact evaluation of the longitudinal RCT results showed statistically significant effects in the numeracy tasks of producing sets, identifying numbers, and naming shapes, while revealing no initial effects in the areas of oral and mental addition. We present recommendations for Tayari’s improvement in terms of mathematics instruction, as well as preprimary policy implications for Kenya and similar contexts. DA - 2018/10/09/ PY - 2018 DP - ger.mercy.edu VL - 5 IS - 3 SP - 57 EP - 81 LA - en SN - 2325-663X ST - Mathematics from the Beginning UR - https://ger.mercy.edu/index.php/ger/article/view/434 AN - Kenya Y2 - 2022/12/02/14:50:18 KW - Sub-Saharan Africa KW - ⛔ No DOI found ER - TY - RPRT TI - Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization AU - Piper, Benjamin AU - Sitabkhan, Yasmin AU - Mejia, Jessica AU - Betts, Kellie AB - This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide. DA - 2018/05/11/ PY - 2018 DP - DOI.org (Crossref) LA - en PB - RTI Press ST - Effectiveness of Teachers’ Guides in the Global South UR - https://www.rti.org/rti-press-publication/effectiveness-teachers-guides-global-south Y2 - 2020/05/17/12:23:53 ER - TY - JOUR TI - Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides AU - Piper, Benjamin AU - Simmons Zuilkowski, Stephanie AU - Dubeck, Margaret AU - Jepkemei, Evelyn AU - King, Simon J. T2 - World Development AB - Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with specific ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the benefits of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically significant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries. DA - 2018/06/01/ PY - 2018 DO - 10.1016/j.worlddev.2018.01.018 DP - ScienceDirect VL - 106 SP - 324 EP - 336 J2 - World Development LA - en SN - 0305-750X ST - Identifying the essential ingredients to literacy and numeracy improvement UR - https://linkinghub.elsevier.com/retrieve/pii/S0305750X18300287 Y2 - 2019/10/03/00:32:16 KW - Africa KW - C:Kenya KW - Literacy KW - Numeracy KW - Program Evaluation KW - Program evaluation KW - Quantitative KW - Randomized controlled trial KW - Reading KW - Teacher Professional Development KW - ___working_potential_duplicate KW - numeracy KW - randomized control trial ER - TY - JOUR TI - Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya AU - Piper, Benjamin AU - Ralaingita, Wendi AU - Akach, Linda AU - King, Simon T2 - Journal of Development Effectiveness AB - To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a differences-in-differences analytic strategy. The mathematics intervention produced modest, statistically significant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These findings have relevant policy implications in Kenya given an impending national mathematics programme. DA - 2016/07/02/ PY - 2016 DO - 10.1080/19439342.2016.1149502 DP - DOI.org (Crossref) VL - 8 IS - 3 SP - 404 EP - 422 J2 - Journal of Development Effectiveness LA - en SN - 1943-9342, 1943-9407 ST - Improving procedural and conceptual mathematics outcomes UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2016.1149502 Y2 - 2020/01/28/10:09:58 ER - TY - JOUR TI - Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya AU - Piper, Benjamin AU - Ralaingita, Wendi AU - Akach, Linda AU - King, Simon T2 - Journal of Development Effectiveness AB - To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a differences-in-differences analytic strategy. The mathematics intervention produced modest, statistically significant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These findings have relevant policy implications in Kenya given an impending national mathematics programme. DA - 2016/07/02/ PY - 2016 DO - 10.1080/19439342.2016.1149502 DP - Taylor and Francis+NEJM VL - 8 IS - 3 SP - 404 EP - 422 SN - 1943-9342 ST - Improving procedural and conceptual mathematics outcomes UR - https://doi.org/10.1080/19439342.2016.1149502 Y2 - 2021/08/31/10:39:50 KW - Kenya KW - Numeracy KW - elementary school KW - instruction KW - international education KW - mathematics ER - TY - JOUR TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system AU - Piper, Benjamin AU - Oyanga, Arbogast AU - Mejia, Jessica AU - Pouezevara, Sarah T2 - International Journal of Education and Development using Information and Communication Technology AB - Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs. DA - 2017/// PY - 2017 DP - Zotero VL - 13 IS - 3 SP - 57 EP - 79 LA - en SN - 1814-0556, 1814-0556 UR - http://ijedict.dec.uwi.edu/viewarticle.php?id=2353 AN - 2013521673; EJ1166622 KW - Accountability KW - C:Kenya KW - Classrooms KW - Clinical trials KW - Developing countries--LDCs KW - Digital divide KW - Digital literacy KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education reform KW - Educational Practices KW - Educational Quality KW - Educational Technology KW - Educational technology KW - Foreign Countries KW - Handheld Devices KW - Initiatives KW - Intervention KW - Interviews KW - Kenya KW - Learning KW - Literacy KW - Literacy programs KW - Literature reviews KW - Maine KW - National Surveys KW - Observation KW - Outcomes of Education KW - Portugal KW - Quality KW - Questionnaires KW - Reading KW - Schools KW - Software KW - South Korea KW - Statistical Analysis KW - Statistical Significance KW - Students KW - Teachers KW - Teaching KW - Technology Uses in Education KW - Telecommunications KW - Texas KW - Turkey KW - Uruguay KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096038 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system AU - Piper, Benjamin AU - Oyanga, Arbogast AU - Mejia, Jessica AU - Pouezevara, Sarah T2 - International Journal of Education and Development using Information and Communication Technology AB - Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs. DA - 2017/// PY - 2017 DP - Zotero VL - 13 IS - 3 SP - 57 EP - 79 LA - en SN - 1814-0556, 1814-0556 UR - http://ijedict.dec.uwi.edu/viewarticle.php?id=2353 AN - 2013521673; EJ1166622 KW - Accountability KW - C:Kenya KW - Classrooms KW - Clinical trials KW - Developing countries--LDCs KW - Digital divide KW - Digital literacy KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education reform KW - Educational Practices KW - Educational Quality KW - Educational Technology KW - Educational technology KW - Foreign Countries KW - Handheld Devices KW - Initiatives KW - Intervention KW - Interviews KW - Kenya KW - Learning KW - Literacy KW - Literacy programs KW - Literature reviews KW - Maine KW - National Surveys KW - Observation KW - Outcomes of Education KW - Portugal KW - Quality KW - Questionnaires KW - Reading KW - Schools KW - Software KW - South Korea KW - Statistical Analysis KW - Statistical Significance KW - Students KW - Teachers KW - Teaching KW - Technology Uses in Education KW - Telecommunications KW - Texas KW - Turkey KW - Uruguay KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096038 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System AU - Piper, Benjamin AU - Oyanga, Arbogast AU - Mejia, Jessica AU - Pouezevara, Sarah T2 - International Journal of Education and Development using ICT AB - Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality, which is used by the education system to monitor education quality. The tablets program helps coaches to... DA - 2017/12/30/ PY - 2017 DP - www.learntechlib.org VL - 13 IS - 3 LA - en SN - 1814-0556 ST - Implementing large-scale instructional technology in Kenya UR - https://www.learntechlib.org/p/182157/ Y2 - 2022/07/01/15:33:23 KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System AU - Piper, Benjamin AU - Oyanga, Arbogast AU - Mejia, Jessica AU - Pouezevara, Sarah T2 - International Journal of Education and Development using ICT AB - Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality, which is used by the education system to monitor education quality. The tablets program helps coaches to... DA - 2017/12/30/ PY - 2017 DP - www.learntechlib.org VL - 13 IS - 3 LA - en SN - 1814-0556 ST - Implementing large-scale instructional technology in Kenya UR - https://www.learntechlib.org/p/182157/ Y2 - 2022/06/29/18:10:22 KW - ⛔ No DOI found ER - TY - GEN TI - The Primary Math and Reading Initiative (PRIMR) AU - Piper, Benjamin AU - Kwayumba, Dunston DA - 2014/// PY - 2014 UR - https://pdf.usaid.gov/pdf_docs/pa00k285.pdf ER - TY - JOUR TI - Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes AU - Piper, Benjamin AU - Jepkemei, Evelyn AU - Kwayumba, Dunston AU - Kibukho, Kennedy T2 - FIRE: Forum for International Research in Education AB - Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money. DA - 2015/// PY - 2015 DO - 10.18275/fire201502011025 DP - ERIC VL - 2 IS - 1/2 SP - 3 EP - 18 J2 - FIRE LA - en SN - 2326-3873 ST - Kenya’s ICT policy in practice UR - https://preserve.lehigh.edu/fire/vol2/iss1/2/ KW - African Languages KW - Control Groups KW - Cost Effectiveness KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Policy KW - Educational Practices KW - Elementary Secondary Education KW - English (Second Language) KW - Experimental Groups KW - Foreign Countries KW - Handheld Devices KW - Intervention KW - Kenya KW - Literacy KW - Outcomes of Education KW - Program Effectiveness KW - Randomized Controlled Trials KW - Reading Achievement KW - Student Improvement KW - Technology Uses in Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096974 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Pro-Poor PRIMR: Improving Early Literacy Skills for Children from Low-Income Families in Kenya AU - Piper, Benjamin AU - Jepkemei, Evelyn AU - Kibukho, Kennedy T2 - Africa Education Review AB - Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many poor children. The Primary Math and Reading (PRIMR) Initiative was designed to support the learning gains of Class 1 and 2 pupils in seven counties across Kenya. PRIMR uses a randomised controlled trial design to establish the effect of its intervention and employs basic literacy measures to estimate causal effects. This study shows that PRIMR has been effective for children from low-income families and that early literacy interventions can mitigate socio-economic effects. The findings suggest that efforts to improve literacy outcomes for the poor should begin early in primary school. Strategies for ensuring that instruction is equitable across socio-economic status are advocated. DA - 2015/// PY - 2015 DO - 10.1080/18146627.2015.1036566 DP - ERIC VL - 12 IS - 1 SP - 67 EP - 87 LA - en SN - 1814-6627 ST - Pro-Poor PRIMR Y2 - 2021/09/06/12:32:19 KW - Achievement Gains KW - Causal Models KW - Control Groups KW - Early Intervention KW - Early Reading KW - Educational Improvement KW - Effect Size KW - Emergent Literacy KW - Experimental Groups KW - Foreign Countries KW - Grade 1 KW - Grade 2 KW - Low Income Students KW - Oral Reading KW - Poverty KW - Randomized Controlled Trials KW - Reading Comprehension KW - Reading Fluency KW - Reading Tests KW - Regression (Statistics) KW - School Effectiveness KW - Skill Development KW - Socioeconomic Status ER - TY - JOUR TI - Scaling up successfully: Lessons from Kenya’s Tusome national literacy program AU - Piper, Benjamin AU - Destefano, Joseph AU - Kinyanjui, Esther M. AU - Ong’ele, Salome T2 - Journal of Educational Change AB - Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale. DA - 2018/08/01/ PY - 2018 DO - 10.1007/s10833-018-9325-4 DP - Springer Link VL - 19 IS - 3 SP - 293 EP - 321 J2 - J Educ Change LA - en SN - 1389-2843, 1573-1812 ST - Scaling up successfully UR - https://doi.org/10.1007/s10833-018-9325-4 Y2 - 2020/04/02/15:51:56 KW - ___working_potential_duplicate ER - TY - JOUR TI - Scaling up successfully: Lessons from Kenya’s Tusome national literacy program AU - Piper, Benjamin AU - Destefano, Joseph AU - Kinyanjui, Esther M. AU - Ong’ele, Salome T2 - Journal of Educational Change AB - Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale. DA - 2018/08/01/ PY - 2018 DO - 10.1007/s10833-018-9325-4 DP - Springer Link VL - 19 IS - 3 SP - 293 EP - 321 J2 - J Educ Change LA - en SN - 1573-1812 ST - Scaling up successfully UR - https://doi.org/10.1007/s10833-018-9325-4 Y2 - 2021/05/17/15:30:06 KW - ___working_potential_duplicate ER - TY - JOUR TI - Scaling up successfully: Lessons from Kenya’s Tusome national literacy program AU - Piper, Benjamin AU - Destefano, Joseph AU - Kinyanjui, Esther M. AU - Ong’ele, Salome T2 - Journal of Educational Change AB - Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale. DA - 2018/08/01/ PY - 2018 DO - 10.1007/s10833-018-9325-4 DP - Springer Link VL - 19 IS - 3 SP - 293 EP - 321 J2 - J Educ Change LA - en SN - 1573-1812 ST - Scaling up successfully UR - https://doi.org/10.1007/s10833-018-9325-4 Y2 - 2022/12/07/21:03:04 KW - Evaluation KW - Implementation KW - Literacy KW - National KW - Reading KW - Reform KW - Systems ER - TY - JOUR TI - Reading Skill Transfer across Languages: Outcomes from Longitudinal Bilingual Randomized Control Trials in Kenya and Haiti. AU - Piper, Benjamin AU - Bulat, Jennae AU - Johnston, Andrew T2 - Society for Research on Educational Effectiveness DA - 2015/// PY - 2015 DP - Google Scholar ST - Reading Skill Transfer across Languages KW - ⛔ No DOI found ER - TY - JOUR TI - Multilingual Literacy Skill Development in Kenya: Results from Medium Scale Randomized Controlled Trials. AU - Piper, Benjamin T2 - Society for Research on Educational Effectiveness DA - 2016/// PY - 2016 DP - Google Scholar ST - Multilingual Literacy Skill Development in Kenya KW - ⛔ No DOI found ER - TY - ELEC TI - Implementing large scale instructional technology in Kenya | RTI AU - Piper, Ben AU - Oyanga, A AU - Meija, J AU - Pouezevara, S DA - 2017/// PY - 2017 UR - https://www.rti.org/publication/implementing-large-scale-instructional-technology-kenya Y2 - 2021/04/01/11:08:07 ER - TY - RPRT TI - Structured Pedagogy Literature Review AU - Piper, Ben AU - Dubeck, Margaret M. T2 - Science of Teaching for Foundational Literacy and Numeracy DA - 2020/// PY - 2020 UR - https://scienceofteaching.s3.eu-west-3.amazonaws.com/index.html#/lessons/qRcSj0b2yqminRXJh7cSd_2tkJc-0blC ER - TY - RPRT TI - USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Kisumu Information and Communication Technology (ICT) Intervention. Endline Report. AU - Piper, B. AU - Kwayumba, D. CY - USA DA - 2014/// PY - 2014 PB - Research Triangle Institute (RTI) UR - https://www.eddataglobal.org/countries/index.cfm?fuseaction=pubDetail&ID=664 ER - TY - CHAP TI - QALY-based cost-effectiveness analysis AU - Pinto-Prades,, J. L AU - Herrero, C AU - Abellán, J. M T2 - The Oxford Handbook of Well-Being and Public Policy DA - 2016/// PY - 2016 SP - 160 EP - 92 PB - Oxford University Press SN - 978-0-19-932581-8 UR - https://web.law.duke.edu/sites/default/files/centers/clepp/Pinto_Herrero_Abellan_OHB%20of%20Well-Being%20v2_0.docx ER - TY - RPRT TI - Making Schools Inclusive How change can happen AU - Pinnock, H AU - Lewis, I DA - 2008/// PY - 2008 PB - Save the Children UK UR - https://www.eenet.org.uk/resources/docs/Making%20schools%20inclusive%20SCUK.pdf ER - TY - ELEC TI - Malaysia Data Protection Overview AU - Ping, Jillian Chia Yan T2 - DataGuidance AB - June 2021 1. Governing Texts Data protection in Malaysia is primarily governed by the Personal Data Protection Act 2010 ('PDPA') and its subsidiary legislation as outlined below. The PDPA purports to safeguard personal data by requiring data users to comply with certain obligations and conferring certain rights to the data subject in relation to his personal data. 1.1. Key acts, regulations, directives, bills Primary Legislation Prior to 2010, the regulation of personal data was governed mainly by industry specific legislation. DA - 2021/06/24/T11:57:00+01:00 PY - 2021 LA - en UR - https://www.dataguidance.com/notes/malaysia-data-protection-overview Y2 - 2022/06/14/22:47:43 ER - TY - JOUR TI - Factors that motivate teachers to use ICT in teaching: A case of Kaliua District secondary schools in Tanzania AU - Pima, John Marco T2 - The International Journal of Education and Development using Information and Communication Technology (IJEDICT) DA - 2019/// PY - 2019 VL - 5 IS - 1 SP - 175 EP - 189 UR - https://files.eric.ed.gov/fulltext/EJ1214272.pdf Y2 - 2020/11/18/16:19:18 KW - ⛔ No DOI found ER - TY - ELEC TI - ‘Digital welfare state’: big tech allowed to target and surveil the poor, UN is warned AU - Pilkington, Ed T2 - the Guardian AB - UN’s rapporteur on extreme poverty says in devastating account big tech companies are being allowed to go unregulated in ‘human rights free-zones’ DA - 2019/10/16/T07:30:11.000Z PY - 2019 LA - en ST - ‘Digital welfare state’ UR - http://www.theguardian.com/technology/2019/oct/16/digital-welfare-state-big-tech-allowed-to-target-and-surveil-the-poor-un-warns Y2 - 2021/01/20/19:25:24 ER - TY - BOOK TI - CAST methods in modelling: Computer aided systems theory for the design of intelligent machines AU - Pichler, Franz AU - Schwaertzel, Heinz DA - 2012/// PY - 2012 DP - Google Scholar PB - Springer Science & Business Media ST - CAST methods in modelling ER - TY - BOOK TI - Computer Aided Systems Theory-EUROCAST'89: A Selection of Papers from the International Workshop EUROCAST'89, Las Palmas, Spain, February 26-March 4, 1989. Proceedings AU - Pichler, Franz AU - Moreno-Diaz, Roberto DA - 1990/// PY - 1990 DP - Google Scholar VL - 1 PB - Springer Science & Business Media ST - Computer Aided Systems Theory-EUROCAST'89 ER - TY - RPRT TI - Digital technology governance: developing countries’ priorities and concerns AU - Phillips, Toby AU - Kira, Beatriz AU - Tartakowsky, Andrea AU - Dolan, Jonathan AU - Natih, Putu DA - 2020/// PY - 2020 DP - Zotero SP - 41 LA - en UR - https://www.bsg.ox.ac.uk/sites/default/files/2020-06/final_digital-tech-gov-21may20_0.pdf ER - TY - CHAP TI - Contextualising the Use of Digital Technologies AU - Phillips, Michael AB - This chapter reflects on the often uncritical debates about educational policy and the use of digital technologies by schoolteachers that have persisted over the past 30 years. Most commentators have tended to approach digital technology in unrealistic terms—either as having the potential to completely transform schools for the better or herald their imminent demise. This chapter examines these polarised ways of thinking, highlighting a failure to account for the complex, compromised and often ‘messy’ realities of classroom technology used by schoolteachers. This argument emphasises that critical considerations of the knowledge required by teachers and the context in which they work are necessary to understand the complexity of teachers’ technology (non) use. Discussion in the second half of the chapter highlights the need to reconsider ‘knowledge’ and ‘context’ as contested terms that are pivotal in examining educational technology policy and practice. Through the introduction of technological, pedagogical and content knowledge (TPACK) framework, the reader is provided with a theoretical lens through which the notions of knowledge and context can be critically explored. DA - 2016/01/01/ PY - 2016 DP - ResearchGate SP - 1 EP - 28 SN - 978-1-137-52461-4 ER - TY - JOUR TI - Improving teacher professional development for online and blended learning: a systematic meta-aggregative review AU - Philipsen, Brent AU - Tondeur, Jo AU - Pareja Roblin, Natalie AU - Vanslambrouck, Silke AU - Zhu, Chang T2 - Educational Technology Research and Development AB - In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL. DA - 2019/10/01/ PY - 2019 DO - 10.1007/s11423-019-09645-8 DP - Springer Link VL - 67 IS - 5 SP - 1145 EP - 1174 J2 - Education Tech Research Dev LA - en SN - 1556-6501 ST - Improving teacher professional development for online and blended learning UR - https://www.researchgate.net/publication/330690661_Improving_teacher_professional_development_for_online_and_blended_learning_a_systematic_meta-aggregative_review Y2 - 2021/05/28/15:43:19 ER - TY - ELEC TI - How teachers are using technology at home and in their classrooms AU - Pew T2 - Pew Research DA - 2013/// PY - 2013 UR - https://www.pewresearch.org/internet/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/ ER - TY - JOUR TI - A practical guide to multilevel modeling AU - Peugh, James L. T2 - Journal of School Psychology AB - Collecting data from students within classrooms or schools, and collecting data from students on multiple occasions over time, are two common sampling methods used in educational research that often require multilevel modeling (MLM) data analysis techniques to avoid Type-1 errors. The purpose of this article is to clarify the seven major steps involved in a multilevel analysis: (1) clarifying the research question, (2) choosing the appropriate parameter estimator, (3) assessing the need for MLM, (4) building the level-1 model, (5) building the level-2 model, (6) multilevel effect size reporting, and (7) likelihood ratio model testing. The seven steps are illustrated with both a cross-sectional and a longitudinal MLM example from the National Educational Longitudinal Study (NELS) dataset. The goal of this article is to assist applied researchers in conducting and interpreting multilevel analyses and to offer recommendations to guide the reporting of MLM analysis results. (PsycINFO Database Record (c) 2016 APA, all rights reserved) DA - 2010/// PY - 2010 DO - 10.1016/j.jsp.2009.09.002 DP - APA PsycNet VL - 48 IS - 1 SP - 85 EP - 112 SN - 0022-4405 KW - Classrooms KW - Data Collection KW - Schools KW - Simulation ER - TY - BOOK TI - Systematic reviews in the social sciences: A practical guide AU - Petticrew, Mark AU - Roberts, Helen T2 - Systematic reviews in the social sciences: A practical guide AB - This book is a guide to planning and conducting a particular type of literature review, one that is increasingly used as a scientific tool: the systematic literature review. The book is aimed at social science researchers, but it provides a more general discussion of systematic reviews for those who want to use and understand them, but don't necessarily want to do one themselves. Most of the recent interest in systematic reviews focuses on reviews of the effectiveness of interventions, reflected in the growth of initiatives like the Campbell and Cochrane Collaborations. This book therefore focuses on reviews of effectiveness, but not exclusively. Systematic reviews are also widely used to synthesize other sorts of evidence, for example in order to answer questions about etiology (causes of problems), or about people's experiences, and we discuss and present examples of such reviews. (PsycINFO Database Record (c) 2016 APA, all rights reserved) CY - Malden DA - 2006/// PY - 2006 DP - APA PsycNET SP - xv, 336 PB - Blackwell Publishing SN - 978-1-4051-2110-1 ST - Systematic reviews in the social sciences KW - Literature Review KW - Social Sciences ER - TY - RPRT TI - EQUIP-Tanzania Impact Evaluation. Final Baseline Technical Report, Volume I: Results and Discussion AU - Pettersson, Gunilla AU - Rawle, Georgina AU - Outhred, Rachel AU - Brockerhoff, Stephanie AU - Nugroho, Dita AU - Kveder, Andrej AU - Beavis, Adrian AU - Ruddle, Nicola AU - Jasper, Paul AU - Wills, Gabrielle DA - 2017/// PY - 2017 DP - Zotero SP - 174 LA - en PB - Oxford Policy Management UR - https://www.opml.co.uk/files/Publications/8383-assessing-equip-t/baseline-impact-evaluation-vol.1.pdf?noredirect=1 ER - TY - ELEC TI - The Waterfall Model in Large-Scale Development | SpringerLink AU - Petersen, Kai AU - Wohlin, Claes AU - Baca, Dejan DA - 2009/// PY - 2009 UR - https://link.springer.com/chapter/10.1007/978-3-642-02152-7_29 Y2 - 2022/04/25/16:11:13 ER - TY - JOUR TI - Television, Language, and Literacy Practices in Sudanese Refugee Families: "I learned how to spell English on Channel 18" AU - Perry, Kristen H. AU - Moses, Annie M. T2 - Research in the Teaching of English AB - This ethnographic study explored the ways in which media, particularly television, connected with English language and literacy practices among Sudanese refugees in Michigan. Three families with young children participated in this study. Data collection included participant observation, interviews, and collection of artifacts over 18 months, with a focus on television events as the units of analysis. Data analysis focused on television practices connected with literacy practices for adults and children. Results indicated that television offered important cultural connections with participants' beliefs, values, and attitudes regarding their Sudanese heritage, the new U.S. context, and religious practices. Both adults and children believed television was an important resource for learning and recognized potential problems with too much viewing. Most significantly, analysis suggested important connections between television practices and the development of both English language abilities for all family members and the development of real-world literacy practices, especially for the children. DA - 2011/// PY - 2011 DP - JSTOR VL - 45 IS - 3 SP - 278 EP - 307 SN - 0034-527X ST - Television, Language, and Literacy Practices in Sudanese Refugee Families UR - https://www.jstor.org/stable/40997767 DB - JSTOR Y2 - 2020/06/01/17:50:16 KW - ⛔ No DOI found ER - TY - RPRT TI - Teacher Education Modality Rapid Review, Modes, Affordances and Evidence on Remote and Blended Initial and Continuing Teacher Education AU - Perry, Dr Thomas AU - Findon, Dr Madeleine AU - Braim, Dr Benjamin AU - Davison, Dr Ian AU - Whatmore, Dr Tracy AU - Cottle, Dan AU - Anbreen, Noshaba AU - Cordingley, Philippa AU - Crisp, Bart DA - 2020/// PY - 2020 DP - Zotero LA - en M3 - Rapid Review PB - STEM Learning, University of Birmingham UR - https://www.stem.org.uk/sites/default/files/pages/downloads/Teacher%20Education%20Modality%20Rapid%20Review%20-%20UoB%20CUREE.pdf ER - TY - JOUR TI - Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom: do iPads help? AU - Perry, David R. AU - Steck, Andy K. T2 - Computers in the Schools AB - Teachers are increasingly integrating mobile digital technology into the classroom. The purpose of this study was to assess the effect of incorporating iPads in a secondary-level geometry course on academic achievement, student engagement, self-efficacy, and meta-cognitive self-regulation. Students in the iPad-using classroom experienced lower levels of geometry proficiency scores, higher levels of off-task behaviors, and similar levels of self-efficacy and meta-cognitive self-regulation compared to the non-iPad group. However, the results may have been affected by several latent variables that can be controlled for in future research. DA - 2015/04/03/ PY - 2015 DO - 10.1080/07380569.2015.1036650 DP - Taylor and Francis+NEJM VL - 32 IS - 2 SP - 122 EP - 143 SN - 0738-0569 ST - Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom UR - https://doi.org/10.1080/07380569.2015.1036650 Y2 - 2021/11/09/21:34:06 KW - geometry KW - iPad KW - meta-cognitive self-regulation KW - mobile technology KW - self-efficacy ER - TY - CHAP TI - The Digital Divide AU - Peroni, M. AU - Bartolo, Michelangelo T2 - Multidisciplinary Teleconsultation in Developing Countries A2 - Bartolo, Michelangelo A2 - Ferrari, Fabio T3 - TELe-Health AB - The digital divide, at a worldwide level, as well as at a regional level, is still a reality. However, over the last few years, the Internet and digital technologies have spread surprisingly fast, above all in their use through mobile telephone networks, and they have new users every year, even in the less developed countries, like in Africa. The installation of new underwater optic fibre cables surrounding Africa, with an increasing capacity for data transmission, has brought down the costs of interconnection with the global Internet backbones. Up to a few years ago, these connections were only possible through the satellite network, which are far more expensive for the local providers, and these high costs inevitably affect the end users. These services can now be offered at prices that more and more people can afford in Africa, which was and still is the continent that is most affected by the phenomenon of the digital divide. CY - Cham DA - 2018/// PY - 2018 DP - Springer Link SP - 101 EP - 109 LA - en PB - Springer International Publishing SN - 978-3-319-72763-9 UR - https://doi.org/10.1007/978-3-319-72763-9_13 Y2 - 2021/02/15/14:27:21 KW - Digital divide KW - Optic fibre connections KW - Satellite Internet connection ER - TY - RPRT TI - Millions learning: Scaling up quality education in developing countries AU - Perlman Robinson, Jenny AU - Winthrop, Rebecca DA - 2016/// PY - 2016 LA - en-US PB - Brookings Institute ST - Millions learning UR - https://www.brookings.edu/wp-content/uploads/2016/04/final-millions-learning-report.pdf Y2 - 2019/11/07/09:46:24 ER - TY - RPRT TI - Mitigating threats to girls’ education in conflict-affected contexts: current practice AU - Pereznieto, Paola AU - Magee, Arran AU - Fyles, Nora AB - This report, co-produced by ODI and UNGEI, investigates girls’ access to education in conflict settings DA - 2017/// PY - 2017 DP - www.odi.org LA - en ST - Mitigating threats to girls’ education in conflict-affected contexts UR - https://www.odi.org/publications/11013-mitigating-threats-girls-education-conflict-affected-contexts-current-practice Y2 - 2020/08/05/14:20:51 ER - TY - NEWS TI - 100 Women: 'We can't teach girls of the future with books of the past' AU - Perasso, Valeria T2 - BBC News AB - Research suggests women are either written off or portrayed in stereotypes roles in primary school textbooks from all over the world. DA - 2017/10/09/ PY - 2017 DP - www.bbc.co.uk LA - en-GB SE - World ST - 100 Women UR - https://www.bbc.com/news/world-41421406 Y2 - 2021/12/14/17:02:29 ER - TY - GEN TI - Review of 'Continued progress: Promising evidence on personalized learning' AU - Penuel, William R. AU - Johnson, Raymond DA - 2016/// PY - 2016 PB - National Education Policy Center UR - http://nepc.colorado.edu/thinktank/review-personalized-learning Y2 - 2021/11/09/21:32:06 ER - TY - JOUR TI - Negotiating problems of practice in research–practice design partnerships AU - Penuel, William R. AU - Coburn, Cynthia E. AU - Gallagher, Daniel J. T2 - Teachers College Record AB - This chapter focuses on how researchers and practitioners negotiate the focus of their joint work within design-based implementation research (DBIR). Studying and facilitating successful negotiation of the problems that become the focus of work and the search for solutions is important for developing DBIR, because of its commitment to focusing on persistent problems of practice from multiple stakeholders’ perspectives. Case studies of two different research–practice partnerships provide a context for exploring two different perspectives on negotiation. In one case study, the notion of partnerships as forms of cultural exchange across institutional boundaries that differ with respect to goals, norms, and practices is used to analyze a design partnership focused on repurposing curriculum units in elementary science. In the second case study, the concept of framing as developed in social movement theory is used to illuminate issues of status and authority within a partnership between a district and researchers. The chapter concludes by describing the contributions of each perspective to an understanding of how teams jointly negotiate the focus of their work and by providing some recommendations for how teams can do so successfully. DA - 2013/12/01/ PY - 2013 DO - 10.1177/016146811311501404 DP - SAGE Journals VL - 115 IS - 14 SP - 237 EP - 255 LA - en SN - 0161-4681 UR - https://doi.org/10.1177/016146811311501404 Y2 - 2023/10/12/18:40:16 ER - TY - JOUR TI - Organizing research and development at the intersection of learning, implementation, and design AU - Penuel, W. R. AU - Fishman, B. J. AU - Haugan Cheng, B. AU - Sabelli, N. T2 - Educational Researcher DA - 2011/10/01/ PY - 2011 DO - 10.3102/0013189x11421826 DP - CrossRef VL - 40 IS - 7 SP - 331 EP - 337 LA - en SN - 0013-189X, 1935-102X UR - http://edr.sagepub.com/cgi/doi/10.3102/0013189X11421826 Y2 - 2016/08/30/11:42:12 ER - TY - ELEC TI - A Literature Review of Digital Literacy over Two Decades AU - Peng, Danhua AU - Yu, Zhonggen AB - A Literature Review of Digital Literacy over Two Decades: The COVID-19 pandemic has forced online learning to be a “new normal” during the past three years, which highly emphasizes students’ improved digital literacy. This study aims to present a literature review of students’ digital literacy. Grounded on about twenty journal articles and other related publications from the Web of Science Core Collection, this paper focused on the definition of digital literacy; the factors affecting students’ digital literacy (age, gender, family socioeconomic status, and parent’s education level); the relationship between students’ digital literacy and their self-control, technostress, and engagement; and the three approaches to gauge the level of students’ digital literacy. The study also provided some advice for educators and policymakers. Finally, the limitations and implications were presented. DA - 2022/// PY - 2022 LA - en UR - https://www.hindawi.com/journals/edri/2022/2533413/ Y2 - 2022/09/21/08:44:02 ER - TY - RPRT TI - Notes for the political economy analysis design workshop for the Strengthening the Use of Evidence for Development Impact (SEDI) project in Pakistan AU - Pellini, Arnaldo AU - Shaxson, Louise AU - Rocha Menocal, A DA - 2019///unpublished PY - 2019 PB - ODI ER - TY - BOOK TI - Knowledge, Politics and Policymaking in Indonesia AU - Pellini, Arnaldo AU - Prasetiamartati, Budiati AU - Nugroho, Kharisma Priyo AU - Jackson, Elisabeth AU - Carden, Fred AB - This edited volume examines key questions about evidence-informed policymaking in Indonesia. It draws on insights and evidence acquired through the implementation of the Knowledge Sector Initiative, a donor-funded programme that aims to increase the demand for and use of evidence in policymaking in Indonesia. Featuring contributions from academics, policy researchers, policymakers and development practitioners, the volume will deepen readers’ understanding of how knowledge and politics shape the policymaking process in Indonesia. As such, it will be of interest to Indonesian and international researchers, academics, students, practitioners and policymakers concerned with various aspects of evidence-informed policymaking research and processes. In particular, regional and international development practitioners and development partners interested in learning from Indonesia’s efforts to improve how evidence is used to address key development challenges will find this volume valuable. DA - 2018/06/20/ PY - 2018 DP - Google Books SP - 172 LA - en PB - Springer SN - 9789811301674 UR - https://www.springer.com/gp/book/9789811301667 KW - Political Science / Political Process / General KW - Political Science / Public Affairs & Administration KW - Political Science / Public Policy / General KW - Social Science / Developing & Emerging Countries KW - Social Science / Sociology / General ER - TY - RPRT TI - A Political Economy Analysis Framework for EdTech Evidence Uptake AU - Pellini, Arnaldo AU - Nicolai, Susan AU - Magee, Arran AU - Sharp, Sam AU - Wilson, Sam DA - 2021/02/13/ PY - 2021 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/856UY54Y KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - A Political Economy Analysis Framework for EdTech Evidence Uptake AU - Pellini, Arnaldo AU - Nicolai, Susan AU - Magee, Arran AU - Sharp, Sam AU - Wilson, Sam AB - [No description available.] DA - 2021/02/13/ PY - 2021 DP - DOI.org (Datacite) LA - en PB - Zenodo UR - https://zenodo.org/record/4540204 Y2 - 2024/02/27/19:50:12 ER - TY - BLOG TI - Introducing: A political economy framework for EdTech evidence uptake AU - Pellini, Arnaldo AU - Nicolai, Susan AU - Kreimeia, Adam AU - Wilson, Sam T2 - EdTech Hub AB - “Without context, words and actions have no meaning at all” – Gregory Bateson Evidence only makes a difference if it is used. While the EdTech field suffers from significant gaps in knowledge, more research won’t mean much unless it can be used to inform policy and decision-making. And to do this, an understanding of the context and of how individuals… DA - 2021/03/09/T17:04:33+00:00 PY - 2021 LA - en-US ST - Introducing UR - https://edtechhub.org/2021/03/09/introducing-a-political-economy-framework-for-edtech-evidence-uptake/ Y2 - 2021/04/21/16:11:38 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries AU - Pellini, Arnaldo AU - David, Raluca AU - Katy, Jordan AU - Phillips, Toby DA - 2020/// PY - 2020 LA - en-GB M3 - UKFIET: The education and development forum ST - Education during the COVID-19 crisis UR - https://www.ukfiet.org/2020/education-during-the-covid-19-crisis-opportunities-and-constraints-of-using-edtech-in-low-income-countries/ Y2 - 2020/06/03/15:15:24 KW - ___working_potential_duplicate ER - TY - CHAP TI - Governance Reforms in three South East Asian countries: the Role of Research-based Evidence in Promoting Innovations AU - Pellini, Arnaldo AU - Bachtiar, P.P AU - Alician, M.D AU - Nguyen, Thi Thu Hang T2 - Innovation Trends in Public Governance in Asia DA - 2011/// PY - 2011 PB - IOS Press UR - https://www.worldcat.org/title/innovative-trends-in-public-governance-in-asia/oclc/758834774 ER - TY - RPRT TI - Assessing the policy influence of research: A case study of governance research in Viet Nam AU - Pellini, Arnaldo AU - Anderson, James H AU - Tran, Huong Thi Lan AU - Irvine, Renwick DA - 2012/// PY - 2012 DP - Zotero SP - 8 LA - en PB - Overseas Development Institute UR - https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/7687.pdf ER - TY - BLOG TI - EdTech and Covid-19: lessons from around the world AU - Pellini, Arnaldo T2 - EdTech Hub AB - Arnaldo Pellini, Susan Nicolai, Moizza Binat Sarwar, Sam Wilson, Akanksha Bapna, Chris McBurnie, Adedoyin Adesina, Oladele Akogun, Ernest Ngabo, Hind Al-Hindawi, Ni Wayan Suriastini, Vollan Ochieng, Moses Ngware, Asma Rabi , Abdul Musawir, Clement Sefa-Nyarko, Edem Agbe , Rabia Tabassum, Amna Zaidi, Jeroen Groenewegen, Harish Doraiswamy, Sudhansu Sharma, Liangdi Xu In this blog we summarise four takeaways from a reflection… DA - 2021/02/19/T09:32:48+00:00 PY - 2021 LA - en-US ST - EdTech and Covid-19 UR - https://edtechhub.org/2021/02/19/edtech-and-covid-19-lessons-from-around-the-world/ Y2 - 2021/04/21/16:32:17 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools. AU - Pegrum, M., Oakley, G., & Faulkner, R. T2 - Australasian Journal of Educational Technology DA - 2013/// PY - 2013 VL - 29 IS - 1 ER - TY - JOUR TI - A Beginner's Guide to Applied Educational Research using Thematic Analysis AU - Peel, Karen L. T2 - Practical Assessment, Research & Evaluation DA - 2020/// PY - 2020 DO - 10.7275/ryr5-k983 DP - DOI.org (Datacite) VL - 25 LA - en UR - https://scholarworks.umass.edu/pare/vol25/iss1/2/ Y2 - 2021/03/12/14:06:15 ER - TY - JOUR TI - School-cooperation Kenya - Norway: friendship and learning through social media? AU - Pedersen, Hege T2 - 86 s. DA - 2015/03/05/ PY - 2015 DP - hiof.brage.unit.no LA - eng ST - School-cooperation Kenya - Norway UR - https://hiof.brage.unit.no/hiof-xmlui/handle/11250/278514 Y2 - 2021/05/22/14:46:25 KW - ⛔ No DOI found ER - TY - RPRT TI - Schools and continuing professional development (CPD) in England - State of the Nation research project AU - Pedder, David AU - Storey, Anne AU - Opfer, V Darleen DA - 2008/// PY - 2008 PB - Cambridge University and The Open University UR - https://www.researchgate.net/publication/242118392_Schools_and_continuing_professional_development_CPD_in_England_-_State_of_the_Nation_research_project ER - TY - ELEC TI - Miya Miya AU - Pedago UR - https://miyamiya.org/ Y2 - 2020/06/30/15:23:10 ER - TY - ELEC TI - Case Study: GEARR-ing Up for Success After School AU - PEAS DA - 2021/// PY - 2021 UR - https://girlseducationchallenge.org/media/sl5nzci0/dtl_casestudy_gearr_may-2021.pdf Y2 - 2022/06/26/04:27:57 ER - TY - RPRT TI - Nesta: The Collective Intelligent Design Playbook AU - Peach, Kathy AU - Berditchevskaia, Aleks AU - Bass, Theo PB - Nesta UR - https://www.nesta.org.uk/toolkit/collective-intelligence-design-playbook/ Y2 - 2020/10/13/00:00:00 ER - TY - CHAP TI - TVET and community reintegration: exploring the connections in Sierra Leone's DDR process AU - Paulson, J. T2 - International handbook of education for the changing world of work: bridging academic and vocational learning A2 - Maclean, R. A2 - Wilson, D. CY - London DA - 2009/// PY - 2009 DP - researchspace.bathspa.ac.uk VL - 2 PB - Springer SN - 978-1-4020-5280-4 ST - TVET and community reintegration UR - http://researchspace.bathspa.ac.uk/2554/ Y2 - 2020/12/15/19:20:50 ER - TY - JOUR TI - The Predictive Validity of a Text-Based Situational Judgment Test in Undergraduate Medical and Dental School Admissions AU - Patterson, Fiona AU - Cousans, Fran AU - Edwards, Helena AU - Rosselli, Anna AU - Nicholson, Sandra AU - Wright, Barry T2 - Academic Medicine: Journal of the Association of American Medical Colleges AB - PROBLEM: Situational judgment tests (SJTs) can be used to assess the nonacademic attributes necessary for medical and dental trainees to become successful practitioners. Evidence for SJTs' predictive validity, however, relates predominantly to selection in postgraduate settings or using video-based SJTs at the undergraduate level; it may not be directly transferable to text-based SJTs in undergraduate medical and dental school selection. This preliminary study aimed to address these gaps by assessing the validity of the UK Clinical Aptitude Test (UKCAT) text-based SJT. APPROACH: Study participants were 218 first-year medical and dental students from four UK undergraduate schools who completed the first UKCAT text-based SJT in 2013. Outcome measures were educational supervisor ratings of in-role performance in problem-based learning tutorial sessions-mean rating across the three domains measured by the SJT (integrity, perspective taking, and team involvement) and an overall judgment of performance-collected in 2015. OUTCOMES: There were significant correlations between SJT scores and both mean supervisor ratings (uncorrected r = 0.24, P < .001; corrected r = 0.34) and overall judgments (uncorrected rs = 0.16, P < .05; corrected rs = 0.20). SJT scores predicted 6% of variance in mean supervisor ratings across the three nonacademic domains. NEXT STEPS: The results provide evidence that a well-designed text-based SJT can be appropriately integrated, and add value to, the selection process for undergraduate medical and dental school. More evidence is needed regarding the longitudinal predictive validity of SJTs throughout medical and dental training pathways, with appropriate outcome criteria. DA - 2017//09/ PY - 2017 DO - 10.1097/ACM.0000000000001630 DP - PubMed VL - 92 IS - 9 SP - 1250 EP - 1253 J2 - Acad Med LA - eng SN - 1938-808X KW - College Admission Test KW - Education, Dental KW - Education, Medical, Undergraduate KW - Female KW - Humans KW - Judgment KW - Male KW - Predictive Value of Tests KW - Reproducibility of Results KW - School Admission Criteria KW - Surveys and Questionnaires KW - United Kingdom KW - Young Adult ER - TY - JOUR TI - Evaluations of situational judgement tests to assess non-academic attributes in selection AU - Patterson, Fiona AU - Ashworth, Victoria AU - Zibarras, Lara AU - Coan, Philippa AU - Kerrin, Maire AU - O’Neill, Paul T2 - Medical Education AB - Medical Education 2012: 46: 850–868 Objectives This paper presents a systematic review of the emerging international research evidence for the use of situational judgement tests (SJTs) for testing important non-academic attributes (such as empathy, integrity and resilience) in selection processes. Methods Several databases (e.g. MEDLINE, PsycINFO, Web of Science) were searched to retrieve empirical studies relating to SJTs published between 1990 and 2010. Personal contact with experts in the field was made to identify any unpublished research or work in progress to obtain the most current material. Finally, reference lists were checked to access other relevant journal articles and further research. All research studies were required to meet specific inclusion criteria selected by two independent reviewers. Results Over 1000 citations were identified during the initial literature search; following the review of abstracts, full-text copies of 76 articles were retrieved and evaluated. A total of 39 articles that adequately met the inclusion criteria were included in the final review. The research evidence shows that, compared with personality and IQ tests, SJTs have good levels of reliability, predictive validity and incremental validity for testing a range of professional attributes, such as empathy and integrity. Conclusions SJTs can be designed to test a broad range of non-academic constructs depending on the selection context. As a relatively low-fidelity assessment, SJTs are a cost-efficient methodology compared with high-fidelity assessments of non-academic attributes, such as those used in objective structured clinical examinations. In general, SJTs are found to demonstrate less adverse impact than IQ tests and are positively received by candidates. Further research is required to explore theoretical developments and the underlying construct validity of SJTs. DA - 2012/// PY - 2012 DO - 10.1111/j.1365-2923.2012.04336.x DP - Wiley Online Library VL - 46 IS - 9 SP - 850 EP - 868 LA - en SN - 1365-2923 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2923.2012.04336.x Y2 - 2020/06/17/12:59:27 ER - TY - CHAP TI - Maximising the performance of education systems: The case of teacher absenteeism AU - Patrinos, Harry AU - Kagia, Ruth T2 - The Many Faces of Corruption: Tracking Vulnerabilities at the Sector Level CY - Washington D.C. DA - 2007/// PY - 2007 PB - World Bank Group; Education Development Center ER - TY - RPRT TI - An Analysis of COVID-19 Student Learning Loss AU - Patrinos, Harry Anthony AU - Vegas, Emiliana AU - Carter-Rau, Rohan AB - COVID-19 caused significant disruption to the global education system. Early reviews of the first wave of lockdowns and school closures suggested significant learning loss in a few countries. A more recent and thorough analysis of recorded learning loss evidence documented since the beginning of the school closures between March 2020 and March 2022 finds even more evidence of learning loss. Most studies observed increases in inequality where certain demographics of students experienced more significant learning losses than others. But there are also outliers, countries that managed to limit the amount of loss. This review aims to consolidate all the available evidence and documents the empirical findings. Thirty-six robust studies were identified, the majority of which find learning losses on average amounting to 0.17 of a standard deviation, equivalent to roughly a one-half year’s worth of learning. These findings confirm that learning loss is real and significant, even compared to the first year of the pandemic. Further work is needed to increase the quantity of studies produced, and to ascertain the reasons for learning loss and in a few cases mitigation of loss. CY - Washington, DC DA - 2022/05// PY - 2022 DP - openknowledge.worldbank.org LA - English M3 - Working Paper PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/37400 Y2 - 2022/08/22/14:29:56 KW - Coronavirus Impact on Learning KW - Covid-19 Student Learning Loss KW - Education KW - Education Disruption KW - Educational Inequality KW - Human Capital Accumulation KW - Learning Inequality KW - Pandemic Education Impact KW - Remote Learning Quality KW - School Lockdowns KW - Systematic Education Review ER - TY - RPRT TI - Global Dataset on Education Quality : A Review and Update (2000-2017) AU - Patrinos, Harry Anthony AU - Angrist, Noam CY - Washington, D.C. DA - 2018/// PY - 2018 LA - en M3 - Policy Research working paper PB - World Bank Group SN - WPS8592 ST - Global Dataset on Education Quality UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/390321538076747773/Global-Dataset-on-Education-Quality-A-Review-and-Update-2000-2017 Y2 - 2021/07/26/14:12:11 ER - TY - RPRT TI - Managing education in the digital age: Policy brief AU - Pathways for Prosperity Commission DA - 2019/// PY - 2019 UR - https://pathwayscommission.bsg.ox.ac.uk/sites/default/files/2019-09/Positive_disruption_policy_brief_on_education.pdf Y2 - 2020/03/30/16:39:22 ER - TY - RPRT TI - Positive disruption: health and education in a digital age AU - Pathways for Prosperity Commission AB - Positive disruption: health and education in a digital age offers guidance on how digital technologies can be used to improve the lives of people in developing countries, while keeping a careful eye on the limitations and risks of focusing solely on hardware over people and processes. Technology is not a silver bullet and history is littered with poor investments in this area. To ensure health and education services are effective, efficient and equitable, governments need to be wise with their choices. DA - 2019/05/30/ PY - 2019 DP - pathwayscommission.bsg.ox.ac.uk SP - 1 EP - 91 LA - en ST - Positive disruption UR - https://pathwayscommission.bsg.ox.ac.uk/positive-disruption Y2 - 2020/03/30/14:19:12 ER - TY - RPRT TI - The digital roadmap: How developing countries can get ahead AU - Pathways for Prosperity Commission DA - 2019/// PY - 2019 PB - Pathways for Prosperity Commission UR - https://pathwayscommission.bsg.ox.ac.uk/digital-roadmap ER - TY - BOOK TI - Meta-Study of Qualitative Health Research AU - Paterson, Barbara L. AU - Thorne, S.E. AU - Canam, C. AU - Jillings, C. AB - A Practical Guide to Meta-Analysis and Meta-Synthesis DA - 2001/// PY - 2001 LA - en-us UR - https://us.sagepub.com/en-us/nam/meta-study-of-qualitative-health-research/book19552 Y2 - 2019/11/15/13:41:49 ER - TY - JOUR TI - The effect of blended instruction on accelerated learning AU - Patchan, Melissa M. AU - Schunn, Christian D. AU - Sieg, Wilfried AU - McLaughlin, Dawn T2 - Technology, Pedagogy and Education AB - The effect of blended instruction on accelerated learning DA - 2014/// PY - 2014 DP - www.academia.edu VL - 25 IS - 3 SP - 1 EP - 18 LA - en SN - 1475-939X UR - https://www.academia.edu/19583322/The_effect_of_blended_instruction_on_accelerated_learning Y2 - 2020/07/22/07:30:52 KW - ⛔ No DOI found ER - TY - JOUR TI - The effect of blended instruction on accelerated learning AU - Patchan, Melissa M. AU - Schunn, Christian D. AU - Sieg, Wilfried AU - McLaughlin, Dawn T2 - Technology, Pedagogy and Education DA - 2016/// PY - 2016 DO - 10.1080/1475939x.2015.1013977 DP - Google Scholar VL - 25 IS - 3 SP - 269 EP - 286 ER - TY - JOUR TI - The effect of blended instruction on accelerated learning AU - Patchan, Melissa M. AU - Schunn, Christian D. AU - Sieg, Wilfried AU - McLaughlin, Dawn T2 - Technology, Pedagogy and Education DA - 2016/// PY - 2016 DO - 10.1080/1475939x.2015.1013977 DP - Google Scholar VL - 25 IS - 3 SP - 269 EP - 286 ER - TY - JOUR TI - Growth and inequality in Pakistan: Agenda for reforms AU - Pasha, Hafiz A. DA - 2018/// PY - 2018 DP - Zotero LA - en UR - http://library.fes.de/pdf-files/bueros/pakistan/15252-20190411.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Growth and Inequality in Pakistan Volume 1 AU - Pasha, Hafiz A. DA - 2018/// PY - 2018 PB - Friedrich-Ebert-Stiftung (FES) UR - http://library.fes.de/pdf-files/bueros/pakistan/14113.pdf ER - TY - RPRT TI - Growth and inequality in Pakistan: Agenda for reforms AU - Pasha, Hafiz DA - 2018/// PY - 2018 DP - Zotero LA - en KW - ___working_potential_duplicate ER - TY - JOUR TI - Blogging as a Critical Praxis: Becoming a Critical Teacher Educator in the Ague of Participatory Culture AU - Pascarella, John DA - 2009/// PY - 2009 UR - https://escholarship.mcgill.ca/concern/file_sets/hh63sw768?locale=en Y2 - 2022/08/22/21:19:21 KW - ⛔ No DOI found ER - TY - THES TI - Blogging as critical praxis: becoming a critical teacher educator in the age of participatory culture AU - Pascarella, John AB - This self-study of becoming a critical teacher educator extends the research on blogs as a vehicle of critical self-reflection in teaching and teacher education. While the primary focus of this thesis is a self-study of the process of becoming a teacher educator, the author presents findings based on discursive data collected from blogs produced by teacher candidates in two case studies, which inform this process of becoming. The case studies are represented as two “strands”: one carried out in Montréal, Quebec, Canada, at McGill University, and the other carried out near Durban, KwaZulu-Natal, South Africa, at the University of KwaZulu-Natal. Like prior studies involving the use of blogs in teacher preparation, this study examines pre-service teachers’ critical engagement with topics and issues endemic to their current field experiences and future careers in K-12 classrooms. The instructional techniques deployed in the case studies adhered to principles of modeling technology integration in order to transform teaching and learning activities by facilitating a learning environment for pre-service teacher candidates informed by the tenets of critical pedagogy. In this vein, this study examines the implementation of a particular instructional strategy, problem-posing pedagogy, as a practice that integrates the use of blogs to aid the achievement of pre-service teacher candidates’ “critical self-engagement” as well as contribute to the author’s development as a critical teacher educator. DA - 2009/// PY - 2009 LA - English M3 - Ph.D. PB - McGill University UR - https://escholarship.mcgill.ca/concern/theses/wp988k86s KW - 0530:Teacher education KW - 0710:Educational technology KW - Blogging KW - Critical praxis KW - Culture KW - Education KW - Educational technology KW - Participatory culture KW - Teacher education KW - Teacher educator KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097704 KW - __finaldtb ER - TY - RPRT TI - How to design a monitoring and evaluation framework for a policy research project AU - Pasanen, Tiina AU - Shaxson, Louise AB - This guidance note aims to support the first steps in designing and structuring the monitoring and evaluation framework for a policy research project. DA - 2016/// PY - 2016 LA - en PB - ODI UR - https://www.odi.org/publications/10284-how-design-monitoring-and-evaluation-framework-policy-research-project Y2 - 2020/09/23/12:09:01 ER - TY - JOUR TI - Supporting adaptive management AU - Pasanen, Tiina AU - Barnett, Inka DA - 2019/// PY - 2019 DP - Zotero SP - 32 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - The Effectiveness of Using Technology in English Language Classrooms in Government Primary Schools in Bangladesh AU - Parvin, Ruxana Hossain AU - Salam, Shaikh Flint T2 - FIRE: Forum for International Research in Education AB - Across the globe, governments of different countries have recognized the importance and value of digital technologies in language learning. This article is based on the pilot project of Save the Children using information and communication technology (ICT) in education. Through this initiative, interactive multimedia software based on national curriculum of English Class 4 were developed and tested in selected government primary schools. The pre-intervention survey indicated that the teachers do not have the language competence to confidently facilitate English classes using the Communicative Language Teaching (CLT) approach. The results of the project showed that the use of audio-visual content has strong potential for enhancing and promoting interactive language classes. However, the success of the program depends on how the technology is designed and implemented and how the teachers are trained to use it. DA - 2015/// PY - 2015 DO - 10/gkm64q DP - DOI.org (Crossref) VL - 2 IS - 1 J2 - FIRE LA - en SN - 2326-3873 UR - https://preserve.lehigh.edu/fire/vol2/iss1/5 Y2 - 2021/06/10/18:05:05 ER - TY - JOUR TI - A conceptual framework of virtual interactive teacher training through open and distance learning for the remote areas english teachers of bangladesh AU - Parvin, Irene T2 - Turkish Online Journal of Distance Education AB - Since we are living in the information age and the importance of the need for communication among people of different cultures is increasing day by day in the globalizing world, people need to learn the languages of different cultures, particularly English, which is the common language of this global communication. This need for learning English requires trained qualified teachers of English. A scan of those who are teaching English in schools of Bangladesh reveals that most of them are very limited in both English skills and teaching methodologies for English. This situation is exacerbated when one moves into the rural areas. Most of the teachers are staying far away from the teachers’ training colleges and also for different constraint like administrative, financial, time constraint and were also unable to receive any training due to family problems. So Distance Education has a great demand to them. ICT is an effective media of distance education. For many years, universities with a significant commitment to distance and open education institutions have been at the forefront of adopting new technologies to increase access to education and training opportunities. Information and Communications Technology (ICT) is an umbrella term that includes all technologies for the manipulation and communication of information. Bangladesh Open University (BOU) is till now belonging to the second generation of distance education model but due to the enhancement of technology in Bangladesh, BOU can proceed further. The main purpose of this study is to identify a suitable technology for developing a virtual interactive teachers’ training program for the disadvantaged English teachers of Bangladesh. Respondents were selected through random sampling and data were analyzed using both descriptive statistics and quantitative themes. From the opinion of the secondary English teachers their access and acceptability on ICT was identified and also a need analysis was done. It is hoped that the result of this study will encourage the policy makers to implement new ODL approaches for the training of disadvantaged rural English teachers. DA - 2017/01/01/ PY - 2017 DO - 10.17718/tojde.285813 DP - DOI.org (Crossref) VL - 18 IS - 1 SP - 157 EP - 157 LA - en SN - 1302-6488 UR - http://dergipark.gov.tr/doi/10.17718/tojde.285813 Y2 - 2021/05/26/11:25:27 ER - TY - JOUR TI - Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language AU - Parvez, Komal AU - Khan, Muzafar AU - Iqbal, Javed AU - Tahir, Muhammad AU - Alghamdi, Ahmed AU - Alqarni, Mohammed AU - Alzaidi, Amer Awad AU - Javaid, Nadeem AB - Technology plays an important role in our society, especially in the field of education. It is quite regrettable that people, particularly the deaf, still face a lot of challenges in acquiring an education. Their learning methods are different as compared to hearing people. They use Sign Language (SL) rather than natural language to communicate and learn. They are required to put a lot of effort into learning different concepts using conventional pedagogies. Therefore, there is a dire need for some assistive technology to improve their learn-ability and understandability. In the present study, 192 deaf participants aged 5–10 years were sampled from two special child institutes. The objective of the present study was to determine the effectiveness of a mobile interface through a developed mobile application for learning basic mathematical concepts using Pakistan Sign Language (PSL). The present study bridges the gap between the technology-based method and conventional teaching methods, which are used for teaching mathematical concepts using PSL. The participants were divided into two groups, that is, one group learned through conventional methods (flash cards and board) and the other group through the developed mobile application. The difference in the performance of both the groups was evaluated by conducting quizzes. The quiz results were analyzed by the Z-test and ANOVA. The findings revealed that the Experimental Group (EG) participants, who were instructed by our mobile application showed higher proficiency in the quizzes as compared to the Control Group (CG). EG participants performed better than CG by 12% in the quizzes. A gender based difference was also observed for the quiz scores. Male participants in category C (word problem learning) performed 2.7% better than females in the EG and 2.5% better in the CG. Moreover, a significant difference was also observed in the time taken by participants in both groups to complete the quizzes. CG participants took 20 min longer than EG participants to complete the quizzes. The results of the ANOVA showed that the quiz scores were directly affected by the mode of teaching used for participants in both groups. DA - 2019/// PY - 2019 DO - 10.3390/su11113064 DP - Zotero SP - 20 LA - en ER - TY - BOOK TI - Good Practice Report: Blended Learning. AU - Partridge, Helen AU - Ponting, Deborah AU - McCay, Meryl AB - This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate. CY - Strawberry Hills NSW DA - 2011/// PY - 2011 DP - Open WorldCat LA - en PB - Australian Learning and Teaching Council (ALTC) SN - 978-1-921856-81-5 ST - Good Practice Report KW - C:Australia ER - TY - RPRT TI - Ghana Education Act, 2008 AU - Parliament of the Republic of Ghana DA - 2008/// PY - 2008 UR - https://sapghana.com/data/documents/Education-Act-778.pdf Y2 - 2020/06/23/09:08:11 ER - TY - ELEC TI - Personal Data Protection Act 2010 AU - Parliament of Malaysia DA - 2010/// PY - 2010 UR - https://www.pdp.gov.my/jpdpv2/assets/2019/09/Personal-Data-Protection-Act-2010.pdf Y2 - 2022/06/14/20:31:41 ER - TY - RPRT TI - Report of the Standing Committee on Finance and Budget on the Third Basis for allocating among the counties the share of national revenue AU - Parliament of Kenya DA - 2020/// PY - 2020 UR - https://s3-eu-west-1.amazonaws.com/s3.sourceafrica.net/documents/120047/Report-of-the-Standing-Committee-Finance-on-the.pdf Y2 - 2022/04/07/15:48:42 ER - TY - RPRT TI - 2020 Formula for sharing the DACF. 2020 AU - Parliament of Ghana DA - 2020/// PY - 2020 PB - Government of the Republic of Ghana UR - http://ir.parliament.gh/bitstream/handle/123456789/1642/2020_03_18_09_41_18.pdf?sequence=1&isAllowed=y Y2 - 2022/06/06/23:38:47 ER - TY - BOOK TI - Learning through play at school: a study of playful integrated pedagogies that foster childrenâs holistic skills development in the primary school classroom. AU - Parker, Rachel AU - Thomsen, Bo Stjerne AB - This scoping study seeks to understand the role and impact of learning through play at school. The evidence supporting learning through playâs positive impact on child development is strong. Yet many education systems have reduced opportunities for playful learning and increased emphasis on didactic and structured approaches to learning for school readiness and achievement. A re-calibration is needed, as experts have established that play supports the development of early literacy and numeracy skills while also cultivating childrenâs social, emotional, physical and creative skills. Eight pedagogical approaches are identified, namely active learning, collaborative and cooperative learning, experiential learning, guided discovery learning, inquiry-based learning, problem-based learning, project-based learning, and Montessori education. These pedagogies can altogether create learning experiences for children that are meaningful, actively engaging, iterative, socially interactive and joyful. [Abstract] DA - 2019/// PY - 2019 DP - Open WorldCat LA - en SN - 978-87-999589-6-2 ST - Learning through play at school ER - TY - BOOK TI - Curriculum leadership: readings for developing quality educational programs AU - Parkay, Forrest AU - Anctil, Eric AU - Hass, Glen DA - 2014/// PY - 2014 ET - 10 PB - Prentice Hall ST - Curriculum leadership UR - https://books.google.co.uk/books?id=riugMAEACAAJ&newbks=0&hl=en&source=newbks_fb&redir_esc=y KW - ⛔ No DOI found ER - TY - ELEC TI - Ready4K AU - ParentPowered DA - 2020/// PY - 2020 UR - https://ready4k.parentpowered.com/ Y2 - 2021/04/06/18:29:12 ER - TY - JOUR TI - Assessing user acceptance toward blog technology using the UTAUT model AU - Pardamean, Bens AU - Susanto, Mario T2 - International Journal of Mathematics and Computers in Simulation AB - Blogs are among the many commonly used technologies for education and learning. They are also both conversational technologies and constructivist learning tools. Their interactive, collaborative, user-friendly, and instant archival features have transformed blogs into effective tools for enhancing case-based teaching methods in the asynchronous nature of the online environment. This study investigated the student populace’s acceptance of the blog technology through the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. UTAUT integrates eight theories from social psychology and sociology in order to examine the effects of major factors on behavioral intention and actual use of blog to learn e-business course materials and topic discussions. The results showed that both social influence and performance expectancy had a significant relationship with behavioral intention, whereas effort expectancy did not. In this study, behavioral intention did not have a significant relationship with actual usage level of blogs as a learning tool. DA - 2012/// PY - 2012 DP - DOI.org (Crossref) VL - 6 IS - 1 SP - 203 EP - 212 LA - en SN - 1998-0159 UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.4427&rep=rep1&type=pdf KW - ⛔ No DOI found ER - TY - BOOK TI - The Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone AU - Paracka, Daniel J. AB - This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001). DA - 2006/// PY - 2006 UR - https://www.routledge.com/The-Athens-of-West-Africa-A-History-of-International-Education-at-Fourah/Paracka-Jr/p/book/9781138987630 ER - TY - JOUR TI - Literature searching for social science systematic reviews: consideration of a range of search techniques AU - Papaioannou, Diana AU - Sutton, Anthea AU - Carroll, Christopher AU - Booth, Andrew AU - Wong, Ruth T2 - Health Information & Libraries Journal AB - Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references. DA - 2010/// PY - 2010 DO - 10.1111/j.1471-1842.2009.00863.x DP - Wiley Online Library VL - 27 IS - 2 SP - 114 EP - 122 LA - en SN - 1471-1842 ST - Literature searching for social science systematic reviews UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00863.x Y2 - 2024/01/18/22:33:05 KW - _TBC for use ailr-2024 ER - TY - SLIDE TI - Distance learning: Reach & Effectiveness in South Asia A2 - Panth, Brajesh A2 - van Cappelle, Frank A2 - Li, Zhigang A2 - van Kalmthout, Ellen A2 - Gochyyev, Perman A2 - Hayashi, Ryotaro DA - 2021/06// PY - 2021 ER - TY - BLOG TI - The Indian state of Odisha publishes online dictionaries in 21 indigenous languages AU - Panigrahi, S DA - 2019/// PY - 2019 UR - https://globalvoices.org/2019/10/19/the-indian-state-of-odisha-publishes-online-dictionaries-in-21-indigenous-languages/ ER - TY - BOOK TI - Technology and Distance Education: Sharing Experience in Sindh, Pakistan AU - Panhwar, Farzana AB - Female literacy in Pakistan is among the lowest in the world. In 1981, the literacy rate was 16 percent for females, and 7.3 percent for rural women. Distance education can effect many social changes. Females would be the main beneficiaries because it is not socially acceptable for girls to leave home for education; parents do not like coeducational schools; social attitudes do not permit school education for girls on the conviction that any freedom to go out will result in sexual involvement with males; and women with low levels of education are stigmatized and accorded low social status. Both rural and urban conditions can be improved by providing women with integrated programs in hygiene, food, health, and basic and vocational education, as well as professional training in the sciences, trades, and industry. Problems with Pakistan's distance education system include the lack of opportunity for question and answer sessions; no provision to make up missed classes; absence of teachers to advise students on the use of the materials; lack of competition; lack of competent teachers; corruption and poor funding, resulting in nonavailability of materials in libraries; low standards, resulting in receipt of degrees without corresponding learning; lack of facilities for lab work in science and technical training; lack of rights to duplicate costly foreign video materials. (TD) DA - 1996/// PY - 1996 DP - ERIC LA - en ST - Technology and Distance Education UR - https://eric.ed.gov/?id=ED404061 Y2 - 2020/12/01/16:46:11 KW - Access to Education KW - Distance Education KW - Educational Needs KW - Elementary Secondary Education KW - Foreign Countries KW - Illiteracy KW - Relevance (Education) KW - Rural Women KW - Sex Discrimination KW - Social Attitudes KW - Vocational Education KW - Womens Education ER - TY - RPRT TI - Continued progress: promising evidence on personalized learning AU - Pane, John F. AU - Steiner, Elizabeth D. AU - Baird, Matthew D. AU - Hamilton, Laura S. AB - Students at schools that offer personalized ways to learn (e.g., competency-based progression, flexible learning environments) made significant gains in mathematics and reading. Also, the lowest-performing students made substantial gains relative to their peers. DA - 2015/// PY - 2015 DP - www.rand.org LA - en PB - RAND Corporation ST - Continued progress UR - https://www.rand.org/pubs/research_reports/RR1365.html Y2 - 2020/05/13/12:55:12 KW - Potential Usefulness: M ER - TY - CONF TI - Tiblo: a tangible learning aid for children with dyslexia AU - Pandey, Sumit AU - Srivastava, Swati T3 - DESIRE '11 AB - Dyslexia is a learning disability, which affects the ability to read and spell correctly. Special schools for children with dyslexia focus on individual growth, learning and psychological difficulties faced by the child. In this paper, we describe the design, development and testing of Tiblo (Tangible Interactive BLOcks), a tangible learning aid for children with dyslexia in the age group of 8 to 12 years. Tiblo has been specifically designed keeping in mind the psychological and emotional effects of dyslexia. We explain the process and results of an ethnographic study conducted at a school for children with dyslexia; the resulting concept development and prototyping. Further, we outline the testing process with the students at the school and the results of the same. The results showed that the children have a greater engagement in their classroom activities and there is an improvement in their retention abilities on using Tiblo. Also, they had a very strong sense of attachment and ownership towards the blocks and like to personalize it. This was in sharp contrast with other digital learning aids which offer a symptomatic and subject specific approach to aiding children with dyslexia and hence do not develop a personal one to one relationship with the child. C1 - New York, NY, USA C3 - Procedings of the Second Conference on Creativity and Innovation in Design DA - 2011/// PY - 2011 DO - 10.1145/2079216.2079247 DP - ACM Digital Library SP - 211 EP - 220 PB - Association for Computing Machinery SN - 978-1-4503-0754-3 ST - Tiblo UR - https://doi.org/10.1145/2079216.2079247 Y2 - 2020/12/10/00:00:00 KW - collaborative learning KW - design case study KW - dyslexia KW - emotional design KW - interaction design KW - learning aids KW - play and learn KW - tangible user interfaces ER - TY - ELEC TI - Public Participation, Teacher Accountability, and School Outcomes: Findings from Baseline Surveys in Three Indian States AU - Pandey, Priyanka AU - Goyal, Sangeeta AU - Sundararaman, Venkatesh DA - 2008/// PY - 2008 UR - https://openknowledge.worldbank.org/handle/10986/6346 Y2 - 2022/06/14/23:00:29 ER - TY - RPRT TI - Lessons learnt from education data mapping in Africa: Workshop summary and synthesis AU - Pambe, Rigobert AU - Kadzamira, Esme AU - Mjomba, Renaldah AU - Lawson, Laté AU - Onsomu, Eldah AU - Adam, Taskeen AU - Heady, Lucy AU - Mugo, John AU - Tinto, Teg-WendeIdriss AB - An output of the EdTech Hub, https://edtechhub.org CN - 0052 DA - 2021/// PY - 2021 DP - DOI.org (Crossref) LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/NNN9EZ7J KW - _r:AddedByZotZen ER - TY - JOUR TI - A design based research framework for implementing a transnational mobile and blended learning solution AU - Palalas, Agnieszka AU - Berezin, Nicole AU - Gunawardena, Charlotte AU - Kramer, Gretchen T2 - International Journal of Mobile and Blended Learning (IJMBL) AB - The article proposes a modified Design-Based Research (DBR) framework which accommodates the various socio-cultural factors that emerged in the longitudinal PA-HELP research study at Central University College (CUC) in Ghana, Africa. A transnational team of stakeholders from Ghana, Canada, and the USA collaborated on the development, implementation, and subsequent modification of the DBR framework. The recommended framework is a result of lessons learned during this project in Ghana and as such, it is shaped by the need to be responsive to the local cultural and contextual contingencies. The article offers practical recommendations on the implementation of a mobile learning project in a cross-cultural setting, and provides a discussion of the salient cultural factors and the corresponding culturally-sensitive adaptations needed in the design research process. The Cross-Culture Design-Based Research (CC-DBR) framework is proposed to inform future transcultural m-learning studies. DA - 2015/// PY - 2015 DO - 10.4018/ijmbl.2015100104 DP - Google Scholar VL - 7 IS - 4 SP - 57 EP - 74 ER - TY - ELEC TI - Introducing ICAN (International Common Assessment of Numeracy)- as a Global Learning Metric AU - PAL network UR - https://palnetwork.org/introducing-ican-international-common-assessment-of-numeracy-as-a-global-learning-metric/ Y2 - 2022/07/09/17:41:04 ER - TY - RPRT TI - PTA Annual Report AU - Pakistan Telecommunications Authority DA - 2019/// PY - 2019 UR - https://www.pta.gov.pk/assets/media/pta_ann_rep_2019_27032020.pdf Y2 - 2020/06/11/13:06:23 ER - TY - ELEC TI - Telecom Indicators AU - Pakistan Telecommunications Authority DA - 2019/// PY - 2019 UR - https://www.pta.gov.pk/en/telecom-indicators Y2 - 2020/06/11/13:33:11 ER - TY - RPRT TI - Annual Report 2019 AU - Pakistan Telecommunication Authority DA - 2019/// PY - 2019 UR - https://www.pta.gov.pk/assets/media/pta_ann_rep_2019_27032020.pdf Y2 - 2020/07/21/11:48:24 ER - TY - ELEC TI - Telecom Indicators | PTA AU - Pakistan Telecommunication Authority DA - 2019/// PY - 2019 UR - https://www.pta.gov.pk/en/telecom-indicators Y2 - 2020/07/21/11:50:59 ER - TY - SOUND TI - Is Technology the Panacea and are we using it? AU - Pakistan Institute of Development Economics UR - https://pide.org.pk/index.php?option=com_content&view=article&id=779 Y2 - 2021/02/12/17:02:52 ER - TY - BLOG TI - Education budget of Pakistan AU - Pakistan Alliance for Girls Education AB - Budget provide an apprehension into the Government’s policy priorities. Education receives a remarkable fragment of Federal and Provincial budgets every year. DA - 2020/06/18/T17:10:10+00:00 PY - 2020 LA - en-US UR - https://page.org.pk/education-budget-of-pakistan/ Y2 - 2021/11/09/21:16:39 ER - TY - CONF TI - Designing OLPC learning environments: A case on 1:1 pedagogy in rural Tanzania AU - Pakarinen, S. AU - Apiola, M. AU - Moisseinen, N. AU - Tedre, M. T2 - 2013 Africon AB - In the past two decades computers have become a standard educational tool in the industrialized countries. Recently, equipping each student with a personal device (one-to-one computing, OLPC) has been enthusiastically advocated for developing countries, too. However, despite a number of pioneering research studies, broader analyses of pedagogical, technical, and organizational aspects of one-to-one computing in developing countries are largely missing. In this participatory action research in a rural Tanzanian primary school, we identified a number of pedagogical elements that were beneficial for teaching and utilizing ICT in the classroom. We pinpointed exploratory and self-regulated learning, group problem solving, and constructive principles as facilitators of learning within the one-to-one computing paradigm in this context. Our results show that the introduction of children's computers also triggered a number of changes in dynamics both within the school but also outside the school. C3 - 2013 Africon DA - 2013/// PY - 2013 DO - 10.1109/AFRCON.2013.6757660 DP - IEEE Xplore SP - 1 EP - 5 ST - Designing OLPC learning environments KW - Context KW - Educational institutions KW - ICT utilization KW - Interviews KW - Materials KW - OLPC learning environment KW - Portable computers KW - Tanzania KW - computer aided instruction KW - constructive principles KW - educational institutions KW - educational tool KW - exploratory learning KW - group problem solving KW - information and communications technology KW - learning facilitators KW - one-to-one computing KW - organizational aspect KW - participatory action research KW - pedagogical aspect KW - pedagogical elements KW - pedagogy KW - rural primary school KW - self-regulated learning KW - teaching KW - technical aspect ER - TY - CHAP TI - Reconstructing education in post-conflict Sierra Leone AU - Pai, Grace T2 - Security, Education and Development in Contemporary Africa CY - City University of New York (CUNY) DA - 2016/01/01/ PY - 2016 PB - Guttman Community College UR - https://academicworks.cuny.edu/nc_pubs/87 ER - TY - RPRT TI - Lessons learned from the outcomes and delivery of girls’ clubs in educational programmes AU - Page, Ella T2 - K4D Helpdesk Report AB - This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes. CY - Brighton, UK DA - 2020/08/07/ PY - 2020 DP - Zotero SP - 14 LA - en PB - Institute of Development Studies UR - https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/15580/860_Lessons_learned_from_the_outcomes_and_delivery_of_girls_%20clubs_in_educational_programmes.pdf?sequence=1&isAllowed=y KW - ⛔ No DOI found ER - TY - JOUR TI - The "new normal" in education AU - Pacheco, Jose Augusto T2 - PROSPECTS DA - 2020/// PY - 2020 DO - 10.1007/s11125-020-09521-x UR - https://link.springer.com/article/10.1007/s11125-020-09521-x#citeas ER - TY - JOUR TI - Working with immigrant children and their families: An application of Bronfenbrenner's ecological systems theory AU - Paat, Yok-Fong T2 - Journal of Human Behavior in the Social Environment DA - 2013/// PY - 2013 DO - 10.1080/10911359.2013.800007 DP - Google Scholar VL - 23 IS - 8 SP - 954 EP - 966 ST - Working with immigrant children and their families ER - TY - JOUR TI - Optimising worked example instruction: Different ways to increase germane cognitive load AU - Paas, Fred AU - van Gog, Tamara T2 - Learning and Instruction T3 - Recent Worked Examples Research: Managing Cognitive Load to Foster Learning and Transfer AB - Worked examples are an effective instructional means to teach complex problem-solving skills. It has been argued that worked examples decrease extraneous load, enabling more Working Memory (WM) resources to be directed to activities that facilitate learning and transfer performance. Hence, cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities. This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer. DA - 2006/04/01/ PY - 2006 DO - 10.1016/j.learninstruc.2006.02.004 DP - ScienceDirect VL - 16 IS - 2 SP - 87 EP - 91 J2 - Learning and Instruction LA - en SN - 0959-4752 ST - Optimising worked example instruction UR - http://www.sciencedirect.com/science/article/pii/S0959475206000181 Y2 - 2020/08/20/16:18:16 ER - TY - ELEC TI - Home AU - P2PU UR - https://www.p2pu.org/en/ Y2 - 2020/07/20/12:48:25 ER - TY - JOUR TI - Is M-learning versus E-learning or are they supporting each other? AU - Ozuorcun, Nilcan Ciftci AU - Tabak, Feride T2 - Procedia - Social and Behavioral Sciences T3 - 4th World Conference on Educational Sciences (WCES-2012) 02-05 February 2012 Barcelona, Spain AB - The massive changes in society and development of technology have an important effect on education. These changes affect all areas of education and this education continues, and is everywhere, at all times, using new technology. Mobile devices bring big opportunities to learners, to learn at all times, with no boundaries for education. Before M-learning, E-learning gave many advantages for learners while they were living faraway from school. In this study we try to explain the basic definitions of M-learning and E-learning, and try to find answers for the questions “is M-learning derived from E-learning” and “if it is derived, does M-learning support E-learning, or is M-learning in opposition to E-learning?” Is M-learning supporting E-learning, or are they in opposition?? DA - 2012/01/01/ PY - 2012 DO - 10.1016/j.sbspro.2012.05.110 DP - ScienceDirect VL - 46 SP - 299 EP - 305 J2 - Procedia - Social and Behavioral Sciences LA - en SN - 1877-0428 UR - https://www.sciencedirect.com/science/article/pii/S1877042812012396 Y2 - 2021/10/25/18:15:28 KW - E-learning KW - M-learning ER - TY - JOUR TI - A comparative study between tablet and laptop PCs: User satisfaction and preferences AU - Ozok, A Ant AU - Benson, Dana AU - Chakraborty, Joyram AU - Norcio, Anthony F T2 - Intl. Journal of human–computer interaction DA - 2008/// PY - 2008 DO - 10.1080/10447310801920524 VL - 24 IS - 3 SP - 329 EP - 352 ER - TY - BOOK TI - Psychological Well-Being Levels of Teacher Candidates in the Distance Education Process AU - Özkul, Ramazan AU - Kirbaç, Metin AU - Kaya, Fatih AB - The expansion of the global communication network with the help of technological developments has undoubtedly shown its greatest impact in the field of education. As a matter of fact, the spread of communication networks between countries and individuals, in the field of education; it has created a global perception of education by accelerating the circulation of information resources, ideas and products. Especially with the COVID-19 epidemic, the transition to distance education has accelerated. In this context, it is considered important to investigate the behaviors and psychological states of students and to contribute to their good management of this process. The aim of this study is to examine the psychological well-being levels of teacher candidates in the distance education process. This research, which aims to examine the psychological well-being levels of teacher candidates in the distance education process, is a quantitative method with a causal comparison model. The study population of the research consists of Inönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. The data of the study were collected with the "Psychological Well-Being Scale". Obtained data, independent groups t-test, one-way ANOVA and descriptive statistics tests were performed. Research findings showed that participants had high levels of psychological well-being. DA - 2021/// PY - 2021 DP - ERIC VL - 6 LA - en UR - https://eric.ed.gov/?id=ED615140 Y2 - 2022/08/22/19:42:39 KW - Access to Computers KW - COVID-19 KW - Correlation KW - Distance Education KW - Foreign Countries KW - Gender Differences KW - Handheld Devices KW - Internet KW - Mental Health KW - Pandemics KW - Physical Environment KW - Preferences KW - Preservice Teachers KW - Rural Urban Differences KW - Study Habits KW - Synchronous Communication KW - Telecommunications KW - Undergraduate Students KW - Well Being ER - TY - JOUR TI - An Investigation into Pre-Service Teachers' Self-Regulated Online Learning Perceptions AU - Özdemir, Atilla AU - Önal, Ahmet T2 - International Journal of Contemporary Educational Research AB - The sudden outbreak of COVID-19 pandemics has accelerated the process of technological transformation experienced by educational institutions. Traditional face-to-face education has been replaced by distance education as a precaution to minimize physical contact among the teachers and the students. As a result, self-regulatory skills have become a more significant factor for academic success in distance education. In line with this, the main aim of the study is to identify the level of self-regulated online learning perceptions of pre-service teachers in Turkish higher education context. Furthermore, the study also aims to reveal whether the pre-service teachers' self-regulated online learning perceptions differ according to several variables such as their gender, department, class, level of digital literacy and the time they daily spend online. A total of 353 pre-service teachers from various departments have participated in the study. The findings of the study indicate that pre-service teachers' perceptions of self-regulated online learning are at moderate level; thus, it can be argued that the level of their perceptions is far from satisfactory. Additionally, it has been observed that the pre-service teachers' self-regulated online learning perceptions differ according to their gender, level of digital literacy and time daily spent online. To be more precise, it has been noted that self-regulated online learning perceptions of female pre-service teachers are higher than those of male pre-service teachers. In a similar vein, it has been observed that the higher the level of digital literacy and the more time spent online, the higher the self-regulated online learning perceptions of pre-service teachers. The overall results of the study suggest that self-regulation skills of the pre-service teachers need to be emphasized and improved with the aim of contributing to the efficient implementation of distance education. DA - 2021/06// PY - 2021 DP - ERIC VL - 8 IS - 2 LA - en SN - 2148-3868 UR - https://eric.ed.gov/?id=EJ1312467 Y2 - 2022/08/22/19:43:31 KW - COVID-19 KW - Correlation KW - Distance Education KW - Electronic Learning KW - Foreign Countries KW - Gender Differences KW - Pandemics KW - Preservice Teachers KW - Self Management KW - Student Attitudes KW - Technological Literacy KW - Time Management KW - Undergraduate Students KW - ⛔ No DOI found ER - TY - JOUR TI - Pedagogical framework of m-learning AU - Ozdamli, Fezile T2 - Procedia-Social and Behavioral Sciences DA - 2012/// PY - 2012 DO - 10.1016/j.sbspro.2011.12.171 VL - 31 SP - 927 EP - 931 ER - TY - RPRT TI - What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania AU - Oza, Shardul AU - Cilliers, Jacobus AB - In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week. DA - 2021/05/20/ PY - 2021 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - What Did Children Do During School Closures? UR - https://riseprogramme.org/publications/what-did-children-do-during-school-closures-insights-parent-survey-tanzania Y2 - 2021/11/02/01:30:41 ER - TY - JOUR TI - MOOCs for in-service teachers: the case of Uganda and lessons for Africa AU - Oyo, B. AU - Kalema, B.M. AU - Byabazaire, J. T2 - Revista Española de Pedagogía AB - In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa. DA - 2017/// PY - 2017 DO - 10.22550/rep75-1-2017-07 VL - 75 IS - 266 SP - 121 EP - 141 LA - en-US ST - MOOCs for in-service teachers UR - https://revistadepedagogia.org/wp-content/uploads/2016/12/MOOCs-for-in-service-teachers.-The-case-of-Uganda-and-lessons-for-Africa.pdf Y2 - 2019/11/21/12:19:36 KW - _Source:Intuitive KW - _THEME: Education management KW - _THEME: Teacher Professional Development KW - __:import:03 KW - __:match:final KW - __:matched KW - __:study_id:2426079 KW - __finaldtb ER - TY - JOUR TI - MOOCs for in-service teachers: the case of Uganda and lessons for Africa AU - Oyo, B. AU - Kalema, B.M. AU - Byabazaire, J. T2 - Revista Española de Pedagogía AB - In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa. DA - 2017/// PY - 2017 DO - 10.22550/rep75-1-2017-07 VL - 75 IS - 266 LA - en-US ST - MOOCs for in-service teachers UR - https://revistadepedagogia.org/wp-content/uploads/2016/12/MOOCs-for-in-service-teachers.-The-case-of-Uganda-and-lessons-for-Africa.pdf Y2 - 2019/11/21/12:19:36 KW - _Source:Intuitive KW - _THEME: Education management KW - _THEME: Teacher Professional Development KW - __:import:03 KW - __:match:final KW - __:matched KW - __:study_id:2426079 KW - __finaldtb ER - TY - SOUND TI - Innovative Research Methodologies: Participatory Ethnographic Evaluation Research (PEER). AU - Oyinloye, Bukola AB - This podcast is the third in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by... LA - en-GB ST - Innovative Research Methodologies UR - https://www.bera.ac.uk/media/innovative-research-methodologies-3m-power Y2 - 2023/10/17/08:23:34 ER - TY - JOUR TI - Applying the general systems theory to students'conflict management in Nigeria's tertiary institutions AU - Oyebade, S. A. T2 - Lagos Journal of Educational Administration and Planning DA - 2001/// PY - 2001 DP - Google Scholar VL - 1 IS - 1 SP - 36 EP - 49 KW - ⛔ No DOI found ER - TY - RPRT TI - Girls’ Schooling is Good, Girls’ Schooling with Learning is Better AU - Oye, Mari AU - Pritchett, Lant AU - Sandefur, Justin T2 - Learning Generation DA - 2016/10// PY - 2016 M3 - Background Paper PB - Education Commission UR - http://report.educationcommission.org/wp-content/uploads/2017/01/Girls-Schooling-is-Good-Girls-Schooling-with-Learning-is-Better.pdf Y2 - 2022/04/07/19:14:21 ER - TY - ELEC TI - Kenya: extreme inequality in numbers AU - Oxfam T2 - Oxfam International DA - 2020/// PY - 2020 LA - en ST - Kenya UR - https://www.oxfam.org/en/kenya-extreme-inequality-numbers Y2 - 2020/07/01/09:42:00 ER - TY - JOUR TI - Effects of computer-assisted instruction on performance of senior high school biology students in Ghana AU - Owusu, K. A. AU - Monney, K. A. AU - Appiah, J. Y. AU - Wilmot, E. M. T2 - Computers & Education AB - This study investigated the comparative efficiency of computer-assisted instruction (CAI) and conventional teaching method in biology on senior high school students. A science class was selected in each of two randomly selected schools. The pretest-posttest non equivalent quasi experimental design was used. The students in the experimental group learned science concepts (cell cycle) through the CAI, whereas the students in the control group were taught the same concepts by the conventional approach. The conventional approach consisted of lecture, discussions and question and answer teaching methods. Mann–Whitney U tests were used to analyze students’ pretest and posttests scores. The results indicated that students that were instructed by the conventional approach performed better on the posttest than those instructed by the CAI. However, the performance of low achievers within the experimental group improved after they were instructed by the CAI. Even though the CAI group did not perform better than the conventional approach group, the students in the CAI group perceived CAI to be interesting when they were interviewed. DA - 2010/// PY - 2010 DO - 10.1016/j.compedu.2010.04.001 DP - ScienceDirect VL - 55 IS - 2 SP - 904 EP - 910 J2 - Computers & Education LA - en SN - 0360-1315 UR - http://www.sciencedirect.com/science/article/pii/S0360131510001089 Y2 - 2020/03/17/16:51:18 KW - Achievement KW - Cell cycle KW - Computer-assisted instruction KW - Conventional approach KW - ICT and senior high school ER - TY - JOUR TI - THE IMPACT OF COVID-19 ON LEARNING - THE PERSPECTIVE OF THE GHANAIAN STUDENT AU - Owusu-Fordjour, C. AU - Koomson, C. K. AU - Hanson, D. T2 - European Journal of Education Studies AB - This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning. Article visualizations: DA - 2020/04/16/ PY - 2020 DO - 10.46827/ejes.v0i0.3000 DP - www.oapub.org VL - 0 IS - 0 LA - en SN - 25011111 UR - https://www.oapub.org/edu/index.php/ejes/article/view/3000 Y2 - 2020/08/12/15:39:42 KW - emotions KW - highlife music KW - lyrics KW - popular music KW - structure KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Commonalities and specificities of authentic leadership in Ghana and New Zealand AU - Owusu-Bempah, Justice AU - Addison, Ramzi AU - Fairweather, John T2 - Educational Management Administration & Leadership DA - 2014/// PY - 2014 DO - 10.1177/1741143213502198 DP - Google Scholar VL - 42 IS - 4 SP - 536 EP - 556 ER - TY - JOUR TI - Bilingual Learning Spaces: Lessons From Using WhatsApp Videos in a Ghanaian Rural Context AU - Owoo, Mama Adobea Nii T2 - Making a Difference: Prioritizing Equity and Access in CSCL AB - This poster is a preliminary inquiry into the usage of audiovisual material for bilingual language education on the mobile application, WhatsApp, in a Ghanaian rural community. Participatory Action Research framework was used. Content creators and rural teachers observe and study the potential of Mobile Computer-Supported Collaborative Learning (mCSCL) to re-conceptualize e-learning in rural spaces with online and offline discourses in Gã and English enabled by WhatsApp DA - 2017/// PY - 2017 DP - Google Scholar ST - Bilingual Learning Spaces KW - ⛔ No DOI found ER - TY - JOUR TI - A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes AU - Outhwaite, Laura A. AU - Gulliford, Anthea AU - Pitchford, Nicola J. T2 - International Journal of Research & Method in Education AB - Randomized control trials (RCTs) are commonly regarded as the ‘gold standard’ for evaluating educational interventions. While this experimental design is valuable in establishing causal relationships between the tested intervention and outcomes, reliance on statistical aggregation typically underplays the situated context in which interventions are implemented. Developing innovative, systematic methods for evaluating implementation and understanding its impact on outcomes is vital to moving educational evaluation research beyond questions of ‘what works’, towards better understanding the mechanisms underpinning an intervention’s effects. The current study presents a pragmatic, two-phased approach that combines qualitative data with quantitative analyses to examine the causal relationships between intervention implementation and outcomes. This new methodological approach is illustrated in the context of a maths app intervention recently evaluated in a RCT across 11 schools. In phase I, four implementation themes were identified; ‘teacher support’, ‘teacher supervision’, ‘implementation quality’, and ‘established routine’. In phase II, ‘established routine’ was found to predict 41% of the variance in children’s learning outcomes with the apps. This has significant implications for future scaling. Overall, this new methodological approach offers an innovative method for combining process and impact evaluations when seeking to gain a more nuanced understanding of what works in education and why. DA - 2019/09/12/ PY - 2019 DO - 10.1080/1743727x.2019.1657081 DP - Taylor and Francis+NEJM VL - 43 IS - 3 SP - 1 EP - 18 SN - 1743-727X UR - https://doi.org/10.1080/1743727X.2019.1657081 Y2 - 2019/11/21/10:05:39 KW - Implementation KW - _C:Greece GRC KW - _C:India IND KW - _C:Malawi MWI KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:scheme:1 KW - education KW - evaluation KW - intervention KW - mixed-methods ER - TY - JOUR TI - Language counts when learning mathematics with interactive apps AU - Outhwaite, Laura A. AU - Gulliford, Anthea AU - Pitchford, Nicola J. T2 - British Journal of Educational Technology AB - When available in multiple languages, educational apps can deliver the same mathematics instruction in the child’s first language or different language of instruction. This pilot study examined the ... DA - 2020/02/11/ PY - 2020 DO - 10.1111/bjet.12912 DP - bera-journals.onlinelibrary.wiley.com VL - 51 IS - 6 SP - 2326 EP - 2339 LA - en SN - 1467-8535 UR - https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12912 Y2 - 2020/07/21/15:39:29 ER - TY - THES TI - Effectiveness of an iPad Intervention to Support Development of Maths Skills in Foundation Year Children AU - Outhwaite, Laura DA - 2017/// PY - 2017 M3 - BSc Psychology ER - TY - RPRT TI - Prospective evaluation of GPE’s country-level support to education AU - Outhred, Rachel AU - Turner, Fergal DA - 2020/// PY - 2020 DP - Zotero LA - en UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-02-gpe-country-level-prospective-evaluation-Year-2–Nigeria.pdf ER - TY - BLOG TI - EdTech in the time of COVID-19: We need more than evidence to harness the potential of EdTech to deliver on its promise | The Education and Development Forum AU - Outhred, Rachel AU - Lipcan, Alina T2 - UKFIET DA - 2020/04/27/ PY - 2020 LA - en-GB ST - EdTech in the time of COVID-19 UR - https://www.ukfiet.org/2020/edtech-in-the-time-of-covid-19-we-need-more-than-evidence-to-harness-the-potential-of-edtech-to-deliver-on-its-promise/ Y2 - 2020/08/03/14:36:24 ER - TY - BLOG TI - GDP per capita in England AU - Our World in Data T2 - Our World in Data AB - Adjusted for inflation and measured in British Pounds in 2013 prices DA - 2022/// PY - 2022 UR - https://ourworldindata.org/grapher/GDP-per-capita-in-the-uk-since-1270 Y2 - 2022/04/07/17:35:37 ER - TY - RPRT TI - Optimising learning, education and publishing in Africa: the language factor; a review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa AU - Ouane, Adama AU - Glanz, Christine DA - 2011/// PY - 2011 UR - https://unesdoc.unesco.org/ark:/48223/pf0000212602/PDF/212602eng.pdf.multi Y2 - 2023/02/10/11:50:36 ER - TY - RPRT TI - Collaboration to Realise Kenya’s National Learning Goals through EdTech AU - Otieno, Jennifer AU - Omuthe, Ronald AU - Ampofo, Rudolph AB - An output of the EdTech Hub, https://edtechhub.org CN - 0179 DA - 2023/// PY - 2023 LA - en M3 - Position paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/A76IFCAT KW - _r:AddedByZotZen ER - TY - RPRT TI - The Use of Technology to Promote Equity and Inclusion in Education in North and Northeast Kenya AU - Otieno, Jennifer AU - Kaye, Tom AU - Mbugua, Wanjiku AB - Kenya has been lauded as having one of the most progressive and effective education systems in Africa. Significant investments in education funding, innovative technology-enabled approaches to improve teaching and learning, and committed leadership make Kenya an example for neighbours and others across the world. However, at a sub-national level, significant variances in education access and quality arise. While many improvements have been made to participation, quality, equity, and inclusion in education in Kenya, there are persistent disparities in access and outcomes for rural learners, girls, learners with disabilities, and other vulnerable populations. The North and Northeastern (N/NE) counties of Kenya are where some of the greatest disparities exist. Our research examines the context of N/NE Kenya to understand why these disparities exist, and how technology can play a role in increasing equity and inclusion in education in the region. An output of the EdTech Hub, https://edtechhub.org CN - 0159 DA - 2023/// PY - 2023 LA - en M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 52 UR - https://docs.edtechhub.org/lib/GS45WQWR KW - _r:AddedByZotZen ER - TY - BLOG TI - Building effective COVID-19 education response plans: Insights from Africa and Asia AU - Otieno, Jenn Cotter AU - Kimenyi, Eric AU - Kaye, Tom T2 - EdTech Hub AB - by Jenn Cotter Otieno, Eric Kimenyi and Tom Kaye As countries around the world rapidly respond to the educational challenges posed by the COVID-19 pandemic many countries have begun to leverage technology to provide educational continuity. We at the EdTech Hub are working with many countries to help them design interventions to support learning during this crisis. The first question… DA - 2020/06/25/T12:04:00+00:00 PY - 2020 LA - en-US ST - Building effective COVID-19 education response plans UR - https://edtechhub.org/2020/06/25/building-effective-covid-19-education-response-plans-insights-from-africa-and-asia/ Y2 - 2020/11/07/12:52:40 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - EdTech in Kenya: A Rapid Scan AU - Otieno, J. AU - Taddese, A. AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Kenya. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert. CN - 0032 DA - 2020/06/30/ PY - 2020 LA - en M3 - Country Scan PB - EdTech Hub SN - 7 UR - https://docs.edtechhub.org/lib/CQ5E3ESF KW - C:Kenya KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - ELEC TI - Magoha Releases Final School Calendar AU - Otieno, Imran T2 - Kenyans.co.ke AB - Education CS Professor George Magoha announced the school calendar with all students expected to resume learning on January 4, 2021. DA - 2020/11/16/ PY - 2020 LA - EN UR - https://www.kenyans.co.ke/news/59183-magoha-releases-final-2021-school-calendar Y2 - 2021/03/29/06:13:23 ER - TY - GEN TI - Disability, computer and school data in Zanzibar (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - GEN TI - Education District Profile, 2018 (Unpublished) AU - Othman, Othman S. DA - 2019/// PY - 2019 PB - Ministry of Education and Vocational Training ER - TY - GEN TI - GIS data of schools in Zanzibar (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - GEN TI - Number of Computers by District 2018 (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - GEN TI - School data Zanzibar, per district and grade (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - JOUR TI - Digital Literacy: Definition, Theoretical Framework, and Competencies AU - Osterman, Mark D AB - This paper offers an overview of existing definitions and theoretical frameworks for digital literacy. The researcher makes recommendations for an agreed upon definition and theoretical framework and discusses implications for a relationship between digital and visual literacy skills. DA - 2012/// PY - 2012 DP - Zotero SP - 7 LA - en KW - ⛔ No DOI found ER - TY - GEN TI - Gender-responsive education in emergency in Nigeria: Safeguarding Girls' Presents and Futures AU - Ossai, Edem D, AB - This policy brief highlights ways that a gender-responsive perspective can be fully incorporated into planning, policy design, and implementation models for education in emergencies (EiE) in Nigeria, so that governments and education stakeholders can ensure that girls, like boys, can continue learning in times of crisis. DA - 2021/11// PY - 2021 LA - English PB - Brookings Institution UR - https://www.brookings.edu/wp-content/uploads/2021/11/BrookingsBrief-Nigeria-FINAL.pdf ER - TY - JOUR TI - Prospective teachers' teaching experience: teacher learning through the use of video AU - Osmanoglu, Aslihan T2 - Educational Research AB - Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers' professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers' reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers' reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers. DA - 2015/// PY - 2015 DO - 10.1080/00131881.2015.1117321 VL - 58 IS - 1 SP - 39 EP - 55 LA - English SN - 0013-1881, 0013-1881 UR - https://www.researchgate.net/publication/291102877_Prospective_teachers'_teaching_experience_Teacher_learning_through_the_use_of_video AN - 1826519864; EJ1088651 KW - Case Method (Teaching Technique) KW - Case Studies KW - Case-based pedagogy KW - Content Analysis KW - Data Analysis KW - Discussion (Teaching Technique) KW - EDUCATION of student teachers KW - EFFECTIVE teaching KW - ELEMENTARY school teachers KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Benefits KW - Electronic Learning KW - Elementary Education KW - Elementary School Teachers KW - Foreign Countries KW - Higher Education KW - Knowledge Base for Teaching KW - Learning Activities KW - Mathematics Teachers KW - Methods Courses KW - Microteaching KW - Outcomes of Education KW - PROFESSIONAL education KW - Postsecondary Education KW - Preservice Teacher Education KW - Preservice Teachers KW - Reflective Teaching KW - Student Teacher Attitudes KW - Student Teachers KW - TEACHER education KW - TEACHING methods KW - TRAINING of student teachers KW - Teacher Effectiveness KW - Teaching Experience KW - Theory Practice Relationship KW - Turkey KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096187 KW - __finaldtb KW - class discussions KW - prospective teacher education KW - reflection KW - video case study ER - TY - RPRT TI - Fiscal Decentralization in Ghana: Progress and Challenges AU - Osei, Edna DA - 2017/// PY - 2017 M3 - Occasional Paper PB - Institute for Fiscal Studies Ghana SN - 10 UR - http://ifsghana.org/wp-content/uploads/2018/09/Occasional-10-.pdf Y2 - 2022/04/07/16:14:35 ER - TY - JOUR TI - Assessment of the effectiveness of ICT on Teacher Trainees in Colleges of education. A Case of St. Monica's College of Education AU - Osei Frimpong, Kojo AU - Asare, Samuel AU - Caroline, Owusu-Mintah T2 - Asian Journal of Computer Science and Information Technology AB - The use of ICT in teacher training colleges has relatively improve teaching and learning. The effective use of various ICT tools such the computer, smart phones and PDAs has brought innovative ideas in teacher trainees. This study aimed at finding out the factors influencing the use of ICT tools in enhancing teaching and learning process in the various teacher training institutions in Ghana. A survey was used in order to investigate the study. It was revealed from the findings of the study that students and tutors in the various colleges of education have now accepted the use of ICT in teaching and learning process. However some students still see ICT as difficult due to various factors such as inadequate computers in the various colleges for practical tution and poor access to the internet for learning. DA - 2019/05/31/ PY - 2019 DP - ResearchGate VL - 17 SP - 128 EP - 135 J2 - Asian Journal of Computer Science and Information Technology KW - ⛔ No DOI found ER - TY - JOUR TI - Nature and dynamics of inequalities in Ghana AU - Osei-Assibey, Eric T2 - Development DA - 2014/12// PY - 2014 DO - 10.1057/dev.2015.25 DP - DOI.org (Crossref) VL - 57 IS - 3-4 SP - 521 EP - 530 J2 - Development LA - en SN - 1011-6370, 1461-7072 UR - http://ugspace.ug.edu.gh/bitstream/handle/123456789/24257/Nature%20and%20Dynamics%20of%20Inequalities%20in%20Ghana.pdf?sequence=2&isAllowed=y Y2 - 2022/03/06/12:39:21 ER - TY - JOUR TI - Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students AU - Osborne, Jonathan AU - Simon, Shirley AU - Christodoulou, Andri AU - Howell-Richardson, Christina AU - Richardson, Katherine T2 - Journal of Research in Science Teaching AB - This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013 DA - 2013/// PY - 2013 DO - 10.1002/tea.21073 DP - Wiley Online Library VL - 50 IS - 3 LA - en SN - 1098-2736 ST - Learning to argue UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21073 Y2 - 2022/08/22/14:40:32 KW - argumentation KW - dialogic teaching KW - epistemic learning KW - student engagement KW - teacher professional development ER - TY - RPRT TI - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions AU - Osborne, J. AU - Hennessy, S. CY - Bristol DA - 2003/// PY - 2003 PB - Nesta FutureLab SN - 6 ST - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions UR - http://www.nestafuturelab.org/research/reviews/se01.htm Y2 - 0025/01/06/00:00:00 ER - TY - BOOK TI - Les Langues Africaines a L'ere Numerique: Defis Et Opportunites de L'informatisation Des Langues Autochtones AU - Osborn, Don DA - 2011/// PY - 2011 DP - Google Scholar PB - IDRC ST - Les Langues Africaines a L'ere Numerique ER - TY - RPRT TI - Pakistan EdTech Landscape: Using Technology as a Force Multiplier to address the Educational Emergency AU - Osama, Athar AU - Imran, Zia AU - Jamshan, Walia DA - 2015/// PY - 2015 UR - https://vdocuments.mx/pakistan-edtech-landscape-report-2015.html ER - TY - RPRT TI - What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review AU - Orr, David AU - Westbrook, Jo AU - Pryor, John AU - Durrani, Naureen AU - Sebba, Judy AU - Adu-Yeboah, Christine CY - London DA - 2013/// PY - 2013 DP - Open WorldCat LA - en PB - EPPI-Centre, Social Science Research Unit, Institute of Education ST - What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? UR - http://sro.sussex.ac.uk/id/eprint/43901/1/Undertrained_teachers_2013_Orr.pdf KW - C:Low- and middle-income countries ER - TY - BLOG TI - Mobile-based solutions can strengthen human capital gains disrupted by COVID-19 in developing countries AU - Orozco, Victor AB - Education technology is leveraging smartphones to reverse the pandemic-induced learning crisis. DA - 2021/// PY - 2021 LA - en UR - https://blogs.worldbank.org/digital-development/mobile-based-solutions-can-strengthen-human-capital-gains-disrupted-covid-19 Y2 - 2022/08/17/15:12:33 ER - TY - ELEC TI - Improving Enrollment and Learning Through Videos and Mobiles: Experimental Evidence from Northern Nigeria by Victor Orozco-Olvera, Ericka G. Rascon-Ramirez :: SSRN AU - Orozco-Olvera, Victor AU - Rascon-Ramirez, Ericka G. DA - 2022/// PY - 2022 UR - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4221220 Y2 - 2023/03/29/11:20:55 ER - TY - SLIDE TI - Is the Movies and Mobiles intervention a smart investment? A2 - Orozco-Olvera, Victor A2 - Rascón-Ramírez, Ericka G. DA - 2022/06/01/ PY - 2022 UR - https://docs.google.com/presentation/d/1wOpXyRUwjBzo8Don4RHPM7tLZ9OecrZR Y2 - 2022/07/01/16:31:01 ER - TY - CONF TI - Perspectives on underutilisation of ICT in education in Tanzania, Uganda and Kenya AU - Oroma, J. O. AU - Kiden, S. AU - Maghendha, M. W. AU - Ntiyani, S. T2 - 2013 IST-Africa Conference AB - Developing countries in Africa have experienced considerably high growth in education that is witnessed by high enrolments at all levels, and brought forth several critical challenges like limited learning space, insufficient learning materials, and inadequate human capacity, forcing governments to build more schools and encourage the private sector to invest in education at all levels because education is pivotal to growth in other sectors. To overcome these challenges and improve the quality of education, these governments enacted several policies that integrate information and communication technologies in the curriculums at all levels of education and encouraged institutions to embrace these technologies because they enhance the teaching and learning processes. However, in reality, the adoption, ICT integration and implementation of these policies is inadequate and hindered by numerous factors. This study therefore focuses on exploring and comparing these factors leading to the underuse of ICT in education in these three countries. C3 - 2013 IST-Africa Conference DA - 2013/// PY - 2013 DP - IEEE Xplore SP - 1 EP - 11 KW - Africa KW - Computers KW - East Africa KW - Educational institutions KW - Government KW - ICT KW - ICT integration KW - ICT underutilisation KW - Internet KW - Kenya KW - Libraries KW - Materials KW - Tanzania KW - Uganda KW - Uganda and Kenya KW - challenges KW - computer aided instruction KW - context KW - countries KW - developing KW - developing countries KW - e-learning. Tanzania KW - education KW - education quality KW - educational institutions KW - excuses KW - human capacity KW - information and communication technologies KW - learning materials KW - learning process KW - learning space KW - private sector KW - teaching KW - teaching process KW - utilisation KW - ⛔ No DOI found ER - TY - JOUR TI - Guidelines for reporting trial protocols and completed trials modified due to the COVID-19 pandemic and other extenuating circumstances: The CONSERVE 2021 Statement AU - Orkin, Aaron M. AU - Gill, Peter J. AU - Ghersi, Davina AU - Campbell, Lisa AU - Sugarman, Jeremy AU - Emsley, Richard AU - Steg, Philippe Gabriel AU - Weijer, Charles AU - Simes, John AU - Rombey, Tanja AU - Williams, Hywel C. AU - Wittes, Janet AU - Moher, David AU - Richards, Dawn P. AU - Kasamon, Yvette AU - Getz, Kenneth AU - Hopewell, Sally AU - Dickersin, Kay AU - Wu, Taixiang AU - Ayala, Ana Patricia AU - Schulz, Kenneth F. AU - Calleja, Sabine AU - Boutron, Isabelle AU - Ross, Joseph S. AU - Golub, Robert M. AU - Khan, Karim M. AU - Mulrow, Cindy AU - Siegfried, Nandi AU - Heber, Joerg AU - Lee, Naomi AU - Kearney, Pamela Reed AU - Wanyenze, Rhoda K. AU - Hróbjartsson, Asbjørn AU - Williams, Rebecca AU - Bhandari, Nita AU - Jüni, Peter AU - Chan, An-Wen AU - CONSERVE Group T2 - JAMA AB - Extenuating circumstances can trigger unplanned changes to randomized trials and introduce methodological, ethical, feasibility, and analytical challenges that can potentially compromise the validity of findings. Numerous randomized trials have required changes in response to the COVID-19 pandemic, but guidance for reporting such modifications is incomplete.As a joint extension for the CONSORT and SPIRIT reporting guidelines, CONSERVE (CONSORT and SPIRIT Extension for RCTs Revised in Extenuating Circumstances) aims to improve reporting of trial protocols and completed trials that undergo important modifications in response to extenuating circumstances.A panel of 37 international trial investigators, patient representatives, methodologists and statisticians, ethicists, funders, regulators, and journal editors convened to develop the guideline. The panel developed CONSERVE following an accelerated, iterative process between June 2020 and February 2021 involving (1) a rapid literature review of multiple databases (OVID Medline, OVID EMBASE, and EBSCO CINAHL) and gray literature sources from 2003 to March 2021; (2) consensus-based panelist meetings using a modified Delphi process and surveys; and (3) a global survey of trial stakeholders.The rapid review yielded 41 673 citations, of which 38 titles were relevant, including emerging guidance from regulatory and funding agencies for managing the effects of the COVID-19 pandemic on trials. However, no generalizable guidance for all circumstances in which trials and trial protocols might face unanticipated modifications were identified. The CONSERVE panel used these findings to develop a consensus reporting guidelines following 4 rounds of meetings and surveys. Responses were received from 198 professionals from 34 countries, of whom 90% (n = 178) indicated that they understood the concept definitions and 85.4% (n = 169) indicated that they understood and could use the implementation tool. Feedback from survey respondents was used to finalize the guideline and confirm that the guideline’s core concepts were applicable and had utility for the trial community. CONSERVE incorporates an implementation tool and checklists tailored to trial reports and trial protocols for which extenuating circumstances have resulted in important modifications to the intended study procedures. The checklists include 4 sections capturing extenuating circumstances, important modifications, responsible parties, and interim data analyses.CONSERVE offers an extension to CONSORT and SPIRIT that could improve the transparency, quality, and completeness of reporting important modifications to trials in extenuating circumstances such as COVID-19. DA - 2021/07/20/ PY - 2021 DO - 10.1001/jama.2021.9941 DP - Silverchair VL - 326 IS - 3 SP - 257 EP - 265 J2 - JAMA SN - 0098-7484 ST - Guidelines for Reporting Trial Protocols and Completed Trials Modified Due to the COVID-19 Pandemic and Other Extenuating Circumstances UR - https://doi.org/10.1001/jama.2021.9941 Y2 - 2023/09/21/10:11:37 ER - TY - ELEC TI - Taleemabad AU - Orenda Project UR - http://www.orendaproject.org/ Y2 - 2020/07/21/10:49:50 ER - TY - ELEC TI - Taleemabad AU - Orenda Project DA - 2020/07/21/10:49:50 PY - 2020 UR - http://www.orendaproject.org/ Y2 - 2020/07/21/10:49:50 ER - TY - ELEC TI - Taleemabad AU - Orenda Project DA - 2020/07/21/10:49:50 PY - 2020 UR - http://www.orendaproject.org/ Y2 - 2020/07/21/10:49:50 ER - TY - BLOG TI - Orbit Reader 20 - Braille Display, Book Reader and Note-taker. Includes an SD Card, Charger and a USB cable AU - Orbit Research T2 - Orbit Research AB - The Orbit Reader 20 is the world’s most affordable Refreshable Braille Display. It is a unique 3-in-1 device and serves as a self-contained book reader, a note-taker and as a braille display by connecting to a computer or smartphone via USB or Bluetooth. DA - 2016/// PY - 2016 LA - en-US UR - http://www.orbitresearch.com/product/orbit-reader-20/ Y2 - 2022/06/26/01:13:32 ER - TY - ELEC TI - Orange Education Portal AU - Orange Sierra Leone DA - 2020/// PY - 2020 LA - en_US UR - /personal/1/101/orange-education-2986.html Y2 - 2020/06/25/18:33:23 ER - TY - ELEC TI - Opportunity Education AU - Opportunity Education Foundation DA - 2020/// PY - 2020 UR - https://www.opportunityeducation.org/tz ER - TY - JOUR TI - Conceptualizing teacher professional learning AU - Opfer, V. Darleen AU - Pedder, David T2 - Review of Educational Research DA - 2011/// PY - 2011 DO - 10.3102/0034654311413609 DP - Google Scholar VL - 81 IS - 3 SP - 376 EP - 407 UR - https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.874.8856&rep=rep1&type=pdf KW - Important KW - Read ER - TY - RPRT TI - Schools and continuing professional development (CPD) in England – State of the Nation research project: survey report AU - Opfer, D. AU - Pedder, D. AU - Lavicza, Z. CY - London, UK DA - 2008/// PY - 2008 PB - TDA UR - https://www.researchgate.net/profile/David-Pedder/publication/242118392_Schools_and_continuing_professional_development_CPD_in_England_-_State_of_the_Nation_research_project/links/543a98b70cf204cab1daef5c/Schools-and-continuing-professional-development-CPD-in-England-State-of-the-Nation-research-project.pdf ER - TY - ELEC TI - OpenEMIS AU - OpenEMIS T2 - OpenEMIS DA - 2020/// PY - 2020 ER - TY - ELEC TI - OpenEMIS – Better data. Better education AU - OpenEMIS DA - 2022/// PY - 2022 UR - https://www.openemis.org/ Y2 - 2022/05/31/19:47:37 ER - TY - ELEC TI - OpenEMIS_Data_Security_Practices_en.pdf AU - OpenEMIS DA - 2019/// PY - 2019 UR - https://www.openemis.org/wp-content/uploads/2019/10/OpenEMIS_Data_Security_Practices_en.pdf Y2 - 2022/06/15/18:52:47 ER - TY - ELEC TI - OpenAlex: The open catalog to the global research system AU - OpenAlex UR - https://openalex.org/ Y2 - 2024/01/19/23:07:43 KW - _Added-ailr-2024 ER - TY - RPRT TI - OUT policy on Open Educational Resources (OER) AU - Open University of Tanzania (OUT) CY - Dar-es-Salaam DA - 2016/// PY - 2016 PB - OUT UR - https://www.oerafrica.org/system/files/12584/out-open-education-resources-policy-final.pdf?file=1&type=node&id=12584&force=1 Y2 - 2021/01/29/18:25:27 ER - TY - ELEC TI - Open School BC Home Page AU - Open School BC DA - 2020/// PY - 2020 UR - https://www.openschool.bc.ca/ Y2 - 2020/04/02/16:10:46 ER - TY - ELEC TI - Ghana Reads AU - Open Learning Exchange Ghana DA - 2017/// PY - 2017 LA - en-gb UR - http://www.oleghana.org/index.php Y2 - 2020/06/30/12:35:38 ER - TY - ELEC TI - OLE Ghana AU - Open Learning Exchange Ghana DA - 2017/// PY - 2017 LA - en-gb UR - http://www.oleghana.org/index.php Y2 - 2020/06/30/12:27:35 ER - TY - BLOG TI - Ghana Reads AU - Open Learning Exchange DA - n.d. PY - n.d. LA - en-US UR - http://ghanareads.oleghana.org/?page_id=51 Y2 - 2020/07/02/12:01:32 ER - TY - ELEC TI - Open Learning Exchange AU - Open Learning Exchange DA - 2020/// PY - 2020 LA - en-US UR - https://www.ole.org/ Y2 - 2020/06/30/12:25:44 ER - TY - BLOG TI - Open Learning Exchange: Moving from education to learning AU - Open Learning Exchange LA - en-US UR - https://www.ole.org/ Y2 - 2022/06/26/00:07:34 ER - TY - BLOG TI - Our Platform | Open Learning Exchange AU - Open Learning Exchange LA - en-US UR - https://www.ole.org/our-platform/ Y2 - 2020/08/19/09:12:53 ER - TY - ELEC TI - Open Data Commons: legal tools for open data AU - Open Knowledge Foundation UR - https://opendatacommons.org/ Y2 - 2022/06/20/22:50:34 ER - TY - ELEC TI - Open Data Punjab AU - Open Data Punjab DA - 2022/// PY - 2022 UR - https://open.punjab.gov.pk/schools/ ER - TY - ELEC TI - ODK AU - Open Data Kit AU - Kit, Open Data T2 - ODK AB - The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments. DA - 2018/03/01/ PY - 2018 LA - en UR - https://getodk.org/ Y2 - 2022/07/04/07:01:49 ER - TY - ELEC TI - ODK AU - Open Data Kit T2 - ODK AB - The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments. DA - 2018/03/01/T00:00:00+00:00 PY - 2018 LA - en UR - https://getodk.org/ Y2 - 2020/07/28/10:46:43 ER - TY - ELEC TI - Open Data Handbook AU - Open Data Handbook DA - 2022/// PY - 2022 UR - https://opendatahandbook.org/ Y2 - 2022/06/14/22:49:40 ER - TY - JOUR TI - Teachers' Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools AU - Onivehu, Adams Ogirima AU - Ohawuiro, Onyiyeche Emilia AU - Oyeniran, Bunmi Juliana T2 - Acta Didactica Napocensia AB - This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Teachers' Attitude and Competence in the Use of Assistive Technology Questionnaire" ("TACUATQ") was used for data collection. The instrument was administered on 20 selected teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.85 through Pearson Product Moment Correlation statistics. Data were analysed with percentage, mean and rank order, t-test and ANOVA statistical tools. The findings revealed that teachers have a positive attitude towards the use of assistive technologies. However, teachers were not competent in the use of assistive technologies. Gender and teaching experience did not influence teachers' attitude and competence in the use of assistive technologies. It was recommended among other things that teachers should be trained and re-trained on the use of assistive technology for students with speech disorders, visual impairments, hearing impairments, physical impairments and emotional and behavioural disorders. DA - 2017/// PY - 2017 DO - 10.24193/adn.10.4.3 DP - ERIC VL - 10 IS - 4 SP - 21 EP - 32 LA - en SN - 2065-1430 UR - https://eric.ed.gov/?id=EJ1164985 Y2 - 2021/03/04/13:28:21 KW - Assistive Technology KW - Elementary Secondary Education KW - Foreign Countries KW - Gender Differences KW - Questionnaires KW - Special Needs Students KW - Special Schools KW - Teacher Attitudes KW - Teacher Competencies KW - Teacher Surveys KW - Teaching Experience ER - TY - JOUR TI - "For us it was a learning experience": design, development and implementation of blended learning AU - Onguko, Brown AU - Jepchumba, Lucy AU - Gaceri, Petronilla T2 - European Journal of Training and Development AB - Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development. DA - 2013/// PY - 2013 DO - 10.1108/ejtd-10-2012-0052 VL - 37 IS - 7 SP - 615 EP - 634 LA - English SN - 20469012 UR - https://www.researchgate.net/publication/262966655_For_us_it_was_a_learning_experience_Design_development_and_implementation_of_blended_learning AN - 1430572667 KW - 5220:Information technology management KW - 8306:Schools and educational services KW - 9177:Africa KW - Appropriate technology KW - Audio recordings KW - Business And Economics--Management KW - Instructional design KW - Kenya KW - Personal development KW - Professional development KW - Research KW - Rural schools KW - Teaching KW - Technological change KW - Training KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096396 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - JiFUNzeni: a blended learning approach for sustainable teachers' professional development AU - Onguko, Brown Bully T2 - Electronic Journal of e-Learning AB - JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was fieldtested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers’ professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, follow-up interviews were conducted with eight of the ten teachers and two professional development tutors (PDTs) who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho slum in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on some appropriate ways of applying technology thus, attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa. DA - 2014/// PY - 2014 DP - Zotero VL - 12 IS - 1 SP - 12 LA - en SN - 1479-4403 UR - https://academic-publishing.org/index.php/ejel/article/view/1680/1643 KW - Blended Learning KW - Computer Software KW - Computers KW - Cooperative Learning KW - Cooperative learning KW - Course Content KW - Design KW - Disadvantaged Environment KW - Distance learning KW - Education--Computer Applications KW - Educational Technology KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - Instructional Design KW - Internet KW - Interviews KW - Kenya KW - Learning Activities KW - Multimedia Materials KW - Open Source Technology KW - Program Development KW - Qualitative Research KW - Rural Areas KW - Self Evaluation (Individuals) KW - Sustainability KW - Teacher Attitudes KW - Teaching Methods KW - Training KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096405 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - CONF TI - Context and Appropriate Technology: The Unavoidable Partnership AU - Onguko, Brown C3 - Proceedings of the European Conference on e-Government, ECEG DA - 2012b PY - 2012b LA - en ST - Context and Appropriate Technology UR - https://www.researchgate.net/publication/289049429_Context_and_appropriate_technology_The_unavoidable_partnership KW - ⛔ No DOI found ER - TY - CONF TI - Context and Appropriate Technology: The Unavoidable Partnership AU - Onguko, Brown AB - Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning. C3 - Proceedings of the European Conference on e-Government, ECEG DA - 2012/// PY - 2012 DP - Zotero SP - 502 EP - 509 LA - en ST - Context and appropriate technology UR - https://www.researchgate.net/publication/289049429_Context_and_appropriate_technology_The_unavoidable_partnership KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096499 KW - __finaldtb KW - ⛔ No DOI found ER - TY - THES TI - Teachers' professional development in a challenging educational context -- a study of actual practice in rural western Kenya AU - Onguko, Brown AB - This research adopted a design research approach, utilizing a mixture of methods including narratives, ethnographic observations, qualitative interviews and documentation of design artifacts. It was implemented in a challenging context in Western Kenya. The first research question for this study was: How might professional development (PD), offered through a blended learning approach and delivered by appropriate technologies, inform potential change to teaching practice in a challenging context in Kenya? Research question two sought to understand the implications of the professional development implemented in this study for teachers and professional development teachers (PDTs). Question three sought to understand the sustainability and scalability of the professional development approach The theoretical framework informing this research is based on activity theory- a needs-driven and goal directed process through tool mediation, and entails division of labor and isolation of partial tasks in a community of relationships (Vygotsky, 1978; Leont’ev, 1978; Engestrom, 1987; 1999; 2000; 2008). Key features of activity theory are active engagement and social interaction, which enabled teachers to collaboratively work with each other, studying through appropriate technologies to inform their teaching practices. Based on a review of literature, interviews with teachers and observation of teachers during face-to-face meetings in professional development and in their classroom practice, this study suggests that teachers in a challenging context can inform potential change to their teaching as a result of participation in locally developed content, delivered through blended learning on appropriate technologies. This study observes that through self-directed study on tablets, and occasional face-to-face interaction, teachers can transform into a community of learners that support each other in planning for their lessons. Content development involving local experts is critical to such interventions in challenging contexts, while drawing from global web content, harnessing open educational resources and being sensitive to local culture. Reflective conversations, professional dialogues and technology stewardship were all critical in informing teachers’ practice. CY - Calgary, AB DA - 2012/// PY - 2012 DP - Google Scholar M3 - PhD PB - University of Calgary UR - https://prism.ucalgary.ca/bitstream/handle/11023/131/ucalgary_2012_onguko_brown.pdf?sequence=2 KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457443 KW - __finaldtb KW - ⛔ No DOI found ER - TY - ELEC TI - South Africa: Schools to stay closed amid surge in coronavirus cases AU - Ongmu, Kalden T2 - WION AB - The reopening of South African schools for the new academic year has been postponed by two weeks in the wake of rising new covid-19 variant cases. “All stakeholders were united in supporting a delay in the opening of schools. Given the pressure experienced by the health system in the past weeks due to covid-19, the council of education, ministers in conjunction with NCCC and cabinet has taken a decision to delay the reopening of both public and private schools by two weeks, Deputy Minister of Basic Education, Reginah Mhaule said. DA - 2021/01/22/ PY - 2021 LA - en ST - South Africa UR - https://www.wionews.com/world/south-africa-schools-to-stay-closed-amid-surge-in-coronavirus-cases-358541 Y2 - 2021/03/29/06:31:40 ER - TY - ELEC TI - Pakistan: Federal Cabinet approves Draft Personal Data Protection Bill AU - OneTrust DataGuidance T2 - DataGuidance AB - OneTrust DataGuidance confirmed, on 28 February 2022, with Saeed Hasan Khan, Partner at S.U. Khan Associates Corporate & Legal Consultants, that the Federal Cabinet of Pakistan approved, on 16 February 2022, the draft of the Personal Data Protection Bill 2021. In particular, Mr Khan stated "The draft Bill will be considered and debated by the legislature and will then be adopted. Thereafter the law will be promulgated on receiving ascent of the President of Pakistan." You can read the draft Personal Data Protection Bill here. DA - 2022/02/28/T15:41:00+00:00 PY - 2022 LA - en ST - Pakistan UR - https://www.dataguidance.com/news/pakistan-federal-cabinet-approves-draft-personal-data Y2 - 2022/06/14/20:26:55 ER - TY - ELEC TI - onebillion: COVID-19 UPDATE: How we can keep children learning AU - onebillion DA - 2020/// PY - 2020 UR - https://onebillion.org/news/2020/03/30/covid-19-update-how-we-can-keep-children-learning/ Y2 - 2023/06/22/05:57:42 ER - TY - ELEC TI - onebillion: one app that delivers reading, writing and numeracy AU - Onebillion DA - n.d. PY - n.d. UR - https://onebillion.org/ Y2 - 2020/07/01/11:17:36 ER - TY - ELEC TI - onebillion: one app that delivers reading, writing and numeracy AU - onebillion UR - https://onebillion.org/ Y2 - 2020/07/21/15:34:36 ER - TY - ELEC TI - onebillion: onecourse – one app for reading and numeracy AU - onebillion UR - https://onebillion.org/onecourse/app/ Y2 - 2020/07/21/15:36:03 ER - TY - ELEC TI - Onecourse – one app for reading and numeracy AU - Onebillion DA - 2020/// PY - 2020 UR - https://onebillion.org/onecourse/app/ Y2 - 2020/03/30/15:39:38 ER - TY - ELEC TI - onetab AU - onebillion DA - 2020/// PY - 2020 UR - https://onebillion.org/onetab/ Y2 - 2021/07/23/19:57:42 ER - TY - ELEC TI - One laptop per child in Rwanda AU - One Laptop per Child. DA - 2011/// PY - 2011 UR - https://wiki.laptop.org/images/5/53/Rwanda_Report-v7.pdf ER - TY - JOUR TI - Performance expectancy, effort expectancy, and facilitating conditions as factors influencing smart phones use for mobile learning by postgraduate students of the University of Ibadan, Nigeria AU - Onaolapo, Sodiq AU - Oyewole, Olawale T2 - Interdisciplinary Journal of e-Skills and Lifelong Learning DA - 2018/// PY - 2018 DO - 10.28945/4085 DP - Google Scholar VL - 14 IS - 1 SP - 95 EP - 115 ER - TY - JOUR TI - Principals' Instructional Leadership Styles and their effect on Tutors on ICT integration in teaching Science AU - Omwenga, Ezekiel AB - The study was carried out to determine the influence of the Principals' leadership style and its effect on the tutors' ICT integration in teaching in Nyanza Region Kenya. One research question and research hypothesis guided the study. The population comprised of 30 Principals and 160 Tutors. A questionnaire and an interview schedule were used to collect data from the Principals and Tutors. Cronbach alpha reliability computation was done to determine the overall reliability of the instrument. Cronbach alpha coefficient of 0.9 and higher was considered reliable. Pearson correlation coefficient, mean and standard deviation were used to analyze data collected and the hypothesis was tested at 0.01 alpha levels. The results from the data analysis indicated there was a direct linear relationship between principal's instructional leadership styles and the teachers' integration of ICT in teaching of science. Based on the findings of the study, it was recommended that the Government of Kenya should develop policies to guide the instructional leaders, KICD, TSC, MOEST and KESI to develop guidelines for Tutors in ICT integration during the teaching of Science. DA - 2016/08/13/ PY - 2016 DP - ResearchGate SP - 2518 EP - 0304 ER - TY - RPRT TI - 5 features of a monitoring, evaluation and learning system geared towards equity in education AU - Omoeva, Carina AB - Wow do we operationalize equity in education, in the context of education development programming? This blog post from FHI 360’s R&E Search For Evidence blog presents five features necessary for a monitoring, evaluation and learning system to be geared towards equity in education. CY - FHI 360 DA - 2018/// PY - 2018 LA - en-US UR - http://www.educationequity2030.org/resources-2/2018/3/5/5-features-of-a-monitoring-evaluation-and-learning-system-geared-towards-equity-in-education Y2 - 2021/10/01/19:23:49 ER - TY - RPRT TI - Mainstreaming Equity in Education AU - Omoeva, Carina DA - 2017/// PY - 2017 DP - Zotero SP - 26 LA - en PB - FHI 360 Education Policy and Data Center / Education Equity Research Initiative UR - https://static1.squarespace.com/static/57aa9cce6b8f5b8163fdc9a3/t/59f374734192028eedd2381c/1509127285367/IEFG+-+Issues+paper+-+Final.pdf ER - TY - RPRT TI - Scaling Access and Impact: Realizing the Power of EdTech AU - Omidyar Network CY - Redwood City DA - 2019/// PY - 2019 M3 - Executive summary PB - Omidyar Network UR - https://omidyar.com/wp-content/uploads/2020/09/Scaling_Access_Impact_Realizing_Power_of_-EdTech.pdf Y2 - 2020/01/10/12:28:13 ER - TY - THES TI - Challenges facing principals in Integrating Information Communication Technology (ICT) for efficient management in secondary schools In Nyamira County, Kenya AU - Ombui, Silas Chester AB - This study examines the challenges faced by Kenyan secondary school principals in the use of ICT in enhancing school management. The study investigated computer literacy levels of secondary school principals, challenges faced by principals in integrating ICT for management and acquiring computer hardware and software, extent in which ICT is being used in management and the recommendations which can enhance the principals use ICT for management. The target groups of schools under the study were schools situated in a rural district where we have weak infrastructure and limited facilities in terms of transportation and other means of communication. The study was conducted in 30 secondary schools in Nyamira District in Kenya selected purposefully using availability of electricity as the criteria for selection. Data collection methods included closed and open ended questionnaires for the principals and observation. The data collected was analyzed by tabulating the responses from the 30 respondents and processed manually using frequency counts and percentages. The study findings showed that ICT as a management tool was not used effectively to address management issues. The study also revealed that ICT was being used for clerical issues and to a limited extent on little management issues particularly the processing of examinations. The major challenges facing the principals was lack of funds to acquire computer hardware and software, lack of exposure on the capabilities of ICT to ease management work, and lack of adequate training in ICT for the principals. The findings of the study suggest that for successful implementation of ICT for management in Kenyan secondary schools, strategies that include the financing of ICT infrastructure by the government and other stakeholders, capacity building and the formulation of an ICT policy is required to address the issue of management in secondary schools. Equally adaptation of strategies used elsewhere in the world could be employed. DA - 2013/09/09/ PY - 2013 DP - ir-library.ku.ac.ke LA - en M3 - Thesis UR - https://ir-library.ku.ac.ke/handle/123456789/7267 Y2 - 2022/06/06/21:43:18 ER - TY - JOUR TI - Students Awareness and Utilization of Educational Broadcasts to Learn in Ogbomoso, Oyo State Nigeria AU - Olumorin, Charles Olubode AU - Aderoju, Musiliu Adekola AU - Onojah, Amos Ochayi T2 - Turkish Online Journal of Distance Education AB - Radio and Television are broadcast media meant to disseminate audio and video signal, messages, information or programs to wide range of audience. Radio and television are already playing a role in educating the populace non-formally through various educational channels and programs, but there is significant potential to capitalize on their ability to enhance development and learning curriculum content among secondary school students. This study: 1) Find out the awareness of educational radio and television programs by secondary school students in Ogbomoso 2) Investigate secondary school students access to educational radio and television programs in Ogbomoso and 3) Investigate problems militating against students' use of educational radio and television programs for learning. Questionnaire was used as instrument to elicit responses from 100 secondary school students on their awareness-on and access to seven educational radio and television programs. The findings revealed that the students were not aware of the educational radio and television programs even though they have access to it. The study recommends that teachers in secondary schools should include educational broadcasts as forms of stimulus variation that they could apply to their classes and educational programs producers on both radio and television should create enough awareness about the programs to enable students follow the programs at appropriate time. DA - 2018/07// PY - 2018 DO - 10.17718/tojde.445122 DP - ERIC VL - 19 IS - 3 SP - 182 EP - 192 LA - en SN - 1302-6488 UR - https://eric.ed.gov/?id=EJ1183355 Y2 - 2021/11/02/01:25:46 KW - Access to Education KW - Audiovisual Instruction KW - Barriers KW - Distance Education KW - Educational Radio KW - Educational Television KW - Familiarity KW - Foreign Countries KW - Questionnaires KW - Secondary School Students KW - Student Surveys ER - TY - GEN TI - Scaling education innovations for impact in low-and-middle-income countries during COVID AU - Olsen, Brad AB - In 2020, the Center for Universal Education (CUE) at the Brookings Institution joined the Global Partnership for Education’s (GPE) Knowledge and Innovation Exchange (KIX), a joint partnership between the Global Partnership for Education and the International Development Research Centre (IDRC), to facilitate a cross-national, multiteam, design-based research and professional support initiative called Research on Scaling the Impact of Innovations in Education (ROSIE). The intention of ROSIE is to bring together researchers and practitioners to study the process of scaling education initiatives. This first annual brief reflects on scaling insights from different scaling teams across many low- and middle-income countries to jointly learn and share best practices related to scaling in education. Effective scaling is not just about designing and delivering promising innovations for use but also embedding them in thoughtful, mutifaceted ways to ensure that they grow, deepen, and have lasting impact. This brief discusses how several teams went about this work during the difficult last year. DA - 2021/// PY - 2021 LA - English PB - Brookings Institution UR - https://www.brookings.edu/wp-content/uploads/2021/12/ROSIE-reflection-brief_FINAL-1.pdf ER - TY - THES TI - Students’ and teachers’ attitudes and views on employing the use of iPads in science lessons AU - Oliviera, Jose DA - 2014/// PY - 2014 M3 - MPhil Dissertation PB - University of Cambridge Y2 - 2014/04/08/10:40:05 ER - TY - JOUR TI - Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology AU - Oliver, M. T2 - Journal of Computer Assisted Learning AB - This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor–network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications. DA - 2011/// PY - 2011 DO - 10.1111/j.1365-2729.2011.00406.x DP - Wiley Online Library VL - 27 IS - 5 SP - 373 EP - 384 LA - en SN - 1365-2729 ST - Technological determinism in educational technology research UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2729.2011.00406.x Y2 - 2020/12/08/13:20:02 KW - affordance KW - educational technology KW - science and technology studies KW - technological determinism ER - TY - RPRT TI - Financial sustainability of digital learning environments AU - Oliveira, AndreCorreade AU - Rui, YangTingting AU - Upadhyay, Arjun AB - An output of the EdTech Hub, https://edtechhub.org DA - 2023/04/19/ PY - 2023 LA - en M3 - EdTech Hub Helpdesk response PB - EdTech Hub SN - 50 UR - https://docs.edtechhub.org/lib/SUWV7S88 KW - _r:AddedByZotZen ER - TY - ELEC TI - E-Pustakalaya | Home AU - OLE Nepal DA - 2020/// PY - 2020 UR - https://www.pustakalaya.org/en/?lang=en Y2 - 2020/06/11/12:31:24 ER - TY - ELEC TI - http://www.oleghana.org/index.php AU - OLE Ghana LA - en-gb ST - http UR - http://www.oleghana.org/index.php Y2 - 2020/07/16/16:14:31 ER - TY - BLOG TI - Open Learning Exchange | Moving from education to learning AU - OLE LA - en-US UR - https://www.ole.org/ Y2 - 2020/07/16/15:57:37 ER - TY - JOUR TI - Understanding of consumer behaviour as a prerequisite for environmental protection AU - Ölander, Folke AU - Thøgersen, John T2 - Journal of Consumer Policy DA - 1995/12// PY - 1995 DO - 10.1007/BF01024160 VL - 18 IS - 4 SP - 345 EP - 385 ER - TY - JOUR TI - The effect of internet services on child education outcomes: evidence from poa! Internet in Kenya AU - Okyere, Charles Yaw T2 - Journal of Development Effectiveness AB - In 2016-2018 poa! Internet, a private internet service provider, distributed free internet services across schools in Nairobi, Kenya. Using inverse probability weighting (IPW) method, the study finds that the intervention significantly increases students’ internet use and training, receipt of information on educational content, and participation in information and communication technologies (ICTs) education programmes. However, the study does not find evidence that internet services increase school attendance. The results suggest that facilitating access to internet services in schools can significantly increase child computer and internet skills and training in developing countries, even if those investments have limited gains on school attendance. DA - 2022/01/02/ PY - 2022 DO - 10.1080/19439342.2020.1829001 DP - Taylor and Francis+NEJM VL - 14 IS - 1 SP - 4 EP - 18 SN - 1943-9342 ST - The effect of internet services on child education outcomes UR - https://doi.org/10.1080/19439342.2020.1829001 Y2 - 2022/09/10/19:36:12 KW - Internet services KW - Kenya KW - education KW - gender KW - quasi-experimental design ER - TY - JOUR TI - The successful education sector development in Tanzania – comment on gender balance and inclusive education AU - Okkolin, Mari-Anne AU - Lehtomäki, Elina AU - Bhalalusesa, Eustella T2 - Gender and Education AB - In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education. DA - 2010/// PY - 2010 DO - 10.1080/09540250802555416 DP - Taylor and Francis+NEJM VL - 22 IS - 1 SP - 63 EP - 71 SN - 0954-0253 UR - https://doi.org/10.1080/09540250802555416 Y2 - 2021/01/19/13:25:52 KW - Tanzania KW - disability KW - education KW - educational outcomes KW - gender KW - inclusive education ER - TY - RPRT TI - The Power of Mobile to Accelerate Digital Transformation in Pakistan AU - Okeleke, Kenechi DA - 2019/// PY - 2019 PB - GSMA UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/06/The-Power-of-Mobile-to-Accelerate-Digital-Transformation-in-Pakistan-2019.pdf Y2 - 2020/06/11/12:55:55 KW - ___working_potential_duplicate KW - auto_merged ER - TY - JOUR TI - Mother tongue as default language of instruction in lower primary science classes: Tension between policy prescription and practice in Nigeria AU - Okebukola, Peter Akinsola AU - Owolabi, Olatunde AU - Okebukola, Foluso Olutoyin T2 - Journal of Research in Science Teaching AB - The forecast for the first quarter of this century is that the issue of teaching science in the language to which the learner is most familiar will receive more attention in our quest to win more students for science. Over two-thirds of countries in Africa, Asia, and Europe have developed policies on the use of the mother tongue for teaching science in the lower levels of their education system. In spite of this policy thrust, the educational system of many of these countries has not responded fully to the demands of such a policy. Because studies which mapped the dynamics of communication in science classrooms taught using the mother tongue are scant, we remain in the dark as to how best to structure such classrooms. The study was conducted in 12 primary schools and it involved 36 teachers in urban and rural locations of Lagos State, Nigeria. Quantitative and qualitative data were collected from primary science classrooms where the mother tongue is expected to be used as a medium of instruction. Mismatch between policy and practice was found especially in urban science classrooms. Among other things, it was found that on the average, science lessons delivered in primary 1 in rural settings, were found to be 93.6% in the mother tongue (L1). In primary 2 this fell to 91.1% and in primary 3–84.6%. In contrast, in the urban schools, mother tongue content was found to be 61.8% in primary 1, 49.2% in primary 2 and 26.6% in primary 3. The geo-spatial communication between and among pupils in urban and rural science classes also showed interesting findings, that is, English served as a mediating language. The implications of the findings for future policy considerations and future research to inform policy are drawn. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:62–81, 2013 DA - 2013/// PY - 2013 DO - 10.1002/tea.21070 DP - Wiley Online Library VL - 50 IS - 1 SP - 62 EP - 81 LA - en SN - 1098-2736 ST - Mother tongue as default language of instruction in lower primary science classes UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21070 Y2 - 2022/04/20/15:28:42 KW - class dynamics KW - mother tongue KW - science teaching ER - TY - JOUR TI - GraphoGame – a catalyst for multi-level promotion of literacy in diverse contexts AU - Ojanen, Emma AU - Ronimus, Miia AU - Ahonen, Timo AU - Chansa-Kabali, Tamara AU - February, Pamela AU - Jere-Folotiya, Jacqueline AU - Kauppinen, Karri-Pekka AU - Ketonen, Ritva AU - Ngorosho, Damaris AU - Pitkänen, Mikko AU - Puhakka, Suzanne AU - Sampa, Francis AU - Walubita, Gabriel AU - Yalukanda, Christopher AU - Pugh, Ken AU - Richardson, Ulla AU - Serpell, Robert AU - Lyytinen, Heikki T2 - Frontiers in Psychology AB - GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children’s learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children’s reading performance but also to raise teachers’ and parents’ awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning. DA - 2015/06/10/ PY - 2015 DO - 10.3389/fpsyg.2015.00671 DP - PubMed Central VL - 6 J2 - Front Psychol SN - 1664-1078 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4461812/ Y2 - 2021/03/05/11:08:37 ER - TY - CONF TI - Mobile solution for better reading instruction in rural Africa AU - Ojanen, Emma AU - Jere-Folotiya, Jacqueline AU - Yalukanda, Christopher AU - Sampa, Francis AU - Nshimbi, Chomba AU - Katongo, Maggie AU - Choopa, Mapenzi AU - Lyytinen, Heikki T2 - 2015 IST-Africa Conference AB - GraphoGame Teacher Training Service is a mobile-based solution for providing teachers with scientifically validated pedagogical training in literacy instruction. In many African countries teachers currently have insufficient knowledge to teach literacy in local languages and learning materials are scarce, especially for children with learning difficulties. As part of the GraphoWorld network, CAPOLSA/University of Zambia is developing new mobile-based method for providing in-service training for teachers in literacy instruction and assisting children with learning difficulties. GraphoGame Teacher Training Service was piloted in October 2014 in rural Zambia. An orientative workshop was given to 24 teachers who learned about literacy instruction methodology and then organized a GraphoGame intervention to randomly selected 2nd grade children either at home or in a school environment. Parents of the children in the home intervention group were also encouraged to play GraphoGame. GraphoGame learning analytics shows that both the children and their parents improved their word reading skills. Children who played GraphoGame performed better than their non-playing classmates in the EGRA letter-sound knowledge test at the end of the intervention. Teachers, parents and children were all motivated to use ICT-based literacy learning tools and their literacy skills levels show high demand for support services for literacy instruction. C3 - 2015 IST-Africa Conference DA - 2015/05// PY - 2015 DO - 10.1109/istafrica.2015.7190559 DP - IEEE Xplore SP - 1 EP - 13 KW - Africa KW - African country teachers KW - CAPOLSA/University of Zambia KW - Conferences KW - EGRA letter-sound knowledge test KW - Electronic learning KW - Games KW - GraphoGame KW - GraphoGame learning analytics KW - GraphoGame teacher training service KW - GraphoWorld network KW - ICT-based literacy learning tools KW - Mobile handsets KW - Training KW - Zambia KW - computer games KW - educational institutions KW - home environment KW - home intervention group KW - in-service teacher training KW - information science education KW - learning materials KW - literacy KW - literacy instruction KW - literacy skills levels KW - local languages KW - mobile learning KW - mobile-based method KW - orientative workshop KW - professional aspects KW - reading instruction KW - rural Africa KW - rural Zambia KW - rural areas KW - school environment KW - scientifically validated pedagogical training KW - teacher training KW - word reading skills ER - TY - JOUR TI - The Use of Information and Communication Technology (ICT) for Knowledge Management in the Second Cycle Educational Institutions in Ghana AU - Ohemeng, Patrick AU - Twum, Edward AU - Nii, Isadore T2 - International Journal of Computer Applications AB - Given its capabilities to widen access, improve the quality and reduce the cost of developing, accessing and maintaining information, Information and Communication Technology (ICT) offers increased possibilities for managing knowledge. This paper thus investigates the level of utilization of ICT in the knowledge management processes in the Ghanaian educational system. Being a descriptive study, a randomly selected sample of second cycle educational institutions was surveyed through questionnaire. Using descriptive data analysis, the study found a low level of Information and Communication Technologies usage in knowledge management processes in the second cycle educational system. Knowledge management practices were found to be inefficient due to, among other things, absence of strategic policies and nonutilization of ICT. The findings indicate that the Secondary Schools are not deriving the efficiency returns of the computers they have acquired due to the absence of a deliberate and effective strategy for knowledge management. Also students, teachers and administrators in the second cycle schools are not benefitting from the information revolution for knowledge management. It was recommended that capacity building in knowledge management and improvement of Internet speed should be given priority attention by educational authorities. DA - 2015/10/15/ PY - 2015 DO - 10.5120/ijca2015906600 DP - DOI.org (Crossref) VL - 128 IS - 7 SP - 7 EP - 13 J2 - IJCA LA - en SN - 09758887 UR - http://www.ijcaonline.org/research/volume128/number7/gyaase-2015-ijca-906600.pdf Y2 - 2021/01/14/17:23:53 ER - TY - ELEC TI - FTTx Deployment AU - OGERO DA - 2020/// PY - 2020 UR - https://www.ogero.gov.lb/dep.php?id=4 Y2 - 2020/09/30/18:20:43 ER - TY - JOUR TI - Computerizing Primary Schools in Rural Kenya: Outstanding Challenges and Possible Solutions AU - Ogembo, Javier Gordon AU - Ngugi, Benjamin AU - Pelowski, Matthew T2 - The Electronic Journal of Information Systems in Developing Countries AB - This paper investigates the outstanding challenges facing primary schools’ computerization in rural Kenya. Computerization of schools is often envisaged as a ‘magic’, or at least a particularly efficient, solution to many of the problems that developing countries face in improving primary school education. However, while a great deal of consideration is given to the technical issues surrounding computer implementation, government policy makers, administrators, aid organizations and individuals participating in school computerization programs often have not carefully considered the contextual questions surrounding this endeavour. Specifically: 1.) what problems do rural schools actually want to solve with computerization; 2.) is computerization the most important priority for rural schools; 3.) are schools ready, in terms of infrastructure, for a computer in the classroom; or 4.) might there be better avenues for implementing access to the benefits of the digital age? These questions and the issue of school computerization are considered via results from a survey of thirty-seven rural Kenyan primary public schools. Results indicate that, while all schools had low ICT status making them primary targets for computerization, only eleven percent had at least one ICT compliant teacher, of which all were considered to require further training. In addition we found inadequate infrastructural preparedness – lack of access to electricity, internet; no classroom computer space, few desks, secure walls and protective roofing – posing severe challenges to the outstanding conception of computerization. We consider these results and make recommendations for better adapting programs for computer introduction, and also suggest the use of new innovative devices, such as cell phones, which might already have overcome many of the technical challenges found. DA - 2012/// PY - 2012 DO - 10.1002/j.1681-4835.2012.tb00371.x DP - Wiley Online Library VL - 52 IS - 1 SP - 1 EP - 17 LA - en SN - 1681-4835 ST - Computerizing Primary Schools in Rural Kenya UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1681-4835.2012.tb00371.x Y2 - 2021/04/02/06:59:52 KW - ICT KW - cell phone KW - classrooms KW - computerization KW - primary schools KW - techno-literacy ER - TY - JOUR TI - Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education AU - Ogbu, John U. AU - Simons, Herbert D. T2 - Anthropology & Education Quarterly DA - 1998/// PY - 1998 DO - 10.1525/aeq.1998.29.2.155 DP - Google Scholar VL - 29 IS - 2 SP - 155 EP - 188 ST - Voluntary and involuntary minorities ER - TY - JOUR TI - Origins of Human Competence: A Cultural-Ecological Perspective AU - Ogbu, John U. T2 - Child Development AB - In this essay it is argued that child rearing in the family and similar micro settings in the early years of life and subsequent adolescent socialization are geared toward the development of instrumental competencies required for adult economic, political, and social roles. These cultural imperatives vary from 1 cultural group to another as do the required competencies. In the United States they are different for the white middle class and for minority groups like urban ghetto blacks. It follows that the conventional research approach which used white middle-class child-rearing practices and children's competencies as standards is not useful in understanding minority groups' child rearing and competencies. Rather, for cross-cultural research, a cultural-ecological model is proposed which is not ethnocentric and studies competence in the context of the cultural imperatives in a given population. Cross-cultural or intergroup comparison is appropriate if based on data from such contextual studies. DA - 1981/// PY - 1981 DO - 10.2307/1129158 DP - JSTOR VL - 52 IS - 2 SP - 413 EP - 429 SN - 0009-3920 ST - Origins of Human Competence UR - https://www.jstor.org/stable/1129158 Y2 - 2020/12/22/12:09:48 ER - TY - RPRT TI - The logical chain: continuing professional development in effective schools AU - Ofsted DA - 2006/07// PY - 2006 UR - https://dera.ioe.ac.uk/5999/1/The%20logical%20chain%20continuing%20professional%20development%20in%20effective%20schools%20(PDF%20format).pdf Y2 - 2021/06/01/18:40:38 ER - TY - ELEC TI - Inflation and price indices - Office for National Statistics AU - Office for National Statistics DA - 2022/09// PY - 2022 UR - https://www.ons.gov.uk/economy/inflationandpriceindices Y2 - 2022/09/22/12:03:02 ER - TY - JOUR TI - Children and parents: media use and attitudes report 2019 AU - Ofcom DA - 2019/// PY - 2019 DP - Zotero SP - 36 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - OER4Schools | Home AU - OER4Schools DA - 2015/// PY - 2015 UR - http://oer.educ.cam.ac.uk/wiki/OER4Schools Y2 - 2020/07/03/12:09:34 ER - TY - ELEC TI - Creative Commons — Attribution-NonCommercial 3.0 Unported — CC BY-NC 3.0 AU - OER World Map UR - https://creativecommons.org/licenses/by-nc/3.0/ Y2 - 2020/08/19/11:57:50 ER - TY - ELEC TI - OER World Map AU - OER World Map UR - https://oerworldmap.org/ Y2 - 2020/07/21/14:35:31 ER - TY - ELEC TI - OER Commons AU - OER Commons T2 - OER Commons LA - en UR - https://www.oercommons.org/about Y2 - 2020/07/21/14:19:41 ER - TY - ELEC TI - OER Courseware, Research and Policies | OER Africa AU - OER Africa UR - https://www.oerafrica.org/oer-courseware-research-and-policies Y2 - 2020/11/20/15:20:21 ER - TY - RPRT TI - Are the new millennium learners making the grade? Technology use and educational performance in PISA 2006 AU - OECD AB - OECD's dissemination platform for all published content - books, serials and statistics DA - 2010/// PY - 2010 LA - en PB - OECD ST - Are the New Millennium Learners Making the Grade? UR - https://www.oecd-ilibrary.org/education/are-the-new-millennium-learners-making-the-grade_9789264076044-en Y2 - 2020/12/08/13:58:17 ER - TY - RPRT TI - Bridging the digital gender divide: include, upskill, innovate AU - OECD DA - 2018/// PY - 2018 UR - https://www.oecd.org/digital/bridging-the-digital-gender-divide.pdf Y2 - 2021/10/07/12:11:51 ER - TY - RPRT TI - Children in the digital environment: Revised typology of risks AU - OECD AB - The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives. CY - Paris DA - 2021/01/08/ PY - 2021 DP - OECD iLibrary LA - en PB - OECD ST - Children in the digital environment UR - https://www.oecd-ilibrary.org/science-and-technology/children-in-the-digital-environment_9b8f222e-en;jsessionid=vJql80mgSzMnHbfUsA3zLMCb.ip-10-240-5-28 Y2 - 2022/04/25/18:18:01 ER - TY - BOOK TI - Creating effective teaching and learning environments: first results from TALIS A3 - OECD CY - Paris DA - 2009/// PY - 2009 DP - Gemeinsamer Bibliotheksverbund ISBN SP - 305 LA - en PB - OECD SN - 978-92-64-05605-3 ST - Creating effective teaching and learning environments KW - C:OECD countries ER - TY - RPRT TI - Creditor Reporting System (CRS) AU - OECD DA - 2020/// PY - 2020 PB - Organisation for Economic Cooperation and Development (OECD) UR - https://stats.oecd.org/Index.aspx?DataSetCode=crs1 Y2 - 2021/03/10/14:47:55 KW - ___working_potential_duplicate ER - TY - ELEC TI - Creditor Reporting System (CRS) AU - OECD DA - 2021/// PY - 2021 UR - https://stats.oecd.org/Index.aspx?DataSetCode=crs1 KW - ___working_potential_duplicate ER - TY - ELEC TI - Data-driven innovation for growth and well-being AU - OECD AB - Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., Greater access and use of data creates a wide array of policy issues, such as privacy and consumer protection, open data access, skills and employment, and measurement to name a few. The OECD is undertaking extensive analysis on the role of data in promoting innovation, growth and well-being. DA - no date PY - no date UR - https://www.oecd.org/sti/ieconomy/data-driven-innovation.htm Y2 - 2022/06/14/16:55:32 ER - TY - ELEC TI - Data Governance, Privacy and Digital Security AU - OECD AB - Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., The global and interconnected digital environment offers a wide range of social and economic benefits and generates enormous potential by fostering innovation, productivity and new sources of growth. Data governance, privacy and digital security are key issues at the heart of OECD work on trust in the digital economy. UR - https://www.oecd.org/digital/ieconomy/information-security-and-privacy.htm Y2 - 2022/06/15/18:49:16 ER - TY - BOOK TI - Delivering Quality Education and Health Care to All: Preparing Regions for Demographic Change AU - OECD T2 - OECD Rural Studies DA - 2021/03/05/ PY - 2021 DP - DOI.org (Crossref) LA - en PB - OECD SN - 978-92-64-79675-1 978-92-64-65638-3 978-92-64-44654-0 978-92-64-40826-5 ST - Delivering Quality Education and Health Care to All UR - https://www.oecd-ilibrary.org/urban-rural-and-regional-development/delivering-quality-education-and-health-care-to-all_83025c02-en Y2 - 2023/02/28/11:20:29 ER - TY - ELEC TI - How we measure social and emotional skills - OECD AU - OECD T2 - OECD Study on Social and Emotional Skills DA - 2019/// PY - 2019 UR - http://www.oecd.org/education/ceri/social-emotional-skills-study/measure/ Y2 - 2020/01/13/16:11:14 ER - TY - BOOK TI - Innovating education and educating for innovation: the power of digital technologies and skills AU - OECD T2 - Educational Research and Innovation AB - OECD Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. Education systems are critically important for innovation through the development of skills that nurture new ideas and technologies. However, whereas digital technologies are profoundly changing the way we work, communicate and enjoy ourselves, the world of education and learning is not yet going through the same technology-driven innovation process as other sectors. This report served as the background report to the second Global Education Industry Summit which was held on 26-27 September 2016. It€discusses the available evidence on innovation in education, the impact of digital technologies on teaching and learning, the role of digital skills and the role of educational industries in the process of innovation. The report argues for smarter policies, involving all stakeholders, for innovation in education CN - LB1027 .O723 2016 CY - Paris DA - 2016/// PY - 2016 DP - Library of Congress ISBN SP - 150 LA - en PB - OECD Publishing SN - 978-92-64-26508-0 ST - Innovating education and educating for innovation UR - http://www.oecd.org/education/ceri/GEIS2016-Background-document.pdf KW - Educational innovations ER - TY - BOOK TI - Lessons for Education from COVID-19 A Policy Maker’s Handbook for More Resilient Systems AU - OECD AB - The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal. This Handbook provides practical guidance to support them to do just that. It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic. It proposes three key lessons and related policy pointers for the current academic term and beyond. Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity. The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy. As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education. DA - 2020/12/15/ PY - 2020 DP - Google Books SP - 108 LA - en PB - OECD Publishing SN - 978-92-64-78203-7 ST - Lessons for Education from COVID-19 A Policy Maker’s Handbook for More Resilient Systems ER - TY - ELEC TI - OECD Digital Economy Outlook 2020 AU - OECD DA - 2020/// PY - 2020 UR - https://www.oecd-ilibrary.org/sites/3b6a594d-en/index.html?itemId=/content/component/3b6a594d-en Y2 - 2022/06/15/06:57:46 ER - TY - JOUR TI - PISA 2021 ICT Framework AU - OECD DA - 2020/// PY - 2020 UR - https://www.oecd.org/pisa/sitedocument/PISA-2021-ICT-framework.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Pisa for Development: Capacity needs analysis: Tanzania AU - OECD DA - 2015/// PY - 2015 SP - 72 LA - EN PB - OECD; World Bank UR - http://www.oecd.org/pisa/aboutpisa/NEW_Tanzania%20CNA%20reportFINAL2.pdf Y2 - 2020/11/19/19:46:39 ER - TY - ELEC TI - Programme for International Student Assessment (PISA): Results from Pisa 2018 AU - OECD DA - 2019/// PY - 2019 UR - https://www.oecd.org/pisa/publications/PISA2018_CN_JOR.pdf Y2 - 2020/06/30/14:34:51 ER - TY - RPRT TI - Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis AU - OECD DA - 2020/// PY - 2020 UR - https://read.oecd-ilibrary.org/view/?ref=136_136615-o13x4bkowa&title=Strengthening-online-learning-when-schools-are-closed ER - TY - BOOK TI - Students, Computers and Learning: Making the Connection AU - OECD AB - Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century. DA - 2015/// PY - 2015 DP - DOI.org (Crossref) LA - en PB - OECD Publishing UR - https://www.oecd-ilibrary.org/education/students-computers-and-learning_9789264239555-en ER - TY - BOOK TI - Systems Approaches to Public Sector Challenges: Working with Change AU - OECD DA - 2017/08/11/ PY - 2017 DP - DOI.org (Crossref) LA - en PB - OECD SN - 978-92-64-27985-8 978-92-64-27986-5 ST - Systems Approaches to Public Sector Challenges UR - https://www.oecd-ilibrary.org/governance/systems-approaches-to-public-sector-challenges_9789264279865-en Y2 - 2021/01/06/06:18:45 ER - TY - RPRT TI - Teachers matter: attracting, developing and retaining effective teachers AU - OECD T2 - Education and training policy DA - 2005/06/08/ PY - 2005 DP - DOI.org (Crossref) LA - en PB - OECD Publishing ST - Teachers matter UR - https://www.oecd.org/education/school/34990905.pdf Y2 - 2020/05/06/14:30:58 ER - TY - CHAP TI - Teachers’ use of new technologies in Latin America AU - OECD T2 - Making the Most of Technology for Learning and Training in Latin America T3 - OECD Skills Studies DA - 2020/06/30/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - OECD SN - 978-92-64-41414-3 978-92-64-40016-0 978-92-64-66449-4 978-92-64-86472-6 UR - https://www.oecd-ilibrary.org/education/making-the-most-of-technology-for-learning-and-training-in-latin-america_ce2b1a62-en Y2 - 2022/09/01/20:26:37 ER - TY - RPRT TI - Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA Link Data AU - OECD DA - 2016/11/22/ PY - 2016 DP - DOI.org (Crossref) LA - en M3 - OECD Education Working Papers SN - 148 ST - Teaching Strategies for Instructional Quality UR - https://www.oecd-ilibrary.org/education/teaching-strategies-for-instructional-quality_5jln1hlsr0lr-en Y2 - 2022/06/06/09:18:39 ER - TY - CHAP TI - The funding of school education: Main findings and policy pointers AU - OECD T2 - The Funding of School Education: Connecting Resources and Learning AB - This study on school funding policies was conducted for a number of reasons: DA - 2017/// PY - 2017 LA - en PB - OECD Publishing ST - The funding of school education UR - https://doi.org/10.1787/9789264276147-4-en Y2 - 2022/04/07/15:40:57 ER - TY - RPRT TI - The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings AU - OECD DA - 2020/11/19/ PY - 2020 DP - DOI.org (Crossref) LA - en M3 - OECD Policy Responses to Coronavirus (COVID-19) ST - The impact of COVID-19 on student equity and inclusion UR - https://www.oecd-ilibrary.org/education/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-during-school-closures-and-school-re-openings_d593b5c8-en Y2 - 2021/08/05/18:47:23 ER - TY - RPRT TI - The new millennium learners: Emerging issues from the first expert meeting AU - OECD CY - Paris, France DA - 2007/// PY - 2007 PB - Organisation for Economic Cooperation and Development (OECD) UR - https://www.oecd.org/education/ceri/38444174.pdf ER - TY - ELEC TI - The Path to Becoming a Data-Driven Public Sector AU - OECD DA - 2019/// PY - 2019 UR - https://www.oecd-ilibrary.org/sites/9cada708-en/index.html?itemId=/content/component/9cada708-en Y2 - 2022/06/15/19:11:22 ER - TY - RPRT TI - Universal child benefits: Policy issues and options AU - ODI & UNICEF CY - London, UK/ New York DA - 2020/// PY - 2020 PB - Overseas Development Institute/ United Nations Children's Fund UR - https://www.unicef.org/sites/default/files/2020-07/UCB-ODI-UNICEF-Report-2020.pdf ER - TY - JOUR TI - Learning English Language by Radio in Primary Schools in Kenya AU - Odera, Florence Y AB - Radio is one of the most affordable educational technologies available for the use in education and development in developing countries. This article explores the use of school radio broadcast to assist teachers and pupils to learn and improve English language both written and spoken in Kenyan primary schools. English language occupies a central place in formal education in Kenya. It is one of the compulsory subjects in both primary (aged six to 13 years) and secondary education (aged 14 to 18 years). It is also a medium of instruction in upper primary from standard four to university education in Kenya. However, teaching and learning English remains one of the most difficult and taxing assignment to primary schoolteachers, because when children join class one they go to the classroom with pre-set language skills. They have developed skills in their vernacular which is the language of instruction in most of rural schools or Kiswahili in urban schools. Sometimes, they mix vernacular, Kiswahili and English and come up with another language called “Sheng”. This makes it very difficult for them to learn English language. Research from developed and developing countries indicates that the use of school radio programmes assist pupils and teachers to learn foreign language like English faster and help them to improve pronunciation of difficult words. School radio broadcast was introduced in Kenya in 1961. One of the reasons was to help improve the standard of spoken and written English language and set the standard for the spoken English in the country. Radio was chosen, because it is affordable and simple to maintain. Despite of the existence of the program in Kenya for many years, there has been an out cry over falling standard in English language evidenced by poor performance in national examinations. The purpose of this study was to find out if teachers in primary schools use broadcasts to schools radio programmes to assist them in teaching and learning the language. The study was based on a descriptive survey. The area of study was Kisumu district and saturated sampling technique was used to select a sample of participants. Data were collected by use of questionnaire for pupils and teachers, while semi-structured interview was used to collect information from head teachers. The main findings indicated that most teachers were not listening to the school radio broadcasts. Very few of them used radio lessons citing various problems, such as lack of resources, broadcast time tables and teachers guide notes, negative attitudes and large number of pupils in the class. Those, who listened to English radio lessons, valued them very much and noted how it has helped to improve the pupils spoken English and performance in Kenya certificate of primary education examination. In view of the findings, the paper recommends that head teachers should provide teachers with radio sets and support materials, encourage and assist them to use English radio lessons. DP - Zotero SP - 7 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - ELEC TI - Learning English Language by Radio in Primary Schools in Kenya AU - Odera, Florence AB - Learning English Language by Radio in Primary Schools in Kenya By Florence Y. Odera (PhD) P.O.Box 2303, Kisumu, Kenya Introduction and background information One of the DA - 2011/// PY - 2011 UR - https://docplayer.net/22250369-Learning-english-language-by-radio-in-primary-schools-in-kenya.html Y2 - 2021/06/15/11:36:15 KW - ___working_potential_duplicate ER - TY - BLOG TI - Teachers’ Perception About Integration of ICT Tools in Kiswahili Language Pedagogy in Homabay County, Kenya AU - Ochieng, BENSON ONYANGO AU - Miima, FLORENCE ABUYEKA T2 - International Journal of Arts and Commerce DA - 2019/// PY - 2019 LA - en-US UR - https://ijac.org.uk/teachers-perception-about-integration-of-ict-tools-inkiswahili-language-pedagogy-in-homabay-county-kenya/ Y2 - 2021/04/09/09:46:35 ER - TY - JOUR TI - Investigating Turkish pre-service teachers' perceptions of blogs: implications for the FATIH project AU - Ocak, Mehmet Akif AU - Gökçearslan, Sahin AU - Solmaz, Ebru T2 - Contemporary Educational Technology AB - This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project. DA - 2014/// PY - 2014 DO - 10.30935/cedtech/6113 VL - 5 IS - 1 SP - 22 EP - 38 LA - English UR - https://www.researchgate.net/publication/281592685_Investigating_Turkish_Pre-service_Teachers'_Perceptions_of_Blogs_Implications_for_the_FATIH_Project AN - 1826538580; EJ1105540 KW - Critical Thinking KW - Diaries KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Electronic Publishing KW - Factor Analysis KW - Foreign Countries KW - Group Activities KW - Higher Education KW - Online Surveys KW - Postsecondary Education KW - Preservice Teachers KW - Questionnaires KW - Student Attitudes KW - Student Motivation KW - Student Participation KW - Technology Integration KW - Technology Uses in Education KW - Turkey KW - Web Sites KW - Writing Skills KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098538 KW - __finaldtb ER - TY - THES TI - Use of Information communication technology in teaching and learning processes in secondary schools in Rachuonyo South District, Homa-Bay County, Kenya AU - Obonyo, Samson O. AB - The purpose of this study was to investigate the use of Information Communication Technology (ICT) in teaching and Learning in Rachuonyo South District secondary schools. The focus was on three main subject matters: on ICT use and competence, on teacher and student and on ICT infrastructure and teaching practices. The study is closely connected to the national educational policy, which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels. Six research questions were formulated to guide the researcher investigate the phenomena. A descriptive survey design was used to collect data from the field through the use of questionnaire and an observation schedule. The result indicated that ICT has not been successfully integrated in teaching and learning in schools. In general, students are capable and motivated users of computers. Some students have the skills to use new kinds of applications and their ICT skills are wider although not necessarily adequate. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful integration of ICT into teaching and learning. Most teachers reported that the use of ICT in learning and teaching was slow in the past years and proposed upgrading of students computer labs and accelerating internet connectivity in the schools. Further, teachers’ good ICT competence helps them to adopt new pedagogical practices and integrate ICT in a meaningful way. The results also showed that students are capable and motivated users of new technology and their ICT skills are wide, although not necessarily adequate; the working habit might be ineffective and wrong. Some students have a special kind of ICT related adaptive expertise, which develops in a beneficial interaction between students and teachers, and individual interest and activity. The most common goal to student use of ICT is challenged by the internet, digital communication and the need to filter information. Since students’ ICT skills can be translated to increased creativity, which include innovation and productive workforce, to develop capacity to ICT which support the country’s knowledge base. The findings further indicated that ICT integration realized some challenges such as availability of sufficient number of ICT tools, lack of motivation and support and lack of technical support. The challenges are either teacher-level (Microlevel), school level (Meso-level) or system level (Macro-level). These barriers have hindered successful implementation of ICT into teaching and learning processes. The study also recommended that teachers should be given sufficient training on how to use ICT tools to enhance teaching and learning in schools. The study also recommended that students should be equipped with ICT skills such as Microsoft software applications such as word, excel and access. Finally, further research on the perception of teachers and students towards the use of ICT in enhancing teaching and learning and relevant strategies for using ICT to improve teaching and learning practices should be conducted. DA - 2013/// PY - 2013 DP - erepository.uonbi.ac.ke LA - en M3 - Thesis PB - University of Nairobi UR - http://erepository.uonbi.ac.ke/handle/11295/56480 Y2 - 2021/05/22/14:44:31 ER - TY - JOUR TI - Localizing OER in Afghanistan: Developing a Multilingual Digital Library for Afghan Teachers AU - Oates, Lauryn AU - Hashimi, Jamshid T2 - Open Praxis AB - The Darakht-e Danesh (‘knowledge tree’) Online Library is the first open educational resource (OER) initiative in Afghanistan, established to enhance teacher subject-area knowledge, access and use of learning materials, and to foster more diverse teaching methodologies in order to improve learning outcomes in Afghan classrooms. This paper describes our experience developing this local language digital library, buildings its responsiveness to our audience of users as we progressed, customizing both the interface and the resources for Afghanistan’s education environment. We innovated methods to devise relevant local content, localized usability, developed different access models to reach different populations of users, integrated impact measurement, and opted to openly license material in the library’s collection. By making digital educational content open from the first introduction of digital repositories of learning objects in Afghan languages, we have an opportunity to establish the principle of openness and to promote open practices in teacher professional development in Afghanistan. The paper aims to share lessons on how OER can be customized for multilingual, resource-scarce contexts drawing from our experience to date in Afghanistan, and seeking to contribute to the literature on localization and multilingual OER. DA - 2016/05/13/ PY - 2016 DO - 10.5944/openpraxis.8.2.288 DP - openpraxis.org VL - 8 IS - 2 SP - 151 EP - 161 LA - en SN - 2304-070X ST - Localizing OER in Afghanistan UR - https://openpraxis.org/index.php/OpenPraxis/article/view/288 Y2 - 2020/05/29/12:50:55 KW - Afghanistan KW - OER KW - language KW - localization KW - open access KW - teacher education KW - teacher professional development KW - teaching and learning materials ER - TY - RPRT TI - An Evaluation of ELLN Digital: Technology-Supported Teacher Professional Development on Early Language, Literacy, and Numeracy for K-3 Teachers AU - Oakley, Grace AU - King, Ronnel AU - Scarparolo, Gemma DA - 2018/// PY - 2018 DP - Zotero LA - en PB - Digital Learning for Development UR - http://dl4d.org/wp-content/uploads/2019/03/ELLN-Digital-Evaluation.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia AU - O’Sullivan, Margo C. T2 - Teaching and Teacher Education AB - The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reflective approaches. This has undoubtedly influenced the relatively recent introduction of reflective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reflective approaches in the training of unqualified and underqualified primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reflective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reflection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved. DA - 2002/07// PY - 2002 DO - 10.1016/S0742-051X(02)00014-8 DP - DOI.org (Crossref) VL - 18 IS - 5 SP - 523 EP - 539 J2 - Teaching and Teacher Education LA - en SN - 0742051X UR - http://eprints.teachingandlearning.ie/3359/1/O'Sullivan%202002.pdf Y2 - 2021/06/10/19:34:48 ER - TY - JOUR TI - The Development of Effective Strategies to Teach Reading among Unqualified Primary Teachers in a Developing Country Context AU - O'Sullivan, Margo T2 - International Journal of Early Years Education AB - The teaching of reading in primary classrooms in developing countries, particularly, the teaching of English reading to second-language pupils, receives very little attention in the literature. One notable study that highlighted the low standard of reading in developing countries claimed that the teaching of reading in these countries is in crisis (Williams, 1993). This can be attributed to teachers’ reliance on a rote memory approach to teaching reading. There is, however, very little research available on efforts that attempt to address this problem. This article emerged from a research study of an in-service programme in Namibia and it begins to address this gap. The programme, for mainly unqualified primary teachers, sought to develop teachers’ capacity to teach reading more effectively. It explored the usefulness of various Western strategies to teach reading, bearing the transfer issue in mind. The study highlighted the usefulness of an instructional structured reading lesson and explored the issue of prescription inherent in it. It also found that structured and bottom-up strategies were more effective than top-down strategies. However, the main lesson to be learned is that an eclectic approach to teaching reading, using strategies adapted to the realities within which teachers work, is useful in developing country contexts. DA - 2003/06// PY - 2003 DO - 10.1080/09669760304702 DP - DOI.org (Crossref) VL - 11 IS - 2 SP - 129 EP - 140 J2 - International Journal of Early Years Education LA - en SN - 0966-9760, 1469-8463 UR - https://www.tandfonline.com/doi/full/10.1080/09669760304702 Y2 - 2020/05/15/13:02:19 ER - TY - JOUR TI - Using text mining for study identification in systematic reviews: a systematic review of current approaches AU - O’Mara-Eves, Alison AU - Thomas, James AU - McNaught, John AU - Miwa, Makoto AU - Ananiadou, Sophia T2 - Systematic Reviews AB - The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities. DA - 2015/01/14/ PY - 2015 DO - 10.1186/2046-4053-4-5 DP - BioMed Central VL - 4 IS - 1 SP - 5 J2 - Systematic Reviews SN - 2046-4053 ST - Using text mining for study identification in systematic reviews UR - https://doi.org/10.1186/2046-4053-4-5 Y2 - 2024/01/19/22:00:56 KW - Automation KW - Review efficiency KW - Screening KW - Study selection KW - Text mining ER - TY - ELEC TI - O'Genius Panda AU - O'Genius Panda UR - https://www.opanda.xyz/#about Y2 - 2020/08/28/16:44:51 ER - TY - BLOG TI - Sierra Leone: Transforming the Country through Innovation AU - O'Connor, Shane AU - Zurutuza, Naroa T2 - UNICEF DA - 2019/// PY - 2019 LA - en UR - https://www.unicef.org/innovation/stories/sierra-leone-transforming-country-through-innovation ER - TY - JOUR TI - Supporting teachers in taking up productive talk moves: The long road to professional learning at scale AU - O’Connor, Catherine AU - Michaels, Sarah T2 - International Journal of Educational Research AB - In this paper we describe our early, qualitative work on “teacher talk moves” such as revoicing, situated within the urban classrooms of highly skilled teachers, including their role in the work of managing multiple constraints while maintaining productive inclusivity. We then describe our attempts to discern the impact of these talk tools on student achievement in multiple classrooms, using both post-hoc controls and in vivo studies. We move on to the challenges present in disseminating this work in professional development settings; our approach includes framing talk tools as rational responses to actual classroom challenges. Finally we describe current efforts to disseminate cyber-enabled PD in science education K-12, including a central focus on academically productive talk. DA - 2019/// PY - 2019 DO - 10.1016/j.ijer.2017.11.003 DP - DOI.org (Crossref) VL - 97 SP - 166 EP - 175 J2 - International Journal of Educational Research LA - en SN - 08830355 ST - Supporting teachers in taking up productive talk moves UR - https://linkinghub.elsevier.com/retrieve/pii/S0883035517304160 Y2 - 2020/09/18/13:56:58 ER - TY - JOUR TI - Quantitizing Affective Data as Project Evaluation on the Use of a Mathematics Mobile Game and Intelligent Tutoring System AU - Nygren, Eeva AU - Blignaut, Seugnet AU - Leendertz, Verona AU - Sutinen, Erkki T2 - Informatics in Education AB - Technology-enhanced learning generally focuses on the cognitive rather than the affective domain of learning. This multi-method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of affective learning levels of Krathwohl et al. (1964). The research questions of the study were: (i) to explore the affective learning experiences of the three groups of participants (researchers, teachers and students) during the use of a mobile game UFractions and an intelligent tutoring system ActiveMath to enhance the learning of fractions in mathematics; and (ii) to determine the significance of the relationships among the affective learning experiences of the three groups of participants (researchers, teachers and students) in the INBECOM project. This research followed a sequential, equal status, multi-mode research design and methodology where the qualitative data were derived from the interviews with researchers, teachers and students, as well as from learning diaries, feelings blogs, and observations (311 documents) across three contexts (South Africa, Finland, and Mozambique). The qualitative data was quantitized (Saldaña, 2009), i.e. analysed deductively in an objective and quantifiable way as instances on an ExcelT spreadsheet for statistical analyses. All the data was explored from the affective perspective by labelling the feelings participants experienced according to the affective levels of the Krathwohl et al. (1964) framework. The researchers concluded that: (i) the research participants not only received information, but actively participated in the learning process; responded to what they learned; associated value to their acquired knowledge; organised their values; elaborated on their learning; built abstract knowledge; and adopted a belief system and a personal worldview; and (ii) affirmation of affective learning at all five levels was recognised among the three groups of participants. The study raised a number of issues which could be addressed in future, like how affective levels of learning are intertwined with cognitive levels of learning while learning mathematics in a technology-enhanced learning environment; and how pedagogical models which take into account both cognitive and affective aspects of learning support deep learning. DA - 2019/11/04/ PY - 2019 DO - 10.15388/infedu.2019.18 DP - ResearchGate VL - 18 J2 - Informatics in Education ER - TY - JOUR TI - The influence of infrastructure, training, content and communication on the success of NEPAD’S pilot e-Schools in Kenya AU - Nyagowa, Hesbon O AU - Ocholla, Dennis N AU - Mutula, Stephen M T2 - Information Development AB - This study was conducted to evaluate the contribution of four of the seven e-School dimensions to the success of the pilot phase of the New Partnership for Africa’s Development (NEPAD) e-School project in Kenya. The study employed survey research methodology. All six of the NEPAD e-Schools in Kenya were included and the teachers and students in those schools formed the study population. Of the 5,186 students and teachers, a representative sample of 1,508 was selected using probabilistic techniques. Data was collected using observations and a survey questionnaire. It was established that all six of the e-Schools had installed the basic computing facilities required for integrating information and communication technologies (ICT) in teaching and learning; all the e-Schools were observed to have the Very Small Aperture Terminal (VSAT) for Internet access in computer laboratories where a variable number of computers were installed. The ICT infrastructure provided modest communication capabilities. But while teachers received technical (ICT) training, they did not receive training on pedagogies for ICT integration in teaching and learning. We conducted hypothesis testing and confirmed that the four dimensions of E-School Success Model, investigated in the current study, positively contribute towards the success of the e-School. We therefore concluded that ICT infrastructure quality, content and communication quality, training effectiveness and use make considerable contributions to the success of the pilot phase of the NEPAD e-School project in Kenya. We recommend that stakeholders should continue investing in the NEPAD e-School project. Further studies on the impact of the other three dimensions of the e-Schools are recommended. DA - 2014/08/01/ PY - 2014 DO - 10.1177/0266666913489698 DP - SAGE Journals VL - 30 IS - 3 SP - 235 EP - 246 J2 - Information Development LA - en SN - 0266-6669 UR - https://doi.org/10.1177/0266666913489698 Y2 - 2020/01/23/10:40:33 KW - Kenya KW - New Partnership for Africa’s Development KW - e-schools ER - TY - THES TI - Assessment of public primary school teachers preparedness in the implementation of digital literacy programme in public primary schools in Imenti north sub-county, Kenya AU - Nyaga, Felistas AB - The purpose of this study was to investigate the preparedness of public primary school teachers in the implementation of digital literacy programme in Imenti North Sub County Kenya. The study was guided by the following objectives; to establish infrastructural availability for the public primary school teachers’ usage in teaching and learning in implementation of digital literacy programme in public primary schools in Imenti North Sub County, to examine how public primary school teachers’ competence influence implementation of digital literacy program in public primary schools in Imenti North Sub County, The study sought to determine how public primary school teacher perception influence implementation of digital literacy program in public primary schools in Imenti North Sub County. The study also sought to establish how digital literacy content availability for the public primary school teachers influence implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study adopted descriptive research design. The study was grounded on technology diffusion theory to explain the relationship between the independent and dependent variables. The study had a target population of 596 respondents who comprised 59 head teachers and 537 teachers. The respondents were selected using proportionate random sampling technique where by a sample size of 137 was used. Primary data was obtained using self-administered questionnaires that were made up of both open ended and closed ended questions, also unstructured interview was administered face-to-face or over the phone. The reliability of the study was measured using test retest method. The Data was analyzed using Statistical Package for Social Sciences and the data was presented in frequency tables, percentages and regression analysis. The study concluded that preparedness of public primary school teachers in the implementation of digital literacy programme was highly influenced by teacher competence followed by infrastructural preparedness and then by Teacher perception while digital literacy content had the least effect on implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study concluded that infrastructural preparedness influences implementation of digital literacy program in public primary schools in Imenti North Sub County significantly. Even though the schools have electricity their computer lab have not been fully equipped. The implementation of digital literacy program has been delayed by inadequate internet connections coupled with inadequate digital literacy program devices for teaching and learning in the schools. Also, there being inadequate tablets for the learners and laptops for the teachers have negatively affected the implementation of digital literacy program in public primary schools. The study recommends that teachers and instructors need to be trained in basic ICT skills and ICT-based teaching methods to feel comfortable about using the materials. The study recommends that the governments should ensure that all the public primary schools are connected to wireless internet services; that primary schools should be assisted by both national and county government need to ensure that the schools have a complete computer lab that is fully equipped with enough laptops for the teachers and tablets for the learners. The study further recommends that head teachers and parents need to set up administrative committees to manage ICT facilities as proven to be very effective in ensuring the sustainability of initiatives. DA - 2018/// PY - 2018 DP - erepository.uonbi.ac.ke LA - en M3 - Thesis PB - University of Nairobi UR - http://erepository.uonbi.ac.ke/handle/11295/104206 Y2 - 2021/06/07/15:25:23 ER - TY - RPRT TI - Financing Education in Nigeria: Opportunities for Action AU - Nwoko, Chinedum DA - 2015/// PY - 2015 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/Nigeria_nett.pdf Y2 - 2020/07/07/13:57:47 ER - TY - JOUR TI - Evaluation of the extent school access programme assisted teachers to acquire ICT skills AU - Nwajiuba, Chinyere Augusta AU - Okoro, Kingsley O. AU - Edikpa, Edith T2 - Asian Journal of Information Technology AB - Evaluation of the Extent School Access Programme Assisted Teachers to Acquire ICT Skills DA - 2019/// PY - 2019 DO - 10.36478/ajit.2019.67.71 DP - 10.36478/ajit.2019.67.71 VL - 18 IS - 3 SP - 67 EP - 71 J2 - Asian J. Inf. Technol. SN - 16823915 UR - http://www.medwelljournals.com/abstract/?doi=ajit.2019.67.71 Y2 - 2019/11/08/14:03:07 KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Education management KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2426072 KW - __finaldtb ER - TY - ELEC TI - Wiki Sign Dict: A Development of an Online Sharing Dictionary for Hearing Impaired. AU - Nuttaya, Iam-Khong AU - Surachai, Suksakulchai DA - N.D. PY - N.D. UR - http://docsdrive.com/pdfs/medwelljournals/jeasci/2011/397-407.pdf Y2 - 2020/12/10/16:00:30 ER - TY - BOOK TI - Using Evidence: How Research Can Inform Public Services AU - Nutley, Sandra M. AU - Isabel, Walter AU - Davies, Huw T. O. AB - This book provides a timely and novel contribution to understanding and enhancing evidence use. It builds on and complements the popular and best-selling What Works?: Evidence-based policy and practice in public services (Davies, Nutley and Smith, Policy Press, 2000), by drawing together current knowledge about how research gets used and how this can be encouraged and improved. In particular, the authors explore various multidiscipliary frameworks for understanding the research use agenda; consider how research use and the impact of research can be assessed; summarise the empirical evidence from the education, health care, social care and criminal justice fields about how research is used and how this can be improved and draw out practical issues that need to be addressed if research is to have greater impact on public services. Using evidence is important reading for university and government researchers, research funding bodies, public service managers and professionals, and students of public policy and management. It will also prove an invaluable guide for anyone involved in the implementation of evidence-based policy and practice. DA - 2007/03/14/ PY - 2007 DP - Google Books SP - 380 LA - en PB - Policy Press SN - 978-1-86134-664-3 ST - Using Evidence UR - https://books.google.co.uk/books/about/Using_Evidence.html?id=UfMefp4rO9sC KW - Political Science / Public Affairs & Administration KW - Political Science / Public Policy / General KW - Social Science / Sociology / General ER - TY - JOUR TI - CEPAL - SECRETARIA TECNICA DEL ELAC (*) AU - Núñez, Georgina AU - Jordán, Valeria AU - Rojas, Fernando DA - 2020/// PY - 2020 DP - Zotero SP - 36 LA - es KW - ⛔ No DOI found ER - TY - ELEC TI - Radio in Education in the Face of COVID-19 AU - Núñez, Felix T2 - Institute for the Future of Education AB - The pandemic came to reaffirm radio as a flexible, massive, low-cost, and long-range communication medium for education. DA - 2021/01/08/ PY - 2021 LA - en-US UR - https://observatory.tec.mx/edu-bits-2/radio-education-and-covid19 Y2 - 2021/11/02/01:22:07 ER - TY - BLOG TI - Improving Accessibility on Flickr AU - Nuh, Yerusha T2 - Flickr Blog AB - We’re excited to detail a number of new accessibility features enabled on Flickr. Read more here. DA - 2016/09/29/T17:07:37+00:00 PY - 2016 LA - en UR - https://blog.flickr.net/en/2016/09/29/improving-accessibility-on-flickr/ Y2 - 2020/09/01/14:40:07 ER - TY - RPRT TI - Teacher attendance and time on task in primary schools in Mozambique AU - Nugroho, Dita AU - Karamperidou, Despina CY - UNICEF Innocenti DA - 2021/// PY - 2021 UR - https://www.unicef-irc.org/publications/pdf/MOZAMBIQUE%20EN.pdf Y2 - 2022/05/16/11:46:08 ER - TY - BOOK TI - Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Mozambique AU - Nugroho, Dita AU - Karamperidou, Despina AB - Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities. DA - 2021/07// PY - 2021 DP - ERIC LA - en PB - UNICEF ST - Time to Teach UR - https://eric.ed.gov/?q=subject%3aTeacher+Attendance&ff1=subTeacher+Attendance&id=ED615573 Y2 - 2022/01/06/16:00:26 KW - Barriers KW - C:Mozambique KW - Developing Nations KW - Educational Change KW - Educational Policy KW - Elementary School Teachers KW - Employee Absenteeism KW - Foreign Countries KW - Gender Differences KW - Influences KW - Institutional Characteristics KW - Rural Urban Differences KW - Sanctions KW - Teacher Attendance KW - Teacher Attitudes KW - Teacher Characteristics KW - Teacher Education KW - Teacher Persistence KW - Teaching Conditions KW - Time Management KW - ⛔ No DOI found ER - TY - BLOG TI - Cohort 3 Digital Skills Training Completion | Digital Malawi AU - Ntha Foundation T2 - Ntha Foundation AB - The evaluation and assessment process of the first phase of the Digital skills training is taking place at the Kwathu Innovation and Creative Centre hub this week. DA - 2022/12/02/T19:23:36+00:00 PY - 2022 LA - en-US UR - https://nthafoundation.org/cohort-3-completion/ Y2 - 2023/06/22/09:48:59 ER - TY - JOUR TI - A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school AU - Ntelioglou, Burcu Yaman AU - Fannin, Jennifer AU - Montanera, Mike AU - Cummins, Jim T2 - Frontiers in Psychology AB - This paper presents findings from a collaborative inquiry project that explored teaching approaches that highlight the significance of multilingualism, multimodality, and multiliteracies in classrooms with high numbers of English language learners (ELLs). The research took place in an inner city elementary school with a large population of recently arrived and Canadian-born linguistically and culturally diverse students from Gambian, Indian, Mexican, Sri Lankan, Tibetan and Vietnamese backgrounds, as well as a recent wave of Roma students from Hungary. A high number of these students were from families with low-SES. The collaboration between two Grade 3 teachers and university-based researchers sought to create instructional approaches that would support students’ academic engagement and literacy learning. In this paper, we described one of the projects that took place in this class, exploring how a descriptive writing unit could be implemented in a way that connected with students’ lives and enabled them to use their home languages, through the creation of multiple texts, using creative writing, digital technologies, and drama pedagogy. This kind of multilingual and multimodal classroom practice changed the classroom dynamics and allowed the students access to identity positions of expertise, increasing their literacy investment, literacy engagement and learning. DA - 2014/06/18/ PY - 2014 DO - 10.3389/fpsyg.2014.00533 DP - PubMed Central VL - 5 SP - 533 J2 - Front Psychol SN - 1664-1078 ST - A multilingual and multimodal approach to literacy teaching and learning in urban education UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4062072/ Y2 - 2023/02/10/12:09:56 ER - TY - JOUR TI - Thematic Analysis: Striving to Meet the Trustworthiness Criteria AU - Nowell, Lorelli S. AU - Norris, Jill M. AU - White, Deborah E. AU - Moules, Nancy J. T2 - International Journal of Qualitative Methods AB - As qualitative research becomes increasingly recognized and valued, it is imperative that it is conducted in a rigorous and methodical manner to yield meaningful and useful results. To be accepted as trustworthy, qualitative researchers must demonstrate that data analysis has been conducted in a precise, consistent, and exhaustive manner through recording, systematizing, and disclosing the methods of analysis with enough detail to enable the reader to determine whether the process is credible. Although there are numerous examples of how to conduct qualitative research, few sophisticated tools are available to researchers for conducting a rigorous and relevant thematic analysis. The purpose of this article is to guide researchers using thematic analysis as a research method. We offer personal insights and practical examples, while exploring issues of rigor and trustworthiness. The process of conducting a thematic analysis is illustrated through the presentation of an auditable decision trail, guiding interpreting and representing textual data. We detail our step-by-step approach to exploring the effectiveness of strategic clinical networks in Alberta, Canada, in our mixed methods case study. This article contributes a purposeful approach to thematic analysis in order to systematize and increase the traceability and verification of the analysis. DA - 2017/12/01/ PY - 2017 DO - 10.1177/1609406917733847 DP - SAGE Journals VL - 16 IS - 1 SP - 1609406917733847 J2 - International Journal of Qualitative Methods LA - en SN - 1609-4069 ST - Thematic Analysis UR - https://doi.org/10.1177/1609406917733847 Y2 - 2019/08/29/13:39:38 ER - TY - CONF TI - eGranary as a digital resource in Uganda: Preliminary findings AU - Norton, Bonny AU - Early, Margaret AU - Tembe, Juliet C3 - Cultural Attitudes towards Technology and Communication 2010 Proceedings of the Seventh International Conference on Cultural Attitudes towards Technology and Communication Vancouver, Canada, 15-18 June 2010 DA - 2010/// PY - 2010 DP - Google Scholar SP - 35 EP - 41 PB - School of Information Technology, Murdoch University ST - eGranary as a digital resource in Uganda KW - ⛔ No DOI found ER - TY - RPRT TI - Launching the Development of an OER World Map: Phase II AU - North Rhine-Westphalian Library Service Centre CY - Köln M3 - Proposal for Consultation PB - The William and Flora Hewlett Foundation UR - https://oerworldmap.files.wordpress.com/2015/01/20141015-oer-map-proposal_hbz_final_v1-2.pdf Y2 - 2020/09/01/13:35:17 ER - TY - BOOK TI - Meta-Ethnography AU - Noblit, George W. AU - Hare, R. Dwight AB - Synthesizing Qualitative Studies DA - 1988/// PY - 1988 LA - en-us UR - https://us.sagepub.com/en-us/nam/meta-ethnography/book2416 Y2 - 2019/11/15/13:37:54 ER - TY - VIDEO TI - Prize Lecture: Michael Kremer, Prize in Economic Sciences 2019 AU - Nobel Prize DA - 2019/12/08/ PY - 2019 DP - YouTube ST - Prize Lecture UR - https://www.youtube.com/watch?v=hOTHeNZU_JQ Y2 - 2022/09/15/11:32:55 ER - TY - RPRT TI - Meta-Analysis of Gender Equity and Social Inclusion in Primary Education for Teachers in Tanzania: An Assessment of Current Status and Future Directions AU - Nkya, Henry DA - Forthcoming PY - Forthcoming ER - TY - JOUR TI - Information Technology and Transcription of Reading Materials for the Visually Impaired Persons in Nigeria AU - Nkiko, Christopher AU - Atinmo, Morayo I AU - Michael-Onuoha, Happiness Chijioke AU - Ilogho, Julie E AU - Ifeakachuku, Osinulu AU - Adetomiwa, Basiru AU - Usman, Kazeem Omeiza T2 - Journal of Education and Learning AB - Studies have shown inadequate reading materials for the visually impaired in Nigeria. Information technology has greatly advanced the provision of information to the visually impaired in other industrialized climes. This study investigated the extent of application of information technology to the transcription of reading materials for the visually impaired in Nigeria. The study adopted survey research design of the ex-post facto to select 470 personnel as respondents. A questionnaire titled Information Technology Use Scale (α=0.74), and Interview Schedule (α=0.75), were used. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation. The findings indicate that information technology in transcription was low and a significant positive relationship between application of information technology and transcription of information materials (r=0.62: p<0.05). The study recommended among others that Multi-National Corporations should be sensitized to extend their Corporate Social Responsibility (CSR) activities to help in procuring modern information technology devices and software to enhance transcription. DA - 2018/// PY - 2018 DO - 10.5539/jel.v7n1p42 DP - Zotero VL - 7 IS - 1 SP - 11 LA - en ER - TY - JOUR TI - An approach for teaching of national languages and cultures through ICT in Cameroon AU - Nkenlifack, Marcellin AU - Demsong, Bethin AU - Teko, A. AU - Nangue, Raoul T2 - International Journal of Advanced Computer Science and Applications AB - This article describes the input of ICT to the modernization of teaching national languages and cultures in order to promote cultural diversity as well as dissemination of scientific knowledge through national languages. This will also reinforce the understanding capacities of the population. This project will serve as the guideline towards development of scientific knowledge and know-how. It presents numerous psychological, pedagogic, scientific and social advantages, among which there is a sensitization of our languages and cultures, the deployment of a platform in some schools, the training of teachers in using ICT in language teaching, the distribution selflearning aids, the development of a website for analysis and dissemination of cultural data, of conservation of linguistic and cultural heritage, and worthiness of pre-requisites and local predispositions towards the emergence and development of technology. It will contribute to make concrete the introduction of teaching national languages in the school curricula in Cameroon. DA - 2011/// PY - 2011 DO - 10.14569/IJACSA.2011.020701 DP - DOI.org (Crossref) VL - 2 IS - 7 J2 - IJACSA LA - en SN - 2156-5570 UR - http://thesai.org/Publications/ViewPaper?Volume=2&Issue=7&Code=IJACSA&SerialNo=1 Y2 - 2022/06/13/05:35:22 ER - TY - JOUR TI - Identité numérique et éducation: enseignement des langues camerounaises grâce aux TIC AU - Nkenlifack, Marcellin AU - Demsong, Bethin AU - Nangue, Raoul T2 - International Journal of Information Sciences for Decision Making DA - 2011/// PY - 2011 DP - Google Scholar VL - 41 IS - 712 SP - 1 EP - 11 ST - Identité numérique et éducation KW - ⛔ No DOI found ER - TY - JOUR TI - The contribution of ICTs to the delivery of special educational needs in Ghana: practices and potent AU - Nkansah, Godfred Bonnah AU - Unwin, Tim T2 - Information Technology for Development DA - 2010/// PY - 2010 DO - 10.1080/02681102.2010.497273 DP - Zotero VL - 16 IS - 3 SP - 191 EP - 211 LA - en ER - TY - THES TI - Slum dwellers' response to free primary education: a case study of Kibera slum, Nairobi AU - Njeru, Caroline N. CY - Nairobi DA - 2010/// PY - 2010 DP - Zotero LA - en M3 - MA PB - University of Nairobi UR - http://erepository.uonbi.ac.ke/bitstream/handle/11295/3457/Njeru_Slum%20Dwellers%27%20Response%20To%20Free%20Primary%20Education%20A%20Case%20Study%20Of%20Kibera%20Slum,%20Nairobi.pdf?sequence=1 ER - TY - JOUR TI - Ururimi rwa Kinyarwanda mu burezi ibihe: umugani cyangwa ukuri? AU - Niyomugabo, Cyprien T2 - Journal of Educational Research and Review DA - 2015/// PY - 2015 DP - Google Scholar VL - 3 IS - 6 UR - https://www.sciencewebpublishing.net/jerr/archive/2015/September/pdf/Niyomugabo.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Abigisha n'abiga mu Rwanda babonye ubumenyi bwo kuvuga haba muri Kinyarwanda n'Icyongereza nyuma ya 2008-2011 bikurikiranye na politiki-y'indimi-mu burezi AU - Niyibizi, Epimaque T2 - Rwanda Journal of Education DA - 2015/// PY - 2015 DP - Google Scholar VL - 3 IS - 1 UR - https://www.ajol.info/index.php/rje/article/view/128016 KW - ⛔ No DOI found ER - TY - JOUR TI - Local governance, decentralisation and corruption in Bangladesh and Nigeria AU - Nixon, Hamish A D AU - Menocal, Alina Rocha AU - Bhattacharya, Debapriya AU - Fuad, Syed Muhtasim AU - Hassan, Idayat AU - Iwuamadi, Kelechi C AU - Rezbana, Umme Shefa AU - Yusuf, Shamsudeen DA - 2018/// PY - 2018 DP - Zotero SP - 44 LA - en KW - ⛔ No DOI found ER - TY - THES TI - Effect of financial and non-financial motivation on performance of teachers in private secondary schools in Sheema Disrict, Uganda AU - Niwamanya, J. AB - This cross-sectional descriptive study assessed the relationship between motivation and performance of teachers in private secondary schools in Sheema District, Uganda. Specifically, the study examined the relationship between financial motivation and teachers’ performance in private secondary schools in Sheema District; and examined the relationship between non-financial motivation and teachers’ performance in private secondary schools in Sheema district. Data was collected using questionnaire, interview guide and documentary review methods. Purposive sampling was used to select 10 head teachers from 10 private secondary schools in Sheema District, and 212 teachers out of 383 teachers from ten schools in Sheema District. Findings indicated that there was significant positive relationship between financial motivation and teachers’ performance in private secondary school teachers ( r=0.692at 0.000 significant level) as well as nonfinancial motivation being significantly positively related to performance of private secondary school teachers in Sheema District (r=0.616 at 0.000 significant level). Financial motivation impacts on performance of teachers by 69.2% while non-financial motivation impacts by 61.6%. The value of r square when all variables were operating at the same time was 50.7%. This demonstrates that difference in teacher performance can be explained by the differences in non-financial and financial factors. Other factors that affect teacher performance would explain 49.3% of the difference in teacher performance. Therefore there is a need to use both financial and non-financial rewards, although the financial motivation has more impact. DA - 2016/// PY - 2016 M3 - Unpublished MBA Thesis: Uganda Technology and Management University PB - Uganda Technology and Management University UR - https://www.utamu.ac.ug/docs/research/studentresearch/masters/dissertations/EFFECT%20OF%20FINANCIAL%20AND%20NON-FINANCIAL%20MOTIVATION%20ON%20PERFORMANCE%20OF%20TEACHERS%20IN%20PRIVATE%20SECONDARY%20SCHOOLS.pdf ER - TY - CONF TI - Thai Lip-Reading CAI for Hearing Impairment Student AU - Nittaya, Warunee AU - Wetchasit, Kaskaew AU - Silanon, Kittasil T2 - 2018 Seventh ICT International Student Project Conference (ICT-ISPC) AB - This paper is proposed the lip-reading computer assisted instruction (CAI) for hearing impairment student. It consists of two units: the first unit is a part of the learning lesson. In this unit, the student can learns the various categories of vocabulary. The vocabularies come from the thing which use in day life, such as Fruit, Animal, vehicles and so on. It enables student to practice pronunciation by looking at a model speaker mouth movement. The second unit is the multiple choice game. The student has to see lip-reading video and choose the correct answer choice. Experiments are tested with ten hearing impairment primary school students. The result of before and after practicing with the CAI system are evaluated. The rate of correctly mouth shape recognition is grater after practicing with the system for improvement of pronunciation. C1 - Nakhonpathom C3 - 2018 Seventh ICT International Student Project Conference (ICT-ISPC) DA - 2018/// PY - 2018 DO - 10.1109/ICT-ISPC.2018.8523956 DP - DOI.org (Crossref) SP - 1 EP - 4 LA - en PB - IEEE SN - 978-1-5386-7804-6 978-1-5386-7805-3 UR - https://ieeexplore.ieee.org/document/8523956/ Y2 - 2020/12/10/15:57:09 ER - TY - ELEC TI - NITDA | e-Learning Facilities AU - NITDA DA - 2020/// PY - 2020 UR - https://nitda.gov.ng/e-learning-facilities/ Y2 - 2020/07/07/15:50:22 ER - TY - JOUR TI - Community Participation in School Management in Developing Countries AU - Nishimura, Mikiko T2 - Oxford Research Encyclopedia of Education AB - Community participation in school management has great potentials for removing mistrust and distance between people and schools by nurturing transparency of information and a culture of mutual respect and by jointly pursuing improvement of school by sharing vision, process, and results. Individual and organizational behavioral changes are critical to increase the level of participation. In countries where the administrative structures are weak, the bottom-up approach to expanding educational opportunity and quality learning may be the only option.Nevertheless, when community participation is implemented with a top-down manner without wider consultation on its aims, processes, and expected results, the consequences are likely to be conflicts between actors, a strong sense of overwhelming obligation, fatigue, inertia, and disparity in the degree and results of community participation between communities. Political aspects of school management and socio-cultural difference among the population require caution, as they are likely to induce partial participation or nonparticipation of the community at large. Community participation in school management will result in a long-term impact only if it involves a wide range of actors who can discuss and practice the possibilities of revisiting the definition of community and the way it should be. DA - 2017/03/29/ PY - 2017 DO - 10.1093/acrefore/9780190264093.013.64 DP - oxfordre.com LA - en UR - https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-64 Y2 - 2020/03/18/15:17:22 ER - TY - CONF TI - Mapping teacher distribution analysis with digitation technology implementation to improve education management in Bengkkulu City AU - Nirwana, Nirwana AU - Vatresia, Arie AU - Utama, F.P T2 - Proceedings of the International Conferennce on Educational Sciences and Teacher Profession (ICETeP 208) DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - ELEC TI - In Ghana, Free High School Brings Opportunity and Grumbling AU - Nir, S.M. DA - 2019/// PY - 2019 UR - https://www.nytimes.com/2019/06/15/world/africa/ghana-free-senior-high-school-brings-chaos.html Y2 - 2020/06/23/09:14:04 ER - TY - JOUR TI - Pakistan Demographic and Health Survey 2017-18 AU - NIPS/Pakistan, National Institute of Population Studies- AU - ICF DA - 2019/01/01/ PY - 2019 DP - dhsprogram.com LA - en UR - https://dhsprogram.com/publications/publication-fr354-dhs-final-reports.cfm Y2 - 2021/08/28/17:40:13 KW - ⛔ No DOI found ER - TY - RPRT TI - Bangladesh Demographic and Health Survey 2017-2018: key indicators AU - NIPORT AU - ICF CY - Dhaka and Rockville, Maryland DA - 2019/11// PY - 2019 PB - National Institute of Population Research and Training (NIPORT) and ICF UR - https://dhsprogram.com/pubs/pdf/PR104/PR104.pdf Y2 - 2021/10/25/18:13:10 ER - TY - JOUR TI - Economic role of education in agriculture: evidence from rural Vietnam AU - Ninh, Le Khuong T2 - Journal of Economics and Development AB - Purpose This paper investigates the impact of education on output of rice farming households in Vietnam. Design/methodology/approach Given the literature review, this paper specifies three empirical models (i.e. linear constant coefficient model, partially nonlinear model and linear varied coefficient model) with variables that well describe the mechanism through which education affects output. The data were collected from 901 rice farming households randomly selected out of ten provinces and city in the Mekong River Delta (MRD) of Vietnam. The models are estimated using ordinary least squares (OLS) and Robinson's (1988) double residual estimators. Findings Estimates of the empirical models show that seed, fertilizer, labor and farm size have significant impacts on output of rice farming households while pesticide and herbicide do not. Education is also found to have a positive effect on output of rice farming households because it helps them better manage farms of larger size via combining various inputs in a more desirable way. Originality/value This paper confirms the positive impact of education on agricultural output, which implies that policies aiming to provide better education to rural people will greatly enhance their income as well as trigger long-term economic and agricultural growth. DA - 2020/01/01/ PY - 2020 DO - 10.1108/JED-05-2020-0052 DP - Emerald Insight VL - 23 IS - 1 SP - 47 EP - 58 SN - 2632-5330 ST - Economic role of education in agriculture UR - https://doi.org/10.1108/JED-05-2020-0052 Y2 - 2022/10/27/11:05:26 KW - Agriculture KW - Education KW - Household KW - Input KW - Output KW - Rice KW - Rural KW - Schooling KW - Vietnam ER - TY - RPRT TI - National Education Policy AU - Nigerian Educational Research and Development Council DA - 2013/// PY - 2013 UR - https://educatetolead.files.wordpress.com/2016/02/national-education-policy-2013.pdf Y2 - 2020/07/07/13:37:29 ER - TY - ELEC TI - Nigeria Learning Passport AU - Nigeria Federal Ministry of Education DA - 2021/// PY - 2021 UR - https://nlp.education.gov.ng/index.html Y2 - 2022/08/19/03:12:52 ER - TY - JOUR TI - A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic AU - Niemi, Hannele Marjatta AU - Kousa, Päivi T2 - International Journal of Technology in Education and Science AB - This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching. DA - 2020/09/02/ PY - 2020 DO - 10.46328/ijtes.v4i4.167 DP - DOI.org (Crossref) VL - 4 IS - 4 SP - 352 EP - 369 J2 - IJTES SN - 2651-5369 UR - https://ijtes.net/index.php/ijtes/article/view/167 Y2 - 2023/03/18/12:02:17 ER - TY - JOUR TI - HLM behind the curtain: Unveiling decisions behind the use and interpretation of HLM in higher education research AU - Niehaus, Elizabeth AU - Campbell, Corbin M. AU - Inkelas, Karen Kurotsuchi T2 - Research in Higher Education AB - Hierarchical linear modeling (HLM) has become increasingly popular in the higher education literature, but there is significant variability in the current approaches to the conducting and reporting of HLM. The field currently lacks a general consensus around important issues such as the number of levels of analysis that are important to include and how much variance should be accounted for at each level in order for the HLM analysis to have practical significance (Dedrick et al., Rev Educ Res 79:69–102, 2009). The purpose of this research is to explore the use of a 3-level HLM model, appropriate contextualizing of results of HLM, and the interpretation of HLM results that resonates with practice. We used an example of a 3-level model from the National Study of Living Learning Programs to highlight the practical issues that arise in the interpretation of HLM within a higher education context. DA - 2014/02/01/ PY - 2014 DO - 10.1007/s11162-013-9306-7 DP - Springer Link VL - 55 IS - 1 SP - 101 EP - 122 J2 - Res High Educ LA - en SN - 1573-188X ST - HLM Behind the Curtain UR - https://doi.org/10.1007/s11162-013-9306-7 Y2 - 2023/10/06/08:41:33 KW - Hierarchical linear modeling (HLM) KW - Higher education research KW - Statistical methods ER - TY - JOUR TI - Sustainability and scalability in educational technology initiatives: Research-informed practice AU - Niederhauser, Dale S. AU - Howard, Sarah K. AU - Voogt, Joke AU - Agyei, Douglas D. AU - Laferriere, Therese AU - Tondeur, Jo AU - Cox, Margaret J. T2 - Technology, Knowledge and Learning DA - 2018/// PY - 2018 DO - 10.1007/s10758-018-9382-z DP - Google Scholar VL - 23 IS - 3 SP - 507 EP - 523 ST - Sustainability and scalability in educational technology initiatives ER - TY - BOOK TI - About the Systems Theory in the Field of Education Sciences AU - Nicolescu, Bogdan N. DA - 2017/05/24/ PY - 2017 DP - ResearchGate SP - 157 ER - TY - RPRT TI - Raising readers: Kenya schools use of technology to improve parent and carers' engagement in literacy learning: Inception Report AU - Nicolai, Susan AU - Zubairi, Asma AU - Bapna, Akanksha AU - Myers, Christina AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/12/15/ PY - 2021 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/ZT3TGJ26 KW - _r:AddedByZotZen ER - TY - ELEC TI - EdTech and Covid-19: 10 things to know AU - Nicolai, Susan AU - Wilson, Samuel AU - Jefferies, Kate T2 - EdTech Hub DA - 2020/12// PY - 2020 LA - en-US ST - EdTech and Covid-19 UR - https://edtechhub.org/edtech-and-covid-19-10-things-to-know/ Y2 - 2021/03/09/10:59:52 KW - _EdTechHub_Output KW - _GS:not_indexed KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodoETH ER - TY - ELEC TI - EdTech and Covid-19: 10 things to know AU - Nicolai, Susan AU - Wilson, Samuel AU - Jefferies, Kate T2 - EdTech Hub DA - 2020/12// PY - 2020 LA - en-US ST - EdTech and Covid-19 UR - https://edtechhub.org/edtech-and-covid-19-10-things-to-know/ Y2 - 2021/03/09/10:59:52 KW - _EdTechHub_Output KW - _GS:not_indexed KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodoETH ER - TY - RPRT TI - EdTech and Covid-19: 10 Things to Know AU - Nicolai, Susan AU - Wilson, Samuel AU - Jefferies, Kate AB - EDTECH AND COVID-19 10 THINGS TO KNOW Covid-19 has reshaped our world. In education, mass school closures have accelerated the global use of education technologies. Yet the benefits do not reach everyone. Since the start of the pandemic, EdTech Hub and its partners have been researching and applying evidence on what works in technology for education in different contexts. Here… DA - 2021/// PY - 2021 LA - en PB - EdTech Hub ST - EdTech and Covid-19 UR - https://edtechhub.org/edtech-and-covid-19-10-things-to-know/ Y2 - 2021/03/09/10:59:52 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Raising Readers: Can mobile technology enable Kenyan schools to improve parent and carer engagement in reading with their children? AU - Nicolai, Susan AU - Khan, Amina AU - Kartha, Ashwati AU - Bapna, Akanksha AU - Kamninga, Tony AB - Deploying design-based, mixed-methods research, the study Raising Readers (Phase 1) explores how technology can be best used to strengthen parent and carer engagement with children’s reading in Kenya. In close collaboration with Worldreader, a digital reading organisation, five co-designed modalities (parental training, feedback loops, nudges/messaging, incentives, and reading celebrations) were tested in 14 schools across Nairobi and Kiambu counties over 12 weeks in 2022. The intervention helped to assess the potential of the different modalities in facilitating parental/carer engagement around children’s reading using the BookSmart app. As measured by average reading time, intervention groups showed higher engagement using BookSmart than the control group. ‘Incentives’ led with 39 hours 29 minutes average reading time per school over 12 weeks, followed by ‘reading celebrations’ with 24 hours 13 minutes. ‘Feedback loops’ and ‘training’ had comparable levels (10 hours, 28 minutes, and 9 hours, 27 minutes per school, respectively). ‘Messaging / nudges’ had the lowest engagement (5 hours 57 minutes versus 3 hours 2 minutes in the control group). Parental/carer knowledge, attitudes, and practices supporting their child's reading improved with the interventions. Findings of Phase 1 were used to inform the design of Phase 2. Keywords: Education, app, reading, school, child, Kenya An output of the EdTech Hub, https://edtechhub.org CN - 0173 DA - 2023/// PY - 2023 LA - en M3 - Technical report Phase 1 Final Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/N2E79MUD KW - _r:AddedByZotZen ER - TY - JOUR TI - Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone AU - Nicolai, Susan AU - Jordan, Katy AU - Adam, Taskeen AU - Kaye, Tom AU - Myers, Christina T2 - International Journal of Educational Development DA - 2023/10// PY - 2023 DO - 10.1016/j.ijedudev.2023.102841 DP - DOI.org (Crossref) VL - 102 SP - 102841 J2 - International Journal of Educational Development LA - en SN - 07380593 ST - Toward a holistic approach to EdTech effectiveness UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059323001177 Y2 - 2023/08/16/20:10:18 ER - TY - RPRT TI - EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone AU - Nicolai, Susan AU - Jefferies, Kate AU - Stepanek Lockhart, Ashley AB - To better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to four main user groups of learners, girls, teachers, and parents and caregivers and points to a series of cross-cutting factors that are important for EdTech interventions in low-resource settings. An overarching takeaway centres on the fact that having technology in place is a small part of EdTech effectiveness, with wider teaching and learning ecosystems accompanying EdTech deserving more attention. Overall, the studies reveal a symbiotic relationship between people and technology, reinforcing that EdTech works best when users are involved across design, iteration, awareness building, and engagement. Keywords: EdTech, Covid-19, digital, education, learning, remote An output of the EdTech Hub, https://edtechhub.org CN - 0114 DA - 2023/// PY - 2023 LA - en M3 - Working Paper PB - EdTech Hub SN - 49 UR - https://docs.edtechhub.org/lib/K5BJUBRE KW - _r:AddedByZotZen ER - TY - BLOG TI - EdTech’s three promising approaches to #SaveOurFuture AU - Nicolai, Susan AU - Hassler, Bjorn DA - 2020/10// PY - 2020 UR - https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/ Y2 - 2022/09/29/11:39:38 ER - TY - BLOG TI - EdTech’s three promising approaches to #SaveOurFuture AU - Nicolai, Susan AU - Haßler, Björn T2 - EdTech Hub AB - By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90% of children around the world,… DA - 2020/10/29/T05:00:02+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/ Y2 - 2020/11/07/12:28:32 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Unbalanced progress: What political dynamics mean for education access and quality AU - Nicolai, Susan AU - Engel, Jakob AU - Wales, Joseph AU - Hine, Sebastien AU - Wild, Leni CY - London, UK DA - 2014/// PY - 2014 PB - Overseas Development Institute UR - http://www.developmentprogress.org/unbalanced-progress-what-political-dynamics-mean-education-access-and-quality ER - TY - BLOG TI - EdTech Hub Research and Innovation to fulfill the potential of EdTech AU - Nicolai, Susan T2 - EdTech Hub DA - 2019/09/10/ PY - 2019 LA - en-GB UR - https://edtechhub.org/2019/10/09/introducing-the-edtech-hub/ Y2 - 2019/10/09/00:00:00 KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Factors influencing the uptake of a mechatronics curriculum initiative in five Australian secondary schools AU - Nicholas, Howard AU - Ng, Wan T2 - International Journal of Technology and Design Education AB - While the ready-made LegoTM Robotics kits are popular in schools and are used by students at both primary and secondary year levels, using the Picaxe microcontroller (chip) to create simple electronic devices, including robotic devices is less popular. The latter imposes an additional challenge as a result of the need to construct the universal board with the chip in it—a challenge embraced in the cross-disciplinary mechatronics program in this study. This paper reports on how teachers from five Australian secondary schools put into practice technological pedagogical content knowledge (TPCK) developed from expert-led workshops and explores factors (intrinsic and extrinsic) that influenced the implementation. The results show that different strategies were adopted by the schools in implementing the programs. While teacher attitude played an important role in influencing the program’s success, being able to identify where the program sits within the curriculum and planning around timetable and facility constraints were also important factors to consider. The research indicated that teachers’ TPCK was most challenged in non-obvious areas such as diagnosing where faulty soldering joints were. DA - 2012/02// PY - 2012 DO - 10.1007/s10798-010-9138-0 DP - DOI.org (Crossref) VL - 22 IS - 1 SP - 65 EP - 90 J2 - Int J Technol Des Educ LA - en SN - 0957-7572, 1573-1804 UR - http://link.springer.com/10.1007/s10798-010-9138-0 Y2 - 2021/11/09/21:14:44 ER - TY - ELEC TI - Appendix H Quality appraisal checklist – qualitative studies | Methods for the development of NICE public health guidance (third edition) | Guidance | NICE AU - NICE DA - 2012/// PY - 2012 LA - eng UR - https://www.nice.org.uk/process/pmg4/chapter/appendix-h-quality-appraisal-checklist-qualitative-studies Y2 - 2019/12/11/13:45:26 ER - TY - BLOG TI - Financing key to accessing quality education for all AU - Ngwenya, Rumbidzai T2 - Zimbabwe Situation AB - The Government must stick to its promise to prioritise the funding of the education sector in order to achieve Sustainable Development Goal 4 DA - 2018/// PY - 2018 LA - en-US UR - https://www.zimbabwesituation.com/news/financing-key-to-accessing-quality-education-for-all/ Y2 - 2020/06/27/15:41:31 ER - TY - RPRT TI - EdTech and the COVID-19 response: A case study of Kenya AU - Ngware, Moses AU - Ochieng, Vollan DA - 2020/11// PY - 2020 M3 - Case Study PB - EdTech Hub KW - Kenya KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Impact evaluation of Tayari school readiness program in Kenya AU - Ngware, Moses AU - Hungi, Njora AU - Wekulo, Patricia AU - Mutisya, Maurice AU - Njagi, Joan AU - Muhia, Nelson AU - Wambiya, Elvis AU - Donfouet, Hermann AU - Gathoni, Grace AU - Mambe, Shem DA - 2018/12// PY - 2018 PB - APHRC UR - https://aphrc.org/wp-content/uploads/2019/07/Impact_Evaluation_ECDE_Tayari-long-report.pdf Y2 - 2021/12/06/12:57:04 ER - TY - JOUR TI - The effect of free primary education policy on late school entry in urban primary schools in Kenya AU - Ngware, Moses W. AU - Oketch, Moses AU - Ezeh, Alex C. AU - Mutisya, Maurice T2 - International Review of Education DA - 2013/10// PY - 2013 DO - 10.1007/s11159-013-9389-6 DP - DOI.org (Crossref) VL - 59 IS - 5 SP - 603 EP - 625 J2 - Int Rev Educ LA - en SN - 0020-8566, 1573-0638 UR - http://link.springer.com/10.1007/s11159-013-9389-6 Y2 - 2023/08/16/11:28:20 ER - TY - JOUR TI - iPads in higher education—Hype and hope AU - Nguyen, Lemai AU - Barton, Siew Mee AU - Nguyen, Linh Thuy T2 - British Journal of Educational Technology DA - 2015/// PY - 2015 DO - 10.1111/bjet.12137 DP - Google Scholar VL - 46 IS - 1 SP - 190 EP - 203 UR - http://onlinelibrary.wiley.com/doi/10.1111/bjet.12137/pdf Y2 - 2014/05/10/00:08:23 ER - TY - BLOG TI - The voices of children and youth in Tanzania's COVID-19 response AU - Ngutuku, Elizabeth T2 - Africa at LSE AB - Rapid research into COVID-19's effects on young people reveals severe anxiety about the virus as it relates to economic livelihoods and the community. DA - 2020/// PY - 2020 LA - "en-US" UR - https://blogs.lse.ac.uk/africaatlse/2020/10/15/voices-children-youth-tanzanias-covid19-response-education/ Y2 - 2021/01/22/12:38:10 ER - TY - JOUR TI - Implications of the University of South Africa's (UNISA) shift to open distance e-learning on teacher education AU - Ngubane-Mokiwa, Sindile A. T2 - Australian Journal of Teacher Education DA - 2017/// PY - 2017 DP - Google Scholar VL - 42 IS - 9 SP - 7 KW - ⛔ No DOI found ER - TY - CONF TI - Online teacher professional development in ICT integration in Tanzania: An experience report AU - Ngeze, Lucian Vumilia AU - Iyer, Sridhar AB - Integration of Information and Communication Technology (ICT) in teaching and learning in schools has been hindered by many barriers, including lack of in-service teacher training, teacher beliefs and lack of infrastructure. In the effort to solve the challenge of teacher training in Tanzania, few in-service teachers, based on different parameters, are selected to participate in the face to face ICT training at the specified training centre. Scaling of such teacher training initiatives has been challenging over time. To reach more school teachers, we developed a ten-day online course, run over Moodle. A total of 134 teachers from all the regions of Tanzania registered and participated. Topics were developed based on the preference of the in-service teachers. Online surveys were used to collect qualitative and quantitative data before and after the course. Teachers were active during the duration of the course and many of them applied the skills in their schools by improving their teaching strategies, use of technology tools and sharing experiences with other teachers in their schools. C3 - Proceedings of the 27th International Conference on Computers in Education. DA - 2019/// PY - 2019 DP - Zotero SP - 6 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - ICT integration in teaching and learning in secondary schools in Tanzania: Readiness and way forward AU - Ngeze, Lucian V. T2 - International Journal of Information and Education Technology DA - 2017/// PY - 2017 DO - 10.18178/ijiet.2017.7.6.905 DP - Google Scholar VL - 7 IS - 6 SP - 424 EP - 427 ST - ICT integration in teaching and learning in secondary schools in Tanzania ER - TY - JOUR TI - Preparedness of Public Secondary Schools on the Use of Information Communication Technology In Teaching and Learning in Mukurweini, Nyeri County AU - Ngatia, Paul Kamau DA - 2015/// PY - 2015 DP - Zotero SP - 109 LA - en KW - ⛔ No DOI found ER - TY - THES TI - Preparedness of Public Secondary Schools on the Use of Information Communication Technology in Teaching and Learning in Mukurweini, Nyeri County-Kenya AU - Ngatia, Paul Kamau AB - Globally the important role played by the use of Information and Communication Technology (ICT) in educational institutions has grown with states putting heavy investments in the purchase of ICT equipment and providing internet access for students and teachers. The Kenya government has been encouraging the adoption of ICT in schools. However, it is not clear to what extent this has been implemented. In Mukurwe-ini Sub County the implementation of ICT has not been effective as evidenced by Table 1.1. This study sought to assess the preparedness of public secondary schools on the Information Communication Technology (ICT) in Mukurwe-ini Sub County, Nyeri County. The study will assess the extent of use of ICT in secondary schools as well as investigate the school related and the teacher related preparedness to the use of ICT in their duties. The information obtained is helpful in assessing the implementation of government policy on ICT in schools. The study adopted descriptive survey design. The target population consisted; 31 public secondary school principals and 374 teachers in Mukurwe-ini Sub County. The researcher employed purposively, stratified random sampling techniques to select a sample of 15 schools, 15 principals and 120 teachers for the study. Data was collected using self-administered questionnaires. The questionnaires were assessed by experts in the field of educational technology to ensure validity while the reliability was tested using Cronbach’s alpha co-efficient calculated from the results of a pilot study and found to have a Cronbach’s Alpha Coefficient of 0.85. The study obtained both quantitative and qualitative data. Qualitative data were analysed thematically as per research objectives. Quantitative data were analysed by use of descriptive statistics in which measures of central tendencies such as mean, mode, and percentages were used for determination of extent of ICT, the level of school related and teacher related preparedness while inferential statistics specifically the independent sample t-test was used to test the relationship between variables using Statistical Package for Social Sciences (SPSS). It was found that teachers rarely used computers in teaching and learning. The school preparedness was poor with school environment and support being low while teachers had positive attitudes towards integration of ICT in teaching. However, teachers were found not to be well adequately trained and experienced in the use of ICT thus very low self confidence in use of ICT in teaching and learning. Conducive school environment that was supportive was found to have positive impact of integration of ICT, inadequate training and low self confidence hindered the adoption of ICT. The study recommended that the inclusion of ICT in curriculum in teacher training institutions, increased funding, provision up to date training of teachers and employment of technical support staff to improve ICT adoption in teaching and learning DA - 2015/12// PY - 2015 DP - ir-library.ku.ac.ke LA - en M3 - Thesis PB - Kenyatta University UR - https://ir-library.ku.ac.ke/handle/123456789/14446 Y2 - 2021/06/03/13:23:18 ER - TY - JOUR TI - Disaster Management Preparedness in the Education Sector in Kenya – A Case of the COVID-19 Pandemic. AU - Ngari, Prof Fr Stephen Mbugua AU - Ndung’u, Stephen W. T2 - Editon Consortium Journal of Educational Management and Leadership AB - This study examined the disaster management preparedness in the education sector in Kenya, with a focus on the COVID-19 pandemic period. The study adopted destktop literature review for data collection. The collected data pertains e-learning in Kenya and in other countries during the time of the novel coronavirus pandemic. Notably, the education sector, like in many other countries, seeks to actualise the Millennium Development Goals (MDGs) in line with the United Nations and the Education for All (EFA) movement lead by UNESCO (MacEwen, et al., 2011). Examples of these events are; accidents such as the one evident in Kakamega Primary School where the school closed for about two weeks (Daily Nation, 2020), attack by militia groups as was the case of Garissa University in 2015, intercommunity wars that lead to displacements, famine, and fires. These disasters and events, whenever they strike, have led to the closure of affected institutions of learning to pave the way for interventions. Garissa University is a leading example since it had to close for about nine months in 2015-2016 (BBC, 2016). In Kenya, disasters and other events disrupt the progress towards achieving MDGs and EFA time to time, and that was the inspiration for this study. The study concludes that disasters like nature patterns, militia groups, electricity faults, and those instigated by learners can derail learning in education and cause loss of lives. As such, online learning comes in handy to lessen such disasters. The possibility of such learning model has been tested and proved during COVID-19 pandemic and it has been successful in many institutions of higher learning and middle level colleges. DA - 2020/12/30/ PY - 2020 DO - 10.51317/ecjeml.v1i1.192 DP - editoncpublishing.org VL - 1 IS - 1 SP - 86 EP - 96 LA - en SN - 2709-1414 UR - https://editoncpublishing.org/ecpj/index.php/ecjeml/article/view/192 Y2 - 2021/05/22/14:43:51 KW - COVID-19 Pandemic KW - Disaster Management KW - Education Sector KW - Preparedness ER - TY - RPRT TI - Distance learning in the context of COVID-19: the case of Rwanda AU - Ngabonzima, Ernest AU - Isimbi, Roberte AU - Mwali, Marie Merci AU - Pellini, Arnaldo CY - Kigali, London DA - 2020/11// PY - 2020 M3 - Case Study PB - EdTech Hub KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Promoting sustainable living in the borderless world through blended learning platforms AU - Ng, Khar AU - Parahakaran, Suma AU - Febro, Rhea AU - Weisheit, Egbert AU - Lee, Tan T2 - Open Praxis DA - 2013/// PY - 2013 DO - 10.5944/openpraxis.5.4.88 DP - Google Scholar VL - 5 IS - 4 SP - 275 EP - 288 ER - TY - JOUR TI - An Improved Model for the Implementation of Web-Based Learning in Adult Secondary School Education in Kenya AU - Ng’ang’a, Ms Martha Muthoni AU - Kimani, Prof Stephen AU - Kimwele, Dr Michael W. T2 - International Journal of Computer (IJC) AB - The development of technology, which evolves continuously, has led to the transformation of traditional courses into web-based courses. However, as these e-learning systems grow more complex, involving numerous users with different levels of need, there is a need to have web-based learning models that adequately address such users’ needs, taking into consideration their levels of expertise, access and ability to interact with such systems. Most of the existing models present the adult learners with difficulties, as most of them have to concentrate mostly on learning the technology rather than learning the desired content. Most of the difficulties arise from the web-based learning model configurations in use in the country. The majority lack features and capabilities of highly interactive, fast-paced multimedia-supported learning currently demanded by most learners and tutors. Therefore, the main aim of this research was to devise an improved model for implementing a web-based learning programme in adult secondary school education. After analysing the existing models and establishing their operational challenges, an improved model was proposed. The proposed model was statistically tested using sample data. The results showed that recognizing both technological and user attributes along the recognized theoretical frameworks was important in increasing the users’ behavioural inclination to use the improved model. Therefore, it is recommended that more sensitization to web-based learning should be implemented by the adult education department in the Ministry of Education among adult learners in the country. It is also recommended that system developers should find ways of incorporating additional features into the model without affecting its architecture and function. Finally, there is need for future studies on the causal antecedents of the constructs presented in this research model to provide more precise practical implications. DA - 2020/05/09/ PY - 2020 DP - ijcjournal.org VL - 38 IS - 1 SP - 22 EP - 36 LA - en SN - 2307-4523 UR - https://ijcjournal.org/index.php/InternationalJournalOfComputer/article/view/1571 Y2 - 2021/05/22/14:43:03 KW - Adult Learners KW - Model KW - Web Based Learning KW - ⛔ No DOI found ER - TY - JOUR TI - Stimulating Demand for Research Evidence: What Role for Capacitybuilding? AU - Newman, Kirsty AU - Fisher, Catherine AU - Shaxson, Louise T2 - Institute of Development Studies Bulletin AB - There has been a great deal of interest in recent years in supporting evidence-informed policymaking in developing countries. In particular, there have been efforts to build the capacity of researchers and research intermediaries to supply appropriately packaged research information (for example in the form of policy briefs) to policymakers. While supply of research information is important, it will only be used to inform policy if it is accessed, valued and understood by policymakers. In this article, we discuss our understanding of demand for research from policymakers; the capacities which underlie it; and how these might be supported. DA - 2012/// PY - 2012 VL - 43 IS - 5 UR - https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/7524/IDSB_43_5_10.1111-j.1759-5436.2012.00358.x.pdf?sequence=1 KW - ⛔ No DOI found ER - TY - CONF TI - "User sensitive inclusive design" - in search of a new paradigm AU - Newell, Alan F. AU - Gregor, Peter T3 - CUU '00 AB - This paper considers appropriate research methodologies for the development of Universal Usability. It is written from the viewpoint of research which has the long term objective of developing technological systems for everyone, including people with disabilities. It considers whether new research paradigms are appropriate and how they are different from those used within traditional technological research. It suggests the development of a new paradigm of “User Sensitive Inclusive Design” which includes people with disabilities within a User Centred Design methodology, and recommends a collaborative approach to the development of such a methodology. C1 - New York, NY, USA C3 - Proceedings on the 2000 conference on Universal Usability DA - 2000/11/01/ PY - 2000 DO - 10.1145/355460.355470 DP - ACM Digital Library SP - 39 EP - 44 PB - Association for Computing Machinery SN - 978-1-58113-314-1 UR - https://doi.org/10.1145/355460.355470 Y2 - 2021/04/29/00:00:00 KW - universal design KW - usability KW - user centered design ER - TY - RPRT TI - Teaching approaches and strategies that work; Keeping children engaged and achieving in mathematics AU - New Zealand Government DA - 2018/02// PY - 2018 UR - https://www.ero.govt.nz/assets/Uploads/ERO-17763-Teaching-Strategies-that-work-Mathematics-v7.pdf Y2 - 2020/05/16/16:21:18 KW - C:New Zealand ER - TY - RPRT TI - Solutions To Learning Poverty AU - New Globe AB - Issuu is a digital publishing platform that makes it simple to publish magazines, catalogs, newspapers, books, and more online. Easily share your publications and get them in front of Issuu’s millions of monthly readers. Title: Solutions To Learning Poverty, Author: NewGlobe, Name: can_education_be_standardized_evidence_from_kenya, Length: undefined pages, Page: 1, Published: 2022-06-13 LA - en UR - https://issuu.com/newglobe/docs/can_education_be_standardized_evidence_from_kenya/1 Y2 - 2022/09/09/19:18:28 ER - TY - RPRT TI - Solving the Iceberg Problem: Addressing Learning Loss in Middle School Math through Tailored Acceleration AU - New Classrooms DA - 2020/// PY - 2020 LA - en-US PB - New Classrooms UR - https://newclassrooms.org/solving-the-iceberg-problem Y2 - 2022/08/26/13:49:29 ER - TY - JOUR TI - Rapid versus traditional qualitative analysis using the Consolidated Framework for Implementation Research (CFIR) AU - Nevedal, Andrea L. AU - Reardon, Caitlin M. AU - Opra Widerquist, Marilla A. AU - Jackson, George L. AU - Cutrona, Sarah L. AU - White, Brandolyn S. AU - Damschroder, Laura J. T2 - Implementation Science AB - Qualitative approaches, alone or in mixed methods, are prominent within implementation science. However, traditional qualitative approaches are resource intensive, which has led to the development of rapid qualitative approaches. Published rapid approaches are often inductive in nature and rely on transcripts of interviews. We describe a deductive rapid analysis approach using the Consolidated Framework for Implementation Research (CFIR) that uses notes and audio recordings. This paper compares our rapid versus traditional deductive CFIR approach. DA - 2021/07/02/ PY - 2021 DO - 10.1186/s13012-021-01111-5 DP - BioMed Central VL - 16 IS - 1 SP - 67 J2 - Implementation Science SN - 1748-5908 UR - https://doi.org/10.1186/s13012-021-01111-5 Y2 - 2023/02/28/12:09:04 KW - Consolidated Framework for Implementation Research (CFIR) KW - Implementation science KW - Qualitative methods KW - Rapid analysis KW - Veterans ER - TY - CONF TI - TextTETEA — An SMS-based education service AU - Neumann, Michael AU - Wincewicz, Keegan T2 - 2016 IEEE Global Humanitarian Technology Conference (GHTC) AB - Tanzania has experienced a rapid increase in the number of secondary school students but has struggled with the quality of education provided at public schools. While teachers and textbooks can be scarce in classrooms, particularly in rural areas, basic mobile phones are widespread across the country. In this paper we present TextTETEA, an SMS-based service that provides education content to Tanzanian students. We describe the TextTETEA system architecture, features currently available, and usage data during initial field testing. C3 - 2016 IEEE Global Humanitarian Technology Conference (GHTC) DA - 2016/10// PY - 2016 DO - 10.1109/ghtc.2016.7857298 DP - IEEE Xplore SP - 312 EP - 315 KW - Education KW - Government KW - Internet KW - Mobile communication KW - SMS-based education service KW - Smart phones KW - Sociology KW - Tanzanian students KW - TextTETEA system architecture KW - appropriate technology KW - education quality KW - educational institutions KW - educational technology KW - electronic messaging KW - field testing KW - mobile handsets KW - mobile learning KW - mobile phones KW - public schools KW - secondary school students KW - usage data ER - TY - RPRT TI - The OER World Map Project, phase IV AU - Neumann, Jan DA - 2016/10/19/ PY - 2016 LA - EN PB - The William and Flora Hewlett Foundation SN - 1.2 UR - https://oerworldmap.files.wordpress.com/2016/10/hbz_oerworldmap_proposal_narrative_v12pub.pdf Y2 - 2020/09/01/13:37:47 ER - TY - ELEC TI - Development Impact and You (DIY) Toolkit AU - NESTA UK AB - Practical tools to trigger & support social innovation DA - 2014/02/16/T03:54:56+00:00 PY - 2014 LA - en UR - https://diytoolkit.org/ Y2 - 2021/07/22/21:18:14 ER - TY - BLOG TI - Caring in the time of COVID-19: Gender, unpaid care work and social protection AU - Nesbitt-Ahmed, Zahrah AU - Subrahmanian, Ramya T2 - UNICEF Evidence for Action AB - The impact of COVID-19 on care workers and the role of social protection in ensuring they thrive while performing critical services in homes and communities DA - 2020/04/23/T14:41:31+00:00 PY - 2020 LA - en-US ST - Caring in the time of COVID-19 UR - https://blogs.unicef.org/evidence-for-action/caring-in-the-time-of-covid-19-gender-unpaid-care-work-and-social-protection/ Y2 - 2022/03/04/15:00:08 ER - TY - RPRT TI - Pakistan Education Statistics 2017-18 AU - NEMIS CY - Islamabad DA - 2021/// PY - 2021 PB - National Education Management Information System UR - http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202017-18.pdf ER - TY - RPRT TI - Pakistan Education Statistics 2017-18 AU - NEMIS CY - Islamabad DA - 2021/// PY - 2021 PB - National Education Management Information System UR - http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202017-18.pdf ER - TY - ELEC TI - Pakistan Education Statistics 2017-18 AU - NEMIS DA - 2021/// PY - 2021 UR - http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202017-18.pdf Y2 - 2022/04/25/16:04:00 ER - TY - JOUR TI - Computational Grounded Theory: A Methodological Framework AU - Nelson, Laura K. T2 - Sociological Methods & Research AB - This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions. DA - 2020/02/01/ PY - 2020 DO - 10.1177/0049124117729703 DP - SAGE Journals VL - 49 IS - 1 SP - 3 EP - 42 LA - en SN - 0049-1241 ST - Computational Grounded Theory UR - https://doi.org/10.1177/0049124117729703 Y2 - 2024/01/18/22:32:02 KW - _Added-ailr-2024 ER - TY - CHAP TI - Distance education in Ethiopia AU - Nekatibeb, Teshome AU - Tilson, Thomas T2 - D. W. Chapman & L. O. Mahlck (Eds.). Adapting technology for school improvement: a global perspective DA - 2004/// PY - 2004 SP - 123 EP - 148 PB - UNESCO and International Institute for Education Planning UR - https://files.eric.ed.gov/fulltext/ED495385.pdf ER - TY - RPRT TI - The impact of information provision on human capital accumulation and child labor in Peru AU - Neilson, Christopher AU - Gallego, Francisco AU - Molina, Oswaldo DA - 2015/// PY - 2015 PB - Innovations for Poverty Action UR - https://www.poverty-action.org/printpdf/21321 Y2 - 2021/02/02/17:33:30 ER - TY - ELEC TI - The Impact of Information Provision on Human Capital Accumulation and Child Labor in Peru AU - Neilson, Christopher AU - Gallego, Francisco AU - Molina, Oswaldo DA - 2019/01/18/ PY - 2019 LA - en UR - https://poverty-action.org/study/impact-information-provision-human-capital-accumulation-and-child-labor-peru Y2 - 2024/02/06/16:59:55 ER - TY - RPRT TI - Approximating the equilibrium effects of informed school choice AU - Neilson, Christopher A AB - This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we find that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we find that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families five years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we find that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers. DA - 2019/// PY - 2019 DP - Zotero SP - 52 LA - en PB - Working Paper #628, Princeton University Industrial Relations Section KW - ⛔ No DOI found ER - TY - JOUR TI - Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of COVID-19 in Latin America AU - Neidhöfer, Guido AU - Lustig, Nora AU - Tommasi, Mariano T2 - Journal of Economic Inequality AB - The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially. DA - 2021/07/31/ PY - 2021 DO - 10.1007/s10888-021-09501-x DP - PubMed Central SP - 1 EP - 28 J2 - J Econ Inequal SN - 1569-1721 ST - Intergenerational transmission of lockdown consequences UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8325400/ Y2 - 2022/04/19/10:01:40 ER - TY - JOUR TI - Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of COVID-19 in Latin America AU - Neidhöfer, Guido AU - Lustig, Nora AU - Tommasi, Mariano T2 - Journal of Economic Inequality AB - The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially. DA - 2021/07/31/ PY - 2021 DO - 10.1007/s10888-021-09501-x DP - PubMed Central SP - 1 EP - 28 J2 - J Econ Inequal SN - 1569-1721 ST - Intergenerational transmission of lockdown consequences UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8325400/ Y2 - 2022/04/19/10:01:40 ER - TY - JOUR TI - Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of COVID-19 in Latin America AU - Neidhöfer, Guido AU - Lustig, Nora AU - Tommasi, Mariano T2 - The Journal of Economic Inequality AB - The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially. DA - 2021/09/01/ PY - 2021 DO - 10.1007/s10888-021-09501-x DP - Springer Link VL - 19 IS - 3 SP - 571 EP - 598 J2 - J Econ Inequal LA - en SN - 1573-8701 ST - Intergenerational transmission of lockdown consequences UR - https://doi.org/10.1007/s10888-021-09501-x Y2 - 2022/08/25/18:31:39 KW - COVID-19 KW - Education KW - Human capital KW - I24 KW - I38 KW - Inequality KW - Intergenerational persistence KW - J62 KW - Latin America KW - Lockdowns KW - School closures ER - TY - JOUR TI - Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of COVID-19 in Latin America AU - Neidhöfer, Guido AU - Lustig, Nora AU - Tommasi, Mariano T2 - The Journal of Economic Inequality AB - The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially. DA - 2021/09/01/ PY - 2021 DO - 10.1007/s10888-021-09501-x DP - Springer Link VL - 19 IS - 3 SP - 571 EP - 598 J2 - J Econ Inequal LA - en SN - 1573-8701 ST - Intergenerational transmission of lockdown consequences UR - https://doi.org/10.1007/s10888-021-09501-x Y2 - 2022/08/25/18:31:39 KW - COVID-19 KW - Education KW - Human capital KW - I24 KW - I38 KW - Inequality KW - Intergenerational persistence KW - J62 KW - Latin America KW - Lockdowns KW - School closures ER - TY - CHAP TI - Teachers Co-creating for Teachers: Design and Implementation of an Online Teacher Professional Development Course in Sub-Saharan Africa AU - Negeze, Lucian Vumilia AU - Iyer, Sridhar T2 - Global Perspectives on Educational Innovations for Emergency Situations T3 - Educational Communications and Technology: Issues and Innovations CY - Cham DA - 2022/// PY - 2022 DP - DOI.org (Crossref) LA - en PB - Springer International Publishing SN - 978-3-030-99633-8 978-3-030-99634-5 UR - https://link.springer.com/10.1007/978-3-030-99634-5 Y2 - 2022/08/23/07:11:54 ER - TY - JOUR TI - Using Causal Loop Diagramming to Explore the Drivers of the Sustained Functionality of Rural Water Services in Timor-Leste AU - Neely, Kate AU - Walters, Jeffrey P. T2 - Sustainability AB - It is recognized that international water sector development work has issues with a lack of sustained positive outcomes. A large driver of this outcome is how NGOs work with communities to implement and then manage water services. Many NGOs tend to focus their efforts on improving their reach and organisational growth by continually engaging in new projects. This behaviour is largely driven by short-term donor funding models that reward extended coverage, leaving little focus on sustained outcomes. Similarly, community-based management (CBM) schemes often impede sustained services as a result of the community’s limited capacity to operate and maintain the technology. To explore these complicated drivers on water service sustainability, we used causal loop diagramming to analyse the key aspect influencing the combined dynamics between NGOs, donors and CBM. We demonstrate this methodology through a study in Timor-Leste, where we gathered data necessary to develop and apply causal loop diagrams to analyse rural water supply program outcomes. The analysis of these diagrams allowed identification of leverage points used to suggest structural changes for sustained benefits of water services. These structural changes emphasize the importance of increased robustness and reliability of water technology and the associated impact this has on community satisfaction and, conjointly, on water service sustainability. DA - 2016/01// PY - 2016 DO - 10.3390/su8010057 DP - www.mdpi.com VL - 8 IS - 1 SP - 57 LA - en UR - https://www.mdpi.com/2071-1050/8/1/57 Y2 - 2019/12/11/10:19:09 KW - NGOs KW - Timor-Leste KW - community management KW - donors KW - system dynamics modelling KW - water services ER - TY - CONF TI - Enhanced STEM learning with Online Labs: Empirical study comparing physical labs, tablets and desktops AU - Nedungadi, Prema AU - Raman, Raghu AU - McGregor, Mark C3 - Frontiers in Education Conference, 2013 IEEE DA - 2013/// PY - 2013 DO - 10.1109/fie.2013.6685106 SP - 1585 EP - 1590 PB - IEEE ER - TY - JOUR TI - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India AU - Nedungadi, Prema AU - Mulki, Karunya AU - Raman, Raghu T2 - Education and Information Technologies AB - Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance. DA - 2018/01// PY - 2018 DO - 10.1007/s10639-017-9588-z DP - Springer Link VL - 23 IS - 1 SP - 113 EP - 127 J2 - Educ Inf Technol LA - English SN - 1360-2357, 1360-2357 ST - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsAPP UR - https://www.researchgate.net/publication/315112660_Improving_educational_outcomes_reducing_absenteeism_at_remote_villages_with_mobile_technology_and_WhatsAPP_Findings_from_rural_India AN - 2013521521; EJ1166549 KW - Absenteeism KW - Academic Achievement KW - Attendance KW - Attendance Patterns KW - Computer Oriented Programs KW - Computers--Information Science And Information Theory KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Opportunities KW - Educational Quality KW - Educational technology KW - Foreign Countries KW - ICT KW - India KW - Monitoring KW - Quality of education KW - Rural Areas KW - Rural areas KW - Rural education KW - School education KW - Software KW - Students KW - Teacher Effectiveness KW - Teacher absence KW - Teacher monitoring KW - Teachers KW - Tele-education KW - WhatsApp KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097863 KW - __finaldtb ER - TY - JOUR TI - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India AU - Nedungadi, Prema AU - Mulki, Karunya AU - Raman, Raghu T2 - Education and Information Technologies AB - Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance. DA - 2018/01// PY - 2018 DO - 10.1007/s10639-017-9588-z DP - Springer Link VL - 23 IS - 1 SP - 113 EP - 127 J2 - Educ Inf Technol LA - English SN - 1360-2357, 1360-2357 ST - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsAPP UR - https://www.researchgate.net/publication/315112660_Improving_educational_outcomes_reducing_absenteeism_at_remote_villages_with_mobile_technology_and_WhatsAPP_Findings_from_rural_India AN - 2013521521; EJ1166549 KW - Absenteeism KW - Academic Achievement KW - Attendance KW - Attendance Patterns KW - Computer Oriented Programs KW - Computers--Information Science And Information Theory KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Opportunities KW - Educational Quality KW - Educational technology KW - Foreign Countries KW - ICT KW - India KW - Monitoring KW - Quality of education KW - Rural Areas KW - Rural areas KW - Rural education KW - School education KW - Software KW - Students KW - Teacher Effectiveness KW - Teacher absence KW - Teacher monitoring KW - Teachers KW - Tele-education KW - WhatsApp KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097863 KW - __finaldtb ER - TY - CONF TI - Low cost tablet enhanced pedagogy for early grade reading: Indian context AU - Nedungadi, Prema AU - Jayakumar, Akshay AU - Raman, Raghu T2 - 2014 IEEE Region 10 Humanitarian Technology Conference (R10-HTC) AB - In our research we have designed pedagogy for Low Cost Tablets (LCT) to enhance early grade reading in multigrade classrooms in rural areas of India. The use of LCT helps meet the challenge of education in areas where there is a lack of qualified tutors and shortage of computing resources. The program has been implemented with (N=38) students in tribal areas of Kerala. Reading was the most common problem with the primary children, while mathematics and reading comprehension was a major challenge for children who were in middle school. Our pilot study students were able to learn faster on their own without requiring formal training due to the ease of use and the touch based interface of LCT, and they liked the idea of repeating lessons as many times as they wished. Teachers were trained in the use of LCT for assessment and early intervention and effective ways to bring up the reading skills of the students. Our findings confirm that LCT is powerful motivator in education and has a huge potential to address the issue of school dropouts. Our proposed pedagogy for LCT and findings will be of interest to educational policy makers who are looking at LCT options such as Aakash tablets to improve literacy levels among early grade learners. C1 - Chennai, Madras, India C3 - 2014 IEEE Region 10 Humanitarian Technology Conference (R10 HTC) DA - 2014/08// PY - 2014 DO - 10.1109/R10-HTC.2014.7026322 DP - DOI.org (Crossref) SP - 35 EP - 39 LA - en PB - IEEE SN - 978-1-4799-7606-5 ST - Low cost tablet enhanced pedagogy for early grade reading UR - http://ieeexplore.ieee.org/document/7026322/ Y2 - 2020/07/23/17:46:24 ER - TY - JOUR TI - Towards an inclusive digital literacy framework for digital India AU - Nedungadi, Prema P. AU - Menon, Rajani AU - Gutjahr, Georg AU - Erickson, Lynnea AU - Raman, Raghu T2 - Education + Training AB - Purpose The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. Design/methodology/approach This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules. Findings The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion. Practical Implications Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education. Originality/value This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation. DA - 2018/01/01/ PY - 2018 DO - 10.1108/et-03-2018-0061 DP - Emerald Insight VL - 60 IS - 6 SP - 516 EP - 528 SN - 0040-0912 UR - https://doi.org/10.1108/ET-03-2018-0061 Y2 - 2020/01/31/12:33:59 KW - Digital competence KW - Digital divide KW - Digital inclusion KW - Digital learning KW - Indigenous people KW - Information and communication technologies (ICT) ER - TY - ELEC TI - Certificate of Secondary Education Examination (CSEE) Results AU - NECTA UR - https://www.necta.go.tz/csee_results Y2 - 2023/04/23/19:35:20 ER - TY - ELEC TI - Out of 47.6 million Kenyans, 35.7 million are under the age of 35 AU - Ndungu, Tonny T2 - Citizen Digital AB - Kenya is a country of the youth according to the 2019 Census results which shows that 75% of the 47.6 million population is under the age of 35. DA - 2020/// PY - 2020 LA - en-US UR - https://citizentv.co.ke/news/out-of-47-6-million-kenyans-35-7-million-are-under-the-age-of-35-323822/ Y2 - 2020/07/01/09:35:15 ER - TY - JOUR TI - Enriching performance of mathematics in secondary schools using mobile learning AU - Ndume, Vitalis A AU - Songoro, Marietha AU - Kisanga, Dalton H T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - To date, there has been limited understanding of how mobile learning could positively motivate teaching and learning in secondary education in Tanzania. More precisely, such an understanding could contribute significantly towards rescuing the poor performance in Mathematics that has been a typical feature characterizing the subject in Tanzania over the years. This paper reports on a study that aimed at exploring the methodology that could be adopted in Mobile Learning in order to improve performance in Mathematics in secondary schools in Tanzania. A cohort research design which involved students and teachers sampled from 10 private and public secondary schools in Ilala Municipality in Dar es Salaam region, was conducted over a period of four months. Questionnaires and documentary review were used as the instruments of data collection. Data were analyzed using the Statistical Package for Social Sciences (SPSS) software. Results showed that the majority of participants accept the concept of using Mobile learning in education. The results also indicate that the use of technology had no adverse impact on the culture. Moreover, preliminary results on the mobile learning model showed that students’ understanding of Mathematics considerably improved. DA - 2020/// PY - 2020 DP - Zotero VL - 16 IS - 2 SP - 223 EP - 241 LA - en KW - ⛔ No DOI found ER - TY - THES TI - Ways in Which Community Involvement May Influence Girls’ Education in Senegal AU - Ndiaye, Babou DA - 2015/// PY - 2015 DP - Zotero LA - en ER - TY - RPRT TI - What are countries doing that already use remote learning extensively? What can we learn from them? AU - Ndaruhutse, Susy AU - Gibbs, Emma AU - Fitzpatrick, Rachael DA - 2020/05// PY - 2020 DP - Zotero SP - 37 LA - en KW - H: Distance education KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - BLOG TI - Smart buys: system reform, local-level buy-in and reaching the most marginalised AU - Ndaruhutse, Susy T2 - The Education and Development Forum (UKFIET) AB - This blog was written by Susy Ndaruhutse, Chair of the Board of Trustees, UKFIET. Earlier this month, I listened with interest to representatives of the Global Education Evidence Advisory Panel (GEEAP) presenting a summary of the findings and recommendations from their latest report Cost-Effective Approaches to Improve Global Learning: What does recent evidence tell us […] DA - 2020/// PY - 2020 LA - en-GB ST - Smart buys UR - https://www.ukfiet.org/2020/smart-buys-system-reform-local-level-buy-in-and-reaching-the-most-marginalised/ Y2 - 2020/12/08/14:28:04 ER - TY - JOUR TI - Role of ICT in Enabling High Quality OERs for Teacher Education and Training in Dadaab Refugee Settlement in Kenya AU - Ndalo, Agumba Musa T2 - Research Journal of Education AB - ICT and OER have the potential for uplifting the quality of refugee education across the world. Sustainable education in refugee camps/settlements is difficult to achieve in many countries that host refugees. This is because most international agencies that come to aid of the refugees are mostly concerned with basic humanitarian assistance like health, food and shelter. Quality education is a key determinant of students’ participation rates and achievement levels. It also remains an important ingredient towards attainment of social justice in terms of equity in educational quality for students. One contributing factor to quality education is availability of ICT infrastructure and quality OERs to create equity for many refugee learners in their camps. This paper describes how ICT and OER initiatives are appropriate tools for improving access, equity, and quality training and education of refugees in Dadaab refugee settlement schools in north eastern part of Kenya. DA - 2016/// PY - 2016 DP - Google Scholar VL - 2 IS - 1 SP - 7 EP - 14 KW - Google Scholar/ "refugee education" ICT KW - RER theme_supporting educators KW - ⛔ No DOI found ER - TY - ELEC TI - Kids hacker camps in Kenya | Proceedings of the Seventh International Conference on Information and Communication Technologies and Development AU - Ndaiga, Wachira AU - Salim, Anne DA - 2015/// PY - 2015 UR - https://dl.acm.org/doi/10.1145/2737856.2737873 Y2 - 2021/05/22/14:40:42 ER - TY - ELEC TI - Nigerian Communications Commission | Home AU - NCC DA - 2020/// PY - 2020 UR - https://www.ncc.gov.ng/ Y2 - 2020/07/07/15:55:13 ER - TY - RPRT TI - Pakistan District Education Rankings AU - Naz, Saman AU - Memon, Asif AU - ul Haque, Minhaj AU - Nadeem, Umar AU - Jamal, Ghamae AU - Khan, Aleena DA - 2016/// PY - 2016 UR - https://d3n8a8pro7vhmx.cloudfront.net/alifailaan/pages/537/attachments/original/1474368820/Pakistan_District_Education_Rankings_2016_Full_Report.pdf?1474368820 Y2 - 2020/06/11/12:57:21 ER - TY - RPRT TI - Using national Education Management Information Systems to make local service improvements: The case of Pakistan AU - Nayyar-Stone, Ritu T2 - PREM Notes CY - Washington D.C. DA - 2014/// PY - 2014 DP - Zotero LA - en PB - World Bank SN - 30 UR - https://openknowledge.worldbank.org/handle/10986/18416 ER - TY - RPRT TI - Strengthening the Education Workforce AU - Naylor, Ruth AU - Jones, Charlotte AU - Boateng, Pearl DA - 2019/// PY - 2019 DP - Zotero LA - en PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2020/02/strengthening-the-education-workforce.pdf ER - TY - JOUR TI - marginalised-girls AU - Naylor, Ruth AU - Gorgen, Kristine DP - Zotero SP - 22 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Overview of emerging country-level response to providing educational continuity under COVID-19: What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? AU - Naylor, Ruth AU - Gorgen, Kristine DA - 2020/05// PY - 2020 DP - Zotero SP - 22 LA - en PB - EdTech Hub ST - Overview of emerging country-level response to providing educational continuity under COVID-19 UR - https://docs.edtechhub.org/lib/SLJSKY8J KW - COV:COVID and reopening of schools KW - L:Gender and education KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:other:ok KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - ELEC TI - nawiripro | Karibu AU - Nawiripro UR - https://www.facebook.com/p/NawiriPro-100076307340017/ Y2 - 2023/06/22/09:09:28 ER - TY - RPRT TI - Pakistan’s Education Crisis: The Real Story AU - Naviwala, Nadia DA - 2016/// PY - 2016 DP - Zotero SP - 44 LA - en PB - Wilson Center UR - https://www.wilsoncenter.org/publication/pakistans-education-crisis-the-real-story-report KW - Advantaged KW - Armed Forces KW - Attendance KW - Budgets KW - Educational Change KW - Educational Finance KW - Educational Policy KW - Educational Quality KW - Expenditures KW - Foreign Countries KW - International Organizations KW - Interviews KW - Political Influences KW - Privatization KW - Specialists KW - Standards KW - Teacher Attendance KW - Teacher Salaries ER - TY - BLOG TI - Pakistan uses regulations to tighten grip on INGOs AU - Naviwala, Nadia T2 - Devex AB - Byzantine and ambiguous legal processes, unclear regulations, and ad hoc security requirements hinder the work of international NGOs in a country where distrust of foreign funded entities runs deep. DA - 2017/10/18/T10:58:24+00:00 PY - 2017 UR - https://www.devex.com/news/sponsored/pakistan-uses-regulations-to-tighten-grip-on-ingos-91003 Y2 - 2020/07/20/16:23:49 KW - ___working_potential_duplicate ER - TY - BOOK TI - The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan: Policy Paper AU - Naveed, Sumbal AB - The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life. DA - 2018/// PY - 2018 DP - ERIC LA - en PB - Center for Universal Education at The Brookings Institution UR - https://eric.ed.gov/?id=ED592792 Y2 - 2020/12/01/15:55:05 KW - Access to Education KW - Attitude Change KW - Barriers KW - Community Involvement KW - Cultural Influences KW - Educational Finance KW - Educational Planning KW - Educational Quality KW - Equal Education KW - Equal Opportunities (Jobs) KW - Females KW - Foreign Countries KW - Gender Bias KW - Governance KW - Government Role KW - Males KW - Political Issues KW - Single Sex Schools KW - Social Attitudes KW - Teacher Competencies KW - Transportation KW - War KW - Women Faculty ER - TY - RPRT TI - Making ‘Impact Factor’ Impactful: Universities, Think Tanks and Policy Research in Pakistan AU - Naveed, Arif AU - Suleri, Abid Q. DA - 2015/// PY - 2015 DP - researchportal.bath.ac.uk LA - English PB - Think Tank Initiative ST - Making ‘Impact Factor’ Impactful UR - https://researchportal.bath.ac.uk/en/publications/making-impact-factor-impactful-universities-think-tanks-and-polic Y2 - 2021/02/03/09:47:51 KW - ⛔ No DOI found ER - TY - RPRT TI - Paper 3. Landscaping the Institutions of Educational Policy Research in Pakistan: Who is doing what? AU - Naveed, Arif DA - 2013/// PY - 2013 LA - en PB - Department for International Development SN - 3 ST - Paper 3. Landscaping the Institutions of Educational Policy Research in Pakistan UR - https://www.gov.uk/research-for-development-outputs/paper-3-landscaping-the-institutions-of-educational-policy-research-in-pakistan-who-is-doing-what Y2 - 2021/02/02/17:13:37 ER - TY - JOUR TI - Policy brief: Education during COVID-19 and beyond AU - Nations, United DA - 2020/// PY - 2020 UR - https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf KW - ⛔ No DOI found ER - TY - ELEC TI - National Universities Commission | Open Distance & e-Learning AU - National Universities Commision DA - 2020/// PY - 2020 UR - https://www.nuc.edu.ng/project/open-and-distance-education/ Y2 - 2020/07/07/15:58:39 ER - TY - GEN TI - Annexure W1 Explanatory memorandum to the division of revenue AU - National Treasury of the Republic of South Africa DA - 2022/// PY - 2022 UR - http://www.treasury.gov.za/documents/national%20budget/2022/review/Annexure%20W1.pdf Y2 - 2022/04/07/16:10:11 ER - TY - RPRT TI - 2018 Population and Housing Census AU - National Statistics Office DA - 2019/// PY - 2019 M3 - Main Report PB - Government of Malawi UR - https://malawi.unfpa.org/en/resources/malawi-2018-population-and-housing-census-main-report Y2 - 2023/05/29/11:51:19 ER - TY - ELEC TI - Malawi - Fifth Integrated Household Survey 2019-2020 AU - National Statistical Office DA - 2020/// PY - 2020 UR - https://microdata.worldbank.org/index.php/catalog/3818/related-materials Y2 - 2022/10/31/16:34:39 ER - TY - ELEC TI - DIKSHA AU - National Portal of India DA - 2020/// PY - 2020 UR - www.india.gov.in/spotlight/diksha-national-digital-infrastructure-teachers Y2 - 2020/03/30/14:58:16 ER - TY - ELEC TI - Malawi Vision 2063 Document AU - National Planning Commission DA - 2020/// PY - 2020 UR - https://malawi.un.org/sites/default/files/2021-01/MW2063-%20Malawi%20Vision%202063%20Document.pdf Y2 - 2022/12/09/22:14:52 ER - TY - ELEC TI - National Numeracy Programme (NNP) - Objectives AU - National Numeracy Programme (NNP) DA - 2023/// PY - 2023 UR - https://nnpmalawi.org/about-the-nnp/objectives Y2 - 2023/10/27/17:36:36 ER - TY - ELEC TI - Population and Housing Census AU - National Institute of Statistics Rwanda UR - http://www.statistics.gov.rw/survey/population-and-housing-census Y2 - 2020/08/27/09:20:01 ER - TY - RPRT TI - Fourth Population and Housing Census, Rwanda, 2012: Thematic Report: Characteristics of Households and Housing AU - National Institute of Statistics of Rwanda (NISR) DA - 2012/// PY - 2012 LA - EN M3 - Thematic Report PB - Ministry of Finance and Economic Planning (MINECOFIN) SN - RHCP4 UR - https://www.statistics.gov.rw/publication/rphc4-thematic-report-characteristics-households-and-housing Y2 - 2020/08/24/09:00:57 ER - TY - RPRT TI - KEY FIGURES: 5th Rwanda Population and Housing Census (PHC) AU - National Institute of Statistics of Rwanda. AB - The fifth Population and Housing Census in Rwanda, was conducted in August 2022. The Census operation was coordinated by the National Census Commission. Various census technical and administrative structures have been put in place to ensure a successful census operation. DA - 2023/02/27/ PY - 2023 LA - English PB - National Institute of Statistics of Rwanda. UR - https://www.statistics.gov.rw/publication/key-figures-5th-rwanda-population-and-housing-census-phc ER - TY - ELEC TI - RPHC4 Thematic Report: Characteristics of Households and Housing AU - National Institute of Statistics of Rwanda. DA - 2014/// PY - 2014 UR - https://www.statistics.gov.rw/publication/rphc4-thematic-report-characteristics-households-and-housing Y2 - 2020/08/17/19:37:31 ER - TY - RPRT TI - Pakistan Demographic and Health Survey 2012-13 AU - National Institute of Population Studies DA - 2013/// PY - 2013 DP - dhsprogram.com LA - en PB - USAID UR - https://dhsprogram.com/publications/publication-fr290-dhs-final-reports.cfm Y2 - 2021/02/16/08:38:29 KW - ⛔ No DOI found ER - TY - RPRT TI - Pakistan Demographic and Health Survey, 2017–18 AU - National Institute of Population Studies CY - Islamabad, Pakistan DA - 2019/// PY - 2019 UR - https://dhsprogram.com/pubs/pdf/FR354/FR354.pdf Y2 - 2020/07/20/14:13:43 KW - auto_merged ER - TY - RPRT TI - Pakistan Demographic and Health Survey 2017-18 AU - National Institute of Population Studies DA - 2019/// PY - 2019 DP - dhsprogram.com LA - en PB - USAID, UKAID and UNFPA UR - https://dhsprogram.com/publications/publication-FR354-DHS-Final-Reports.cfm Y2 - 2020/06/08/12:13:43 KW - ⛔ No DOI found ER - TY - ELEC TI - Inicio AU - National Institute for the Deaf T2 - Insor Educativo LA - en UR - https://educativo.insor.gov.co/ Y2 - 2022/08/19/14:04:08 ER - TY - GEN TI - Forum Guide to Data Governance AU - National Forum on Education Statistics AB - The Forum Guide to Data Governance highlights the multiple ways that data governance programs can benefit education agencies. It addresses the management, collection, use, and communication of education data; the development of effective and clearly defined data systems and policies to handle the complexity and necessary protection of data; and the continuous monitoring and decisionmaking needed in a regularly shifting data landscape. The Guide also features 12 case studies from state and local education agencies that have implemented effective data governance programs. DA - 2020/07// PY - 2020 LA - English PB - National Center for Education Statistics UR - https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=NFES2020083 ER - TY - ELEC TI - Textbook AU - National Council of Educational Research and Training DA - 2020/// PY - 2020 UR - www.ncert.nic.in/NCERTS/textbook/textbook.htm ER - TY - ELEC TI - Education for Prosperity Strategy AU - National Committee for Human Resources Development DA - 2016/// PY - 2016 LA - en UR - https://www.hrd.jo/nationalstrategy Y2 - 2020/06/30/14:44:07 ER - TY - BLOG TI - Policies and Guidelines | AU - National Commission for Science and Technology DA - 2002/// PY - 2002 UR - https://www.ncst.mw/policies-and-guidelines/ Y2 - 2022/11/02/03:32:56 ER - TY - BLOG TI - Assessing value for money AU - National Audit Office UK DA - 2011/// PY - 2011 UR - https://www.nao.org.uk/successful-commissioning/general-principles/value-for-money/assessing-value-for-money/ Y2 - 2022/04/07/17:36:58 ER - TY - STAT TI - The Constitution of the Islamic Republic of Pakistan AU - National Assembly of Pakistan DA - 2012/// PY - 2012 UR - http://na.gov.pk/uploads/documents/1333523681_951.pdf ER - TY - STAT TI - The ICT Rights of Persons with Disability Act 2020 AU - National Assembly of Pakistan DA - 2020/// PY - 2020 UR - http://www.na.gov.pk/uploads/documents/1578658292_632.pdf ER - TY - JOUR TI - Promoting teaching and learning in Ghanaian Basic Schools through ICT AU - Natia, James AU - Al-hassan, Seidu T2 - International Journal of Education and Development using ICT DA - 2015/// PY - 2015 DP - Google Scholar VL - 11 IS - 2 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Promoting teaching and learning in Ghanaian Basic Schools through ICT AU - Natia, James AU - Al-hassan, Seidu T2 - International Journal of Education and Development using ICT AB - The Basic School Computerization policy was created in 2011 to introduce computers and e-learning into the entire educational system to promote training and life-long learning. Using data obtained by Connect for Change Education Ghana Alliance, this paper investigates the extent to which school administration, and teaching and learning are promoted through the use of ICT in Ghanaian Basic Schools. The data was obtained through a cross-sectional survey involving a random sampling of 333 Primary and 295 Junior High Schools across four regions (Northern, Upper East, Upper West and Volta) in... DA - 2015/08/31/ PY - 2015 DP - www.learntechlib.org VL - 11 IS - 2 SP - 113 EP - 125 LA - en SN - 1814-0556 UR - https://www.learntechlib.org/p/151844/ Y2 - 2021/11/02/01:12:14 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Exploring the effect of non-financial incentives on job satisfaction of teachers at Lubuto and Kayele Secondary schools in Ndola District AU - Natalia, Zulu DA - 2016/// PY - 2016 PB - Zimbabwe Open University and the University of Zambia UR - http://dspace.unza.zm/bitstream/handle/123456789/5026/Main%20Document.PDF?sequence=1&isAllowed=y Y2 - 2023/05/25/13:54:57 ER - TY - JOUR TI - Stop thinking about tomorrow: Even in the era of COVID-19 History is teaching past and present reflections on teaching History during COVID-19 AU - Nasson, L. T2 - Yesterday and Today DA - 2020/// PY - 2020 DP - Google Scholar IS - 24 SP - 219 EP - 225 ST - Stop thinking about tomorrow KW - ⛔ No DOI found ER - TY - JOUR TI - Fostering Early Math Comprehension: Experimental Evidence from Paraguay AU - Naslund-Hadley, Emma AU - Parker, Susan W AU - Hernandez-Agramonte, Juan Manuel T2 - Global Education Review AB - Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math. DA - 2014/// PY - 2014 DP - Zotero VL - 1 IS - 4 LA - en KW - ⛔ No DOI found ER - TY - BLOG TI - ECT 300 Educational Technology: What are some of the limitations of using live radio broadcasts in teaching? AU - Nasib, Tim T2 - somi AB - CHAPTER 6 EDUCATIONAL BROADCASTING 6a v).Analyze some of the limitations of using live radio broadcasts in teaching. 6.7 Limitations of live radio broadcasts. As mentioned earlier in this unit eve… DA - 2017/09/01/ PY - 2017 LA - en ST - ECT 300 EDUCATIONAL TECHNOLOGY UR - https://mysominotes.wordpress.com/2017/09/01/ect-300-educational-technology-what-are-some-of-the-limitations-of-using-live-radio-broadcasts-in-teaching/ Y2 - 2021/11/02/01:11:01 ER - TY - RPRT TI - Digital literacy for children: exploring definitions and frameworks AU - Nascimbeni, Fabio AU - Vosloo, Steven CY - New York, NY DA - 2019/// PY - 2019 M3 - Scoping Paper PB - UNICEF Office of Global Insight and Policy UR - https://www.unicef.org/globalinsight/media/1271/file/%20UNICEF-Global-Insight-digital-literacy-scoping-paper-2020.pdf ER - TY - ELEC TI - Social Media Demographics AU - NapoleonCat. Stats AB - Facebook, Instagram, Linkedin and Messenger user demographics updated monthly for every country in the world. LA - en UR - https://napoleoncat.com/stats/ Y2 - 2020/07/07/08:06:27 ER - TY - RPRT TI - Recovery of Learning Loss Created Due to COVID-19 Crisis: Analysis of Bangla Learning Outcomes and Identification of Content AU - NAPE AU - Room to Read DA - 2020/// PY - 2020 UR - http://www.nape.gov.bd/sites/default/files/files/nape.portal.gov.bd/publications/3d2deccf_d55a_433f_beab_ecc9cf55d518/2020-11-02-12-46-c27db007beb2fe9f541d9a4208034d1c.pdf ER - TY - CONF TI - Speak Up: A Multi-Year Deployment of Games to Motivate Speech Therapy in India AU - Nanavati, Amal AU - Dias, M. Bernardine AU - Steinfeld, Aaron T2 - the 2018 CHI Conference AB - The ability to communicate is crucial to leading an independent life. Unfortunately, individuals from developing communities who are deaf and hard of hearing tend to encounter difficulty communicating, due to a lack of educational resources. We present findings from a two-year deployment of Speak Up, a suite of voice-powered games to motivate speech therapy, at a school for the deaf in India. Using ethnographic methods, we investigated the interplay between Speak Up and local educational practices. We found that teachers’ speech therapy goals had evolved to differ from those encoded in the games, that the games influenced classroom dynamics, and that teachers had improved their computer literacy and developed creative uses for the games. We used these insights to further enhance Speak Up by creating an explicit teacher role in the games, making changes that encouraged teachers to build their computer literacy, and adding an embodied agent. C1 - Montreal QC, Canada C3 - Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems - CHI '18 DA - 2018/// PY - 2018 DO - 10.1145/3173574.3173892 DP - DOI.org (Crossref) SP - 1 EP - 12 LA - en PB - ACM Press SN - 978-1-4503-5620-6 ST - Speak Up UR - http://dl.acm.org/citation.cfm?doid=3173574.3173892 Y2 - 2020/12/10/15:34:38 ER - TY - BLOG TI - Digital School Census in 10 Weeks? How it was done in Sierra Leone AU - Namit, Kariba AU - Mai, Thanh Thi T2 - World Bank Blogs AB - Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request. DA - 2019/02/06/ PY - 2019 LA - en ST - Digital School Census in 10 Weeks? UR - https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone Y2 - 2020/06/03/13:28:51 ER - TY - BLOG TI - Digital School Census in 10 Weeks? How it was done in Sierra Leone AU - Namit, Kariba AU - Mai, Thanh Thi T2 - World Bank Blogs AB - Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request. DA - 2019/02/06/ PY - 2019 LA - en ST - Digital School Census in 10 Weeks? UR - https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone Y2 - 2022/07/04/06:25:25 ER - TY - JOUR TI - Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations AU - Nami, Fatemeh AU - Marandi, S Susan AU - Sotoudehnama, Elaheh T2 - ReCALL: the Journal of EUROCALL AB - Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education. DA - 2018/09// PY - 2018 DO - 10.1017/S0958344017000349 VL - 30 IS - 3 SP - 375 EP - 398 LA - English SN - 09583440 UR - https://www.researchgate.net/publication/325322528_Interaction_in_a_discussion_list_An_exploration_of_cognitive_social_and_teaching_presence_in_teachers'_online_collaborations AN - 2084810389 KW - Asynchronous Communication KW - Blended Learning KW - CALL teacher education KW - CASE studies KW - COMPUTER assisted language instruction KW - Cognitive processes KW - Collaborative learning KW - Colleges & universities KW - Computer Mediated Communication KW - Computer assisted instruction--CAI KW - Computer assisted language learning KW - Critical thinking KW - Curriculum development KW - Data analysis KW - Discourse Analysis KW - Distance learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Educational technology KW - English (Second Language) KW - English as a second language instruction KW - Faculty Development KW - Foreign Countries KW - Foreign languages KW - Group Discussion KW - Higher Education KW - Higher education KW - Hybrid computers KW - Interactive learning KW - Iran KW - LANGUAGE & languages KW - Language Teachers KW - Linguistics--Computer Applications KW - PROFESSIONAL education KW - Professional development KW - School environment KW - Second Language Instruction KW - Second language teachers KW - Social factors KW - TEACHERS KW - Teacher Education Programs KW - Teacher education KW - Teachers KW - Teaching KW - Technology Uses in Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095858 KW - __finaldtb KW - asynchronous interaction KW - cognitive presence KW - online collaboration KW - social presence KW - teaching presence ER - TY - ELEC TI - Third submarine cable to boost Internet service AU - Nakhoul, Shikrallah T2 - BusinessNews.com.lb AB - The aim is to turn Lebanon into a regional hub for Internet distribution DA - 2019/// PY - 2019 LA - en-US UR - http://www.businessnews.com.lb/cms/Story/StoryDetails/7158/Third-submarine-cable-to-boost-Internet-service Y2 - 2020/09/29/13:31:05 ER - TY - JOUR TI - Research weaving: visualizing the future of research synthesis AU - Nakagawa, Shinichi AU - Samarasinghe, Gihan AU - Haddaway, Neal R. AU - Westgate, Martin J. AU - O’Dea, Rose E. AU - Noble, Daniel WA AU - Lagisz, Malgorzata T2 - Trends in ecology & evolution DA - 2019/// PY - 2019 DO - 10.1016/j.tree.2018.11.007 DP - Google Scholar VL - 34 IS - 3 SP - 224 EP - 238 ST - Research weaving UR - https://www.cell.com/trends/ecology-evolution/fulltext/S0169-5347(18)30278-7?ref=https://githubhelp.com Y2 - 2024/01/18/22:29:46 KW - _Added-ailr-2024 ER - TY - JOUR TI - AI language tools risk scientific diversity and innovation AU - Nakadai, Ryosuke AU - Nakawake, Yo AU - Shibasaki, Shota T2 - Nature Human Behaviour DA - 2023/11// PY - 2023 DO - 10.1038/s41562-023-01652-3 DP - www.nature.com VL - 7 IS - 11 SP - 1804 EP - 1805 J2 - Nat Hum Behav LA - en SN - 2397-3374 UR - https://www.nature.com/articles/s41562-023-01652-3 Y2 - 2024/01/22/00:42:07 KW - Cultural evolution KW - Scientific community ER - TY - JOUR TI - Blended Learning and Academic Achievement: A Meta-Analysis AU - Najafi, Hossein AU - Heidari, Mozhgan T2 - Quarterly Journal of Iranian Distance Education AB - The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strengths of face-to-face and online approaches. The methodology involved estimating the effect size for the relationship between blended learning and academic achievement. Out of 231 studies conducted between 2010 and 2017, 20experimental and quasi-experimental studies were selected as the sample using purposive sampling based on 9eligibility criteria. Data were analyzed using structured meta-analysis and were interpreted using Cohen’s for gauging small, medium, and large effect sizes. The results showed that the relationship between blended learning and academic achievement is significant, as the effect size for this relationship was 0.591, which is above medium in Cohen’s approach. Overall, the findings suggest the real positive effects of blended learning on learning outcome. DA - 2018/// PY - 2018 DP - Zotero VL - 1 IS - 3 SP - 39 EP - 48 LA - en UR - http://idej.journals.pnu.ac.ir/article_5352_225cc90b61298af85374c3aa5bf72f10.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Literature review in mobile technologies and learning AU - Naismith, Laura AU - Sharples, Mike AU - Vavoula, Giasemi AU - Lonsdale, Peter DA - 2004/// PY - 2004 DP - Google Scholar UR - http://telearn.archives-ouvertes.fr/docs/00/19/01/43/PDF/Naismith_2004.pdf Y2 - 2014/05/10/00:14:22 KW - ⛔ No DOI found ER - TY - JOUR TI - Impact of use of technology on student learning outcomes: Evidence from a large-scale experiment in India AU - Naik, Gopal AU - Chitre, Chetan AU - Bhalla, Manaswini AU - Rajan, Jothsna T2 - World Development AB - One of the Sustainable Development Goals (SDG-4) adopted by the United Nations focuses on ensuring inclusive and equitable quality education for all. Most research on impact of technology on learning outcomes depends on designs that require low student-to-computer ratio and extensive retraining of teachers. These requirements make the designs difficult to implement on a large scale and hence are limited in terms of inclusivity and ability to ‘provide equitable opportunity for all’. Our paper is the first to evaluate an intervention design that is aimed at dealing with these concerns. We conduct a large-scale randomised field experiment in 1823 rural government schools in India that uses technology-aided teaching to replace one-third of traditional classroom teaching. Even with high student-to-computer ratios and minimal teacher training, we observe a positive impact on student learning outcomes. The study thus presents a low cost, resource-light design, which can be implemented in a developing country on a large scale to address the problem of poor learning outcomes, thereby making the intervention inclusive and equitable in line with the spirit of SDG-4. DA - 2020/03/01/ PY - 2020 DO - 10.1016/j.worlddev.2019.104736 DP - ScienceDirect VL - 127 J2 - World Development LA - en SN - 0305-750X ST - Impact of use of technology on student learning outcomes UR - http://www.sciencedirect.com/science/article/pii/S0305750X19303857 Y2 - 2020/01/29/10:12:27 KW - Field experiment KW - India KW - Quality of learning KW - SDG-4 KW - School education KW - Technology-aided-teaching ER - TY - JOUR TI - Design of a Braille Learning Application for Visually Impaired Students in Bangladesh AU - Nahar, Lutfun AU - Jaafar, Azizah AU - Ahamed, Eistiak AU - Kaish, A. B. M. A. T2 - Assistive Technology AB - Visually impaired students (VIS) are unable to get visual information, which has made their learning process complicated. This paper discusses the overall situation of VIS in Bangladesh and identifies major challenges that they are facing in getting education. The Braille system is followed to educate blind students in Bangladesh. However, lack of Braille based educational resources and technological solutions have made the learning process lengthy and complicated for VIS. As a developing country, Bangladesh cannot afford for the costly Braille related technological tools for VIS. Therefore, a mobile phone based Braille application, “mBRAILLE”, for Android platform is designed to provide an easy Braille learning technology for VIS in Bangladesh. The proposed design is evaluated by experts in assistive technology for students with disabilities, and advanced learners of Braille. The application aims to provide a Bangla and English Braille learning platform for VIS. In this paper, we depict iterative (participatory) design of the application along with a preliminary evaluation with 5 blind subjects, and 1 sighted and 2 blind experts. The results show that the design scored an overall satisfaction level of 4.53 out of 5 by all respondents, indicating that our design is ready for the next step of development. DA - 2015/// PY - 2015 DO - 10.1080/10400435.2015.1011758 DP - Taylor and Francis+NEJM VL - 27 IS - 3 SP - 172 EP - 182 J2 - Assistive Technology LA - en SN - 1040-0435 UR - https://doi.org/10.1080/10400435.2015.1011758 Y2 - 2020/12/10/15:04:16 KW - Visually Impaired Students (VIS) KW - ___working_potential_duplicate KW - android platform KW - braille KW - education for VIS KW - mobile application ER - TY - JOUR TI - An interactive math braille learning application to assist blind students in Bangladesh AU - Nahar, L AU - Sulaiman, R AU - Jafaar, A T2 - Assistive Technology AB - Due to the lack of affordable assistive tools for learning mathematics, blind students in Bangladesh still use outdated learning tools like Tailor Frame. Therefore, demand for a low-cost technological tool is there that will help the blind students to learn math braille and calculate numbers more easily. To provide an effective and affordable assistive tool, this study begins with a needs assessment study to identify the basic needs of blind students in learning math braille and solving mathematical calculations. Afterward, a mobile phone based interactive assistive application is proposed to improve the learning facilities of math braille using Nemeth code for blind students in Bangladesh. Interfaces of the application are designed based on their needs. Besides, interaction methods (such as, hearing & touching) of blind students with the physical world were another criterion in designing very interactive interfaces that provide self-learning facilities. The interfaces are evaluated by the teachers, experts, and end users in order to identify the usability. The evaluation shows a promising result toward the acceptability of the designed application. Therefore, this application can be helpful for the blind students to learn math braille using Nemeth Code. DA - 2020/// PY - 2020 DO - 10.1080/10400435.2020.1734112 UR - https://www.tandfonline.com/doi/abs/10.1080/10400435.2020.1734112?needAccess=true&journalCode=uaty20 ER - TY - CHAP TI - Mathematics Education and Accessible Technologies for Visually Impaired Students in Bangladesh AU - Nahar, L AU - Jaafar, A AU - Sulaiman, R T2 - Badioze Zaman H. et al. (eds) Advances in Visual Informatics. IVIC 2017. Lecture Notes in Computer Science, vol 10645 AB - The learning process for the visually impaired students (VIS) is complicated because they are unable to get visual information. A lot of challenges and problems these VIS are facing to get education, especially in studying Mathematics. As a developing country, Bangladesh cannot afford for the costly Mathematics learning tools for VIS. The objective of this study is to analyze the current scenarios of learning Mathematics in different types of blind schools in Bangladesh. A survey is conducted in all three types of schools in order to achieve the objective. The survey was based on questionnaire comprising questions related to Mathematics learning, examination methods and learning difficulties. Survey results shows that they follow Braille system for reading and writing; however, they cannot write in Braille in the final examination. Taylor frame and abacus are the only options for counting numbers. This paper also tries to propose some key points to improve the current Mathematics learning process for the blind students. DA - 2017/// PY - 2017 UR - https://link.springer.com/chapter/10.1007/978-3-319-70010-6_55 KW - ⛔ No DOI found ER - TY - JOUR TI - Home language, school language and children's literacy attainments: A systematic review of evidence from low- and middle-income countries AU - Nag, Sonali AU - Vagh, Shaher Banu AU - Dulay, Katrina May AU - Snowling, Margaret J. T2 - Review of Education AB - The general consensus in the field is that when the home language is different from the language of instruction in school then children's literacy attainments could slow down. In this 26-year review of the literature on children's literacy attainments in low- to middle-income countries, 40 correlational, ethnographic and intervention studies provide the data. We test the ‘home language advantage’ hypothesis where we expect children who speak the same language at home and school to show better literacy learning. We also examine other attributes in the home language and literacy environment (HLLE). Among the multivariate studies, trends differ across countries, age and grade levels, and child measures. Rather than a universal home language advantage, the evidence shows that home language advantage is context-sensitive. The correlational and ethnographic evidence point to a multiple risk factors model of home and school language disconnection; and the ethnographic and intervention studies provide complementary evidence of both feelings of unease, disempowerment and wish to help among family members, and increased confidence following guided support. Possible underlying mechanisms are examined through parallel synthesis of evidence from multiple research methods on three HLLE dimensions—books-at-home, home tutoring and adult literacy practices. The data partially corroborate findings from high-income countries (e.g. home environments impact literacy development, responsive parenting is present across families) but also bring focus on context-specific realities. Neither low-income nor low-print environments are uniform constraints because communities differ and some homes use available resources more efficiently than others. DA - 2019/// PY - 2019 DO - 10.1002/rev3.3130 DP - Wiley Online Library VL - 7 IS - 1 SP - 91 EP - 150 LA - en SN - 2049-6613 ST - Home language, school language and children's literacy attainments UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/rev3.3130 Y2 - 2022/04/20/14:55:27 KW - home language advantage KW - home language and literacy environment KW - low-income countries ER - TY - RPRT TI - Literacy, Foundation Learning and Assessment in Developing Countries: Final Report. Education Rigorous Literature Review. AU - Nag, Sonali AU - Chiat, Shula AU - Torgerson, Carole AU - Snowling, Margaret J. DA - 2014/// PY - 2014 DP - Zotero LA - en PB - Department for International Development UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/305150/Literacy-foundation-learning-assessment.pdf ER - TY - JOUR TI - Preparing Future Teachers through Distance Learning: An Empirical Study on Students' Perception of Teacher Education Program Provided by AIOU Pakistan AU - Nadeem, Mohammed AU - Ali, Akhtar AU - Maqbool, Saira T2 - Turkish Online Journal of Distance Education AB - The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU) Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan. The data was collected by administering a 45 items agree disagree four points Likert type scale to the subjects mainly through the scheduled meetings during the workshops. The independent sample t-test, and one way ANOVA along with mean difference was worked out for the data set. A group of 490 student teachers were randomly selected from the regions of Bahawalpur, Bahawalnagar, Rahimyarkhan, Multan, and D.G.Khan Districts (Southern Punjab). The planning for training is made timely but lacking physical facilities remains dominant in trainings. Although training plays an important role in students learning yet it is considered just a routine activity which made it a useless exercise. Similarly, findings reveal that co-curricular activities and child psychology are those aspects which ignored in the training. Future studies may be aimed at comparing the training system of teachers with teacher training through other channels of formal system of governments. DA - 2013/10// PY - 2013 DP - ERIC VL - 14 IS - 4 SP - 132 EP - 144 LA - en SN - 1302-6488 ST - Preparing Future Teachers through Distance Learning UR - https://eric.ed.gov/?id=EJ1042590 Y2 - 2020/12/01/16:44:20 KW - Child Psychology KW - Distance Education KW - Educational Facilities KW - Foreign Countries KW - Likert Scales KW - Measures (Individuals) KW - Meetings KW - Open Universities KW - Statistical Analysis KW - Student Teacher Attitudes KW - Student Teachers KW - Teacher Education Programs KW - Workshops KW - ⛔ No DOI found ER - TY - JOUR TI - School-based professional development in one Lebanese school: how much is too much? AU - Nabhani, Mona AU - Bahous, Rima AU - Hamdan, Zeina T2 - Professional Development in Education AB - This case study examines the attitudes of the secondary and middle school teachers at one school in Lebanon regarding the effect of the school’s professional development (PD) programs on the quality of their teaching practices and motivation. It also examines teachers’ attitudes regarding PD as well as their recommendations to improve the quality of the PD program provided by their school. Questionnaires, focus group interviews and observations were conducted to collect and triangulate data results. Results show that teachers regard PD in their school as beneficial in general but able to be enhanced further. Although the attitude of novice teachers towards PD is more favorable than that of veteran teachers, findings show that the overall teachers’ attitude towards PD is a negative one. Modifications and suggestions to improve the quality of the PD activities are proposed by the teachers. The school offers a prosperous PD program, but its fruitfulness will remain limited unless an organizational structure is created. DA - 2012/// PY - 2012 DO - 10.1080/19415257.2011.639077 DP - Taylor and Francis+NEJM VL - 38 IS - 3 SP - 435 EP - 451 SN - 1941-5257 ST - School-based professional development in one Lebanese school UR - https://doi.org/10.1080/19415257.2011.639077 Y2 - 2020/01/31/11:53:51 KW - Lebanon KW - professional development KW - schools KW - ⛔ No DOI found ER - TY - JOUR TI - Eyes in the room trump eyes on the screen: effects of a responsive co-viewer on toddlers’ responses to and learning from video chat AU - Myers, Lauren AU - Crawford, Emily AU - Murphy, Claire AU - Aka-Ezoua, Edoukou AU - Felix, Christopher T2 - Journal of Children and Media AB - Scaffolding may be important for children to overcome puzzling aspects of video chat. We examined whether live co-viewer behavior (responsive or unresponsive), video chat partner’s eye gaze (aligned or misaligned), and object similarity (similar or dissimilar) impacted 24- to 30-month-old children’s responsiveness to (and short-term learning from) video chat. Co-viewer behavior was the primary factor influencing children’s responsiveness and learning; the on-screen Partner’s eye gaze was only influential in the presence of a responsive co-viewer; and object similarity did not impact the outcomes measured. Co-viewing provides essential support for children to respond to and learn from video chat interactions because it demonstrates the relevance and usefulness of the on-screen information. Findings suggest that children depend primarily on their live social partners to make sense of their media experiences. DA - 2018/02/09/ PY - 2018 DO - 10.1080/17482798.2018.1425889 DP - ResearchGate VL - 12 IS - 3 SP - 275 EP - 294 J2 - Journal of Children and Media ST - Eyes in the room trump eyes on the screen ER - TY - RPRT TI - Guide to the Accelerated Education Principles AU - Myers, Juliette AU - Pinnock, Helen AU - Lewis, Ingrid DA - 2017/// PY - 2017 PB - Accelerated Education Working Group (AEWG) UR - https://www.unhcr.org/59ce4fc77.pdf Y2 - 2022/08/26/14:24:15 ER - TY - RPRT TI - Guide to the Accelerated Education Principles AU - Myers, Juliette AU - Pinnock, Helen AU - Lewis, Ingrid DA - 2017/// PY - 2017 UR - https://inee.org/system/files/resources/AEWG_Accelerated_Education_Guide_to_the_Principles-screen.pdf Y2 - 2020/07/21/17:55:11 ER - TY - RPRT TI - #CostingEquity: The case for disability-responsive education financing AU - Myers, Juliette AU - Pinnock, Helen AU - Baboo, Nafisa AU - Lewis, Ingrid AB - The #CostingEquity research project investigated the benefits of financing disability-inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of SDG 4. The #CostingEquity research report addresses three broad questions: • How do international donors and domestic governments currently fund disability-inclusive education? • What are the gaps and challenges in financing disability-inclusive education? • What needs to change to increase quality, equitable financing for learners with disabilities? The report aims to contribute to a better understanding of the issues related to equitable financing for education for learners with disabilities. It considers additional marginalising factors such as gender, socio-economic status, social circumstances and urban/rural location. It offers key arguments for civil society activists, donors and government advisors to make the case for building and strengthening inclusive education systems. Detailed case studies provide useful examples of financing gaps, challenges and promising practice from developing country contexts, major education donors, and new and emerging philanthropic donor foundations. The focus of case studies and examples is on low and lower-middle income countries and were chosen to reflect a broad range of regions and countries.The report concludes with a series of recommendations for domestic and external financing approaches. DA - 2018/// PY - 2018 DP - Zotero SP - 72 LA - en PB - International Disability and Development Consortium UR - https://www.light-for-the-world.org/sites/lfdw_org/files/download_files/costingequity-_the_case_for_disability-responsive_education_financing_15032017_acs_pdf.pdf ER - TY - RPRT TI - Mapeo y análisis de programas EdTech en América Latina y el Caribe AU - Myers, Christina AU - Wyss, Natalie AU - Villavicencio Peralta, Xuzel AU - Coflan, Caitlin AB - Este documento se elaboró en respuesta a una solicitud de la Oficina Regional de UNICEF para América Latina y el Caribe al Servicio de Asistencia de EdTech Hub en octubre de 2021. El equipo de UNICEF solicitó una lista seleccionada de programas de EdTech en la región de América Latina y el Caribe (ALC) y un análisis de un conjunto de programas preseleccionados con la intención de explorar su potencial para la implementación y el impacto a escala. Este informe no pretende cubrir todos los programas EdTech innovadores en la región de ALC. Más bien, presenta una lista de programas EdTech prometedores y analiza su diseño e implementación con el fin de explorar su relevancia y potencial para lograr un impacto a gran escala. An output of the EdTech Hub, https://edtechhub.org CN - 0132 DA - 2022/// PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://docs.edtechhub.org/lib/XIIQ4FSE KW - _r:AddedByZotZen ER - TY - RPRT TI - Mapping and Analysing Digital Learning Platforms in Latin America and the Caribbean AU - Myers, Christina AU - Wyss, Natalie AU - Villavicencio Peralta, Xuzel AU - Coflan, Caitlin AB - This document was produced in response to a request from the UNICEF Latin America and Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF team requested a curated list of digital learning platforms in the Latin America and Caribbean (LAC) region and an analysis of a shortlisted series of platforms intending to explore their potential for at-scale implementation and impact. This report does not aim to cover every leading and innovative digital learning platform in the LAC region. Rather, it presents a list of promising platforms and discusses their design and implementation to explore their relevance and potential for at-scale impact. An output of the EdTech Hub, https://edtechhub.org CN - 0111 DA - 2022/08/31/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 47 UR - https://docs.edtechhub.org/lib/VINQBTJ5 KW - _r:AddedByZotZen ER - TY - ELEC TI - 'Let's learn together': co-creating mental health solutions with adolescents in Tanzania and Viet Nam AU - Myers, Christina AU - Samuels, Fiona AU - Kyungu, Esther AU - Mbowe, Dayani AU - Dang, Hoang-Minh AU - Vu, Van AU - Le, Ha AU - Leon-Himmelstine, Carmen AU - Pellini, Arnaldo T2 - ODI: Think change AB - Co-creation is when participants and key stakeholders themselves are central to the process of designing solutions. This approach challenges the idea that interventions should be designed for individuals, and instead focuses on contextualising interventions through designing solutions by the very individuals who will be using them.This ODI Case study explores the experiences and reflections that emerged from designing and implementing a co-creation process. The project, funded by Fondation Botnar, was aiming to respond to mental health and well-being challenges facing adolescents in Tanzania and Viet Nam by co-creating digital and non-digital solutions. In the context of Covid-19, it also presents insights that can be used to inform what a co-design process should consider in practice, as well as a few lessons learnt and suggestions on how to do things differently in future. DA - 2022/03/04/ PY - 2022 LA - en-gb ST - 'Let's learn together' UR - https://odi.org/en/publications/lets-learn-together-co-creating-mental-health-solutions-with-adolescents-in-tanzania-and-viet-nam/ Y2 - 2022/06/24/15:40:48 ER - TY - RPRT TI - Let’s learn together’: co-creating mental health solutions with adolescents in Tanzania and Viet Nam AU - Myers, Christina AU - Samuels, Fiona CY - London DA - 2022/// PY - 2022 M3 - ODI Case study PB - ODI UR - https://odi.org/en/publications/lets-learn-together-co-creating-mental-health-solutions-withadolescents-in-tanzania-and-viet-nam ER - TY - RPRT TI - Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation: Improving Outcomes in Education Systems AU - Myers, Christina AU - Kaye, Tom AU - Khalayleh, Abdullah DA - 2021/04/23/ PY - 2021 LA - en PB - EdTech Hub ST - Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation ER - TY - RPRT TI - Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation: Improving Outcomes in Education Systems AU - Myers, Christina AU - Kaye, Tom AU - Khalayleh, Abdullah AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/04/23/ PY - 2021 LA - en M3 - Case Study PB - EdTech Hub UR - https://docs.edtechhub.org/lib/3GQXS67C KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _r:AddedByZotZen KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Country-Level Research Review: EdTech in Kenya AU - Myers, Christina AU - Kaye, Tom AU - Bapna, Akanksha AU - Williams, Ayesha AU - Mitchell, Joel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/08/25/ PY - 2021 LA - en M3 - Country summaries and case studies PB - EdTech Hub UR - https://docs.edtechhub.org/lib/SNBW6BK6 KW - _DOILIVE KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - Telephone Survey: Caregivers' and Learners' Perspectives on SMS for Education in Kenya AU - Myers, Christina AU - Jordan, Katy AU - Khagame, Phoebe AU - Mumbi, Albina AU - Njuguna, Lydia AU - Zhao, Annette AB - This document presents the structure and questions used for a telephone survey which was undertaken with a sample of learners who use the M-Shule platform and their caregivers, in Kenya, during July and August 2022. An output of the EdTech Hub, https://edtechhub.org CN - 0133 DA - 2022/11/10/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/NP52QFM8 KW - _r:AddedByZotZen ER - TY - THES TI - A Framework to Democratise the Design of Educational Games on Social Issues during Game Jams AU - Myers, Christina AB - Game Jams are events organised to create computer games, usually taking place during weekends. These events have become a popular way to enable participants to experience processes and practices of game development as well as to offer multidisciplinary learning opportunities, accessed through the variety of skills involved in game design. However, these events tend to be attended predominantly by male game developers and present barriers to participation for more diverse groups. This thesis investigates how to support diverse group participation in Game Jams, including people from different ethnicities, genders, ages, sexual orientations and who do not have any prior experience of designing games; and explores Game Jam participation as an opportunity to discuss social issues. To this end, a framework to democratise the design of educational games on social issues in Game Jams is proposed. The framework consists of a process with structured resources and activities to enhance learning by supporting egalitarian participation and agency. It offers collaborative learning opportunities for groups to engage with a social issue, relying on storytelling and on the exchange of perspectives and experiences. It also provides support and access to research-based principles to design games for education, and egalitarian opportunities to acquire game development skills, considered relevant opportunities given the wide-spread use of games and increasing interest in games as engaging tools for online education. The development of the framework is grounded in Critical Pedagogy, an educational approach providing principles and processes to democratise learning initiatives based on egalitarian participation and agency. Following a Design-Based Research methodology, the framework is developed through a case study on creating educational games on everyday sexism. A set of formative design studies are undertaken to co-design resources and activities that enable participants to elaborate solutions to the social issue and create educational games themselves. An evaluative study is then presented with the realisation of two Game Jams to assess and validate the proposed framework. The theoretical contributions of this work validate two new applications of Critical Pedagogy. The first one is to apply Critical Pedagogy to shape Game Jams to enhance learning through the active involvement of participants as equal learners and agents of social change. The second one applies Critical Pedagogy to democratise knowledge of design principles to create educational games on social issues. Lastly, access to a co-created tool for raising awareness of everyday sexism and insights on how to enable broad audiences to acquire games development skills are some of the practical contributions of this thesis. DA - 2021/08/11/ PY - 2021 DP - oro.open.ac.uk SP - 298 LA - en M3 - phd PB - The Open University UR - http://oro.open.ac.uk/78558/ Y2 - 2022/03/28/09:02:21 ER - TY - JOUR TI - Status of Teachers' Technology Uptake and Use of GeoGebra in Teaching Secondary School Mathematics in Kenya AU - Mwingirwa, Irene Mukiri AU - Marguerite, Miheso Khakasa T2 - International Journal of Research in Education and Science AB - The uptake of technology and specifically, GeoGebra software, in teaching mathematics has had mixed success in spite of its documented benefits. This study investigated teachers’ perspective towards training and eventual use of GeoGebra as a tool to enhance learning of mathematics. In this article we share findings from a larger study that was conducted in Kajiado County in Kenya (Africa) on GeoGebra use in teaching Secondary School Mathematics. This article presents the relationship between observed teachers’ perceptions towards the uptake of GeoGebra, a technology based tool and the actual uptake of GeoGebra using the Diffusion Innovation theoretical framework. Data was collected from practicing mathematics teachers who were exposed to GeoGebra through a series of training sessions. The findings after training sessions with the mathematics teachers showed willingness to use GeoGebra in their classes. The teachers identified Geometry as the topic where use of GeoGebra would be most relevant due to its abstract nature. Teachers’ responses indicated that GeoGebra was perceived as useful for teaching and learning Mathematics and that it would help learners grasp concepts in Geometry. However, the study also found out that systemic support would sustain teachers’ engagement with GeoGebra at classroom level as actualization of Geogebra use did differ significantly from teachers’ perceptions. DA - 2016/03/14/ PY - 2016 DO - 10.21890/ijres.83989 DP - DOI.org (Crossref) VL - 2 IS - 2 SP - 286 J2 - IJRES LA - en SN - 2148-9955 UR - http://dergipark.gov.tr/doi/10.21890/ijres.83989 Y2 - 2020/01/27/21:00:55 ER - TY - JOUR TI - Availability of Resource Materials and Facilities for ICT Integration in the Public Primary School Curriculum in Kitui County, Kenya AU - Mwendwa, Nzwili K. AB - Throughout the world, the Information and Communications Technology (ICT) is changing the face of education. This paper is a report of a study that was carried out in the months of May and June 2016 on the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County in Kenya. The research purpose and objective of the study was: To find out the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County. This study was guided by the Technology Acceptance Model (TAM). It was informed by the pragmatic philosophy and the Mixed Method (MM) research approach. Data was collected from 388 public primary schools in Kitui County selected through stratified and simple random sampling methods. A total of 388 head teachers and 776 teachers participated in the study giving a total of 1114 respondents. The research instruments used were questionnaires for teachers, interview schedules for head teachers and observation checklists. The data collected was analyzed qualitatively and quantitatively. The findings revealed that most of the schools were connected to electricity but lacked ICT resources such as desk computers, whiteboards, CD-ROMs and anti-viruses. Laptops were available in some of the schools but were not being used by teachers in direct instruction. They were mainly used in the storage of school records, teacher plans, examination questions and for examination registration exercises. Another finding was lack of internet connectivity in most of the schools that affected ICT integration in the curriculum. The study recommended that the education stakeholders and the government should partner in provision of ICT resources and facilities to facilitate integration of ICT in schools. It is hoped that this study will be useful in education policy making on ICT integration in schools in Kenya and other parts of the world. DA - 2017/// PY - 2017 DP - kerd.ku.ac.ke LA - en SN - 2415-6256 UR - https://kerd.ku.ac.ke/handle/123456789/639 Y2 - 2021/05/22/15:29:55 KW - ⛔ No DOI found ER - TY - JOUR TI - The Effect of Computer-Assisted Instruction on Student’s Attitudes and Achievement in Matrices and Transformations in Secondary Schools in Uasin Gishu District, Kenya AU - Mwei, Philip K. AU - Too, Jackson K. AU - Wando, Dave AB - Performance in Mathematics in secondary school Education in Kenya remains poor. Consequently the Kenya secondary school examination (KCSE) Mathematics results continue to cause concern to all the stakeholders in the education sector. Therefore, there is serious and urgent need for intervention. Although research has indicated that computer-assisted instruction (CAI) enhances student achievement, promotes positive attitudes towards Mathematics and instruction, and improves interpersonal relations, few studies have focused on CAI in Kenyan secondary schools Mathematics teaching/learning. The purpose of this study was to investigate the effects of CAI on students’ attitude and achievement in matrices and transformations between form four students who received instruction using CAI module or conventional instruction methods. The pretest – posttest control group experimental research design was used. Six classes selected at random with 205 students participated in the study. Results of this study indicated higher achievement and positive attitudes with CAI treatment groups. Making connections between the goals of Mathematics education and CAI offers a valuable means for improving mathematical knowledge and skills and hence performance in Mathematics. DA - 2011/04// PY - 2011 DP - kerd.ku.ac.ke LA - en SN - 2077-4982 UR - https://kerd.ku.ac.ke/handle/123456789/253 Y2 - 2021/06/03/13:31:26 KW - ⛔ No DOI found ER - TY - THES TI - Implemantation of the school programme of in service for the term (SPRINT) in selected basic schools of Chipata district of Zambia AU - Mwansa, Phillip DA - 2010/// PY - 2010 ER - TY - RPRT TI - Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: South Soudan AU - Mwaniki, David DA - 2021/// PY - 2021 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000375815 KW - auto_merged ER - TY - JOUR TI - Special Needs Education (SNE) in Kenyan public primary schools: exploring government policy and teachers’ understandings AU - Mwangi, Lucy DA - 2013/// PY - 2013 DP - Zotero SP - 454 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya AU - Mwanda, Gideon AU - Mwanda, Samwel AU - Midigo, Ronnie AU - Maundu, John T2 - American Journal of Education and Information Technologies AB - The purpose of this study was to find out the extent of integration of computer technology into teaching and learning Biology in secondary schools of Rachuonyo South Sub-County, Kenya. The target population consisted of students and biology teachers in the Sub-County. Data was collected by use of questionnaires and an observation check list. From the study, most schools had few computers; teachers had inadequate training on use of computer applications; most teachers did not use computer technology for personal growth and instructional purposes. Inadequate number of computers in the sampled schools was the major challenge facing the integration of computer technology into the instruction process. The study recommends increased accessibility of computers, adequate training on use of computer technology and development of a policy framework to guide on the path to effective computer integration into instruction process. DA - 2017/04/17/ PY - 2017 DO - 10.11648/j.ajeit.20170102.12 DP - ResearchGate VL - 1 SP - 17 EP - 23 J2 - American Journal of Education and Information Technologies ST - Integrating ICT into Teaching and Learning Biology KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya AU - Mwanda, Gideon T2 - International Journal of Education, Culture and Society DA - 2017/01/01/ PY - 2017 DO - 10.11648/j.ijecs.20170206.12 DP - ResearchGate VL - 2 SP - 165 J2 - International Journal of Education, Culture and Society ST - Integrating ICT into Teaching and Learning Biology ER - TY - JOUR TI - Higher education and programme delivery in the context of COVID-19 and institutional closures: student responses to the adoption of e-Learning at a public university in Zambia AU - Mwale, Nelly AU - Chita, Joseph T2 - Ndimande-HlongwaN. RamrathanL. MkhizeN. SmitJ. A.(Eds.), Technology-based Teaching and Learning in Higher Education during the Time of COVID-19 DA - 2020/// PY - 2020 DP - Google Scholar SP - 9 EP - 33 ST - Higher education and programme delivery in the context of COVID-19 and institutional closures KW - ⛔ No DOI found ER - TY - THES TI - Provision of continuing professional development by resource centres in selected high schools of the Copperbelt province AU - Mwale, Kelly Kezala AB - The purpose of the study was to investigate the effectiveness of resource centres in providing Continuing Professional Development to high school teachers in the Copperbelt Province.Major concerns have been expressed by various stakeholders that not enough has been done in enhancing and strengthening the concept of Continuing Professional Development among high school teachers. The Teacher Resource Centres that are supposed to be custodians of In-service Training of Teachers(INSET) now Continuing Professional Development (CPD) are perceived not to have done enough. The establishment of Teacher Resource Centres throughout the country was meant to help upgrade the skills and competencies of teachers at both basic and high school levels. These Continuing Professional Development activities that should be on-going include School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC).A purposive sample of 8 teacher resource centres and 12 high schools giving the study a number of 84 respondents was selected.Data were collected by way of questionnaires, interviews and Focus Group Discussions. The major informants were the following: Headteachers, Heads of Department, Teachers and Resource Centre Coordinators.The results of the study revealed that Teacher Resource Centres were not effectively providing Continuing Professional Development (CPD) activities among high school teachers. The findings further revealed that the Continuing Professional Development activities such as School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC) were almost non-existent in high schools despite clustering them with basic schools.Generally, the findings indicated lack of commitment both by the coordinators in Resource Centres and school administrators. Further revelations by the study indicate that little or no effort has been given to school - based workshops, seminars, professional meetings and conferences. Additionally,constant monitoring of CPD activities was not given prominence by Resource Centre Coordinators hence the glaring lapses in the actual implementation of Continuing Professional Development programmes.Further analysis of both quantitative and qualitative data revealed that there was lack of significant advocacy and sensitisation on the difference between Continuing Professional Development activities and In-service Teacher Education tenable at colleges of education and universities. In view of the research findings, recommendations were made. Teacher Resource Centres ought to enhance advocacy and sensitisation of Continuing Professional Development activities. Pedagogical competences and skills would be strengthened at high school level if Teacher Resource Centres played their expected role of providing Continuing Professional Development to teachers. The study has also shown that school administrators did not apportion equal weight to Continuing Professional Development as they did with sporting activities. There is need to give both areas equal attention. DA - 2011/06/09/ PY - 2011 DP - dspace.unza.zm:8080 LA - en M3 - Thesis UR - http://dspace.unza.zm/handle/123456789/482 Y2 - 2023/05/25/14:07:30 ER - TY - JOUR TI - Cloud computing architecture for eLearning in secondary schools AU - Mwakisole, Kennedy AU - Kissaka, Mussa AU - Mtebe, Joel T2 - The African Journal of Information Systems AB - In recent years, schools have been investing heavily on information and communications technology (ICT) infrastructure to implement eLearning systems to enhance the quality of education in secondary schools in Tanzania. The majority of these systems are implemented using a traditional web-based eLearning approach on school premises which is costly and limits usage due to lack of scalability and flexibility. Consequently, many schools have started adopting cloud computing as a solution. However, this adaption depends on well-defined cloud eLearning architecture. This study proposed cloud architecture for implementing an eLearning system in secondary schools in Tanzania by adopting various layers proposed in previous studies. The effectiveness of this proposal was evaluated by comparing its performance with a similar traditional web-based eLearning system using the Moodle benchmark tool and Apache Jmeter. The study found that eLearning systems implemented in the cloud-based infrastructure had better performance metrics than web-based eLearning systems on school premises. DA - 2019/// PY - 2019 VL - 11 IS - 4 SP - 299 EP - 313 KW - ⛔ No DOI found ER - TY - JOUR TI - Feasibility of cloud computing implementation for eLearning in secondary schools in Tanzania AU - Mwakisole, Kennedy F AU - Kissaka, Mussa M AU - Mtebe, Joel S T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - This article assessed the feasibility of implementing eLearning systems in a cloud-based infrastructure for secondary schools in Tanzania. The study adopted questionnaire and document reviews as data collection tools. A total of 820 students successfully returned the questionnaire from seven secondary schools in Tanzania. The study found that 11% of government secondary schools had computer labs with 20.1% of them connected to the Internet. Moreover, more than half of surveyed students (56.6%) had access to mobile phones at home with 53.5% using the phones to access the Internet. However, the study found that the cost of the Internet had remained unaffordable to many students. This study shows that eLearning implementation in the cloud for secondary schools in Tanzania is feasible. This research will serve as a base for future studies that plan to implement eLearning systems to enhance teaching and learning in secondary schools in Tanzania. DA - 2018/// PY - 2018 DP - Zotero VL - 14 IS - 1 SP - 91 EP - 102 LA - en KW - ⛔ No DOI found ER - TY - THES TI - Towards inclusive education in Tanzania: A study of pre-service student teachers training and percieved needs to practice inclusive education AU - Muyungu, Emmanuel Geofrey DA - 2015/// PY - 2015 DP - Semantic Scholar M3 - Master of Philosophy PB - University of Oslo ST - Towards Inclusive Education in Tanzania KW - ⛔ No DOI found ER - TY - RPRT TI - Education Technology Map: Guidance Document AU - Muyoya, C AU - Brugha, M AU - Hollow, D DA - 2016/// PY - 2016 DP - Zotero LA - en PB - Jigsaw Consult UR - https://assets.publishing.service.gov.uk/media/58ff5610ed915d06ac00023b/A1541_HEART_report-Education_technology_evidence_FINAL.pdf KW - Review KW - ⛔ No DOI found ER - TY - JOUR TI - Brain drain in higher education: Critical voices on teacher education in Yemen AU - Muthanna, Abdulghani AU - Sang, Guoyuan T2 - London Review of Education AB - Brain drain is a context-based issue and has direct impact on the quality of higher education for institutions where a significant number of instructors migrate to take up work in other countries. This is a critical problem in Yemen where higher teacher education programmes still lack teachers. Interpretive analysis of in-depth interviews with two university administrators and ten teacher educators revealed four key factors affecting the occurrence of brain drain: ineffective application of sabbatical leave regulations; failure to equalize returning teachers’ salaries with those of their colleagues; lack of resources to support research; and the presence of internal and external conflicts. The study also provides insights for decreasing brain drain in Yemen. DA - 2018/07/17/ PY - 2018 DO - 10.18546/lre.16.2.09 DP - DOI.org (Crossref) VL - 16 IS - 2 SP - 296 EP - 307 J2 - London Review of Education LA - en SN - 1474-8460 ST - Brain drain in higher education UR - http://www.ingentaconnect.com/content/10.18546/LRE.16.2.09 Y2 - 2020/05/29/12:40:25 ER - TY - CONF TI - Studying engagement and performance with learning technology in an African classroom AU - Mutahi, Juliet AU - Kinai, Andrew AU - Bore, Nelson AU - Diriye, Abdigani AU - Weldemariam, Komminist T3 - LAK '17 AB - In this paper, we study the engagement and performance of students in a classroom using a system the Cognitive Learning Companion (CLC). CLC is designed to keep track of the relationship between the student, content interaction and learning progression. It also provides evidence-based engagement-oriented actionable insights to teachers by assessing information from a sensor-rich instrumented learning environment in order to infer a learner's cognitive and affective states. Data captured from the instrumented environment is aggregated and analyzed to create interlinked insights helping teachers identify how students engage with learning content and view their performance records on selected assignments. We conducted a 1 month pilot with 27 learners in a primary school in Nairobi, Kenya during their maths and science instructional periods. We present our primary analysis of content-level interactions and engagement at the individual student and classroom level. C1 - Vancouver, British Columbia, Canada C3 - Proceedings of the Seventh International Learning Analytics & Knowledge Conference DA - 2017/03/13/ PY - 2017 DO - 10.1145/3027385.3027395 DP - ACM Digital Library SP - 148 EP - 152 PB - Association for Computing Machinery SN - 978-1-4503-4870-6 UR - https://doi.org/10.1145/3027385.3027395 Y2 - 2020/07/28/00:00:00 KW - developing countries KW - education KW - engagement KW - learning analytics KW - mobile development ER - TY - ELEC TI - Sudan: 'Can't Wait to Learn!' AU - Mustafa, Iman AU - Amin, Ahmed AB - How innovative learning is empowering children in Sudan DA - 2019/// PY - 2019 LA - en ST - Sudan UR - https://www.unicef.org/sudan/stories/sudan-cant-wait-learn Y2 - 2022/01/13/10:12:27 ER - TY - JOUR TI - A second chance to dream: initiating ODeL in secondary school re-entry programs for young adult secondary school dropouts the case of Mumias District, Western Kenya AU - Musita, Richard AU - Ogange, Betty O. AU - Lugendo, Dorine T2 - Distance Education AB - The Kenyan education system has very limited re-entry options for learners who drop out before attaining secondary school certificate. It is very difficult to access training and or secure a job that requires at least secondary school education. This study examined the prospects of initiating Open and Distance e-Learning(ODeL) in re-entry programmes into high school for out of school Young Adult Secondary School Dropouts (Y.A.S.S.D). The study focused on the enablers and challenges of initiating ODeL in the secondary school re-entry programmes. An alternative flexible and sustainable community based ODeL model that potentially can address re-entry for the Y.A.S.S.D is proposed. A qualitative phenomenological design was used; focus group discussion and interviews were conducted from a purposeful sample of participants. The study revealed that the potential of ODeL in addressing re-entry into secondary school for Y.A.S.S.D great. Majority of the participants were aware of the existing secondary school re-entry options, however, ODeL appeared new. Despite there being challenges in introducing the ODeL mode of study in secondary school re-entry programmes, it is viable and requires further exploration. The enablers of this mode of study are largely in place to the extent appreciated by participants in the study. DA - 2018/01/02/ PY - 2018 DO - 10.1080/01587919.2018.1429896 DP - Taylor and Francis+NEJM VL - 39 IS - 1 SP - 122 EP - 133 SN - 0158-7919 ST - A second chance to dream UR - https://doi.org/10.1080/01587919.2018.1429896 Y2 - 2020/01/31/12:43:53 KW - Re-entry KW - dropouts KW - open distance e-learning ER - TY - JOUR TI - Teachers’ self-directed professional development: science and mathematics teachers’ adoption of ICT as a professional development strategy AU - Mushayikwa, Emmanuel T2 - African Journal of Research in Mathematics, Science and Technology Education AB - This paper is part of a larger study that was carried out to investigate the use of information communication technology (ICT) in the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers compensated for lack of structured government initiatives to support teachers' professional development. This paper focuses on the ways in which these teachers were using ICT resources to further their professional development. The study is based on 259 questionnaire responses from A-level Science and Mathematics teachers in Zimbabwe. Doyle and Ponder's "Practicality Ethic" and Loucks-Horsley et al.'s "Concerns-Based Adoption Model" provided the theoretical framework for analysing teachers' decision making and led to the development of a model for teacher empowerment with respect to the use of ICT. The study results showed that around 60% of teachers experienced difficulties in accessing ICT for their professional development. About half of the non-users did not access ICT even when it was available at their schools. Some of those who did access ICT used innovative methods to ensure access, including using their own resources, and pooling resources. The findings also show that teachers have three main drivers for using ICT for SDPD, including word processing for generating instructional materials; accessing and downloading web-based learning materials; and emailing for networking with peers and professional organisations. The results of this study demonstrate the great potential that ICT has for teachers' SDPD. DA - 2013/10/18/ PY - 2013 DO - 10.1080/10288457.2013.848540 DP - DOI.org (Crossref) VL - 17 IS - 3 J2 - African Journal of Research in Mathematics, Science and Technology Education LA - en SN - 1811-7295, 2469-7656 ST - Teachers’ self-directed professional development UR - https://files.eric.ed.gov/fulltext/ED547239.pdf Y2 - 2020/09/09/15:22:15 KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096430 KW - __finaldtb ER - TY - NEWS TI - Constant review vital for National ICT Policy AU - Musarurwa, Tawanda T2 - The Sunday Mail (Zimbabwe) AB - The Leading Family Newspaper in Zimbabwe DA - 2018/// PY - 2018 DP - www.sundaymail.co.zw LA - en-GB UR - https://www.sundaymail.co.zw/constant-review-vital-for-national-ict-policy Y2 - 2020/06/27/15:36:45 ER - TY - BOOK TI - Toolkit on gender-sensitive participatory evaluation methods AU - Murthy, Ranjani K. T2 - Series in feminist evaluation CN - HQ1742 .M867 2015 CY - New Delhi DA - 2015/// PY - 2015 DP - Library of Congress ISBN SP - 112 M1 - 1 PB - Institute of Social Studies Trust SN - 978-81-905012-1-7 KW - Feminism KW - Feminist theory KW - India KW - Research KW - Sex discrimination against women KW - Women's studies ER - TY - BLOG TI - The Promise of Lean Experimentation AU - Murray, Peter AU - Ma, Steve T2 - Stanford Social Innovation Review (SSIR) AB - By adopting a model from business, nonprofit organizations can launch, test, and implement new programs and services more efficiently. Includes magazine extras. DA - 2015/// PY - 2015 LA - en-us UR - https://ssir.org/articles/entry/the_promise_of_lean_experimentation Y2 - 2021/07/22/20:16:22 ER - TY - THES TI - Innovation Education – What are innovation skills? How can we provide innovation learning through the education system? AU - Murphy, Ryan DA - 2016/// PY - 2016 DP - www.academia.edu LA - en ST - Innovation Education – What are innovation skills? UR - https://www.academia.edu/31025578/Innovation_Education_What_are_innovation_skills_How_can_we_provide_innovation_learning_through_the_education_system Y2 - 2021/02/28/23:52:06 KW - ⛔ No DOI found ER - TY - JOUR TI - The impact of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) AU - Murimba, S T2 - Prospects DA - 2005/03// PY - 2005 DO - 10.1007/s11125-005-6822-z VL - 35 IS - 1 SP - 91 EP - 108 ER - TY - BLOG TI - Education in Tanzania – what role for citizens? AU - Murgo, John AU - Jaffer, Sana T2 - PAL Network DA - 2016/// PY - 2016 UR - https://palnetwork.org/education-in-tanzania-what-role-for-citizens/ Y2 - 2021/01/30/13:03:35 ER - TY - JOUR TI - Teacher learning and policy intention: selected findings from an evaluation of a large‐scale programme of professional development in the Republic of Ireland AU - Murchan, Damian AU - Loxley, Andrew AU - Johnston, Keith T2 - European Journal of Teacher Education DA - 2009/11// PY - 2009 DO - 10.1080/02619760903247292 DP - DOI.org (Crossref) VL - 32 IS - 4 J2 - European Journal of Teacher Education LA - en SN - 0261-9768, 1469-5928 ST - Teacher learning and policy intention UR - https://www.researchgate.net/publication/232831310_Teacher_learning_and_policy_intention_Selected_findings_from_an_evaluation_of_a_large-scale_programme_of_professional_development_in_the_Republic_of_Ireland Y2 - 2021/05/31/17:50:14 ER - TY - RPRT TI - Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India AU - Muralidharan, Karthik AU - Singh, Abhijeet AU - Ganimian, Alejandro J. AB - Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals. DA - 2016/12/12/ PY - 2016 DP - www.nber.org LA - en PB - National Bureau of Economic Research SN - w22923 ST - Disrupting Education? UR - https://www.nber.org/papers/w22923 Y2 - 2021/02/01/11:33:01 ER - TY - JOUR TI - Disrupting education? Experimental evidence on technology-aided instruction in India AU - Muralidharan, Karthik AU - Singh, Abhijeet AU - Ganimian, Alejandro J. T2 - American Economic Review AB - We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education. DA - 2019/04// PY - 2019 DO - 10.1257/aer.20171112 DP - www.aeaweb.org VL - 109 IS - 4 SP - 1426 EP - 1460 J2 - American Economic Review LA - en SN - 0002-8282 ST - Disrupting Education? UR - https://www.aeaweb.org/articles?id=10.1257/aer.20171112 Y2 - 2020/03/30/15:40:48 KW - Analysis of Education, Returns to Education, Education: Government Policy, Human Capital KW - Human Development KW - Income Distribution KW - Labor Productivity, Economic Development: Human Resources KW - Migration KW - Occupational Choice KW - Quality: H KW - Relevance: H KW - Skills KW - _THEME: Teacher Professional Development KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India AU - Muralidharan, Karthik AU - Singh, Abhijeet AB - We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice. DA - 2020/11/24/ PY - 2020 DP - DOI.org (Crossref) LA - en M3 - RISE Working Paper Series. PB - Research on Improving Systems of Education (RISE) SN - 20/056. ST - Improving Public Sector Management at Scale? UR - https://riseprogramme.org/publications/improving-public-sector-management-scale-experimental-evidence-school-governance-india Y2 - 2021/05/05/13:16:52 ER - TY - RPRT TI - General equilibrium effects of (improving) public employment programs: experimental evidence from India AU - Muralidharan, Karthik AU - Niehaus, Paul AU - Sukhtankar, Sandip AB - Public employment programs may affect poverty both directly through the income they provide and indirectly through general-equilibrium effects. We estimate both effects, exploiting a reform that improved the implementation of India’s National Rural Employment Guarantee Scheme (NREGS) and whose rollout was randomized at a large (sub-district) scale. The reform raised beneficiary households’ earnings by 14%, and reduced poverty by 26%. Importantly, 86%of income gains came from non-program earnings, driven by higher private-sector (real) wages and employment. This pattern appears to reflect imperfectly competitive labor markets more than productivity gains: worker’s reservation wages increased, land returns fell, and employment gains were higher in villages with more concentrated landholdings. Non-agricultural enterprise counts and employment grew rapidly despite higher wages, consistent with a role for local demand in structural transformation. These results suggest that public employment programs can effectively reduce poverty in developing countries, and may also improve economic efficiency. DA - 2017/09// PY - 2017 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 23838 ST - General equilibrium effects of (improving) public employment programs UR - https://www.nber.org/papers/w23838 Y2 - 2021/11/09/21:10:58 ER - TY - JOUR TI - Covid-19 Response: Diagnostic Assessment AU - Munyan-Penney, Nicholas AU - Barone, Charles DA - 2020/// PY - 2020 DP - Zotero SP - 6 LA - en UR - http://edreformnow.org/wp-content/uploads/2020/05/COVID-19-Response-Diagnostic-Assessment.pdf KW - ⛔ No DOI found ER - TY - CONF TI - Graphical User Interface Design Guide for Mobile Applications Aimed at Deaf Children AU - Muñoz, Leidi J. Enriquez AU - Noguera Zúñiga, Edilson Y. AU - Flórez Aristizábal, Leandro AU - Collazos, Cesar A. AU - Daza, Gloria AU - Cano, Sandra AU - Alghazzawi, Daniyal M. AU - Fardoun, Habib M. A2 - Zaphiris, Panayiotis A2 - Ioannou, Andri T3 - Lecture Notes in Computer Science AB - The objective of this work is to establish a Graphical User Interface (GUI) design guide that will support the development of mobile applications aimed at deaf children. To achieve this goal, this research was carried out by reviewing systematic literature reviews and field research techniques. For data collection, the following research techniques were used: meetings, interviews and observation in order to define the general guidelines that are part of the guide. Based on these guidelines, we proceeded to the design and development of prototypes on paper and functional prototypes of a mobile application for deaf children of an educational institution in the city of Popayán-Colombia. These prototypes were subjected to a usability evaluation using inspection techniques by three (3) different user profiles: Specialists in children with hearing disabilities, children with hearing disabilities, designers and developers. The design guide was validated in a process that involved the teachers and students, considering criteria of identity, design, accessibility, navigation and operation. Based on the results obtained, the final guidelines were determined and, therefore, the development of the GUI design guide for mobile applications aimed at deaf children. This GUI design is a tool that can be used by developers and designers of mobile applications to create new applications that consequently allow the inclusion of this population in the use of new technologies. C1 - Cham C3 - Learning and Collaboration Technologies. Design, Development and Technological Innovation DA - 2018/// PY - 2018 DO - 10.1007/978-3-319-91743-6_4 DP - Springer Link SP - 58 EP - 72 LA - en PB - Springer International Publishing SN - 978-3-319-91743-6 KW - Deaf children KW - Design guide KW - Interface design KW - Mobile applications ER - TY - JOUR TI - Type of intervention: Public-private partnership (led by the government) Website: http://subeb.edostate.gov.ng/home-school/ AU - Munoz-Najar, Alberto AU - Osa Oviawe, Joan DA - 2020/// PY - 2020 DP - Zotero SP - 6 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Remote Learning During COVID-19: Lessons from Today, Principles for Tomorrow AU - Munoz-Najar, Alberto AU - Gilberto, Alison AU - Hasan, Amer AU - Pedro Azevedo, João AU - Akmal, Maryam AB - School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: 1. Was remote learning during COVID-19 taken up and if so, was it effective? That is, did children learn as much as they did during pre-pandemic, in-person learning? 2. What lessons can governments derive from this wide-spread experience? 3. How might policymakers use these lessons to reimagine learning as schools begin to reopen? This report is part of a larger effort led by the World Bank to provide guidance and technical assistance to optimize country effectiveness in the design and execution of remote learning strategies. It has been developed in conjunction with Remote Learning During the Global School Lockdown: Multi-Country Lessons, a qualitative study conducted between May and November 2020 to understand the perceived effectiveness of remote and remedial learning solutions implemented across 17 countries. DA - 2022/03/30/ PY - 2022 LA - English M3 - Report PB - World Bank Group SN - 166111 UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/160271637074230077/remote-learning-during-covid-19-lessons-from-today-principles-for-tomorrow Y2 - 2022/08/21/00:00:00 ER - TY - BOOK TI - Remote Learning During COVID-19: Lessons from Today, Principles for Tomorrow AU - Munoz-Najar, Alberto AU - Gilberto, Alison AU - Hasan, Amer AU - Cobo, Cristobal AU - Azevedo, Joao Pedro AU - Akmal, Maryam AB - School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: 1. Was remote learning during COVID-19 taken up and if so, was it effective That is, did children learn as much as they did during pre-pandemic, in-person learning 2. What lessons can governments derive from this wide-spread experience 3. How might policymakers use these lessons to reimagine learning as schools begin to reopen This report is part of a larger effort led by the World Bank to provide guidance and technical assistance to optimize country effectiveness in the design and execution of remote learning strategies. It has been developed in conjunction with Remote Learning During the Global School Lockdown: Multi-Country Lessons, a qualitative study conducted between May and November 2020 to understand the perceived effectiveness of remote and remedial learning solutions implemented across 17 countries. DA - 2021/11/30/ PY - 2021 DP - DOI.org (Crossref) LA - en PB - World Bank ST - Remote Learning During COVID-19 UR - http://elibrary.worldbank.org/doi/book/10.1596/36665 Y2 - 2021/12/21/17:29:13 ER - TY - ELEC TI - Peru: Aprendo en casa AU - Munoz-Najar, Alberto DA - 2020/// PY - 2020 UR - https://oecdedutoday.com/wp-content/uploads/2020/09/Peru-Aprendo-en-Casa.pdf Y2 - 2021/12/22/03:09:56 ER - TY - NEWS TI - Mongolia leads in organizing TV classes for children AU - Munkhzul, A T2 - Montsame (Mongolia) DA - 2020/03/12/ PY - 2020 UR - https://montsame.mn/en/read/218635 Y2 - 2020/06/09/15:53:24 ER - TY - RPRT TI - Evaluation study on the early learning Child-to-Child Programme AU - Mundy, Karen AU - Proulx, Kerrie AU - Janigan, Kara AU - Geva, Esther AU - Fraser, Christie AB - Child-to-Child Programme in Ethiopia DA - 2014/// PY - 2014 DP - www.unicef.org LA - en PB - UNICEF UR - https://www.unicef.org/ethiopia/reports/evaluation-study-early-learning-child-child-programme Y2 - 2020/03/30/15:33:32 ER - TY - BLOG TI - Equity-Focused Approaches to Learning Loss during COVID-19 AU - Mundy, Karen AU - Hares, Susannah AB - Even in the best-resourced and highest-performing education systems, most COVID responses in education will end up by privileging better-off children. In developing countries, where far fewer children have access to secondary education, and where learning opportunities are heavily defined by quality education in the early years, COVID presents an especially stark equity challenge. DA - 2020/// PY - 2020 LA - EN UR - https://www.cgdev.org/blog/equity-focused-approaches-learning-loss-during-covid-19 KW - ___working_potential_duplicate ER - TY - BLOG TI - Managing Education Systems During COVID-19: An Open Letter to A Minister of Education AU - Mundy, Karen AU - Hares, Susannah T2 - Center For Global Development AB - The job of an education minister is now to “make sense of the mess”—to turn a series of interrelated challenges into a series of organized and prioritized problems and then into a strategy for action. DA - 2020/// PY - 2020 LA - en ST - Managing Education Systems During COVID-19 UR - https://www.cgdev.org/blog/managing-education-systems-during-covid-19-open-letter-minister-education Y2 - 2020/03/30/15:21:29 ER - TY - JOUR TI - The Influence of Principals’, Teachers’ and Students’ Attitude on Readiness to Adopt e-Learning in Secondary Schools in Kitui District, Kenya AU - Mulwa, Dr Angeline Sabina AU - Kyalo, Dr Dorothy Ndunge DA - 2013/// PY - 2013 DP - Zotero SP - 20 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - The Influence of Principals’, Teachers’ and Students’ Attitude on Readiness to Adopt e-Learning in Secondary Schools in Kitui District, Kenya AU - Mulwa, Dr Angeline Sabina AU - Kyalo, Dr Dorothy Ndunge DA - 2013/// PY - 2013 DP - Zotero SP - 20 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - The Influence of Principals’, Teachers’ and Students’ Attitude on Readiness to Adopt e-Learning in Secondary Schools in Kitui District, Kenya AU - Mulwa, Angeline Sabina AU - Kyalo, Dorothy Ndunge T2 - European Scientific Journal, ESJ AB - Studies conducted in the field of ICT use in secondary schools reveal that, although in the past few years teachers and students have enjoyed adequate access to an assortment of ICTs such as computers, laptops, projectors printers, e-blackboards, mobile phones for use n integration of teaching and learning in schools, the level of utilization of the ICTs by teachers and students in Kitui District is still minimal. This study sought to examine the relationship between Principals, teachers’ and students’ attitude on utilization of ICTs and the readiness to adopt e-learning in curriculum implementation at secondary school level. The major objective of the study was to establish the extent to which the attitude of principals, teachers and students influence readiness to adopt e-learning in secondary schools in Kitui District. Cross–sectional survey research design was adopted for the study. A sample of 66 principals, 66 teachers and 347 students, were involved in the study. The multiphase sampling procedure was adopted for this study. Data were collected using questionnaires and an observation schedule. The resultant information was analyzed by employing the quantitative approach which involved descriptive and inferential statistical procedures. The findings of the study reveal that the attitude held by secondary school Principals and Teachers had no significant influence on the schools’ readiness to adopt e-learning. However, the attitude held by students had a significant influence on the schools’ readiness to adopt e-learning. The study recommends that the government should plan to address the issue of e-learning infrastructure by availing e-learning equipment, enhancing connection to reliable sources of power, improving connectivity to various internet services and augmenting Human Resource capacity by organizing training programmes for Principals, Teachers and Students. Secondary schools should employ support staff members such as computer laboratory technicians or assistants before embarking on full-scale implementation of e-learning in schools in Kitui District and, indeed, all other remote semi-arid districts in Kenya. This will enhance positive attitude and confidence that e-learning can be successfully adopted in secondary schools in Kenya regardless of the location of the school. DA - 2013/02/28/ PY - 2013 DO - 10.19044/esj.2013.v9n5p%p DP - www.eujournal.org VL - 9 IS - 5 LA - en SN - 1857-7431 UR - https://eujournal.org/index.php/esj/article/view/798 Y2 - 2021/04/01/14:27:01 KW - ___working_potential_duplicate KW - ⚠️ Invalid DOI ER - TY - JOUR TI - The Influence of Principals’, Teachers’ and Students’ Attitude on Readiness to Adopt e-Learning in Secondary Schools in Kitui District, Kenya AU - Mulwa, Angeline Sabina AU - Kyalo, Dorothy Ndunge T2 - European Scientific Journal, ESJ AB - Studies conducted in the field of ICT use in secondary schools reveal that, although in the past few years teachers and students have enjoyed adequate access to an assortment of ICTs such as computers, laptops, projectors printers, e-blackboards, mobile phones for use n integration of teaching and learning in schools, the level of utilization of the ICTs by teachers and students in Kitui District is still minimal. This study sought to examine the relationship between Principals, teachers’ and students’ attitude on utilization of ICTs and the readiness to adopt e-learning in curriculum implementation at secondary school level. The major objective of the study was to establish the extent to which the attitude of principals, teachers and students influence readiness to adopt e-learning in secondary schools in Kitui District. Cross–sectional survey research design was adopted for the study. A sample of 66 principals, 66 teachers and 347 students, were involved in the study. The multiphase sampling procedure was adopted for this study. Data were collected using questionnaires and an observation schedule. The resultant information was analyzed by employing the quantitative approach which involved descriptive and inferential statistical procedures. The findings of the study reveal that the attitude held by secondary school Principals and Teachers had no significant influence on the schools’ readiness to adopt e-learning. However, the attitude held by students had a significant influence on the schools’ readiness to adopt e-learning. The study recommends that the government should plan to address the issue of e-learning infrastructure by availing e-learning equipment, enhancing connection to reliable sources of power, improving connectivity to various internet services and augmenting Human Resource capacity by organizing training programmes for Principals, Teachers and Students. Secondary schools should employ support staff members such as computer laboratory technicians or assistants before embarking on full-scale implementation of e-learning in schools in Kitui District and, indeed, all other remote semi-arid districts in Kenya. This will enhance positive attitude and confidence that e-learning can be successfully adopted in secondary schools in Kenya regardless of the location of the school. DA - 2013/02/28/ PY - 2013 DO - 10.19044/esj.2013.v9n5p%p DP - www.eujournal.org VL - 9 IS - 5 LA - en SN - 1857-7431 UR - https://eujournal.org/index.php/esj/article/view/798 Y2 - 2021/04/01/14:27:01 KW - ___working_potential_duplicate KW - ⚠️ Invalid DOI ER - TY - RPRT TI - Madagascar, 2018: Mass Media, Communication et Internet AU - Multiple Indicator Cluster Surveys DA - 2018/// PY - 2018 PB - UNICEF; instat UR - https://www.unicef.org/madagascar/media/2426/file/MICS6-Madagascar-2018-Media.pdf Y2 - 2020/09/11/11:27:22 ER - TY - RPRT TI - EdTech in Sierra Leone: A Rapid Scan AU - Mullan, Joel AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert. CN - 0038 DA - 2020/06/30/ PY - 2020 LA - en M3 - Country Scan PB - EdTech Hub SN - 3 ST - EdTech in Sierra Leone UR - https://docs.edtechhub.org/lib/C5MWWQI2 KW - C:Sierra Leone KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - RPRT TI - Teachers and teacher policy in primary and secondary education AU - Mulkeen, Aidan AU - Ratteree, William AU - Voss-Lengnik, Ilse DA - 2017/// PY - 2017 UR - https://teachertaskforce.org/sites/default/files/migrate_default_content_files/2017-09%20teachers%20and%20teacher%20policy_1.pdf Y2 - 2020/05/25/13:04:16 ER - TY - BOOK TI - Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management AU - Mulkeen, Aidan DA - 2009/12/02/ PY - 2009 DP - DOI.org (Crossref) LA - en PB - The World Bank SN - 978-0-8213-8053-6 978-0-8213-8071-0 ST - Teachers in Anglophone Africa UR - http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-8053-6 Y2 - 2020/05/16/16:54:12 ER - TY - JOUR TI - Developing BacaBicara: An Indonesian Lipreading System as an Independent Communication Learning for the Deaf and Hard-of-Hearing AU - Muljono, Muljono AU - Saraswati, Galuh Wilujeng AU - Winarsih, Nurul Anisa Sri AU - Rokhman, Nur AU - Supriyanto, Catur AU - Pujiono, Pujiono T2 - International Journal of Emerging Technologies in Learning (iJET) AB - Deaf and hard-of-hearing people have limitations in communication, espe-cially on aspects of language, intelligence, and social adjustment. To com-municate, deaf people use sign language or lipreading. For normal people, it is very difficult to use sign language. They have to memorize many hand signs. Therefore, lipreading is a necessary for communication between nor-mal and deaf people. In Indonesia, there is still few education media for deaf people to learn lipreading. To overcome this challenge, we develop a lipread-ing educational media to help deaf and hard-of-hearing to learn Bahasa In-donesia, called BacaBicara. User-Centered Design (UCD) is implemented to design the application and to analyze the constraints and conceptual models for the needs of users. This conceptual model uses the picture, lipreading video, text, and sign language to help the users understand the contents. The High fidelity prototype was implemented for evaluating usability testing. Based on the evaluation of the application, the results show that the proto-type matches the usability goals and the user experience. DA - 2019/// PY - 2019 DO - 10.3991/ijet.v14i04.9578 DP - onlinejour.journals.publicknowledgeproject.org VL - 14 IS - 04 SP - 44 EP - 57 LA - en SN - 1863-0383 ST - Developing BacaBicara UR - https://onlinejour.journals.publicknowledgeproject.org/index.php/i-jet/article/view/9578 Y2 - 2020/12/10/15:33:53 KW - Deaf and hard of hearing KW - Interaction KW - lipreading KW - user-centered design prototype ER - TY - JOUR TI - Prospective teachers' online learning mathematics activities in the age of COVID-19: A cluster analysis approach AU - Mulenga, Eddie M AU - Marbán, José M T2 - Eurasia Journal of Mathematics, Science and Technology Education AB - The learning situation in the Zambian education sector has changed in the age of COVID-19 when the first two cases of COVID-19 infection were detected in the country rising to 45 local and at least 1.8 million infections globally by 13th April, 2020. Zambia became one of the many countries globally that has prematurely closed all schools. This study examines prospective teachers' online learning mathematics activities in the age of COVID-19 pandemic. Cluster analysis results revealed that online learning mathematics activities have significant mean differences in clustering. Cluster 2 recorded the best performance, implying that students in this cluster exhibited excellent online learning skills for mathematics in technology-rich environments in which they will be forced to study and work in the future. The study reviews various available online platforms and indicates the one that will be opened by the government which is the Educational Channel on TV. DA - 2020/// PY - 2020 DO - 10.29333/EJMSTE/8345 VL - 16 IS - 9 SP - 1 EP - 9 KW - COVID-19 KW - Mathematics education KW - Online learning KW - Prospective teachers KW - Virtual teaching KW - Zambia ER - TY - RPRT TI - Education data for decision making (EDDATA II): key achievements and lessons learned; final report | UNESCO IIEP Learning Portal AU - Mulcahy-Dunn, Amy AU - Dick, Anna AU - Crouch, Luis AU - Newton, Erin AB - USAID's Education Data for Decision Making (EdData II) was implemented over a 12 year period beginning in 2004. EdData II had at its core the goal of improving access to data for USAID Missions and host country ministries, to use for making informed policy decisions. The tools and research developed under EdData II whelped to inform the development of learning metrics under the Sustainable Development Goals (2015); provide evidence to support the design and monitor the implementation of USAID's 2011-2017 Education strategy, and provide actionable, high-quality data to inform policy and practice in around 35 countries. The report reflects on EdData II and the project's impact, providing a summary of the most salient and impactful project activities, and drawing key lessons from their development and implementation. [...] The report is divided into four sections, as follows. Sections 1 and 2 begin with an overview of the background and key accomplishments of the EdData II contract and objectives, followed by a synopsis of EdData II task orders and their scope. Section 3, the main body of the report, delineates the key technical achievements of the program, including data collection tools, analysis, and measurement; pilot intervention programs; original and secondary research; and dissemination activities, as well as the implications of each. Section 4 reflects on the lessons learned from this work. In addition, several annexes provide further details about various aspects of the program. DA - 2016/12// PY - 2016 SP - 57 LA - EN PB - USAID; RTI International UR - https://www.globalreadingnetwork.net/sites/default/files/media/file/Core%20Final%20Report_16Dec2016_0.pdf Y2 - 2020/07/06/10:51:08 ER - TY - JOUR TI - GIS in Education Planning: The Kenyan School Mapping Project AU - Mulaku, G.C. AU - Nyadimo, E. T2 - Survey Review AB - School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision making. Such databases contain data such as the geographic location of schools, the numbers of existing schools of different levels in the public and private sectors, their capacities, physical condition and facilities, enrolment and the number of teachers and their attributes. Also often included are data on related natural features and infrastructure such as rivers, roads, economic and administrative centers, medical facilities, religious facilities, etc. This paper describes the Kenyan School Mapping Project, whose objective was to collect such data for all Kenyan learning institutions and to integrate them in a GIS database that could be queried to provide useful information for educational planners, other professional users and average citizens. Results show that at the time of the project, there were nearly 73000 learning institutions in Kenya, ranging from early childhood schools to universities; useful information products on important educational indicators such as schools distribution, enrolments, pupil-teacher ratios and gender parity indices have also been generated from GIS analysis of the data. These results have demonstrated the utility of the database for its stated purpose and therefore shown the project to be a useful model that can be emulated by other developing countries. DA - 2011/10/01/ PY - 2011 DO - 10.1179/003962611X13117748892155 DP - Taylor and Francis+NEJM VL - 43 IS - 323 SP - 567 EP - 578 SN - 0039-6265 ST - GIS in Education Planning UR - https://doi.org/10.1179/003962611X13117748892155 Y2 - 2022/11/04/10:55:28 KW - EMIS KW - GIS KW - KENYA KW - SCHOOL MAPPING ER - TY - JOUR TI - Experimenting with Automatic Text-to-Diagram Conversion: A Novel Teaching Aid for the Blind People AU - Mukherjee, Anirban AU - Garain, Utpal AU - Biswas, Arindam T2 - Journal of Educational Technology & Society AB - ABSTRACT Diagram describing texts are integral part of science and engineering subjects including geometry, physics, engineering drawing, etc. In order to understand such text, one, at first, tries to draw or perceive the underlying diagram. For perception of the blind students such diagrams need to be drawn in some non-visual accessible form like tactile graphics. Technologies for producing tactile graphics are available but they are too expensive to be afforded by the blind students or schools in developing countries like India. As a result, science education for a large population of blind students is severely compromised. This paper proposes a novel solution to this problem. A method for digital to Braille mapping of geometry diagrams on the low-cost traditional Braille text printer is reported here. Later on, this is integrated with a previously developed text-to-diagram conversion system. Using the integrated system, a blind student can input a geometry word problem and perceive the underlying diagram on a Braille printout. The major part of the study involves rigorous evaluation of the system at a Blind school. The enthusiasm and the ability shown by the subjects in using the system strongly attest its viability as an effective teaching/learning tool for the blind students. DA - 2014/// PY - 2014 DP - JSTOR VL - 17 IS - 3 SP - 40 EP - 53 SN - 1176-3647 ST - Experimenting with Automatic Text-to-Diagram Conversion UR - https://www.jstor.org/stable/jeductechsoci.17.3.40 Y2 - 2020/12/10/14:57:28 KW - ⛔ No DOI found ER - TY - JOUR TI - The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice AU - Mukama, E T2 - Journal of Computer Assisted Learning DA - 2009/11/05/ PY - 2009 DO - 10.1111/j.1365-2729.2009.00326.x VL - 25 IS - 6 UR - https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2009.00326.x Y2 - 2022/08/22/19:49:04 ER - TY - JOUR TI - Determinants of Implementation of Public Sector Projects in Kenya: A Case of Laptop Project in Public Primary Schools in Kangundo Sub-County, Machakos County AU - Muinde, Samuel Mutisya AU - Mbataru, Patrick AB - In One-to-one laptop programs are becoming popular across the globe. However available evidence suggests that their implementations in schools are often faced with challenges. For example, even though the government of Kenya began supplying laptops to public primary schools in 2016; reports indicate that the gadgets have not fully been put into use in many schools. Most of the empirical studies done in this area have majorly focused on the level of success and factors influencing implementation of the project and not the extent to which specific variables determine implementation of the project, thus resulting to a research gap. In order to fill this gap, study focused on the determinants of implementation of the laptop project in public primary schools in Kangundo Sub-county. The study was guided by 4 research objectives: i.) To assess the extent to which teachers’ perception determine implementation of the laptop project; ii) To establish the extent to which teachers’ capacity in ICT determine implementation of the laptop project; iii) To establish the extent to which availability of facilities determine the implementation of the laptop project; and iv) To establish the extent to which availability of digital subject content determine implementation of the laptop project. The study was premised on three (3) theories; Technology Acceptance Model, Constructivist Learning Theory and Resource Based Theory. The study adopted descriptive survey design. It targeted all the public primary schools, all teachers in lower primary and all the Ministry of Education officials heading the four zones that constitute Kangundo Sub-county. The study targeted all the 74 public primary schools which have 222 lower primary teachers, 74 head teachers and 4 MOEST officials making a total target population of 300. It adopted stratified random sampling in stratifying the schools into four zones and randomly selected 22 schools. All 22 school heads and all 66 lower primary school teachers of the participating schools were purposively sampled. Additionally, the 4 MOEST officials heading the four zones were included, making a sample of 92 participants. Tools of data collection included questionnaires for teachers and school heads, an interview guide for MOEST officials and an observation checklist. The data analysis was conducted using SPSS. Content analysis was adopted in analyzing qualitative data whereas descriptive statistics such as frequencies and percentages were used in analyzing quantitative data. Tables and figures were used to present the study results. The inferential analysis conducted shows that there was a significant relationship between independent and dependent variables. Both teachers’ capacity on ICT and availability of facilities were found to have significant effect on implementation of the laptop project while teachers’ perception and availability of digital subject content were found to have insignificant effect on the project in public primary schools in Kangundo Sub-County. DA - 2019/// PY - 2019 DP - kerd.ku.ac.ke LA - en SN - 2519-772X ST - Determinants of Implementation of Public Sector Projects in Kenya UR - https://kerd.ku.ac.ke/handle/123456789/1424 Y2 - 2021/04/02/06:41:21 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Determinants of Implementation of Public Sector Projects in Kenya: A Case of Laptop Project in Public Primary Schools in Kangundo Sub-County, Machakos County AU - Muinde, Samuel Mutisya DP - Zotero VL - 1 IS - 2 SP - 25 LA - en KW - ___working_potential_duplicate ER - TY - JOUR TI - PARENTAL INVOLVEMENT IN PRIMARY SCHOOLS IN KENYA AS A MAJOR STRATEGY FOR ACADEMIC SUCCESS AU - Muigai, Jecinta W. T2 - European Journal of Education Studies AB - The new Kenyan curriculum emphasizes the role of parents as essential to their children’s education and in the success of curriculum implementation. The development requires a change in how parents and the community interact with schools and education. The perception in Kenya has always been that education is the sole responsibility of the school and the teacher. And so, parental involvement in Kenya has mainly been limited to financial contributions and teacher-parent meetings. With the introduction of new curriculum, the role of parent is crucial for the academic success of the child. A literature study investigated the extent of parental involvement in primary schools in Kenya. The data is obtained from a variety of library articles addressing parental involvement in Primary schools in different counties in Kenya. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum. Article visualizations: DA - 2018/10/19/ PY - 2018 DO - 10.46827/ejes.v0i0.2011 DP - www.oapub.org IS - 0 LA - en SN - 25011111 UR - https://www.oapub.org/edu/index.php/ejes/article/view/2011 Y2 - 2022/03/09/12:52:35 KW - academic achievement KW - parental involvement KW - primary schools KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Parental Involvement in Primary Schools in Kenya as a Major Strategy for Academic Success AU - Muigai, Jecinta W. T2 - European Journal of Education Studies DA - 2018/10/19/ PY - 2018 VL - 5 IS - 3 LA - en SN - 25011111 UR - https://oapub.org/edu/index.php/ejes/article/view/2011/4648 KW - ⚠️ Invalid DOI ER - TY - JOUR TI - PARENTAL INVOLVEMENT IN PRIMARY SCHOOLS IN KENYA AS A MAJOR STRATEGY FOR ACADEMIC SUCCESS AU - Muigai, Jecinta W. T2 - European Journal of Education Studies AB - The new Kenyan curriculum emphasizes the role of parents as essential to their children’s education and in the success of curriculum implementation. The development requires a change in how parents and the community interact with schools and education. The perception in Kenya has always been that education is the sole responsibility of the school and the teacher. And so, parental involvement in Kenya has mainly been limited to financial contributions and teacher-parent meetings. With the introduction of new curriculum, the role of parent is crucial for the academic success of the child. A literature study investigated the extent of parental involvement in primary schools in Kenya. The data is obtained from a variety of library articles addressing parental involvement in Primary schools in different counties in Kenya. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum. Article visualizations: DA - 2018/10/19/ PY - 2018 DO - 10.46827/ejes.v0i0.2011 DP - www.oapub.org IS - 0 LA - en SN - 25011111 UR - https://www.oapub.org/edu/index.php/ejes/article/view/2011 Y2 - 2022/03/09/12:52:35 KW - academic achievement KW - parental involvement KW - primary schools KW - ⚠️ Invalid DOI ER - TY - JOUR TI - From teacher oriented to student centered learning, developing an ICT supported learning approach at the Eduardo Mondlane University, Mozambique AU - Muianga, Xavier AU - Klomsri, Tina AU - Tedre, Matti AU - Mutimucuio, Inocente T2 - TOJET: The Turkish Online Journal of Educational Technology AB - Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills. DA - 2018/// PY - 2018 VL - 17 IS - 3 SP - 47 EP - 53 LA - English UR - http://www.tojet.net/articles/v17i3/1735.pdf AN - 2071526082 KW - Action Research KW - Action research KW - Classroom communication KW - College Students KW - College students KW - Colleges & universities KW - Content Analysis KW - Content analysis KW - Cooperative Learning KW - Cooperative learning KW - Distance learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education--Teaching Methods And Curriculum KW - Educational Change KW - Electronic Learning KW - Environmental Education KW - Foreign Countries KW - Higher Education KW - Independent Study KW - Information Management KW - Information Technology KW - Information management KW - Information technology KW - Integrated Learning Systems KW - Interviews KW - Knowledge management KW - Learning KW - Learning Strategies KW - Literacy KW - Management Systems KW - Metacognition KW - Modernization KW - Motivation KW - Mozambique KW - Observation KW - Online instruction KW - Outcomes of Education KW - Pedagogy KW - Pilot Projects KW - Problem Solving KW - Problem based learning KW - Problem solving KW - Semi Structured Interviews KW - Skill Development KW - Skills KW - Student Attitudes KW - Student Centered Learning KW - Student Motivation KW - Students KW - Teachers KW - Teaching KW - Teaching Methods KW - Teaching methods KW - Technological Literacy KW - Universities KW - Web 2.0 KW - Web 2.0 Technologies KW - Webs KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097827 KW - __finaldtb KW - ⛔ No DOI found ER - TY - CONF TI - Viewpoints to ICT practices and hindrances from in Tanzanian secondary schools and teacher training colleges: Focus on classroom teachers AU - Muhoza, O. U. AU - Tedre, M. AU - Aghaee, N. AU - Hansson, H. T2 - 2014 International Conference on Teaching and Learning in Computing and Engineering AB - On the policy level, Tanzania has strongly committed to Information and Communication Technology (ICT) supported education on all levels of education. National policy documents give ICT a high priority in development of the country's educational system. Curricula have been revamped to accommodate for increased role of ICT in the society and education. Also educational institutions have explicated high expectations of ICT in the process of "massification of education." Several research studies, however, have showed little change in the classrooms. Surveys and case studies have showed that on the way from policy documents to strategy level and implementation level, something gets missing. The lack of ICT in education is clear in primary and secondary school, which is unsurprising, given that majority of schools also lack electricity and basic facilities, including proper classrooms, tables, and books. This study sets out to investigate, using thematic interviews of secondary school teachers in Tanzania, what processes and support structures do teachers consider to be lacking in terms of ICT supported education. Informants from teacher training colleges were also involved in order to bring out viewpoints from teacher training. The results confirmed a large number of earlier results, divided to six categories: school policy, implementation and administration on the school level, access to ICT, leadership and management, school culture, and teacher training. A number of new factors were also pinpointed: teachers' lack of awareness of government policies and documentation on several levels, lack of pedagogical readiness for e-learning and blended learning, and cultural concerns. Concerning what should come first, there was a chicken-and-egg-problem: it makes little sense to invest in rapidly aging ICT infrastructure and facilities if there is no human capacity to make use of those investments, and it makes little sense to invest in human capacity if there is no technological infrastructure to put quickly aging technical know-how into immediate use. C3 - 2014 International Conference on Teaching and Learning in Computing and Engineering DA - 2014/// PY - 2014 DO - 10.1109/LaTiCE.2014.31 DP - IEEE Xplore SP - 133 EP - 140 ST - Viewpoints to ICT Practices and Hindrances from in Tanzanian Secondary Schools and Teacher Training Colleges KW - Classroom Activities KW - Computers KW - Culture KW - Educational Technology KW - Educational institutions KW - Government KW - ICT management KW - ICT supported education KW - Information and Communication Technology (ICT) KW - Internet KW - Interviews KW - Tanzania KW - Tanzanian secondary schools KW - Teacher education KW - Teachers' expectations KW - Teachers' experiences KW - Training KW - blended learning KW - classroom teachers KW - computer aided instruction KW - cultural concerns KW - e-learning KW - educational courses KW - educational curricula KW - educational institutions KW - educational system development KW - government policies KW - information and communication technology KW - information technology KW - national policy documents KW - pedagogical readiness KW - teacher training KW - teacher training colleges ER - TY - ELEC TI - The ICT Landscape in Northern Kenya: Challenges & Opportunities AU - Mugendi, Jacob AU - Valbuena, Gustavo T2 - Engineering For Change AB - EDITORIAL TEAM: Carolina Rojas, E4C Expert Fellow; Mariela Machado, E4C Program Manager; Grace Burleson, E4C Research Manager DISCLAIMER: Any views and/or opinions expressed in this post by individual authors or contributors are their personal views and/or opinions and do not necessarily reflect the views and/or opinions of Huawei Technologies or iGov Africa. Click here to view the full report. The northern region of Kenya, which is arid and semi-arid in nature, forms... DA - 2020/10/26/ PY - 2020 ST - The ICT Landscape in Northern Kenya UR - https://www.engineeringforchange.org/research/ict-landscape-northern-kenya-challenges-opportunities/ Y2 - 2023/04/04/18:26:00 ER - TY - BOOK TI - Research methods dictionary AU - Mugenda, Olive M AU - Mugenda, Abel G CY - Nairobi, Kenya DA - 2012/// PY - 2012 PB - Kenya Arts Press ER - TY - BLOG TI - Kenya: How Rogue Officials Inflated Enrolment, Used Ghost Schools to Steal Billions AU - Muchunguh, David T2 - The Nation in Allafrica.com DA - 2021/04// PY - 2021 M3 - Newspaper UR - https://allafrica.com/stories/202104060258.html Y2 - 2022/04/07/17:39:14 ER - TY - JOUR TI - Impediments to Enhancing Research within Universities in Developing Context: The Case of Pakistani Universities AU - Muborakshoevaa, Marodsilton T2 - Journal of International and Comparative Education AB - Universities in some developing countries are undergoing reforms over the recent decades so that they become research-based institutions. It has been stressed that research is of paramount importance for enhancing the economy of a country and for societies to become knowledge-based. However some of these concepts and challenges faced by these universities are hardly explored. Relying on the analysis of qualitative interviews and document analysis, this paper examines how the Higher Education Commission (HEC) has taken numerous initiatives to boost the research capacity of universities in Pakistan. Even then, numerous challenge remains in the attempt to enhance research quality. Funding and its effective use, academic freedom, and value of research in the society emerged as major impediments to research development at the universities. Critical voices from the university faculty are rarely taken into account by those responsible for higher education bodies, therefore many of such challenges persist till date. The article proposes solutions for overcoming some of these challenges and situates the experience of Pakistani universities within the broader experiences of universities world-wide. DA - 2015/04/01/ PY - 2015 DO - 10.14425/00.76.05 DP - ResearchGate VL - 4 SP - 1 EP - 13 J2 - Journal of International and Comparative Education ST - Impediments to Enhancing Research within Universities in Developing Context ER - TY - JOUR TI - School Program of In-service Training for the Term (SPRINT) Program in Zambia -A Case of Collaboration Towards Self-Reliant Education Development AU - Mubanga, Ruth M T2 - Japan Education Forum DA - 2012/// PY - 2012 DP - Zotero VL - IX LA - en UR - https://cice.hiroshima-u.ac.jp/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf KW - ⛔ No DOI found ER - TY - CONF TI - School Program of In-service Training for the Term (SPRINT) Programme in Zambia - A Case of Collaboration Towards Self-Reliant Education Development AU - Mubanga, Ruth T2 - Japan Education Forum IX C1 - Tokyo, Japan C3 - Collaboration toward Greater Autonomy in Educational Development DA - 2012/02// PY - 2012 DP - Google Scholar UR - http://home.hiroshima-u.ac.jp/cice/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf ER - TY - RPRT TI - The effects of continuing professional development (CPD) though SPRINT on teacher classroom practices and student learning outcomes. In Collaboration toward Greater Autonomy in Educational Development AU - Mubanga, R CY - Tokyo DA - 2012/// PY - 2012 UR - https://cice.hiroshima-u.ac.jp/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf ER - TY - JOUR TI - Factors influencing teachers’ use of multimedia enhanced content in secondary schools in Tanzania AU - Mtebe, Joel Samson AU - Mbwilo, Betty AU - Kissaka, Mussa M. T2 - The International Review of Research in Open and Distributed Learning AB - Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers’ subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers’ acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of performance expectancy, all other factors had a statistically significant effect on teachers’ acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania. DA - 2016/// PY - 2016 DO - 10.19173/irrodl.v17i2.2280 DP - www.irrodl.org VL - 17 IS - 2 LA - en SN - 1492-3831 UR - http://www.irrodl.org/index.php/irrodl/article/view/2280 Y2 - 2020/11/18/14:44:27 ER - TY - JOUR TI - A critical review of eLearning research trends in Tanzania AU - Mtebe, Joel S. AU - Raphael, Christina T2 - Journal of Learning for Development AB - This study investigated research trends on eLearning implementation in Tanzania from 2007 to 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. Using content analysis, the study found that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Students was found to be the most studied population group while quantitative research design being the most preferred research design. It was also revealed that mobile and game based learning were the least investigated eLearning technologies despite the proliferation of mobile telephony in Tanzania. Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. This study will also help policy makers to promote further research in areas where the research gaps have been identified and find interventions to overcome barriers that hinder eLearning implementation in Tanzania. DA - 2018a PY - 2018a DP - jl4d.org VL - 5 IS - 2 SP - 163 EP - 178 LA - en SN - 2311-1550 UR - https://jl4d.org/index.php/ejl4d/article/view/269 Y2 - 2020/11/18/14:23:26 KW - ⛔ No DOI found ER - TY - JOUR TI - Eliciting in-service teachers’ technological pedagogical content knowledge for 21st-century skills in Tanzania AU - Mtebe, Joel S AU - Raphael, Christina T2 - Journal of Learning for Development AB - The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind of revolution needed is nevertheless impossible if teachers are not equipped with the necessary skills to bring in the desirable changes. This study adapted Technological Pedagogical Content Knowledge (TPACK) for 21st-Century skills to investigate teachers’ competence levels of 21st-Century skills using selfreported survey and classroom observations from a sample of 132 teachers in 20 schools in Pwani and Morogoro regions. The study found out that many teachers have moderate self-reported confidence in all TPACK elements with technology. Conversely, teachers self-reported confidence levels in content knowledge, pedagogical knowledge, and pedagogical content knowledge was found to be high. The findings from this study provides valuable insights on how teachers use ICT to prepare students for 21-Century skills capable of supporting the country’s efforts towards developing an industrial economy. DA - 2018b PY - 2018b DP - Zotero VL - 5 IS - 3 SP - 263 EP - 279 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Using SMS mobile technology to assess the mastery of subject content knowledge of science and mathematics teachers of secondary schools in Tanzania AU - Mtebe, Joel S. AU - Kondoro, Aron AU - Kissaka, Mussa M. AU - Kibga, Elia T2 - International Journal of Educational and Pedagogical Sciences AB - Using SMS Mobile Technology to Assess the Mastery of Subject Content Knowledge of Science and Mathematics Teachers of Secondary Schools in Tanzania DA - 2015a PY - 2015a DP - publications.waset.org VL - 9 IS - 11 SP - 3893 EP - 3901 LA - en UR - https://publications.waset.org/10002939/using-sms-mobile-technology-to-assess-the-mastery-of-subject-content-knowledge-of-science-and-mathematics-teachers-of-secondary-schools-in-tanzania Y2 - 2020/11/18/15:16:19 KW - ⛔ No DOI found ER - TY - JOUR TI - Mining students’ data to analyse usage patterns in eLearning systems of secondary schools in Tanzania AU - Mtebe, Joel S AU - Kondoro, Aron W T2 - Journal of Learning for Development AB - The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students actually use them. Existing studies tend to focus on investigating students’ attitude towards using these systems through surveys. Nonetheless, data from surveys is normally subject to the possibility of distortion, low reliability, and rarely indicate the causal effects. This study adopted WEKA and KEEL as data mining tools to analyze students’ usage patterns and trends using 68,827 individual records from the log file of the Halostudy system implemented in secondary schools in Tanzania. The study found that the system usage is moderate and in decline. There is also variability in the usage of multimedia elements with biology having the highest number while mathematics has the lowest. Students from Dar es Salaam, Mwanza, and Arusha, in that order, had the highest system usage with the lowest being from the peripheral regions. The possible challenges limiting system usage are discussed. These findings show that data mining tools can be used to indicate usage patterns of systems implemented in sub-Saharan Africa and to help educators to find ways of maximising systems usage. DA - 2019/// PY - 2019 DP - Zotero VL - 6 IS - 3 SP - 228 EP - 244 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Developing multimedia enhanced content to upgrade subject content knowledge of secondary school teachers in Tanzania AU - Mtebe, Joel S AU - Kibga, Elia Y AU - Mwambela, Alfred A AU - Kissaka, Mussa M T2 - Journal of Learning for Development AB - The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science and mathematics in secondary education. This article reports on the process involved in the development of multimedia enhanced content that involved teachers, facilitators, and technical staff. The developed content was evaluated for its satisfaction using a sample of 72 experts that included teachers and instructors after using the content for 10 days. Generally, respondents were satisfied with the quality of the developed multimedia enhanced content. However, accuracy had a minimum percentage of users’ satisfaction with 37%. This shows that the majority of the content had spelling and grammatical errors that were supposed to have been corrected before producing the final product. Although this is ongoing work, we believe that the lessons learned from our efforts can be useful to similar organizations planning to develop multimedia enhanced content for educational purposes. DA - 2015b PY - 2015b DP - Zotero VL - 2 IS - 3 SP - 29 EP - 44 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Conducting value for money analysis in digitising education systems in Tanzania (inception report) AU - Mtebe, Joel DA - 2020/// PY - 2020 PB - PO-RALG ER - TY - BLOG TI - Mtabe – Just Ask Too. AU - Mtabe LA - en-US UR - https://mtabeapp.com/ Y2 - 2020/07/21/11:05:23 ER - TY - BLOG TI - Mtabe – Q&A SMS eLearning Platform AU - Mtabe LA - en-US UR - https://mtabeapp.com/ Y2 - 2022/06/25/23:24:27 ER - TY - JOUR TI - Using mobile phones in teaching and learning in secondary schools in Tanzania AU - Msuya, Ombeni T2 - International Journal of Education and Research AB - This paper discusses some of the findings from a recent cross-sectional survey that examined how secondary schools’ teachers use their mobile phones in teaching and learning. The participants were drawn from Mwanga and Chamwino districts in Kilimanjaro and Dodoma regions respectively in Tanzania. A large area of the study location enjoys are liable mobile phones’ coverage network, many mobile phones’ service providers and reliable wireless internet. This study involved 100 teachers from public and private secondary schools obtained using purposive sampling.These teachers were only those who owned smart phones.The study used likerty-type questionnaires and semi-structured interview to collect data for understanding the contribution of teachers’ mobile phones in teaching and learning process in secondary schools. The 90(90%) questionnaires were filled and returned,while 10 (10%) questionnaires were not returned. The study found that most of the teachers had little knowledge on the use of mobile phones as a tool for ICT pedagogical uses. It was also revealed that the teachers were competent in the basic uses of mobile phones,but were not able to create upload, download and share academic resources through their smart phones;while others were not aware of the capacity of their mobile phones. It was revealed that mobile phones were relevant in teaching and learning in secondary schools. Moreover, majority of the secondary school teachers were not using their smart phones for educational purposes;instead,they used them for other non-educational activities. It was furthermore revealed that teachers were very bitter for allowing their students to carry mobile phones in the classroom. DA - 2015/// PY - 2015 DP - repository.udom.ac.tz VL - 3 IS - 5 SP - 207 EP - 218 LA - en UR - http://repository.udom.ac.tz/handle/20.500.12661/2390 Y2 - 2020/11/18/15:11:41 KW - ⛔ No DOI found ER - TY - JOUR TI - Developing and piloting interactive physics experiments for secondary schools in Tanzania AU - Msoka, Vidate C AU - Mtebe, Joel S AU - Kissaka, Mussa M AU - Kalinga, Ellen C T2 - Journal of Learning for Development AB - Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to the acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as unattractive, difficult and irrelevant to understanding the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an alternative to physical experiments. Results show that students found the interactive experiment was easier and more efficient, and, therefore, can be used as an alternative to physical experiments. DA - 2015/// PY - 2015 DP - Zotero VL - 2 IS - 1 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Results on implementing personal learning environments in Tanzanian secondary schools AU - Mselle, L. J. AU - Kondo, T. S. T2 - 8th International Conference for Internet Technology and Secured Transactions (ICITST-2013) AB - In this paper we describe how an Offline Personal Learning Environment (OPLE) for learning mathematics was implemented in Tanzanian secondary schools. Students and teachers' perceptions were captured and discussed. The viability of delivering mathematics classes through offline digital content was tested. Results show that OPLE can be used to improve teaching and learning in Tanzanian secondary schools. C3 - 8th International Conference for Internet Technology and Secured Transactions (ICITST-2013) DA - 2013/// PY - 2013 DO - 10.1109/ICITST.2013.6750234 DP - IEEE Xplore SP - 417 EP - 421 KW - Context KW - Education KW - Educational institutions KW - Green products KW - ICT KW - Offline Digital Content KW - Offline Personal Learning Environment KW - Technology ER - TY - JOUR TI - The Relevancy of Bronfenbrenner’s Ecological Systems Theory in Early Childhood Education AU - Msangi, Bilhuda T2 - JOURNAL OF ISSUES AND PRACTICE IN EDUCATION DA - 2012/// PY - 2012 DP - Google Scholar VL - 4 IS - 1 KW - ⛔ No DOI found ER - TY - JOUR TI - 2011 Rwanda TeacherMate Report AU - Mruz, Kari DA - 2011/// PY - 2011 DP - Zotero SP - 19 LA - en UR - https://lists.sugarlabs.org/archive/iaep/attachments/20111213/285731ce/attachment.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Toward next-generation performance budgeting: lessons from the experiences of seven reforming countries AU - Moynihan, Donald AU - Beazley, Ivor AB - Toward next-generation performance budgeting : lessons from the experiences of seven reforming countries (English) DA - 2016/// PY - 2016 LA - en M3 - Text/HTML ST - Toward next-generation performance budgeting UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/356081478497402740/Toward-next-generation-performance-budgeting-lessons-from-the-experiences-of-seven-reforming-countries Y2 - 2022/06/04/19:41:38 ER - TY - ELEC TI - Movva AU - Movva UR - https://movva.tech/ Y2 - 2022/06/06/17:14:53 ER - TY - RPRT TI - EGates Knowledge Pack AU - Moustafa, Nariman AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1010 DA - 2024/03/31/T22:00:00.000Z PY - 2024 LA - en M3 - Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/2DUQVVWZ KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - USAID/Madagascar impact evaluation of the Mahay Mamaky Teny (MMT) project AU - Moussa, Wael AU - Cao, Yvonne AU - Louge, Nathalie DA - 2018/// PY - 2018 M3 - Endline Impact Evaluation Report PB - United States Agency for International development SN - AID-OOA-I-14-00054 UR - https://pdf.usaid.gov/pdf_docs/PA00TBW4.pdf Y2 - 2020/06/25/08:42:54 ER - TY - RPRT TI - How the world’s most improved school systems keep getting better AU - Mourshed, Mona AU - Barber, Michael AU - Chijioke, Chinezi DA - 2010/11// PY - 2010 LA - EN PB - McKinsey & Company UR - https://www.mckinsey.com/~/media/McKinsey/Industries/Social%20Sector/Our%20Insights/How%20the%20worlds%20most%20improved%20school%20systems%20keep%20getting%20better/How_the_worlds_most_improved_school_systems_keep_getting_better.ashx ER - TY - ELEC TI - Transforming teacher education and learning AU - Mott MacDonald DA - 2020/// PY - 2020 UR - https://www.mottmac.com/en-US/article/13183/transforming-teacher-education-and-learning Y2 - 2020/07/03/11:40:16 ER - TY - BLOG TI - 15 EdTech research papers that we share all the time AU - Moss, Caitlin T2 - EdTech Hub AB - We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?” As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […] DA - 2020/01/24/T13:53:24+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/01/24/15-edtech-research-papers-that-we-share-all-the-time/ Y2 - 2020/02/27/20:34:53 KW - F:Blog post KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - 18 large-scale EdTech initiatives on our radar in 2020 AU - Moss, Caitlin T2 - EdTech Hub AB - During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […] DA - 2020/01/22/T12:03:51+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/01/22/18-large-scale-edtech-initiatives-on-our-radar-in-2020/ Y2 - 2020/02/27/20:36:04 KW - F:Blog post KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Regression to the mean: treatment effect without the intervention AU - Morton, Veronica AU - Torgerson, David J. T2 - Journal of Evaluation in Clinical Practice DA - 2005/// PY - 2005 DO - 10.1111/j.1365-2753.2004.00505.x DP - Google Scholar VL - 11 IS - 1 SP - 59 EP - 65 ST - Regression to the mean ER - TY - JOUR TI - A computational literature review of the technology acceptance model AU - Mortenson, Michael J. AU - Vidgen, Richard T2 - International Journal of Information Management AB - A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further. DA - 2016/12/01/ PY - 2016 DO - 10.1016/j.ijinfomgt.2016.07.007 DP - ScienceDirect VL - 36 IS - 6, Part B SP - 1248 EP - 1259 J2 - International Journal of Information Management SN - 0268-4012 UR - https://www.sciencedirect.com/science/article/pii/S0268401216300329 Y2 - 2024/01/18/22:26:24 KW - Citation analysis KW - Co-authorship analysis KW - Computational literature review KW - Journal ranking KW - Lda KW - Literature review KW - Social network analysis KW - Technology acceptance model KW - Topic models ER - TY - JOUR TI - Approaches to qualitative-quantitative methodological triangulation AU - Morse, Janice M. T2 - Nursing research DA - 1991/// PY - 1991 DO - 10.1097/00006199-199103000-00014 VL - 40 IS - 2 SP - 120 EP - 123 UR - https://journals.lww.com/nursingresearchonline/Citation/1991/03000/Approaches_to_Qualitative_Quantitative.14.aspx ER - TY - CHAP TI - Theoretical Saturation AU - Morse, Janice M. T2 - The SAGE Encyclopedia of Social Science Research Methods CY - Thousand Oaks DA - 2004/// PY - 2004 DP - SAGE Knowledge IS - 3 SP - 1123 EP - 1123 PB - SAGE Publications, Inc. UR - http://sk.sagepub.com/reference/socialscience/n1011.xml Y2 - 2019/11/15/11:30:56 ER - TY - RPRT TI - Toolkit for Designing a Comprehensive Distance Learning Strategy AU - Morris, Emily AU - Tan, Yvette CY - Washington, D.C. DA - 2021/// PY - 2021 DP - Zotero SP - 80 LA - en PB - USAID UR - https://www.edu-links.org/resources/designing-comprehensive-distance-learning-toolkit ER - TY - RPRT TI - Radio Instruction to Strengthen Education (RISE) in Zanzibar. Learning gains assessment: more than child's play. AU - Morris, Emily AU - Philip, Miriam AU - Othman, Abrahman Faki AU - Mitchell, James AU - Quiones, Esteban J. AU - Leatxe, Denisse AB - Students at a RISE learning center, who now have access to an early childhood education. RADIO INSTRUCTION TO STRENGTHEN EDUCATION (RISE) IN ZANZIBAR LEARNING GAINS ASSESSMENT:… DA - 2009/// PY - 2009 LA - en PB - Education Development Center, Inc. and Ministry of Education and Vocational Training UR - https://cupdf.com/document/radio-instruction-to-strengthen-education-rise-in-iddedcorgsitesiddedcorgfilesradio.html Y2 - 2021/11/02/01:05:57 ER - TY - RPRT TI - A Roadmap for Measuring Distance Learning AU - Morris, Emily AU - Farrell, Anna AU - Venetis, Emma DA - 2021/01// PY - 2021 DP - Zotero SP - 85 LA - en PB - USAID UR - https://www.edu-links.org/sites/default/files/media/file/Measuring%20Impact%20and%20Outcomes_Final_01.20.2021-508%20%281%29.pdf ER - TY - RPRT TI - Delivering distance learning in emergencies: A review of evidence and best practice AU - Morris, Emily AU - Farrell, Anna AU - EnCompass LLC AU - MSI DA - 2020/04/24/ PY - 2020 PB - USAID UR - https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf Y2 - 2020/06/03/08:46:53 ER - TY - SLIDE TI - Expenditures and Revenue Management A2 - Morrell, Lance CY - World Bank DA - 2017/03// PY - 2017 LA - en UR - https://thedocs.worldbank.org/en/doc/484781545085003699-0090022018/related/100Expenditure0and0Revenue0Mgt.pdf ER - TY - RPRT TI - Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. AU - Morpeth, Ros AU - Creed, Charlotte AU - Cullen, Jane AU - Page, Elspeth AU - Raynor, Janet CY - Nepal DA - 2009/// PY - 2009 DP - Open WorldCat LA - en PB - UNICEF ST - Open and distance learning for basic education in South Asia KW - ___working_potential_duplicate ER - TY - RPRT TI - Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. AU - Morpeth, R AU - Creed, C AU - Cullen, J AU - Page, E AU - Raynor, J CY - Nepal DA - 2009/// PY - 2009 DP - Open WorldCat LA - en PB - United Nations Children's Fund ST - Open and distance learning for basic education in South Asia UR - http://oro.open.ac.uk/25572/1/ODL_for_Hard_to_Reach_Children_Main__Report_.pdf KW - ___working_potential_duplicate ER - TY - ELEC TI - What Is Universal Design for Learning (UDL)? AU - Morin, Amanda T2 - Understood AB - Universal Design for Learning (UDL) is a teaching approach to help all learners be successful. Learn how it benefits kids with learning and attention issues. DA - 2020/// PY - 2020 LA - en UR - https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-works Y2 - 2020/08/15/19:30:17 ER - TY - JOUR TI - How to do (or not to do)… gender analysis in health systems research AU - Morgan, Rosemary AU - George, Asha AU - Ssali, Sarah AU - Hawkins, Kate AU - Molyneux, Sassy AU - Theobald, Sally T2 - Health Policy and Planning AB - Gender-the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for males, females and other genders-affects how people live, work and relate to each other at all levels, including in relation to the health system. Health systems research (HSR) aims to inform more strategic, effective and equitable health systems interventions, programs and policies; and the inclusion of gender analysis into HSR is a core part of that endeavour. We outline what gender analysis is and how gender analysis can be incorporated into HSR content, process and outcomes Starting with HSR content, i.e. the substantive focus of HSR, we recommend exploring whether and how gender power relations affect females and males in health systems through the use of sex disaggregated data, gender frameworks and questions. Sex disaggregation flags female-male differences or similarities that warrant further analysis; and further analysis is guided by gender frameworks and questions to understand how gender power relations are constituted and negotiated in health systems. Critical aspects of understanding gender power relations include examining who has what (access to resources); who does what (the division of labour and everyday practices); how values are defined (social norms) and who decides (rules and decision-making). Secondly, we examine gender in HSR process by reflecting on how the research process itself is imbued with power relations. We focus on data collection and analysis by reviewing who participates as respondents; when data is collected and where; who is present; who collects data and who analyses data. Thirdly, we consider gender and HSR outcomes by considering who is empowered and disempowered as a result of HSR, including the extent to which HSR outcomes progressively transform gender power relations in health systems, or at least do not further exacerbate them. DA - 2016/10// PY - 2016 DO - 10.1093/heapol/czw037 DP - PubMed VL - 31 IS - 8 SP - 1069 EP - 1078 J2 - Health Policy Plan LA - eng SN - 1460-2237 KW - Female KW - Framework KW - Health Services Research KW - Humans KW - Male KW - Power (Psychology) KW - Sex Factors KW - Sexism KW - Social Norms KW - _C:Bangladesh BGD KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nepal NPL KW - _C:South Africa ZAF KW - _C:Uganda UGA KW - _C:Yemen YEM KW - __C:scheme:1 KW - gender KW - gender analysis KW - health systems KW - health systems research ER - TY - BLOG TI - Schools’ readiness for digital learning in the eyes of principals. An analysis from PISA 2018 and its implications for the COVID19 (Coronavirus) crisis response AU - Moreno, Juan Manuel AU - Gortazar, Lucas T2 - World Bank Blogs - Education for Global Development AB - An analysis from PISA 2018 and its implications for the COVID19 crisis response DA - 2020/04/08/ PY - 2020 LA - en UR - https://blogs.worldbank.org/education/schools-readiness-digital-learning-eyes-principals-analysis-pisa-2018-and-its Y2 - 2020/04/20/16:31:55 ER - TY - RPRT TI - Evaluation of the Sida-supported Education Program for Results (EPforR) 2014–2021, Tanzania AU - Moran, Greg AU - Connal, Criana AU - Kirama, Stephen AU - Leung, Yvonne DA - 2020/// PY - 2020 PB - Sida UR - https://cdn.sida.se/publications/files/sida62337en-evaluation-of-the-sida-supported-education-program-for-results-epforr-20142021-tanzania.pdf ER - TY - RPRT TI - Annual Primary School Census 2019 (Draft) AU - MoPME AU - Directorate of Primary Education DA - 2020/// PY - 2020 DP - Zotero SP - 222 LA - en UR - https://mopme.portal.gov.bd/sites/default/files/files/mopme.portal.gov.bd/publications/4a81eee1_4fff_4c20_ab68_282c1db70caa/2.10.1%20APSC%20(2).pdf Y2 - 2021/04/04/00:00:00 ER - TY - RPRT TI - Annual Primary School Census 2019 AU - MoPME CY - Bangladesh DA - 2019/// PY - 2019 DP - Zotero SP - 222 LA - en PB - Directorate of Primary Education UR - https://mopme.portal.gov.bd/sites/default/files/files/mopme.portal.gov.bd/publications/4a81eee1_4fff_4c20_ab68_282c1db70caa/2.10.1%20APSC%20(2).pdf ER - TY - JOUR TI - Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic AU - Moorhouse, Benjamin Luke T2 - Journal of Education for Teaching AB - This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies. DA - 2020/// PY - 2020 DO - 10.1080/02607476.2020.1755205 VL - 00 IS - 00 SP - 1 EP - 3 UR - https://doi.org/10.1080/02607476.2020.1755205 KW - COVID-19 pandemic KW - Initial teacher education KW - adapting to online teaching KW - synchronous online teaching ER - TY - BLOG TI - Access to digital learning during COVID-19 closures: compounding educational inequality? AU - Moore, Rhiannon AU - Marshall, Lydia AB - This blog was origially published as a guest blog on the UKFIET forum The COVID-19 global pandemic has led to children across the world seeing their schools closed down – the latest UNESCO estimates suggest that over 87% of the world’s student population is currently unable to attend school or university. This is certainly true for children and young people in countries covered by the Young Lives study, with all schools in India, Ethiopia and Peru and schools in some parts of Vietnam, currently closed. DA - 2020/// PY - 2020 LA - en ST - Access to digital learning during COVID-19 closures UR - https://www.younglives.org.uk/content/access-digital-learning-during-covid-19-closures-compounding-educational-inequality Y2 - 2020/08/05/14:25:59 ER - TY - JOUR TI - Learning to teach online: a systematic review of the literature on K-12 teacher preparation for teaching online AU - Moore-Adams, Brianne L AU - Jones, W Monty AU - Cohen, Jonathan T2 - Distance Education AB - There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to aggregate the types of knowledge and skills required to teach online and examine both the extent to which these elements are addressed in existing programs and are based on empirical research. Findings suggest that the types of knowledge and skills based on empirical research originate from few studies and that most programs address only a small subset of knowledge and skills, varying greatly without uniformity in content or learning experiences. DA - 2016/// PY - 2016 DO - 10.1080/01587919.2016.1232158 VL - 37 IS - 3 SP - 333 EP - 348 KW - Online learning KW - online teaching KW - teacher preparation KW - virtual learning ER - TY - CONF TI - Social Entrepreneurship and Disruptive Innovation: Evaluating the use of Rumie’s Free Educational Software in Seven Developing Economies AU - Moon, Chris AU - Kavanagh, Allison AU - Jeffrey, Jackie AU - Gebbels, Joseph AU - Korsgaard, Karen C3 - Proceedings of The 11th European Conference on Innovation and Entrepreneurship 15-16 September 2016 DA - 2016/// PY - 2016 DP - Google Scholar SP - 485 ST - Social Entrepreneurship and Disruptive Innovation KW - ⛔ No DOI found ER - TY - JOUR TI - Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa? AU - Moon, Bob AU - Villet, Charmaine T2 - Journal of Learning for Development AB - Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice. DA - 2017/// PY - 2017 VL - 4 IS - 1 SP - 23 EP - 35 LA - English SN - 2311-1550 UR - http://jl4d.org/index.php/ejl4d/article/view/194 AN - 1913344876; EJ1141537 KW - Africa KW - Computer Uses in Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Change KW - Educational Policy KW - Electronic Learning KW - Faculty Development KW - Foreign Countries KW - Higher Education KW - Inservice Teacher Education KW - Online Courses KW - Postsecondary Education KW - Preservice Teacher Education KW - Resource Units KW - Teacher Shortage KW - ⛔ No DOI found ER - TY - RPRT TI - Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners AU - Moon, Bob AU - Leach, Jenny AU - Stevens, Mary-Priscilla DA - 2005/// PY - 2005 PB - World Bank UR - https://oro.open.ac.uk/8401/1/Teacher_education_Toolkit_May13.pdf Y2 - 2020/05/16/17:07:12 ER - TY - CHAP TI - Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme AU - Moon, Bob T2 - Teacher education through open and distance learning A2 - Danaher, Patrick Alan A2 - Abdurrahman, Umar T3 - Perspectives on distance education CY - Vancouver DA - 2010/// PY - 2010 DP - Google Scholar SP - 121 EP - 142 PB - Commonwealth of Learning (COL) ST - Creating new forms of teacher education UR - https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.9604&rep=rep1&type=pdf#page=134 KW - ⛔ No DOI found ER - TY - JOUR TI - School‐based teacher development in Sub‐Saharan Africa: building a new research agenda AU - Moon, Bob T2 - The Curriculum Journal DA - 2007/09// PY - 2007 DO - 10.1080/09585170701590007 DP - DOI.org (Crossref) VL - 18 IS - 3 SP - 355 EP - 371 J2 - Curric. j. LA - en SN - 0958-5176, 1469-3704 ST - School‐based teacher development in Sub‐Saharan Africa UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170701590007 Y2 - 2020/05/12/17:42:51 ER - TY - BOOK TI - Teacher Education and the Challenge of Development: A global analysis AU - Moon, Bob CY - London DA - 2013/// PY - 2013 PB - Routledge ER - TY - JOUR TI - Modelling and supporting ICT implementation in secondary schools AU - Mooij, Ton AU - Smeets, Ed T2 - Computers & Education DA - 2001/// PY - 2001 DO - 10.1016/S0360-1315(00)00068-3 DP - Google Scholar VL - 36 IS - 3 SP - 265 EP - 281 ER - TY - JOUR TI - WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme AU - Moodley, Maglin T2 - South African Journal of Education DA - 2019/05/31/ PY - 2019 DO - 10.15700/saje.v39n2a1323 DP - DOI.org (Crossref) VL - 39 IS - 2 J2 - SAJE LA - en SN - 02560100, 20763433 ST - WhatsApp UR - http://www.sajournalofeducation.co.za/index.php/saje/article/view/1323/860 Y2 - 2022/08/22/20:10:46 ER - TY - ELEC TI - Moodle - Open-source learning platform | Moodle.org AU - Moodle DA - 2021/// PY - 2021 UR - https://moodle.org Y2 - 2021/01/27/00:00:00 ER - TY - NEWS TI - High Court stops Malawi's 21-day coronavirus lockdown AU - Montsho, Molaole AB - The Lilongwe High Court in Malawi has granted Human Rights Defenders Coalition (HDRC) an order blocking the government from effecting a 21-day lockdown meant to curb the spread of Covid-19. DA - 2020/04/17/ PY - 2020 DP - www.iol.co.za LA - en UR - https://www.iol.co.za/news/africa/high-court-stops-malawis-21-day-coronavirus-lockdown-46851304 Y2 - 2020/04/19/10:50:16 ER - TY - JOUR TI - The Journal Coverage of Web of Science and Scopus: A Comparative Analysis AU - Mongeon, Philippe AU - Paul-Hus, Adèle T2 - Scientometrics AB - Bibliometric methods are used in multiple fields for a variety of purposes, namely for research evaluation. Most bibliometric analyses have in common their data sources: Thomson Reuters' Web of Science (WoS) and Elsevier's Scopus. The objective of this research is to describe the journal coverage of those two databases and to assess whether some field, publishing country and language are over or underrepresented. To do this we compared the coverage of active scholarly journals in WoS (13,605 journals) and Scopus (20,346 journals) with Ulrich's extensive periodical directory (63,013 journals). Results indicate that the use of either WoS or Scopus for research evaluation may introduce biases that favor Natural Sciences and Engineering as well as Biomedical Research to the detriment of Social Sciences and Arts and Humanities. Similarly, English-language journals are overrepresented to the detriment of other languages. While both databases share these biases, their coverage differs substantially. As a consequence, the results of bibliometric analyses may vary depending on the database used. These results imply that in the context of comparative research evaluation, WoS and Scopus should be used with caution, especially when comparing different fields, institutions, countries or languages. The bibliometric community should continue its efforts to develop methods and indicators that include scientific output that are not covered in WoS or Scopus, such as field-specific and national citation indexes. DA - 2016/01// PY - 2016 DO - 10.1007/s11192-015-1765-5 DP - ACM Digital Library VL - 106 IS - 1 SP - 213 EP - 228 SN - 0138-9130 ST - The Journal Coverage of Web of Science and Scopus UR - https://doi.org/10.1007/s11192-015-1765-5 Y2 - 2019/10/14/11:49:02 KW - Bibliometrics KW - Citation indexes KW - Research evaluation KW - Scopus KW - Web of Science ER - TY - BLOG TI - How Sierra Leone is betting on data to fight the impact of climate change on schools AU - Momoh, A AU - Atherton, Paul T2 - Global Partnership for Education AB - Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed. DA - 2022/// PY - 2022 LA - en UR - https://www.globalpartnership.org/blog/how-sierra-leone-betting-data-fight-impact-climate-change-schools Y2 - 2022/11/18/15:31:18 ER - TY - ELEC TI - Dearth of research in Bangladeshi universities AU - Momin, S DA - 2020/// PY - 2020 UR - https://www.theindependentbd.com/post/235357 ER - TY - JOUR TI - Scaling online education: Increasing access to higher education. AU - Moloney, Jacqueline F. AU - Oakley, Burks T2 - Journal of Asynchronous Learning Networks DA - 2010/// PY - 2010 DP - Google Scholar VL - 14 IS - 1 SP - 55 EP - 70 ST - Scaling online education KW - ⛔ No DOI found ER - TY - NEWS TI - Could coronavirus lockdowns help close Latin America's digital divide? AU - Moloney, Anastasia T2 - Reuters AB - As Colombia enters its eighth week of coronavirus lockdown, street vendor Luis Duarte worries that his teenage daughter might not finish her school year now that her classes have moved online. DA - 2020/05/12/T11:12:14Z PY - 2020 DP - www.reuters.com LA - en SE - Coronavirus: Full Coverage UR - https://www.reuters.com/article/us-health-coronavirus-latam-tech-trfn-idUSKBN22O1L5 Y2 - 2022/06/06/09:21:19 KW - Americas KW - CORONAVIRUS KW - Central America KW - Children KW - Civil Liberties KW - Civil Rights KW - Coronavirus KW - Education KW - Enterprise Reporting KW - Features KW - Fundamental Rights KW - General News KW - Government KW - HEALTH KW - Health KW - Human Rights KW - Internet KW - LATAM KW - Medicine KW - Peru KW - Politics KW - Social Issues KW - Society KW - South America KW - TECH KW - TRFN KW - Technology (TRBC level 1) KW - US KW - United Nations KW - World Wide Web KW - Youth Issues ER - TY - NEWS TI - Dhaka slums: where Covid is curiously quiet AU - Mollah, Shaheen AU - Islam, Zyma T2 - The Daily Star DA - 2020/07/26/Sun PY - 2020 UR - https://www.thedailystar.net/frontpage/news/dhaka-slums-where-covid-curiously-quiet-1936293 Y2 - 2021/10/25/17:52:48 ER - TY - JOUR TI - El engagement en la educación virtual: experiencias durante la pandemia COVID-19 AU - Molina, Odiel Estrada AU - Cancell, Dieter Reynaldo Fuentes AU - Hernández, Alién García T2 - Texto Livre: Linguagem e Tecnologia DA - 2021/// PY - 2021 DP - Google Scholar VL - 14 IS - 2 SP - e33936 EP - e33936 ST - El engagement en la educación virtual KW - ⛔ No DOI found ER - TY - RPRT TI - Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms AU - Molina, Ezequiel AU - Pushparatnam, Adelle AU - Rimm-Kaufman, Sara AU - Wong, Keri Ka-Yee DA - 2018/11// PY - 2018 DP - DOI.org (Crossref) LA - en PB - World Bank, Washington, DC ST - Evidence-Based Teaching UR - http://hdl.handle.net/10986/30929 Y2 - 2022/09/23/11:41:56 ER - TY - RPRT TI - Digital Pakistan Policy AU - MoITT DA - 2018/// PY - 2018 PB - Ministry of IT & Telecom UR - http://moib.gov.pk/Downloads/Policy/DIGITAL_PAKISTAN_POLICY(22-05-2018).pdf ER - TY - RPRT TI - Digital Pakistan Policy AU - MoITT DA - 2018/// PY - 2018 PB - Ministry of IT & Telecom UR - http://moib.gov.pk/Downloads/Policy/DIGITAL_PAKISTAN_POLICY(22-05-2018).pdf ER - TY - BLOG TI - Teacher Learning Circles: A Locally Owned Complement to Coaching AU - Mohr, Emet AU - Morency Notario, Paige DA - 2016/// PY - 2016 UR - https://chemonics.com/blog/teacher-learning-circles-a-locally-owned-complement-to-coaching/ ER - TY - RPRT TI - Resource Pack to Support Remote Learning : Formative Assessment AU - Mohn, Giti AU - Rafique, Giti AU - Cardoso De Barros, Jorge Manuel AU - Twinomugisha, Alex AU - Hawkins, Robert J AU - Barron Rodriguez, Maria Rebeca AB - Resource Pack to Support Remote Learning : Formative Assessment (English) CY - Washington, D.C. DA - 2021/// PY - 2021 LA - en PB - World Bank ST - Resource Pack to Support Remote Learning UR - http://documents.worldbank.org/curated/en/099846303292215364/P174252093e0500400a42800c0560e18742 Y2 - 2022/12/29/19:16:46 ER - TY - RPRT TI - Resource Pack to Support Remote Learning : Digital AU - Mohn, Giti AU - Atif, Rafique AU - Cardoso De Barros, Jorge Manuel AU - Twinomugisha, Alex AU - Hawkins, Robert J AU - Barron Rodriguez, Maria Rebeca AB - Resource Pack to Support Remote Learning : Digital (English) CY - Washington, D.C. DA - 2021/// PY - 2021 LA - en PB - World Bank Group ST - Resource Pack to Support Remote Learning UR - http://documents.worldbank.org/curated/en/099846503292227713/P1742520e72c6706d0ab250bc5569ef32bf Y2 - 2023/03/24/12:56:55 ER - TY - RPRT TI - Resource Pack to Support Remote Learning : Introduction AU - Mohn, Giti AU - Atif, Rafique AU - Cardoso De Barros, Jorge Manuel AU - Twinomugisha, Alex AU - Hawkins, Robert J AU - Barron Rodriguez, Maria Rebeca AB - Resource Pack to Support Remote Learning : Introduction (English) CY - Washington, D.C. DA - 2021/// PY - 2021 LA - en PB - World Bank Group ST - Resource Pack to Support Remote Learning UR - http://documents.worldbank.org/curated/en/099846003292241568/P1742520752a490630b11e0c88660835149 Y2 - 2023/03/24/11:55:33 ER - TY - RPRT TI - Resource Pack to Support Remote Learning : Mobile AU - Mohn, Giti AU - Atif, Rafique AU - Cardoso De Barros, Jorge Manuel AU - Twinomugisha, Alex AU - Hawkins, Robert J AU - Barron Rodriguez, Maria Rebeca AB - Resource Pack to Support Remote Learning : Mobile (English) CY - Washinton, D.C. DA - 2021/// PY - 2021 LA - en PB - World Bank Group ST - Resource Pack to Support Remote Learning UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099846403292213739/P1742520988bb10220bc60090a9a4437eaa Y2 - 2023/03/24/13:00:59 ER - TY - RPRT TI - Resource Pack to Support Remote Learning : Print AU - Mohn, Giti AU - Atif, Rafique AU - Cardoso De Barros, Jorge Manuel AU - Twinomugisha, Alex AU - Hawkins, Robert J AU - Barron Rodriguez, Maria Rebeca AB - Resource Pack to Support Remote Learning : Print (English) CY - Washington, D.C. DA - 2021/// PY - 2021 LA - en PB - World Bank Group ST - Resource Pack to Support Remote Learning UR - http://documents.worldbank.org/curated/en/099845403292226173/P1742520f59a810fe0918c0091da1ca70aa Y2 - 2023/03/24/11:58:18 ER - TY - RPRT TI - Resource Pack to Support Remote Learning : Television AU - Mohn, Giti AU - Atif, Rafique AU - Cardoso De Barros, Jorge Manuel AU - Twinomugisha, Alex AU - Hawkins, Robert J AU - Barron Rodriguez, Maria Rebeca AB - Resource Pack to Support Remote Learning : Television (English) CY - Washinton, D.C. DA - 2021/// PY - 2021 LA - en PB - World Bank Group ST - Resource Pack to Support Remote Learning UR - http://documents.worldbank.org/curated/en/099845403292224247/P17425202b92680610b3e80d6a2b373a45b Y2 - 2023/03/24/12:40:40 ER - TY - NEWS TI - Urdu version of Sesame Street from April AU - Mohiuddin, Saeed T2 - The News International AB - Pakistani children would be able to watch the Urdu version of Sesame Street – the most-watched children’s television show in the world – five days a week on both PTV 1 and PTV 2... DA - 2009/03/22/ PY - 2009 LA - en UR - https://www.thenews.com.pk/archive/print/167150-urdu-version-of-sesame-street-from-april Y2 - 2020/08/11/10:18:31 ER - TY - JOUR TI - Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement AU - Moher, David AU - Shamseer, Larissa AU - Clarke, Mike AU - Ghersi, Davina AU - Liberati, Alessandro AU - Petticrew, Mark AU - Shekelle, Paul AU - Stewart, Lesley A. AU - PRISMA-P Group T2 - Systematic Reviews AB - Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium. DA - 2015/01/01/ PY - 2015 DO - 10.1186/2046-4053-4-1 DP - BioMed Central VL - 4 IS - 1 SP - 1 J2 - Systematic Reviews SN - 2046-4053 UR - https://doi.org/10.1186/2046-4053-4-1 Y2 - 2021/06/08/14:58:56 KW - Checklist Item KW - Knowledge Translation KW - Reporting Guideline KW - Systematic Review KW - Systematic Review Protocol KW - ___working_potential_duplicate ER - TY - JOUR TI - Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement AU - Moher, David AU - Liberati, Alessandro AU - Tetzlaff, Jennifer AU - Altman, Douglas G. T2 - BMJ AB -David Moher and colleagues introduce PRISMA, an update of the QUOROM guidelines for reporting systematic reviews and meta-analyses
DA - 2009/// PY - 2009 DO - 10.1136/bmj.b2535 DP - www.bmj.com VL - 339 SP - b2535 J2 - BMJ LA - en SN - 1756-1833 ST - Preferred reporting items for systematic reviews and meta-analyses UR - https://www.bmj.com/content/339/bmj.b2535 Y2 - 2020/12/10/14:19:21 KW - ___working_potential_duplicate ER - TY - JOUR TI - Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement AU - Moher, David AU - Liberati, Alessandro AU - Tetzlaff, Jennifer AU - Altman, Douglas G T2 - British Medical Journal DA - 2009/07/21/ PY - 2009 DO - 10.1136/bmj.b2535 DP - Zotero LA - en UR - https://www.bmj.com/content/339/bmj.b2535 KW - ___working_potential_duplicate ER - TY - JOUR TI - Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement AU - Moher, David AU - Liberati, Alessandro AU - Tetzlaff, Jennifer AU - Altman, Douglas G T2 - British Medical Journal DA - 2009/07/21/ PY - 2009 DO - 10.1136/bmj.b2535 DP - Zotero LA - en UR - https://www.bmj.com/content/339/bmj.b2535 KW - ___working_potential_duplicate ER - TY - JOUR TI - Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement AU - Moher, D. AU - Shamseer, L. AU - Clarke, M. AU - Ghersi, D. AU - Liberati, A. AU - Petticrew, M. AU - Shekelle, P. AU - Stewart, L. T2 - Systematic Reviews DA - 2015/// PY - 2015 VL - 4 IS - 1 SP - 1 EP - 9 KW - ___working_potential_duplicate KW - auto_merged KW - ❓ Multiple DOI ER - TY - JOUR TI - Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement AU - Moher, D. AU - Shamseer, L. AU - Clarke, M. AU - Ghersi, D. AU - Liberati, A. AU - Petticrew, M. AU - Shekelle, P. AU - Stewart, L. T2 - Systematic Reviews DA - 2015/// PY - 2015 VL - 4 IS - 1 SP - 1 EP - 9 KW - ___working_potential_duplicate KW - ❓ Multiple DOI ER - TY - JOUR TI - PRISMA: Preferred Reporting Items for Systematic Reviews and Meta-Analyses AU - Moher, D AU - Liberati, A AU - Altman, DG T2 - PLoS Med AB - PRISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses. PRISMA focuses on the reporting of reviews evaluating randomized trials, but can also be used as a basis for reporting systematic reviews of other types of research, particularly evaluations of interventions. DA - 2009/// PY - 2009 DO - 10.1371/journal.pmed100097 VL - 6 IS - 7 UR - http://www.prisma-statement.org/ Y2 - 2019/07/18/13:56:44 KW - THEME: Education management KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Development and evaluation of Ning social network for teaching training online surveillance AU - Mohd Nawi, Mohd Aliff AU - Jamsari, Ezad Azraai AU - Sulaiman, Adibah AU - Hamzah, Mohd Isa T2 - Turkish Online Journal of Distance Education AB - Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.) DA - 2013/01// PY - 2013 VL - 14 IS - 1 SP - 245 EP - 255 LA - English SN - 1302-6488, 1302-6488 UR - https://www.researchgate.net/publication/257656914_Development_and_evaluation_of_ning_social_network_for_teaching_training_online_surveillance AN - 1413415113; EJ1006263 KW - Courseware KW - ERIC, Current Index to Journals in Education (CIJE) KW - Foreign Countries KW - Higher Education KW - Interviews KW - Malaysia KW - Observation KW - Online Courses KW - Social Networks KW - Student Teachers KW - Supervisory Methods KW - Teacher Education Programs KW - Teacher Supervision KW - Teaching Methods KW - Trainees KW - Web 2.0 Technologies KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098097 KW - __finaldtb KW - ⛔ No DOI found ER - TY - ELEC TI - What COVID-19 reveals about educational inequality in Ghana AU - Mohammed, W.F. DA - 2020/// PY - 2020 UR - https://www.aljazeera.com/indepth/features/covid-19-reveals-educational-inequality-ghana-200407100729985.html Y2 - 2020/06/23/09:13:48 ER - TY - JOUR TI - Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed-methods study AU - Mohamed, Ahmed Hassan Hemdan T2 - Journal of Research in Special Educational Needs AB - The purpose of this mixed-methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi-structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology. DA - 2018/// PY - 2018 DO - 10.1111/1471-3802.12411 DP - Wiley Online Library VL - 18 IS - 4 SP - 278 EP - 288 LA - en SN - 1471-3802 ST - Attitudes of special education teachers towards using technology in inclusive classrooms UR - http://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1471-3802.12411 Y2 - 2020/12/10/16:20:57 KW - Attitudes KW - hard of hearing KW - inclusive education KW - intellectual disability KW - learning disabilities KW - technology ER - TY - JOUR TI - Using Tactile Letters As An Assitive Techology in Teaching Alphabet For Dyslexi Children: A Case Study AU - Mohamad, Mariam AU - Tan, Abdullah AU - Sabrina, Jessica T2 - eLearning & Software for Education DA - 2017/// PY - 2017 VL - 1 SP - 167 EP - 173 UR - http://eds.b.ebscohost.com/abstract?site=eds&scope=site&jrnl=2066026X&AN=123025166&h=YYP8aCNOv%2bOKM6QJPY5eHh8f0psWTq%2bGMC5HOljIH4m22Zv167sczNqF43TUPV9b1WEmzMI8shym5Vghq3x91Q%3d%3d&crl=c&resultLocal=ErrCrlNoResults&resultNs=Ehost&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d2066026X%26AN%3d123025166 Y2 - 2020/12/10/22:23:53 KW - ⛔ No DOI found ER - TY - BLOG TI - OER may be free, but you still need to invest to use them: Part I AU - Mogos, Ariam AU - Gacicio, Esther AU - Gaible, Edmond AB - Calls for access and equity underpin the OER (Open Educational Resources) movement, but it’s yet to be seen if the potential impact of OER will materialize in education - something COVID-19 may help change. DA - 2021/// PY - 2021 LA - en ST - OER may be free, but you still need to invest to use them UR - https://blogs.worldbank.org/education/oer-may-be-free-you-still-need-invest-use-them-part-i Y2 - 2022/12/29/19:00:17 ER - TY - RPRT TI - Education under Covid-19 lockdown: Reflections from teachers, students & parents AU - Moghli, Mai Abu AU - Shuayb, Maha CY - Beirut DA - 2020/// PY - 2020 DP - Zotero SP - 1 EP - 29 LA - en UR - https://lebanesestudies.com/education-under-covid-19-lockdown-reflections-from-teachers-students-parents/ ER - TY - RPRT TI - Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 AU - MoFEPT CY - Islamabad DA - 2020/// PY - 2020 PB - Ministry of Federal Education and Professional Training UR - http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf ER - TY - RPRT TI - Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 AU - MoFEPT CY - Islamabad DA - 2020/// PY - 2020 PB - Ministry of Federal Education and Professional Training UR - http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf ER - TY - RPRT TI - Feasibility study exploring e-learning initiatives at secondary schools in Tanzania mainland AU - MoEST CY - Dodoma, Tanzania DA - 2017/// PY - 2017 PB - MoEST ER - TY - RPRT TI - Education sector plan (ESP) for Bangladesh: Fiscal years 2020/21-2024/25 AU - MoE DA - 2020/12/10/ PY - 2020 PB - Ministry of Education UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-12-Bangladesh-ESP.pdf Y2 - 2021/05/04/11:52:40 ER - TY - RPRT TI - Education Sector Plan (ESP) for Bangladesh Fiscal Years 2020/21-2024/25 AU - MoE DA - 2020/12/10/ PY - 2020 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-12-Bangladesh-ESP.pdf Y2 - 2022/01/16/18:16:21 ER - TY - RPRT TI - Master plan for ICT in education in Bangladesh (2012-2021): Progress Review Report 2019 AU - MoE DA - 2019/// PY - 2019 UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000372984&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_ce3ddee6-2872-48b6-8169-5f6c789c2a20%3F_%3D372984eng.pdf&updateUrl=updateUrl6357&ark=/ark:/48223/pf0000372984/PDF/372984eng.pdf.multi&fullScreen=true&locale=en#%5B%7B%22num%22%3A12%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C17%2C862%2Cnull%5D ER - TY - RPRT TI - Master Plan for Information and Communication Technology in Education (2012-2021) AU - MoE DA - 2013/// PY - 2013 UR - https://planipolis.iiep.unesco.org/en/2013/master-plan-information-and-communication-technology-education-2012-2021-6580 ER - TY - RPRT TI - National Education Policy 2010 AU - MoE DA - 2010/// PY - 2010 PB - Ministry of Education Government of the People's Republic of Bangladesh ER - TY - JOUR TI - Impact of non-financial reward strategies on teachers’ performance: A study of secondary schools in Nyamira County, Kenya AU - Mochengo, Sylvester Nyageo AU - Atambo, Wallace AU - Abuga, Mogwambo Vitalis T2 - European Journal of Business and Management DA - 2016/// PY - 2016 VL - 8 IS - 9 SP - 41 EP - 50 UR - https://core.ac.uk/download/pdf/234627166.pdf KW - ⛔ No DOI found ER - TY - ELEC TI - Mobile Classroom | Home AU - Mobile Classroom AB - Mobile classroom application is bridging the gap between students and learning by giving them the opportunity to take classes online from anywhere in Nigeria... DA - 2020/// PY - 2020 LA - en UR - https://www.mobileclassroom.com.ng/ Y2 - 2020/07/07/16:18:20 ER - TY - JOUR TI - Integrating computer-assisted learning into a regular curriculum: evidence from a randomised experiment in rural schools in Shaanxi AU - Mo, Di AU - Zhang, Linxiu AU - Luo, Renfu AU - Qu, Qinghe AU - Huang, Weiming AU - Wang, Jiafu AU - Qiao, Yajie AU - Boswell, Matthew AU - Rozelle, Scott T2 - Journal of Development Effectiveness DA - 2014/07/03/ PY - 2014 DO - 10.1080/19439342.2014.911770 VL - 6 IS - 3 SP - 300 EP - 323 J2 - null SN - 1943-9342 UR - https://doi.org/10.1080/19439342.2014.911770 ER - TY - JOUR TI - Can One-to-One Computing Narrow the Digital Divide and the Educational Gap in China? The Case of Beijing Migrant Schools AU - Mo, Di AU - Swinnen, Johan AU - Zhang, Linxiu AU - Yi, Hongmei AU - Qu, Qinghe AU - Boswell, Matthew AU - Rozelle, Scott T2 - World Development AB - One Laptop Per Child (OLPC) is a high profile initiative to narrow the inequality of access to ICT and improve educational performance. However, there is little empirical evidence on its impacts. In order to assess the effectiveness of OLPC, we conducted a randomized experiment of OLPC with Chinese characteristics involving 300 third-grade students in Beijing migrant schools. Our results show that the program improved student computer skills by 0.33 standard deviations and math scores by 0.17 standard deviations. The program also increased student time spent using educational software and decreased student time spent watching TV. Student self-esteem also improved. DA - 2013/06/01/ PY - 2013 DO - 10.1016/j.worlddev.2012.12.019 DP - ScienceDirect VL - 46 SP - 14 EP - 29 J2 - World Development LA - en SN - 0305-750X ST - Can One-to-One Computing Narrow the Digital Divide and the Educational Gap in China? UR - http://www.sciencedirect.com/science/article/pii/S0305750X13000077 Y2 - 2020/01/29/12:32:48 KW - Asia KW - Beijing migrant school KW - China KW - One Laptop Per Child KW - RCT KW - computer skills KW - math test scores ER - TY - JOUR TI - Computer technology in education: evidence from a pooled study of computer assisted learning programs among rural students in China AU - Mo, Di AU - Huang, Weiming AU - Shi, Yaojiang AU - Zhang, Linxiu AU - Boswell, Matthew AU - Rozelle, Scott T2 - China Economic Review AB - There is a great degree of heterogeneity among the studies that investigate whether computer technologies improve education and how students benefit from them – if at all. The overall goal of this study is to assess the effectiveness of computing technologies to raise educational performance and non-cognitive outcomes and identify what program components are most effective in doing so. To achieve this aim we pool the data sets of five separate studies about computer technology programs that include observations of 16,856 students from 171 primary schools across three provinces in China. We find that overall computing technologies have positive and significant impacts on student academic achievement in both math and in Chinese. The programs are found to be more effective if they are implemented out-of-school, avoiding what appear to be substitution effects when programs are run during school. The programs also have heterogeneous effects by gender. Specifically, boys gain more than girls in Chinese. We did not find heterogeneous effects by student initial achievement levels. We also found that the programs that help students learn math—but not Chinese—have positive impacts on student self-efficacy. DA - 2015/// PY - 2015 DO - 10.1016/j.chieco.2015.09.001 DP - DOI.org (Crossref) VL - 36 SP - 131 EP - 145 J2 - China Economic Review LA - en SN - 1043951X ST - C omputer technology in education UR - https://linkinghub.elsevier.com/retrieve/pii/S1043951X15001133 Y2 - 2020/08/20/13:50:29 ER - TY - JOUR TI - Institutions, implementation, and program effectiveness: evidence from a randomized evaluation of computer-assisted learning in rural China AU - Mo, Di AU - Bai, Yu AU - Shi, Yaojiang AU - Abbey, Cody AU - Zhang, Linxiu AU - Rozelle, Scott AU - Loyalka, Prashant T2 - Journal of Development Economics AB - There is limited evidence on the degree to which differences in implementation among institutions matter for program effectiveness. To examine this question, we conducted an experiment in rural China in which public schools were randomly assigned to one of three treatments: a computer-assisted learning program (CAL) implemented by a government agency, the same program implemented by an NGO, and a pure control. Results show that compared to the pure control condition and unlike the NGO program, the government program did not improve student achievement. Analyzing impacts along the causal chain, we find that government officials were more likely to substitute CAL for regular instruction (contrary to protocol) and less likely to directly monitor program progress. Correlational analyses suggest that these differences in program implementation were responsible for the lack of impacts. DA - 2020/// PY - 2020 DO - 10.1016/j.jdeveco.2020.102487 DP - DOI.org (Crossref) VL - 146 IS - 102487 LA - en ST - Institutions, implementation, and program effectiveness UR - https://linkinghub.elsevier.com/retrieve/pii/S0304387820300626 Y2 - 2020/08/20/15:40:48 ER - TY - RPRT TI - Literacy Promotion through Mobile Phones AU - Miyazawa, Ichiro DA - 2009/// PY - 2009 DP - Zotero LA - en PB - UNESCO UR - http://www.unesco.org.pk/education/documents/Project%20Brief%20Paper_ICT.pdf ER - TY - JOUR TI - Technological Federalism : A Building Block to Constitutionalise the Digital Sphere AU - Mittal, Anushka DA - 2021/// PY - 2021 UR - https://www.epw.in/journal/2021/47/commentary/technological-federalism.html Y2 - 2022/06/15/19:31:55 KW - ⛔ No DOI found ER - TY - RPRT TI - Literature search protocol for the African Education Research Database AU - Mitchell AU - Rose AB - This methodological note provides an overview of the ‘Mapping education research in sub-Saharan Africa’ project. It presents the protocols for the literature search, data extraction, and development of the African Education Research Database. DA - 2018/06/04/ PY - 2018 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/1245521#.XSdQf4hKg2w Y2 - 2019/07/11/15:06:49 KW - Reviewed KW - _not_EdTechHub KW - _zenodoOTHER KW - education research KW - sub-Saharan Africa ER - TY - RPRT TI - Great buy or just low cost? Lessons on cost-effectiveness from messaging interventions in West Africa AU - Mitchell, Joel AU - Mukankusi, Aimée AU - D'Rozario, Jonny AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1017 DA - Forthcoming PY - Forthcoming LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib/K2VUJ9EQ KW - Coming soon KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Cost-Effective EdTech Paper 1: A position piece on how the sector can make progress AU - Mitchell, Joel AU - D'Rozario, Jonny AB - An output of the EdTech Hub, https://edtechhub.org CN - 0118 DA - 2022/// PY - 2022 LA - en M3 - Position paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/RPR47JXT KW - _r:AddedByZotZen ER - TY - RPRT TI - Cost-Effective EdTech Paper 2: Good practice AU - Mitchell, Joel AU - D'Rozario, Jonny AB - An output of the EdTech Hub, https://edtechhub.org CN - 0119 DA - 2022/// PY - 2022 LA - en M3 - Position paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/ZVX4DTXQ KW - _r:AddedByZotZen ER - TY - RPRT TI - Cost-Effective EdTech Paper 3 AU - Mitchell, Joel AU - D'Rozario, Jonny AB - An output of the EdTech Hub, https://edtechhub.org CN - 0120 DA - Forthcoming PY - Forthcoming LA - en M3 - Position paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/ABGB36RA KW - _comingsoon KW - _r:AddedByZotZen ER - TY - RPRT TI - Education in Emergencies: A Rapid Evidence Review AU - Mitchell, Joel AU - Ashlee, Amy AU - Clericetti, Giulia AU - Gladwell, Jessica AU - Torrance, Rebecca DA - 2020b PY - 2020b M3 - Rapid Evidence Review PB - EdTech Hub SN - 7 UR - https://docs.edtechhub.org/lib/ZPTMAP5C KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodoETH ER - TY - JOUR TI - "Let's not leave this problem": exploring inclusive education in rural South Africa AU - Mitchell, Claudia AU - De Lange, Naydene AU - Thuy, Nguyen-Thi Xuan T2 - Prospects: Quarterly Review of Comparative Education AB - Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented. DA - 2008/03// PY - 2008 DO - 10.1007/s11125-008-9057-y VL - 38 IS - 1 SP - 99 EP - 112 LA - English SN - 0033-1538, 0033-1538 UR - https://www.academia.edu/14219181/_Let_s_not_leave_this_problem_exploring_inclusive_education_in_rural_South_Africa AN - 61950460; EJ815151 KW - Access to Education KW - Acquired Immunodeficiency Syndrome (AIDS) KW - Developing Nations KW - Disabilities KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education reform KW - Educational Change KW - Educational Policy KW - Foreign Countries KW - Human immunodeficiency virus--HIV KW - Inclusive Schools KW - Mainstreaming KW - Multicultural education KW - Policymakers KW - Poverty KW - Researchers KW - Rural Areas KW - Rural areas KW - Social Attitudes KW - Social Bias KW - Social Isolation KW - Social Justice KW - Social activism KW - South Africa KW - Special Needs Students KW - Teacher Attitudes KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098725 KW - __finaldtb ER - TY - ELEC TI - Why COVID-19 is an EdTech opportunity for Latin America AU - Mitchell T2 - World Economic Forum AB - The region's digital divide is hindering efforts to deliver remote learning during the pandemic. Here's how governments and start-ups can make a difference. DA - 2020/// PY - 2020 LA - en UR - https://www.weforum.org/agenda/2020/09/what-covid-19-means-for-edtech-latin-america/ Y2 - 2022/04/19/10:17:17 ER - TY - RPRT TI - A Framework for Evaluating Appropriateness of Educational Technology Use in Global Development Programs AU - MIT AU - USAID DA - 2018/// PY - 2018 UR - http://ceisip.mit.edu/system/files/reports/Summary%20Report_A%20Framework%20for%20Evaluating%20Appropriateness%20of%20Educational%20Technology%20Use%20in%20Global%20Development%20Programs.pdf Y2 - 2020/07/22/17:48:11 KW - Systems Framework ER - TY - ELEC TI - Supporting Open Data Kit AU - Missing Maps DA - 2019/// PY - 2019 UR - https://www.missingmaps.org/blog/2019/01/08/odk-collect-improvements/ Y2 - 2022/07/11/12:30:35 ER - TY - JOUR TI - MOOCs for Teacher Professional Development: Reflections and Suggested Actions AU - Misra, Pradeep Kumar T2 - Open Praxis AB - Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD. DA - 2018/02/22/ PY - 2018 DO - 10.5944/openpraxis.10.1.780 DP - DOI.org (Crossref) VL - 10 IS - 1 SP - 67 J2 - openpraxis LA - en SN - 2304-070X ST - MOOCs for Teacher Professional Development UR - http://openpraxis.org/index.php/OpenPraxis/article/view/780 Y2 - 2021/03/29/00:36:19 ER - TY - BOOK TI - A PRACTICAL AND EFFECTIVE PROGRAMME TO BUILD FOUNDATIONAL READING SKILLS FOR PRIMARY GRADE STRUGGLING LEARNERS IN INDIA AU - Misquitta, Radhika AU - Ghosh, Aditi AB - Curriculum-based measurement (CBM) has emerged as a valid, reliable and economic measure to assess and monitor reading skills. Unfortunately, CBMs have not been developed for the Indian context. Further, CBMs can be cumbersome to administer manually, especially given the high teacher- student ratio in India. The challenge also then remains about what teachers actually do with the reading data. Most teachers in India are unable to interpret reading scores or use them to tailor an intervention plan. This paper describes the work Gateway has begun to develop a digital curriculum- based measurement tool that is contextually relevant. This paper outlines the procedures used to select passages, including equating passages using readability formulae, as well as field testing passages. The tool will support teachers with collecting data, interpreting the scores, and most importantly, developing an intervention plan to support struggling learners. It will also outline future directions for the project. DA - 2019/11/01/ PY - 2019 DP - ResearchGate SP - 6375 ER - TY - BLOG TI - How involved are parents in their children’s learning? MICS6 data reveal critical insights AU - Mishra, Sakshi AU - Brossard, Matt AU - Reuge, Nicolas AU - Mizunoya, Suguru T2 - Evidence for Action AB - It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new… DA - 2020/04/20/T13:55:34+00:00 PY - 2020 LA - en-US ST - How involved are parents in their children’s learning? UR - https://blogs.unicef.org/evidence-for-action/parental-involvement-childrens-learning/ Y2 - 2020/07/31/21:18:30 ER - TY - BLOG TI - How involved are parents in their children’s learning? MICS6 data reveal critical insights AU - Mishra, Sakshi AU - Brossard, Matt AU - Reuge, Nicolas AU - Mizunoya, Suguru T2 - Evidence for Action AB - It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new… DA - 2020/04/20/ PY - 2020 LA - en-US ST - How involved are parents in their children’s learning? UR - https://blogs.unicef.org/evidence-for-action/parental-involvement-childrens-learning/ Y2 - 2022/08/26/15:39:21 ER - TY - JOUR TI - Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade AU - Mishra, Punya DA - 2019/// PY - 2019 DO - 10.1080/21532974.2019.1588611 UR - https://www.tandfonline.com/doi/full/10.1080/21532974.2019.1588611 ER - TY - JOUR TI - Online teaching-learning in higher education during lockdown period of COVID-19 pandemic AU - Mishra, Lokanath AU - Gupta, Tushar AU - Shree, Abha T2 - International Journal of Educational Research Open AB - The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system. DA - 2020/01/01/ PY - 2020 DO - 10.1016/j.ijedro.2020.100012 DP - ScienceDirect VL - 1 SP - 100012 J2 - International Journal of Educational Research Open LA - en SN - 2666-3740 UR - https://www.sciencedirect.com/science/article/pii/S2666374020300121 Y2 - 2021/11/09/21:09:09 KW - COVID-19 KW - Lockdown period KW - Online education KW - Online teaching-learning modes KW - Outbreak KW - Pandemic KW - Perception ER - TY - ELEC TI - Equitable Access to Education for Children with Disabilities AU - Mishra, Anant T2 - EdTechReview AB - Assistive Technology (AT) broadly categorizes the physical tools that support children with disabilities. Assistive Technology devices range.. 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DA - 2019/// PY - 2019 LA - en-gb UR - https://www.mfdp.gov.lr/index.php/media-center/press-release/mfdp-clarifies-mcss-teachers-september-salary-issues Y2 - 2020/06/25/22:25:01 ER - TY - RPRT TI - 2020 Annual Report on the Petroleum Funds | Ministry of Finance | Ghana AU - Ministry of Finance DA - 2021/// PY - 2021 UR - https://mofep.gov.gh/publications/petroleum-reports/2020-annual-report Y2 - 2022/06/07/00:15:42 ER - TY - ELEC TI - AEPAM Online Library AU - Ministry of Federal Education & Professional Training DA - n.d. PY - n.d. UR - http://library.aepam.edu.pk/ Y2 - 2021/02/03/11:46:57 ER - TY - GEN TI - Distance Learning in Pakistan Through Policy Intervention: National Distance Learning Framework. AU - Ministry of Federal Education & Professional Training ER - TY - RPRT TI - National Education Policy Framework AU - Ministry of Federal Education and Professional Training (Pakistan) DA - 2018/// PY - 2018 UR - http://mofept.gov.pk/SiteImage/Policy/National%20Eductaion%20Policy%20Framework%202018%20Final.pdf Y2 - 2020/06/11/12:36:23 ER - TY - RPRT TI - Pakistan National Education Response and Reslience Plan for COVID-19 AU - Ministry of Federal Education and Professional Training (Pakistan) DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/pakistan_national_education_response_resilience_plan_covid-19.pdf Y2 - 2020/06/09/13:41:37 ER - TY - RPRT TI - Pakistan National Education Response and Resilience Plan (K-12) for Covid-19 AU - Ministry of Federal Education and Professional Training Government of Pakistan DA - 2020/// PY - 2020 ER - TY - RPRT TI - National Education Policy Framework 2018 AU - Ministry of Federal Education and Professional Training DA - 2018/// PY - 2018 PB - Government of Pakistan UR - http://mofept.gov.pk/SiteImage/Policy/National%20Eductaion%20Policy%20Framework%202018%20Final.pdf Y2 - 2020/07/21/11:40:24 ER - TY - RPRT TI - Pakistan National Education Response Resilience Plan (K-12) for Covid-19 AU - Ministry of Federal Education and Professional Training DA - 2020/// PY - 2020 PB - Government of Pakistan UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/pakistan_national_education_response_resilience_plan_covid-19.pdf Y2 - 2020/07/20/14:25:24 KW - ___working_potential_duplicate KW - auto_merged ER - TY - BILL TI - Draft India Data Accessibility and Use Policy A2 - Ministry of Electronics and Information Technology DA - 2022/// PY - 2022 UR - https://www.meity.gov.in/writereaddata/files/Draft%20India%20Data%20Accessibility%20and%20Use%20Policy_0.pdf Y2 - 2022/06/14/21:34:42 ER - TY - RPRT TI - Ghana 2018 National Education Assessment: Report of Findings AU - Ministry of Education AU - Ghana Education Service AU - National Education Assessment Unit DA - 2018/// PY - 2018 ER - TY - RPRT TI - National Information and Communications Strategy for Education in Pakistan, 2004–2005 AU - Ministry of Education AU - Education Sector Reform Assistance (ESRA) Program CY - Islamabad, Pakistan DA - 2010/// PY - 2010 PB - Government of Pakistan UR - https://www.scribd.com/document/30166522/NICT-Strategy-for-Education-in-Pakistan ER - TY - RPRT TI - National Education Policy AU - Ministry of Education, Youth and Sports (Sierra Leone) DA - 2010/// PY - 2010 UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2010-National-Education-Policy.pdf Y2 - 2020/06/25/17:07:02 ER - TY - ELEC TI - Ministry of Education, Youth and Sport Cambodia - YouTube AU - Ministry of Education, Youth and Sport Cambodia UR - https://www.youtube.com/channel/UChj-XAo5wFRjZtXgTExKwQQ Y2 - 2022/06/25/20:11:40 ER - TY - ELEC TI - Education Ministry, JICA Launch Think! Think! Free Online Classes AU - Ministry of Education, Youth and Sport AB - There is no translation available.Ministry of Education, Youth and Sports (MoEYS) in cooperation with Japan International Cooperation Agency (JICA) ha... LA - en-gb UR - http://www.moeys.gov.kh/index.php/en/minister-page/3663.html Y2 - 2022/06/25/20:09:20 ER - TY - ELEC TI - Cyber wellness AU - Ministry of Education (Singapore) DA - 2022/// PY - 2022 LA - en UR - http://www.moe.gov.sg/education-in-sg/our-programmes/cyber-wellness Y2 - 2022/06/21/16:28:21 ER - TY - ELEC TI - Educational Technology Plan AU - Ministry of Education (Singapore) DA - 2021/// PY - 2021 LA - en UR - http://www.moe.gov.sg/education-in-sg/educational-technology-journey/edtech-plan Y2 - 2022/06/21/16:23:35 ER - TY - GEN TI - Educational Technology Plan 2020-2030 AU - Ministry of Education Singapore AB - Gain insights on the strategic focus of our Educational Technology (EdTech) Plan. DA - 2020/// PY - 2020 LA - en UR - http://www.moe.gov.sg/education-in-sg/educational-technology-journey/edtech-plan Y2 - 2022/12/09/17:33:25 ER - TY - RPRT TI - Mwongozo Wa Kusimamia Utekelezaji Wa Mpango Wa Mafunzo Endelevu Kwa Walimu Kazinioutline AU - Ministry of Education, Science & Technology [MOEST] DA - 2022/// PY - 2022 ER - TY - RPRT TI - Global initiative on out-of-school-children: Tanzania country report AU - Ministry of Education Science and Technology, UNESCO and UNICEF DA - 2018/// PY - 2018 PB - UNICEF UR - https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf Y2 - 2021/01/16/20:58:57 ER - TY - RPRT TI - Education Sector Plan 2018-2020 AU - Ministry of Education, Science and Technology (Sierra Leone) DA - 2018/// PY - 2018 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra_leone_education_sector_plan_2018-2020_0.pdf Y2 - 2020/06/25/17:11:35 ER - TY - RPRT TI - Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan AU - Ministry of Education, Science and Technology (Sierra Leone) DA - 2018/// PY - 2018 UR - https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-program-document-2018-2020.pdf Y2 - 2020/06/25/17:31:55 ER - TY - RPRT TI - Education Sector Analysis AU - Ministry of Education, Science, and Technology DA - 2019/// PY - 2019 UR - https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf ER - TY - RPRT TI - Education Sector Analysis AU - Ministry of Education, Science, and Technology DA - 2019/// PY - 2019 UR - https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf ER - TY - RPRT TI - Education Sector Analysis AU - Ministry of Education, Science, and Technology DA - 2019/// PY - 2019 UR - https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf ER - TY - RPRT TI - Education Sector Analysis AU - Ministry of Education, Science, and Technology DA - 2019/// PY - 2019 UR - https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf ER - TY - GEN TI - Education Sector Development Plan (2016/17 – 2020/21). Mainland Tanzania. AU - Ministry of Education, Science and Technology DA - 2018/// PY - 2018 UR - https://www.globalpartnership.org/sites/default/files/2019-04-gpe-tanzania-esp.pdf ER - TY - RPRT TI - Education sector development plan 2016/17 – 2020/21: Tanzania mainland AU - Ministry of Education, Science and Technology DA - 2018/// PY - 2018 DP - Zotero SP - 246 LA - en PB - The United Republic of Tanzania ER - TY - GEN TI - Education sector development plan 2016/17–2020/21: Tanzania mainland AU - Ministry of Education, Science and Technology DA - 2018/07// PY - 2018 DP - Zotero LA - en PB - The United Republic of Tanzania UR - https://www.globalpartnership.org/sites/default/files/2019-04-gpe-tanzania-esp.pdf ER - TY - RPRT TI - Education sector performance report 2017/2018: Tanzania mainland AU - Ministry of Education, Science and Technology DA - 2018/// PY - 2018 PB - United Republic of Tanzania UR - https://static1.squarespace.com/static/5ae8cdb955b02c7c455f14c5/t/5d27875c1c057b00019e8344/1562871658189/MOEST+Performance+Report+2018+Draft+15.9.2018+for+circulation.pdf Y2 - 2020/11/23/12:22:16 ER - TY - RPRT TI - Education Sector Plan, 2018-2020: Getting It Right – Service Delivery, Integrity and Learning in Sierra Leone AU - Ministry of Education, Science and Technology DA - 2018/01/06/ PY - 2018 LA - EN PB - Government of Sierra Leone UR - https://www.globalpartnership.org/sites/default/files/sierra_leones_education_sector_plan_2018-2020.pdf Y2 - 2020/11/23/19:28:48 ER - TY - RPRT TI - GPE Covid-19 Education Response Support Programme (CESP) AU - Ministry of Education, Science and Technology DA - 2020/// PY - 2020 LA - EN M3 - Accelerated Grant Application PB - The United Republic of Tanzania UR - https://www.globalpartnership.org/sites/default/files/document/file/2020%2009%20COVID-19%20AFF%20Request%20Tanazania%20Mainland%20-%20Verified.pdf Y2 - 2020/11/23/12:12:39 ER - TY - RPRT TI - Kenya Education Sector Support Programme 2005 - 2010 AU - Ministry of Education, Science and Technology DA - 2005/// PY - 2005 DP - Zotero SP - 298 LA - en ER - TY - RPRT TI - National Framework for Continuous Professional Development for Practicing Teachers AU - Ministry of Education, Science and Technology CY - Dodoma DA - 2017/// PY - 2017 LA - English PB - United Republic of Tanzania UR - https://download.ei-ie.org/Docs/WebDepot/Annex2FrameworkforCPDIserviceTeachers.pdf Y2 - 2020/09/14/14:00:01 KW - _B:important KW - _G:important KW - _G:reviewed KW - _Tanzania KW - _final_bib KW - _important ER - TY - RPRT TI - National Framework for Teachers Continuous Professional Development AU - Ministry of Education, Science and Technology DA - 2020/// PY - 2020 PB - United Republic of Tanzania UR - https://www.tie.go.tz/uploads/documents/sw/1670495875-National%20Framework%20for%20Teachers%20Professional%20Development%202020.pdf ER - TY - RPRT TI - Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan AU - Ministry of Education, Science and Technology DA - 2018/04// PY - 2018 M3 - Programme Document PB - Government of Sierra Leone; UNICEF UR - https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-program-document-2018-2020.pdf Y2 - 2020/11/23/19:47:00 ER - TY - RPRT TI - School Level MEWAKA Implementation Guidelines AU - Ministry of Education, Science and Technology DA - 2022/// PY - 2022 ER - TY - RPRT TI - Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone AU - Ministry of Education, Science and Technology DA - 2013/09// PY - 2013 DP - Zotero SP - 204 LA - en PB - Government of Sierra Leone UR - http://www.culture-developpement.asso.fr/wp-content/uploads/2014/02/education-country-status-report-sierra-leonne.pdf ER - TY - RPRT TI - TCPD Supervision Guidelines AU - Ministry of Education, Science and Technology AB - MWONGOZO WA KUSIMAMIA UTEKELEZAJI WA MPANGO WA MAFUNZO ENDELEVU KWA WALIMU KAZINI DA - 2022/// PY - 2022 ER - TY - RPRT TI - Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak AU - Ministry of Education (Rwanda) DA - 2020/// PY - 2020 UR - https://mineduc.gov.rw/fileadmin/Documents/Report/Education_Sector_COVID_Plan_Rwanda.pdf Y2 - 2020/06/09/13:43:39 ER - TY - GEN TI - Basic education statistical booklet AU - Ministry of Education, Republic of Kenya DA - 2019/// PY - 2019 UR - https://www.education.go.ke/images/Approved_Basic_Education_Statistical_Booklet_2019_approved_compressed.pdf Y2 - 2021/04/14/11:00:24 ER - TY - GEN TI - Kenya Basic Education COVID-19 Emergency Response Plan AU - Ministry of Education, Republic of Kenya DA - 2020/// PY - 2020 UR - https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf Y2 - 2021/04/14/11:10:31 ER - TY - GEN TI - Kenya Basic Education COVID-19 Emergency Response Plan AU - Ministry of Education, Republic of Kenya DA - 2020/// PY - 2020 UR - https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf Y2 - 2021/04/14/11:10:31 ER - TY - GEN TI - Kenya National Education Sector Strategic Plan 2018 - 2022 AU - Ministry of Education, Republic of Kenya DA - 2018/// PY - 2018 UR - https://www.globalpartnership.org/sites/default/files/document/file/kenya-nessp-2018-2002.pdf Y2 - 2021/04/14/10:47:40 ER - TY - RPRT TI - Getting to Best Education Sector Plan 2017-2021 AU - Ministry of Education (Liberia) DA - 2016/// PY - 2016 UR - https://www.globalpartnership.org/sites/default/files/getting_to_best_education_sector_plan_2017-2021._liberia.pdf Y2 - 2020/05/08/15:01:07 ER - TY - BLOG TI - Teach by Radio | Ministry of Education (Liberia) AU - Ministry of Education (Liberia) DA - 2020/// PY - 2020 LA - en-US UR - https://moe-liberia.org/teach-by-radio/ Y2 - 2020/06/26/12:55:19 ER - TY - ELEC TI - Digital Learning Programme AU - Ministry of Education, Kenya DA - 2016/// PY - 2016 UR - https://www.education.go.ke/index.php/programmes/digital-learning-programme Y2 - 2020/07/01/10:19:29 ER - TY - ELEC TI - Home AU - Ministry of Education, Kenya DA - 2016/// PY - 2016 UR - https://www.education.go.ke/ Y2 - 2020/07/01/09:20:36 ER - TY - RPRT TI - Kenya GPE COVID-19 Learning Continuity in Basic Education: Stakeholder Engagement Plan AU - Ministry of Education, Kenya DA - 2020/// PY - 2020 UR - https://www.education.go.ke/images/GPE_PRIEDE/Stakeholder_Engagement_Plan_SEP_KENYA_GPE_COVID_19_LEARNING_CONTINUITY_IN_BASIC_EDUCATION_PROJECT_P174059_Disclose.pdf Y2 - 2020/07/01/10:05:30 ER - TY - RPRT TI - National Education Sector Strategic Plan AU - Ministry of Education, Kenya DA - 2018/// PY - 2018 UR - https://www.education.go.ke/images/NESSP/NESSP-2018-2022.pdf Y2 - 2020/07/01/09:55:00 ER - TY - ELEC TI - National Education Sector Strategic Plan v2 AU - Ministry of Education, Kenya DA - 2018/// PY - 2018 UR - https://www.globalpartnership.org/sites/default/files/document/file/kenya-nessp-2018-2002.pdf Y2 - 2020/07/01/14:15:48 ER - TY - ELEC TI - National Information and Communication Technology Strategy for Education and Training AU - Ministry of Education, Kenya DA - 2006/// PY - 2006 UR - http://nepadkenya.org/documents/MOE-ICT%20in%20Education.pdf Y2 - 2020/07/01/10:18:12 ER - TY - RPRT TI - Education Strategic Plan AU - Ministry of Education, Jordan DA - 2018/// PY - 2018 UR - http://www.moe.gov.jo/sites/default/files/english_esp_clean_version_1.pdf Y2 - 2020/06/29/16:01:00 ER - TY - ELEC TI - Queen Rania Center for Education and Information Technology Center AU - Ministry of Education, Jordan DA - 2020/// PY - 2020 UR - http://www.moe.gov.jo/ar/node/61 Y2 - 2020/06/30/14:56:28 ER - TY - GEN TI - Tawjihi Pass Rates AU - Ministry of Education, Jordan DA - 2019/// PY - 2019 ER - TY - ELEC TI - The Education System in Jordan AU - Ministry of Education, Jordan DA - 2020/// PY - 2020 UR - http://www.moe.gov.jo/ar/node/15782 Y2 - 2020/06/30/14:15:31 ER - TY - RPRT TI - س للعام الدرا ي التقرير االحصائ AU - Ministry of Education, Jordan DA - 2019/// PY - 2019 UR - http://www.moe.gov.jo/sites/default/files/ltqryr_lhsyy_llm_ldrsy_2018-2019.pdf Y2 - 2020/06/30/14:12:04 ER - TY - ELEC TI - منصة درسك للتعلم عن بعد AU - Ministry of Education, Jordan AB - منصة درسك للتعلم عن بعد DA - 2020/// PY - 2020 LA - en UR - https://darsak.gov.jo/ Y2 - 2020/06/30/14:02:11 ER - TY - ELEC TI - مهارات التعليم عن بعد AU - Ministry of Education, Jordan AB - مهارات التعليم عن بعد DA - 2020/// PY - 2020 LA - en UR - http://teachers.gov.jo/ Y2 - 2020/06/30/14:03:38 ER - TY - BOOK TI - Secondary Biology Form One: Student Book AU - Ministry of Education & Higher Studies PB - Republic of Somaliland SN - 978-1-941940-38-9 UR - https://cpb-us-w2.wpmucdn.com/u.osu.edu/dist/5/1926/files/2016/02/Form-1-Biology-pnp5gl.pdf ER - TY - BLOG TI - Ministry Initiates Supplementary Radio Programmes AU - Ministry of Education, Heritage & Arts DA - 2020/// PY - 2020 LA - en-AU UR - http://www.education.gov.fj/2020/04/06/ministry-initiates-supplementary-radio-programmes/ Y2 - 2022/06/25/19:38:38 ER - TY - BLOG TI - Reform Secretariat at the Ministry of Education AU - Ministry of Education, Ghana, Reform Secretariat AB - A Reform Secretariat has been formed at the Ministry of Education to ensure that all the agencies and bodies directly... DA - 2019/// PY - 2019 LA - en-US UR - http://moprempeh.com/reform-secretariat-ministry-of-education/ Y2 - 2020/06/23/09:14:54 ER - TY - RPRT TI - COVID-19 Coordinated Education Response Plan for Ghana AU - Ministry of Education, Ghana DA - 2020/// PY - 2020 DP - Zotero SP - 11 LA - en UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/education-response-plan-to-covid-19-in-ghana-april-2020-1.pdf ER - TY - ELEC TI - Education Reform AU - Ministry of Education, Ghana UR - https://moe.gov.gh/education-reform/ Y2 - 2022/06/24/11:42:25 ER - TY - ELEC TI - EDUCATION REFORM - Ministry of Education Ghana AU - Ministry of Education Ghana AB - The Ghana Education Reform Agenda The Government of Ghana initiated some key education reforms to transform teaching and learning and improve educational outcomes under the Education Strategic Plan (ESP 2018-2030) which was approved by cabinet in November 2018. These reforms are expected to contribute to the goals of the ESP and the Sustainable Development Goals DA - 2020/11/02/T07:46:20+00:00 PY - 2020 LA - en-US UR - https://moe.gov.gh/index.php/education-reform/ Y2 - 2024/03/27/10:57:19 ER - TY - RPRT TI - Education Sector Analysis AU - Ministry of Education, Ghana DA - 2018a PY - 2018a UR - https://www.globalpartnership.org/sites/default/files/2019-05-ghana-education-sector-analysis.pdf Y2 - 2020/06/23/11:45:30 ER - TY - RPRT TI - Education Sector Analysis AU - Ministry of Education, Ghana CY - Ghana DA - 2018a PY - 2018a SP - 1 EP - 107 LA - EN PB - Ministry of Education (Ghana) UR - https://www.globalpartnership.org/sites/default/files/2019-05-ghana-education-sector-analysis.pdf Y2 - 2020/10/12/00:00:00 ER - TY - RPRT TI - Education Sector Performance Report AU - Ministry of Education, Ghana CY - Ghana DA - 2015/// PY - 2015 SP - 1 EP - 77 LA - EN PB - Ministry of Education (Ghana) UR - https://new-ndpc-static1.s3.amazonaws.com/CACHES/PUBLICATIONS/2016/03/22/Education+Sector+Performance+Report+(ESPR)+2015_Final.pdf Y2 - 2020/10/12/00:00:00 ER - TY - GEN TI - Education Strategic Plan 2003-2015 AU - Ministry of Education, Ghana DA - 2003/// PY - 2003 LA - EN PB - Government of Ghana UR - http://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_education_strategic_plan.pdf Y2 - 2020/10/12/00:00:00 ER - TY - RPRT TI - Education Strategic Plan 2003–2015 AU - Ministry of Education, Ghana DA - 2003/// PY - 2003 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_education_strategic_plan.pdf Y2 - 2020/06/23/09:09:40 ER - TY - GEN TI - Education Strategic Plan 2018-2030 AU - Ministry of Education, Ghana DA - 2018b PY - 2018b LA - EN PB - Government of Ghana UR - https://www.globalpartnership.org/sites/default/files/2019-05-education-strategic-plan-2018-2030.pdf Y2 - 2020/10/12/00:00:00 ER - TY - RPRT TI - Education Strategic Plan, 2018–2030 AU - Ministry of Education, Ghana DA - 2018b PY - 2018b UR - https://www.globalpartnership.org/sites/default/files/2019-05-education-strategic-plan-2018-2030.pdf Y2 - 2020/06/23/11:48:48 ER - TY - GEN TI - Education Strategic Plan 2018–2030 AU - Ministry of Education, Ghana AB - Building on Ghana's achievements in expanding education, this plan puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP 2010-2020. DA - 2019/// PY - 2019 LA - en PB - Ministry of Education, Ghana UR - https://www.globalpartnership.org/content/education-strategic-plan-2018-2030-ghana Y2 - 2022/06/23/17:12:08 ER - TY - BLOG TI - Ghana’s Education Reforms in Spotlight AU - Ministry of Education Ghana DA - 2023/09// PY - 2023 UR - https://moe.gov.gh/index.php/2023/09/16/ghanas-education-reforms-in-spotlight/ ER - TY - RPRT TI - ICT in Education Policy AU - Ministry of Education, Ghana DA - 2015/// PY - 2015 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_ict_in_education_policy_august_2015.pdf Y2 - 2020/06/23/09:12:40 ER - TY - GEN TI - ICT in Education Policy - Ghana AU - Ministry of Education, Ghana DA - 2015/08// PY - 2015 LA - English PB - Ministry of Education Ghana UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/ghana_ict_in_education_policy_august_2015.pdf ER - TY - GEN TI - Ministry of Education Ghana - Education Strategic Plan 2018-2030 AU - Ministry of Education, Ghana AB - Building on Ghana's achievements in expanding education, the Education Strategic Plan sets out the vision and policies for realizing the ambition of transforming Ghana into a ‘learning nation'. It puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP for 2010-2020. This plan not only sets the long-term vision but also how this will be operationalized in the medium term through the accompanying Education Sector Medium Term Development Plan 2018-2021. DA - 2019/// PY - 2019 LA - English PB - Ministry of Education, Ghana ST - Education Strategic Plan UR - https://www.globalpartnership.org/sites/default/files/2019-05-education-strategic-plan-2018-2030.pdf ER - TY - RPRT TI - ICT competency standards for teachers in Tanzania AU - Ministry of Education and Vocational Training AU - UNESCO Office Dar es Salaam DA - 2015/// PY - 2015 SP - 37 LA - EN M3 - Programme and meeting document PB - United Republic of Tanzania SN - ED/2014/TLC/LTR/29 UR - https://unesdoc.unesco.org/ark:/48223/pf0000234822?posInSet=1&queryId=e6c0a829-ce7c-4cb4-b4f9-dfc59668f9c4 Y2 - 2021/01/15/17:07:28 ER - TY - GEN TI - INSET Strategy and operational plan linked to the Teacher Development and Management Strategy (TDMS), 2008–2013 AU - Ministry of Education and Vocational Training (MoEVT) DA - 2008/// PY - 2008 PB - Dar es Salaam: Ministry of Education and Vocational Training. ER - TY - GEN TI - Education and Training Policy AU - Ministry of Education and Vocational Training DA - 2009/// PY - 2009 UR - http://www.tzdpg.or.tz/fileadmin/documents/dpg_internal/dpg_working_groups_clusters/cluster_2/education/3-Core_Documents/Education_and_Training_Policy_2009-Translated_Draft.pdf ER - TY - RPRT TI - Education and Training Policy 2009 -Translated Draft AU - Ministry of Education and Vocational Training DA - 2009/// PY - 2009 PB - United Republic of Tanzania UR - http://www.tzdpg.or.tz/fileadmin/documents/dpg_internal/dpg_working_groups_clusters/cluster_2/education/3-Core_Documents/Education_and_Training_Policy_2009-Translated_Draft.pdf Y2 - 2021/03/12/09:46:59 ER - TY - GEN TI - Information and communication technology (ICT) policy for basic education AU - Ministry of Education and Vocational Training DA - 2007/// PY - 2007 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/tanzania_ict_policy_for_basiceducation_2007.pdf ER - TY - RPRT TI - Information & Communication Technology (ICT) policy for Basic Education AU - Ministry of Education and Vocational Training CY - Dar es Salaam DA - 2007/// PY - 2007 LA - EN PB - United Republic of Tanzania UR - http://www.moe.go.tz/sw/machapisho/send/27-policy-sera/219-ict-policy-for-basic-education-2007.html Y2 - 2021/01/15/16:04:17 ER - TY - RPRT TI - Tanzania secondary education development plan 2010-2015 AU - Ministry of Education and Vocational Training DA - 2010/// PY - 2010 PB - The United Republic of Tanzania Ministry of Education and Vocational Training UR - http://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/tanzania_sedp_2010_2015.pdf Y2 - 2021/02/04/06:44:07 ER - TY - RPRT TI - Framework for Provision of Continued Learning During the COVID-19 Lockdown in Uganda AU - Ministry of Education and Sports (Uganda) DA - 2020/// PY - 2020 UR - http://www.education.go.ug/wp-content/uploads/2020/04/Final-version-of-the-framework-17.4.20.pdf Y2 - 2020/06/09/13:46:43 ER - TY - RPRT TI - ICT Development Strategy for Education (Draft) AU - Ministry of Education and Sports (Laos) DA - 2016/// PY - 2016 ER - TY - ELEC TI - Digital Learning Initiative AU - Ministry of Education and Higher Education (Lebanon) AU - Center for Educational Research and Development DA - 2020/// PY - 2020 UR - https://dl.crdp.org/?fbclid=IwAR1pC1BY2YrWrp2pFUM9e2OAqL7l12QThpW1A601O8aQkmG8saDwx156wwY Y2 - 2020/09/30/18:41:55 ER - TY - RPRT TI - Distance Learning Initiative Interim findings: May 15, 2020 AU - Ministry of Education and Higher Education (Lebanon) DA - 2020/05// PY - 2020 ER - TY - ELEC TI - Reaching All Children with Education: RACE II (2017-2021) AU - Ministry of Education and Higher Education (Lebanon) DA - 2016/08// PY - 2016 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/lebanon_race-ii_2017-2021.pdf Y2 - 2020/09/22/20:40:02 ER - TY - RPRT TI - National Education Policy AU - Ministry of Education and Federal Training (Pakistan) DA - 2009/// PY - 2009 UR - http://itacec.org/document/2015/7/National_Education_Policy_2009.pdf Y2 - 2020/06/11/12:37:43 ER - TY - RPRT TI - National Education Response and Resilience Plan for COVID-19 AU - Ministry of Education and Federal Training (Pakistan) DA - 2020/// PY - 2020 UR - http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf Y2 - 2020/06/11/12:27:02 ER - TY - RPRT TI - Alternate Education Service Delivery COVID-19 Emergency Response Plan AU - Ministry of Education (Afghanistan) DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/afghanistan_moe_covid-19_alternative_learning_plan_-_eng.pdf Y2 - 2020/06/09/13:12:49 ER - TY - RPRT TI - Approved Basic Education Statistical Booklet 2019 AU - Ministry of Education CY - Republic of Kenya DA - 2019/// PY - 2019 ER - TY - RPRT TI - Concept on mapping technical and vocational educational and training data in Kenya AU - Ministry of Education DA - 2021/// PY - 2021 PB - State Department for Vocational and Technical Training ER - TY - RPRT TI - Education sector plan (ESP) for Bangladesh Fiscal years 2020/21-2024/25 AU - Ministry of Education CY - Dhaka DA - 2020/// PY - 2020 PB - Ministry of Education UR - https://planipolis.iiep.unesco.org/en/2020/education-sector-plan-esp-bangladesh-fiscal-years-202021-202425-7052 ER - TY - RPRT TI - Education Sector Strategic Plan (2018/19 to 2023/24) AU - Ministry of Education LA - EN PB - Republic of Rwanda UR - http://www.minecofin.gov.rw/fileadmin/templates/documents/NDPR/Sector_Strategic_Plans/Education.pdf Y2 - 2020/08/28/16:42:16 ER - TY - RPRT TI - Education Statistics Report AU - Ministry of Education DA - 2022/// PY - 2022 UR - http://www.education.gov.mw/index.php/edu-resources/2022-education-statistics/category/10-reports?download=74:2022-malawi-education-statistics-report-emis ER - TY - RPRT TI - ICT in Education Policy AU - Ministry of Education DA - 2016/04// PY - 2016 UR - https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/ICT_in_Education_Policy_approved.pdf Y2 - 2020/08/28/08:25:13 ER - TY - RPRT TI - iSherig-2 Education ICT Master Plan 2019-2023 AU - Ministry of Education DA - 2019/// PY - 2019 LA - en PB - Royal Government of Bhutan UR - http://www.education.gov.bt/wp-content/uploads/2019/05/iSherig-2-Education-ICT-MNasterplan-2019-2023.pdf Y2 - 2022/06/21/16:25:09 ER - TY - RPRT TI - iSherig Education Master Plan 2014–2018 AU - Ministry of Education DA - 2014/// PY - 2014 PB - Royal Government of Bhutan UR - chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.education.gov.bt/wp-content/uploads/2021/09/isherig.pdf ER - TY - RPRT TI - Master plan for information and communication technology in education (2012-2021) AU - Ministry of Education CY - Dhaka DA - 2013/// PY - 2013 PB - Ministry of Education UR - https://planipolis.iiep.unesco.org/en/2013/master-plan-information-and-communication-technology-education-2012-2021-6580 ER - TY - RPRT TI - Master plan for information and communication technology in education (2012-2021) AU - Ministry of Education CY - Dhaka DA - 2013/// PY - 2013 PB - Ministry of Education UR - https://planipolis.iiep.unesco.org/en/2013/master-plan-information-and-communication-technology-education-2012-2021-6580 ER - TY - RPRT TI - National Education Policy 2009 AU - Ministry of Education DA - 2009/// PY - 2009 PB - Government of Pakistan UR - http://itacec.org/document/2015/7/National_Education_Policy_2009.pdf Y2 - 2020/07/21/11:37:17 ER - TY - RPRT TI - National Education Policy 2010 AU - Ministry of Education DA - 2010/// PY - 2010 PB - Ministry of Education UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/bangladesh_national_education_policy_2010.pdf ER - TY - RPRT TI - National Education Policy 2010 AU - Ministry of Education DA - 2010/// PY - 2010 PB - Ministry of Education UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/bangladesh_national_education_policy_2010.pdf ER - TY - RPRT TI - Revised Special Needs and Inclusive Education Policy AU - Ministry of Education DA - 2018/10// PY - 2018 PB - Republic of Rwanda UR - https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/SNE_Policy__4.10.2018.pdf Y2 - 2020/08/28/17:18:39 ER - TY - ELEC TI - وزارة الاقتصاد الرقمي والريادة AU - Ministry of Digital Economy and Entrepreneurship DA - 2020/// PY - 2020 UR - https://www.modee.gov.jo/ Y2 - 2020/06/30/15:00:57 ER - TY - GEN TI - National Information and Communications Technologies Policy AU - Ministry of Communications and Transport DA - 2003/// PY - 2003 UR - http://www.ist-africa.org/home/files/Tanzania_ICTPolicy.pdf ER - TY - RPRT TI - National Information and Communications Technologies policy AU - Ministry of Communications and Transport DA - 2003/// PY - 2003 PB - The United Republic of Tanzania UR - http://www.tzonline.org/pdf/ictpolicy2003.pdf Y2 - 2020/11/18/18:40:13 ER - TY - GEN TI - National information and communications technology policy 2003 AU - Ministry of Communications and Transport DA - 2003/// PY - 2003 UR - http://www.ist-africa.org/home/files/Tanzania_ICTPolicy.pdf ER - TY - ELEC TI - Ministry of Communications and Digital Economy | Home AU - Ministry of Communications and Digital Economy (Nigeria) AB - Ministry of Communications and Digital Economy, MCT, MOC, FMOC, FMCDE, FMOCDE, MCDE, MOCDE, Federal Ministry of Communications and Digital Economy DA - 2020/// PY - 2020 LA - en-gb UR - https://www.commtech.gov.ng/ Y2 - 2020/07/07/15:52:28 ER - TY - ELEC TI - The Ghana ICT for Accelerated Development Policy AU - Ministry of Communications DA - 2003/// PY - 2003 UR - https://www.moc.gov.gh/sites/default/files/downloads/Ghana-ICTAD%20Policy-Master-final-2.pdf Y2 - 2020/06/23/09:14:33 ER - TY - RPRT TI - National Information and Communication Technology (ICT) Policy AU - Ministry of Communication Technology (Nigeria) DA - 2012/// PY - 2012 UR - https://nitda.gov.ng/wp-content/uploads/2018/07/National-ICT-Policy1.pdf Y2 - 2020/07/07/13:11:05 ER - TY - RPRT TI - Namibia: ICT Policy for Education | ICT in education policy toolkit AU - Ministry of Basic Education, Sport and Culture AU - Ministry of Higher Education, Training and Employment Creation DA - 2007/// PY - 2007 UR - https://en.unesco.org/icted/content/namibia-ict-policy-education Y2 - 2022/12/02/21:07:03 ER - TY - RPRT TI - 2019 Annual Schools Census Report AU - Ministry of Basic and Senior Secondary Education AU - Education, Ministry of Basic and Senior Secondary DA - 2019/// PY - 2019 ER - TY - RPRT TI - 2021 Annual School Census Final Report AU - Ministry of Basic and Senior Secondary Education, Sierra Leone DA - 2022/// PY - 2022 UR - https://mbsse.gov.sl/wp-content/uploads/2022/08/MBSSE_ASC2021_V3_Web-Version.pdf ER - TY - RPRT TI - COVID-19 Education Emergency Response Plan AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra-leone-covid19-education-response-plan-pdf.pdf Y2 - 2020/06/25/18:31:37 ER - TY - ELEC TI - EMIS | Education Management Information System AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 LA - en-US UR - https://mbsse.gov.sl/emis/ ER - TY - ELEC TI - Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 UR - http://www.education.gov.sl/LeWeLearn_Page/LeWeLearn_index.aspx Y2 - 2020/06/25/18:25:21 ER - TY - ELEC TI - Leh Wi Lan | MBSSE AU - Ministry of Basic and Senior Secondary Education: Sierra Leone LA - en-US UR - https://mbsse.gov.sl/leh-wi-lan/ Y2 - 2020/07/16/15:37:03 ER - TY - RPRT TI - Guide to Policy Development AU - Ministry of Basic and Senior Secondary Education’s Emergency Education AU - Education Partnership Group DA - 2020/08// PY - 2020 UR - https://mbsse.gov.sl/wp-content/uploads/2020/08/MBSSE-Guide-to-Policy-Development.pdf Y2 - 2020/09/21/12:51:05 ER - TY - RPRT TI - 2019 Annual School Census Report AU - Ministry of Basic and Senior Secondary Education CY - Sierra Leone DA - 2019/// PY - 2019 PB - Ministry of Basic and Senior Secondary Education UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2019-Annual-School-Census-Report.pdf#page=156&zoom=100,92,96 Y2 - 2020/10/06/17:19:01 ER - TY - RPRT TI - 2019 Annual Schools Census Report And Statistical Abstract AU - Ministry of Basic and Senior Secondary Education DA - 2019/11// PY - 2019 PB - Government of Sierra Leone ER - TY - RPRT TI - 2020 Annual Schools Census Report AU - Ministry of Basic and Senior Secondary Education DA - 2021/// PY - 2021 ER - TY - RPRT TI - 2021 Annual Schools Census Data. AU - Ministry of Basic and Senior Secondary Education. CY - Sierra Leone DA - Forthcoming PY - Forthcoming ER - TY - RPRT TI - Annual School Census AU - Ministry of Basic and Senior Secondary Education DA - 2021/// PY - 2021 ER - TY - RPRT TI - Education Sector Plan 2022-2026: Transforming Learning for All AU - Ministry of Basic and Senior Secondary Education CY - Freetown DA - 2022/// PY - 2022 PB - Ministry of Basic and Senior Secondary Education ER - TY - RPRT TI - LWL: Numbers and impact by 2020/21 school year AU - Ministry of Basic and Senior Secondary Education DA - 2021/// PY - 2021 UR - https://mbsse.gov.sl/wp-content/uploads/2021/05/LWL_Numbers-and-impact-summary.pdf ER - TY - GEN TI - National policy on radical inclusion in schools AU - Ministry of Basic and Senior Secondary Education DA - 2021/// PY - 2021 UR - https://planipolis.iiep.unesco.org/en/2021/national-policy-radical-inclusion-schools-7147 Y2 - 2021/05/04/17:04:56 ER - TY - RPRT TI - Education Sector Coronavirus (COVID-19) Response Plan AU - Ministry of Basic and Secondary Education (The Gambia) DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/gambia_education_sector_covid-19_strategy.pdf Y2 - 2020/06/09/13:46:06 ER - TY - RPRT TI - Annual School Census Report AU - Ministry of Basic and Secondary Education DA - 2019/// PY - 2019 UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2019-Annual-School-Census-Report.pdf Y2 - 2022/12/21/16:20:21 ER - TY - RPRT TI - Annual School Census Report AU - Ministry of Basic and Secondary Education DA - 2021/// PY - 2021 UR - https://www.dsti.gov.sl/wp-content/uploads/2021/07/ASC-2020-Report.pdf Y2 - 2022/05/09/11:45:35 KW - auto_merged ER - TY - RPRT TI - West African Senior School Certificate Examination: Sierra Leone Results Analysis AU - Ministry of Basic and Secondary Education DA - 2022/// PY - 2022 ER - TY - RPRT TI - Plano Estrategico de Educacao: 20ª Reunião Anual de Revisão, 2019 AU - Ministerio da Educacao e Desinvolvimento Humano CY - Maputo DA - 2019/04// PY - 2019 SP - 177 LA - Portuguese PB - Republica de Mocambique UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-05-Mozambique-ESP-IR.pdf ER - TY - RPRT TI - Plan sectoriel de l'éducation 2018 - 2022 AU - Ministère de l'Éducation Nationale, Madagascar AB - Plan sectoriel de l'éducation pour la période 2018 -2022 pour une éducation de qualité pour tous, garantie du développement durable, préparé par le ministère de l'Education nationale de Madagascar DA - 2017///Juin PY - 2017 DP - www.globalpartnership.org LA - fr UR - https://www.globalpartnership.org/sites/default/files/a2_-_mad_-_esp_fr.pdf Y2 - 2020/06/30/11:19:58 ER - TY - RPRT TI - Programme d’Amélioration de la Qualité, de l’Équité et de la Transparence – Transparence –Education / Formation (PAQUET – EF) AU - Ministère de l’Éducation Nationale, et al. UR - https://www.globalpartnership.org/sites/default/files/a1-sen-esp-paquet_2018-2030.pdf Y2 - 2020/06/22/14:29:56 ER - TY - ELEC TI - Covid 19, le ministère de l'Education lance l'initiative "APPRENDRE À LA MAISON" | Ministère de l’Education nationale AU - Ministère de l’Education Nationale UR - https://education.sn/fr/article/230 Y2 - 2020/06/22/14:32:39 ER - TY - ELEC TI - Division de la Radio – Télévision scolaire (DRTS) AU - Ministère de l’Education Nationale UR - https://education.sn/fr/standard/83 Y2 - 2020/06/22/14:37:07 ER - TY - ELEC TI - SIMEN | AU - Ministère de l’Éducation National UR - http://www.education.gouv.sn/fr/content/simen-0 Y2 - 2020/06/22/14:36:55 ER - TY - ELEC TI - Radio Education: Physical Distance but Social Solidarity | INEE AU - Minetti, Elena DA - 2020/03/23/ PY - 2020 UR - https://inee.org/blog/radio-education-physical-distance-social-solidarity Y2 - 2021/12/31/18:25:25 ER - TY - ELEC TI - Enlaces con la educación AU - MINEDUCYT DA - 2020/// PY - 2020 UR - https://enlaces.mined.gob.sv/index.php Y2 - 2021/12/20/22:30:44 ER - TY - ELEC TI - "Aprendo en Línea" mantendrá acceso gratuito desde dispositivos móviles AU - mineduc T2 - Ministerio de educación AB - “Aprendo en Línea” cuenta con más de 80.000 recursos pedagógicos digitales para estudiantes, apoderados, docentes y directivos. DA - 2021/03/26/T19:00:26+00:00 PY - 2021 UR - https://www.mineduc.cl/aprendo-en-linea-mantendra-acceso-gratuito-desde-dispositivos-moviles/ Y2 - 2022/06/06/17:21:32 ER - TY - ELEC TI - Se lanza Aprendo En Línea Docente para reforzar el aprendizaje remoto AU - mineduc UR - https://www.mineduc.cl/aprendo-en-linea-docente/ Y2 - 2022/06/06/17:16:13 ER - TY - ELEC TI - Mindspark website AU - Mindspark DA - 2020/// PY - 2020 UR - https://www.mindspark.in/Mindspark/Login/en?mindspark%2Flogin%2Fen= Y2 - 2020/03/31/09:51:49 ER - TY - ELEC TI - SWOT Analysis AU - Mind Tools Content Team T2 - MindTools UR - https://www.mindtools.com/pages/article/newTMC_05.htm Y2 - 2021/03/05/00:00:00 ER - TY - JOUR TI - An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom AU - Minaz, Maksal AU - Tabassum, Rabia AU - Idris, Muhammad T2 - Pakistan Journal of Education AB - Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan. DA - 2017/// PY - 2017 VL - 34 IS - 2 SP - 167 EP - 182 LA - English SN - 18183344 UR - https://pdfs.semanticscholar.org/3a81/fbc2a19a0022dbb22352a8db35638bd45c35.pdf AN - 2364383027 KW - Education KW - Educational technology KW - Learning KW - Pedagogy KW - Podcasts KW - Professional development KW - Teacher attitudes KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096864 KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - Potential benefits from sub-700 MHz spectrum in Pakistan AU - Miller, Tim AU - Jervis, Val AU - Burns, John AU - Wongsaroj, Sarongrat AU - Hogg, Tim DA - 2015/// PY - 2015 DP - Zotero LA - en PB - GSMA ER - TY - BLOG TI - Virtual learning under lockdown casts doubt on Kenya as the Silicon Savannah AU - Miller, Noah T2 - Africa at LSE AB - Kenya's response to the COVID-19 epidemic challenges its reputation as the Silicon Savannah when it comes to the switch to digital education. DA - 2020/08/19/T15:55:03Z PY - 2020 LA - "en-US" UR - https://blogs.lse.ac.uk/africaatlse/2020/08/19/virtual-learning-lockdown-casts-doubt-kenya-silicon-savannah-digital-education/ Y2 - 2021/05/22/15:18:28 ER - TY - BLOG TI - 9 Amazing Benefits of Technology in the Classroom (+18 Best Ways to Incorporate Technology) AU - Miller, Jen T2 - Jen Reviews DA - 2018/03/08/T08:17+00:00 PY - 2018 LA - en-US UR - https://www.jenreviews.com/classroom-technology/ Y2 - 2020/07/14/16:53:48 ER - TY - JOUR TI - Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study AU - Miller, Bridget T AU - Krockover, Gerald H AU - Doughty, Teresa T2 - Journal of Research in Science Teaching DA - 2013/// PY - 2013 DO - 10.1002/tea.21091 VL - 50 IS - 8 SP - 887 EP - 911 ER - TY - ELEC TI - Blockchain security: What keeps your transaction data safe? AU - Miles, Curtis DA - 2017/// PY - 2017 UR - https://www.ibm.com/blogs/blockchain/2017/12/blockchain-security-what-keeps-your-transaction-data-safe/ ER - TY - BLOG TI - Keeping the world's children learning through COVID-19 AU - Miks, Jason AU - McIlwaine, John T2 - Keeping the world's children learning through COVID-19 DA - 2020/// PY - 2020 UR - https://www.unicef.org/coronavirus/keeping-worlds-children-learning-through-covid-19 ER - TY - JOUR TI - Teachers’ Perception About Integration of ICT in Teaching and Learning of Kiswahili Language in Secondary Schools in Kenya. AU - Miima, Florence AU - Ondigi, Dr Samson AU - Mavisi, Rose AB - This article discusses the results of exploratory study of integration of ICT in teaching and learning of Kiswahili language in Kenyan secondary schools taking the case of Kakamega county in western part of Kenya. A survey design technique was adopted. Forty five teachers were selected to act as sample size for the study. Questionnaires and interview protocols were used to collect the data. The data collected was analyzed through descriptive statistical techniques. The results are summarized and presented through tables and graphs. The findings established that most Kiswahili teachers understand the benefit of integrating ICT in teaching and learning of Kiswahili language but they are not willing to adopt it due to various challenges. The paper examines how Kiswahili language teachers integrate ICT into everyday classroom practice, their perceptions, constrains, and their reservations. It also considers use of ICT along with the influences of established curriculum practice and policy upon Kiswahili language teacher’s willingness to develop new forms of activity and pedagogy. The case study provides some information on integration of ICT at all level of language teaching and learning in education. DA - 2013/// PY - 2013 DP - Zotero VL - 2 IS - 3 SP - 6 LA - en ER - TY - JOUR TI - Teachers’ Learning Communities for Developing High Order Thinking Skills—A Case Study of a School Pedagogical Change AU - Miedijensky, Shirley AU - Sasson, Irit AU - Yehuda, Itamar T2 - Interchange (Toronto. 1984) AB - This study deals with an elementary school that is undergoing a process of pedagogical change. The teachers understood that their weak point was excessive use of teaching based on memorization rather than developing high-order thinking (HOT) skills. The school therefore established teachers’ learning communities for peer learning and designing learning tasks that encourage the development of HOT skills. Quantitative and qualitative research tools were used in this study as a formative assessment. The data included learning tasks and interviews with teachers. The findings indicate an increase in the expression of critical thinking and the cognitive levels of application, analysis, and synthesis. The national test scores indicate an increase in students’ performance in most subjects. It appears that educators recognize the need for a transition from teaching that emphasize memorizing information to methods that develop students’ thinking skills and independent learning and initiated a successful pedagogical change. DA - 2021/// PY - 2021 DO - 10.1007/s10780-021-09423-7 DP - solo.bodleian.ox.ac.uk VL - 52 IS - 4 SP - 577 EP - 598 LA - eng SN - 0826-4805 KW - Case studies KW - Collaboration KW - Critical thinking KW - Education KW - Educational Philosophy KW - Educational Policy and Politics KW - Elementary schools KW - Formative assessment KW - High-order thinking KW - Learning KW - Memorization KW - Pedagogical change KW - Pedagogy KW - Peer learning KW - Qualitative research KW - Teachers KW - Teachers’ learning communities KW - Teaching KW - Teaching methods KW - Test scores KW - Thinking skills ER - TY - JOUR TI - Payment by results in nineteenth-century British education: A study in how priorities change AU - Midgley, Henry T2 - Journal of Policy History AB - //static.cambridge.org/content/id/urn%3Acambridge.org%3Aid%3Aarticle%3AS0898030616000300/resource/name/firstPage-S0898030616000300a.jpg DA - 2016/10// PY - 2016 DO - 10.1017/S0898030616000300 DP - Cambridge University Press VL - 28 IS - 4 SP - 680 EP - 706 LA - en SN - 0898-0306, 1528-4190 ST - Payment by Results in Nineteenth-Century British Education UR - https://www.cambridge.org/core/journals/journal-of-policy-history/article/abs/payment-by-results-in-nineteenthcentury-british-education-a-study-in-how-priorities-change/725BEF5B0406B1A49E2D12CB435A8053 Y2 - 2022/04/07/17:35:54 ER - TY - ELEC TI - Rural Broadband Access & Connectivity AU - Microsoft T2 - Microsoft CSR AB - See how Microsoft works to make rural broadband access a reality. Learn more about our partners and actions in delivering rural broadband connectivity. DA - 2020/// PY - 2020 LA - en-us UR - https://www.microsoft.com/en-us/corporate-responsibility/airband Y2 - 2020/06/09/09:07:47 ER - TY - JOUR TI - Coming to terms: A discussion of John Ogbu’s cultural-ecological theory of minority academic achievement AU - Michael Foster, Kevin T2 - Intercultural education DA - 2004/// PY - 2004 DO - 10.1080/1467598042000313403 DP - Google Scholar VL - 15 IS - 4 SP - 369 EP - 384 ST - Coming to terms ER - TY - BOOK TI - Supporting teachers with mobile technology: lessons drawn from UNESCO projects in Mexico, Nigeria, Senegal and Pakistan AU - Miao, Fengchun AU - West, Mark AU - Hyo-Jeong, So AU - Toh, Yancy CY - Paris, France DA - 2017/// PY - 2017 PB - UNESCO SN - 978-92-3-100230-4 UR - https://unesdoc.unesco.org/ark:/48223/pf0000251511 Y2 - 2020/05/22/12:41:46 ER - TY - BOOK TI - Guidelines for ICT in education policies and masterplans AU - Miao, Fengchun AU - Hinostroza, J. Enrique AU - Lee, Molly AU - Isaacs, Shafika AU - Orr, Dominic AU - Senne, Fabio AU - Martinez, Ana-Laura AU - Song, Ki-Sang AU - Uvarov, Alexander AU - Holmes, Wayne AU - Vergel de Dios, Benjamín DA - 2022/// PY - 2022 PB - UNESCO Digital Library SN - 978-92-3-100518-3 UR - https://unesdoc.unesco.org/ark:/48223/pf0000380926 Y2 - 2022/12/09/14:43:08 ER - TY - BOOK TI - Guidelines for ICT in education policies and masterplans AU - Miao, Fengchun AU - Hinostroza, J. Enrique AU - Lee, Molly AU - Isaacs, Shafika AU - Orr, Dominic AU - Senne, Fabio AU - Martinez, Ana-Laura AU - Song, Ki-Sang AU - Uvarov, Alexander AU - Holmes, Wayne AU - Vergel de Dios, Benjamín DA - 2022/// PY - 2022 PB - UNESCO Digital Library SN - 978-92-3-100518-3 UR - https://unesdoc.unesco.org/ark:/48223/pf0000380926 Y2 - 2022/12/09/14:43:08 ER - TY - SLIDE TI - UNESCO’s Work in ICT in Education Policy A2 - Miao, Fengchun DA - 2018/// PY - 2018 LA - en UR - https://www.itu.int/en/ITU-D/Capacity-Building/Documents/events/CBS/2018/Presentations/Session%202/Miao.pdf ER - TY - JOUR TI - Perception and Usage Level of ICT of the Primary School Teachers in Bangladesh AU - Mia, Abdul Hannan AU - Haque, Ziaul T2 - Bangladesh Journal of MIS AB - Bangladesh has been investing in the integration of information and communication technology (ICT) in education from the last decade. The evolution of the Information and Communication Technology (ICT) and their integration in the education lead to specific changes both in personal and professional area of primary school teachers in Bangladesh. Bangladesh has realized the need for a high quality primary education system and seen huge government funding for schools over the last 7years. However, Bangladesh’s spending on ICT has attracted little research regarding the impact of ICT on primary school teachers. For this reason, this study aimed to discover perception and usage level of ICT of the primary school teachers in Bangladesh. The study found that teachers have deficiency in usage and training of ICT. Findings revealed that programs on ICT provided for the primary schools in Bangladesh were too basic and that further investment is required. Data analyzed by STATA indicate that perception of primary school teachers about the ICT is positive irrespective of demographic characteristics such as sex, level of profession, type of institution, marital status and age. The usage level of ICT is not satisfactory whether the teacher is married or single, senior or junior or headmaster, male or female and government or non government. Some initiative can be taken to improve the ICT use among primary school teachers such as training on ICT, setup of computer Lab in primary school, introducing a course on ICT in primary level, reducing the cost of Internet connection and ICT devices etc. DA - 2013/// PY - 2013 DP - Zotero VL - 6 IS - 1 SP - 3 EP - 17 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Emerging fundamental issues of teacher education in Tanzania: a reflection of practices AU - Mgaiwa, Samson J T2 - Educational Process: International Journal AB - Quality of teachers is recognized as one of the critical dimensions for promoting student learning in schools. However, in Tanzania there are several emerging issues that affect teacher education and teachers, and as a result affect students’ learning. The existing corpus of literature indicates a death of studies on the systematic understanding of issues that affect teacher education in Tanzania, especially at a time when education across the world is encountering a number of challenges. Employing documentary review and interviews as data collection methods, this paper attempts to analyze the emerging issues affecting teacher education in Tanzania. Employing the Teacher Education Model for the 21st Century, the paper identified five major issues affecting teacher education namely; lack of specific policies for teacher education, lack of continuing professional development, lack of an autonomous teacher regulatory body, inadequate ICT and teacher education, and poor quality of candidates joining teacher education. Generally, the findings indicate that teacher education is not effectively planned in terms of policy imperatives to meet the contemporary professional demands for 21st century education in Tanzania, and beyond. Finally, conclusions and certain recommendations which take a futuristic perspective in preparing 21st century teachers are offered. DA - 2018/// PY - 2018 DO - 10.22521/edupij.2018.74.3 VL - 7 IS - 4 SP - 246 EP - 264 LA - English SN - 21470901 UR - https://www.researchgate.net/publication/328882387_Emerging_Fundamental_Issues_of_Teacher_Education_in_Tanzania_A_Reflection_of_Practices AN - 2377711234 KW - 21st century KW - Education KW - Learning KW - Tanzania KW - Teacher education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095912 KW - __finaldtb KW - students’ learning KW - teacher education KW - teachers ER - TY - JOUR TI - Harnessing the power of a mobile phone in the promotion of teacher ethics in Tanzania AU - Mfaume, Hamisi AU - Mgaya, Rose AU - Bilinga, Margareth T2 - International Journal of Education and Development using ICT AB - This study examined teachers’ perspectives on using a mobile phone in the promotion of teacher ethics in Tanzania. It was informed by the qualitative approach, using a sample of forty-eight (48) respondents who were drawn through purposive and convenient sampling techniques. Data were sought through Focus Group Discussions (FGDs) and were subjected to thematic data analysis. Findings indicated that a handful of respondents perceived a mobile phone as a viable tool in the promotion of teacher ethics. Moreover, ownership and accessibility, popularity and ease of use, internet coverage and connectivity, as well as the ubiquitous nature of the device were the reasons given for their perceptions. However, teachers’ lack of knowledge, attitude and beliefs, financial problems, limited network connection, and poor coordination and technical support were the anticipated challenges in using the device in the promotion of teacher ethics. Based on the noted potential of the device, the study recommends the need for Teachers’ Service Commission in Tanzania to adopt and use the device so as to ensure wider coverage of ethical information and combat unethical conduct amongst teachers. DA - 2019/// PY - 2019 DP - Zotero VL - 15 IS - 1 SP - 118 EP - 132 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in Tanzania AU - Mfaume, Hamisi T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device. DA - 2019/// PY - 2019 DP - Zotero VL - 15 IS - 2 SP - 154 EP - 170 LA - en UR - https://files.eric.ed.gov/fulltext/EJ1220754.pdf KW - Bali KW - Bangkok Thailand KW - Cellular telephones KW - Education KW - Educational technology KW - Japan KW - Learning KW - Pedagogy KW - Secondary school teachers KW - Students KW - Tanzania KW - Teaching KW - United Kingdom--UK KW - United States--US KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096774 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - How educational are 'educational' apps for young children? App store content analysis using the Four Pillars of Learning framework AU - Meyer, Marisa AU - Zosh, Jennifer M. AU - McLaren, Caroline AU - Robb, Michael AU - McCafferty, Harlan AU - Golinkoff, Roberta Michnick AU - Hirsh-Pasek, Kathy AU - Radesky, Jenny T2 - Journal of Children and Media AB - Experts have expressed concerns about the lack of evidence demonstrating that children's "educational" applications (apps) have educational value. This study aimed to operationalize Hirsh-Pasek, Zosh, et al.'s (2015) Four Pillars of Learning into a reliable coding scheme (Pillar 1: Active Learning, Pillar 2: Engagement in the Learning Process, Pillar 3: Meaningful Learning, Pillar 4: Social Interaction), describe the educational quality of commercially-available apps, and examine differences in educational quality between free and paid apps. We analyzed 100 children's educational apps with the highest downloads from Google Play and Apple app stores, as well as 24 apps most frequently played by preschool-age children in a longitudinal cohort study. We developed a coding scheme in which each app earned a value of 0-3 for each Pillar, defining lower-quality apps as those scoring ≤ 4, summed across the Four Pillars. Overall scores were low across all Pillars. Free apps had significantly lower Pillar 2 (Engagement in Learning Process) scores (t-test, p < .0001) and overall scores (t-test, p < .0047) when compared to paid apps, due to the presence of distracting enhancements. These results highlight the need for improved design of educational apps guided by developmental science. DA - 2021/// PY - 2021 DO - 10.1080/17482798.2021.1882516 DP - PubMed VL - 15 IS - 4 SP - 526 EP - 548 J2 - J Child Media LA - eng SN - 1748-2798 ST - How educational are 'educational' apps for young children? KW - Digital Media KW - Digital Play KW - Early Childhood KW - Educational Apps KW - Four Pillars of Learning KW - Mobile Devices ER - TY - CHAP TI - PISA and the globalization of education governance: some puzzles and problems AU - Meyer, Heinz Dieter AU - Benavot, Aaron T2 - PISA, Power, and Policy: The Emergence of Global Educational Governance DA - 2013/// PY - 2013 PB - Symposium ER - TY - BOOK TI - Universal Design for Learning: Theory and Practice AU - Meyer, A AU - Rose, D AU - Gordon, D DA - 2016/// PY - 2016 PB - Center for Applied Special Technology. SN - 978-0-9898674-1-2 UR - http://castpublishing.org/books-media/udl-theory-and-practice/ ER - TY - JOUR TI - Let’s Chat: Chatbot Nudging for Improved Course Performance AU - Meyer, Katharine AU - Page, Lindsay C. AU - Smith, Eric AU - Walsh, B. Tyler AU - Fifield, C. Lindsey AU - Evans, Michael AB - Despite documented benefits to college completion, more than a third of students who initially enroll in college do not ultimately earn a credential. Completing college requires students to navigate both institutional administrative tasks (e.g., registering for classes) and academic tasks within courses (e.g., completing homework). In postsecondary education, several promising interventions have shown that text-based outreach and communication can be a low-cost, easy to implement, and effective strategy for supporting administrative task navigation. In this paper, we report on two randomized controlled trials testing the effect of a text-based chatbot with artificial intelligence (AI) capability on students' academic task navigation in introductory courses (political science and economics). We find the academic chatbot significantly shifted students’ final grades, increasing the likelihood students received a course grade of B or higher by 5-6 percentage points and reduced the likelihood students dropped the course. DO - 10.26300/ES6B-SM82 DP - DOI.org (Datacite) LA - en ST - Let’s Chat UR - https://www.edworkingpapers.com/ai22-564 Y2 - 2024/02/21/16:33:19 ER - TY - RPRT TI - Digital Learning Innovations for Syrian Refugees and Host Communities in Lebanon AU - Metni, Eliane DA - 2019/// PY - 2019 UR - https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/58166/58301.pdf ER - TY - BOOK TI - SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria International Federation for Systems Research Impressum AU - Metcalf, Gary AU - Chroust, Gerhard AU - Edson, Mary AU - Nguyen, Nam AB - SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria DA - 2014/05/02/ PY - 2014 DP - ResearchGate SN - 978-3-902457-41-7 ST - SystemsThinking ER - TY - RPRT TI - Livrable 5: Guide pratique pour les enseignants: comment utiliser la plateforme numérique? AU - Messa, Angele AU - Rasolohery, Hasiniavo AU - Koomar, Saalim AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/05/29/ PY - 2022 LA - en M3 - Other type PB - EdTech Hub UR - https://docs.edtechhub.org/lib/SJ7QQBQS KW - _r:AddedByZotZen ER - TY - RPRT TI - Livrable 4: Note de conseils sur la plateforme numérique AU - Messa, Angele AU - Koomar, Saalim AU - Mitchell, Joel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/11/21/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/RMJK6G6Q KW - _r:AddedByZotZen ER - TY - JOUR TI - Transformative Paradigm: Mixed Methods and Social Justice AU - Mertens, Donna T2 - Journal of Mixed Methods Research AB - The intersection of mixed methods and social justice has implications for the role of the researcher and choices of specific paradigmatic perspectives. The transformative paradigm with its associated philosophical assumptions provides a framework for addressing inequality and injustice in society using culturally competent, mixed methods strategies. The recognition that realities are constructed and shaped by social, political, cultural, economic, and racial/ethnic values indicates that power and privilege are important determinants of which reality will be privileged in a research context. Methodological inferences based on the underlying assumptions of the transformative paradigm reveal the potential strength of combining qualitative and quantitative methods. A qualitative dimension is needed to gather community perspectives at each stage of the research process, while a quantitative dimension provides the opportunity to demonstrate outcomes that have credibility for community members and scholars. Transformative mixed methodologies provide a mechanism for addressing the complexities of research in culturally complex settings that can provide a basis for social change. … Read more DA - 2007/07// PY - 2007 DO - 10.1177/1558689807302811 VL - 1 IS - 3 SP - 212 EP - 225 LA - en UR - https://www.researchgate.net/publication/240730451_Transformative_Paradigm_Mixed_Methods_and_Social_Justice Y2 - 2023/10/18/11:19:04 ER - TY - BOOK TI - Qualitative Research: A Guide to Design and Implementation AU - Merriam, Sharan B. AB - Praise for the Third Edition of Qualitative Research: "Sharan B. Merriam synthesizes twenty years of developments in qualitative research with clarity and acumen." ?Michael Quinn Patton, author, Qualitative Research and Evaluation Methods "Here is a qualitative research methods book that reinforces the connection between professional experience and qualitative inquiry." ?Robert Stake, author, The Art of Case Study Research and Multiple Case Study Analysis "In this new edition, Sharan Merriam once again presents the world of qualitative research in language engaging and accessible?for new and experienced readers alike. If you can have only one book about qualitative research, this is it!" ?Patricia M. Reeves, associate professor, School of Social Work, University of Georgia "Mystified by qualitative research? You couldn't ask for a better guide than Sharan Merriam, who introduces you to the fundamental concepts of this research method, explains its complex forms, and then shows you exactly how to do a high-quality qualitative study." ?M. Carolyn Clark, coeditor, The International Journal of Qualitative Studies in Education DA - 2009/// PY - 2009 LA - en PB - John Wiley & Sons KW - Education / General ER - TY - ELEC TI - Supporting the education of marginalized girls in Kailali (STEM II) AU - Mercy Corps DA - 2017/// PY - 2017 UR - https://nepal.mercycorps.org/project/supporting-the-education-of-marginalised-girls-in-kailali-ii-stem-ii/ ER - TY - CHAP TI - Complexity and systems thinking AU - Merali, Yasmin AU - Allen, P. AB - Once the whole is divided, the parts need names. There are already enough names. One must know when to stop. Knowing when to stop averts trouble. Tao in the world is like a river flowing home to the sea. Lau Tsu, Tao Te Ching. DA - 2011/01/01/ PY - 2011 DP - ResearchGate SP - 31 EP - 52 ER - TY - JOUR TI - ‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone AU - Menzel, Anne T2 - Journal of Intervention and Statebuilding AB - This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex. DA - 2019/08/08/ PY - 2019 DO - 10.1080/17502977.2019.1612992 DP - Taylor and Francis+NEJM VL - 13 IS - 4 SP - 440 EP - 458 SN - 1750-2977 ST - ‘Without Education You Can Never Become President’ UR - https://doi.org/10.1080/17502977.2019.1612992 Y2 - 2020/12/15/19:22:06 KW - Sierra Leone KW - aid and development KW - gender politics KW - neoliberalism KW - sexual violence KW - teenage pregnancy ER - TY - RPRT TI - Thinking and working politically through applied political economy analysis: A guide for practitioners AU - Menocal, Alina Rocha AU - Cassidy, Marc AU - Swift, Sarah AU - Jacobstein, David AU - Rothblum, Corinne AU - Tservil, Ilona DA - 2018/// PY - 2018 DP - Zotero SP - 12 LA - en PB - USAID UR - https://www.usaid.gov/sites/default/files/documents/1866/PEA2018.pdf ER - TY - RPRT TI - Getting real about politics AU - Menocal, Alina Rocha DA - 2014/// PY - 2014 DP - Zotero SP - 16 LA - en PB - Overseas Development Institute UR - https://www.odi.org/publications/8325-getting-real-about-politics-thinking-politically-working-differently ER - TY - RPRT TI - "Getting real about politics: From thinking politically to working differently" AU - Menocal, Alina Rocha CY - London DA - 2014/// PY - 2014 PB - Overseas Development Institute UR - https://www.researchgate.net/publication/315051965_Getting_Real_about_Politics_From_Thinking_Politically_to_Working_Differently_ODI_Research_Paper_ODI_2014 ER - TY - JOUR TI - DES JOURNAL 2012.pdf AU - Meno, Yeba Judith Sama Mouokuio T2 - Journal of Continuing, Open and Distance Education DA - 2012/// PY - 2012 VL - 2 IS - 1 SP - 1 EP - 23 UR - http://ir-library.mmarau.ac.ke:8080/xmlui/bitstream/handle/123456789/2270/DES%20JOURNAL%202012.pdf?sequence=1&isAllowed=y#page=15 Y2 - 2020/06/02/13:16:18 KW - ⛔ No DOI found ER - TY - JOUR TI - Gender bias in attitude towards girls in the Use of computers in selected schools in central Africa AU - Meno, Yeba Judith Sama Mouokuio T2 - Journal of Continuing, Open and Distance Education DA - 2012/// PY - 2012 DP - Google Scholar SP - 1 KW - Equity of Access KW - ⛔ No DOI found ER - TY - JOUR TI - Small-group problem-based learning as a complex adaptive system AU - Mennin, Stewart T2 - Teaching and Teacher Education AB - Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of small-group PBL and other educational methods. This article looks at small-group PBL from the perspective of complex adaptive systems (CAS). It begins with a brief review of the current understanding and practice of PBL. Next some of the characteristics of CAS are reviewed using examples from small-group PBL to illustrate how these characteristics are expressed in that context. The principles and the educational theory in which small-group PBL are embedded are related to CAS. Implications for health professions education are discussed. DA - 2007/04// PY - 2007 DO - 10.1016/j.tate.2006.12.016 DP - DOI.org (Crossref) VL - 23 IS - 3 SP - 303 EP - 313 J2 - Teaching and Teacher Education LA - en SN - 0742051X UR - https://linkinghub.elsevier.com/retrieve/pii/S0742051X06002150 Y2 - 2021/01/06/13:00:23 ER - TY - BLOG TI - COVID-19 and girls' education: What we know so far and what we expect AU - Mendez Acosta, Amina AU - Evans, David T2 - Center For Global Development AB - The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues. DA - 2020/// PY - 2020 LA - en ST - COVID-19 and Girls' Education UR - https://www.cgdev.org/blog/covid-19-and-girls-education-what-we-know-so-far-and-what-we-expect-happen Y2 - 2021/04/29/09:25:27 KW - ___working_potential_duplicate ER - TY - ELEC TI - COVID-19 and Girls' Education: What We Know So Far and What We Expect AU - Mendez Acosta, Amina AU - Evans, David T2 - Center for Global Development | Ideas to Action AB - The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues. DA - 2020/// PY - 2020 LA - en ST - COVID-19 and Girls' Education UR - https://www.cgdev.org/blog/covid-19-and-girls-education-what-we-know-so-far-and-what-we-expect-happen Y2 - 2022/08/12/15:55:53 ER - TY - JOUR TI - Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp: Benefits and Challenges AU - Mendenhall, Mary AU - Skinner, Makala AU - Collas, Sophia AU - French, Sarah T2 - Current Issues in Comparative Education AB - Governmental and non-governmental institutions alike have rallied around technology as a potential solution for addressing the dearth of quality educational opportunities and adequately trained teachers in many regions around the world (Burns, 2011; Carlson, 2013; Dahya, 2016). This is no less true in humanitarian and refugee contexts where technology is being used in myriad ways to connect teachers and learners with educational content and resources. A recent landscape review (Dahya, 2016) about the use of Information and Communication Technology (ICT) in these contexts stated that technology has the potential to support education for marginalized populations in crisis contexts, and that teacher training and student learning are the primary areas of focus for utilizing technology for education. In many settings, technology is used for the provision of lesson plans and curricula to deliver subject knowledge directly to students, to train or certify teachers, and to connect individuals and build community (Dryden-Peterson, Dahya, and Douhaibi, 2017; Power, 2012; Winthrop and Smith, 2012). Modes of delivery include computers, laptops, tablets, portable media players, e-readers, personal digital assistants, and mobile phones (Burns, 2011; Carlson, 2013; Winthrop and Smith, 2012; Dahya, 2016). DA - 2018/// PY - 2018 DP - ERIC VL - 20 IS - 2 SP - 9 EP - 23 LA - en SN - 1523-1615 ST - Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp UR - https://files.eric.ed.gov/fulltext/EJ1205676.pdf Y2 - 2020/04/27/16:04:57 KW - Google Scholar/ "refugee education" ICT KW - RER theme_supporting educators KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425895 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - Strengthening Teacher Professional Development: Local and global communities of practice in Kakuma Refugee Camp AU - Mendenhall, Mary DA - 2017/// PY - 2017 PB - Columbia University UR - https://static1.squarespace.com/static/583af1fb414fb5b3977b6f89/t/59bdbadc8419c21c1bd35570/1505606367450/11_PromisingPractices_Teachers+for+Teachers_WEB.pdf Y2 - 2020/08/05/09:59:03 KW - C:Kenya / Rwanda ER - TY - RPRT TI - Investing in the crisis: Private participation in the education of Syrian refugees AU - Menashy, Francine AU - Zakharia, Zeena DA - 2017/04// PY - 2017 DP - Zotero LA - en PB - Education International UR - http://download.ei-ie.org/Docs/WebDepot/EI_Research_Syria_final.pdf ER - TY - JOUR TI - Private engagement in refugee education and the promise of digital humanitarianism AU - Menashy, Francine AU - Zakharia, Zeena T2 - Oxford Review of Education AB - This paper examines the prevalence of technological interventions in education in emergencies through a case study of private participation in Syrian refugee education in Jordan, Lebanon, and Turkey. This research is conceptually situated within critiques of ‘digital humanitarianism’, simultaneously interrogating the role of technology in humanitarian responses and the roles of private actors who promote this technology. Our study demonstrates that a pervasive optimism concerning education technology in emergencies accompanies a surge in private actor engagement in Syrian refugee education. Findings indicate that while access to technology in educational settings is important to the Syrian refugee populations, private actors’ disproportionate focus on technology is problematic, particularly when technological interventions are viewed as panaceas for refugee education; designed free from coordination; driven by profit motivations; and developed in a manner decontextualised from the learning context. This study attends to the necessity of countering the overwhelming optimism about technology as a panacea for refugee education, which fails to problematise the implications of interventions developed in the Global North for a distant ‘other’ in the Global South. DA - 2019/// PY - 2019 DO - 10.1080/03054985.2019.1682536 DP - Google Scholar SP - 1 EP - 18 KW - GENERAL - to be categorised KW - Google Scholar/ "education technology" refugees ER - TY - BOOK TI - Brazil Case Study AU - Mello, Ursula AU - Loureiro, Andre AU - Cruz, Louisee AB - The majority of the world’s children live in countries where local governments are responsible for the provision of basic education services. Although subnational governments manage their own education systems, they often rely on transfers from the central government for funding. The main purpose of this study is to assess how these fiscal transfers affect public funding for education and how they ultimately affect student schooling and learning outcomes. Through a careful analysis of how fiscal transfers have affected education systems in different contexts, the investigation develops a set of principles to support improvements in the design and implementation of transfer systems with a specific focus on the provision of education services. The study is centered on seven country case studies that aim to answer a set of common research questions using a similar approach. Country case studies were conducted in Brazil, Bulgaria, China, Colombia, Indonesia, Sudan, and Uganda. The analysis shows that fiscal transfer mechanisms can improve the adequacy of public education spending, reduce spending inequalities between regions, and improve spending efficiency. Moreover, the study highlights that carefully designed and implemented transfer systems can help raise overall education outcomes and reduce education inequality. This publication was funded by a grant from the Results in Education for All Children (REACH) trust fund at the World Bank. REACH is supported by the government of Germany through the Federal Ministry for Economic Cooperation and Development, the government of Norway through NORAD, and the government of the United States of America through the U.S. Agency for International Development. CY - Washington, DC DA - 2021/07/23/ PY - 2021 DP - openknowledge.worldbank.org LA - en PB - World Bank SN - 978-1-4648-1693-2 UR - https://openknowledge.worldbank.org/handle/10986/35838 Y2 - 2022/05/31/20:19:14 KW - Education KW - Education Equity KW - Education Finance KW - Education Outcomes KW - Education Spending KW - Fiscal Decentralization KW - Fiscal Transfers KW - Public Expenditure ER - TY - JOUR TI - Looking to the future: M-learning with the iPad AU - Melhuish, K. & Falloon, G. T2 - Computers in New Zealand Schools: Learning, Leading, Technology DA - 2010/// PY - 2010 VL - 22 IS - 3 SP - 1 EP - 16 UR - http://researchcommons.waikato.ac.nz/handle/10289/5050 KW - ⛔ No DOI found ER - TY - JOUR TI - A Brief Review of Systems Theories and Their Managerial Applications AU - Mele, Cristina AU - Pels, Jacqueline AU - Polese, Francesco T2 - Service Science DA - 2010/06// PY - 2010 DO - 10.1287/serv.2.1_2.126 DP - DOI.org (Crossref) VL - 2 IS - 1-2 SP - 126 EP - 135 J2 - Service Science LA - en SN - 2164-3962, 2164-3970 UR - http://pubsonline.informs.org/doi/10.1287/serv.2.1_2.126 Y2 - 2020/12/22/11:53:34 ER - TY - BOOK TI - The impact of the COVID-19 pandemic on education: international evidence from the Responses to Educational Disruption Survey (REDS) A3 - Meinck, Sabine A3 - Fraillon, Julian A3 - Strietholf, Rolf CY - France DA - 2022/// PY - 2022 DP - 0000380398 ET - Revised edition LA - English PB - UNESCO; International Association for the Evaluation of Educational Achievement SN - 978-92-3-100502-2 UR - https://unesdoc.unesco.org/ark:/48223/pf0000380398 Y2 - 2022/05/18/14:49:52 ER - TY - JOUR TI - Exploring EFL teachers’ professional identity development in a CALL teacher preparation program AU - Meihami, Hussein AU - Esfandiari, Rajab T2 - The JALT CALL Journal DA - 2021/08/25/ PY - 2021 DO - 10.29140/jaltcall.v17n2.404 DP - DOI.org (Crossref) VL - 17 IS - 2 J2 - JALTCALL LA - en SN - 18324215 UR - https://www.castledown.com/journals/jaltcall/article/?reference=404 Y2 - 2022/08/23/05:54:34 ER - TY - JOUR TI - Community Development through Open Learning and Distance Education AU - Mehmood, Tahir AU - Hussain Ch, Abid AU - Saeed, Amna T2 - Bulletin of Education and Research AB - The global need for community development is greater now in the early 21st century than ever before. According to UNESCO, half of the world's 195 countries will have to expand their stock of educationist significantly, some by tens of thousands, if the goal development targets are desired to achieve. Socioeconomic inequities, political instability, demographic changes and crises such as the HIV/AIDs epidemic have engendered huge shortfalls in teacher supply and low teacher quality in many developing countries. Education serves as back bone in development process. Open learning and distance education programs are serving as pivotal part of development process. It is now clear that "bricks and mortar" approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed. The study is designed to measure the perceptions of teaching learning community about community development with special reference to open and distance learning. It was descriptive study which targeted teachers, students, community members and experts. Data analysis was carried out by using statistical techniques served by SPSS. Findings reflected that audience perceives open and distance learning as change agent and as development tool. It is noticed that target audience has driven prominent performance by using facility of open and distance learning. DA - 2016/06// PY - 2016 DP - ERIC VL - 38 IS - 1 SP - 183 EP - 196 LA - en SN - 0555-7747 UR - https://eric.ed.gov/?id=EJ1210333 Y2 - 2020/12/01/11:58:36 KW - Access to Education KW - Change Agents KW - Community Development KW - Developing Nations KW - Distance Education KW - Economic Development KW - Educational Change KW - Educational Quality KW - Foreign Countries KW - Gender Differences KW - Nongovernmental Organizations KW - Open Educational Resources KW - Social Differences KW - Specialists KW - Student Attitudes KW - Teacher Attitudes KW - Teacher Shortage KW - ⛔ No DOI found ER - TY - ELEC TI - Resources AU - mEducation Alliance T2 - Mobiles for Education Alliance AB - Landscape Reviews and Other Resources Landscape reviews and other resource materials have been compiled by various members of the mEducation Alliance or other stakeholders to give snapshots of a range of ICT4E projects and interventions. Crisis and Conflict Situations Covid-19 Read more › LA - en-US UR - https://www.meducationalliance.org/?page_id=59 Y2 - 2020/07/07/15:57:21 ER - TY - ELEC TI - Resources AU - mEducation Alliance T2 - Mobiles for Education Alliance AB - Landscape Reviews and Other Resources Landscape reviews and other resource materials have been compiled by various members of the mEducation Alliance or other stakeholders to give snapshots of a range of ICT4E projects and interventions. Crisis and Conflict Situations Covid-19 Read more › LA - en-US UR - https://www.meducationalliance.org/?page_id=59 Y2 - 2020/07/07/15:57:21 ER - TY - JOUR TI - Power, knowledge and the politics of gender in the Global South AU - Medie, Peace A. AU - Kang, Alice J. T2 - European Journal of Politics and Gender AB - Critical feminists have argued that research on women and gender is not sufficiently 'global' in its representation of scholars and perspectives. We draw on these works to argue that the scholarship on women, gender and politics does not sufficiently consider the effects of the global order in the Global South. We propose the adoption of a 'global lens' to address this gap. We further examine the representation of South-based scholars by analysing leading women, gender and politics journals, and find that they are severely under-represented as authors. We propose steps to address this underrepresentation and to decolonise the scholarship. DA - 2018/07/13/ PY - 2018 DO - 10.1332/251510818X15272520831157 DP - IngentaConnect VL - 1 IS - 1-2 SP - 37 EP - 53 J2 - European Journal of Politics and Gender KW - GENDER KW - GLOBAL INEQUALITY KW - GLOBAL SOUTH KW - JOURNALS KW - POLITICAL KW - PUBLICATIONS KW - SCIENCE ER - TY - ELEC TI - Radio Market in Ghana AU - Media Ownership Monitor: Ghana T2 - Media Ownership Monitor AB - Radio is the most prevalent media in Ghana: a huge number of 481 FM broadcasting stations are authorized, out of which 354 stations... LA - en UR - https://ghana.mom-rsf.org/en/media/radio/ Y2 - 2020/09/15/18:21:39 ER - TY - ELEC TI - Sao Paulo Media Center AU - Media Center UR - https://centrodemidiasp.educacao.sp.gov.br/ ER - TY - JOUR TI - Text-free user interfaces for illiterate and semiliterate users AU - Medhi, Indrani AU - Sagar, Aman AU - Toyama, Kentaro T2 - Information Technologies and International Development AB - We describe work toward the goal of a user interface (UI) designed such that even novice, illiterate users require absolutely no intervention from anyone at all to use. Our text-free UI is based on many hours of ethnographic design conducted in collaboration with a community of illiterate domestic laborers in three Bangalore slums. An ethnographic design process was used to understand what kind of application subjects would be interested in, how they respond to computing technology, and how they react to specific UI elements. We built two applications using these principles, one for job search for domestic laborers and another for a generic map that could be used for navigating a city. The resulting designs are based on key lessons that we gained through the design process. This article describes the design process, the design principles, which evolved out of the process, the final application designs, and results from initial user testing. Our results confirm previous work that emphasizes the need for semiabstracted graphics and voice feedback, but we additionally find that some aspects of design for illiterate users that have been previously overlooked (such as a consistent help feature). Results also show that the text-free designs are strongly preferred over standard text-based interfaces by the communities which we address and that they are potentially able to bring even complex computer functions within the reach of users who are unable to read. DA - 2007/10/01/ PY - 2007 DO - 10.1162/itid.2007.4.1.37 DP - Fall 2007 VL - 4 IS - 1 SP - 37 EP - 50 J2 - Inf. Technol. Int. Dev. SN - 1544-7529 UR - https://doi.org/10.1162/itid.2007.4.1.37 Y2 - 2020/12/10/16:09:34 ER - TY - RPRT TI - Comprehensive Indicators of Preschool Education AU - MECSS DA - 2019/// PY - 2019 PB - Ministry of Education, Culture, Sciences and Sports UR - https://mecss.gov.mn/media/uploads/66823122-0f00-466a-96bc-a0baa8711af5.pdf Y2 - 2020/08/31/00:37:41 ER - TY - JOUR TI - Two decades of SIMCE: an overview of the National Assessment System in Chile AU - Meckes, Lorena AU - Carrasco, Rafael T2 - Assessment in Education: Principles, Policy & Practice DA - 2010/05/01/ PY - 2010 DO - 10.1080/09695941003696214 DP - Taylor and Francis+NEJM VL - 17 IS - 2 SP - 233 EP - 248 SN - 0969-594X ST - Two decades of SIMCE UR - https://doi.org/10.1080/09695941003696214 Y2 - 2021/05/05/09:23:46 ER - TY - RPRT TI - Evaluation of Evidence-Based Practices in Online Learning: A Meta-analysis and Review of Online Learning Studies AU - Means, Barbara AU - Toyama, Yukie AU - Murphy, Robert AU - Bakia, Marianne AU - Jones, Karla DA - 2010/// PY - 2010 LA - en PB - US Department of Education UR - https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf Y2 - 2020/07/20/15:46:36 ER - TY - JOUR TI - The effectiveness of online and blended learning: A meta-analysis of the empirical literature AU - Means, Barbara AU - Toyama, Yukie AU - Murphy, Robert AU - Bakia, Marianne T2 - Teachers College Record DA - 2013/// PY - 2013 VL - 115 UR - https://learnonline.ecampusontario.ca/App_Content/Resource/docs/7b0981b7-dbd6-41d2-83b9-67878a0ed052/The%20effectiveness%20of%20online%20and%20blended%20learning_%20A%20meta-analysis%20of%20the%20empirical%20literature.pdf Y2 - 2020/07/18/09:28:55 KW - ⛔ No DOI found ER - TY - BOOK TI - Groping in the dark: the first decade of global modelling AU - Meadows, Donella AU - Richardson, John AU - Bruckmann, Gerhart DA - 1982/// PY - 1982 DP - Google Scholar PB - John Wiley & Sons ST - Groping in the dark ER - TY - BOOK TI - Thinking in systems: A primer AU - Meadows, Donella H. DA - 2008/// PY - 2008 DP - Google Scholar PB - Chelsea Green Publishing ST - Thinking in systems KW - _C:Austria AUT KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Germany DEU KW - _C:Guatemala GTM KW - _C:Hungary HUN KW - _C:India IND KW - _C:Iraq IRQ KW - _C:Israel ISR KW - _C:Japan JPN KW - _C:Kuwait KWT KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:Poland POL KW - _C:Romania ROU KW - _C:South Africa ZAF KW - _C:State of Palestine PSE KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:scheme:1 ER - TY - JOUR TI - Experimental Evaluation of the Tools of the Mind Pre-K Curriculum. Fidelity of Implementation Technical Report. Working Paper. AU - Meador, Deanna AU - Nesbitt, Kimberly AU - Farran, Dale T2 - Peabody Research Institute DA - 2015/// PY - 2015 DP - Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - Taking Stock of the Global Partnership for Development (MDG 8) AU - MDG Gap Task Force CY - New York DA - 2015/// PY - 2015 PB - UN UR - https://www.un.org/millenniumgoals/pdf/MDG_Gap_2015_E_web.pdf Y2 - 2020/01/27/15:17:25 ER - TY - CONF TI - Toward learning at scale in developing countries: Lessons from the Global Learning XPRIZE Field Study AU - McReynolds, Andrew A. AU - Naderzad, Sheba P. AU - Goswami, Mononito AU - Mostow, Jack T3 - L@S '20 AB - Advances in education technology are enabling tremendous advances in learning at scale. However, they typically assume resources taken for granted in developed countries, including reliable electricity, high-bandwidth Internet access, fast WiFi, powerful computers, sophisticated sensors, and expert technical support to keep it all working. This paper examines these assumptions in the context of a massive test of learning at scale in a developing country. We examine each assumption, how it was broken, and some workarounds used in a 15-month-long independent controlled evaluation of pre- to posttest learning and social-emotional gains by over 2,000 children in 168 villages in Tanzania. We analyze those gains to characterize who gained how much, using test score data, social-emotional measures, and detailed logs from RoboTutor. We quantify the relative impact of pretest scores, literate aspirations, treatment, and usage on learning gains. C1 - New York, NY, USA C3 - Proceedings of the Seventh ACM Conference on Learning @ Scale DA - 2020/// PY - 2020 DO - 10.1145/3386527.3405920 DP - ACM Digital Library SP - 175 EP - 183 PB - Association for Computing Machinery SN - 978-1-4503-7951-9 ST - Toward Learning at Scale in Developing Countries UR - https://doi.org/10.1145/3386527.3405920 Y2 - 2020/11/18/00:00:00 KW - developing countries KW - global learning xprize KW - literacy KW - numeracy KW - social-emotional KW - tablet tutors KW - unesco. ER - TY - THES TI - International distance learning in special education: a program evaluation of a US-Ecuador collaboration AU - McPherson, Rebekah AB - The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master’s program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students’ multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely. DA - 2010/// PY - 2010 LA - English M3 - Ph.D. PB - University of North Texas UR - https://digital.library.unt.edu/ark:/67531/metadc30493/m2/1/high_res_d/dissertation.pdf AN - 818457302 KW - 0529:Special education KW - 0530:Teacher education KW - 0710:Educational technology KW - Curriculum Design KW - Data Collection KW - Disabilities KW - Distance Education KW - Distance learning KW - ERIC, Resources in Education (RIE) KW - Ecuador KW - Education KW - Educational Technology KW - Educational technology KW - Evidence KW - Foreign Countries KW - Graduate Students KW - Higher Education KW - International collaboration KW - Interviews KW - Masters Programs KW - Online instruction KW - Online learning KW - Program Evaluation KW - Program evaluation KW - Research Design KW - Special Education KW - Special education KW - Surveys KW - Teacher education KW - Texas KW - Unfolding model KW - United States KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098174 KW - __finaldtb ER - TY - BOOK TI - Handbook of Regression Modeling in People Analytics: With Examples in R and Python AU - McNulty, Keith AB - Despite the recent rapid growth in machine learning and predictive analytics, many of the statistical questions that are faced by researchers and practitioners still involve explaining why something is happening. Regression analysis is the best ‘swiss army knife’ we have for answering these kinds of questions. This book is a learning resource on inferential statistics and regression analysis. It teaches how to do a wide range of statistical analyses in both R and in Python, ranging from simple hypothesis testing to advanced multivariate modelling. Although it is primarily focused on examples related to the analysis of people and talent, the methods easily transfer to any discipline. The book hits a ‘sweet spot’ where there is just enough mathematical theory to support a strong understanding of the methods, but with a step-by-step guide and easily reproducible examples and code, so that the methods can be put into practice immediately. This makes the book accessible to a wide readership, from public and private sector analysts and practitioners to students and researchers. Key Features:• 16 accompanying datasets across a wide range of contexts (e.g. academic, corporate, sports, marketing) • Clear step-by-step instructions on executing the analyses. • Clear guidance on how to interpret results. • Primary instruction in R but added sections for Python coders. • Discussion exercises and data exercises for each of the main chapters.• Final chapter of practice material and datasets ideal for class homework or project work. DA - 2021/07/30/ PY - 2021 DP - Google Books SP - 221 LA - en PB - CRC Press SN - 978-1-00-042792-9 ST - Handbook of Regression Modeling in People Analytics KW - Business & Economics / Statistics KW - Mathematics / Probability & Statistics / General ER - TY - JOUR TI - Education's Effects on Individual Life Chances and On Development: An Overview AU - McMahon, Walter W. AU - Oketch, Moses T2 - British Journal of Educational Studies AB - This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New ‘narrow’ social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK ‘narrow’ social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries. DA - 2013/03/01/ PY - 2013 DO - 10.1080/00071005.2012.756170 DP - Taylor and Francis+NEJM VL - 61 IS - 1 SP - 79 EP - 107 SN - 0007-1005 ST - Education's Effects on Individual Life Chances and On Development UR - https://doi.org/10.1080/00071005.2012.756170 Y2 - 2021/12/31/14:24:44 KW - ___working_potential_duplicate KW - auto_merged KW - cost-benefit KW - education and development KW - externalities KW - financing criteria KW - life chances KW - non-market benefits KW - qualifications KW - rates of return KW - social benefits ER - TY - JOUR TI - Education's Effects on Individual Life Chances and On Development: An Overview AU - McMahon, Walter W. AU - Oketch, Moses T2 - British Journal of Educational Studies AB - This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New ‘narrow’ social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK ‘narrow’ social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries. DA - 2013/03/01/ PY - 2013 DO - 10.1080/00071005.2012.756170 DP - Taylor and Francis+NEJM VL - 61 IS - 1 SP - 79 EP - 107 SN - 0007-1005 ST - Education's Effects on Individual Life Chances and On Development UR - https://doi.org/10.1080/00071005.2012.756170 Y2 - 2021/12/31/14:24:44 KW - ___working_potential_duplicate KW - cost-benefit KW - education and development KW - externalities KW - financing criteria KW - life chances KW - non-market benefits KW - qualifications KW - rates of return KW - social benefits ER - TY - RPRT TI - Low-cost private schools: Evidence, approaches and emerging issues AU - Mcloughlin, Claire DA - 2013/09// PY - 2013 DP - Zotero SP - 35 LA - en M3 - Topic Guide PB - University of Birmingham UR - https://www.enterprise-development.org/wp-content/uploads/Low-cost_private_schools.pdf ER - TY - JOUR TI - Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective AU - McLinden, Mike AU - Lynch, Paul AU - Soni, Anita AU - Artiles, Alfredo AU - Kholowa, Foster AU - Kamchedzera, Elizabeth AU - Mbukwa, Jenipher AU - Mankhwazi, Mika T2 - International Journal of Early Childhood AB - Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer ‘caregiver’ in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts. DA - 2018/// PY - 2018 DO - 10.1007/s13158-018-0223-y DP - Springer Link VL - 50 IS - 2 SP - 159 EP - 174 J2 - IJEC LA - en SN - 1878-4658 ST - Supporting Children with Disabilities in Low- and Middle- Income Countries UR - https://doi.org/10.1007/s13158-018-0223-y Y2 - 2021/03/04/13:10:16 ER - TY - JOUR TI - ‘Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory AU - McLinden, Michael AU - Douglas, Graeme AU - Cobb, Rory AU - Hewett, Rachel AU - Ravenscroft, John T2 - British Journal of Visual Impairment AB - The move towards greater inclusive practice in recent years has resulted in significant changes in curriculum design, delivery and support for children and young people with vision impairments, including increasing placement in settings not designated for pupils with vision impairments. Within these settings, pupils will participate in most curriculum areas alongside their sighted peers with support provided by a range of practitioners including a specialist teacher of children and young people with vision impairments. This article is concerned with analysing the distinctive function and role of the specialist teacher across settings in helping to facilitate an appropriate balance of curriculum ‘access’. Drawing upon recent work in this area, a dual model of access is presented as a means of illustrating the specialist teacher’s role in (1) ensuring that the child’s environment is structured to promote learning throughout their education (‘access to learning’) and (2) supporting the child to learn distinctive skills in order to afford more independent learning (‘learning to access’). While it can be challenging for specialist teachers to find the balance between these two roles, its importance is highlighted in literature which associates independence skills with positive employment outcomes. An ecological systems theory is used as a lens through which to conceptualise and navigate the issues teachers negotiate in facilitating an appropriate curriculum balance. We illustrate the multi-faceted role of the specialist teacher in providing support ‘within’ and ‘between’ the different ‘systems’ within this theoretical framework with a particular focus on the professional ‘standards’ that are used in England and Scotland, respectively. The article is original in being the first to examine the role of the specialist teacher of children and young people with vision impairments through such an analysis. In providing a theoretical framework and related vocabulary illustrated with examples from practice, it therefore has significance for educators and researchers concerned with facilitating curriculum access across national contexts and educational settings in order to reduce future barriers to learning and participation. DA - 2016/// PY - 2016 DO - 10.1177/0264619616643180 DP - SAGE Journals VL - 34 IS - 2 SP - 177 EP - 195 J2 - British Journal of Visual Impairment LA - en SN - 0264-6196 ST - ‘Access to learning’ and ‘learning to access’ UR - https://doi.org/10.1177/0264619616643180 Y2 - 2020/12/10/00:00:00 KW - Curriculum access KW - ecological systems theory KW - specialist teacher KW - vision impairments ER - TY - JOUR TI - Scaling Impact; Innovation for the Public Good AU - McLean, Robert AU - Gargani, John DA - 2019/// PY - 2019 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Building Quality in Summer Learning Programs: Approaches and Recommendations AU - McLaughlin, Brenda AU - Pitcock, Sarah DA - 2009/09// PY - 2009 DP - Zotero SP - 39 LA - en M3 - White Paper PB - The Wallace Foundation KW - ⛔ No DOI found ER - TY - CHAP TI - Chapter Twelve - Graph Databases: When Relationships are the Data AU - McKnight, William T2 - Information Management: Strategies for Gaining a Competitive Advantage with Data AB - Over in a corner of the NoSQL world, hidden among the key-value stores, the document stores Couchbase, MongoDB, and the column stores like Cassandra, lies the Graph Databases. Before relational databases, there were network databases, which are actually quite similar in concept to graph databases. SQL and the relational world came along and was clearly a better fit for the modern workload, which was largely oriented to working with numbers. Now, what matters has expanded and graph databases make a strong value proposition for their intended workload. That workload is highly connected data and includes navigating social networks, configurations, and recommendations. With the high interest in those applications, it’s workload that is poised to expand tremendously. The structure does not accept SQL. For example, Cypher is the language used with Neo4j. It contains the commands necessary to get nodes, traverse nodes, and return values. It’s simpler than SQL for traversing relationships to find values or the existence of values. Gremlin is another project for accessing graph databases. One very cool feature is to limit the “degrees” that are searched in a query. Neo Technology, a Swedish company, is the commercial sponsor of Neo4j, a leading graph database. ACID-compatible Neo4j can hold up to tens of billions of nodes, tens of billions of relationships and tens of billions of properties. Andreas Kollegger, Product Experience Designer at Neo4j, noted there were 1000 people participating in the community with thousands of databases deployed at customers of all sizes. Other graph databases include STIG from Tagged and AllegroGraph from Franz. Objectivity’s Infinite Graph is an object-oriented graph database. CY - Boston DA - 2014/01/01/ PY - 2014 DP - ScienceDirect SP - 120 EP - 131 LA - en PB - Morgan Kaufmann SN - 978-0-12-408056-0 ST - Chapter Twelve - Graph Databases UR - https://doi.org/10.1016/B978-0-12-408056-0.00012-6 Y2 - 2021/06/09/09:17:31 KW - AllegroGraph KW - Franz KW - Infinite Graph KW - Neo Technology KW - Neo4J KW - Objectivity KW - STIG KW - Tagged KW - analytic databases KW - analytics KW - database management KW - graph databases ER - TY - CHAP TI - Educational design research AU - McKenney, Susan AU - Reeves, Thomas C. T2 - Handbook of research on educational communications and technology A2 - Spector, Michael A2 - Merrill, David M. A2 - Elen, Jan A2 - Bishop, M. J. AB - Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach. CY - New York DA - 2013/05/22/ PY - 2013 DP - ResearchGate ET - 4 SP - 131 EP - 140 PB - Springer-Verlag UR - https://www.researchgate.net/publication/265092587_Educational_Design_Research ER - TY - RPRT TI - Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs AU - McIntyre, Nora AU - Sabates, Ricardo AU - Jamieson Eberhardt, Molly DA - 2021/// PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/TD2ASC4G ER - TY - RPRT TI - A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs. AU - McIntyre, Nora AU - Sabates, Ricardo AU - Eberhardt, Molly Jamieson DA - 2021/// PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub ST - A Literature Overview of Accountability and EdTech UR - https://docs.edtechhub.org/lib/TD2ASC4G KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Uncovering themes in personalized learning: using natural language processing to analyze school interviews AU - McHugh, David AU - Shaw, Sarah AU - Moore, Travis AU - Ye, Leafia AU - Romero-Masters, Philip AU - Halverson, Richard T2 - Journal of Research on Technology in Education AB - Using a natural language processing tool, this study examined participant discourse in personalized learning schools to better understand what personalized learning looks like in practice. Term frequency-inverse document frequency (tf-idf) was used to identify the significant words and potential emergent themes for 134 interview transcripts. This tool provided a way to swiftly explore the structure of the data, revealing distinctions in the vocabulary students and teachers use as well as a potentially meaningful set of themes. This method provided a valuable lens with which to validate or surface new areas for investigation. By applying this tool to interviews from personalized learning environments, we were able to identify ways educators and students talk differently about project-based learning environments, revealing that tools like tf-idf can be effectively used to quickly provide a preliminary look at large amount of interview data. DA - 2020/07/02/ PY - 2020 DO - 10.1080/15391523.2020.1752337 DP - ResearchGate VL - 52 IS - 3 SP - 391 EP - 402 J2 - Journal of Research on Technology in Education ST - Uncovering themes in personalized learning ER - TY - JOUR TI - The current landscape and future of tablet-based cognitive assessments for children in low-resourced settings AU - McHenry, Megan S. AU - Mukherjee, Debarati AU - Bhavnani, Supriya AU - Kirolos, Amir AU - Piper, Joe D. AU - Crespo-Llado, Maria M. AU - Gladstone, Melissa J. T2 - PLOS digital health DA - 2023/// PY - 2023 DO - 10.1371/journal.pdig.0000196 DP - Google Scholar VL - 2 IS - 2 SP - e0000196 UR - https://journals.plos.org/digitalhealth/article?id=10.1371/journal.pdig.0000196 Y2 - 2023/11/26/14:56:35 ER - TY - RPRT TI - Guidance note 1: Inclusive Digital Learning DA - 2020/04// PY - 2020 PB - Humanity and Inclusion UR - https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%201%20Inclusive%20Digital%20Learning%20ENGLISH.pdf Y2 - 2020/06/01/11:44:33 ER - TY - RPRT TI - Guidance Note 2: Teacher Resources AU - McGeown, Julia AU - Boisseau, Sandra AU - Bohan-Jacquot, Sandrine DA - 2020/// PY - 2020 PB - Humanity and Inclusion UR - https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%202%20Teachers%20External%20ENGLISH.pdf Y2 - 2020/06/01/11:47:18 ER - TY - BOOK TI - Researching mobile learning-Interim report to Becta AU - McFarlane, A AU - Triggs, P AU - Yee, W DA - 2008/// PY - 2008 PB - UK: Becta ER - TY - JOUR TI - Improving learning in primary schools of developing countries: A meta-analysis of randomized experiments AU - McEwan, Patrick J T2 - Review of Educational Research AB - I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primar... DA - 2015/// PY - 2015 DO - 10.3102/0034654314553127 DP - Zotero VL - 85 IS - 3 SP - 353 EP - 394 LA - en ST - Improving Learning in Primary Schools of Developing Countries UR - https://journals.sagepub.com/doi/10.3102/0034654314553127 AN - Sage CA: Los Angeles, CA KW - _Source:Intuitive ER - TY - JOUR TI - Successes and challenges of implementing a teacher education project in rural Sierra Leone AU - Mcdermott, Peter AU - Allen, Nancy T2 - International Journal of Educational Research DA - 2015/12/31/ PY - 2015 DO - 10.1016/j.ijer.2015.02.001 DP - ResearchGate VL - 71 J2 - International Journal of Educational Research ER - TY - MGZN TI - Covid-19 Is History’s Biggest Translation Challenge AU - McCulloch, Gretchen T2 - Wired AB - Services like Google Translate support only 100 languages, give or take. What about the thousands of other languages—spoken by people just as vulnerable to this crisis? DA - 2020/05/31/ PY - 2020 DP - www.wired.com LA - en SN - 1059-1028 UR - https://www.wired.com/story/covid-language-translation-problem/ Y2 - 2020/06/04/10:36:51 KW - coronavirus KW - covid-19 KW - language KW - translation KW - web ER - TY - ELEC TI - Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana | Elsevier Enhanced Reader AU - McCulloch, Gretchen DA - 2020/05/31/ PY - 2020 LA - en ST - Trapped in low performance? UR - https://reader.elsevier.com/reader/sd/pii/S0883035519327831?token=5FE8A30218AF74038A0BB3754461CE2EB7D04E79758399EF9402C944F20004ABF4AC9FBFC7A23CA1C950635959D925E2 Y2 - 2020/05/29/07:38:18 ER - TY - JOUR TI - Home- and center-based learning opportunities for preschoolers in low- and middle-income countries AU - McCoy, Dana AU - Salhi, Carmel AU - Yoshikawa, Hirokazu AU - Black, Maureen AU - Britto, Pia AU - Fink, Günther T2 - Children and Youth Services Review AB - Recent international development efforts have emphasized the importance of supporting early childhood development, yet little is known about the availability of early learning opportunities in low- and middle-income countries (LMICs). The present study uses nationally representative data from >163,000 three- and four-year-olds living in 63 countries to estimate the availability of in- and out-of-home early learning opportunities in LMICs. Results suggest that 71.9% of preschool-aged children experience high levels of at-home stimulation (e.g., reading, counting, drawing), 33.6% attend center-based early childhood care and education (ECCE) programming, 29.1% experience both, and 22.9% experience neither. Large geographical and socioeconomic disparities in learning opportunities were found both across and within countries, particularly for ECCE. DA - 2018/02/01/ PY - 2018 DO - 10.1016/j.childyouth.2018.02.021 DP - ResearchGate VL - 88 SP - 44 EP - 56 J2 - Children and Youth Services Review ER - TY - BOOK TI - Education and International Development: An Introduction AU - McCowan, Tristan AU - Unterhalter, Elaine AB - 'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field. DA - 2015/01/29/ PY - 2015 DP - Google Books SP - 409 LA - en PB - Bloomsbury Publishing SN - 978-1-4725-1068-6 ST - Education and International Development KW - Education / Comparative KW - Education / Multicultural Education ER - TY - JOUR TI - Using eco-mapping to understand family strengths and resources AU - McCormick, K AU - Stricklin, S AU - Nowak, T AU - Rous, B T2 - Young Exceptional Children DA - 2008/// PY - 2008 DO - 10.1177/1096250607311932 VL - 11 IS - 2 UR - https://journals.sagepub.com/doi/10.1177/1096250607311932 ER - TY - JOUR TI - Predictors of early growth in academic achievement: the head-toes-knees-shoulders task AU - McClelland, Megan M. AU - Cameron, Claire E. AU - Duncan, Robert AU - Bowles, Ryan P. AU - Acock, Alan C. AU - Miao, Alicia AU - Pratt, Megan E. T2 - Frontiers in Psychology AB - Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics. DA - 2014/06/17/ PY - 2014 DO - 10.3389/fpsyg.2014.00599 DP - PubMed Central VL - 5 J2 - Front Psychol SN - 1664-1078 ST - Predictors of early growth in academic achievement UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4060410/ Y2 - 2019/12/09/05:42:04 ER - TY - JOUR TI - A breakthrough for Josh: How use of an iPad facilitated reading improvement. AU - McClanahan, B., Williams, K., Kennedy, E., & Tate, S. T2 - TechTrends DA - 2012/// PY - 2012 DO - 10.1007/s11528-012-0572-6 VL - 56 IS - 3 SP - 20 EP - 28 ER - TY - BLOG TI - An inclusive response to COVID-19: Education for children with disabilities AU - McClain-Nhlapo, Charlotte T2 - An inclusive response to COVID-19: Education for children with disabilities AB - This blog was written by Charlotte McClain-Nhlapo, Global Disability Advisor, World Bank and originally published on the Global Partnership for Education website on 11 May 2020. What if the ongoing COVID-19 pandemic served as an opportunity to re-think how emergency education planning can be inclusive of children with disabilities? Isn’t this global crisis presenting a […] DA - 2020/// PY - 2020 LA - en-GB M3 - UKFIET: The education and development forum ST - An inclusive response to COVID-19 UR - https://www.ukfiet.org/2020/an-inclusive-response-to-covid-19-education-for-children-with-disabilities/ Y2 - 2021/03/16/12:09:54 ER - TY - JOUR TI - Strengths-based blended personalized learning: an impact study using virtual comparison group AU - McCarthy, Elizabeth M. AU - Liu, Ying AU - Schauer, Karen L. T2 - Journal of Research on Technology in Education AB - This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model. DA - 2020/07/02/ PY - 2020 DO - 10.1080/15391523.2020.1716202 DP - Taylor and Francis+NEJM VL - 52 IS - 3 SP - 353 EP - 370 SN - 1539-1523 ST - Strengths-based blended personalized learning UR - https://doi.org/10.1080/15391523.2020.1716202 Y2 - 2021/11/09/21:06:42 KW - Personalized learning KW - technology-enabled learning KW - virtual control group ER - TY - BLOG TI - Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward AU - McBurnie, Chris AU - Vijil, Alejandra AU - Haßler, Björn T2 - EdTech Hub AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/05/08/ PY - 2022 LA - en UR - https://edtechhub.org/2022/05/06/using-technology-to-improve-the-equity-of-teacher-allocation-in-sierra-leone-the-challenge-and-a-way-forward/ KW - _r:AddedByZotZen ER - TY - RPRT TI - Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health AU - McBurnie, Chris AU - Swaray, Abdulai AU - Kamara, Bai DA - 2021/03/31/forthcoming PY - 2021 LA - en M3 - Blog post PB - EdTech Hub UR - https://docs.edtechhub.org/lib/JV4FPSJW KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _r:AddedByZotZen ER - TY - RPRT TI - Sierra Leone Series: Plan International and the importance of community support for distance teacher professional development programmes AU - McBurnie, Chris AU - Saidu, Arthur AU - Rincon Casado, Eusebio AU - Shergill, Maggie DA - 2021/04// PY - 2021 LA - en M3 - Blog post PB - EdTech Hub UR - https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/ KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:analysis:nopdf KW - _r:AddedByZotZen ER - TY - RPRT TI - Continuous professional development in Sierra Leone: Scoping Phase Overview AU - McBurnie, Chris AU - Plaut, Daniel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/02/01/ PY - 2021 LA - en M3 - Internal papers PB - EdTech Hub UR - https://docs.edtechhub.org/lib/EKMQD8WQ KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - BLOG TI - Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development AU - McBurnie, Chris AU - Moriba, Sambo AU - Brainard, Prince T2 - EdTech Hub AB - Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers… DA - 2021/03// PY - 2021 LA - en M3 - Blog post ST - Sierra Leone series UR - https://docs.edtechhub.org/lib/JV4FPSJW Y2 - 2021/04/21/16:05:42 KW - _DOILIVE KW - _EdTechHub_Output KW - _r:AddedByZotZen KW - _zenodoETH KW - dode_eth-src-eth ER - TY - BLOG TI - Is there learning continuity during the COVID-19 pandemic? Six Lessons AU - McBurnie, Chris AU - Haßler, Björn DA - 2020/07/12/ PY - 2020 UR - https://opendeved.net/2020/07/12/is-there-learning-continuity/ KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Report on research outcomes AU - McBurnie, Chris AU - Godwin, Katy AU - Vijil, Alejandra AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org CN - 0082 DA - 2022/03/31/ PY - 2022 LA - en PB - EdTech Hub SN - 4 UR - https://docs.edtechhub.org/lib/KT9PMHDT KW - _r:AddedByZotZen ER - TY - BLOG TI - When teachers are asked to deploy other teachers, we learn a lot about teacher preferences AU - McBurnie, Chris AU - Godwin, Katie AU - Bernard-Jones, Lydia AU - Haßler, Björn T2 - EdTech Hub AB - In Sierra Leone, the availability of facilities such as electricity and water strongly influences the preferences of some teachers. Here, we found that several teachers wanted to relocate to areas where they could access better working conditions, more transportation options, and a wider range of things to do in their free time. DA - 2022/05/13/T19:52:45+00:00 PY - 2022 LA - en-US UR - https://edtechhub.org/2022/05/13/when-teachers-are-asked-to-deploy-other-teachers-we-learn-a-lot-about-teacher-preferences/ Y2 - 2022/11/18/19:01:58 ER - TY - BLOG TI - When teachers are asked to deploy other teachers, we learn a lot about teacher preferences AU - McBurnie, Chris AU - Godwin, Katie AU - Bernard-Jones, Lydia T2 - EdTechHub AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/05/01/ PY - 2022 LA - en UR - https://edtechhub.org/2022/05/13/when-teachers-are-asked-to-deploy-other-teachers-we-learn-a-lot-about-teacher-preferences/ KW - _r:AddedByZotZen ER - TY - RPRT TI - What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone AU - McBurnie, Chris AU - Godwin, Katie AU - Beoku-Betts, Iman AU - Bernard-Jones, Lydia AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org CN - 0095 DA - 2022/06/30/ PY - 2022 LA - en PB - EdTech Hub SN - 3 UR - https://docs.edtechhub.org/lib/8GN4RWMR KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - Advancing Data-Driven Decision-Making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone AU - McBurnie, Chris AU - Beoku-Betts, Iman AU - Waistell, Daniel AU - Nallo, Michael AB - An output of the EdTech Hub, https://edtechhub.org CN - 0066 DA - 2021/06/03/ PY - 2021 LA - en M3 - Working paper PB - MBSSE, EdTech Hub, Leh Wi Lan UR - https://docs.edtechhub.org/lib/MPRD5RKR KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - RPRT TI - Mapping the education data ecosystem in Sierra Leone AU - McBurnie, Chris AU - Beoku-Betts, Iman AB - An output of the EdTech Hub, https://edtechhub.org CN - 0068 DA - 2021/12/10/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/EE9QCGHI KW - _r:AddedByZotZen ER - TY - RPRT TI - Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) AU - McBurnie, Chris AU - Allier-Gagneur, Zoe AU - Haßler, Björn CN - 0008 DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 10C UR - https://docs.edtechhub.org/lib/KXY7Q6VT KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence AU - McBurnie, Chris AU - Adam, Taskeen AU - Kaye, Tom T2 - Journal of Learning for Development AB - Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities. DA - 2020/// PY - 2020 VL - 7 IS - 3 SP - 485 EP - 493 UR - https://jl4d.org/index.php/ejl4d/article/view/461 KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - ⛔ No DOI found ER - TY - RPRT TI - Zero-Rating Educational Content in Low- and Middle-Income Countries AU - McBurnie, Chris AU - Adam, Taskeen AU - Kaye, Thomas AU - Haßler, Björn CN - 0004 DA - 2020/05// PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 8 UR - https://docs.edtechhub.org/lib/F4PCMTZB KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Expert Consultation: Radio-Based Education in the Philippines AU - McBurnie, Chris AB - These slides present an overview of educational radio programming with a particular focus on quality assurance and content design. DA - 2020/07// PY - 2020 M3 - Helpdesk Response PB - EdTech Hub SN - 26 UR - https://docs.edtechhub.org/lib/YRC7UKWE KW - C:Philippines KW - F: Helpdesk response KW - H:Radio KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:v2 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - Monitoring and evaluating radio in education AU - McBurnie, Chris T2 - EdTech Hub DA - 2020/11/21/ PY - 2020 UR - https://docs.edtechhub.org/lib/PLW5MPU5 KW - _EdTechHub_Output KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone AU - McBurnie, Chris DA - 2021/02// PY - 2021 M3 - Working Paper PB - EdTech Hub SN - 12 ST - Navigating the ‘Data Revolution’ UR - https://docs.edtechhub.org/lib/FEXGB4IJ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone AU - McBurnie, Chris DA - 2021/02// PY - 2021 M3 - Working Paper PB - EdTech Hub SN - 12 ST - Navigating the ‘Data Revolution’ UR - https://docs.edtechhub.org/lib/FEXGB4IJ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - BLOG TI - The role of interactive radio instruction in the coronavirus (COVID-19) education response AU - McBurnie, Chris T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […] DA - 2020/04/23/T13:32:38+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/04/23/the-role-of-interactive-radio-instruction-in-the-coronavirus-covid-19-education-response/ Y2 - 2020/07/20/15:38:43 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - The Role of Interactive Radio Instruction in the COVID-19 Education Response AU - McBurnie, Chris T2 - Open Development & Education AB - Reading Time: 3 minutes At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have […] DA - 2020/04/08/T17:49:46+00:00 PY - 2020 LA - en-GB UR - https://opendeved.net/2020/04/08/the-role-of-interactive-radio-instruction-in-the-covid-19-education-response/ Y2 - 2020/11/04/16:26:19 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - The Use of Virtual Learning Environments and Learning Management Systems During the Covid-19 Pandemic AU - McBurnie, Chris AB - This technical note aims to inform the use and development of virtual learning environments (VLE) in educational responses to the current health crisis. It considers the advantages and disadvantages of a number of existing VLEs and includes guidance on selecting an appropriate VLE. CN - 0023 DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request PB - EdTech Hub SN - 7 UR - https://docs.edtechhub.org/lib/53YEZE6A KW - COV:COVID and reopening of schools KW - COVID-19 KW - Distance learning KW - EdTech KW - F: Helpdesk response KW - H: Distance education KW - LP: English KW - Learning management system KW - Remote learning KW - Virtual learning environment KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list AU - McBurnie, Chris AB - Interactive Radio Instruction (IRI) is a distance education tool that enables educators to use radio broadcasts to direct active learning in the home. This curated list of resources aims to inform and support the use of IRI to mitigate the educational impact of Covid-19. CN - 0022 DA - 2020/04// PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 6 ST - Using Interactive Radio Instruction to mitigate the educational impact of COVID-19 UR - https://docs.edtechhub.org/lib/A3T2DQ4D KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - H:Radio KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Learning Renewed: ten lessons from the pandemic AU - McAleavy, Tony AU - Riggall, Anna AU - Korin, Astrid DA - 2021/// PY - 2021 DP - Zotero LA - en UR - https://files.eric.ed.gov/fulltext/ED614249.pdf KW - ⛔ No DOI found ER - TY - BLOG TI - Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? AU - McAleavy, Tony AU - Joynes, Chris AU - Gibbs, Emma AU - Sims, Kate T2 - EdTech Hub AB - Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology. We consider low-income, middle-income and high-income countries. • We take a broad view of … DA - 2020/// PY - 2020 LA - en-GB UR - https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/ Y2 - 2020/06/04/17:57:42 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? AU - McAleavy, Tony AU - Joynes, Chris AU - Gibbs, Emma AU - Sims, Kate DA - 2020/05// PY - 2020 DP - Zotero SP - 31 LA - en PB - Education Development Trust UR - https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/ KW - COV:COVID and reopening of schools KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:other:ok KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - RPRT TI - Technology-supported professional development for teachers: Lessons from developing countries AU - McAleavy, Tony AU - Hall-Chen, Alex AU - Horrocks, Sarah AU - Riggall, Anna AB - This report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding technology for professional learning, identifying six promising case studies: (1) UNESCO projects in Pakistan and Nigeria -- using mobile phones to deliver pedagogical content to early-grade and primary school teachers; (2) English in Action, Bangladesh using mobile phones and SD cards to deliver content to teachers; (3) Teacher Education in Sub-Saharan Africa (TESSA) -- OER [Open Educational Resources] to support interactive teaching practice; (4) Teacher Education through School-based Support in India (TESS-India) -- OER to support the adoption of more engaging pedagogies; (5) Teachers for Teachers, Kenya -- using mobile technology to strengthen teacher development in Kakuma Refugee Camp; and (6) National Tablets Programme, Kenya -- improving the coaching provided to teachers. Through these case studies we have made a series of reflections on the impact technology can have on teacher professional development, particularly in low- and low-middle income contexts: (1) Promising technology is not enough, we must not forget the human factor; (2) Mobile technologies have high potential to improve the reach, scalability and flexibility of teacher professional development; (3) OER constitute a promising format for professional development resources; (4) High-impact, sustainable technology-enabled solutions depend on local partnership and a sense of local ownership; and (5) The design and delivery of effective technology-enabled professional learning depends on high-quality impact data and careful piloting solutions. Our report explores each of these case studies and reflections in greater detail, drawing lessons for policymakers, practitioners and other organisations who seek to provide technology-related professional development opportunities for teachers. DA - 2018/// PY - 2018 DP - ERIC LA - en PB - Education Development Trust ST - Technology-Supported Professional Development for Teachers UR - https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for- Y2 - 2020/08/18/15:09:26 KW - Blended Learning KW - Developing Nations KW - Educational Technology KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - Inservice Teacher Education KW - Large Group Instruction KW - Online Courses KW - Refugees KW - Shared Resources and Services KW - Social Media KW - Teaching Methods KW - Technology Integration KW - Technology Uses in Education KW - Telecommunications ER - TY - RPRT TI - Technology-supported professional development for teachers: lessons from developing countries AU - McAleavy, Tony AU - Hall-Chen, Alex AU - Horrocks, Sarah AU - Riggall, Anna AB - This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. CY - Reading DA - 2018/// PY - 2018 LA - en PB - Education Development Trust UR - https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for- KW - Africa KW - Bangladesh KW - Blended Learning KW - C:Low- and middle-income countries KW - Developing Nations KW - ERIC, Resources in Education (RIE) KW - Educational Technology KW - Elementary Education KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - India KW - Inservice Teacher Education KW - Kenya KW - Large Group Instruction KW - Nigeria KW - Online Courses KW - Pakistan KW - Policymakers KW - Practitioners KW - Refugees KW - Shared Resources and Services KW - Social Media KW - Teaching Methods KW - Technology Integration KW - Technology Uses in Education KW - Telecommunications KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Best practice in pedagogy for remote teaching AU - McAleavy, Tony AU - Gorgen, Kristine DA - 2020/04// PY - 2020 DP - Zotero SP - 10 LA - en PB - EdTech Hub UR - https://edtechhub.org/wp-content/uploads/2020/04/summary-research-best-practice-pedagogy-remote-teaching.pdf KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - RPRT TI - What does the research suggest is best practice in pedagogy for remote teaching? AU - McAleavy, Tony AU - Gorgen, Kristine DA - 2020/// PY - 2020 DP - Zotero SP - 26 LA - en UR - https://docs.edtechhub.org/lib/89I7MWHD KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - NEWS TI - Education authority to launch free online school library AU - Mbwiga, Gladys T2 - The Citizen DA - 2019/// PY - 2019 UR - https://www.thecitizen.co.tz/news/Education-authority-to-launch-free-online-school-library/1840340-5047892-okil6e/index.html ER - TY - RPRT TI - 2018 Annual Schools Census Report And Statistical Abstract AU - MBSSE DA - 2018/// PY - 2018 PB - Ministry of Basic and Senior Secondary Education UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2018-Annual-Schools-Census-Report.pdf Y2 - 2021/09/15/12:49:21 ER - TY - RPRT TI - Education Data Dictionary AU - MBSSE UR - https://mbsse.gov.sl/wp-content/uploads/2021/02/MBSSE_Education-Data-Dictionary.pdf Y2 - 2021/03/10/16:39:38 ER - TY - JOUR TI - Leadership Roles in Managing Education in Crises: The Case of Kenya During Covid-19 Pandemic AU - Mbogo, Rosemary Wahu AB - Covid-19, a disease caused by a novel coronavirus (SARS-CoV-2) was first reported in Wuhan, China, in December 2019 and in Kenya in March 2020. In Kenya, the Covid-19 pandemic has brought to light some unknown talents among the stakeholders at different levels. The economic sector has had manufacturing potential for goods, and from mass media reports, this has been demonstrated through production of Personal Protective Equipment (PPEs), ventilators and innovations in technology in the creation of apps such as the Linda App for contact tracing and Gumzo, a video conferencing app. Similarly, the education sector has also demonstrated potential for adaptation in some situations. For example, after all institutions of learning were closed to prevent the spread of coronavirus in March 2020, many universities have continued learning through Online, Distance and E-learning (ODEL) platforms, and some have even conducted virtual graduations. Others like Kenyatta University have reported innovations such as development of ventilators and modified testing swabs for Covid-19. This is admirable despite numerous limitations of internet accessibilities and other shortcomings. This remarkable achievement has been possible due to semi-autonomy in the university education sector, where Senates are given the right and power, by the Education Act, to make autonomous decisions for their universities which are regulated and monitored using the standards and regulations set by the Commission of University Education (CUE). However, other levels of the education sector do not have this autonomy and have had to depend on the ministry of education for guidance. On 8th July 2020, the ministry of education announced the result of a consultative meeting with stakeholders, to postpone the reopening of schools to January 2021. This was due to the rising cases of corona virus infections in May and June, steeping the infection curve, expected to reach the peak by November and to have flattened by January 2021 (Magoha, 2020). However, what surprised many was the additional and unforeseen announcement that all basic education students (apart from standard 8 and form 4 examination candidates whose details were not clarified) will repeat their current class levels in 2021. The pronouncement caused anxiety and has attracted mixed reactions from various stakeholders. The purpose of this paper is therefore to explain the leadership decisions made by the ministry of education analyze their impact on basic education and propose possible ways for educational leaders and administrators, community leaders and volunteers to facilitate home-based education during the Covid-19 pandemic. This should be done with a goal for progression and promotion of students to the next class level when the 2020 syllabus is eventually covered. The study method utilized desktop literature research where interactions with educational leaders, scholars and practitioners were used to investigate threats and opportunities in managing education during crises. Article visualizations DA - 2020/// PY - 2020 DO - 10.46827/ejes.v7i9.3250 DP - core.ac.uk ST - LEADERSHIP ROLES IN MANAGING EDUCATION IN CRISES UR - https://core.ac.uk/reader/328006450 Y2 - 2021/05/22/15:19:55 ER - TY - JOUR TI - An Evaluation of the Implementation of Information Technology in Secondary Schools in Kenya AU - Mbogo, Gracemary AU - Anne, Onunga AU - Kirathi, Miriam T2 - Mediterranean Journal of Social Sciences AB - Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation depends on the quality of education of such a nation. While ICT continues to advance in western Asia countries, African countries still experience a lag in its implementation and continues to widen the digital and knowledge divides. In a recent study by Kiptalam et .al (2010), observed that access to ICT facilities is against the ratio of 1:15 students in developed countries. This study was carried out to investigate the extent to which Information Technology has been implemented in secondary schools in Kenya. 30 teachers were sampled out from various counties. A questionnaire was administered to the sample. Descriptive statistics were used to analyze the data. The fidings indicated that most teachers appreciated the need to implement ICT in schools to enhance their effectiveness during the instructional processes. However, most of the teachers had limited ICT skills and rarely used ICT during their teaching. DOI: 10.5901/mjss.2014.v5n5p215 DA - 2014/04/01/ PY - 2014 DO - 10.5901/mjss.2014.v5n5p215 DP - ResearchGate VL - 5 J2 - Mediterranean Journal of Social Sciences ER - TY - RPRT TI - Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania AU - Mbiti, Isaac AU - Muralidharan, Karthik AU - Romero, Mauricio AU - Schipper, Youdi AU - Manda, Constantine AU - Rajani, Rakesh AB - We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (a) unconditional grants, (b) teacher incentives based on student performance, and (c) both of the above. After two years, we find (a) no impact on student test scores from providing school grants, (b) some evidence of positive effects from teacher incentives, and (c) significant positive effects from providing both programs. Most importantly, we find strong evidence of complementarities between the two programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that combining spending on school inputs (which is the default policy) with improved teacher incentives could substantially increase the cost-effectiveness of public spending on education. DA - 2018/07// PY - 2018 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 24876 ST - Inputs, Incentives, and Complementarities in Education UR - https://www.nber.org/papers/w24876 Y2 - 2022/04/07/17:32:21 ER - TY - JOUR TI - Health and health-related indicators in slum, rural, and urban communities: a comparative analysis AU - Mberu, Blessing U. AU - Haregu, Tilahun Nigatu AU - Kyobutungi, Catherine AU - Ezeh, Alex C. T2 - Global Health Action DA - 2016/// PY - 2016 DO - 10.3402/gha.v9.33163 VL - 9 IS - 33163 UR - https://www.tandfonline.com/doi/full/10.3402/gha.v9.33163 Y2 - 2021/10/25/17:50:39 ER - TY - RPRT TI - Keep Kenya Learning: Helping Caregivers Support Learning at Home Sprint 1. AU - Mbatha, FaithMbithe AU - Crook, Rebecca AU - Plaut, Daniel AB - An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable. DA - 2021/03/01/ PY - 2021 LA - en M3 - Sprint Review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/A2D9FVTA KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - EdTech Horizon Scan: Rapid scan of online safety in education AU - Mazari, Haani AU - Kaye, Tom AB - This EdTech Horizon Scan examines the issue of online safety in digital education — why it should be prioritised, how it is currently being approached, and its potential to become central to education design in low- and middle-income countries. Given that the internet has no borders, there is much to be done to address online safety in all parts of the world — high-income and low- and middle-income countries alike. An output of the EdTech Hub, https://edtechhub.org CN - 0136 DA - 2022/// PY - 2022 DP - DOI.org (Crossref) LA - en M3 - Position paper PB - EdTech Hub ST - EdTech Horizon Scan UR - https://docs.edtechhub.org/lib/3QBCENK5 KW - _r:AddedByZotZen ER - TY - RPRT TI - Session 5: How can I use EdTech to ensure that students are provided with quality educational content at the right level? AU - Mazari, Haani AU - Kaye, Tom AB - The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org CN - 0139 DA - 2022/// PY - 2022 LA - en M3 - EdTech Hub Presentation UR - https://docs.edtechhub.org/lib/PPRW2NTQ KW - _r:AddedByZotZen ER - TY - RPRT TI - Learning continuity in response to Pakistan’s 2022 floods: Policy brief AU - Mazari, Haani AU - Baloch, Imdad AU - Thinley, Sangay AU - Radford, Kate AU - Perry, Freya AU - Kaye, Tom AB - An output of the EdTech Hub, https://edtechhub.org CN - 0160 DA - Forthcoming PY - Forthcoming LA - en M3 - EdTech Hub Policy briefing PB - EdTech Hub UR - https://docs.edtechhub.org/lib/333BJPIR KW - _r:AddedByZotZen ER - TY - RPRT TI - Learning continuity in response to climate emergencies: Pakistan's 2022 floods AU - Mazari, Haani AU - Baloch, Imdad AU - Thinley, Sangay AU - Radford, Kate AU - Kaye, Tom AU - Perry, Freya AB - Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers, development partners, local NGOs, and international experts in education in emergencies. We find that during the different phases of response to the emergency, communities’ needs and infrastructural realities keep changing. However, existing responses to support learning have not been able to address these needs at scale. An output of the EdTech Hub, https://edtechhub.org CN - 0135 DA - 2023/// PY - 2023 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/42XI4RCK KW - _r:AddedByZotZen ER - TY - RPRT TI - Learning continuity in response to climate emergencies: Preliminary insights on supporting learning continuity following the 2022 Pakistan floods AU - Mazari, Haani AU - Baloch, Imdad AU - Thinley, Sangay AU - Kaye, Tom AU - Perry, Freya AB - This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on education in emergencies globally and nationally. EdTech Hub’s study of learning continuity in response to climate emergencies is ongoing. An output of the EdTech Hub, https://edtechhub.org CN - 0134 DA - 2022/// PY - 2022 LA - en M3 - Evidence review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/IHTU7JRT KW - _r:AddedByZotZen ER - TY - BLOG TI - What we are learning | What we are reading: Digital Personalised Learning – How can technology be used to maximise the effectiveness of personalised learning and teaching at the level of the student? AU - Mazari, Haani T2 - EdTech Hub AB - Significant financial resources are being invested in a wide range of DPL programmes, but there is no clear evidence on whether they are more effective as a complement or substitute to other learning content and how they might be used in low- and middle-income countries. DA - 2022/08/16/T11:28:32+00:00 PY - 2022 LA - en-US ST - What we are learning | What we are reading UR - https://edtechhub.org/2022/08/16/what-we-are-learning-what-we-are-reading-digital-personalised-learning-how-can-technology-be-used-to-maximise-the-effectiveness-of-personalised-learning-and-teaching-at-the-level-of-the-s/ Y2 - 2023/11/02/02:24:20 ER - TY - BLOG TI - What we are learning | What we are reading: Digital Personalised Learning – How can technology be used to maximise the effectiveness of personalised learning and teaching at the level of the student? AU - Mazari, Haani T2 - EdTech Hub AB - Significant financial resources are being invested in a wide range of DPL programmes, but there is no clear evidence on whether they are more effective as a complement or substitute to other learning content and how they might be used in low- and middle-income countries. DA - 2022/08/16/T11:28:32+00:00 PY - 2022 LA - en-US ST - What we are learning | What we are reading UR - https://edtechhub.org/2022/08/16/what-we-are-learning-what-we-are-reading-digital-personalised-learning-how-can-technology-be-used-to-maximise-the-effectiveness-of-personalised-learning-and-teaching-at-the-level-of-the-s/ Y2 - 2023/11/02/02:24:20 ER - TY - THES TI - The effects of continuing professional development (CPD) through SPRINT on teacher classroom practices and student learning outcomes AU - Mazala, Chileya Mbasilu AB - This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices and student learning outcomes. The purpose of the study was to find out if SPRINT had any effect on teacher classroom practice and student learning outcomes. The target population was all Ndola high schools. The sample consisted of 196 respondents that is, five head teachers, five deputy heads, fifteen heads of department, five School In- Service Providers (SIP), five Zone INSET Providers (ZIP) and twelve teachers from each of the five schools and one Resource Centre Coordinator. The sample also included one hundred grade twelve pupils, twenty randomly picked from each of the five schools Purposive sampling was used to select the schools, head teachers, heads of department, INSET providers and the subject coordinator. Teachers and pupils were selected using simple random sampling. Questionnaires, observations, interviews, Focus Group Discussions and documentary evidence were the research instruments used to gather information. A review of relevant literature and its implication for CPD was undertaken to provide interrogation framework for this study. Guskey's five levels of evaluation were used to structure the framework Data were analyzed by identifying and categorizing significant themes relevant to research objectives. The data were presented in form of tables, percentages,graphs and charts. Qualitative data from interviews were coded and emerging themes grouped into categories The themes and categories of initial data were compared with those of subsequent interviews. Categories were then regrouped to get the most significant categories and themes.The findings from this study indicated that teachers at all career stages expressed the desire to take part in Continuing Professional Development through SPRINT.Research findings also showed that SPRINT activities did impact on teacher classroom practice basing on the twelve observable skills recommended by The Ministry of Education. The findings from this study further revealed that SPRINT had an impact on student learning outcomes as shown by the average scores of students whose teachers took part in CPD and those whose teachers did not.Average scores for the latter were lower than the former category of students.The findings further revealed that although there was evidence of the effect of CPD through SPRINT on teacher classroom practices and student learning outcomes, this programme was hindered by weak organisational support.The results of the study showed that teachers were not enthusiastic about continuing with the CPD programme as it lacked adequate funding and support from both local administrators and the Ministry of Education. Teachers were not involved in identifying training needs and as such did not feel they were the owners of CPD Teachers also felt that this kind of CPD did not help in career progression as the credit system was not effective. At organizational level, this study found that policies and guidelines on how to organize and manage CPD were lacking.CPD leaders also did not have adequate training to prepare them for their roles. Because of this lack of training, CPD leaders could not carry out assessment of the effects of CPD through SPRINT on teacher classroom practices and student learning outcomes.On the basis of these findings, it is recommended that teachers should be in charge of their own CPD and be involved in needs assessment .Secondly, CPD leaders should be properly trained for their role and they should have clear job specifications. In addition, adequate funding for the programme should be made available by both the Government and the School Administration. The Ministry of Education also needs to formulate national policies and guidelines on management and evaluation of SPRINT .A standardized accreditation system which would enable teachers to experience career progression through SPRINT should also be put in place. Lastly, CPD through SPRINT should be made research based with teachers having access to INTERNET and good library facilities. DA - 2011/05/19/ PY - 2011 DP - dspace.unza.zm LA - en M3 - Thesis UR - http://dspace.unza.zm/handle/123456789/415 Y2 - 2023/05/19/19:01:34 ER - TY - JOUR TI - Supporting Teachers Moving Online, using a MOOC, During the COVID-19 Pandemic AU - Mays, Tony John AU - Ogange, Betty AU - Naidu, Som AU - Perris, Kirk DA - 2021/// PY - 2021 VL - 8 IS - 1 UR - https://jl4d.org/index.php/ejl4d/article/download/497/606?inline=1 ER - TY - RPRT TI - Using Behavioral Insights to Increase Parental Engagement: The Parents and Children Together (PACT) Intervention AU - Mayer, Susan AU - Kalil, Ariel AU - Oreopoulos, Philip AU - Gallegos, Sebastian AB - Parent engagement with their children plays an important role in children’s eventual economic success and numerous studies have documented large gaps in parent engagement between low- and higher-income families. While we know remarkably little about what motivates parents to engage in their children’s development, recent research suggests that ignoring or discounting the future may inhibit parental investment, while certain behavioral tools may help offset this tendency. This paper reports results from a randomized field experiment designed to increase the time that parents of children in subsidized preschool programs spend reading to their children using an electronic reading application that audio and video records parents as they read. The treatment included three behavioral tools (text reminders, goal-setting, and social rewards) as well as information about the importance of reading to children. The treatment increased usage of the reading application by one standard deviation after the six-week intervention. Our evidence suggests that the large effect size is not accounted for by the information component of the intervention and that the treatment impact was much greater for parents who are more present-oriented than for parents who are less present-oriented. CY - Cambridge, MA DA - 2015/10// PY - 2015 DP - DOI.org (Crossref) SP - w21602 LA - en PB - National Bureau of Economic Research SN - w21602 ST - Using Behavioral Insights to Increase Parental Engagement UR - http://www.nber.org/papers/w21602.pdf Y2 - 2022/01/16/18:15:48 ER - TY - ELEC TI - Use of low cost wireless communication technology for education in rural Kenya | Proceedings of the 4th ACM Workshop on Networked Systems for Developing Regions AU - Mayeku, B. AU - Kilwake, J. AU - Bertarelli, F DA - 2010/// PY - 2010 UR - https://dl.acm.org/doi/10.1145/1836001.1836014 Y2 - 2021/05/22/15:07:01 ER - TY - BOOK TI - Policy Entrepreneurship for Poverty Reduction AU - Maxwell, Simon AU - Court, Julius DA - 2006/12/15/ PY - 2006 DP - practicalactionpublishing.com PB - PRACTICAL ACTION PUBLISHING SN - 978-1-78044-563-2 UR - https://practicalactionpublishing.com/book/1646/policy-entrepreneurship-for-poverty-reduction Y2 - 2020/09/24/11:48:39 ER - TY - ELEC TI - موضوع، أكبر موقع عربي بالعالم AU - Mawdoo3 T2 - موضوع AB - موضوع، أكبر موقع عربي بالعالم DA - 2020/// PY - 2020 LA - en UR - https://mawdoo3.com/الصفحة_الرئيسية Y2 - 2020/06/30/15:13:17 ER - TY - ELEC TI - Mavis Education | Home AU - Mavis Education T2 - Mavis Education AB - Mavis Talking Books™ & Mavis Education Model™ Provide quality basic education to millions of children and adult learners in Africa Everyone Learning. Everywhere a Classroom™ Mavis Talking Books™The simplest, most exciting, engaging and interactive educational technology for improving performance in:Basic Education (formal and informal)Language learning (domestic and foreign)The Mavis Talking Book™ has two components which […] DA - 2020/// PY - 2020 LA - en-US UR - http://maviseducation.com/ Y2 - 2020/07/07/16:21:52 ER - TY - JOUR TI - Genetic Identity in Mauritius AU - Maurer, Sylvie T2 - Antrocom AB - Mauritius is a small island of 1,865 square kilometres. This is equivalent to a third of the surface of Savoy. It is situated in the Indian Ocean at 20° south of the equator, on the east of Madagascar. Mauritius is a land without any evidence of human habitation until the seventeenth century. As a result, Mauritius has no indigenous population in the traditional sense, according to the definition from the United Nations: Indigenous peoples have been defined by U.N. as those having a historical continuity with pre-invasion and pre-colonial societies that developed on their own territories, consider themselves distinct from the other sectors of society prevailing in those territories, or parts of them. They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to future generations their ancestral territories, and their ethnic identity as the basis of their continued existence as peoples, in accordance with their own cultural patterns, social institution and legal systems (http://esaconf.un.org/WB/default.asp? action=9&boardid=30&read=1826&fid=309). DA - 2010/01/01/ PY - 2010 DP - ResearchGate VL - 6 SP - 53 EP - 62 J2 - Antrocom UR - http://www.antrocom.net/upload/sub/antrocom/060110/08-Antrocom.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Evolution in the Digital Age : Implementation of 5E and NGSS in the Virtual Biology Classroom AU - Maulucci, Marcy E AU - Guffey, Sarah K DA - 2020/// PY - 2020 VL - 24 IS - 3 SP - 45 EP - 52 ER - TY - RPRT TI - Field-Based Models of Primary Teacher Training: Case Studies of Student Support Systems from Sub-Saharan Africa AU - Mattson, Elizabeth DA - 2006/// PY - 2006 DP - Zotero LA - en PB - Department for International Development KW - C:sub-Saharan Africa KW - ⛔ No DOI found ER - TY - RPRT TI - Education for children with disabilities - improving access and quality AU - Mattingly, Jacqui AU - McInerney, Laura CY - United Kingdom SP - 22 M3 - Guidance note: a DFID practice paper PB - Department for International Development UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67664/edu-chi-disabil-guid-note.pdf ER - TY - BOOK TI - Assemblage Theory: Coping with Complexity in Technology Enhanced Language Learning AU - Matthews, Blair AB - Language classrooms are complex systems, but theory often simplifies these processes making researching effectiveness difficult. Assemblage theory -- a theory of complexity in the social sciences -- allows us to examine complexity in the language classroom. In this paper, I present an account of the language classroom that captures the complexity, subjectivity, and temporality of technology enhanced language learning. [For the complete proceedings, see ED600837.] DA - 2019/12// PY - 2019 DP - ERIC LA - en PB - Research-publishing ST - Assemblage Theory UR - https://eric.ed.gov/?q=systems+theory+education+technology&pg=2&id=ED600974 Y2 - 2020/12/22/12:31:13 KW - Computer Assisted Instruction KW - Influence of Technology KW - Learning Motivation KW - Learning Processes KW - Learning Theories KW - Second Language Learning KW - Social Systems KW - Systems Approach KW - Teaching Methods ER - TY - BOOK TI - The international encyclopedia of communication research methods AU - Matthes, Jörg AU - Davis, Christine AU - Potter, Robert DA - 2017/// PY - 2017 DP - Google Scholar M1 - 1 PB - Wiley ER - TY - BLOG TI - Kenyan school system is trying sign language for all children AU - Mativu DA - 2017/// PY - 2017 UR - https://www.globalpartnership.org/blog/kenyan-school-system-trying-sign-language-all-children ER - TY - BLOG TI - Making Kolibri an All-Around Inclusive EdTech AU - Matic, Radina T2 - Medium AB - Interactive Components, Documentation and Beyond DA - 2018/12/03/T23:18:48.963Z PY - 2018 LA - en UR - https://blog.learningequality.org/kolibri-an-all-around-inclusive-edtech-8601afb4da9 Y2 - 2020/09/01/10:41:27 ER - TY - ELEC TI - Mathshop AU - Mathshop UR - http://www.mathshop.mn/ Y2 - 2021/08/13/20:36:29 ER - TY - JOUR TI - An exploration of the potential role of digital technologies for promoting learning in foreign language classrooms: Lessons for a pandemic AU - Masterson, Mary T2 - International Journal of Emerging Technologies in Learning (iJET) AB - This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted. DA - 2020/// PY - 2020 DO - 10.3991/ijet.v15i14.13297 VL - 15 IS - 14 SP - 83 EP - 96 KW - c ulture KW - digital technologies KW - online collaborative learning ER - TY - ELEC TI - Hanga Ahazaza 'Create the Future' in Rwanda AU - Mastercard Foundation T2 - Mastercard Foundation AB - Hanga Ahazaza is a five-year Mastercard Foundation initiative focused on increasing employment opportunities for young people in the tourism and hospitality sector in Rwanda. LA - en UR - https://mastercardfdn.org/all/hanga-ahazaza/ Y2 - 2020/08/17/19:34:39 ER - TY - ELEC TI - The Centre for Innovative Teaching and Learning Approach AU - Mastercard Foundation DA - 2019/// PY - 2019 LA - en UR - https://mastercardfdn.org/our-approach/ Y2 - 2020/07/01/10:57:54 ER - TY - ELEC TI - Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT AU - Mastercard Foundation DA - 2020/02/21/ PY - 2020 LA - en UR - https://mastercardfdn.org/twelve-african-edtech-companies-named-as-first-fellows-at-centre-for-innovative-teaching-and-learning-in-ict/ Y2 - 2020/08/17/19:36:05 ER - TY - BLOG TI - Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT AU - Mastercard Foundation T2 - Mastercard Foundation DA - 2020/02/21/T10:50:04-05:00 PY - 2020 LA - en UR - https://mastercardfdn.org/twelve-african-edtech-companies-named-as-first-fellows-at-centre-for-innovative-teaching-and-learning-in-ict/ Y2 - 2020/08/26/18:35:56 ER - TY - ELEC TI - School and District Data - Massachusetts Department of Elementary and Secondary Education AU - Massachusetts Department of Elementary and Secondary Education DA - No Date PY - No Date UR - https://www.doe.mass.edu/SchDistrictData.html Y2 - 2022/06/14/23:16:28 ER - TY - BLOG TI - À propos de notre recherche de ressources pédagogiques numériques en français AU - Masrour, Vahid T2 - EdTech Hub AB - Photo credit: SIL Cameroon Lire en anglais Durant le mois d’octobre, EdTech Hub et Learning Equality ont lancé un appel afin de trouver des ressources pédagogiques en français, dans le but de les rendre plus accessibles aux apprenants francophones qui ne disposent pas de connexion à internet. Ce post, préparé par Vahid Masrour, Curriculum Operations Specialist pour Learning Equality, présente… DA - 2020/11/20/T11:22:48+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/11/20/a-propos-de-notre-recherche-de-ressources-pedagogiques-numeriques-en-francais/ Y2 - 2021/04/21/20:31:01 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Reflections on finding French digital education resources AU - Masrour, Vahid T2 - EdTech Hub AB - Photo credit: SIL Cameroon Read in French In October, EdTech Hub and Learning Equality put out a call to find French educational resources with the aim of making these resources more accessible to Francophone learners not connected to the internet. This post by Vahid Masrour, Learning Equality’s Curriculum Operations Specialist, highlights observations and recommendations from this process. He shares further… DA - 2020/11/20/T13:39:40+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/11/20/reflections-on-finding-french-digital-education-resources/ Y2 - 2021/04/21/20:30:37 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - THES TI - Devising New Models for School Improvement in Developing Nations: Sierra Leone, a case study AU - Mason, Miriam Theresa DA - 2019/// PY - 2019 DP - Zotero LA - en M3 - Durham theses PB - Durham University UR - http://etheses.dur.ac.uk/13354/1/Devising_New_Models_for_School_Improvement_Final_%2B_corrections.pdf?DDD29+ ER - TY - BOOK TI - Complexity theory and the philosophy of education A3 - Mason, Mark CY - Malden, MA DA - 2008/// PY - 2008 DP - Gemeinsamer Bibliotheksverbund ISBN SP - 239 LA - en PB - Wiley-Blackwell SN - 978-1-4051-8042-9 ER - TY - JOUR TI - School Culture and School Performance: An Explorative Study into the Organizational Culture of Secondary Schools and Their Effects AU - Maslowski, Ralf AB - Thesis (doctoral)--University of Twente, 2001. DA - 2001/01/01/ PY - 2001 DP - ResearchGate ST - School Culture and School Performance UR - https://www.researchgate.net/publication/33763280_School_Culture_and_School_Performance_An_Explorative_Study_into_the_Organizational_Culture_of_Secondary_Schools_and_Their_Effects KW - ⛔ No DOI found ER - TY - JOUR TI - An Investigation on Learning Performance among Disabled People Using Educational Multimedia Software: A Case Study for Deaf People AU - Masitry, Ananthi Krishnasami AU - Majid, Mazlina Abdul AU - Toh, M Zulfahmi AU - Herawan, Tutut AB - The increasing number of people with hearing-impaired in Malaysia attracts to produce a variety of technologies, which can assist the deaf people in carrying out their tasks in everyday life as normal people. New technology can help to decrease the difficulty that hearing-impaired people faces in daily life to use the information services like normal people. Thus, this paper focuses on: i) developing a new multimedia courseware for pre-school students with hearing problem, and ii) comparing the deaf student’s learning performance before and after using the courseware. Four modules were developed for e-MSL courseware consist of alphabets, numbers, words and quizzes with colorful text, animation, sounds, video and pictures using Malaysian Sign Language (MSL). Sekolah Rendah Pendidikan Khas (SRPK) Indera Mahkota II, Kuantan has been chosen as the case study for data collection and for investigating the student learning performance on the courseware. The survey results show that 100% of the respondents have agreed that using e-MSL courseware managed to reduce the student learning time more than 80%. The result has indicated that students have shown better learning performance using e-MSL compared to traditional learning. DA - 2013/// PY - 2013 DO - 10.14257/ijbsbt.2013.5.6.02 DP - Zotero SP - 12 LA - en ER - TY - ELEC TI - Ministers to promote zero-rated access to online content AU - Mashininga, Kudzai T2 - University World News AB - African information and communications technology ministers have agreed to promote the zero rating of access to educational content to support univers... DA - 2020/// PY - 2020 UR - https://www.universityworldnews.com/post.php?story=20200512085259585 Y2 - 2020/12/08/14:02:54 ER - TY - JOUR TI - Children’s remote learning experiences in Italy during the COVID-19 pandemic AU - Mascheroni, Giovanna AU - Saeed, Marium AU - Valenza, Marco AU - Cino, Davide AU - Dreesen, Thomas AU - Zaffaroni, Lorenzo Giuseppe AU - Kardefelt-Winther, Daniel DA - 2021/// PY - 2021 DP - Zotero SP - 31 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Maryville begins issuing student-owned digital diplomas AU - Maryville University DA - 2019/// PY - 2019 UR - https://www.maryville.edu/mpress/digital-diplomas/?_gl=1*10m805a*_ga*MTg4ODM1ODM3NC4xNjQ4MTMzODQ2*_gid*OTE1MjQ4NjU4LjE2NDgxMzM4NDY.*_fplc*TlIwS2NFVmdGenR6aEZuNU51bWkzSVlFOHdyc0RlTkZSRFZyciUyQlRKQUg3cmlVTVRCTVZ3bVlCN2xUQnU5d0NZNlJZczdHJTJGVUw0UVlnY3Y0RU1aNW9HcmYxM1BUc3NWcnBXbU1YTXIyUW9SV2NWQnNpYkdjNjNuc0t6ak80dyUzRCUzRA ER - TY - JOUR TI - Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task – a pilot study AU - Martins, Fabiana Paula Almeida AU - Massetti, Thaís AU - Crocetta, Tania Brusque AU - Lopes, Priscila Bianchi AU - da Silva, Amanda Abreu AU - Figueiredo, Eliketylen Fernandes AU - de Abreu, Luiz Carlos AU - da Silva, Talita Dias AU - Monteiro, Carlos Bandeira de Mello T2 - Neuropsychiatric Disease and Treatment AB - Purpose To evaluate the performance improvement of individuals with hemiparesis cerebral palsy (CP) using a virtual task. Participants and methods Twenty individuals were selected and distributed into two groups. The experimental group (CP group) comprised ten individuals with a medical diagnosis of CP, and ten individuals with typical development (sex- and age-matched) composed the control group (TD group). Both groups followed the same intervention protocol, which included a virtual coincident timing task: the participants performed upper limb movements in front of a computer’s webcam and interacted with the task with the aim of virtually intercepting spheres that fell in four rows following the rhythm of a pre-selected song during an 8-minute period. To verify the influence on a real task, pre- and posttests were performed in a similar task, but with physical contact (using the spacebar on the keyboard of a computer). To analyze the data, we evaluated the variable, constant, and absolute errors during the task and in the pre- and posttests. Results The results showed that there was an improvement in performance between the pre- and posttests; that is, after practicing the task in an environment without physical contact, there was a performance improvement in posttests in the real task, but only for the CP group. Moreover, there were significant differences in precision and accuracy between the two groups, with worse performance in the CP group. Conclusion Individuals with CP presented better performance in the real task after practice in a virtual reality task, albeit with worse performance compared with individuals with TD. This is an interesting result that supports the possible use of virtual tasks for the rehabilitation of individuals with CP. DA - 2019/// PY - 2019 DO - 10.2147/NDT.S184510 DP - PubMed Central VL - 15 SP - 417 EP - 428 J2 - Neuropsychiatr Dis Treat SN - 1176-6328 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6366350/ Y2 - 2020/12/10/15:24:55 ER - TY - BOOK TI - "Shall I feed my daughter, or educate her?": barriers to girls' education in Pakistan AU - Martínez, Elin AU - Human Rights Watch AB - "This report concludes that many girls simply have no access to education, including because of a shortage of government schools - especially for girls. Nearly 22.5 million of Pakistan's children - in a country with a population of just over 200 million - are out of school, the majority of them girls. Thirty-two percent of primary school age girls are out of school in Pakistan, compared with 21 percent of boys. By ninth grade, only 13 percent of girls are still in school."--Publisher website CN - LC2330 .S435 2018 CY - New York, New York DA - 2018/// PY - 2018 DP - Library of Congress ISBN SP - 111 LA - en PB - Human Rights Watch SN - 978-1-62313-674-1 ST - "Shall I feed my daughter, or educate her? UR - https://www.hrw.org/report/2018/11/12/shall-i-feed-my-daughter-or-educate-her/barriers-girls-education-pakistan KW - Education KW - Girls KW - Pakistan KW - Schools KW - Sex discrimination in education KW - Social conditions KW - auto_merged ER - TY - CHAP TI - “Matching Person & Technology (MPT) Model” for Technology Selection as Well as Determination of Usability and Benefit from Use AU - Martinez, A. P. AU - Scherer, M. J. T2 - Living in the State of Stuck AB - Technologies have become smarter, smaller, more portable or wearable, and more adaptable. This has led to more choice and, in many cases, complexity in decision-making about selecting the best device and features for a given user. A good match of person and technology requires attention to (a) aspects of and resources in the environments in which the technology will be used, (b) the needs, expectations and preferences of the user, and (c) the functions and features of the technology and service delivery process. If the match is not a quality one from the standpoint of the end user, and the user experience (UX) is not satisfactory, then the technology may go unused, or may not be used optimally. There is a need for an improved person-AT matching and outcomes assessment process because studies and reports show in general that there is a high level of dissatisfaction and nonuse or discard of technology by consumers. Psychologists are uniquely qualified to partner with technology developers in implementing an assessment process that inquires into the potential technology user's predisposition to use a particular technology by addressing, subjective view of current capabilities, view of achievements as well as needs in key life domains of activities and participation, and ratings of fundamental personal factors such as mood status, support from others, engagement in therapy activities and desire to use technology. Utilization of the MPT model and accompanying assessment process has been proven to result in enhanced technology use and goal achievement. Research increasingly highlights the fact that consumers are less likely to use recommended devices when their needs are neither fully addressed nor understood during the technology selection process. A user's perspective of their needs and preferences may be obtained by having them identify and prioritize their desired outcomes and then rate progress in achieving them. This approach was used in developing the Matching Person and Technology measures and has also been used in developing Such a person-centered approach allows outcomes to be measured in reference to changes in a person's satisfaction in achieving desired goals, not merely their functional ability to achieve them. An idiographic evaluation is used (i.e., the person is the unit of analysis and serves as his or her own control), not a normative one (i.e., the person is compared to his or her peers). An idiographic evaluation best captures a consumer-directed and social model perspective of outcomes assessment. Many studies have examined the psychometric qualities and usefulness of the Matching Person and Technology measures. Below is the most recent data on one MPT measure, the Assistive Technology Device Predisposition Assessment (ATD PA), from a study done in the country Greece (Koumpouros et al. 2017; n=115). Excellent interrater reliability (ICC=0.981, ranging from 0.973-0.987) Adequate internal consistency (Cronbach's alpha =0.701, ranging from 0.605-0.701) Adequate-Excellent construct validity for items in the Adaptablility subscale (r=0.537 to 0.783) Excellent construct validity for items in the Fit to Use subscale (r= 0.691 to 0.801) Adequate-Excellent construct validity for items in the Socializing (r= 0.498 to 0.767) Low correlation coefficients between each subscale, indicating subscales measure unique constructs Improvements in person-centered assistive technology services and outcomes assessment are needed, given reports of a high level of dissatisfaction and nonuse of technology by consumers. It is important to ensure an evidence-based, client-centered assessment for determining the match of individuals with the most appropriate technologies for their use. Achieving a desired outcome begins at the point of technology consideration and then progresses to product selection. ABSTRACT Cognitive impairment often results in a range of functional and lifestyle changes for many individuals. This article discusses the development and evolution of a multidisciplinary model of cognitive rehabilitation outpatient practice that integrates technology to improve patient outcomes. The described interdisciplinary treatment approach highlights the need for collaboration by treating providers; focuses on the individual being an active participant in treatment; and discusses the value that assistive technology can bring to cognitive rehabilitation work as it relates to patient success, functional improvement, and implementation of appropriate and patient specific technological strategies. DA - 2018/// PY - 2018 DP - ResearchGate ET - 4 PB - Pre-print ER - TY - ELEC TI - CIRCL Primer: Design-Based Implementation Research. In CIRCL Primer Series. AU - Martin, W AU - Fishman, Barry AU - Cheng, Britte AU - Penuel, William DA - 2019/// PY - 2019 UR - http://circlcenter.org/dbir/ ER - TY - JOUR TI - A systematic review of research on online teaching and learning from 2009 to 2018 AU - Martin, Florence AU - Sun, Ting AU - Westine, Carl D T2 - Computers and Education AB - Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics. DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2020.104009 VL - 159 IS - April SP - 104009 EP - 104009 UR - https://doi.org/10.1016/j.compedu.2020.104009 KW - Distance education KW - Online Learning Research KW - Research Themes KW - Systematic Review KW - online teaching and learning ER - TY - JOUR TI - Here and now mobile learning: An experimental study on the use of mobile technology AU - Martin, Florence AU - Ertzberger, Jeffrey T2 - Computers & Education DA - 2013/// PY - 2013 DO - 10.1016/j.compedu.2013.04.021 VL - 68 SP - 76 EP - 85 ER - TY - JOUR TI - DigEuLit: Concepts and Tools for Digital Literacy Development AU - Martin, Allan AU - Grudziecki, Jan T2 - Innovation in Teaching and Learning in Information and Computer Sciences AB - In the e-permeated society, a society also increasingly unpredictable and uncertain, “digital literacy” becomes not only a key factor in enabling participation in education, as well as employment and other aspects of social life, but also a means of gaining some understanding of the world. The DigEuLit project, funded by the EC eLearning Initiative, has a task of defining digital literacy and developing a framework and tools for digital literacy development in European educational settings. We have observed converging literacies which have gained new relevance in digital environments, and proposed a definition of digital literacy which focuses on the processes of using digital tools to support the achievement of goals in the individual’s life-situation. A suite of online tools is being developed to enable digital literacy progress to be tracked by teachers and learners, and evolution of these tools will continue beyond the life of the project. DA - 2006/12/01/ PY - 2006 DO - 10.11120/ital.2006.05040249 DP - Taylor and Francis+NEJM VL - 5 IS - 4 SP - 249 EP - 267 SN - null ST - DigEuLit UR - https://doi.org/10.11120/ital.2006.05040249 Y2 - 2022/09/21/08:42:42 ER - TY - JOUR TI - Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations AU - Martín-Martín, Alberto AU - Thelwall, Mike AU - Orduna-Malea, Enrique AU - Delgado López-Cózar, Emilio T2 - Scientometrics AB - New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60% of all citations), including 82% of Scopus citations and 86% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54% of all citations), including 84% of Scopus citations and 88% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage. DA - 2021/01/01/ PY - 2021 DO - 10.1007/s11192-020-03690-4 DP - Springer Link VL - 126 IS - 1 SP - 871 EP - 906 J2 - Scientometrics LA - en SN - 1588-2861 ST - Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI UR - https://doi.org/10.1007/s11192-020-03690-4 Y2 - 2021/04/17/19:24:14 KW - Computer Science - Digital Libraries ER - TY - JOUR TI - “Being on the wrong side of the digital divide”: seeking technological interventions for education in Northeast Nigeria AU - Martens, Marianne AU - Hajibayova, Lala AU - Campana, Kathleen AU - Rinnert, Gretchen Caldwell AU - Caniglia, Joanne AU - Bakori, Isa Garba AU - Kamiyama, Tsukuru AU - Mohammed, Liman Audu AU - Mupinga, Davison M. AU - Oh, Olivia Jeonghwa T2 - Aslib Journal of Information Management AB - Purpose This paper aims to report the initial findings of a project aiming to re-establish basic education in conflict-ravaged states in Northeastern Nigeria and to improve education providers' ability to plan and deliver basic educational services. The authors present a preliminary analysis of Nigerian teachers' access to information communication technology (ICT), their technology skills, as well associated national ICT policies. Design/methodology/approach This case study uses results from two co-designed tools, administered using KoboToolbox to Education Managers in the first instance, and teachers in the second. The data from the tools form the basis for analysis. Findings In the first instance, educational managers reported a lack of access to technology, the internet and to training and professional development. In the second instance, teachers reported issues present in the classroom environment, including poor infrastructure, a lack of resources and over-crowded classrooms. Very few teachers had access to computers or to the internet. Research limitations/implications The 33 educational managers represent a small sample size and may not be fully representative of the region covered. The ICT Capacity Audit tool listed Excel in two different areas – basic Excel skills and using Excel for data analysis – which could have caused confusion for participants. The data collection should be repeated, expanded and compared for consistency. For the team, changes to the proposed (SENSE) box content meant that we were not able to deliver low-tech tools, such as Boogie Boards, or high-tech tools, such as tablets, to schools. Originality/value Despite seemingly insurmountable challenges, the research team identified low-tech tools as a feasible resource in the classroom. Existing tools, such as teachers' smartphones and use of the WhatsApp application, can be used for sharing educational resources and providing teacher training. This paper argues that Nigeria needs up-to-date national ICT policies to guide in-country efforts to develop implementation of information technology initiatives for education. DA - 2020/01/01/ PY - 2020 DO - 10.1108/AJIM-05-2020-0172 VL - 72 IS - 6 SP - 963 EP - 978 SN - 2050-3806 UR - https://doi.org/10.1108/AJIM-05-2020-0172 Y2 - 2022/06/20/00:00:00 ER - TY - JOUR TI - Toward systematic review automation: a practical guide to using machine learning tools in research synthesis AU - Marshall, Iain J. AU - Wallace, Byron C. T2 - Systematic Reviews AB - Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice. DA - 2019/07/11/ PY - 2019 DO - 10.1186/s13643-019-1074-9 DP - Springer Link VL - 8 IS - 1 SP - 163 J2 - Syst Rev LA - en SN - 2046-4053 ST - Toward systematic review automation UR - https://doi.org/10.1186/s13643-019-1074-9 Y2 - 2024/01/18/22:25:27 KW - Evidence synthesis KW - Machine learning KW - Natural language processing KW - _Added-ailr-2024 ER - TY - COMP TI - ijmarshall/robotreviewer AU - Marshall, Iain AB - Automatic synthesis of RCTs DA - 2024/01/04/T16:06:20Z PY - 2024 DP - GitHub LA - Python UR - https://github.com/ijmarshall/robotreviewer Y2 - 2024/01/20/17:29:56 KW - bias KW - clinical-trials KW - cochrane KW - icasr KW - rcts KW - systematic-reviews KW - trial ER - TY - JOUR TI - RobotReviewer: evaluation of a system for automatically assessing bias in clinical trials AU - Marshall, I.J. AU - Kuiper, J AU - Wallace, B.C. T2 - Journal of the American Medical Informatics Association DA - 2015/// PY - 2015 DO - 10.1093/jamia/ocv044 VL - 23 IS - 1 SP - 193 EP - 201 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - The role of video in teacher professional development AU - Marsh, Brian AU - Mitchell, Nick T2 - Teacher Development DA - 2014/07/03/ PY - 2014 DO - 10.1080/13664530.2014.938106 DP - DOI.org (Crossref) VL - 18 IS - 3 SP - 403 EP - 417 J2 - Teacher Development LA - en SN - 1366-4530, 1747-5120 UR - http://www.tandfonline.com/doi/abs/10.1080/13664530.2014.938106 Y2 - 2020/05/15/12:52:12 ER - TY - JOUR TI - Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania AU - Maro, Salome AU - Kondoro, Aron AU - Haßler, Björn AU - Mtebe, Joel AU - Proctor, Jamie T2 - Journal of Learning for Development AB - Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option. The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers. DA - 2023/07/18/ PY - 2023 DO - 10.56059/jl4d.v10i2.835 DP - DOI.org (Crossref) VL - 10 IS - 2 SP - 280 EP - 296 J2 - JL4D SN - 2311-1550 ST - Deployment of Offline Learning Management Systems UR - https://jl4d.org/index.php/ejl4d/article/view/835 Y2 - 2023/08/14/07:38:59 ER - TY - BILL TI - Data Availability and Transparency Bill 2020 [and] Data Availability and Transparency (Consequential Amendments) Bill 2020 A2 - Markham, David DA - 2020/// PY - 2020 SP - 35 LA - en ER - TY - CONF TI - Designing for complex ICT-based learning: understanding teacher thinking to help improve educational design AU - Markauskaite, Lina AU - Goodyear, Peter DA - 2009/// PY - 2009 DP - Zotero SP - 12 LA - en KW - ⛔ No DOI found ER - TY - BLOG TI - Where is EdTech working? Leveraging data for better EdTech policies AU - Marin, Sergio Venegas AU - Cobo, Cristobal AU - Cloutier, Marie-Helene AU - Lambert-Porter, Emma T2 - Where is EdTech working? Leveraging data for better EdTech policies AB - The COVID-19 pandemic has disrupted schooling for over 1.6 billion students worldwide. Many education systems fell short of their goal to ensure the continuity of learning due to the digital divide that kept many without access to any kind of remote learning opportunity. DA - 2021/09// PY - 2021 LA - en, es, fr UR - https://blogs.worldbank.org/education/where-edtech-working-leveraging-data-better-edtech-policies ER - TY - ELEC TI - América Latina en PISA 2012: ¿Cómo se desempeñan los varones y las mujeres? AU - María Soledad, Bos, AU - Ganimian, Alejandro AU - Vegas, Emiliana DA - 2013/// PY - 2013 UR - https://publications.iadb.org/es/publicacion/13728/america-latina-en-pisa-2012-como-se-desempenan-los-varones-y-las-mujeres Y2 - 2021/12/13/16:36:20 ER - TY - BLOG TI - What is Capitation Grant for Basic Schools in Ghana? AU - Marfo, Nathlaine Matilda T2 - Coverghana.com.gh AB - Capitation grant for basic schools is the amount of money or funds allocated for public basic schools in Ghana operating under the Ghana Education Service to... What is Capitation Grant for Basic Schools in Ghana? DA - 2022/09/25/T15:24:57+00:00 PY - 2022 LA - en-US UR - https://coverghana.com.gh/what-is-capitation-grant-for-basic-schools-in-ghana/ Y2 - 2022/12/21/05:39:29 ER - TY - JOUR TI - Effects of Sesame Street: A meta-analysis of children's learning in 15 countries AU - Mares, Marie‐Louise AU - Pan, Zhongdang T2 - Journal of Applied Developmental Psychology DA - 2013/05/01/ PY - 2013 DO - 10.1016/j.appdev.2013.01.001 VL - 34 SP - 140 EP - 151 J2 - Journal of Applied Developmental Psychology ER - TY - JOUR TI - Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia AU - Mardapi, Djemari AU - Herawan, Tutut T2 - Journal of Teacher Education for Sustainability AB - Teacher empowerment is a central issue in relation to the efforts to improve the quality of education. However, teacher empowerment will remain an abstract idea if its implementation is not supported by an appropriate strategy. The demands for a quality education will be unreciprocated if teachers do not have the opportunity to empower themselves. This research aims to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? This research was conducted from November 2018 to January 2019. The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100). The research results are expected to provide information about the best practice in teacher coaching that is conducted massively in a national scope based on the local community so that a lifelong learning culture for teachers is established to support the development of sustainable education. DA - 2019/06/01/ PY - 2019 DO - 10.2478/jtes-2019-0004 DP - ResearchGate VL - 21 SP - 48 EP - 66 J2 - Journal of Teacher Education for Sustainability ST - Community-Based Teacher Training ER - TY - MANSCPT TI - Gender-Transformative Programming in UNICEF Selected Case Studies AU - Marcus, Rachel AU - Samuels, Fiona AU - Belachew, H AU - Jalal, S AB - Reflections and Lessons for UNICEF’s Gender Policy and Action Plan (2022-2025), A compendium of papers, Florence: UNICEF Innocenti Research Centre DA - 2021/// PY - 2021 ER - TY - RPRT TI - GAGE Rigorous Review Girls' clubs, life skills programmes and girls' well-being outcomes AU - Marcus, Rachel AU - Gupta-Archer, Nandini AU - D'Arcy, Madeleine AU - Page, Ella T2 - GAGE Rigorous Review AB - This rigorous review synthesises studies on the empowerment impacts of girls’ clubs and life skills programmes with a gender equality focus. Girls’ clubs, or youth development clubs, have become an increasingly common component of school-based and community-based programmes that aim to improve capability outcomes and broader wellbeing of girls in developing countries. While some in the development community are enthusiastic about the potential of such clubs to empower girls, others raise questions about their impact, reach, sustainability and cost-effectiveness. The review, the first of its kind to synthesise existing evaluations of girls’ clubs, finds substantial evidence of the positive impact of these programmes, particularly around changes in discriminatory gender norms and practices. It also highlights remaining programming and knowledge gaps. DA - 2017/09/19/19/09/17 PY - 2017 M3 - Evidence Review PB - GAGE Gender & Adolescence: Global Evidence UR - https://www.gage.odi.org/wp-content/uploads/2019/01/GAGE-Girls-Club-Report-FINAL.pdf Y2 - 2021/05/24/14:35:28 ER - TY - RPRT TI - Open Data: Unlocking Innovation and Performance with Liquid Information AU - Manyika, James AU - Chui, Michael AU - Groves, Peter AU - Farrell, Diana AU - Van Kuiken, Steve AU - Almasi Doshi, Elizabeth DA - 2013/// PY - 2013 PB - McKinsey Global Institute UR - https://www.mckinsey.com/~/media/McKinsey/Business%20Functions/McKinsey%20Digital/Our%20Insights/Open%20data%20Unlocking%20innovation%20and%20performance%20with%20liquid%20information/MGI_Open_data_FullReport_Oct2013.ashx Y2 - 2019/11/05/14:43:15 KW - _C:Algeria DZA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Colombia COL KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Haiti HTI KW - _C:India IND KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:scheme:1 ER - TY - THES TI - Teachers’ conception towards the use of social networks as a tool for professional development in Tanzania government secondary schools: the case of Dodoma municipality AU - Manyama, Charles AB - The current study sought to assess teachers' conception toward the use of social networks as a tool for professional development in Tanzania government secondary schools the case of Dodoma Municipality. Thus, the specific objectives of this study were to assess the influence of demographic characteristics on the use of social networks or as a tool for professional development. To assess teachers conception on the available social networks opportunity that can support professional development, to investigate teachers use of social networks available for professional development, to explore the perceived benefits of using social networks opportunity as a tool for professional development and to examine limitation that hinder teachers for professional development. The study was guided by social-cognitive theory, community of practice model (CoP) and technology acceptance model (TAM). A cross-section research design was used to collect data that involved 84 teachers‟ from ten secondary schools, six head of schools three quality assurers and one respondent from DEO office. SPSS computer program was used to analyze the data. Qualitative data were analyzes through content analysis and quantitative data were analyzed statistically using descriptive and inferential statistics by using SPSS Version 20, and Microsoft Excel were highly used. Linear regression techniques were used to seek whether there is a relationship between demographic characteristics and the use of social networks. The survey results showed that there is no significant relationship between demographic factors with the use of social networks as a tool for professional development. Either teachers have positive conceptions towards the use of social networks as a tool for professional development. Furthermore, teachers use SNs for communicating with their fellow from different groups but it is not effectively integrated into professional development. The findings indicate that, to a large extent, teachers agreed that SNs make them to be more creative and help them to improve their communication skills. In addition the findings indicated that teachers lack training on how to integrate SNs in TPD. Finally,the researcher recommend that, educational stakeholders should provide financial and material support to teachers in order to overcome challenge that limit the use of technology in teaching and learning. DA - 2017/// PY - 2017 DP - repository.udom.ac.tz LA - en M3 - MA Education dissertation PB - University of Dodoma ST - Teachers’ conception towards the use of social networks as a tool for professional development in Tanzania government secondary schools UR - http://repository.udom.ac.tz/handle/20.500.12661/420 Y2 - 2020/11/18/15:05:19 KW - ⛔ No DOI found ER - TY - RPRT TI - Evaluation Report: Assessing the use of technology and Khan Academy to improve educational outcomes in Sacatepéquez, Guatemala AU - MANUS Consulting DA - 2016/// PY - 2016 UR - https://learningequality.org/media/FUNSEPA_Final_Evaluation_Report_27May2016.pdf Y2 - 2020/06/28/15:56:07 ER - TY - RPRT TI - Subnational investment in human capital AU - Manuel, Marcus AU - Coppard, Dan AU - Dodd, Amy AU - Desai, Harsh AU - Watts, Richard AU - Christensen, Zach AU - Manea, Stephanie CY - London/ Bristol DA - 2019/// PY - 2019 PB - Overseas Development Institute/ Development Initiatives UR - https://cdn.odi.org/media/documents/12663.pdf ER - TY - JOUR TI - A Global Mapping of Delivery Approaches AU - Mansoor, Zahra AU - Qarout, Dana AU - Anderson, Kate AU - Carano, Celeste AU - Dvorakova, Veronika AU - Williams, Martin J AB - The past 25 years has seen numerous governments worldwide adopting new institutional forms, such as delivery units and reform labs, to try to improve service delivery. We conduct a systematic global search and mapping of these delivery approaches. We identify 152 instances of delivery approach (DA) adoption from 80 different countries, ranging from the center of government down to provincial and local levels, with an accelerating trend of adoption since 2010. The majority of these include education as a focus sector. The main finding that emerges from our analysis is that there is no single model that characterizes the design of such approaches or the purposes for which they are adopted. However, we do identify a number of patterns, including that DAs in lower-income countries are more likely to focus mainly on output-type goals (as opposed to outcomes), use external consultants, and utilize accountability- and incentive-driven mechanisms relatively more heavily than their counterparts in middle- and high-income countries. While our findings are purely descriptive and cannot be used to infer whether DAs are effective, they give an indication to policymakers about the menu of potential options available to them in designing DAs. This global mapping can also provide useful context for existing and future country-level case studies that investigate the effectiveness of DAs and seek to explore which designs might be more effective in different contexts and for different purposes. DA - 2021/// PY - 2021 DP - Zotero SP - 84 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Simplifying complexity: a review of complexity theory AU - Manson, Steven M. T2 - Geoforum DA - 2001/// PY - 2001 DO - 10.1016/S0016-7185(00)00035-X DP - Google Scholar VL - 32 IS - 3 SP - 405 EP - 414 ST - Simplifying complexity ER - TY - JOUR TI - Systems Approaches to the Management of Public Education. AU - Mansergh, Gerald G. DA - 1969/// PY - 1969 DP - Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work AU - Mannah, Emmanuel AU - Ngadi Gibril, Yvonne DA - 2012/11// PY - 2012 DP - Zotero SP - 99 LA - en UR - https://nctva.org/wp-content/uploads/2018/09/Skills_Gap_Analysis_2012_AfDB.pdf ER - TY - RPRT TI - ICT in Education in Liberia AU - Mangesi, Kofi T2 - Information for Development DA - 2007/// PY - 2007 DP - Zotero LA - en PB - World Bank Group KW - ⛔ No DOI found ER - TY - JOUR TI - Beyond disciplinary boundaries: Mapping educational science in the discourse on social media AU - Manca, S AU - Rehm, M AU - Brandon, D AU - Greenhow, Christine T2 - Teachers College Record DA - 2019/// PY - 2019 VL - 121 IS - 14 ER - TY - JOUR TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment AU - Manca, S. AU - Ranieri, M. T2 - Journal of Computer Assisted Learning AB - Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12007 DP - Wiley Online Library VL - 29 IS - 6 SP - 487 EP - 504 LA - en SN - 1365-2729 ST - Is it a tool suitable for learning? UR - https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment Y2 - 2020/05/15/12:32:43 KW - Facebook KW - Q =M KW - R = L KW - ___working_potential_duplicate KW - cultural issue KW - implicit pedagogies KW - social networking sites KW - technology-enhanced learning ER - TY - JOUR TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment AU - Manca, S. AU - Ranieri, M. T2 - Journal of Computer Assisted Learning AB - Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12007 DP - Wiley Online Library VL - 29 IS - 6 SP - 487 EP - 504 LA - en SN - 1365-2729 ST - Is it a tool suitable for learning? UR - https://www.researchgate.net/file.PostFileLoader.html?id=574812c9404854b92004e962&assetKey=AS%3A366287667646465%401464341193293 Y2 - 2020/05/15/12:32:43 KW - Facebook KW - Q =M KW - R = L KW - ___working_potential_duplicate KW - cultural issue KW - implicit pedagogies KW - social networking sites KW - technology-enhanced learning ER - TY - JOUR TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment AU - Manca, S. AU - Ranieri, M. T2 - Journal of Computer Assisted Learning AB - Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12007 DP - Wiley Online Library VL - 29 IS - 6 LA - en SN - 1365-2729 ST - Is it a tool suitable for learning? UR - https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment Y2 - 2020/05/15/12:32:43 KW - Facebook KW - Q =M KW - R = L KW - cultural issue KW - implicit pedagogies KW - social networking sites KW - technology-enhanced learning ER - TY - JOUR TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment AU - Manca, S. AU - Ranieri, M. T2 - Journal of Computer Assisted Learning AB - Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12007 DP - Wiley Online Library VL - 29 IS - 6 SP - 487 EP - 504 LA - en SN - 1365-2729 ST - Is it a tool suitable for learning? UR - https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment Y2 - 2020/05/15/12:32:43 KW - Facebook KW - Q =M KW - R = L KW - ___working_potential_duplicate KW - cultural issue KW - implicit pedagogies KW - social networking sites KW - technology-enhanced learning ER - TY - JOUR TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment AU - Manca, S. AU - Ranieri, M. T2 - Journal of Computer Assisted Learning AB - Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12007 DP - Wiley Online Library VL - 29 IS - 6 LA - en SN - 1365-2729 ST - Is it a tool suitable for learning? UR - https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment Y2 - 2020/05/15/12:32:43 KW - Facebook KW - Q =M KW - R = L KW - cultural issue KW - implicit pedagogies KW - social networking sites KW - technology-enhanced learning ER - TY - RPRT TI - Assessing the use of technology and Khan Academy to improve educational outcomes in Sacatepéquez, Guatemala AU - MANAUS Consulting DA - 2016/// PY - 2016 UR - https://static1.squarespace.com/static/5a168fa5f6576eb8bfa0a5e5/t/5a32478e4192022049ce380c/1513244608902/ASSESSING+THE+USE+OF+TECHNOLOGY+AND+KHAN+ACADEMY+TO+IMPROVE+EDUCATIONAL+OUTCOMES+IN+SACATEP%C3%89QUEZ%2C+GUATEMALA Y2 - 2020/04/02/15:47:46 ER - TY - NEWS TI - Covid-19: over 45% secondary school students may drop out AU - Mamun, Shohel T2 - Dhaka Tribune DA - 2020/08//7th PY - 2020 UR - https://www.dhakatribune.com/bangladesh/2020/08/07/covid-19-over-45-secondary-school-students-may-drop-out Y2 - 2021/10/25/17:49:30 ER - TY - JOUR TI - Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments AU - Mamun, Md Abdullah A I AU - Lawrie, Gwendolyn AU - Wright, Tony T2 - Computers & Education DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2019.103695 VL - 144 ER - TY - ELEC TI - Malawi Education Sector Analysis.pdf AU - Malwai Ministry of Education, Science, and Technology, Malawi DA - 2019/// PY - 2019 UR - https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf Y2 - 2022/10/30/23:59:44 ER - TY - BLOG TI - Remarks by World Bank Group President David Malpass on G20 Finance Ministers Conference Call on COVID-19 AU - Malpass, David T2 - World Bank AB - World Bank Group President David Malpass issued his remarks from the G20 Finance Ministers conference call on the COVID-19 pandemic. LA - en UR - https://www.worldbank.org/en/news/speech/2020/03/23/remarks-by-world-bank-group-president-david-malpass-on-g20-finance-ministers-conference-call-on-covid-19 Y2 - 2020/04/19/10:52:53 ER - TY - JOUR TI - Mother tongue-based bilingual education in Papua New Guinea AU - Malone, Susan AU - Paraide, Patricia DA - 2011/12/25/ PY - 2011 UR - https://link.springer.com/article/10.1007/s11159-011-9256-2 KW - ⛔ No DOI found ER - TY - JOUR TI - Orientation and Mobility Practices within the Expanded Core Curriculum with Effective Parental Involvement of Visually Impaired Learners in Pakistan AU - Malik, Shazia AU - Manaf, Umi Kalthom Abdul T2 - Bulletin of Education and Research AB - The aim of this study was to observe Orientation and Mobility (O&M) with effective parental involvement within the Expanded Core Curriculum (ECC) for visually impaired learners (VILs) to make them independent in their environment in Pakistan. O&M practices have become significant as these are essential in independence and one of the main components of the ECC for VILs. This research explores O&M practices within the ECC from the perspectives of the teachers by using a qualitative approach and semi-structured interviews of O&M teachers were conducted from two public secondary level institutes of VILs Lahore, Pakistan. This paper endeavors to answer the question: What are the O&M practices within ECC that needed for VILs to enhance their independence in classroom settings? The findings of the study indicate that VILs need to use the knowledge of O&M practices to get their independence in their environment. Therefore, it is appropriate for O&M teachers to add the skills of mobility techniques under the subsection of O&M practices within the guidelines of ECC. The VILs seemed to benefit from immediate instructions from their O&M teachers. However, the VILs still need more help in O&M practices with effective parental involvement under the guidance of ECC. So, in the context of the study, it is the urgent need of VIL to align their O&M practices with mentioned instructions in ECC. DA - 2020/04// PY - 2020 DP - ERIC VL - 42 IS - 1 SP - 199 EP - 219 LA - en SN - 0555-7747 UR - https://eric.ed.gov/?id=EJ1258053 Y2 - 2020/12/01/10:38:31 KW - Assistive Technology KW - Core Curriculum KW - Foreign Countries KW - Orientation KW - Parent Participation KW - Secondary School Students KW - Skill Development KW - Visual Impairments KW - Visually Impaired Mobility KW - ⛔ No DOI found ER - TY - JOUR TI - Are children with disabilities in school and learning? Evidence from a household survey in rural Punjab, Pakistan AU - Malik, Rabea AU - Raza, Fizza AU - Rose, Pauline AU - Singal, Nidhi T2 - Compare: A Journal of Comparative and International Education AB - Invisibility of children with disabilities in data on educational access and learning is a key policy challenge for tracking progress towards the Sustainable Development Goals. In this article, we report findings from a household survey undertaken in rural Punjab, Pakistan. These data enable us to identify the extent to which children with disabilities are in school and learning the basics in literacy and numeracy. We find that, perhaps contrary to expectations, many of these children in this context are in mainstream (government and private) schools, although their chances of being in school are lower than their peers. We further find that overall levels of literacy and numeracy are low, even more so for children with disabilities. Our findings corroborate recent research from other countries. The paper highlights important lessons for the policy which are of relevance to other low-income contexts. DA - 2020/05/05/ PY - 2020 DO - 10.1080/03057925.2020.1749993 DP - Taylor and Francis+NEJM VL - 52 IS - 2 SP - 211 EP - 231 SN - 0305-7925 ST - Are children with disabilities in school and learning? UR - https://doi.org/10.1080/03057925.2020.1749993 Y2 - 2021/02/16/19:06:28 KW - Learning outcomes KW - Pakistan KW - Washington Group KW - disability KW - household survey KW - primary education ER - TY - BLOG TI - Challenges and opportunities for Pakistan education systems in the COVID-19 response AU - Malik, Rabea DA - 2020/// PY - 2020 UR - https://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response ER - TY - ELEC TI - The impact of COVID-19 on education in Pakistan AU - Malik, Rabea T2 - Cambridge University Press & Assessment AB - This blog was written by Rabea Malik, Assistant Professor at the School of Education, Lahore University of Management Sciences (LUMS) and Research Fellow at the Institute of Development and Economic Alternatives (IDEAS) in Pakistan. This blog is part of a series from the REAL Centre reflecting on the impacts of the current COVID-19 pandemic on research work on international education and development. DA - 2020/// PY - 2020 LA - en UR - http://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response Y2 - 2022/05/17/14:21:33 ER - TY - JOUR TI - The effect of school closures on standardised student test outcomes AU - Maldonado, Joana Elisa AU - De Witte, Kristof T2 - British Educational Research Journal DA - 2021/// PY - 2021 DP - Wiley Online Library UR - https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1002/berj.3754 Y2 - 2022/08/25/20:03:45 ER - TY - ELEC TI - The effect of school closures on standardised student test outcomes - Maldonado - 2022 - British Educational Research Journal - Wiley Online Library AU - Maldonado, Joana Elisa AU - De Witte, Kristof DA - 2021/// PY - 2021 UR - https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1002/berj.3754 Y2 - 2022/08/25/20:03:45 ER - TY - JOUR TI - Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia AU - Maldonado-Carreño, Carolina AU - Yoshikawa, Hirokazu AU - Escallón, Eduardo AU - Ponguta, Liliana Angelica AU - Nieto, Ana María AU - Kagan, Sharon Lynn AU - Rey-Guerra, Catalina AU - Cristancho, Juan Camilo AU - Mateus, Angy AU - Caro, Luz Angela AU - Aragon, Carlos Andrés AU - Rodríguez, Ana María AU - Motta, Andrés T2 - Child Development DA - 2022/// PY - 2022 DO - 10.1111/cdev.13665 DP - srcd.onlinelibrary.wiley.com IS - 93 SP - 254 EP - 268 LA - en ST - Measuring the quality of early childhood education UR - https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13665 Y2 - 2023/10/06/08:45:19 ER - TY - BLOG TI - How GDPR changes the rules for research AU - Maldoff, Gabe AB - The General Data Protection Regulation (GDPR) will come into effect in the spring of 2018, replacing the Data Protection Directive 95/46/EC and imposing new obl DA - 2016/04// PY - 2016 UR - https://iapp.org/news/a/how-gdpr-changes-the-rules-for-research/ Y2 - 2022/06/14/20:12:58 ER - TY - JOUR TI - Education Sector Plan AU - Malawi AU - Sierra Leone ER - TY - GEN TI - Building Education Foundations through Innovation & Technology: Malawi Scale-up Program Overview AU - Malawi MoE DA - 2023/// PY - 2023 UR - https://www.imagineworldwide.org/wp-content/uploads/Malawi-Project-Overview-General-2-27-23.pdf ER - TY - GEN TI - Building Education Foundations through Innovation & Technology: Malawi Scale-up Program Overview AU - Malawi MoE DA - 2023/// PY - 2023 UR - https://www.imagineworldwide.org/wp-content/uploads/Malawi-Project-Overview-General-2-27-23.pdf ER - TY - ELEC TI - Ministry of Education, Science and Technology - Policy Reforms AU - Malawi Ministry of Education, Science and Technology AB - The Malawi Public Sector Reforms Management Unit exists to catalyse, drive and facilitate public sector reforms in Malawi. The reforms are implemented in Government ministries, departments and agencies (MDAs), local councils, parastatal organizations and constitutional bodies. DA - 2019/// PY - 2019 LA - en UR - http://www.reforms.gov.mw/psrmu/ministry-education-science-and-technology Y2 - 2022/11/01/00:22:16 ER - TY - ELEC TI - 2022 Joint Sector Review Resources - Presentations AU - Malawi Ministry of Education DA - 2022/// PY - 2022 UR - https://www.education.gov.mw/index.php/edu-resources/2022-jsr-resources# Y2 - 2022/12/10/20:14:35 ER - TY - RPRT TI - 2022 Malawi Education Statistics Report (EMIS) AU - Malawi Ministry of Education DA - 2022/// PY - 2022 UR - https://www.education.gov.mw/index.php/edu-resources/2022-education-statistics Y2 - 2022/12/09/15:34:21 ER - TY - RPRT TI - Building Education Foundations through Innovation & Technology: Malawi Scale-Up Program Overview AU - Malawi Ministry of Education DA - 2023/// PY - 2023 PB - Government of Malawi UR - https://www.imagineworldwide.org/wp-content/uploads/Malawi-Project-Overview-General-2-27-23.pdf ER - TY - ELEC TI - National Education Policy AU - Malawi Ministry of Education DA - 2016/// PY - 2016 UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/national_education_policy.pdf Y2 - 2022/12/10/20:36:44 ER - TY - ELEC TI - National Education Policy AU - Malawi Ministry of Education DA - 2016/// PY - 2016 UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/national_education_policy.pdf Y2 - 2022/12/10/20:36:44 ER - TY - ELEC TI - National Education Policy AU - Malawi Ministry of Education DA - 2016/// PY - 2016 UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/national_education_policy.pdf Y2 - 2022/12/10/20:36:44 ER - TY - RPRT TI - National education sector investment plan 2020-2030 AU - Malawi Ministry of Education DA - 2020/// PY - 2020 UR - https://www.unicef.org/malawi/media/4561/file/National%20education%20sector%20investment%20plan%20.pdf Y2 - 2022/10/30/19:01:33 ER - TY - ELEC TI - Statement by Minister of Education, Hon. Agnes Nyalonje, on Re-Opening of Schools, Colleges, Universities and International Schools on 27 August, 2020 in Lilongwe | United Nations in Malawi AU - Malawi Minister of Education AB - I have called for this press briefing to announce to the nation that Schools, Colleges, Universities and International Schools will re-open on 7th Sept 2020 DA - 2020/// PY - 2020 LA - en UR - https://malawi.un.org/en/89077-statement-minister-education-hon-agnes-nyalonje-re-opening-schools-colleges-universities-and, https://malawi.un.org/en/89077-statement-minister-education-hon-agnes-nyalonje-re-opening-schools-colleges-universities-and Y2 - 2022/11/21/04:24:21 ER - TY - ELEC TI - Education Act: No.21 of 2013 AU - Malawi Government DA - 2013/// PY - 2013 UR - http://www.unesco.org/education/edurights/media/docs/b61412353007d34e82ca104df4de459fa06ac453.pdf Y2 - 2022/10/30/21:02:19 ER - TY - ELEC TI - Country Economic Overview AU - Malawi Consulate AB - Country Economic Overview The Malawi economy is agro based with agriculture contributing 37% of the national GDP and employing 80% of the total workforce.... DA - 2017/// PY - 2017 LA - en-gb UR - https://www.malawiconsulate.co.za/index.php/invest-in-malawi/country-economic-overview Y2 - 2022/10/20/04:07:30 ER - TY - ELEC TI - upSCALE AU - Malaria Consortium UR - https://www.malariaconsortium.org/upscale/ Y2 - 2020/07/28/13:53:56 ER - TY - JOUR TI - Home computer use and the development of human capital AU - Malamud, Ofer AU - Pop-Eleches, Cristian T2 - The Quarterly journal of economics DA - 2011/// PY - 2011 DO - 10.1093/qje/qjr008 DP - Google Scholar VL - 126 IS - 2 SP - 987 EP - 1027 ER - TY - JOUR TI - Do children benefit from internet access? Experimental evidence from Peru AU - Malamud, Ofer AU - Cueto, Santiago AU - Cristia, Julian AU - Beuermann, Diether W. T2 - Journal of Development Economics AB - This paper provides experimental evidence for the impact of home internet access on a broad range of child outcomes in Peru. We compare children who were randomly chosen to receive laptops with high-speed internet access to (i) those who did not receive laptops and (ii) those who only received laptops without internet. We find that providing free internet access led to improved computer and internet proficiency relative to those without laptops and improved internet proficiency compared to those with laptops only. However, there were no significant effects of internet access on math and reading achievement, cognitive skills, self-esteem, teacher perceptions, or school grades when compared to either group. We explore reasons for the absence of impacts on these key outcomes with survey questions, time-diaries, and computer logs. DA - 2019/05/01/ PY - 2019 DO - 10.1016/j.jdeveco.2018.11.005 DP - ScienceDirect VL - 138 SP - 41 EP - 56 J2 - Journal of Development Economics LA - en SN - 0304-3878 ST - Do children benefit from internet access? UR - https://www.sciencedirect.com/science/article/pii/S0304387818301251 Y2 - 2022/09/10/12:57:10 KW - Academic achievement KW - Cognitive skills KW - Digital skills KW - Education KW - Experimental KW - Internet access KW - Technology ER - TY - RPRT TI - Girls education and Covid-19 in Nigeria AU - Malala Fund DA - 2020/// PY - 2020 PB - Malala Fund UR - https://assets.ctfassets.net/0oan5gk9rgbh/4SoYwXYgLMiIWPqvdikb0W/4d2ebc3b8289b2beaae33867d79af698/Nigeria_Report_22.pdf Y2 - 2021/04/29/09:19:29 ER - TY - RPRT TI - Girls' education and COVID-19 in Pakistan AU - Malala Fund AB - In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences. DA - 2020/// PY - 2020 PB - Malala Fund UR - https://malala.org/newsroom/archive/girls-education-and-covid-19-in-pakistan Y2 - 2020/12/08/10:26:40 ER - TY - RPRT TI - Girls' education and Covid-19: What past shocks can teach us about mitigating the impact of pandemics AU - Malala Fund DA - 2020/// PY - 2020 PB - Malala Fund UR - https://downloads.ctfassets.net/0oan5gk9rgbh/6TMYLYAcUpjhQpXLDgmdIa/3e1c12d8d827985ef2b4e815a3a6da1f/COVID19_GirlsEducation_corrected_071420.pdf Y2 - 2021/04/29/10:10:06 ER - TY - ELEC TI - Malala Fund releases report on girls’ education and COVID-19 | Malala Fund Newsroom AU - Malala Fund T2 - Malala Fund | Newsroom AB - Our latest report reveals the pandemic's lasting effects for the most marginalised girls. DA - 2021/// PY - 2021 UR - https://malala.org/newsroom/archive/malala-fund-releases-report-girls-education-covid-19 Y2 - 2021/06/15/11:40:21 ER - TY - JOUR TI - Improving the quality of teaching and learning through leadership for learning: Changing scenarios in basic schools of Ghana AU - Malakolunthu, Suseela AU - McBeath, John AU - Swaffield, Sue T2 - Educational management administration & leadership DA - 2014/// PY - 2014 DO - 10.1177/1741143213510510 DP - Google Scholar VL - 42 IS - 5 SP - 701 EP - 717 ST - Improving the quality of teaching and learning through leadership for learning ER - TY - RPRT TI - Early effects of the COVID-19 lockdown on children in rural Bangladesh AU - Makino, Momoe AU - Shonchoy, Abu S AU - Wahhaj, Zaki AB - Using data collected through a telephone-based survey in rural Bangladesh during the height of the pandemic, we present evidence on the effects of COVID-19-led lockdown and school closures on children, focusing on three child-related outcomes: time use of children during the school closure, plans regarding children’s schooling continuation, and the incidence of child marriages. Our analysis reveals heterogeneity in the effects of lockdown and school closure in terms of the child’s gender and the type of shocks. We find a decrease in children’s study time and an increase in time spent on household chores during the school closure, and these changes were significantly larger for girls than for boys. Within the household, respiratory illness lowered expectations that a child would return to school and increased the probability of marriage-related discussions for girls. Our findings offer a cautionary tale regarding the potential longterm effects of pandemic for girls in developing countries. DA - 2021/// PY - 2021 DP - Zotero SP - 28 LA - en UR - https://knowledgecommons.popcouncil.org/cgi/viewcontent.cgi?article=2254&context=departments_sbsr-pgy KW - ⛔ No DOI found ER - TY - ELEC TI - Makhalidwe Athu AU - Makhalidwe Athu AB - All Stories must be less than 480 characters LA - en UR - https://docs.google.com/forms/d/e/1FAIpQLScYndzc0sqNRgLhM7oP51dKBgG5NK90jHMty0gf0hb4auTn0g/viewform?embedded=true&usp=embed_facebook Y2 - 2022/06/25/23:19:38 ER - TY - JOUR TI - ICT in secondary school administration in rural southern Kenya: An educator’s eye on its importance and use AU - Makewa, Lazarus AU - Meremo, Jackson AU - Role, Elizabeth AU - Role, Jesse AB - This study investigated whether there was a significant difference between teachers’ and administrators’ perceptions on the importance of Information and Communications Technologies (ICT) in secondary school administration and evaluated the extent to which it was used by administrators. In this study, administrators are those involved in the day to day running of secondary school duties such as: the principal, deputy principal and heads of departments. The researchers used a descriptive-comparative research design to obtain information on the current status of ICT. The t-test was used to establish whether there was any significant difference in perceptions while a Pearson product-moment correlation coefficient was used to find whether there was any significant relationship between educators’ perceptions of the importance and extent of ICT use in secondary school administration. Both teachers and administrators rated the use of ICT in secondary school administration as important. Teachers and administrators viewed the use of ICT in student administration as equally important. Administrators rated the importance of using ICT in supervision of instruction and in student administration more highly. There was a significant difference between the perceptions of teachers and administrators on the importance of ICT use in the following areas of secondary school administration: student administration, general administration and supervision of instruction. DA - 2013/// PY - 2013 DP - Zotero SP - 16 LA - en KW - ⛔ No DOI found ER - TY - THES TI - Teacher reflections and praxis: a case study of Indian teachers of English as a foreign language AU - Makarani, Sakilahmed A. R. AB - This case study engaged Gujarati English as Foreign Language (EFL) teachers in video-based reflection with the goal of increasing their reflective abilities and uncovering their understandings about reflective teaching practices in the Indian pedagogical and cultural context. The study aimed to explore, and gain a deeper understanding of how structural, institutional, and social dynamics of the larger socio-political cultural context of India affected the classroom teachers' thinking and their teaching practices. It was hoped that not only would the Gujarati teachers demonstrate an ability to reflect on their practice, but that they would also engage in a critical examination of the factors that impacted their context. The computer-based qualitative data analysis software, Atlas.ti, was used to analyze data using a grounded theoretical approach. The findings indicated that participants successfully engaged in reflection about their teaching using video as the tool for their professional development. Initially teacher participants had mixed feelings about recording and watching videos of their classroom instruction; however, teacher participants later enjoyed the experience, explicitly stating that such reflection helped them. The study also revealed that teacher participants perceived parental, social, institutional, and economic factors as influences on their students' learning, however these were simply identified as problems or conditions without any type of deeper critical analysis. Further, it was found that the teachers did not reach a critical level of reflection, nor did they consider taking action to address fundamental contextual issues. While this study showed that teacher reflection using digital video recordings of classroom practice can be a productive approach to meaningful teacher reflection in India, the study also demonstrated that teachers need specific exposure to deeper critical pedagogical thinking to go beyond simply identifying or blaming the social or economic issues embedded in their context. The study concludes with recommendations on how to reach critical teacher reflection. It is hoped that this case study will add to the growing body of research literature related to teacher self-reflection as a means to improving teaching practice and preparing teachers to take on social challenges in the Indian context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] DA - 2012/// PY - 2012 LA - English M3 - PhD PB - University of Hawai'i at Mānoa UR - https://scholarspace.manoa.hawaii.edu/bitstream/10125/100856/Makarani_Sakilahmed_r.pdf KW - Case Studies KW - Computer Software KW - Cultural Context KW - ERIC, Resources in Education (RIE) KW - Economic Factors KW - English (Second Language) KW - Foreign Countries KW - Grounded Theory KW - India KW - Indians KW - Language Teachers KW - Qualitative Research KW - Reflective Teaching KW - Second Language Instruction KW - Second Language Learning KW - Social Influences KW - Teacher Attitudes KW - Teaching Methods KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096525 KW - __finaldtb ER - TY - JOUR TI - The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis AU - Major, Louis AU - Francis, Gill A. AU - Tsapali, Maria T2 - British Journal of Educational Technology AB - Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology-supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta-regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective. Practitioner notes What is already known about this topic? Promoting personalised learning is an established aim of educators. Using technology to support personalised learning in low- and middle-income countries (LMICs) could play an important role in ensuring more inclusive and equitable access to education, particularly in the aftermath of COVID-19. There is currently no rigorous overview of evidence on the effectiveness of using technology to enable personalised learning in LMICs. What this paper adds? The meta-analysis is the first to evaluate the effectiveness of technology-supported personalised learning in improving learning outcomes for school-aged children in LMICs. Technology-supported personalised learning has a statistically significant, positive effect on learning outcomes. Interventions are similarly effective for mathematics and literacy and whether or not teachers also have an active role in the personalisation. Personalised approaches that adapt or adjust to the learner led to significantly greater impact, although whether these warrant the additional investment likely necessary for implementation at scale needs to be investigated. Personalised technology implementation of moderate duration and intensity had similar positive effects to that of stronger duration and intensity, although further research is needed to confirm this. Implications for practice and/or policy: The inclusion of more adaptive personalisation features in technology-assisted learning environments can lead to greater learning gains. Personalised technology approaches featuring moderate personalisation may also yield learning rewards. While it is not known whether personalised technology can be scaled in a cost-effective and contextually appropriate way, there are indications that this is possible. The appropriateness of teachers integrating personalised approaches in their practice should be explored given ‘supplementary’ uses of personalised technology (ie, additional sessions involving technology outside of regular instruction) are common. DA - 2021/// PY - 2021 DO - 10.1111/bjet.13116 DP - Wiley Online Library VL - 52 IS - 5 SP - 1935 EP - 1964 J2 - Br. J. Educ. Technol. LA - en SN - 1467-8535 ST - The effectiveness of technology-supported personalised learning in low- and middle-income countries UR - https://onlinelibrary.wiley.com/doi/10.1111/bjet.13116 Y2 - 2021/05/25/19:36:51 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _zenodo:submitted KW - computer-assisted learning KW - learning outcomes KW - low- and middle-income KW - meta-analysis KW - personalisation KW - personalised adaptive learning KW - ⛔ No DOI found ER - TY - RPRT TI - Technology-Supported Personalised Learning: A Rapid Evidence Review AU - Major, Louis AU - Francis, Gill A. AB - This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org. DA - 2020/07/01/ PY - 2020 DP - Zenodo LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 1 ST - Technology-supported personalised learning UR - https://docs.edtechhub.org/lib/A2II5ZV7 Y2 - 2020/07/25/13:06:03 KW - F: Evidence review KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - BLOG TI - The potential of using technology to support personalised learning in low- and middle-income countries AU - Major, Louis AU - Francis, Gill T2 - EdTech Hub AB - With schools around the world closed to prevent the spread of COVID-19, we have been undertaking a series of ‘rapid evidence reviews’ to help education decision-makers respond effectively. These reviews aim to provide evidence-based summaries on specific areas of EdTech. In this post, we look at the role of technology in supporting personalised… DA - 2020/08/18/T11:04:16+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/08/18/the-potential-of-using-technology-to-support-personalised-learning-in-low-and-middle-income-countries/ Y2 - 2020/11/07/12:33:13 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - CHAP TI - A dialogic design-based research partnership approach: developing close-to-practice educational technology theory in Kenya (Forthcomming) AU - Major, Louis AU - Daltry, Rebecca AU - Rahman, Asad AU - Plaut, Daniel AU - Otieno, Mary AU - Otieno, Kevin T2 - Global Perspectives on Teaching with Technology: Theories, Case Studies and Integration Strategies AB - Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement through adopting a dialogue-informed 'intermediate theory building' framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners. DA - Forthcoming PY - Forthcoming ER - TY - CHAP TI - A dialogic design-based research partnership approach: developing close-to-practice educational technology theory in Kenya (Forthcomming) AU - Major, Louis AU - Daltry, Rebecca AU - Rahman, Asad AU - Plaut, Daniel AU - Otieno, Mary AU - Otieno, Kevin T2 - Global Perspectives on Teaching with Technology: Theories, Case Studies and Integration Strategies AB - Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement through adopting a dialogue-informed 'intermediate theory building' framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners. DA - 2023/// PY - 2023 ER - TY - RPRT TI - Randomised Controlled Trial Protocol: Digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms AU - Major, Louis AU - Daltry, Rebecca AU - Otieno, Mary AU - Otieno, Kevin AU - Zhao, Annette AU - Hinks, Jessica AU - Sun, Chen AU - Friedburg, Aidan AB - This protocol provides a detailed overview of a cluster-randomised controlled trial (RCT) being undertaken in pre-primary schools in Kenya. The RCT seeks to rigorously investigate the impact of a classroom-integrated digital personalised learning (DPL) tool on early grade numeracy and literacy learning outcomes. The protocol is being disseminated prior to endline data analysis to promote transparency and a comprehensive understanding of the RCT approach and design. Keywords: digital personalised learning; DPL; Randomised controlled trial; RCT; research methodology; learning outcomes; Kenya An output of the EdTech Hub, https://edtechhub.org CN - 0176 DA - 2023/// PY - 2023 LA - en M3 - Methodology publication PB - EdTech Hub UR - https://docs.edtechhub.org/lib/JNH4277Z KW - _r:AddedByZotZen ER - TY - JOUR TI - Using video to support in-service teacher professional development: the state of the field, limitations and possibilities AU - Major, L AU - Watson, Steven T2 - Technology Pedagogy and Education DA - 2017/// PY - 2017 DO - 10.1080/1475939X.2017.1361469 VL - 27 IS - 1 SP - 49 EP - 68 LA - en ST - (1) (PDF) Using video to support in-service teacher professional development UR - https://www.researchgate.net/publication/319423259_Using_video_to_support_in-service_teacher_professional_development_the_state_of_the_field_limitations_and_possibilities Y2 - 2020/08/31/12:58:16 KW - C: International KW - ⛔ No DOI found ER - TY - JOUR TI - Classroom dialogue and digital technologies: A scoping review AU - Major, L. AU - Warwick, P. AU - Rasmussen, I. AU - Ludvigsen, S. AU - Cook, V. T2 - Education and Information Technologies AB - This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future. DA - 2018/09/01/ PY - 2018 DO - 10.1007/s10639-018-9701-y DP - Springer Link VL - 23 IS - 5 SP - 1995 EP - 2028 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - Classroom dialogue and digital technologies UR - https://doi.org/10.1007/s10639-018-9701-y Y2 - 2020/01/07/15:49:07 KW - Classroom dialogue KW - Collaboration KW - Digital technology KW - Edtech KW - Talk KW - _THEME: Teacher Professional Development ER - TY - JOUR TI - Implementation of Information and Communication Technologies (ICTs) in Education Course: A Case from Teacher Education Institutions in Pakistan AU - Majoka, Muhammad Iqbal AU - Fazal, Shawana AU - Khan, Muhammad Saeed T2 - Bulletin of Education and Research AB - This research was aimed to explore the implementation of Information and Communication Technologies (ICTs) in education in teacher training programs in the Khyber Pakthunkhwa and Punjab provinces in Pakistan. It was the first time that the course "ICTs in Education" was implemented for ADE/B. Ed (Elementary) programs in session 2010-11. In this situation, it was vital to explore how successfully this course was implemented in the pioneer institutions, so as to have baseline information for further improvement in the implementation process. This study was focused to explore: (i) How the course "ICTs in Education" was implemented? (ii) How did the teacher educators follow the course guide and to what extent the course guide was helpful in implementing this course? Seven teacher training institutions (three from the Punjab and four from KP provinces) were selected as target population. The total sample was 40 teacher educators and 200 students from seven institutions. Mixed method research design was adopted to conduct this study. The data was drawn from the surveys for heads and prospective teachers, and semi-structured interviews with teacher educators. Analysis revealed that only in a few classrooms, different activities/ experiences as suggested in the unit were properly implemented, while in most that was not the case due to issues such as shortage of electric power supply, scarcity of ICTs tools and lack of training and skills in ICTs application. The extent to which teachers followed the course guide was another factor contributing to the implementation process. DA - 2013/08// PY - 2013 DP - ERIC VL - 35 IS - 2 SP - 37 EP - 53 LA - en SN - 0555-7747 ST - Implementation of Information and Communication Technologies (ICTs) in Education Course UR - https://eric.ed.gov/?id=EJ1210447 Y2 - 2020/12/01/16:36:41 KW - Barriers KW - Energy KW - Foreign Countries KW - Guides KW - Information Technology KW - Program Implementation KW - Teacher Education Programs KW - Teacher Educators KW - ⛔ No DOI found ER - TY - JOUR TI - A Social Informatics Analysis of Refugee Mobile Phone Use: A Case Study of Zaaatari Syrian Refugee Camp AU - Maitland, Carleen AU - Xu, Ying T2 - SSRN Electronic Journal DA - 2015/01/01/ PY - 2015 DO - 10.2139/ssrn.2588300 J2 - SSRN Electronic Journal ER - TY - JOUR TI - Secondary school mathematics teachers' views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia AU - Mailizar AU - Almanthari, Abdulsalam AU - Maulina, Suci AU - Bruce, Sandra T2 - Eurasia Journal of Mathematics, Science and Technology Education AB - School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers' demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers' backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students' voices. DA - 2020/// PY - 2020 DO - 10.29333/EJMSTE/8240 VL - 16 IS - 7 SP - 1 EP - 9 KW - Barrier to e-Learning KW - E-Learning in mathematics education KW - E-learning during COVID-19 KW - E-learning in Indonesia ER - TY - ELEC TI - Alarm over teen pregnancies as Kenya ranked third worldwide | Nation AU - Maichuhie, Kamau DA - 2022/08// PY - 2022 UR - https://nation.africa/kenya/news/gender/alarm-over-teen-pregnancies-as-kenya-ranked-third-worldwide-3888602 Y2 - 2023/04/04/18:39:01 ER - TY - GEN TI - Roles and responsibilities government (Unpublished) AU - Mahzumi, Abdellahi DA - 2020/// PY - 2020 ER - TY - JOUR TI - Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences AU - Mahruf, C. AU - Shohel, M. AU - Kirkwood, Adrian T2 - Learning, Media and Technology DA - 2012/12/01/ PY - 2012 DO - 10.1080/17439884.2012.671177 DP - Taylor and Francis+NEJM VL - 37 IS - 4 SN - 1743-9884 ST - Using technology for enhancing teaching and learning in Bangladesh UR - https://www.researchgate.net/publication/239794217_Using_technology_for_enhancing_teaching_and_learning_in_Bangladesh_Challenges_and_consequences Y2 - 2019/11/05/16:14:26 KW - BANGLADESH KW - Bangladesh KW - COMPUTER assisted instruction KW - COMPUTERS in education KW - CONTINUING education KW - DEVELOPING countries KW - EDUCATIONAL technology KW - INFORMATION technology KW - PROFESSIONAL education KW - SECONDARY school teachers KW - TEACHER development KW - TEACHERS -- In-service training KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Open systems KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096535 KW - __finaldtb KW - teachers’ professional development KW - teaching and learning KW - technology KW - technology-poor contexts KW - the ER - TY - JOUR TI - School-based teachers' professional development through technology-enhanced learning in Bangladesh AU - Mahruf C Shohel, M AU - Banks, Frank T2 - Teacher Development AB - To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers' teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology-enhanced support systems impact on classroom practice and help teachers' professional development. Using the case of a pre-pilot intervention in the Underprivileged Children's Educational Programs schools, it explores the teachers' professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers' professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context. DA - 2012/// PY - 2012 DO - 10.1080/13664530.2012.668103 VL - 16 IS - 1 SP - 25 EP - 42 LA - English SN - 13664530 UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2062914739?accountid=9851 AN - 2062914739 DB - Education Collection KW - Bangladesh KW - Education--Teaching Methods And Curriculum KW - Educational technology KW - Learning KW - Professional development KW - Teacher education KW - UCEP-Bangladesh KW - ___working_potential_duplicate KW - hand-held device KW - school-based KW - teachers' professional development KW - technology-enhanced learning ER - TY - JOUR TI - Mobile-based system for cost-effective e-learning contents delivery in resource and bandwidth constrained learning environments AU - Mahenge, Michael P. J. AU - Mwangoka, Joseph W. T2 - Knowledge Management & E-Learning: An International Journal AB - The advancement in Information and Communication Technologies (ICTs) has brought opportunities for the development of Smart Cities. The Smart City uses ICT to enhance performance and wellbeing, to reduce costs and resource consumption, and to engage more effectively and actively with its citizens. In particular, the education sector is adopting new ways of learning in Higher Education Institutions (HEIs) through e-learning systems. While these opportunities exist, e-learning content delivery and accessibility in third world countries like Tanzania is still a challenge due to resource and network constrained environments. The challenges include: high cost of bandwidth connection and usage; high dependency on the Internet; limited mobility and portability features; inaccessibility during the offline period and shortage of ICT facilities. In this paper, we investigate the use of mobile technology to sustainably support education and skills development particularly in developing countries. Specifically, we propose a Cost-effective Mobile Based Learning Content Delivery system for resource and network constrained environments. This system can be applied to cost-effectively broaden and support education in many cities around the world, which are approaching the 'Smart City' concept in their own way, even with less available technology infrastructure. Therefore, the proposed solution has the potential to reduce the cost of the bandwidth usage, and cut down the server workload and the Internet usage overhead by synchronizing learning contents from some remote server to a local database in the user’s device for offline use. It will also improve the quality of experience and participation of learners as well as facilitate mobility and portability in learning activities, which also supports the all-compassing learning experience in a Smart City.https://doi.org/10.34105/j.kmel.2014.06.030 DA - 2014/// PY - 2014 DP - www.kmel-journal.org VL - 6 IS - 4 SP - 449 EP - 463 LA - en SN - 2073-7904 UR - http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/262 Y2 - 2020/11/18/14:10:14 KW - ⛔ No DOI found ER - TY - BOOK TI - Human Development in Asia 1999: The Crisis of Governance AU - Mahbub ul Haq Human Development Centre T2 - Human development in South Asia CY - Oxford DA - 1999/// PY - 1999 DP - Gemeinsamer Bibliotheksverbund ISBN SP - 208 LA - en M1 - 1999 PB - Oxford University Press SN - 978-0-19-579306-2 978-0-19-579305-5 UR - https://books.google.co.uk/books/about/Human_Development_in_South_Asia_1999.html?id=n9XsAAAAMAAJ&redir_esc=y ER - TY - JOUR TI - English Language Teaching in Mauritius: A Need for clarity of vision regarding English Language Policy AU - Mahadeo, Satish Kumar T2 - The International Journal of Language, Society and Culture DA - 2006/// PY - 2006 DP - Zotero IS - 18 LA - en UR - https://aaref.com.au/wp-content/uploads/2018/05/18-2.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars AU - Maguire, Moira AU - Delahunt, Brid T2 - All Ireland Journal of Higher Education DA - 2017/// PY - 2017 VL - 9 IS - 3 UR - http://ojs.aishe.org/index.php/aishe-j/article/view/335 KW - ⛔ No DOI found ER - TY - JOUR TI - Systems Research in Education: Designs and methods AU - Magrath, Bronwen AU - Aslam, Monazza AU - Johnson, David T2 - Research in Comparative and International Education DA - 2019/// PY - 2019 DP - Google Scholar VL - 14 IS - 1 SP - 7 EP - 29 ST - Systems Research in Education KW - ___working_potential_duplicate KW - ❓ Multiple DOI ER - TY - JOUR TI - Systems Research in Education: Designs and methods AU - Magrath, Bronwen AU - Aslam, Monazza AU - Johnson, David T2 - Research in Comparative and International Education AB - This exploratory paper seeks to shed light on the methodological challenges of education systems research. There is growing consensus that interventions to improve learning outcomes must be designed and studied as part of a broader system of education, and that learning outcomes are affected by a complex web of dynamics involving different inputs, actors, processes and socio-political contexts. How should researchers in comparative and international education respond to this call for complexity? To begin to answer this question, we draw on recent and ongoing research within the Raising Learning Outcomes in Education Systems research programme – a programme of 30 projects funded by the UK’s Department for International Development (DFID) and Economic and Social Research Council (ESRC). The paper explores critical ways in which the methods used by individual research projects, and across the programme as a whole, offer opportunities and raise challenges for advancing systems thinking in education research. DA - 2019/03/01/ PY - 2019 DO - 10.1177/1745499919828927 DP - SAGE Journals VL - 14 IS - 1 SP - 7 EP - 29 J2 - Research in Comparative and International Education LA - en SN - 1745-4999 ST - Systems Research in Education UR - https://doi.org/10.1177/1745499919828927 Y2 - 2021/04/12/03:32:26 KW - Research methodology KW - ___working_potential_duplicate KW - education systems KW - mixed-methods research ER - TY - JOUR TI - Systems Research in Education: Designs and methods AU - Magrath, Bronwen AU - Aslam, Monazza AU - Johnson, David T2 - Research in Comparative and International Education AB - This exploratory paper seeks to shed light on the methodological challenges of education systems research. There is growing consensus that interventions to improve learning outcomes must be designed and studied as part of a broader system of education, and that learning outcomes are affected by a complex web of dynamics involving different inputs, actors, processes and socio-political contexts. How should researchers in comparative and international education respond to this call for complexity? To begin to answer this question, we draw on recent and ongoing research within the Raising Learning Outcomes in Education Systems research programme – a programme of 30 projects funded by the UK’s Department for International Development (DFID) and Economic and Social Research Council (ESRC). The paper explores critical ways in which the methods used by individual research projects, and across the programme as a whole, offer opportunities and raise challenges for advancing systems thinking in education research. DA - 2019/03/01/ PY - 2019 DO - 10.1177/1745499919828927 DP - SAGE Journals VL - 14 IS - 1 SP - 7 EP - 29 J2 - Research in Comparative and International Education LA - en SN - 1745-4999 ST - Systems Research in Education UR - https://doi.org/10.1177/1745499919828927 Y2 - 2021/04/12/03:32:26 KW - Research methodology KW - ___working_potential_duplicate KW - education systems KW - mixed-methods research ER - TY - JOUR TI - Disruptive Classroom Technologies AU - Magana, Sonny DA - 2020/// PY - 2020 DO - 10.1093/acrefore/9780190264093.013.423 UR - https://doi.org/10.1093/acrefore/9780190264093.013.423 ER - TY - JOUR TI - A framework for an ICT-based development program for science teachers in state universities and colleges in region VI AU - Magallanes, Amel Lavezores AU - Lavezores, Amel T2 - Universal Journal of Educational Research AB - Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers. DA - 2014/// PY - 2014 DO - 10.13189/ujer.2014.020909 VL - 2 IS - 9 SP - 659 EP - 668 LA - English SN - 2332-3205, 2332-3205 UR - https://www.researchgate.net/publication/285646173_A_Framework_for_an_ICT-based_Development_Program_for_Science_Teachers_in_State_Universities_and_Colleges_in_Region_VI AN - 1697502673; EJ1053893 KW - Barriers KW - College Faculty KW - College Science KW - Computer Literacy KW - Computer Uses in Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Mixed Methods Research KW - Philippines KW - Postsecondary Education KW - Science Teachers KW - State Colleges KW - State Universities KW - Teacher Attitudes KW - Technology Integration KW - Training ER - TY - JOUR TI - Article 9: Issue 4: Systems Thinking and Technology Leadership in PK-12 Schools AU - Maddin, Ellen T2 - EdTechnology Ideas AB - Article 9: Issue 4: Systems Thinking and Technology Leadership in PK-12 Schools DA - 2013/// PY - 2013 DP - www.academia.edu LA - en ST - Article 9 UR - https://www.academia.edu/7693820/Article_9_Issue_4_Systems_Thinking_and_Technology_Leadership_in_PK_12_Schools Y2 - 2021/01/15/06:31:11 KW - ⛔ No DOI found ER - TY - CONF TI - "Everyone Brings Their Grain of Salt": Designing for Low-Literate Parental Engagement with a Mobile Literacy Technology in Côte d'Ivoire AU - Madaio, Michael A. AU - Tanoh, Fabrice AU - Seri, Axel Blahoua AU - Jasinska, Kaja AU - Ogan, Amy T2 - the 2019 CHI Conference AB - Significant research has demonstrated the crucial role that parents play in supporting the development of children’s literacy, but in contexts where adults may lack sufficient literacy in the target language, it is not clear how to most effectively scaffold parental support for children’s literacy. Prior work has designed technologies to teach children literacy directly, but this work has not focused on designing for low-literate parents, particularly for multilingual and developing contexts. In this paper, we describe findings from a qualitative study conducted in several regions of rural Côte d’Ivoire to understand Ivorian parents’ beliefs, desires, and preferences for French literacy. We discuss themes that emerged from these interviews, surrounding ideas of trust, collaboration, and culturally-responsive design, and we highlight implications for the design of technology to scaffold low-literate parental support for children’s literacy. C1 - Glasgow, Scotland UK C3 - Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems - CHI '19 DA - 2019/// PY - 2019 DO - 10.1145/3290605.3300695 DP - DOI.org (Crossref) SP - 1 EP - 15 LA - en PB - ACM Press SN - 978-1-4503-5970-2 ST - "Everyone Brings Their Grain of Salt" UR - http://dl.acm.org/citation.cfm?doid=3290605.3300695 Y2 - 2020/09/15/09:53:38 ER - TY - CONF TI - "You give a little of yourself": family support for children's use of an IVR literacy system AU - Madaio, Michael A. AU - Kamath, Vikram AU - Yarzebinski, Evelyn AU - Zasacky, Shelby AU - Tanoh, Fabrice AU - Hannon-Cropp, Joelle AU - Cassell, Justine AU - Jasinska, Kaja AU - Ogan, Amy T3 - COMPASS '19 AB - Low levels of childhood literacy in global contexts may be mitigated by educational technologies, however, these technologies often rely on parents of sufficient literacy to effectively support their children. Given low levels of adult literacy in many low-resource contexts, we investigate the nature of low-literate adult support for children's use of a literacy technology designed to foster early literacy precursors. We deployed an interactive voice response (IVR) system with 38 families in a rural village in Côte d'Ivoire using the IVR for 5 weeks in their homes. Using call log data and grounded theory analyses of IVR observations and interviews, we find evidence that families leverage complex support networks where family members support children's use of the IVR in different ways, via a collective network of intermediaries. These results suggest opportunities to scaffold low-literate family supporters for educational technologies. C1 - New York, NY, USA C3 - Proceedings of the 2nd ACM SIGCAS Conference on Computing and Sustainable Societies DA - 2019/07/03/ PY - 2019 DO - 10.1145/3314344.3332504 DP - ACM Digital Library SP - 86 EP - 98 PB - Association for Computing Machinery SN - 978-1-4503-6714-1 ST - "You give a little of yourself" UR - https://doi.org/10.1145/3314344.3332504 Y2 - 2022/11/15/00:00:00 KW - HCI4D KW - IVR KW - ed tech KW - literacy KW - tech intermediaries ER - TY - RPRT TI - The Key Informant Child Disability Project in Bangladesh and Pakistan AU - Mactaggart, I DA - 2013/// PY - 2013 PB - London School of Hygiene and Tropical Medicine UR - https://www.lshtm.ac.uk/media/23731 ER - TY - ELEC TI - Bangladesh GNI per capita 1973-2021 AU - Macrotrends AB - GNI per capita (formerly GNP per capita) is the gross national income, converted to U.S. dollars using the World Bank Atlas method, divided by the midyear population. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. GNI, calculated in national currency, is usually converted to U.S. dollars at official exchange rates for comparisons across economies, although an alternative rate is used when the official exchange rate is judged to diverge by an exceptionally large margin from the rate actually applied in international transactions. To smooth fluctuations in prices and exchange rates, a special Atlas method of conversion is used by the World Bank. This applies a conversion factor that averages the exchange rate for a given year and the two preceding years, adjusted for differences in rates of inflation between the country, and through 2000, the G-5 countries (France, Germany, Japan, the United Kingdom, and the United States). From 2001, these countries include the Euro area, Japan, the United Kingdom, and the United States. UR - https://www.macrotrends.net/countries/BGD/bangladesh/gni-per-capita Y2 - 2021/10/25/17:17:16 ER - TY - JOUR TI - Making a difference in the real world? A meta-analysis of the quality of use-oriented research using the Research Quality Plus approach AU - MacLean, Robert AU - Sen, Kunal T2 - Research Evaluation DA - 2019/04// PY - 2019 DO - 10.1093/reseval/rvy026 VL - 28 IS - 2 SP - 123 EP - 135 UR - https://academic.oup.com/rev/article/28/2/123/5090812 KW - ___working_potential_duplicate ER - TY - RPRT TI - Education Workforce Costed Options Paper AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero PB - Education Workforce Initiative UR - https://educationcommission.org/wp-content/uploads/2020/12/5-EW-Costed-Options-Paper.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Management in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en M3 - Research and Policy Paper PB - Education Commission ER - TY - RPRT TI - Education Workforce Recruitment and Matching in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero PB - Education Workforce Initiative UR - https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf KW - _yl:b KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Spatial Analysis in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius CY - New York, NY DA - 2020/// PY - 2020 DP - Zotero SP - 31 LA - en M3 - Research and Policy Paper PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf KW - _yl:a KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Supply and Needs in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/08// PY - 2020 DP - Zotero SP - 41 LA - en M3 - Research and Policy Paper PB - the Education Commission; Fab Inc. UR - https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Mother-tongue education: policy lessons for quality and inclusion AU - Mackenzie, Pamela J AU - Walker, Jo DA - 2013/// PY - 2013 UR - https://docs.campaignforeducation.org/reports/GCE%20Mother%20Tongue_EN.pdf Y2 - 2023/02/10/12:31:15 ER - TY - JOUR TI - Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions AU - MacIntyre, Peter D. AU - Gregersen, Tammy AU - Mercer, Sarah T2 - System AB - Teaching often is listed as one of the most stressful professions and being a language teacher triggers its own unique challenges. Responses to the Covid-19 pandemic have created a long list of new stressors for teachers to deal with, including problems caused by the emergency conversion to online language teaching. This article examines the stress and coping responses of an international sample of over 600 language teachers who responded to an online survey in April 2020. The survey measured stressors and 14 coping strategies grouped into two types, approach and avoidant. Substantial levels of stress were reported by teachers. Correlations show that positive psychological outcomes (wellbeing, health, happiness, resilience, and growth during trauma) correlated positively with approach coping and negatively with avoidant coping. Avoidant coping, however, consistently correlated (rs between 0.42 and 0.54) only with the negative outcomes (stress, anxiety, anger, sadness, and loneliness). In addition, ANOVA showed that although approach coping was consistently used across stress groups, avoidant coping increased as stress increased suggesting that there may be a cost to using avoidant coping strategies. Stepwise regression analyses using the 14 specific coping strategies showed a complex pattern of coping. Suggestions for avoiding avoidance coping strategies are offered. DA - 2020/11// PY - 2020 DO - 10.1016/j.system.2020.102352 DP - DOI.org (Crossref) VL - 94 SP - 102352 J2 - System LA - en SN - 0346251X ST - Language teachers’ coping strategies during the Covid-19 conversion to online teaching UR - https://linkinghub.elsevier.com/retrieve/pii/S0346251X20307120 Y2 - 2021/08/05/18:43:17 ER - TY - CONF TI - Monitoring and evaluation of the e-readers project in rural Tanzania AU - Machuve, D. Z. AU - Zlotnikova, I. AU - Nyambo, D. T2 - Proceedings of the 2nd Pan African International Conference on Science, Computing and Telecommunications (PACT 2014) AB - This study provides recommendations on the monitoring and evaluation conducted for an ICT in Education project in two rural primary schools in Tanzania. The objective of the study was to evaluate the effectiveness of e-readers introduction at the schools. The e-readers introduction aimed at complementing the traditional print books. Print books are insufficient in primary schools in Tanzania; this ultimately leads to lack of reading skills in pupils and poor overall academic performance. As a conceptual framework the study adopted the InfoDev Monitoring and Evaluation framework for ICT in Education projects and adjusted it to local conditions. The study has shown that pupils at both schools considerably improved their reading skills as a result of the e-readers introduction. The introduction of e-readers also resulted in teachers and pupils being more motivated and engaged in learning. Survey results for parents demonstrate readiness on cost-sharing for acquiring the devices. This also indicates the feasibility of up-scaling the project to other schools in the country. C3 - Proceedings of the 2nd Pan African International Conference on Science, Computing and Telecommunications (PACT 2014) DA - 2014/// PY - 2014 DO - 10.1109/SCAT.2014.7055138 DP - IEEE Xplore SP - 62 EP - 67 KW - E-readers KW - Educational institutions KW - ICT KW - ICT in Education project KW - InfoDev Monitoring and Evaluation framework KW - Monitoring KW - Tanzania KW - academic performance KW - computer aided instruction KW - cost-sharing KW - digital e-books KW - e-readers project KW - electronic publishing KW - mobile computing KW - mobile electronic device KW - pupil engagement KW - pupil motivation KW - reading skills improvement KW - rural Tanzania KW - rural primary schools KW - teachers ER - TY - JOUR TI - The development and policies of ICT supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar AU - Machmud, Muhammad Takwin AU - Widiyan, Agung Purwa AU - Ramadhani, Noer Risky T2 - International Journal of Evaluation and Research in Education (IJERE) AB - This study has an objective to identify the development and policies of educational technology application in ASEAN countries. Through the literature review and analysis, this recent study has compared the issue of educational technology development and policies in ASEAN countries. The reviewing country has been chosen based on the Information and Communication Technology (ICT) index amongst the ASEAN countries, that are Singapore (as the highest rank), Thailand & Indonesia (as the middle rank), and Myanmar (as the lowest rank). The result of the study shows that the majority of the countries focused to improve network capabilities in supporting online learning, and the policies of each country showed a similarity in improving the technology equity for the learner. However, Singapore shows more advance technological implementation such as the application of broader Artificial Intelligence in classroom activity, while the use of Artificial Intelligence (AI) in Thailand and Indonesia still in developing progress. In conclusion, the technology education development in ASEAN countries has moved forward through the past year and the policies of educational technology for each country have been similar in strengthening the ASEAN plan. DA - 2021/03/01/ PY - 2021 DO - 10.11591/ijere.v10i1.20786 DP - DOI.org (Crossref) VL - 10 IS - 1 SP - 78 J2 - IJERE LA - en SN - 2620-5440, 2252-8822 UR - http://ijere.iaescore.com/index.php/IJERE/article/view/20786 Y2 - 2022/12/09/18:36:27 ER - TY - JOUR TI - Combining school-catchment area models with geostatistical models for analysing school survey data from low-resource settings: Inferential benefits and limitations AU - Macharia, Peter M. AU - Ray, Nicolas AU - Gitonga, Caroline W. AU - Snow, Robert W. AU - Giorgi, Emanuele T2 - Spatial Statistics AB - School-based sampling has been used to inform targeted responses for malaria and neglected tropical diseases. Standard geostatistical methods for mapping disease prevalence use the school location to model spatial correlation, which is questionable since exposure to the disease is more likely to occur in the residential location. In this paper, we propose to overcome the limitations of standard geostatistical methods by introducing a modelling framework that accounts for the uncertainty in the location of the residence of the students. By using cost distance and cost allocation models to define spatial accessibility and in absence of any information on the travel mode of students to school, we consider three school catchment area models that assume walking only, walking and bicycling and, walking and motorized transport. We illustrate the use of this approach using two case studies of malaria in Kenya and compare it with the standard approach that uses the school locations to build geostatistical models. We argue that the proposed modelling framework presents several inferential benefits, such as the ability to combine data from multiple surveys some of which may also record the residence location, and to deal with ecological bias when estimating the effects of malaria risk factors. However, our results show that invalid assumptions on the modes of travel to school can worsen the predictive performance of geostatistical models. Future research in this area should focus on collecting information on the modes of transportation to school which can then be used to better parametrize the catchment area models. DA - 2022/10/01/ PY - 2022 DO - 10.1016/j.spasta.2022.100679 DP - ScienceDirect VL - 51 SP - 100679 J2 - Spatial Statistics LA - en SN - 2211-6753 ST - Combining school-catchment area models with geostatistical models for analysing school survey data from low-resource settings UR - https://www.sciencedirect.com/science/article/pii/S2211675322000483 Y2 - 2022/11/15/08:21:22 KW - Catchment area models KW - Disease mapping KW - Missing locations KW - Model-based geostatistics KW - Prevalence KW - School survey ER - TY - JOUR TI - Spatial models for the rational allocation of routinely distributed bed nets to public health facilities in Western Kenya AU - Macharia, Peter M. AU - Odera, Patroba A. AU - Snow, Robert W. AU - Noor, Abdisalan M. T2 - Malaria Journal AB - In high to moderate malaria transmission areas of Kenya, long-lasting insecticidal nets (LLINs) are provided free of charge to pregnant women and infants during routine antenatal care (ANC) and immunization respectively. Quantities of LLINs distributed to clinics are quantified based on a combination of monthly consumption data and population size of target counties. However, this approach has been shown to lead to stock-outs in targeted clinics. In this study, a novel LLINs need quantification approach for clinics in the routine distribution system was developed. The estimated need was then compared to the actual allocation to identify potential areas of LLIN over- or under-allocation in the high malaria transmission areas of Western Kenya. DA - 2017/09/12/ PY - 2017 DO - 10.1186/s12936-017-2009-3 DP - BioMed Central VL - 16 IS - 1 SP - 367 J2 - Malaria Journal SN - 1475-2875 UR - https://doi.org/10.1186/s12936-017-2009-3 Y2 - 2022/10/24/15:10:46 KW - ANC utilization KW - Equity KW - LLINs allocation KW - Spatial modelling ER - TY - GEN TI - A spatial database of public primary day schools in western Kenya AU - Macharia, Peter M. AU - Moturi, Angela AU - Mumo, Eda AU - Snow, Robert W. AB - Understanding the location of primary schools relative to population is important to contextualize the time, or distance, that students must travel... DA - 2022/03/17/ PY - 2022 DO - 10.7910/DVN/5N8LW2 DP - Harvard Dataverse LA - en PB - Harvard Dataverse UR - https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/5N8LW2 Y2 - 2022/11/15/08:17:31 KW - Other ER - TY - JOUR TI - Participatory visual methods and school-based responses to HIV in rural South Africa: insights from youth, preservice and inservice teachers AU - MacEntee, Katie T2 - Sex Education: Sexuality, Society and Learning AB - This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses. DA - 2019/// PY - 2019 DO - 10.1080/14681811.2019.1661833 VL - 20 IS - 3 SP - 316 EP - 333 LA - English SN - 1468-1811, 1468-1811 UR - https://www.researchgate.net/publication/336065653_Participatory_visual_methods_and_school-based_responses_to_HIV_in_rural_South_Africa_insights_from_youth_preservice_and_inservice_teachers AN - 2396852077; EJ1246641 KW - Acquired Immunodeficiency Syndrome (AIDS) KW - Children And Youth - About KW - Disadvantaged Schools KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Resources KW - Foreign Countries KW - HIV KW - Health Education KW - Higher Education KW - Media Selection KW - Photography KW - Postsecondary Education KW - Preservice Teachers KW - Rural Schools KW - Secondary Education KW - Secondary School Students KW - Sex Education KW - South Africa KW - Story Telling KW - Student Attitudes KW - Teacher Attitudes KW - Teaching Methods KW - Visual Aids KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096729 KW - __finaldtb KW - participatory visual methodology KW - rural education KW - sexual health education ER - TY - CONF TI - WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa AU - Mabaso, Nkosinomusa AU - Meda, Lawrence AB - All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers’ perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer’s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students’ needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country. C3 - Proceedings of Teaching and Education Conferences DA - 2019/// PY - 2019 DO - 10.20472/TEC.2019.007.009 DP - Google Scholar PB - International Institute of Social and Economic Sciences UR - https://ideas.repec.org/p/sek/itepro/8410560.html KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425972 KW - __finaldtb ER - TY - CONF TI - WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa AU - Mabaso, Nkosinomusa AU - Meda, Lawrence AB - All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers’ perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer’s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students’ needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country. C3 - Proceedings of Teaching and Education Conferences DA - 2019/// PY - 2019 DO - 10.20472/TEC.2019.007.009 DP - Google Scholar PB - International Institute of Social and Economic Sciences UR - https://ideas.repec.org/p/sek/itepro/8410560.html KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425972 KW - __finaldtb ER - TY - JOUR TI - WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa AU - Mabaso, Nkosinomusa AU - Meda, Lawrence T2 - Proceedings of the 7th Teaching & Education Conference, London AB - Table of Content - Article Detail - Proceedings of the 7th Teaching & Education Conference, London DA - 2019/06/24/ PY - 2019 DP - www.iises.net LA - en UR - https://www.iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?article=blackboard-utilisation-at-a-university-of-technology-in-south-africa Y2 - 2022/08/22/20:48:41 KW - ⛔ No DOI found ER - TY - JOUR TI - WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa AU - Mabaso, Nkosinomusa AU - Meda, Lawrence T2 - Proceedings of the 7th Teaching & Education Conference, London AB - Table of Content - Article Detail - Proceedings of the 7th Teaching & Education Conference, London DA - 2019/06/24/ PY - 2019 DP - www.iises.net LA - en UR - https://www.iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?article=blackboard-utilisation-at-a-university-of-technology-in-south-africa Y2 - 2022/08/22/20:48:41 KW - ⛔ No DOI found ER - TY - RPRT TI - Education for Development AU - Maada Bio, Julius DA - 2018/// PY - 2018 UR - https://www.sierra.amavserver.com/wp-content/uploads/2018/12/Statement-by-HE.-President-Julius-Maada-Bio-on-the-Launching-of-the-Free-Education-20.08.2018.pdf Y2 - 2020/06/25/17:09:56 ER - TY - RPRT TI - Keynote Address by His Excellency President Julius Maada Bio on the theme of: "Education for Development" at the launch of the Free Quality School Education Programme AU - Maada Bio, Julius CY - Miatta Conference Centre DA - 2018/08/20/ PY - 2018 UR - https://www.sierra.amavserver.com/wp-content/uploads/2018/12/Statement-by-HE.-President-Julius-Maada-Bio-on-the-Launching-of-the-Free-Education-20.08.2018.pdf Y2 - 2020/11/23/19:35:57 ER - TY - RPRT TI - Isolating the “Tech” from EdTech: Experimental Evidence on Computer Assisted Learning in China AU - Ma, Yue AU - Fairlie, Robert AU - Loyalka, Prashant AU - Rozelle, Scott AB - EdTech which includes online education, computer assisted learning (CAL), and remote instruction was expanding rapidly even before the current full-scale substitution for in-person learning at all levels of education around the world because of the coronavirus pandemic. Studies of CAL interventions have consistently found large positive effects, bolstering arguments for the widespread use of EdTech. However CAL programs, often held after school, provide not only computer-based instruction, but often additional non-technology based inputs such as more time on learning and instructional support by facilitators. In this paper, we develop a theoretical model to carefully explore the possible channels by which CAL programs might affect academic outcomes among schoolchildren. We isolate and test the technology-based effects of CAL and additional parameters from the theoretical model, by designing a novel multi-treatment field experiment with more than four thousand schoolchildren in rural China. Although we find evidence of positive overall CAL program effects on academic outcomes, when we isolate the technology-based effect of CAL (over and above traditional pencil-and-paper learning) we generally find small to null effects. Our empirical results suggest that, at times, the “Tech” in EdTech may have relatively small effects on academic outcomes, which has important implications for the continued, rapid expansion of technologies such as CAL throughout the world. CY - Cambridge, MA DA - 2020/04// PY - 2020 DP - DOI.org (Crossref) SP - w26953 LA - en PB - National Bureau of Economic Research SN - w26953 ST - Isolating the “Tech” from EdTech UR - http://www.nber.org/papers/w26953.pdf Y2 - 2021/04/06/19:54:30 ER - TY - RPRT TI - The impact of computer assisted learning on rural Taiwanese children: evidence from a randomized experiment AU - Ma, Yue AU - Abbey, Cody AU - Hu, Derek AU - Hung, Weiting AU - Zhang, Xinwu AU - Chang, Chiayuan AU - Wu, Chyi-In AU - Rozelle, Scott AB - The effectiveness of educational technology (EdTech) in improving the outcomes of poor, marginalized students has primarily been documented by studies conducted in developing countries; however, relevant research involving randomized studies in developed country contexts is relatively scarce. The objective of the current study is to examine whether an in-school computer assisted learning (CAL) intervention can improve the math performance (the primary outcome) and academic attitudes (secondary outcomes) of rural students in Taiwan, including a marginalized subgroup of rural students called Xinzhumin. We also seek to identify which factors are associated with the effectiveness of the intervention. In order to achieve this, we conducted a randomized control trial involving 1,840 sixth-grade students at 95 schools in four relatively poor counties and municipalities of Taiwan during the spring semester of 2019. According to the ITT analysis, the O-CAL intervention had no significant ITT impacts on the primary outcome of student math performance as well as on most secondary outcomes of the overall treatment group (who on average used the software for only about one quarter of the protocol’s minimum required time of 30 minutes per week, indicating that compliance was low). However, the LATE analysis revealed significant improvements in the math performance of the 30% most active students in the treatment group (who used the software for about two thirds of the minimum required time). Effect sizes of active users overall (0.16 SD-0.22 SD) increased in accordance with increases in usage and were larger for active Xinzhumin users specifically (0.21 SD-0.35 SD). A wide range of student-level and (in particular) teacher-level characteristics were associated with the low compliance to the intervention, which are findings that may help inform educational policymakers and administrators of the potential challenges of introducing school-based interventions that depend heavily on teacher adoption and integration. CY - Rural Education Action Program (REAP) DA - 2020/08// PY - 2020 M3 - Working Paper PB - Stanford University UR - https://fsi.stanford.edu/publication/impact-computer-assisted-learning-rural-taiwanese-children-evidence-randomized ER - TY - ELEC TI - M-Shule AU - M-Shule AB - M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa. UR - https://m-shule.com/ Y2 - 2021/08/13/20:57:17 ER - TY - ELEC TI - M-Shule LEAD Toolkit: Learn, Evaluate, Activate, Data AU - M-Shule AB - M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa. DA - 2022/// PY - 2022 UR - https://m-shule.com/ Y2 - 2022/06/25/22:43:01 ER - TY - ELEC TI - M-Shule - Together we learn, together we succeed AU - M-Schule LTd AB - M-Shule is the first adaptive, mobile learning management platform designed to improve performance for millions of primary school students across Kenya and Sub-Saharan Africa DA - 2018/// PY - 2018 UR - www.m-shule.com Y2 - 2020/07/01/11:13:16 ER - TY - JOUR TI - Compounded Disadvantage: Race, Incarceration, and Wage Growth AU - Lyons, Christopher J. AU - Pettit, Becky T2 - Social Problems AB - Spending time in prison has become an increasingly common life event for low-skill minority men in the United States. The Bureau of Justice Statistics now estimates that one in three black men can expect to spend time in prison during his lifetime. A growing body of work implicates the prison system in contemporary accounts of racial inequality across a host of social, health, economic, and political domains. However, comparatively little work has examined the impact of the massive increase in the prison system—and growing inequality in exposure to the prison system—on racial inequality over the life course. Using a unique data set drawn from state administrative records, this project examines how spending time in prison affects wage trajectories for a cohort of men over a 14-year period. Multilevel growth curve models show no evidence of racial divergence in wages in quarters leading up to incarceration. However, after release, wages grow at a 21 percent slower rate for black compared to white ex-inmates. Blacks also enjoy fewer wage returns to work history compared to their white counterparts. This research broadens our understanding of the sources of racial stratification over the life course and underscores the relevance of recent policy interventions in the lives of low-skilled minority men. DA - 2011/// PY - 2011 DO - 10.1525/sp.2011.58.2.257 DP - JSTOR VL - 58 IS - 2 SP - 257 EP - 280 SN - 0037-7791 ST - Compounded Disadvantage UR - https://www.jstor.org/stable/10.1525/sp.2011.58.2.257 Y2 - 2021/08/28/18:05:13 ER - TY - RPRT TI - EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review AU - Lynch, Paul AU - Singhal, Nidhi AU - Francis, Gill A. AB - This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others. DA - 2021/// PY - 2021 DP - DOI.org (Datacite) LA - en M3 - Working Paper PB - EdTech Hub ST - EdTech for Learners with Disabilities in Primary School Settings in LMICs UR - https://docs.edtechhub.org/lib/XJ42VUQG Y2 - 2021/04/30/10:24:21 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodoETH ER - TY - JOUR TI - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review AU - Lynch, Paul AU - Singal, Nidhi AU - Francis, Gill Althia T2 - Educational Review AB - Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities. DA - 2022/04/04/ PY - 2022 DO - 10.1080/00131911.2022.2035685 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 27 SN - 0013-1911 ST - Educational technology for learners with disabilities in primary school settings in low- and middle-income countries UR - https://doi.org/10.1080/00131911.2022.2035685 Y2 - 2022/05/30/11:44:51 KW - Educational technology KW - assistive technology KW - disability KW - inclusive education KW - low- and middle-income countries KW - primary education ER - TY - RPRT TI - How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy AU - Lynch, Paul AU - Singal, Nidhi AU - Francis, Gill A. AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/04/19/ PY - 2021 LA - en M3 - Policy Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/UXWEBRCC KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:AddedByZotZen KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools AU - Lynch, Paul AU - McCall, Steve AU - Douglas, Graeme AU - McLinden, Mike AU - Mogesa, Bernard AU - Mwaura, Martha AU - Muga, John AU - Njoroge, Michael T2 - International Journal of Educational Development AB - This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries. DA - 2011/// PY - 2011 DO - 10.1016/j.ijedudev.2010.08.006 DP - ScienceDirect VL - 31 IS - 5 SP - 478 EP - 488 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Inclusive educational practices in Kenya UR - http://www.sciencedirect.com/science/article/pii/S0738059310001203 Y2 - 2020/12/10/16:38:23 KW - Inclusive education KW - Itinerant teachers KW - Kenya KW - Participatory action research KW - Visual impairment ER - TY - JOUR TI - Identifying strategies to enhance the educational inclusion of visually impaired children with albinism in Malawi AU - Lynch, Paul AU - Lund, Patricia AU - Massah, Bonface T2 - International Journal of Educational Development AB - Oculocutaneous albinism is an inherited condition with significant health and social impact on the lives of those affected throughout sub-Saharan, including in Malawi. Myths and superstitions surrounding the condition lead to stigmatisation, rejection and misconceptions. In a participatory study, consultations with educational professionals, children with albinism and their families documented the barriers to full educational access and revealed low-cost strategies that could be implemented in mainstream schools, to minimise the effect of the visual impairment associated with albinism. These were captured in two information booklets in English and vernacular, one for children and the other appropriate for teacher training. DA - 2014/// PY - 2014 DO - 10.1016/j.ijedudev.2014.07.002 DP - ScienceDirect VL - 39 SP - 216 EP - 224 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - http://www.sciencedirect.com/science/article/pii/S0738059314000595 Y2 - 2020/12/10/16:44:43 KW - Albinism KW - Resource centres KW - Special educational needs KW - Teacher training KW - Visual impairment ER - TY - RPRT TI - Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children AU - Lynch, Paul AU - Kaye, Tom AU - Terlektsi, Emmanouela AB - The Covid-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable during school closures. They are isolated at home and unable to access information as easily as when attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts. CN - 0043 DA - 2020/06/17/ PY - 2020 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 16 ST - Pakistan Distance-Learning Topic Brief UR - https://docs.edtechhub.org/lib/LP4PGMNA KW - C:Pakistan KW - F: Helpdesk response KW - L:Special education needs and disabilities (SEND) KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Harnessing the power of data to improve education systems AU - Lynch, Kelley DA - 2019/// PY - 2019 DP - Zotero LA - en PB - Global Partnership for Education UR - https://www.globalpartnership.org/sites/default/files/2019-05-07-gpe-data-factsheet.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - ICTs and development in developing countries: a systematic review of reviews AU - Lwoga, Edda Tandi AU - Sangeda, Raphael Zozimus T2 - The Electronic Journal of Information Systems in Developing Countries AB - This systematic review of reviews aimed to explore the contribution of information and communication technologies (ICTs) for development in developing countries. This systematic review of reviews determines and summarizes ICTD research trends, and methodologies and conceptual frameworks used in ICTD research discuss the findings and evidence and then suggest approaches for further research. We reviewed existing systematic reviews published on ICT and development between January 1990 and July 2017. The review of reviews shows that a growing number of ICTD research works have used qualitative research approaches for data collection and analysis. We note several attempts to develop and apply models/frameworks over explanatory and predictive theories, most notably in the area of social, sociotechnical, and technical. Nevertheless, there is limited evidence on the long‐term contribution of ICT use on livelihoods, patterns of economic inequality, human freedom, and well‐being in developing countries. This review of reviews synthesizes existing systematic reviews on the contribution of ICT for development than was previously available for developing countries. This review has the potential for several stakeholders, including the public and private sector, intermediaries, and nonprofit organizations, to utilize the accumulated evidence from selected systematic reviews to enable/improve the appropriate and sustainable use of ICTs for development. DA - 2019/01// PY - 2019 DO - 10.1002/isd2.12060 DP - DOI.org (Crossref) VL - 85 IS - 1 SP - e12060 J2 - E J Info Sys Dev Countries LA - en SN - 16814835 ST - ICTs and development in developing countries UR - http://doi.wiley.com/10.1002/isd2.12060 Y2 - 2021/05/29/17:17:34 ER - TY - BLOG TI - Solutions EdTech face au COVID-19 dans les pays francophones AU - Lwamba, Etienne T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons […] DA - 2020/04/29/T19:00:24+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/04/29/solutions-edtech-face-au-covid-19-dans-les-pays-francophones/ Y2 - 2020/07/14/17:02:43 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - MANSCPT TI - Short and Long-Run Distributional Impacts of COVID-19 in Latin America AU - Lustig, Nora AU - Martinez Pabon, Valentina AU - Neidhöfer, Guido AB - We simulate the short- and long-term distributional consequences of COVID-19 in the four largest Latin American economies: Argentina, Brazil, Colombia and Mexico. We show that the shortterm impact on income inequality and poverty can be very significant, but that additional spending on social assistance more than offsets the effect in Brazil. The offsetting effect is significant in Argentina and Colombia, and nil in Mexico where there has been no such expansion. We find that a universal basic income that would have produced the same reduction in the poverty gap as actual policies would have cost slightly more but would have benefited the poor (the nonpoor) slightly less (more). To project the long-term consequences, we estimate the impact of the pandemic on school achievement and its intergenerational persistence. We use information on school closures, educational mitigation policies, and account for educational losses related to health shocks and parental job loss. Our findings show that in all four countries the impact is strongly asymmetric and affects particularly the high-school completion rates of children from disadvantaged families. Our simulations suggest that mitigation policies seem to have a minor impact on containing these negative effects. CY - Tulane Economics Working Paper Series DA - 2021/// PY - 2021 UR - http://repec.tulane.edu/RePEc/pdf/tul2013.pdf Y2 - 2022/08/25/18:32:23 ER - TY - JOUR TI - Educational production and the distribution of teachers in Uruguay AU - Luschei, Thomas F. AU - Carnoy, Martin T2 - International Journal of Educational Development AB - In this paper we discuss results from an analysis of a large dataset that includes virtually all sixth-grade students in Uruguay in 1996. We analyze the relationship between teacher attributes and student achievement scores and we explore the distribution of teachers according to characteristics identified as important by this analysis. We find that teachers with “important” attributes are distributed in a way that systematically favors schools with higher average achievement and socioeconomic context. Policy-related factors that may explain these patterns include Uruguay's system of teacher compensation, teachers’ working conditions, the level and locus of educational decision making in Uruguay, and teacher recruitment and assignment policies. The results are particularly interesting because Uruguay is a relatively equal society in Latin American terms, so the unequal distribution of teacher attributes is probably more accentuated in other Latin American societies. DA - 2010/03/01/ PY - 2010 DO - 10.1016/j.ijedudev.2009.08.004 DP - ScienceDirect VL - 30 IS - 2 SP - 169 EP - 181 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059309001138 Y2 - 2022/07/04/12:25:13 KW - Comparative education KW - Educational policy KW - Teacher distribution KW - Teacher quality KW - Uruguay ER - TY - JOUR TI - Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives AU - Lurvink, Anne-Fleur AU - Pitchford, Nicola J. T2 - Frontiers in Education AB - Background: Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method: A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results: Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion: Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills. DA - 2023/// PY - 2023 DO - 10.3389/feduc.2023.1069857 VL - 8 UR - https://www.frontiersin.org/articles/10.3389/feduc.2023.1069857/full#h1 ER - TY - RPRT TI - Teacher Retention and Mobility in Sierra Leone: What factors motivate teachers to stay at or leave schools? AU - Lurvink, Anne-Fleur AU - Mansaray, Kabiru AU - Kamara, Josephine AU - Khanu, Alimamy James AU - Cameron, Emma AU - Godwin, Katie AU - Haßler, Björn AB - The current study is the third in a series of research studies, which aim to generate evidence that can support the MBSSE and TSC with their teacher allocation and deployment strategy. Our first study investigated teacher preferences for school choice and uncovered important considerations for teacher deployment. Following this, we investigated mobility patterns for teachers who are on the government payroll, and payroll teacher retention rates. The latter study helped us understand where teachers move to when they change schools, and also helped us identify areas with high (hot spots) and low retention rates (cold spots). The current study is explanatory in nature and aims to understand why teachers stay at or leave their schools. Keyword: teacher allocation; teacher retention; teacher mobility; Sierra Leone An output of the EdTech Hub, https://edtechhub.org CN - 0168 DA - 2023/06/16/ PY - 2023 LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib/CQ8JNCH8 KW - _r:AddedByZotZen ER - TY - RPRT TI - Recommendations report for technology and CPD for secondary school leaders and teachers in Sierra Leone AU - Lurvink, Anne-Fleur AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1016 DA - 2024/02/29/T00:00:00.000Z PY - 2024 LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib/JRKB9PX4 KW - Coming soon KW - _r:AddedByMyEducationEvidence ER - TY - BLOG TI - Where do teachers go, and where do they stay? AU - Lurvink, Anne-Fleur AU - Espinoza-Revollo, Patricia AU - Ali, Yusuf AU - Garrod, Oliver AU - Atherton, Paul AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Beoku-Betts, Iman AU - Haßler, Björn AU - Godwin, Katie AU - Godwin, Anne-Fleur Lurvink, Patricia Espinoza-Revollo, Yusuf Ali, Oliver Garrod, Paul Atherton, Alasdair Mackintosh, Ana Ramirez, Iman Beoku-Betts, Björn Haßler and Katie T2 - EdTech Hub AB - In Sierra Leone, a government payroll position is tied to the teacher, not the school, meaning teachers can change schools once they go on the payroll. This leads to certain schools being chronically understaffed. It also suggests that deploying teachers to rural and understaffed schools (or putting teachers already there on payroll) might not tackle high pupil-to-qualified-teacher ratios in the longer term. Investigating the school-to-school movement of payroll teachers can help us understand where teachers go after they go on the payroll and how long they stay in a given school. We also looked at overall movement nationally to identify areas of the country that are outliers in terms of high and low retention of teachers. DA - 2023/03/22/T10:30:33+00:00 PY - 2023 LA - en-US UR - https://edtechhub.org/2023/03/22/where-do-teachers-go-and-where-do-they-stay/ Y2 - 2023/06/27/19:20:21 ER - TY - BLOG TI - No teacher is an Island AU - Lurvink, Anne-Fleur AU - Bokamba, Tania Elena Megogo AU - Mason, Miriam AU - Godwin, Katie AU - Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie T2 - Open Development and Education AB - When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive DA - 2022/10/31/T11:48:36+00:00 PY - 2022 LA - en-GB UR - https://opendeved.net/2022/10/31/no-teacher-is-an-island/, https://opendeved.net/2022/10/31/no-teacher-is-an-island/ Y2 - 2024/03/26/16:39:31 ER - TY - RPRT TI - No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone AU - Lurvink, Anne-Fleur AU - Bangura, Zainab AU - Fortune, Alhaji AU - George, Alex H. AU - Godwin, Katie AU - Mason-Sesay, Miriam AU - Moseray, David AU - Tholley, Ibrahim AU - Turay, Emmanuel B. AU - Haßler, Björn AU - Open Development & Education DA - 2022/08/18/ PY - 2022 DP - DOI.org (Crossref) PB - OpenDevEd ST - No Teacher is an Island UR - https://docs.opendeved.net/lib/N665IBBE Y2 - 2024/03/13/16:32:29 ER - TY - BLOG TI - Understanding the Barriers and enablers of Effective Communities of Practice in Sierra Leone Through a Collaboration Between Dubai Cares and Open Development and Education AU - Lurvink, Anne-Fleur T2 - Open Development & Education DA - 2019/10/02/T14:45:49+00:00 PY - 2019 LA - en-GB UR - https://opendeved.net/blog/, https://opendeved.net/blog/ Y2 - 2024/03/26/16:37:26 ER - TY - JOUR TI - A systems definition of educational technology in society AU - Luppicini, Rocci T2 - Journal of Educational Technology & Society AB - Conceptual development in the field of Educational Technology provides crucial theoretical grounding for ongoing research and practice. This essay draws from theoretical developments both within and external to the field of Educational Technology to articulate a systems definition of Educational Technology in Society. A systems definition of Educational Technology in Society is characterized as a goal oriented problem-solving approach utilizing tools, techniques, theories, and methods from multiple knowledge domains to: (1) design, develop, and evaluate, human and mechanical resources efficiently and effectively in order to facilitate and leverage all aspects of learning, and (2) guide change agency and transformation of educational systems and practices in order to contribute to influencing change in society. This paper offers valuable theoretical grounding to help guide researchers and leaders in the field. DA - 2005/// PY - 2005 DP - Google Scholar VL - 8 IS - 3 SP - 103 EP - 109 LA - en KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - JOUR TI - Growth and structural change in Africa: development strategies for the learning economy AU - Lundvall, Bengt-Åke AU - Lema, Rasmus T2 - African Journal of Science, Technology, Innovation and Development DA - 2014/09/03/ PY - 2014 DO - 10.1080/20421338.2014.979660 DP - CrossRef VL - 6 IS - 5 SP - 455 EP - 466 LA - en SN - 2042-1338, 2042-1346 ST - Growth and structural change in Africa UR - http://www.tandfonline.com/doi/abs/10.1080/20421338.2014.979660 Y2 - 2017/10/25/00:00:00 KW - DIAL-RDO ER - TY - BOOK TI - The Learning Economy and the Economics of Hope AU - Lundvall, Bengt-Ake CN - HC79.I55 L86 2016 CY - London ; New York, NY DA - 2016/12// PY - 2016 DP - Library of Congress ISBN SP - 406 LA - English PB - Anthem Pr SN - 978-1-78308-596-5 KW - DIAL-RDO KW - Economic aspects KW - Information technology KW - Knowledge economy KW - Technological innovations ER - TY - BOOK TI - Handbook of innovation systems and developing countries: building domestic capabilities in a global setting AU - Lundvall, Bengt-\AAke AU - Joseph, K. J. AU - Chaminade, Cristina AU - Vang, Jan DA - 2011/// PY - 2011 DP - Google Scholar PB - Edward Elgar Publishing ST - Handbook of innovation systems and developing countries KW - DIAL-RDO ER - TY - BOOK TI - National systems of innovation: Toward a theory of innovation and interactive learning AU - Lundvall, Bengt-\AAke DA - 2010/// PY - 2010 DP - Google Scholar VL - 2 PB - Anthem Press ST - National systems of innovation KW - DIAL-RDO ER - TY - BLOG TI - Moving high-stakes exams online: Five points to consider AU - Luna-Bazaldua, Diego AU - LIBERMAN, JULIA AU - LEVIN, VICTORIA T2 - World Bank Blogs DA - 2020/// PY - 2020 UR - https://blogs.worldbank.org/education/moving-high-stakes-exams-online-five-points-consider ER - TY - BLOG TI - Assessing outside of the “classroom box” while schools are closed: The potential of phone-based formative assessments to support learning continuity AU - Luna-Bazaldua, D AU - Liberman, J AU - Levin, V DA - 2021/// PY - 2021 UR - https://blogs.worldbank.org/education/assessing-outside-classroom-box-while-schools-are-closed-potential-phone-based-formative ER - TY - ELEC TI - Revolutionizing Text Data Analysis with AI Autocoding with NVivo AU - Lumivero T2 - Lumivero AB - As the original AI qualitative data analysis software, NVivo has fine-tuned the autocoding feature that lets researchers conduct text data analysis with AI to detect and code themes and sentiments. DA - 2023/10/23/T19:44:40+00:00 PY - 2023 LA - en-US UR - https://lumivero.com/resources/blog/revolutionizing-text-data-analysis-with-ai-autocoding-with-nvivo/ Y2 - 2024/01/20/20:14:49 ER - TY - CHAP TI - IDENTIFICAÇÃO DO MODELO DE NEGÓCIO DE UMA START-UP/TIC: ESTUDO DE CASO NA EMPRESA GEEKIE AU - Lulia Filho, Herivelto AU - Turri, Silvia Novaes Zilber AU - Silva, Eduardo Corneto AU - Santos, Edna de Souza Machado T2 - Investigação Científica nas Ciências Humanas e Sociais Aplicadas 3 AB - This study does not only understand the state of the art of the startups, but also understand how a small company of technology-based structure, shape its business model to grow and strengthen their business. For this this article has how objective of research, identify and describe the business model of a Startup/ICT Brazilian that work in the area of the education. It was used the concepts of case study, when analyzing the company Start-up/ICT Geekie, but will be used only secondary data, being this research a documentary research. The results show that the adaptive learning platform Start-up/ICT Geekie offers innovative service, personalizing and customizing education schools where works. The business model creates value for students, teachers and schools. Limitations of this article are in not obtaining primary data direct in the Geekie company and have only one company as study focus which limits the understanding of the business model of firms in the education sector. DA - 2019/04/16/ PY - 2019 DP - DOI.org (Crossref) ET - 1 SP - 144 EP - 160 LA - pt PB - Atena Editora SN - 978-85-7247-269-2 ST - IDENTIFICAÇÃO DO MODELO DE NEGÓCIO DE UMA START-UP/TIC UR - https://www.atenaeditora.com.br/wp-content/uploads/2019/04/E-book-Investiga%C3%A7%C3%A3o-Cient%C3%ADfica-nas-Ci%C3%AAncias-Humanas-e-Sociais-Aplicadas-3-1.pdf Y2 - 2022/06/06/17:03:22 ER - TY - JOUR TI - Globalization, corporatism, and critical language education AU - Luke, Allan AU - Luke, Carmen AU - Graham, Phil T2 - International Multilingual Research Journal DA - 2007/// PY - 2007 DO - 10.1080/19313150709336861 DP - Google Scholar VL - 1 IS - 1 SP - 1 EP - 13 ER - TY - BOOK TI - Introduction to systems theory AU - Luhmann, Niklas AU - Baecker, Dirk AU - Gilgen, Peter DA - 2013/// PY - 2013 DP - Google Scholar PB - Polity Cambridge KW - ___working_potential_duplicate KW - auto_merged ER - TY - ELEC TI - Turning on mobile learning in Latin America: illustrative initiatives and policy implications - UNESCO Digital Library AU - Lugo, Maria Teresa AU - Schurmann, Sebastian DA - 2012/// PY - 2012 UR - https://unesdoc.unesco.org/ark:/48223/pf0000216080 Y2 - 2022/04/19/10:12:56 ER - TY - JOUR TI - Improving Early-Grade Literacy in East Africa: Experimental Evidence from Kenya and Uganda AU - Lucas, Adrienne M. AU - McEwan, Patrick J. AU - Ngware, Moses AU - Oketch, Moses T2 - Journal of Policy Analysis and Management AB - Primary school enrollments have increased rapidly in sub-Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early-grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller effect (0.08) on a Swahili literacy test in Kenya. We find no evidence that differential effects are explained by baseline differences across countries in student test scores, classroom attributes, or implementation fidelity. A plausible explanation that cannot be directly tested is differential effective exposure to the literacy treatment in the tested languages. Students in Kenya were tested in Swahili, which is not necessarily the main language of instruction in primary schools, despite official policy. DA - 2014/// PY - 2014 DO - 10.1002/pam.21782 DP - Wiley Online Library VL - 33 IS - 4 SP - 950 EP - 976 LA - en SN - 1520-6688 ST - Improving Early-Grade Literacy in East Africa UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/pam.21782 Y2 - 2020/05/19/12:12:32 ER - TY - JOUR TI - Digital Divide in Developing Countries AU - Lu, Ming-te T2 - Journal of Global Information Technology Management DA - 2001/07/01/ PY - 2001 DO - 10.1080/1097198X.2001.10856304 DP - Taylor and Francis+NEJM VL - 4 IS - 3 SP - 1 EP - 4 SN - 1097-198X UR - https://doi.org/10.1080/1097198X.2001.10856304 Y2 - 2021/02/15/15:44:48 ER - TY - JOUR TI - Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program AU - Loyalka, Prashant AU - Popova, Anna AU - Li, Guirong AU - Shi, Zhaolei T2 - American Economic Journal: Applied Economics DA - 2019/07// PY - 2019 DO - 10.1257/app.20170226 DP - DOI.org (Crossref) VL - 11 IS - 3 SP - 128 EP - 154 J2 - American Economic Journal: Applied Economics LA - en SN - 1945-7782, 1945-7790 ST - Does Teacher Training Actually Work? UR - https://pubs.aeaweb.org/doi/10.1257/app.20170226 Y2 - 2020/05/16/21:14:43 KW - C:China ER - TY - CONF TI - The Impacts of Introducing Accountability: Evidence from a Randomized Field Trial in Vocational Schools in China AU - Loyalka, Prashant AU - Li, Guirong AU - Yi, Hongmei AU - Johnson, Natalie AU - Shi, Henry T2 - 2016 Society for Research on Educational Effectiveness Conference C3 - Society for Research on Educational Effectiveness DA - 2016/// PY - 2016 DP - Google Scholar ST - The Impacts of Introducing Accountability KW - ⛔ No DOI found ER - TY - JOUR TI - JIME - The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning AU - Lovett, Marsha AU - Meyer, Oded AU - Thille, Candace T2 - Journal of Interactive Media in Education AB - The Open Learning Initiative (OLI) is an open educational resources project at Carnegie Mellon University that began in 2002 with a grant from The William and Flora Hewlett Foundation. OLI creates web-based courses that are designed so that students can learn effectively without an instructor. In addition, the courses are often used by instructors to support and complement face-to-face classroom instruction. Our evaluation efforts have investigated OLI courses’ effectiveness in both of these instructional modes – stand-alone and hybrid. This report documents several learning effectiveness studies that were focused on the OLI-Statistics course and conducted during Fall 2005, Spring 2006, and Spring 2007. During the Fall 2005 and Spring 2006 studies, we collected empirical data about the instructional effectiveness of the OLI-Statistics course in stand-alone mode, as compared to traditional instruction. In both of these studies, in-class exam scores showed no significant difference between students in the stand-alone OLI-Statistics course and students in the traditional instructor-led course. In contrast, during the Spring 2007 study, we explored an accelerated learning hypothesis, namely, that learners using the OLI course in hybrid mode will learn the same amount of material in a significantly shorter period of time with equal learning gains, as compared to students in traditional instruction. In this study, results showed that OLI-Statistics students learned a full semester’s worth of material in half as much time and performed as well or better than students learning from traditional instruction over a full semester. Editor: Stephen Godwin (Open University, UK). Reviewers: Tim de Jong (Open University, NL), Elia Tomadaki (Open University, UK), and Stephen Godwin (Open University, UK). Interactive elements: A demonstration of the StatTutor statistics tutorial is available for playback from http://jime.open.ac.uk/2008/14/stattutor_tour/ . The demonstration is in Flash format. http://jime.open.ac.uk/2008/14/stattutor_tour/ DA - 2008/05/20/ PY - 2008 DO - 10.5334/2008-14 DP - jime.open.ac.uk VL - 2008 IS - 1 SP - Art. EP - 13 LA - en SN - 1365-893X ST - JIME - The Open Learning Initiative UR - http://jime.open.ac.uk/articles/10.5334/2008-14/ AN - Adult readers Y2 - 2020/07/22/07:38:58 KW - IDR KW - Mathematics Learning KW - case studies KW - design patterns KW - games KW - methodology KW - open learning KW - pattern languages ER - TY - JOUR TI - The native speaker and the mother tongue AU - Love, Nigel AU - Ansaldo, Umberto T2 - Language Sciences AB - This article presents a historical account of the role and function in linguistic theorising of the concepts ‘‘native speaker” and ‘‘mother tongue”, and serves to introduce a number of articles (Language Sciences vol. 32 no. 6) raising questions about various aspects of the idealised monolingualism that underlies much modern linguistics. DA - 2010/11// PY - 2010 DO - 10.1016/j.langsci.2010.09.003 DP - DOI.org (Crossref) VL - 32 IS - 6 SP - 589 EP - 593 J2 - Language Sciences LA - en SN - 03880001 UR - https://linkinghub.elsevier.com/retrieve/pii/S0388000110000653 Y2 - 2022/06/24/13:36:14 ER - TY - RPRT TI - The State of Ceara in Brazil is a Role Model for Reducing Learning Poverty AU - Loureiro, Andre AU - Cruz, Louisee AU - Lautharte, Ildo AU - Evans, David K. AB - This report presents the case of the state of Ceara in Brazil that overcame adverse socioeconomic conditions to substantially improve education outcomes with efficient use of resources. Despite having the 5th lowest GDP per capita among the 26 Brazilian states, the 9-million-inhabitant state of Ceara has experienced the largest increase in the national education quality index in both primary and lower secondary education since 2005, with 10 municipalities of Ceara being among the top 20 national ranking, including Sobral which has the highest score. The state of Ceara pioneered the use of results-based financing as part of a comprehensive education reform program that among other elements included strong support to its municipalities to achieve universal literacy by the end of grade 2. The reforms allowed the state to considerably improve learning levels of students in primary and lower secondary education with a high level of efficiency in the use of resources. The main aspects of the reforms are presented and discussed. CY - Washington, DC DA - 2020/06// PY - 2020 DP - openknowledge.worldbank.org LA - English PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/34156 Y2 - 2022/06/11/15:40:27 KW - Education Quality KW - Education Reform KW - Learning Poverty KW - Results-Based Financing KW - Secondary Education ER - TY - RPRT TI - Achieving World-Class Education in Adverse Socioeconomic Conditions: The Case of Sobral in Brazil AU - Loureiro, Andre AU - Cruz, Louisee AB - This report presents the case of the municipality of Sobral in the state of Ceara, Brazil. This municipality overcame adverse socioeconomic conditions and now has the best primary andlower secondary education system in Brazil. Sobral is home to 200,000 inhabitants and in 2005 was ranked 1,366 in the national index that measures quality of education in Brazil. Twelve years later, it was ranked first among the 5,570 municipalities in both primary and lower secondary education rankings. Public education in Sobral has one goal: every student must complete lower secondary education at the right age and with appropriate learning. The municipality placed education at the top of the political agenda and kept it out of politics. Its prioritized learning by establishing a clear intermediate target, ensuring all students are literate by the end of the second grade. It organized the education policy under four pillars: effective use of student assessment; focused curriculum with a clear learning sequence and prioritization of foundational skills; prepared and motivated teachers; and autonomous and accountable school management with school principals appointed through a meritocratic and technical selection process. The main aspects of the reforms are presented and discussed in this report. CY - Washington, DC DA - 2020/06// PY - 2020 DP - openknowledge.worldbank.org LA - English PB - World Bank ST - Achieving World-Class Education in Adverse Socioeconomic Conditions UR - https://openknowledge.worldbank.org/handle/10986/34150 Y2 - 2022/05/31/20:17:35 KW - Early Childhood Education KW - Education KW - Education Quality KW - Education Reform KW - Education for All KW - Literacy KW - Primary Education KW - Secondary Education KW - Student Performance ER - TY - JOUR TI - Rigorous large-scale educational RCTs are often uninformative: Should we be concerned? AU - Lortie-Forgues, Hugues AU - Inglis, Matthew T2 - Educational Researcher AB - There are a growing number of large-scale educational randomized controlled trials (RCTs). Considering their expense, it is important to reflect on the effectiveness of this approach. We assessed the magnitude and precision of effects found in those large-scale RCTs commissioned by the UK-based Education Endowment Foundation and the U.S.-based National Center for Educational Evaluation and Regional Assistance, which evaluated interventions aimed at improving academic achievement in K?12 (141 RCTs; 1,222,024 students). The mean effect size was 0.06 standard deviations. These sat within relatively large confidence intervals (mean width = 0.30 SDs), which meant that the results were often uninformative (the median Bayes factor was 0.56). We argue that our field needs, as a priority, to understand why educational RCTs often find small and uninformative effects. DA - 2019/04/01/ PY - 2019 DO - 10.3102/0013189X19832850 DP - SAGE Journals VL - 48 IS - 3 SP - 158 EP - 166 LA - en SN - 0013-189X ST - Rigorous Large-Scale Educational RCTs Are Often Uninformative UR - https://doi.org/10.3102/0013189X19832850 Y2 - 2022/12/07/20:53:51 ER - TY - JOUR TI - Upgrading the ICT questionnaire items in PISA 2021 AU - Lorenceau, Adrien AU - Marec, Camille AU - Mostafa, Tarek AB - This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After presenting key findings based on previous ICT-related PISA data, the paper provides a summary of the PISA 2021 ICT framework guiding the development of the questionnaire. The paper then describes the process followed by the OECD/PISA secretariat for the development of the PISA 2021 ICT questionnaire items. The paper concludes by drawing some lessons that would inform future development of this instrument. DA - 2019/05/13/ PY - 2019 DO - 10.1787/d0f94dc7-en DP - www.oecd-ilibrary.org LA - en UR - https://www.oecd-ilibrary.org/education/upgrading-the-ict-questionnaire-items-in-pisa-2021_d0f94dc7-en Y2 - 2020/01/31/12:32:57 ER - TY - JOUR TI - Análisis comparativo de las prácticas educativas implementadas en Chile y México durante la pandemia de COVID-19 AU - Loredo, Karla Fabiola Arizmendi AU - Hidalgo, Mariana Fernández AU - Rivadeneira, Scott Núñez T2 - Guayana Moderna AB - Resumen El actual contexto de pandemia ha llevado a que los Sistemas Educativos implementen diversas herramientas para garantizar el derecho constitucional a la educación. A través de un estudio comparativo, realizado en colaboración por estudiantes de Chile y México se buscó establecer las diferencias y similitudes existentes entre ambos sistemas, incluyendo en éstas las medidas tomadas por los gobiernos de ambos países para abordar la nueva realidad de la educación a distancia, así como la situación actual en la cual se encuentran los maestros de educación básica de diversos establecimientos. Esta investigación se realizó a través de encuestas dirigidas a los docentes, y por medio del análisis de documentos e información relacionada a la organización de los sistemas educativos de Chile y México; por último, se compararon las propuestas y medidas decretadas por los mismos para su implementación en el desarrollo e impartición de las clases. Los principales resultados obtenidos en la investigación dan muestra de que las medidas implementadas por ambos países no logran resguardar el aseguramiento de la calidad, y que así mismo faltan herramientas para un correcto desarrollo de las clases virtuales. De igual forma, se presentan y analizan los resultados de las encuestas realizadas, en donde los maestros expresan su sentir acerca de los desafíos y la exigencia de la situación actual.Palabras Clave: Sistema Educativo, Educación Básica, México, Chile, Pandemia, Maestros DA - 2020/// PY - 2020 DP - revistasenlinea.saber.ucab.edu.ve VL - 9 IS - 9 SP - 39 EP - 59 LA - es UR - https://revistasenlinea.saber.ucab.edu.ve/index.php/guayanamoderna/article/view/5423 Y2 - 2022/06/07/07:41:14 KW - ⛔ No DOI found ER - TY - JOUR TI - Matuto, Magbasa, Maglaro: Learning to read braille through play AU - Lopez, Rhianne M. AU - Pinder, Shane D. AU - Davies, T. Claire T2 - Assistive Technology AB - In September 2016, Digital Learning for Development and All Children Reading released a “Grand Challenge for Development” urging researchers to explore the barriers that children with sensory disabilities in the Philippines face with respect to learning how to read. We sought to address one component of this challenge; engagement of persons with visual impairment in learning how to read in braille. The primary goal of this study was to engage in the co-design process to create a device to help young children with visual impairments learn to identify letters and short words in braille as a first step to reading. DA - 2019/// PY - 2019 DO - 10.1080/10400435.2019.1619633 DP - DOI.org (Crossref) SP - 1 EP - 9 J2 - Assistive Technology LA - en SN - 1040-0435, 1949-3614 ST - Matuto, Magbasa, Maglaro UR - https://www.tandfonline.com/doi/full/10.1080/10400435.2019.1619633 Y2 - 2020/12/10/22:58:21 ER - TY - BLOG TI - Making government as a platform real AU - Loosemore, Tom DA - 2019/// PY - 2019 LA - en M3 - Public Digital UR - https://public.digital/2018/09/25/making-government-as-a-platform-real Y2 - 2022/04/07/20:25:43 ER - TY - BLOG TI - Can Nudge Messaging Positively Influence School Attendance? AU - Longley, Sophie T2 - EdTech Hub AB - In Northern Ghana, Wunni Sabo's decision to prioritise his daughter's education, inspired by nudge messaging, is helping to spark a movement for learning. Click to read this story of change. LA - en-US UR - https://edtechhub.org/can-nudge-messaging-positively-influence-school-attendance/ Y2 - 2024/02/14/17:08:15 ER - TY - ELEC TI - Longhorn eLearning Website AU - Longhorn Publishers PLC DA - n.d. PY - n.d. UR - https://elearning.longhornpublishers.com/ Y2 - 2020/07/01/11:12:32 ER - TY - RPRT TI - Accelerated Learning Programmes: What can we learn from them about curriculum reform? AU - Longden, Ken T2 - Education for All Monitoring Report Background Paper AB - The purpose of this paper is to present a cross-country analysis of the content and implementation of successful Accelerated Learning Programmes, ALPs. A literature search was conducted to find information on as many ALPs, as possible. This resulted in a matrix displaying key features of ALPs. Using the information from fifteen ALPs where almost complete data was available, an analysis was undertaken to discern the nature of these programmes in terms of providing improved access to learning. Five ALPs covering a range of types were selected for more detailed study. Finally, the lessons learned from ALPs were highlighted; potential implications for reform in the formal system were discussed with particular emphasis on the curriculum and teacher education. DA - 2013/// PY - 2013 DP - Zotero SP - 42 LA - en M3 - Background paper prepared for the Education for All Global Monitoring Report 2013 Learning and Teaching PB - UNICEF KW - ⛔ No DOI found ER - TY - JOUR TI - The More You Know, the Less You Stress: Menstrual Health Literacy in Schools Reduces Menstruation-Related Stress and Increases Self-Efficacy for Very Young Adolescent Girls in Mexico AU - Long, Jeanne L. AU - Haver, Jacquelyn AU - Mendoza, Pamela AU - Vargas Kotasek, Selvia M. T2 - Frontiers in Global Women's Health AB - Improving the menstrual health literacy of girls and boys is a key strategy within a holistic framework of Save the Children's school health and comprehensive sexuality education programming. As menstrual health is an emerging area of study and programming, Save the Children continues to learn and adjust its interventions using program evaluations and rigorous monitoring. This paper will examine program-monitoring data from three cohorts, representing 47 public schools in Mexico City, Puebla, and Mérida, Mexico. The study focuses on female students in 5th and 6th grade who participated in We See Equal, a school-based program centered on gender equality and puberty education, between September 2018 and December 2019. This study used a cross-sectional quantitative cohort approach to document changes in girls' experiences and perceptions around managing menstruation in school. The analysis compares girls' knowledge and experiences before and after participation in We See Equal to understand how knowledge changes over the program and how those changes may contribute to menstruation-related school engagement, stress, and self-efficacy (MENSES) outcomes. Multivariate regression models explored relationships between MENSES outcomes, knowledge and socioeconomic status (SES). Overall, results show that the more knowledge girls acquired, the higher their self-efficacy score and the lower their stress score, however, certain MHH knowledge was more predictive of MENSES outcomes and varied by SES. Among girls from lower SES, we observed significant relationships between knowing what their period was prior to menarche and the three MENSES outcomes. Decreases in menstruation-related stress were driven by items related to the practical knowledge of how to dispose of sanitary pads and reduced feelings of nervousness on days they had their period at school. Increases in self-efficacy were primarily driven by girls' confidence in their ability to track their period from month to month, feelings that they could still do well on an exam if they had their period at school, and security that they could ask a friend to lend them a pad if they needed one. Implications for future menstrual health literacy programming and targeting populations for menstrual health education, as well as priorities for future research will be discussed. DA - 2022/04/14/ PY - 2022 DO - 10.3389/fgwh.2022.859797 DP - PubMed Central VL - 3 SP - 859797 J2 - Front Glob Womens Health SN - 2673-5059 ST - The More You Know, the Less You Stress UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047952/ Y2 - 2022/07/07/18:02:38 ER - TY - GEN TI - Organising a strategic phase in the budget process AU - Long, Cathal AU - Welham, Bryn AB - This public financial management (PFM) introductory guide offers governments in low-capacity contexts a list of tools to improve the strategic phase of the budget process. DA - 2016/11/14/ PY - 2016 LA - en-gb UR - https://odi.org/en/publications/organising-a-strategic-phase-in-the-budget-process/ Y2 - 2022/11/10/09:30:39 ER - TY - ELEC TI - Intergovernmental fiscal transfers, equity and service delivery: lessons from Uganda AU - Long, Cathal AU - Fraser, Alasdair AU - Mbate, Michael AU - Lacroix, Antoine T2 - ODI: Think change AB - Analysing the equity of government fiscal resource allocation DA - 2021/08/24/ PY - 2021 LA - en-gb ST - Intergovernmental fiscal transfers, equity and service delivery UR - https://odi.org/en/publications/intergovernmental-fiscal-transfers-equity-and-service-delivery-lessons-from-uganda/ Y2 - 2022/04/07/17:37:29 ER - TY - RPRT TI - Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. . AU - London, Jonathan T2 - RISE Working Paper Series DA - 2021/// PY - 2021 LA - en SN - 21/062 ST - Outlier Vietnam and the Problem of Embeddedness UR - https://doi.org/10.35489/BSG-RISE-WP_2021/062 Y2 - 2022/06/06/22:42:33 ER - TY - JOUR TI - Resolving the “Cost-Effective but Unaffordable” Paradox: Estimating the Health Opportunity Costs of Nonmarginal Budget Impacts AU - Lomas, James AU - Claxton, Karl AU - Martin, Stephen AU - Soares, Marta T2 - Value in Health AB - Considering whether or not a proposed investment (an intervention, technology, or program of care) is affordable is really asking whether the benefits it offers are greater than its opportunity cost. To say that an investment is cost-effective but not affordable must mean that the (implicit or explicit) “threshold” used to judge cost-effectiveness does not reflect the scale and value of the opportunity costs. Existing empirical estimates of health opportunity costs are based on cross-sectional variation in expenditure and mortality outcomes by program budget categories (PBCs) and do not reflect the likely effect of nonmarginal budget impacts on health opportunity costs. The UK Department of Health regularly updates the needs-based target allocation of resources to local areas of the National Health Service (NHS), creating two subgroups of local areas (those under target allocation and those over). These data provide the opportunity to explore how the effects of changes in health care expenditure differ with available resources. We use 2008–2009 data to evaluate two econometric approaches to estimation and explore a range of criteria for accepting subgroup specific effects for differences in expenditure and outcome elasticities across the 23 PBCs. Our results indicate that health opportunity costs arising from an investment imposing net increases in expenditure are underestimated unless account is taken of likely nonmarginal effects. They also indicate the benefits (reduced health opportunity costs or increased value-based price of a technology) of being able to “smooth” these nonmarginal budget impacts by health care systems borrowing against future budgets or from manufacturers offering “mortgage” type arrangements. DA - 2018/03/01/ PY - 2018 DO - 10.1016/j.jval.2017.10.006 DP - ScienceDirect VL - 21 IS - 3 SP - 266 EP - 275 J2 - Value in Health LA - en SN - 1098-3015 ST - Resolving the “Cost-Effective but Unaffordable” Paradox UR - https://www.sciencedirect.com/science/article/pii/S1098301517336136 Y2 - 2022/03/29/09:23:54 ER - TY - JOUR TI - Intersectionality as a lens to the COVID-19 pandemic: implications for sexual and reproductive health in development and humanitarian contexts AU - Lokot, Michelle AU - Avakyan, Yeva T2 - Sexual and Reproductive Health Matters DA - 2020/05/05/ PY - 2020 DO - 10.1080/26410397.2020.1764748 DP - DOI.org (Crossref) SP - 1 EP - 5 J2 - Sexual and Reproductive Health Matters LA - en SN - 2641-0397 ST - Intersectionality as a lens to the COVID-19 pandemic UR - https://www.tandfonline.com/doi/full/10.1080/26410397.2020.1764748 Y2 - 2020/06/03/13:10:30 ER - TY - JOUR TI - Investigating effects of using digital video in teacher training in Cambodia AU - Lok, Leandra AU - Schellings, Gonny AU - Brouwer, Niels AU - Den Brok, Perry T2 - Journal of Technology and Teacher Education AB - While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions. DA - 2018/04// PY - 2018 VL - 26 IS - 2 SP - 275 EP - 298 LA - English SN - 1059-7069, 1059-7069 UR - https://www.learntechlib.org/primary/p/178451/ AN - 2101385721; EJ1181032 KW - Active Learning KW - Behavior Change KW - Cambodia KW - Cultural Context KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Computer Applications KW - Faculty Development KW - Foreign Countries KW - Instructional Effectiveness KW - Knowledge Base for Teaching KW - Learning KW - Mixed Methods Research KW - Questionnaires KW - Student Centered Learning KW - Studies KW - Teacher Attitudes KW - Teacher Behavior KW - Teacher education KW - Teachers KW - Teaching KW - Teaching Methods KW - Training KW - Video KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095890 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating effects of using digital video in teacher training in Cambodia AU - Lok, Leandra AU - Schellings, Gonny AU - Brouwer, Niels AU - Brok, Perry Den T2 - Journal of Technology and Teacher Education AB - While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and... DA - 2018/04// PY - 2018 DP - www.learntechlib.org VL - 26 IS - 2 LA - en SN - 1059-7069 UR - https://www.learntechlib.org/primary/p/178451/ Y2 - 2022/08/22/21:21:14 KW - ⛔ No DOI found ER - TY - RPRT TI - Partially Nested Randomized Controlled Trials in Education Research: A Guide to Design and Analysis AU - Lohr, Sharon AU - Schochet, Peter Z AU - Sanders, Elizabeth DA - 2014/// PY - 2014 DP - Zotero LA - en PB - National Center for Education Research (NCER) UR - https://files.eric.ed.gov/fulltext/ED545532.pdf ER - TY - RPRT TI - The Net Neutrality Situation in the EU Evaluation of the First Two Years of Enforcement AU - Lohninger, Thomas AU - Gollatz, Benedikt AU - Hoffmann, Cornelia AU - Steinhammer, Erwin AU - Deffaa, Ludger AU - Al-Awadi, Ali AU - Czák, Andreas DA - 2019/01// PY - 2019 PB - Epicenter Works UR - https://epicenter.works/sites/default/files/2019_netneutrality_in_eu-epicenter.works-r1.pdf ER - TY - JOUR TI - Policies, performance and panaceas: The role of international large-scale assessments in developing countries AU - Lockheed, M.E. T2 - Compare: A Journal of Comparative and International Education DA - 2010/// PY - 2010 VL - 42 IS - 3 SP - 509 EP - 545 KW - ⛔ No DOI found ER - TY - JOUR TI - Fostering self-regulation in online learning in K-12 education AU - Lock, Jennifer AU - Eaton, Sarah Elaine AU - Kessy, Elaine T2 - Northwest Journal of Teacher Education DA - 2017/// PY - 2017 DO - 10.15760/nwjte.2017.12.2.2 VL - 12 IS - 2 ER - TY - ELEC TI - Malawi AU - LNGB Consortium UR - https://teamgirl.info/proj_info.php Y2 - 2023/06/22/08:26:43 ER - TY - ELEC TI - Enketo AU - LLC), Martijn van de Rijdt (Enketo AB - Enketo Open-Source Project for the ODK ecosystem: OpenRosa Enketo. LA - en UR - https://enketo.org Y2 - 2020/09/17/19:08:36 ER - TY - JOUR TI - The impact and reach of MOOCs: A developing countries’ perspective AU - Liyanagunawardena, T. AU - Williams, S. AU - Adams, A. T2 - eLearning Papers AB - Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries. DA - 2013/// PY - 2013 DP - Zotero VL - 33 SP - 38 EP - 46 LA - en SN - 1887-1542 ST - The impact and reach of MOOCs UR - http://centaur.reading.ac.uk/32452/1/In-depth_33_1.pdf KW - C:Low- and middle-income countries KW - NOTdocs.opendeved.net KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Global Kids Online: Comparative report AU - Livingstone, Sonia AU - Kardefeld-Winther, Daniel AU - Saeed, Marium DA - 2019/// PY - 2019 ER - TY - JOUR TI - Split-attention and redundancy effects on mobile learning in physical environments AU - Liu, Tzu-Chien AU - Lin, Yi-Chun AU - Tsai, Meng-Jung AU - Paas, Fred T2 - Computers & Education DA - 2012/// PY - 2012 DO - 10.1016/j.compedu.2011.08.007 VL - 58 IS - 1 SP - 172 EP - 180 ER - TY - JOUR TI - Effects of cues and real objects on learning in a mobile device supported environment AU - Liu, Tzu-Chien AU - Lin, Yi-Chun AU - Paas, Fred T2 - British Journal of Educational Technology DA - 2013/// PY - 2013 DO - 10.1111/j.1467-8535.2012.01331.x VL - 44 IS - 3 SP - 386 EP - 399 ER - TY - JOUR TI - Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment AU - Liu, Tzu-Chien AU - Lin, Yi-Chun AU - Paas, Fred T2 - Computers & Education DA - 2014/// PY - 2014 DO - 10.1016/j.compedu.2013.10.019 VL - 72 SP - 328 EP - 338 ER - TY - JOUR TI - 基于 iPad 的民汉双语电子教材开发与应用研究 [Research on the development and application of bilingual electronic textbooks based on iPad] AU - Liu, Junling AU - Zhang, Yawei T2 - 中小学电教 [Primary and Middle School Educational Technology] DA - 2015/// PY - 2015 DP - Google Scholar IS - 7 SP - 119 EP - 122 KW - ⛔ No DOI found ER - TY - JOUR TI - Social vulnerability of rural households to flood hazards in western mountainous regions of Henan province, China AU - Liu, Delin AU - Li, Yue T2 - Natural Hazards and Earth System Sciences AB - Abstract. Evaluating social vulnerability is a crucial issue in risk and disaster management. In this study, a household social vulnerability index (HSVI) to flood hazards was developed and used to assess the social vulnerability of rural households in western mountainous regions of Henan province, China. Eight key indicators were identified using existing literature and discussions with experts from multiple disciplines and local farmers, and their weights were determined using principle component analysis (PCA) and an expert scoring method. The results showed that (1) the ratio of perennial work in other places, hazard-related training and illiteracy ratio (15+) were the most dominant factors of social vulnerability. (2) The numbers of high, moderate and low vulnerability households were 14, 64 and 16, respectively, which accounted for 14.9, 68.1 and 17.0 % of the total interviewed rural households, respectively. (3) The correlation coefficient between household social vulnerability scores and casualties in a storm flood in July 2010 was significant at 0.05 significance level (r = 0.748), which indicated that the selected indicators and their weights were valid. (4) Some mitigation strategies to reduce household social vulnerability to flood hazards were proposed, which included (1) improving the local residents' income and their disaster-related knowledge and evacuation skills, (2) developing emergency plans and carrying out emergency drills and training, (3) enhancing the accuracy of disaster monitoring and warning systems and (4) establishing a specific emergency management department and comprehensive rescue systems. These results can provide useful information for rural households and local governments to prepare, mitigate and respond to flood hazards, and the corresponding strategies can help local households to reduce their social vulnerability and improve their ability to resist flood hazard. DA - 2016/05/13/ PY - 2016 DO - 10.5194/nhess-16-1123-2016 DP - DOI.org (Crossref) VL - 16 IS - 5 SP - 1123 EP - 1134 J2 - Nat. Hazards Earth Syst. Sci. LA - en SN - 1684-9981 UR - https://www.nat-hazards-earth-syst-sci.net/16/1123/2016/ Y2 - 2020/01/30/13:47:29 ER - TY - JOUR TI - Education policy reform in Sri Lanka: the double-edged sword of political will AU - Little, Angela W. T2 - Journal of Education Policy AB - In 1997, the Government of Sri Lanka launched a comprehensive set of education reforms designed to promote equitable access to basic education and improvements in learning outcomes. The package of reforms arose as a political response to widespread youth unrest in the late 1980s and attracted considerable ‘political will’, a vague but much vaunted term in the international policy discourse. Yet, despite seemingly high levels of national political will, reform has not been plain sailing. Using evidence from interviews with policy elites and an analysis of policy texts and evaluations, this paper analyses the role of political will at national and local levels in policy formulation and implementation in a policy environment characterised by ‘patronage politics’. It explores the interaction between the political, administrative, technical, human resource and financial drivers and inhibitors of five reform components and argues that local-level political will, as well as national-level political will, has played a central role in determining whether formulated policies are translated into action on the ground. ‘Political will’ is a double-edged sword. DA - 2011/07/01/ PY - 2011 DO - 10.1080/02680939.2011.555005 DP - Taylor and Francis+NEJM VL - 26 IS - 4 SP - 499 EP - 512 SN - 0268-0939 ST - Education policy reform in Sri Lanka UR - https://doi.org/10.1080/02680939.2011.555005 Y2 - 2020/08/06/14:29:42 KW - Sri Lanka KW - policy implementation KW - political will ER - TY - BLOG TI - How The Radio Can Reach The World’s Most Vulnerable Children AU - Lister, Josephine DA - 2019/09/01/ PY - 2019 UR - https://hundred.org/en/articles/how-the-radio-can-reach-the-world-s-most-vunerable-children Y2 - 2022/06/25/19:47:34 ER - TY - ELEC TI - AfterAccess: ICT access and use in Asia and the Global South AU - LIRNEasia DA - 2018/// PY - 2018 UR - https://lirneasia.net/wp-content/uploads/2018/10/LIRNEasia-AfterAccess-Asia-Report.pdf Y2 - 2022/04/07/17:08:19 ER - TY - RPRT TI - AfterAccess: ICT access and use in Asia and the Global South AU - LIRNE Asia DA - 2018/// PY - 2018 UR - https://lirneasia.net/wp-content/uploads/2018/10/LIRNEasia-AfterAccess-Asia-Report.pdf ER - TY - JOUR TI - The SolarSPELL Offline Digital Library AU - Linzy, Kristen AU - Hosman, Laura DA - 2017/// PY - 2017 DP - Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - Case study: Team Girl Malawi AU - Link Education International DA - 2021/// PY - 2021 UR - https://girlseducationchallenge.org/media/4tphjwvh/dtl_casestudy_team-girl-malawi_may-2021.pdf Y2 - 2023/06/22/08:22:49 ER - TY - ELEC TI - Case Study: TEAM Girl Malawi AU - Link Education International DA - 2021/// PY - 2021 UR - https://girlseducationchallenge.org/media/4tphjwvh/dtl_casestudy_team-girl-malawi_may-2021.pdf Y2 - 2022/06/26/04:22:50 ER - TY - JOUR TI - Coherence and the positioning of teachers in professional development programs. A systematic review AU - Lindvall, Jannika AU - Ryve, Andreas T2 - Educational Research Review DA - 2019/// PY - 2019 DO - 10.1016/j.edurev.2019.03.005 DP - Google Scholar VL - 27 SP - 140 EP - 154 UR - https://www.sciencedirect.com/science/article/pii/S1747938X18302641 KW - Important KW - Read ER - TY - JOUR TI - Coherence and the positioning of teachers in professional development programs. A systematic review AU - Lindvall, Jannika AU - Ryve, Andreas T2 - Educational Research Review DA - 2019/// PY - 2019 DO - 10.1016/j.edurev.2019.03.005 DP - Google Scholar VL - 27 UR - https://www.sciencedirect.com/science/article/pii/S1747938X18302641 KW - Important KW - Read ER - TY - JOUR TI - Coherence and the positioning of teachers in professional development programs. A systematic review AU - Lindvall, Jannika AU - Ryve, Andreas T2 - Educational Research Review DA - 2019/// PY - 2019 DO - 10.1016/j.edurev.2019.03.005 DP - Google Scholar VL - 27 UR - https://www.sciencedirect.com/science/article/pii/S1747938X18302641 KW - Important KW - Read ER - TY - ELEC TI - Why COVID-19 has increased the urgency to reach women with mobile technology AU - Lindsey, D. T2 - GSMA DA - 2020/// PY - 2020 UR - https://www.gsma.com/mobilefordevelopment/blog/why-covid-19-has-increased-the-urgency-to-reach-women-with-mobile-technology/ ER - TY - JOUR TI - Using technology and mentorship to improve teacher pedagogy and educational opportunities in rural Nicaragua AU - Lindenberg, Anni AU - Henderson, Kathryn I. AU - Durán, Leah T2 - Global Education Review AB - This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin America face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006). Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers' ability to be innovative and grow their practice in four ways: a) increased pedagogical knowledge; b) opportunities to collaborate and support one another as a community of teachers; c) flexibility in adaptation of the intervention model to their specific classroom context; and d) use of videos as supportive resources for content knowledge. DA - 2016/// PY - 2016 VL - 3 IS - 1 LA - English SN - 2325-663X, 2325-663X UR - https://files.eric.ed.gov/fulltext/EJ1090169.pdf AN - 1826517618; EJ1090169 KW - Barriers KW - ERIC, Current Index to Journals in Education (CIJE) KW - Early Childhood Education KW - Educational Change KW - Educational Opportunities KW - Elementary Education KW - Elementary School Students KW - Elementary School Teachers KW - Ethnography KW - Foreign Countries KW - Grade 3 KW - Grade 6 KW - Instructional Effectiveness KW - Instructional Innovation KW - Intermediate Grades KW - Intervention KW - Mathematics KW - Mathematics Instruction KW - Mentors KW - Middle Schools KW - Nicaragua KW - Observation KW - Pedagogical Content Knowledge KW - Poverty KW - Primary Education KW - Rural Areas KW - Semi Structured Interviews KW - Teacher Education KW - Teaching Methods KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096190 KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - Double-Shift Secondary Schools: Possibilities and Issues AU - Linden, Toby DA - 2001/08// PY - 2001 UR - http://documents1.worldbank.org/curated/en/819151468740107174/pdf/multi0page.pdf ER - TY - RPRT TI - Complement or Substitute? The Effect of Technology on Student Achievement in India AU - Linden, Leigh T2 - Working Paper AB - Abstract: Using a pair of randomized evaluations, I evaluate a computer assisted learning program designed to reinforce students understanding of material presented in class. The program was implemented in both an in-school and out-of-school model allowing me to assess different strategies for integrating the technology into the existing schools. The effect of the program critically depends on the method of implementation. The program was a poor substitute for the teacher delivered curriculum and as a result, the in-school model caused students to learn significantly less than they otherwise would have learned (-0.57 standard deviations). When implemented as a complement to the normal program in the out-of-school model, however, the program generated average gains of 0.28 standard deviations reflecting small positive (but statistically insignificant) gains by most students and large positive gains by the weakest and older students in the class (from 0.4 to 0.69 standard deviations). The results emphasize the importance of understanding how new technologies and teaching methods both interact with existing resources and differentially affect students with different needs and abilities. DA - 2008/// PY - 2008 DP - Zotero SP - 38 LA - en PB - World Bank SN - 17 UR - chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=https%3A%2F%2Fdocuments1.worldbank.org%2Fcurated%2Fen%2F804371468034237060%2Fpdf%2F448630NWP0Box31er17010Gyan0Shala111.pdf&clen=560959&chunk=true KW - ⛔ No DOI found ER - TY - JOUR TI - Developing Theory Through Integrating Human and Machine Pattern Recognition AU - Lindberg, Aron T2 - Journal of the Association for Information Systems DA - 2020/02/11/ PY - 2020 DO - 10.17705/1jais.00593 VL - 21 IS - 1 SN - 1536-9323 UR - https://aisel.aisnet.org/jais/vol21/iss1/7 KW - _Added-ailr-2024 ER - TY - JOUR TI - Computer-Adaptive Testing: A Methodology Whose Time Has Come AU - Linacre, John Michael DA - 2000/// PY - 2000 KW - ⛔ No DOI found ER - TY - JOUR TI - Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping AU - Lin, C.-P. AU - Wong, L.-H. AU - Shao, Y.-J. T2 - Journal of Computer Assisted Learning DA - 2012/// PY - 2012 DO - 10.1111/j.1365-2729.2011.00421.x VL - 28 IS - 2 SP - 99 EP - 113 J2 - JCAL SN - 1365-2729 UR - http://dx.doi.org/10.1111/j.1365-2729.2011.00421.x ER - TY - CHAP TI - Digital learning for developing Asian countries AU - Lim, Cher Ping AU - Tinio, Victoria AU - Smith, Matthew AU - Bhowmik, Miron Kumar T2 - Routledge International Handbook of Schools and Schooling in Asia DA - 2018/// PY - 2018 PB - Routledge ER - TY - ELEC TI - Educational Technology: How Important Is It In Today's Education Industry? AU - Lim, Alexander T2 - eLearning Industry AB - Technological advancement has impacted a lot on education. Find out the 7 most common benefits of educational technology! DA - 2021/09/26/T13:00:27+00:00 PY - 2021 LA - en-US ST - Educational Technology UR - https://elearningindustry.com/how-important-is-technology-in-todays-education-industry Y2 - 2022/09/09/10:53:51 ER - TY - BOOK TI - Pakistan: A Hard Country AU - Lieven, Anatol AB - An expert's compelling portrait of the complex, volatile country now situated at the fulcrum of international concerns. DA - 2012/// PY - 2012 DP - Google Books SP - 609 LA - en PB - PublicAffairs SN - 9786613793195 ST - Pakistan ER - TY - RPRT TI - Arm-wrestling in the classroom: the non-monotonic effects of monitoring teachers AU - Lichand, Guilherme AU - Wolf, Sharon T2 - Working Paper Series AB - Teacher absenteeism and shirking are common problems in developing countries. While monitoring teachers should ameliorate those problems, mobilizing parents to do so often leads to small or even negative effects on learning outcomes. This paper provides causal evidence that this might result from non-monotonic effects of monitoring teachers. Cross-randomizing nudges to teachers and parents in Ivory Coast – to motivate and monitor teachers directly, and to mobilize parents –, we find that, in schools where parents are nudged, numeracy and literacy test scores improve by an additional school quarter, and student dropouts decrease by over 50%. In contrast, in schools where both are nudged, there is no effect on either learning outcomes or dropouts – even though the latter also fall by nearly 50% where teachers are nudged alone. In those schools, teachers show up less frequently, allocate less time to career development, and target instruction to top students to a greater extent than in schools where only parents are nudged. Monitoring backfires precisely for teachers who were most motivated at baseline, consistent with monitoring intensity eventually crowding out intrinsic motivation. Our results have implications for the design of accountability programs above and beyond education. DA - 2021/02// PY - 2021 DP - www.zora.uzh.ch LA - eng PB - University of Zurich Department of Economics SN - 357 ST - Arm-wrestling in the classroom UR - https://www.econ.uzh.ch/en/research/workingpapers.html?paper-id=1039 Y2 - 2022/03/04/14:42:36 ER - TY - JOUR TI - The impacts of remote learning in secondary education during the pandemic in Brazil AU - Lichand, Guilherme AU - Doria, Carlos Alberto AU - Leal-Neto, Onicio AU - Fernandes, João Paulo Cossi T2 - Nature Human Behaviour AB - The transition to remote learning in the context of COVID-19 might have led to dramatic setbacks in education. Taking advantage of the fact that São Paulo State featured in-person classes for most of the first school quarter of 2020, but not thereafter, we estimate the effects of remote learning in secondary education using a differences-in-differences strategy that contrasts variation in students’ outcomes across different school quarters, before and during the pandemic. We also estimate intention-to-treat (ITT) effects of reopening schools in the pandemic through a tripledifferences strategy, contrasting changes in educational outcomes across municipalities and grades that resumed in-person classes or not over 2020’s last school quarter. We find that, under remote learning, dropout risk increased by 365% and test scores decreased by 0.32 s.d., as if students had only learned 27.5% of the in-person equivalent. Partially resuming in-person classes increased test scores by 20% relative to the control group. DA - 2022/05/26/ PY - 2022 DO - 10.1038/s41562-022-01350-6 DP - DOI.org (Crossref) VL - 6 IS - 8 SP - 1079 EP - 1086 J2 - Nat Hum Behav LA - en SN - 2397-3374 UR - https://www.nature.com/articles/s41562-022-01350-6 Y2 - 2022/08/25/18:41:03 ER - TY - RPRT TI - Behavioral nudges to prevent learning losses and dropout risk during the pandemic: experimental evidence from Brazil AU - Lichand, Guilherme AU - Christen, Julien AU - van Egeraat, Eppie AB - Using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil, this paper documents that behavioral nudges, sent through text messages to students or their caregivers during remote learning in the context of COVID-19, significantly increased test scores in a standardized assessment test conducted with high-school seniors on the following year. Impacts were positive across the entire test score distribution, but nudges increased inequality in test scores. Relying on missing scorecard grades as a proxy for dropout risk across all high-school grades during remote learning, we show that nudges decreased this metric by 20% (although the effect is only imprecisely estimated). In contrast to test scores, nudges decreased inequality in dropout risk. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning. DA - 2021/11/28/ PY - 2021 DP - papers.ssrn.com LA - en M3 - Working Paper PB - University of Zurich Department of Economics SN - 363 ST - Behavioral nudges to prevent learning losses and dropout risk during the pandemic UR - https://papers.ssrn.com/abstract=3724386 Y2 - 2022/03/04/14:41:18 KW - COVID-19 KW - Dropouts KW - Learning Losses KW - Nudges KW - Remote Learning ER - TY - RPRT TI - Do Behavioral Nudges Work Under Remote Learning? Evidence from Brazil During the Pandemic AU - Lichand, Guilherme AU - Christen, Julien AU - van Egeraat, Eppie AB - Behavioral nudges have been shown to increase student attendance and grades across a variety of settings. In low- and middle-income countries, these effects are often mediated by parents showing up in school to a greater extent, ultimately monitoring teachers more closely. As such, could nudges improve educational outcomes even under remote learning? In particular, could they prevent at least part of the dramatic learning losses in the context of COVID-19, which left billions of children around the world without in-person classes? We study this question using a cluster-randomized control trial with 18, 256 students across 87 high schools in the State of Goiás, Brazil. We find that motivational nudges sent through text messages to students or their caregivers under remote learning significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning. CY - Rochester, NY DA - 2022/04/27/ PY - 2022 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - 3724386 ST - Do Behavioral Nudges Work Under Remote Learning? UR - https://papers.ssrn.com/abstract=3724386 Y2 - 2022/06/06/17:13:05 KW - COVID-19 KW - Learning Losses KW - Nudges KW - Remote Learning ER - TY - GEN TI - Neglecting Students’ Socio-emotional Skills Magnified Learning Losses During the Pandemic: Experimental Evidence from Brazil AU - Lichand, Guilherme AU - Christen, Julien AU - van Egeraat, Eppie AB - Did the dramatic learning losses from remote learning in the context of COVID-19 stem at least partly from schools having overlooked students’ socio-emotional skills – such as their ability to self-regulate emotions, their mental models, motivation, and grit – during the emergency transition to remote learning? We study this question using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil. The intervention sent behavioral nudges through text messages to students or their caregivers, targeting their socio-emotional skills during remote learning. Here we show that these messages significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese, consistent with the hypothesis that neglecting students’ socio-emotional skills magnified learning losses during the pandemic. CY - Rochester, NY DA - 2022/09/13/ PY - 2022 DO - 10.2139/ssrn.3724386 DP - Social Science Research Network LA - en ST - Neglecting Students’ Socio-emotional Skills Magnified Learning Losses During the Pandemic UR - https://papers.ssrn.com/abstract=3724386 Y2 - 2024/02/19/18:52:32 KW - COVID-19 KW - Learning Losses KW - Remote Learning KW - Socio-emotional Skills ER - TY - RPRT TI - Using Nudges to Prevent Student Dropouts in the Pandemic AU - Lichand, Guilherme AU - Christen, Julien AB - The impacts of COVID-19 reach far beyond the hundreds of lives lost to the disease; in particular, the pre-existing learning crisis is expected to be magnified during school shutdown. Despite efforts to put distance learning strategies in place, the threat of student dropouts, especially among adolescents, looms as a major concern. Are interventions to motivate adolescents to stay in school effective amidst the pandemic? Here we show that, in Brazil, nudges via text messages to high-school students, to motivate them to stay engaged with school activities, substantially reduced dropouts during school shutdown, and greatly increased their motivation to go back to school when classes resume. While such nudges had been shown to decrease dropouts during normal times, it is surprising that those impacts replicate in the absence of regular classes because their effects are typically mediated by teachers (whose effort in the classroom changes in response to the nudges). Results show that insights from the science of adolescent psychology can be leveraged to shift developmental trajectories at a critical juncture. They also qualify those insights: effects increase with exposure and gradually fade out once communication stops, providing novel evidence that motivational interventions work by redirecting adolescents' attention. DA - 2020/09/10/ PY - 2020 DP - arXiv.org PB - arXiv SN - arXiv:2009.04767 UR - http://arxiv.org/abs/2009.04767 Y2 - 2022/06/06/17:12:45 KW - Economics - General Economics ER - TY - BLOG TI - Are students still learning during COVID-19? Formative assessment can provide the answer AU - Liberman, Julia AU - Levin, Victoria AU - Luna-Bazaldua, Diego T2 - World Bank Blogs AB - As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future. DA - 2020/// PY - 2020 LA - en ST - Are students still learning during COVID-19? UR - https://blogs.worldbank.org/education/are-students-still-learning-during-covid-19-formative-assessment-can-provide-answer ER - TY - JOUR TI - The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. AU - Liberati, Alessandro AU - Altman, Douglas G. AU - Tetzlaff, Jennifer AU - Mulrow, Cynthia AU - Gøtzsche, Peter C. AU - Ioannidis, John P.A. AU - Clarke, Mike AU - Devereaux, P. J. AU - Kleijnen, Jos AU - Moher, David T2 - BMJ (Clinical research ed.) AB - Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses. DA - 2009/// PY - 2009 DO - 10.1136/bmj.b2700 VL - 339 KW - ___working_potential_duplicate KW - auto_merged ER - TY - JOUR TI - The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. AU - Liberati, Alessandro AU - Altman, Douglas G. AU - Tetzlaff, Jennifer AU - Mulrow, Cynthia AU - Gøtzsche, Peter C. AU - Ioannidis, John P.A. AU - Clarke, Mike AU - Devereaux, P. J. AU - Kleijnen, Jos AU - Moher, David T2 - BMJ (Clinical research ed.) AB - Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses. DA - 2009/// PY - 2009 DO - 10.1136/bmj.b2700 VL - 339 KW - ___working_potential_duplicate ER - TY - JOUR TI - The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration AU - Liberati, Alessandro AU - Altman, Douglas G. AU - Tetzlaff, Jennifer AU - Mulrow, Cynthia AU - Gøtzsche, Peter C. AU - Ioannidis, John P. A. AU - Clarke, Mike AU - Devereaux, P. J. AU - Kleijnen, Jos AU - Moher, David T2 - PLOS Medicine AB - Alessandro Liberati and colleagues present an Explanation and Elaboration of the PRISMA Statement, updated guidelines for the reporting of systematic reviews and meta-analyses. DA - 2009/07/21/undefined PY - 2009 DO - 10.1371/journal.pmed.1000100 DP - PLoS Journals VL - 6 IS - 7 SP - e1000100 J2 - PLOS Medicine LA - en SN - 1549-1676 ST - The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions UR - https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1000100 Y2 - 2021/06/08/14:57:08 KW - Clinical research design KW - Database searching KW - Medical risk factors KW - Metaanalysis KW - Publication ethics KW - Randomized controlled trials KW - Research reporting guidelines KW - Systematic reviews ER - TY - RPRT TI - China: testing a decade of online education preparation AU - Liangdi, Xu AU - Groenewegen-Lau, Jeroen DA - 2020/11// PY - 2020 M3 - Case Study PB - EdTech Hub KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development AU - Liang, Jiwen T2 - Journal of Education for Teaching: International Research and Pedagogy AB - This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations. DA - 2015/// PY - 2015 DO - 10.1080/02607476.2015.1045314 VL - 41 IS - 3 SP - 235 EP - 253 LA - English SN - 0260-7476, 0260-7476 UR - https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development AN - 1720065888; EJ1064338 KW - Administrator Attitudes KW - Case Studies KW - Case studies KW - China KW - Classroom Observation Techniques KW - Classroom observation KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Effectiveness KW - Faculty Development KW - Feedback KW - Feedback (Response) KW - Foreign Countries KW - Interviews KW - Principals KW - Professional development KW - Qualitative Research KW - Secondary Education KW - Secondary School Teachers KW - Secondary schools KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Teaching Methods KW - Teaching methods KW - Video KW - Video Technology KW - Video recordings KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096967 KW - __finaldtb ER - TY - JOUR TI - Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development AU - Liang, Jiwen T2 - Journal of Education for Teaching: International Research and Pedagogy AB - This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations. DA - 2015/// PY - 2015 DO - 10.1080/02607476.2015.1045314 VL - 41 IS - 3 LA - English SN - 0260-7476, 0260-7476 UR - https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development AN - 1720065888; EJ1064338 KW - Administrator Attitudes KW - Case Studies KW - Case studies KW - China KW - Classroom Observation Techniques KW - Classroom observation KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Effectiveness KW - Faculty Development KW - Feedback KW - Feedback (Response) KW - Foreign Countries KW - Interviews KW - Principals KW - Professional development KW - Qualitative Research KW - Secondary Education KW - Secondary School Teachers KW - Secondary schools KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Teaching Methods KW - Teaching methods KW - Video KW - Video Technology KW - Video recordings KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096967 KW - __finaldtb ER - TY - JOUR TI - Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development AU - Liang, Jiwen T2 - Journal of Education for Teaching: International Research and Pedagogy AB - This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations. DA - 2015/// PY - 2015 DO - 10.1080/02607476.2015.1045314 VL - 41 IS - 3 LA - English SN - 0260-7476, 0260-7476 UR - https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development AN - 1720065888; EJ1064338 KW - Administrator Attitudes KW - Case Studies KW - Case studies KW - China KW - Classroom Observation Techniques KW - Classroom observation KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Effectiveness KW - Faculty Development KW - Feedback KW - Feedback (Response) KW - Foreign Countries KW - Interviews KW - Principals KW - Professional development KW - Qualitative Research KW - Secondary Education KW - Secondary School Teachers KW - Secondary schools KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Teaching Methods KW - Teaching methods KW - Video KW - Video Technology KW - Video recordings KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096967 KW - __finaldtb ER - TY - JOUR TI - Geography and rural household income: A village level study in Henan Province, China AU - Li, Xiaojian AU - Fan, Xinsheng T2 - Chinese Geographical Science AB - This study uses the data from a sample survey conducted in April 2007 on 1 251 rural households in 11 villages of Henan Province, the largest less developed agricultural province in China, to examine how geography affects rural household income (RHI). The quantitative analysis indicates following results. 1) The significance of the traditional geographical factors reduces as RHI rank increases. 2) The landform does not affect the RHI significantly. The per capita income of rural household in a plain area is lower than that in a mountainous area. And 3) the capital endowment and status of non-farm economic activities contribute to the increase of RHI. But the probability and intensity of non-farm economic activities of rural households in urban outskirts villages are higher than that in non-urban outskirts villages. Based on the results, the paper further concludes that geography still plays a significant role in rural development, but it is changing over time. The agricultural resources (such as per capita arable land) significantly affect RHI with the relatively lower income level, while the geographical location shows a more significant impact on RHI with the relatively high income level. Along with economic development, the proximity replaces the traditional geographical factors such as landform and physical resources as the major determining factor in RHI. DA - 2010/02// PY - 2010 DO - 10.1007/s11769-010-0001-8 DP - DOI.org (Crossref) VL - 20 IS - 1 SP - 1 EP - 8 J2 - Chin. Geogr. Sci. LA - en SN - 1002-0063, 1993-064X ST - Geography and rural household income UR - http://link.springer.com/10.1007/s11769-010-0001-8 Y2 - 2020/01/30/13:46:57 ER - TY - JOUR TI - The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia AU - Li, Shengru AU - Yamaguchi, Shinobu AU - Takada, Jun-ichi T2 - Sustainability AB - The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1) teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2) teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers. DA - 2018/04// PY - 2018 DO - 10.3390/su10041093 DP - www.mdpi.com VL - 10 IS - 4 SP - 1093 LA - en UR - https://www.mdpi.com/2071-1050/10/4/1093 Y2 - 2021/08/13/21:19:22 KW - ICT in education KW - country-specific developments KW - in-service teacher training KW - interactive learning environments KW - self-regulated learning ER - TY - JOUR TI - Understanding factors affecting primary school teachers’ use of ICT for student-centered education in Mongolia AU - Li, Shengru AU - Yamaguchi, Shinobu AU - Takada, Jun-ichi AB - The past two decades witnessed continuous uptake of ICT in education, and the importance of teachers’ beliefs for adopting ICT in education was revealed in the context of educational change. In recent years, the Mongolian educational system has placed more emphasis on student-centered education and the use of ICT in teaching and learning. Teacher training has become a local responsibility under the Education Master Plan (Government of Mongolia, 2006), New Education Standard and Core Curriculum which focus on the introduction of ICT into education and the implementation of student-centered education (Asian Development Bank, 2008; Ministry of Culture Education and Science, 2014). Despite the growing interest in using ICT for student-centered education, a limited number of studies exist in Mongolia to understand primary school teachers’ perception on use of ICT for student-centered education. This study aims to understand the factors affecting teachers’ perceptions on use of ICT for student-centered education. Based on Fullan’s educational change theory, the analysis through multiple linear regression and focus group discussion was conducted on 838 primary school teachers in Mongolia which found that teacher’s professional competency and perceived benefits on use of ICT are significant factors affecting teachers’ perceptions on use of ICT tool for student-centered education. Furthermore, teacher’s professional competency, perceived benefits on use of ICT and teacher cooperation are affecting teachers’ perceptions on use of digital contents for student-centered education. DA - 2018/// PY - 2018 DP - Zotero SP - 15 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia AU - Li, Shengru AU - Yamaguchi, Shinobu AU - Sukhbaatar, Javzan AU - Takada, Jun-ichi T2 - Education Sciences AB - This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context. DA - 2019/06// PY - 2019 DO - 10.3390/educsci9020078 DP - www.mdpi.com VL - 9 IS - 2 SP - 78 LA - en UR - https://www.mdpi.com/2227-7102/9/2/78 Y2 - 2020/08/31/13:52:36 KW - ICT in education KW - ___working_potential_duplicate KW - auto_merged KW - education policy KW - educational change KW - factors promoting ICT integration KW - teacher’s professional development ER - TY - JOUR TI - Affordance of Deep Infusion of One-to-One Tablet-PCs Into and Beyond Classroom. AU - Li, SC AU - Pow, JWC T2 - International Journal of Instructional Media DA - 2011/// PY - 2011 VL - 38 IS - 4 SP - 319 EP - 326 KW - ⛔ No DOI found ER - TY - JOUR TI - Empowering student learning through Tablet PCs: A case study AU - Li, Sandy C AU - Pow, Jacky WC AU - Wong, Emily ML AU - Fung, Alex CW T2 - Education and Information Technologies DA - 2010/// PY - 2010 DO - 10.1007/s10639-009-9103-2 VL - 15 IS - 3 SP - 171 EP - 180 ER - TY - JOUR TI - Understanding language teachers' practice with educational technology: A case from China AU - Li, Li T2 - System AB - This article explores how eight secondary school teachers integrated educational technology into English language teaching in Beijing, China and considers their views of the factors influencing technology use. Analysing data from classroom recordings and follow-up interviews, this study revealed that PowerPoint was the most frequently used technological application in the classroom, while the internet and other technological tools were also used by the teachers. They employed educational technology for different pedagogical purposes, including addressing professional needs in improving teaching, designing materials and conducting professional development. Teachers also claimed that they used technology to address learners' needs, such as improving engagement, enhancing language acquisition, facilitating understanding and establishing a context for language use. The study identified four important factors in influencing teachers' use of technology, including sociocultural contexts, teachers' beliefs, access to resources, and technology competence and confidence. This study suggests that a critical reflective approach is useful in assisting teachers to understand their needs and pedagogical beliefs concerning technology use. Ongoing professional development is also valuable in promoting teachers' technology competence and confidence, thereby improving the use of technology in their teaching. DA - 2014/10/01/ PY - 2014 DO - 10.1016/j.system.2014.07.016 DP - ScienceDirect VL - 46 J2 - System LA - en SN - 0346-251X ST - Understanding language teachers' practice with educational technology UR - https://www.sciencedirect.com/science/article/pii/S0346251X14001304 Y2 - 2022/07/01/15:11:50 KW - Case study KW - China KW - Socio-cultural context KW - Teachers' perceptions KW - Technology use ER - TY - JOUR TI - TheoryOn: A Design Framework and System for Unlocking Behavioral Knowledge Through Ontology Learning AU - Li, Jingjing AU - Larsen, Kai AU - Abbasi, Ahmed T2 - MIS Quarterly AB - The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature. DA - 2020/12/01/ PY - 2020 DO - 10.25300/MISQ/2020/15323 DP - DOI.org (Crossref) VL - 44 IS - 4 SP - 1733 EP - 1772 J2 - MISQ LA - en SN - 02767783, 21629730 ST - TheoryOn UR - https://misq.org/theoryon-a-design-framework-and-system-for-unlocking-behavioral-knowledge-through-ontology-learning.html Y2 - 2024/01/18/22:24:40 KW - _Added-ailr-2024 ER - TY - THES TI - 语言活力复兴: 云南丽江四所小学纳西语教育现状调查研究 [Language Revitalization: Language Revitalization: A Study on Naxi Language Education in Four Primary Schools in Lijiang] AU - Li, Hongyao DA - 2016/// PY - 2016 DP - Google Scholar M3 - Master's Thesis PB - Yunnan Normal University ST - 语言活力复兴 ER - TY - BLOG TI - The COVID-19 pandemic has changed education forever. This is how AU - Li, Cathy AU - Lalani, Farah T2 - World Economic Forum DA - 2020/// PY - 2020 LA - en UR - https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ ER - TY - RPRT TI - ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region AU - Lewis, Kent AU - Thacker, Simon AB - More than 10 million school-age children have been forced out of school in the Middle East and North Africa (MENA) due to armed conflict in Syria, Iraq, Yemen, Libya and other countries. Most are displaced internally but others have fled across borders to seek refuge. As governments and international agencies struggle to ensure these children a safe learning environment and a good quality education, many look to information and communications technology (ICT) to provide at least part of the solution. The use of smartphones and other mobile devices, ubiquitous even among impoverished refugees, can provide a platform that educators can leverage to reach marginalized children and youth. This paper aims to inform discussion on the role information and communications technology (ICT) can play in the educational response to the refugee crisis in the MENA. It provides a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation and what more might be done. The purpose of this note is to provide a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation, and what more might be done. This is in no way a comprehensive assessment but rather an attempt to promote dialogue and inform programs. DA - 2016/// PY - 2016 DP - Google Scholar PB - World Bank ST - ICT and the Education of Refugees KW - Google Scholar/ "education technology" refugees KW - RER theme_pedagogies and modalities ER - TY - RPRT TI - Teachers for All: Inclusive Teaching for Children with Disabilities AU - Lewis, Ingrid AU - Bagree, Sunit DA - 2013/// PY - 2013 DP - Zotero SP - 24 LA - en PB - International Disability and Development Consortium KW - ⛔ No DOI found ER - TY - BLOG TI - Is civil society in trouble in Bangladesh? AU - Lewis, D DA - 2015/// PY - 2015 UR - https://blogs.lse.ac.uk/southasia/2015/07/13/is-civil-society-in-trouble-in-bangladesh/ ER - TY - BLOG TI - Smart buys, great sales and special offers: cost-effective approaches to improve global learning AU - Lewin, Keith AU - Learning | 0 AU - Learning | 0 T2 - The Education and Development Forum (UKFIET) DA - 2020/11/16/T09:23:12+00:00 PY - 2020 LA - en-GB ST - Smart buys, great sales and special offers UR - https://www.ukfiet.org/2020/smart-buys-great-sales-and-special-offers-cost-effective-approaches-to-improve-global-learning/ Y2 - 2021/05/28/20:40:26 ER - TY - BOOK TI - The Politics and Governance of Basic Education: A Tale of Two South African Provinces A3 - Levy, Brian A3 - Cameron, Robert A3 - Hoadley, Ursula A3 - Naidoo, Vinothan AB - This book brings together scholars from multiple disciplines to explore how political and institutional context influences the governance of basic education in South Africa at national, provincial, and school levels. A specific goal is to contribute to the crucial, ongoing challenge of improving educational outcomes in South Africa. A broader goal is to illustrate the value of an approach to the analysis of public bureaucracies, and of participatory approaches to service provision which puts politics and institutions at centre stage. Stark differences between the Eastern Cape and Western Cape provinces offer something of a natural experiment for exploring the influence of context. The Eastern Cape’s socio-economic, political, and institutional legacy resulted in a low-level equilibrium trap in which incentives transmitted from the political to the bureaucratic levels reinforced factionalized loyalty within multiple patronage networks, and which is difficult to escape. The Western Cape, by contrast, enjoyed a more supportive environment for the operation of public bureaucracy. However, bureaucracy need not be destiny. The research also shows that strong hierarchy can result in ‘isomorphic mimicry’—a combination of formal compliance and a low-level equilibrium of mediocrity. Participatory school-level governance potentially can improve outcomes—as a complement to strong bureaucracies, or as a partial institutional substitute where bureaucracies are weak. Whether this potential is realized depends on the relative strength of developmentally oriented and predatory actors, with the outcomes not fore-ordained by local context, but contingent and cumulative—with individual agency by stakeholders playing a significant role. CY - Oxford DA - 2018/// PY - 2018 DP - University Press Scholarship SP - 320 LA - eng PB - Oxford University Press SN - 978-0-19-882405-3 ST - The Politics and Governance of Basic Education UR - https://oxford.universitypressscholarship.com/10.1093/oso/9780198824053.001.0001/oso-9780198824053 Y2 - 2022/05/31/20:21:36 KW - Eastern Cape KW - South Africa KW - Western Cape KW - bureaucracy KW - how context matters KW - institutions KW - participatory governance KW - political settlements KW - politics of education KW - school-level governance ER - TY - BOOK TI - Working with the Grain: Integrating Governance And Growth In Development Strategies AU - Levy, Brian CY - Oxfod ; New York DA - 2014/09/24/ PY - 2014 DP - Amazon ET - Illustrated edition SP - 266 LA - English PB - Oxford University Press SN - 978-0-19-936381-0 ST - Working with the Grain ER - TY - JOUR TI - Teaching Writing with Radio AU - Levine, Sarah AU - Franzel, Johanna T2 - English Journal DA - 2015/// PY - 2015 IS - 104 UR - https://srlevine.people.stanford.edu/sites/g/files/sbiybj4286/f/ncte_2015_levine.pdf Y2 - 2020/07/14/12:25:37 KW - ⛔ No DOI found ER - TY - BLOG TI - The True Cost of Freemiums in Edtech AU - Levine, Elliott T2 - EdTech Digest AB - An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN | by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […] DA - 2019/02/05/T14:00:21+00:00 PY - 2019 LA - en-US UR - https://www.edtechdigest.com/2019/02/05/the-true-cost-of-freemiums/ Y2 - 2021/05/20/17:27:11 ER - TY - JOUR TI - Social-ecological systems as complex adaptive systems: modeling and policy implications AU - Levin, Simon AU - Xepapadeas, Tasos AU - Crépin, Anne-Sophie AU - Norberg, Jon AU - De Zeeuw, Aart AU - Folke, Carl AU - Hughes, Terry AU - Arrow, Kenneth AU - Barrett, Scott AU - Daily, Gretchen T2 - Environment and Development Economics DA - 2013/// PY - 2013 DO - 10.1017/S1355770X12000460 DP - Google Scholar VL - 18 IS - 2 SP - 111 EP - 132 ST - Social-ecological systems as complex adaptive systems ER - TY - CHAP TI - Cost-Effectiveness and Affordability of Interventions, Policies, and Platforms for the Prevention and Treatment of Mental, Neurological, and Substance Use Disorders AU - Levin, Carol AU - Chisholm, Dan T2 - Mental, Neurological, and Substance Use Disorders: Disease Control Priorities AB - Since the turn of the millennium, considerable progress has been made in developing an evidence base on which interventions are effective and feasible for improving mental health in low- and middle-income countries (LMICs). Such evidence provides a critical input to the formulation of plans and priorities to address the large and growing burden of mental, neurological, and substance use (MNS) disorders. However, for successful and sustainable scale-up of effective interventions and innovative service delivery strategies, decision makers require not only evidence of an intervention’s impact on health and other outcomes, such as equity or poverty, but also evidence of its cost and cost-effectiveness. Cost data provide information relevant to the financial planning and implementation of prioritized, evidence-based strategies; cost-effectiveness analysis indicates the relative efficiency or value for money associated with interventions or innovations. The application of economic evaluation to MNS disorders has largely focused on the assessment of a specific intervention’s costs and health outcomes, relative to some comparator, which may be treatment as usual, another innovation, or no intervention. Such assessments have often been conducted alongside clinical trials, enabling health economic researchers to add resource use questions to study protocols, generate estimates of each trial participant’s health care costs, and relate these costs to primary outcome measures in the form of cost-effectiveness ratios. We review this type of economic evidence over the course of this chapter, with a particular focus on studies that have been successfully carried out in LMICs. However, the number of completed studies remains small and insufficient to inform resource allocation decisions in all the national settings where cost-effectiveness information would be valuable, including the many countries where informal or traditional health care represents the predominant model of service availability. This paucity of economic evidence reflects the overall lack of resources and infrastructure for mental health services in LMICs, including research capacity. Partly to address the paucity of cost-effectiveness trials, as well as their intrinsic specificity to the setting in which they are conducted, a broader, modeling-based approach has also been used to build up economic evidence for international mental health policy and planning. This approach includes the earlier editions of the Disease Control Priorities (DCP) project and the World Health Organization’s (WHO) CHOosing Interventions that are Cost-Effective (CHOICE) project. Such model-based studies rely on existing data, as well as several analytical assumptions; these studies have adopted an epidemiological, population-based approach that identifies the expected costs and health impacts of delivering evidence-based interventions at scale in the population as a whole, whether a specific country or an entire region. We also review this form of economic evidence and comment on important gaps in the current evidence base, as well as the relative strengths and limitations of this approach. One important limitation of conventional cost-effectiveness analysis—whether garnered through trial-based or model-based approaches—is that it is restricted to consideration of the specific implementation costs and health-related outcomes of an intervention; it does not typically extend to the nonhealth or wider economic or social value of investing in mental health innovation and service scale-up. In particular, cost-effectiveness analysis in its conventional form has little to say about the equitable distribution of costs and health gains across different groups of the target population. Incorporation of such concerns into economic evaluation represents a major objective of extended cost-effectiveness analysis, which is explored and addressed specifically in chapter 13 in this volume (Chisholm, Johansson, and others 2015). In this chapter, we review the available cost-effectiveness evidence for the different levels and underpinning strategies of the mental health care system, with a focus on information generated in or for LMICs. Based on the overall analytical framework and priority intervention matrices developed for this volume, the remainder of the chapter is presented as follows. First, we consider the economic evidence for mental health prevention and protection at the population and community levels of the health and welfare system, including legislative, regulatory, and informational measures at the public policy level (population platform), as well as school-, workplace-, and community-based programs (community platform). We then examine the economic evidence relating to the identification and treatment of MNS disorders (health care platform), focusing on the relative cost-effectiveness or efficiency of treatment programs implemented in nonspecialized versus more specialized health care settings. Finally, we assess the financial costs and budgetary implications of implementing or scaling up a set of prioritized, cost-effective interventions. Our review is based on available, published literature. A systematic search of the literature for LMICs was undertaken in PubMed to find articles published since 2000 in English. The search combined terms for specific mental health interventions with economic terms such as “cost,” “cost-effectiveness,” or “quality-adjusted life year (QALY),” as well as the names of all LMICs and their respective regions (see annex 12A for a list of search terms used to identify relevant literature). Where little or no literature was found for LMICs on interventions of potential importance, this systematic search was augmented by selective searches of the literature available since 1995 for high-income countries (HICs); however, these results are not included in the figures or tables. Annex 12B provides the search statistics. Articles included in the review were graded using the checklist of Drummond and others (2005) to generate a quality score for each article, with most studies graded between 7 and 10. Annex 12C provides a list of studies that were used to generate the tables and figures presented in this chapter. It presents detailed information on the intervention characteristics and comparators, target population group, geographic location, methodology, results, and quality scores. All cost-effectiveness results are presented in 2012 US$ except where noted otherwise. Consistent with earlier iterations of DCP, reported regional estimates refer to the World Bank’s categorization of countries by income. CN - NBK361929 CY - Washington (DC) DA - 2016/// PY - 2016 DP - PubMed ET - Third VL - 3 LA - eng PB - The International Bank for Reconstruction and Development / The World Bank SN - 978-1-4648-0426-7 978-1-4648-0428-1 UR - http://www.ncbi.nlm.nih.gov/books/NBK361929/ Y2 - 2022/03/29/08:36:28 ER - TY - JOUR TI - Learning about System Renewal AU - Levin, Ben AU - Fullan, Michael T2 - http://lst-iiep.iiep-unesco.org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=027046/(100) AB - Incl. bibl., abstract Our focus in this article is on the lessons learned about effective change from international experience with large-scale reform over the last 20 years. The central lesson now evident is that sustained improvement in student outcomes requires a sustained effort to change teaching and learning practices in thousands and thousands of classrooms, and this requires focused and sustained effort by all parts of the education system and its partners. Key components of this work include a small number of ambitious yet achievable goals, publicly stated; a positive stance with a focus on motivation; multi-level engagement with strong leadership and a "guiding coalition"; emphasis on capacity building with a focus on results; keeping a focus on key strategies while also managing other interests and issues; effective use of resources; and constant and growing transparency including public and stakeholder communication and feedback. Although we believe the use of change knowledge is increasing internationally, future prospects remain mixed because the work is hard to do. DA - 2008/04/01/ PY - 2008 DO - 10.1177/1741143207087778 DP - ResearchGate VL - 36 ER - TY - JOUR TI - Using Systems Thinking to Leverage Technology for School Improvement: Lessons Learned from Award-Winning Secondary Schools/Districts AU - Levin, Barbara B. AU - Schrum, Lynne T2 - Journal of Research on Technology in Education DA - 2013/09// PY - 2013 DO - 10.1080/15391523.2013.10782612 DP - DOI.org (Crossref) VL - 46 IS - 1 SP - 29 EP - 51 J2 - Journal of Research on Technology in Education LA - en SN - 1539-1523, 1945-0818 ST - Using Systems Thinking to Leverage Technology for School Improvement UR - http://www.tandfonline.com/doi/abs/10.1080/15391523.2013.10782612 Y2 - 2021/01/15/06:25:32 ER - TY - JOUR TI - Two-year RCT of EdTech in Malawi AU - Levesque, Karen AU - Bardack, Sarah AU - Chigeda, Antonie AU - Bahlibi, Abraham AU - Winiko, Symon AB - Malawi’s primary education system has been challenged to provide quality learning in the face of expanding enrollment. To address poor learning outcomes, the Ministry of Education piloted use of onebillion’s onecourse software in about 100 schools. Initial studies of onecourse conducted over 8 weeks to 8 months produced significant effect sizes in math and literacy, although absolute gains were modest. To measure longer-term impacts, Imagine Worldwide conducted a 2-year efficacy randomized controlled trial in two Malawi schools. Despite COVID-related school closures, onecourse produced statistically significant impacts in literacy and math. Further, the 13 months of (interrupted) intervention produced larger effect sizes and higher rates of attaining emergent or fluent reading and math benchmarks than the prior 8-month study. DA - 2022/// PY - 2022 DP - Zotero LA - en UR - https://imagine-worldwide.flywheelstaging.com/wp-content/uploads/2-Year-Malawi-RCT-Formatted-Research-Brief_Updated_10_6_22.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Two-year RCT of EdTech in Malawi: Impacts of a 2-year education technology program on early primary learning in Malawi amid disruptions due to COVID-19 AU - Levesque, Karen AU - Bardack, Sarah AU - Chigeda, Antonie AU - Bahlibi, Abraham AU - Winiko, Symon DA - 2022/// PY - 2022 SP - 8 M3 - Imagine Worldwide Research Brief UR - https://www.imagineworldwide.org/wp-content/uploads/2-Year-Malawi-RCT-Formatted-Research-Brief_Updated_10_6_22.pdf ER - TY - RPRT TI - Tablet-based Learning for Foundational Literacy and Math: An 8-month RCT in Malawi AU - Levesque, Karen AU - Bardack, Sarah AU - Chigeda, Antonie AB - Our 8-month randomized controlled trial (RCT) in government primary schools in Malawi shows significant positive effects for learners in overall literacy and in key early math skills, with similarly positive results for both girls and boys. DA - 2020/01/31/ PY - 2020 LA - en-US ST - Tablet-based Learning for Foundational Literacy and Math UR - https://www.imagineworldwide.org/resource/tablet-based-learning-for-foundational-literacy-and-math-an-8-month-rct-in-malawi/ Y2 - 2021/06/10/19:14:33 ER - TY - JOUR TI - The effect of extra funding for disadvantaged pupils on achievement AU - Leuven, Edwin AU - Lindahl, Mikael AU - Oosterbeek, Hessel AU - Webbink, Dinand T2 - The Review of Economics and Statistics DA - 2007/// PY - 2007 DO - 10.1162/rest.89.4.721 DP - Google Scholar VL - 89 IS - 4 SP - 721 EP - 736 ER - TY - RPRT TI - Quality of Education and Teacher Learning: A Review of the Literature AU - Leu, Elizabeth AU - Price-Rom, Alison DA - 2006/// PY - 2006 DP - Zotero SP - 28 LA - en PB - American Institutes for Research under the EQUIP1 LWA Academy for Educational Development UR - https://www.edu-links.org/sites/default/files/media/file/EQUIP1_Quality_of_Education_and_Teacher_Learning__A_Review_of_the_Literature.pdf ER - TY - RPRT TI - Quality of education and teacher learning: a review of the literature AU - Leu, Elizabeth AU - Price-Rom, Alison DA - 2006/// PY - 2006 DP - Zotero LA - en PB - American Institutes for Research under the EQUIP1 LWA; U.S. Agency for International Development UR - https://www.edu-links.org/sites/default/files/media/file/EQUIP1_Quality_of_Education_and_Teacher_Learning__A_Review_of_the_Literature.pdf ER - TY - RPRT TI - Quality of education and teacher learning: a review of the literature AU - Leu, Elizabeth AU - Price-Rom, Alison DA - 2006/// PY - 2006 DP - Zotero LA - en PB - American Institutes for Research under the EQUIP1 LWA; U.S. Agency for International Development UR - https://www.edu-links.org/sites/default/files/media/file/EQUIP1_Quality_of_Education_and_Teacher_Learning__A_Review_of_the_Literature.pdf ER - TY - RPRT TI - The Patterns and Purposes of School-based and Cluster Teacher Professional Development Programs AU - Leu, ELizabeth DA - 2004/04// PY - 2004 PB - USAID/EQUIP1 UR - https://pdf.usaid.gov/pdf_docs/pnadd973.pdf ER - TY - JOUR TI - Comments on Greenhow, Robelia, and Hughes: expanding the New Literacies conversation AU - Leu, Donald J. AU - O’Byrne, W. Ian AU - Zawilinski, Lisa AU - McVerry, J. Greg AU - Everett-Cacopardo, Heidi T2 - Educational Researcher AB - Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems. DA - 2009/05/01/ PY - 2009 DO - 10.3102/0013189X09336676 DP - SAGE Journals VL - 38 IS - 4 SP - 264 EP - 269 J2 - Educational Researcher LA - en SN - 0013-189X ST - Comments on Greenhow, Robelia, and Hughes UR - https://doi.org/10.3102/0013189X09336676 Y2 - 2021/11/09/20:56:17 KW - literacy KW - new literacies KW - online reading comprehension KW - technology ER - TY - ELEC TI - Comparative Judgement as a Promising Alternative to Score Competences AU - Lesterhuis, Marije AU - Verhavert, San AU - Coertjens, Liesje AU - Donche, Vincent AU - Maeyer, Sven De T2 - Innovative Practices for Higher Education Assessment and Measurement AB - To adequately assess students' competences, students are asked to provide proof of a performance. Ideally, open and real-life tasks are used for such performance assessment. However, to augment the reliability of the scores resulting from performance assessment, assessments are mostly standardised.... DA - 2017/// PY - 2017 LA - en M3 - chapter UR - https://www.igi-global.com/chapter/comparative-judgement-as-a-promising-alternative-to-score-competences/www.igi-global.com/chapter/comparative-judgement-as-a-promising-alternative-to-score-competences/159970 Y2 - 2022/06/24/09:03:17 ER - TY - JOUR TI - Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs AU - Lersilp, Suchitporn AU - Putthinoi, Supawadee AU - Lersilp, Theeratorn AU - Mackenzie, Lynette T2 - Occupational Therapy International AB - The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied in nursery to Grade 12, or with their caregivers. The instrument was a questionnaire applied by the International Classification of Functioning, Disability and Health (ICF) and examined for content validity by five specialists. The results in terms of AT showed that a majority of children with physical disability needed it for mobility and use of school buildings and those with hearing disability for communication. However, most of the children did not need to use AT for culture, recreation, or sports, while many considered it as a facilitator for education. In terms of the learning environment, most characteristics of the physical environment were facilitators for children with special needs, as were those of the social environment for all groups of such children. The results of this study were useful in providing information for AT and design of a learning environment relating to the varied characteristics of children with special needs in special education schools. DA - 2018/// PY - 2018 DO - 10.1155/2018/3705946 VL - 2018 SP - 3705946 SN - 0966-7903 UR - https://doi.org/10.1155/2018/3705946 ER - TY - BOOK TI - The hidden costs of reward: new perspectives on the psychology of human motivation T2 - Psychology revivals A3 - Lepper, Mark L. A3 - Green, David CY - London and New York DA - 2016/// PY - 2016 LA - eng PB - Psychology Press SN - 978-1-315-66698-3 978-1-138-95440-3 978-1-138-95430-4 ST - The hidden costs of reward UR - https://www.taylorfrancis.com/books/edit/10.4324/9781315666983/hidden-costs-reward-mark-lepper-david-greene ER - TY - JOUR TI - Using Bronfenbrenner’s ecological theory to understand community partnerships: A historical case study of one urban high school AU - Leonard, Jack T2 - Urban Education DA - 2011/// PY - 2011 DO - 10.1177/0042085911400337 DP - Google Scholar VL - 46 IS - 5 SP - 987 EP - 1010 ST - Using Bronfenbrenner’s ecological theory to understand community partnerships ER - TY - RPRT TI - Operationalising positive tipping points towards global sustainability AU - Lenton, Timothy M. AU - Benson, Scarlett AU - Smith, Talia AU - Ewer, Theodora AU - Lanel, Victor AU - Petykowski, Elizabeth AU - Powell, Thomas W. R. AU - Abrams, Jesse F. AU - Blomsma, Fenna AU - Sharpe, Simon AB - Non-Technical Summary Transforming towards global sustainability requires a dramatic acceleration of current progress. Hence there is growing interest in finding ‘positive tipping points’ at which small interventions can trigger self-reinforcing feedbacks that accelerate systemic change. Examples have recently been seen in power generation, personal transport, and lighting. But how to identify positive tipping points that have yet to occur? We synthesise theory and examples to provide initial guidelines for creating enabling conditions, sensing when a system can be positively tipped, who can trigger it, and how they can trigger it. All of us can play a part in triggering positive tipping points. DA - 2022/// PY - 2022 DP - DOI.org (Crossref) SP - e1 LA - en M3 - Working paper series PB - University of Exeter: Global System Institute SN - 2021/01 UR - https://www.exeter.ac.uk/media/universityofexeter/globalsystemsinstitute/documents/Lenton_et_al_-_Operationalising_positive_tipping_points.pdf Y2 - 2024/02/15/11:44:58 ER - TY - JOUR TI - The evolution of systematic evidence reviews: Past and future developments and their implications for policy analysis AU - Lemire, Sebastian AU - Peck, Laura R. AU - Porowski, Allan T2 - Politics & Policy AB - Abstract Evidence reviews are widely used to summarize findings from existing studies and, as such, are an important base for policy analysis. Over the past 50 years, three waves of evidence reviews have emerged: (1) the meta‐analysis wave, (2) the mixed‐methods synthesis wave, and (3) the core components wave. The present article first describes these waves and reflects on the benefits and limitations of each wave in the context of policy analysis. Informed by this historical account, the article then identifies and discusses three trends that are likely to influence future directions of evidence reviews: (1) using data science tools, (2) embedding an equity focus, and (3) translating research into practice. The concluding discussion connects these developments to public policy, identifying how evidence from systematic evidence reviews informs—or could better inform—policy decisions. Related Articles Nunes Silva, Carlos. 2012. “Policy and Evidence in a Partisan Age: The Great Disconnect—By Paul Gary Wyckoff.” Politics & Policy 40(3): 541–43. https://doi.org/10.1111/j.1747‐1346.2012.00363.x . Sinclair, Thomas A. P. 2006. “Previewing Policy Sciences: Multiple Lenses and Segmented Visions.” Politics & Policy 34(3): 481–504. https://doi.org/10.1111/j.1747‐1346.2006.00025.x . Smith‐Walter, Aaron, Holly L. Peterson, Michael D. Jones, and Ashley Nicole Reynolds Marshall. 2016. “Gun Stories: How Evidence Shapes Firearm Policy in the United States.” Politics & Policy 44(6): 1053–88. https://doi.org/10.1111/polp.12187 . , La evolución de las revisiones sistemáticas de evidencia: Desarrollos pasados y futuros y sus implicaciones para el análisis de políticas Las revisiones de evidencia se utilizan ampliamente para resumir los hallazgos de estudios existentes y, como tales, son un tipo importante de análisis de políticas. En los últimos 50 años, han surgido tres oleadas de revisiones de evidencia: (1) la oleada de metanálisis, (2) la oleada de síntesis de métodos mixtos y (3) la oleada de componentes centrales. El presente artículo primero describe estas oleadas y reflexiona sobre los beneficios y limitaciones de cada oleada en el contexto del análisis de políticas. Basado en este relato histórico, el artículo luego identifica y analiza tres tendencias que probablemente influirán en las direcciones futuras de las revisiones de evidencia: (1) usar herramientas de ciencia de datos, (2) incorporar un enfoque de equidad y (3) traducir la investigación a la práctica. La discusión final conecta estos desarrollos con la política pública, identificando cómo la evidencia de las revisiones sistemáticas de evidencia informa, o podría informar mejor, las decisiones de política. , 系统性证据审查的演变:过去和未来的发展及其对政策分析的影响 证据审查被广泛用于总结现有研究结果,因此是一种重要的政策分析类型。过去50年里,出现了三次证据审查浪潮,即荟萃分析、混合方法综合、以及核心组分法。本文首先描述了这三种方法,并在政策分析情境下反思了每种方法的优势和局限性。根据这一历史叙述,本文随后识别并探讨了可能影响证据审查未来方向的三种趋势:(1)使用数据科学工具,(2)嵌入公平视角,(3)将研究转化为实践。结论将这些发展与公共政策相联系,识别了来自系统性证据审查的证据如何影响政策决策(或如何能更好地影响政策决策)。 DA - 2023/06// PY - 2023 DO - 10.1111/polp.12532 DP - DOI.org (Crossref) VL - 51 IS - 3 SP - 373 EP - 396 J2 - Politics & Policy LA - en SN - 1555-5623, 1747-1346 ST - The evolution of systematic evidence reviews UR - https://onlinelibrary.wiley.com/doi/10.1111/polp.12532 Y2 - 2023/11/28/12:34:18 KW - _Added-ailr-2024 KW - análisis de políticas KW - componentes básicos KW - core components KW - evidence review KW - meta-analysis KW - metanálisis KW - mixed methods KW - métodos Mixtos KW - policy analysis KW - research synthesis KW - revisión de evidencia KW - revisión sistemática KW - systematic review KW - síntesis de Investigación KW - 政策分析 KW - 核心组分 KW - 混合方法 KW - 研究综合 KW - 系统性综述 KW - 荟萃分析 KW - 证据审查 ER - TY - RPRT TI - Leh Wi Lan: 12th Quarterly Report AU - Leh Wi Lan DA - 2020/// PY - 2020 UR - https://webcache.googleusercontent.com/search?q=cache:pvl0sZQvvpAJ:https://mbsse.gov.sl/wp-content/uploads/2020/07/Quarterly-Report-12-April-2020.pdf+&cd=1&hl=en&ct=clnk&gl=uk Y2 - 2020/12/16/16:48:55 ER - TY - COMP TI - Principal Dashboard AU - Leh Wi Lan DA - 2021/// PY - 2021 PB - Leh Wi Lan UR - https://reporting.lehwilan.org/principals.html ER - TY - RPRT TI - Recovering from school closures in Sierra Leone: Status of pupil learning outcomes in junior and senior secondary schools AU - Leh Wi Lan DA - 2021/// PY - 2021 ER - TY - RPRT TI - Tangerine for Principals: Pilot Report AU - Leh Wi Lan DA - 2020/11// PY - 2020 ER - TY - RPRT TI - Tangerine Pilot: Report on pilot implementation AU - Leh Wi Lan DA - 2018/09// PY - 2018 ER - TY - RPRT TI - Distance Learning A guide to playful distance learning – online and offline AU - Lego Foundation DA - 2020/// PY - 2020 LA - EN UR - https://teachertaskforce.org/sites/default/files/2020-10/distance_learning_guide.pdf Y2 - 2020/11/04/14:50:54 ER - TY - JOUR TI - Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk AU - Lefstein, Adam AU - Vedder-Weiss, Dana AU - Segal, Aliza T2 - Educational Researcher AB - Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework for “pedagogically productive” teacher talk; and (c) highlight key research directions and challenges in investigating this and related phenomena. DA - 2020/06// PY - 2020 DO - 10.3102/0013189X20922998 DP - DOI.org (Crossref) VL - 49 IS - 5 SP - 360 EP - 368 J2 - Educational Researcher LA - en SN - 0013-189X, 1935-102X ST - Relocating Research on Teacher Learning UR - http://journals.sagepub.com/doi/10.3102/0013189X20922998 Y2 - 2023/05/19/19:16:39 ER - TY - JOUR TI - Scaling Educational Innovations in Singapore: the roles of Policymakers, Practitioners, and Researchers AU - Lee, Shu-Shing DA - 2017/// PY - 2017 DP - Zotero SP - 69 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Insights on ESL Student Teachers Reflecting Collaboratively Online Shubashini Suppiah Institute of Teacher Education Gaya Campus AU - Lee, S AU - Swanto, K AU - Lajium, S AU - Suppiah, D AU - Suppiah, Shubashini AB - The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting. DA - 2019/08/01/ PY - 2019 DP - ResearchGate VL - ISSN-2716-6406 UR - https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus ER - TY - RPRT TI - Review of International Research on Factors Underlying Teacher Absenteeism. AU - Lee, Mary AU - Goodman, Crystal AU - Dandapani, Nitara AU - Kekahio, Wendy AB - Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included. DA - 2015/// PY - 2015 DP - ERIC LA - en PB - Regional Educational Laboratory Pacific Y2 - 2022/08/22/10:45:57 KW - Academic Rank (Professional) KW - Accountability KW - Case Studies KW - Community Characteristics KW - Correlation KW - Cross Cultural Studies KW - Cultural Context KW - Cultural Influences KW - Elementary School Teachers KW - Family Work Relationship KW - Foreign Countries KW - Institutional Characteristics KW - Predictor Variables KW - Proximity KW - Sanctions KW - School Administration KW - School Culture KW - School Location KW - Social Influences KW - Teacher Attendance KW - Teacher Salaries KW - Teaching Conditions KW - Work Environment ER - TY - BOOK TI - Review of international research on factors underlying teacher absenteeism AU - Lee, Mary AU - Goodman, Crystal AU - Dandapani, Nitara AU - Kekahio, Wendy AB - Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included. DA - 2015/04// PY - 2015 DP - Zotero LA - en PB - Regional Educational Laboratory Pacific UR - https://eric.ed.gov/?id=ED555740 Y2 - 2022/01/06/14:44:32 KW - Academic Rank (Professional) KW - Accountability KW - C:LMIC KW - Case Studies KW - Community Characteristics KW - Correlation KW - Cross Cultural Studies KW - Cultural Context KW - Cultural Influences KW - Elementary School Teachers KW - Family Work Relationship KW - Foreign Countries KW - LMICs KW - School Administration KW - School Culture KW - School Location KW - Social Influences KW - Teacher Attendance KW - Teacher Salaries KW - Teaching Conditions KW - Work Environment KW - ⛔ No DOI found ER - TY - RPRT TI - Designing the Education Workforce AU - Lee, Ju-Ho AU - Steer, Liesbet AU - Jimenez, Emmanuel AU - King, Elizabeth M. AU - Erikson, Eliza AB - There is rising evidence that traditional ways of teaching are failing to provide adequate learning opportunities and breadth of skills for the 21st century, likely to leave millions of children and young adults behind. The challenge of meeting the demands of each student with vastly different backgrounds and abilities within today’s models of education has limited the capacity of teachers and education systems to provide the personalized learning that students need. A new approach is required. The Education Commission is partnering with select countries, higher education institutions, schools and tech thought leaders to test the applicability and adaptability of “High-Touch High-Tech (HTHT)” learning in diverse contexts. The first pilot - currently in Vietnam - will incrementally expand to other select countries in Asia, Latin America, and Africa. HTHT learning is an opportunity for new collaborators to become part of a transformative effort to personalize learning for enhanced learner success through the application of Artificial Intelligence. Based on the report, “Transforming the Education Workforce: Learning Teams for a Learning Generation” that the Education Workforce Initiative (EWI) released during 2019 UN General Assembly, we propose new approaches for harnessing the potential of teachers and the broader education workforce to ensure HTHT learning and, more broadly, quality education for all students. CY - Rochester, NY DA - 2020/04/05/ PY - 2020 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 3588221 UR - https://papers.ssrn.com/abstract=3588221 Y2 - 2021/03/23/11:17:57 KW - Designing the Education Workforce KW - Eliza Erikson KW - Elizabeth M. King KW - Emmanuel Jimenez KW - Ju-Ho Lee KW - Liesbet Steer KW - SSRN ER - TY - RPRT TI - Learning from What Works: RBF in Education AU - Lee, Jessica AU - Medina, Octavio DA - 2019/// PY - 2019 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/31250/133932-WP-PUBLIC-21-1-2019-7-58-55-WBGLearningfromWhatWorksFinalclean.pdf?sequence=1&isAllowed=y Y2 - 2022/04/07/17:34:41 ER - TY - JOUR TI - Enhancing early numeracy skills with a tablet-based math game intervention: a study in Tanzania AU - Lee, Hye Kyung AU - Choi, Ahram T2 - Educational Technology Research and Development AB - The study presents results of a tablet-based math game intervention to enhance early numeracy skills of children in Tanzania. Standard level 1 children (n = 122), attending a rural primary school, were randomly allocated to either intervention or control group. The intervention group participated in a daily intervention session for 46 days. Children’s performances in number identification, quantity discrimination, addition, subtraction, and missing number tasks were measured before and after the intervention with randomly selected children from both groups (treatment = 30, control = 31). Score gains in the intervention group were substantially greater than those in the control group. In particular, statistically significant effects of the intervention were identified in quantity discrimination, addition, and subtraction tasks. Item-level analyses using Item Response Theory showed that addition and subtraction items involving regrouping and most missing number items were too difficult even after the intervention. The study also identified which games were played the most or least during the sessions from play-log data and analyzed associations between children’s test performances and gameplays. DA - 2020/// PY - 2020 DO - 10.1007/s11423-020-09808-y DP - Springer Link VL - 68 SP - 3567 EP - 3585 J2 - Education Tech Research Dev LA - en SN - 1556-6501 ST - Enhancing early numeracy skills with a tablet-based math game intervention UR - https://doi.org/10.1007/s11423-020-09808-y Y2 - 2020/11/18/14:15:38 ER - TY - RPRT TI - Sisimpur’s reach and educational impact: Evidence from a national longitudinal survey of a Sesame Street project in Bangladesh. AU - Lee, H.J. CY - New York DA - 2009/// PY - 2009 PB - Sesame Workshop ER - TY - JOUR TI - Technology functions for personalized learning in learner-centered schools AU - Lee, Dabae AU - Huh, Yeol AU - Lin, Chun-Yi AU - Reigeluth, Charles M. T2 - Educational Technology Research and Development AB - Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment. DA - 2018/10/01/ PY - 2018 DO - 10.1007/s11423-018-9615-9 DP - Springer Link VL - 66 IS - 5 SP - 1269 EP - 1302 J2 - Education Tech Research Dev LA - en SN - 1556-6501 UR - https://doi.org/10.1007/s11423-018-9615-9 Y2 - 2021/11/09/20:52:44 ER - TY - JOUR TI - Reframing the policy discourse: A comparative analysis of teacher preparation for rural and remote education in Australia, South Africa and Mexico AU - Ledger, Susan AU - Masinire, Alfred AU - Díaz, Miguel Angel AU - Burgess, Madeline T2 - education policy analysis archives AB - The Organisation for Economic Cooperation and Development (OECD) has highlighted a ‘vicious cycle of decline’ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education. DA - 2021/06/14/ PY - 2021 DO - 10.14507/epaa.29.6233 DP - ResearchGate VL - 29 J2 - education policy analysis archives ST - Reframing the policy discourse ER - TY - JOUR TI - The evolution of school league tables in England 1992-2016: ‘Contextual value-added’, ‘expected progress’ and ‘progress 8’ AU - Leckie, George AU - Goldstein, Harvey T2 - British Educational Research Journal DA - 2017/04// PY - 2017 DO - 10.1002/berj.3264 DP - DOI.org (Crossref) VL - 43 IS - 2 SP - 193 EP - 212 J2 - Br Educ Res J LA - en SN - 01411926 ST - The evolution of school league tables in England 1992-2016 UR - https://onlinelibrary.wiley.com/doi/10.1002/berj.3264 Y2 - 2022/04/07/17:30:10 ER - TY - ELEC TI - The Learning Passport AU - Learning Passport UR - https://www.learningpassport.org/ ER - TY - ELEC TI - The Learning Passport AU - Learning Passport AB - A new solution designed to close the learning poverty gap, the LP is an online, mobile, and offline tech platform enabling high quality, flexible learning DA - 2022/// PY - 2022 LA - en UR - https://www.learningpassport.org/learning-passport Y2 - 2022/04/25/18:21:52 ER - TY - ELEC TI - Kolibri AU - Learning equality DA - 2020/// PY - 2020 LA - en UR - https://learningequality.org/kolibri/ Y2 - 2020/07/02/11:36:29 ER - TY - ELEC TI - Kolibri : A Free, Open Source Education for All AU - Learning equality T2 - Learning equality DA - 2020/// PY - 2020 LA - en ST - Kolibri UR - https://learningequality.org/kolibri/ Y2 - 2020/06/01/15:59:16 ER - TY - ELEC TI - Kolibri : A Free, Open Source Education for All | Learning Equality AU - Learning Equality UR - https://learningequality.org/kolibri/ Y2 - 2020/07/21/11:17:23 ER - TY - ELEC TI - Kolibri Content Library Catalog AU - Learning equality DA - 2020/// PY - 2020 UR - https://catalog.learningequality.org/#/public?keywords=teacher&page=1&query_id=7auctc Y2 - 2020/07/02/11:58:17 ER - TY - ELEC TI - Design Based Implementation Research AU - LearnDBIR UR - http://learndbir.org/ ER - TY - RPRT TI - DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the Global South AU - Leach, Jenny AU - Ahmed, Atef AU - Makalima, Shumi AU - Power, Tom CY - London DA - 2006/// PY - 2006 DP - Zotero LA - en PB - DFID UR - http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the global south AU - Leach, Jenny CY - London DA - 2006/// PY - 2006 DP - Zotero SP - 158 LA - en PB - DFID UR - http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf KW - ___working_potential_duplicate ER - TY - JOUR TI - The future of language education in Europe: case studies of innovative practices AU - Le Pichon-Vorstman, Emmanuelle AU - Siarova, Hanna AU - Szőnyi, Eszter T2 - European Journal of Language Policy DA - 2021/// PY - 2021 DO - 10.3828/ejlp.2021.7c DP - Project MUSE VL - 13 IS - 1 SP - 114 EP - 120 SN - 1757-6830 ST - The future of language education in Europe UR - https://muse.jhu.edu/pub/105/article/788524 Y2 - 2023/02/10/12:06:49 ER - TY - RPRT TI - Phone survey on the Covid crisis in Senegal AU - Le Nestour, Alexis AU - Moscoviz, Laura AU - Mbaye, Samba DA - 2020/04// PY - 2020 LA - EN PB - Centre for Global Development UR - https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0 KW - ___working_potential_duplicate ER - TY - RPRT TI - Phone survey on the Covid crisis in Senegal AU - Le Nestour, Alexis AU - Mbaye, Samba AU - Moscoviz, Laura CY - Washington D.C. DA - 2020/// PY - 2020 PB - Centre for Global Development UR - https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0 KW - ___working_potential_duplicate ER - TY - RPRT TI - Mapping education data in sub-Saharan Africa AU - Lawson, Laté AU - Heady, Lucy DA - 2021/// PY - 2021 PB - Education Sub Saharan Africa (ESSA) UR - https://essa-africa.org/sites/default/files/inline-files/Draft%20Mapping%20Methodology_Unlocking%20Data.pdf Y2 - 2022/05/10/09:50:53 ER - TY - RPRT TI - Value for money and adaptive programming: Approaches, measurement and management AU - Laws, Ed AU - Valters, Craig DA - 2021/03// PY - 2021 LA - English M3 - Working Paper PB - Overseas Development Institute (ODI) SN - 572 UR - https://cdn.odi.org/media/documents/odi-ml-rethinkingvfm-wp572-final.pdf Y2 - 2022/01/04/00:00:00 ER - TY - CHAP TI - Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities AU - Lawrie, J. AU - Hennessy, Sara AU - Haßler, Björn AU - Phalachandra AU - Lawrie, J. T2 - Where it's needed most: Quality professional development for all teachers CY - New York, NY DA - 2015/// PY - 2015 SP - 131 EP - 143 PB - Inter-agency network for education in emergencies UR - https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers KW - C:Fragile contexts KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - CHAP TI - Use ICT to provide access to content, professional development and professional learning communities (Recommendation 7) AU - Lawrie, J. AU - Hennessy, S. AU - Haßler, Björn AU - Phalachandra T2 - Where it's needed most: quality professional development for all teachers A2 - Burns, M. A2 - Lawrie, J. CY - New York, NY DA - 2015/// PY - 2015 SP - 131 EP - 143 PB - Inter-Agency Network for Education in Emergencies (INEE) UR - https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers KW - C:Fragile contexts KW - docs.opendeved.net ER - TY - JOUR TI - Parental Involvement, Learning Participation and Online Learning Commitment of Adolescent Learners during the COVID-19 lockdown AU - Lawrence, Kehinde Clement AU - Fakuade, Olubasayo Victor T2 - Research in Learning Technology AB - During the escalating coronavirus disease-2019 (COVID-19) pandemic, attempting to contain its spread, a large number of educational institutions shut down face-to-face teaching and learning activities globally due to a complete lockdown. This lockdown revealed emerging vulnerabilities of education systems in the lowand middle-income countries of the world, with Nigeria being no exception. Given these concerns, this research study assessed parental involvement, learning participation and the commitment to online learning of adolescent learners during the COVID-19 lockdown in Nigeria. An online survey questionnaire was employed to examine the level of online learning commitment and the contributory roles of each of the factors to online learning commitment of adolescent learners. In total, 1407 adolescents (male = 38.8%; female 61.2%) aged between 12 and 20 years (mean = 15: SD = 4.24) responded to the online survey, which was open for 2 months. Data were analysed using descriptive statistics of frequency distribution and inferential statistics of multiple regression. The findings revealed that the commitment level of adolescent learners to online learning was high. The findings further yielded a coefficient of R = 0.439 and R2 = 0.192 variance in the prediction of the outcome measure. Parental involvement contributed 32% (β = 0.322, p < 0.05) and learning participation contributed 23% (β = 0.234, p < 0.05) towards online learning. The study concludes that parental involvement and learning participation played a significant and positive role in the commitment of adolescent learners towards online learning during the COVID-19 lockdown in Nigeria. The authors suggest that parents be encouraged to synergise with the digitalised revolution, while the need for further in-depth research on the subject is emphasised in the suggestions for future research. DA - 2021/04// PY - 2021 DO - 10.25304/rlt.v29.2544 VL - 29 ER - TY - NEWS TI - 65 % of Nigerian schools lack electricity, says UN chief AU - Lawal, Iyabo T2 - The Guardian (Nigeria) DA - 2017/07/20/ PY - 2017 DP - guardian.ng LA - en-US SE - Education UR - https://guardian.ng/features/65-of-nigerian-schools-lack-electricity-says-un-chief/ Y2 - 2020/07/07/13:19:10 ER - TY - RPRT TI - A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 AU - Law, N. AU - Woo, David AU - Wong, Gary AB - The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework. DA - 2018/06// PY - 2018 DP - ResearchGate SP - 146 LA - EN M3 - Information Paper PB - UNESCO SN - No. 51 UR - http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf Y2 - 2020/07/08/00:00:00 ER - TY - BOOK TI - Assessment for Learning: Meeting the Challenge of Implementation AU - Laveault, D AU - Allal, L DA - 2016/// PY - 2016 PB - Springer SN - 978-3-319-39211-0 UR - https://www.springer.com/gp/book/9783319392097 ER - TY - CHAP TI - Situating learning in communities of practice. AU - Lave, Jean T2 - Perspectives on socially shared cognition. CY - Washington DA - 1991/// PY - 1991 DP - DOI.org (Crossref) SP - 63 EP - 82 LA - en PB - American Psychological Association SN - 978-1-55798-121-9 UR - http://content.apa.org/books/10096-003 Y2 - 2023/05/19/19:13:21 ER - TY - BLOG TI - Edtech Startups in Latin America 2021 Survey Results AU - Lavca DA - 2021/// PY - 2021 LA - en-US UR - https://lavca.org/2021-startup-survey-edtech/ Y2 - 2022/06/06/09:34:39 ER - TY - RPRT TI - Incentives for Mayors to Improve Learning: Evidence from State Reforms in Ceará, Brazil AU - Lautharte, Ildo AU - de Oliveira, Victor Hugo AU - Loureiro, Andre AB - Financial incentives for students, teachers, and schools are often used to promote learning. Yet, little is known about whether similar incentives for mayors produce analogous findings. This paper investigates this question by exploring a results-based financing reform in Ceará, Brazil, which redistributes state resources to municipalities based on education performance. Comparing schools on both sides of Ceará's border over key implementation periods, the paper shows that ninth grade students who were exposed to the results-based financing performed 0.15 standard deviation higher on mathematics and language tests. These impacts increase twofold when Ceará offers technical assistance to municipalities (pedagogical and managerial) and become significant for fifth graders. These gains are seen among students in the top performance quantiles, but reformulating the results-based financing rule to penalize municipalities with more low performers significantly reduces learning gaps. The paper discuss several mechanisms: the selection of school principals, teacher training, the provision and quality of textbooks, curriculum coverage, and school homework. CY - Washington, DC DA - 2021/01// PY - 2021 DP - openknowledge.worldbank.org LA - English M3 - Working Paper PB - World Bank ST - Incentives for Mayors to Improve Learning UR - https://openknowledge.worldbank.org/handle/10986/35024 Y2 - 2022/04/07/17:36:16 KW - Education KW - Learning Incentives KW - Municipal Governance KW - Public Sector Reform KW - Results-Based Financing KW - Secondary Education KW - Student Performance KW - Teacher Effectiveness KW - Teacher Training KW - Technical Assistance ER - TY - RPRT TI - How could digital learning at scale address the issue of equity in education? AU - Laurillard, Diana AU - Kennedy, Eileen AU - Wang, Tianchong T2 - Learning at scale for the Global South A2 - Lim, C.P. A2 - Tinio, V.L. CY - Quezon City, Philippines DA - 2018/// PY - 2018 DP - Zotero LA - en PB - Foundation for Information Technology Education and Development UR - http://dl4d.org/wp-content/uploads/2019/03/Learning-at-Scale-for-the-Global-South-Main-Paper.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Regional Bureau for West & Central Africa Education Newsletter AU - Lauren UNHCR DA - 2020/// PY - 2020 DP - Zotero SP - 6 LA - en UR - https://data2.unhcr.org/en/documents/download/76898 KW - ⛔ No DOI found ER - TY - BLOG TI - Basic mobile phones more common than smartphones in sub-Saharan Africa AU - Laura Silver AU - Johnson, Courtney T2 - Pew Research Center's Global Attitudes Project AB - Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a DA - 2018/10/09/ PY - 2018 LA - en-US UR - https://www.pewresearch.org/global/2018/10/09/majorities-in-sub-saharan-africa-own-mobile-phones-but-smartphone-adoption-is-modest/ Y2 - 2020/04/28/09:40:12 ER - TY - BLOG TI - Effects of school closures on secondary school teachers and leaders in Rwanda: results from a phone survey AU - Laterite AU - Research for Equitable Access and Learning (REAL) Centre T2 - The Education and Development Forum (UKFIET) AB - This blog was written by Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, who are working together as learning partners on the Mastercard Foundation’s Leaders in Teachers initiative in Rwanda. On 14 March 2020, the Government of Rwanda announced the closure of all schools in the country […] DA - 2021/01/12/T09:40:45+00:00 PY - 2021 LA - en-GB ST - Effects of school closures on secondary school teachers and leaders in Rwanda UR - https://www.ukfiet.org/2021/effects-of-school-closures-on-secondary-school-teachers-and-leaders-in-rwanda-results-from-a-phone-survey/ Y2 - 2021/03/29/06:21:28 ER - TY - RPRT TI - Permission granted: The economic value of data assets under alternative policy regimes | Price Discrimination | Demand AU - Lateral Economics AB - A Lateral Economics report for the Open Data Institute - March 2016 DA - 2016/// PY - 2016 LA - en ST - Permission granted UR - https://www.scribd.com/doc/309810679/Permission-granted-The-economic-value-of-data-assets-under-alternative-policy-regimes Y2 - 2019/11/05/14:51:07 KW - _C:Australia AUS KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - __C:scheme:1 ER - TY - JOUR TI - Systems theories: Their origins, foundations, and development AU - Laszlo, Alexander AU - Krippner, Stanley T2 - ADVANCES IN PSYCHOLOGY-AMSTERDAM- DA - 1998/// PY - 1998 DO - 10.1016/S0166-4115(98)80017-4 DP - Google Scholar VL - 126 SP - 47 EP - 76 ST - Systems theories ER - TY - JOUR TI - Managing for results in primary education in Madagascar: evaluating the impact of selected workflow interventions AU - Lassibille, Gérard AU - Tan, Jee-Peng AU - Jesse, Cornelia AU - Van Nguyen, Trang T2 - The World Bank Economic Review AB - The impact of specific actions designed to streamline and tighten the workflow processes of key actors in Madagascar's primary education sector are evaluated. To inform the strategy for scaling up, a randomized experiment was carried out over two school years. The results show that interventions at the school level, reinforced by interventions at the subdistrict and district levels, succeeded in changing the behavior of the actors toward better management of key pedagogical functions. In terms of education outcomes, the interventions improved school attendance, reduced grade repetition, and raised test scores (particularly in Malagasy and mathematics), although the gains in learning at the end of the evaluation period were not always statistically significant. Interventions limited to the subdistrict and district levels proved largely ineffective. DA - 2010/01/01/ PY - 2010 DO - 10.1093/wber/lhq009 DP - Silverchair VL - 24 IS - 2 SP - 303 EP - 329 J2 - The World Bank Economic Review SN - 0258-6770 ST - Managing for Results in Primary Education in Madagascar UR - https://doi.org/10.1093/wber/lhq009 Y2 - 2021/08/03/16:07:21 ER - TY - JOUR TI - Open Educational Resources for Blended Learning in High Schools: Overcoming Impediments in Developing Countries AU - Larson, Richard C. AU - Murray, M. Elizabeth T2 - Journal of Asynchronous Learning Networks AB - With today's computer and telecommunications technologies, every young person can have a quality education regardless of his or her place of birth. This is the dream that Open Educational Resources (OERs), when viewed as a right rather than a privilege, are directed to realize. For developing countries, we propose a type of OER initiative that leverages not only technology but also the skills of the in-class teacher, that utilizes not only the Internet but also lower-tech delivery platforms, and that is created not only by developed countries of the West but also by educators in many countries worldwide. We outline the design of a cross-border, collaborative learning and teaching system called the Blended Learning Open Source Science or Math Studies Initiative (BLOSSOMS), with an associated partnership network established for its implementation in developing countries. BLOSSOMS is to develop a large, free repository of blended-learning video modules for high school math and science classes, created by gifted volunteer educators from around the world and designed to offer potentially transformative learning exercises that will enhance critical thinking skills and retain students' interest in math and science. The initiative has been designed and developed within a multinational network of partner organizations in the developing world, a characteristic that distinguishes it from many other OER projects. DA - 2008/02// PY - 2008 DP - ERIC VL - 12 IS - 1 SP - 85 EP - 103 LA - en SN - 1939-5256 ST - Open Educational Resources for Blended Learning in High Schools UR - https://eric.ed.gov/?id=EJ837471 Y2 - 2020/11/27/12:07:20 KW - Asynchronous Communication KW - Barriers KW - Blended Learning KW - Cooperative Programs KW - Developing Nations KW - Educational Resources KW - Educational Technology KW - High Schools KW - Instructional Innovation KW - Learning Modules KW - Program Development KW - Shared Resources and Services KW - Social Networks KW - Video Technology KW - ⛔ No DOI found ER - TY - JOUR TI - Understanding the elephant: the discourse approach to boundary identification and corpus construction for theory review articles AU - Larsen, K. AU - Hovorka, D. AU - Dennis, A.R. T2 - Journal of the Association for Information Systems DA - 2019/// PY - 2019 DO - 10.17705/1jais.00556 VL - 20 IS - 7 SP - 887 EP - 928 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - The efficacy of learning analytics interventions in higher education: A systematic review AU - Larrabee Sønderlund, Anders AU - Hughes, Emily AU - Smith, Joanne T2 - British Journal of Educational Technology AB - Abstract Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness. DA - 2018/11/14/ PY - 2018 DO - 10.1111/bjet.12720 DP - onlinelibrary.wiley.com (Atypon) VL - 0 IS - 0 J2 - British Journal of Educational Technology SN - 0007-1013 ST - The efficacy of learning analytics interventions in higher education UR - https://onlinelibrary.wiley.com/doi/10.1111/bjet.12720 Y2 - 2019/07/18/13:49:22 KW - Reviewed ER - TY - JOUR TI - You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools AU - Larkin, Kevin T2 - Journal of Research on Technology in Education AB - The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing. DA - 2011/12/01/ PY - 2011 DO - 10.1080/15391523.2011.10782581 DP - Taylor and Francis+NEJM VL - 44 IS - 2 SP - 101 EP - 120 SN - 1539-1523 UR - http://dx.doi.org/10.1080/15391523.2011.10782581 Y2 - 2015/05/01/18:11:07 ER - TY - RPRT TI - A 10-step guide to monitoring and evaluating children’s participation AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 4 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_4.pdf KW - CitedIn:eCubed KW - eCubed ER - TY - RPRT TI - A Toolkit for Monitoring and Evaluating Children’s Participation — Introduction AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 1 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_toolkit_Booklet_1.pdf KW - CitedIn:eCubed KW - eCubed ER - TY - RPRT TI - How to measure the scope, quality and outcomes of children’s AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 3 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_3.pdf KW - CitedIn:eCubed KW - eCubed ER - TY - RPRT TI - Measuring the creation of a participatory and respectful environment for children provides AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 2 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_2.pdf KW - CitedIn:eCubed KW - eCubed ER - TY - RPRT TI - Tools for monitoring and evaluating children’s participation AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 5 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_5.pdf KW - CitedIn:eCubed KW - eCubed ER - TY - RPRT TI - A Framework for Monitoring and Evaluating Children’s Participation — a Preparatory Draft for Piloting AU - Lansdown, Gerison DA - 2011/// PY - 2011 PB - Save the Children UR - https://resourcecentre.savethechildren.net/library/framework-monitoring-and-evaluating-childrens-participation-preparatory-draft-piloting KW - CitedIn:eCubed KW - eCubed ER - TY - RPRT TI - Can you hear me?: the right of young children to participate in decisions affecting them AU - Lansdown, Gerison DA - 2005/// PY - 2005 UR - https://files.eric.ed.gov/fulltext/ED522740.pdf Y2 - 2019/11/05/12:39:12 KW - CitedIn:eCubed KW - eCubed ER - TY - BOOK TI - Children's rights: a second chance. AU - Lansdown, Gerison CY - London DA - 2001/// PY - 2001 DP - Open WorldCat LA - en PB - International Save the Children Alliance SN - 978-2-940217-12-0 ST - Children's rights UR - https://resourcecentre.savethechildren.net/library/childrens-rights-second-chance ER - TY - RPRT TI - See me, hear me. A guide to using the UN Convention on the Rights of Persons with Disabilities AU - Lansdown, Gerison DA - 2009/// PY - 2009 LA - en PB - Save the Children UR - https://resourcecentre.savethechildren.net/node/1947/pdf/1947.pdf Y2 - 2019/11/05/14:06:22 KW - CitedIn:eCubed KW - eCubed ER - TY - BOOK TI - The evolving capacities of the child AU - Lansdown, Gerison T2 - Save the children CY - Florence DA - 2005/// PY - 2005 DP - Gemeinsamer Bibliotheksverbund ISBN LA - en PB - UNICEF SN - 978-88-89129-15-9 UR - https://www.unicef-irc.org/publications/pdf/evolving-eng.pdf ER - TY - BOOK TI - Digital Literacies: Concepts, Policies and Practices AU - Lankshear, Colin AU - Knobel, Michele AB - This book brings together a group of internationally-reputed authors in the field of digital literacy. Their essays explore a diverse range of the concepts, policies and practices of digital literacy, and discuss how digital literacy is related to similar ideas: information literacy, computer literacy, media literacy, functional literacy and digital competence. It is argued that in light of this diversity and complexity, it is useful to think of digital literacies - the plural as well the singular. The first part of the book presents a rich mix of conceptual and policy perspectives; in the second part contributors explore social practices of digital remixing, blogging, online trading and social networking, and consider some legal issues associated with digital media. DA - 2008/// PY - 2008 DP - Google Books SP - 334 LA - en PB - Peter Lang SN - 978-1-4331-0169-4 ST - Digital Literacies KW - Computers / Interactive & Multimedia KW - Computers / Social Aspects ER - TY - JOUR TI - The politics of the education budget: Financing mass secondary education in Tanzania (2004–2012) AU - Languille, Sonia T2 - International Journal of Educational Development AB - This article examines the budget dimension of the rapid expansion of secondary education in Tanzania since 2004. It aims to illuminate important challenges associated with the current international call for universal secondary education and for domestic revenue mobilization to fill the significant financial gap to achieve SDG 4 by 2030. The article sheds light on critical political factors that shaped Tanzania’s education budget allocation, a topic scarcely scholarly investigated. In light of the analysis, the article concludes that tax justice, at global and national level, needs to guide any ambitious agenda for action to finance quality education for all. DA - 2019/// PY - 2019 DO - 10.1016/j.ijedudev.2019.02.003 DP - ScienceDirect VL - 66 SP - 96 EP - 104 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - The politics of the education budget UR - http://www.sciencedirect.com/science/article/pii/S073805931830806X Y2 - 2021/01/20/16:18:49 KW - Budget KW - Financing KW - Political economy KW - Secondary education KW - Tanzania ER - TY - RPRT TI - Digitalization, education and skills development in the global South: An assessment of the debate with a focus on Sub-Saharan Africa AU - Langthaler, Margarita AU - Bazafkan, Homa AB - The COVID-19 pandemic has intensified discussions about the digital revolution. Digitalization of ever-more sectors of society appears to be the only possible answer to the requirements of physical distancing. The education sector stands out as one example. Yet, the pandemic has also brought to light the pitfalls of accelerated digitalization in terms of rising inequality and exclusion. In development policy, digitalization has been commonly referred to as a major opportunity for economic development. Much lower used to be the attention paid to risks such as the digital divide. Human capabilities rank as one of the key preconditions to reap the benefits of digitalization. Digitalization of education and training systems appears to be the order of the day. Yet, there is lack of consistent strategies to do so without deepening existing patterns of inequality and exclusion, in particular in the Global South. This Briefing Paper will initially analyse the lessons of experience from the COVID-19 pandemic and its impact on the education and TVET (Technical and vocational education and training) sector. It will then reflect on the framing of the debates on digitalization in education. The academic discussion will be summarised from two perspectives, first with regard to the skills required for a digitalized economy and second analysing the impact of digitalization on education systems, mainly in Sub-Saharan Africa. The Paper will subsequently comment on current trends in digitalization policies for the education sector as well as in development cooperation. Conclusions will outline a few recommendations at the policy level. DA - 2020/// PY - 2020 DP - www.econstor.eu LA - eng M3 - Research Report PB - ÖFSE Briefing Paper SN - 28 ST - Digitalization, education and skills development in the global South UR - https://www.econstor.eu/handle/10419/228970 Y2 - 2021/05/22/15:17:39 ER - TY - JOUR TI - Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities AU - Lämsä, Joni AU - Hämäläinen, Raija AU - Aro, Mikko AU - Koskimaa, Raine AU - Äyrämö, Sanna-Mari T2 - British Journal of Educational Technology AB - The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies. DA - 2018/// PY - 2018 DO - 10.1111/bjet.12639 DP - Wiley Online Library VL - 49 IS - 4 SP - 596 EP - 607 LA - en SN - 1467-8535 ST - Games for enhancing basic reading and maths skills UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12639 Y2 - 2019/07/18/14:30:07 KW - Reviewed ER - TY - ELEC TI - Report shows student tablet flaws AU - Lamphai Intathep DA - 2013/10/07/ PY - 2013 UR - http://www.bangkokpost.com/lite/breakingnews/373312/ Y2 - 2015/02/16/13:26:37 ER - TY - RPRT TI - Education continuity during the Coronavirus crisis: Sierra Leone and Liberia Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando DA - 2020/// PY - 2020 PB - Rising Academy Network UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf Y2 - 2021/10/11/13:14:41 ER - TY - RPRT TI - Sierra Leone and Liberia: Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando T2 - Education continuity during the Coronavirus crisis DA - 2020/// PY - 2020 PB - World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf Y2 - 2020/06/09/10:27:00 ER - TY - GEN TI - Sierra Leone and Liberia: Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - en ER - TY - CHAP TI - Videos as a Tool in Teacher Professional Learning: How Do Videos Scaffold Teachers’ Understanding of the Behaviours of Students with ASD? AU - Lam, Cici Sze-ching T2 - Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder A2 - Ho, Fuk-chuen A2 - Lam, Cici Sze-ching A2 - Arthur- Kelly, Michael T3 - Advancing Inclusive and Special Education in the Asia-Pacific AB - Videos are often used in teacher training. However, when considering professional learning for teachers in supporting students with autism spectrum disorder (ASD), the manner by which teacher educators can make use of videos in professional learning has rarely been documented. On the basis of a model called ‘Fostering a Community of Learners’ (FCL), this chapter aims to show a case study on how a professional learning course for in-service teachers uses videos as a tool to train teachers in understanding pedagogies and handling students with ASD, thus providing a platform for teachers to discuss their common points of interest. Individual interviews were conducted to understand the process of video learning. Hopefully, this article will inform practitioners or teacher educators on the use of videos and case studies in assisting teachers to understand the needs of students with ASD. Implications focus on how scaffolding of knowledge of the behaviours of students was supported with the use of videos in an FCL cycle. CY - Singapore DA - 2022/// PY - 2022 DP - Springer Link SP - 167 EP - 178 LA - en PB - Springer Nature SN - 9789811664175 ST - Videos as a Tool in Teacher Professional Learning UR - https://doi.org/10.1007/978-981-16-6417-5_12 Y2 - 2022/08/23/05:43:45 KW - Scaffolding KW - Teaching self-efficacy KW - Video learning ER - TY - JOUR TI - Pushing the child centred approach in Myanmar: the role of cross national policy networks and the effects in the classroom AU - Lall, Marie T2 - Critical Studies in Education DA - 2011/10// PY - 2011 DO - 10.1080/17508487.2011.604072 DP - DOI.org (Crossref) VL - 52 IS - 3 SP - 219 EP - 233 J2 - Critical Studies in Education LA - en SN - 1750-8487, 1750-8495 ST - Pushing the child centred approach in Myanmar UR - http://www.tandfonline.com/doi/abs/10.1080/17508487.2011.604072 Y2 - 2020/05/22/13:27:57 KW - C:Myanmar ER - TY - JOUR TI - Improving reading and arithmetic outcomes at scale: Teaching at the Right Level (TaRL), Pratham’s approach to teaching and learning AU - Lakhsman, Samyukta T2 - Revue internationale d’éducation de Sèvres AB - In India, depsite a gross enrolment rate of more than 95%, performance levels remain low, particularly for children of illiterate or undereducated families. To contend with this, the “Teaching at the Right Level » project was implemented. This has taken many forms: the “camps for learning”, either repeated short term sessions (6 to 10 days), or long term sessions (30 to 50 days); and partnership arrangements with public school system authorities. The project’s methodology, attained objectives and its prospects are presented. DA - 2019/06/11/ PY - 2019 DO - http://journals.openedition.org/ries/7470 DP - journals.openedition.org LA - en SN - 1254-4590 ST - Improving reading and arithmetic outcomes at scale Y2 - 2020/05/13/10:16:49 KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - JOUR TI - Open Source Software in Education AU - Lakhan, Shaheen E. AU - Jhunjhunwala, Kavita T2 - EDUCAUSE Quarterly AB - Educational institutions have rushed to put their academic resources and services online, bringing the global community onto a common platform and awa DA - 2008/05/05/ PY - 2008 VL - 31 IS - 2 LA - en UR - https://er.educause.edu/-/media/files/article-downloads/eqm0824.pdf Y2 - 2020/09/15/18:14:16 KW - ⛔ No DOI found ER - TY - JOUR TI - Translation Apps: Increasing Communication with Dual Language Learners AU - Lake, Vickie E. AU - Beisly, Amber H. T2 - Early Childhood Education Journal AB - Dual language learners (DLLs) represent one of the fastest growing populations in classrooms, and yet many teachers are monolingual and not trained in English as a Second Language. Many teachers strive to create an anti-bias classroom that puts goals of diversity and equity at the center of all that they do, but are unsure of effective strategies for communicating with all students. By supporting the home language, teachers show their DLLs and native English speakers that every child’s home language is important and welcome in the classroom. Using translation apps can help teachers talk to their students, build relationships with children and families, and support bilingualism. Once teachers and children can communicate successfully, DLLs can increase their understanding of content, engagement, motivation, communication, and sense of self-esteem. The three apps discussed in this article, Speak and Translate, Microsoft Translator, and Google Translate have been shown to be helpful in facilitating interactions with children in their home language. Additional information is provided on using these apps, as well as their potential benefits and drawbacks. DA - 2019/07/01/ PY - 2019 DO - 10.1007/s10643-019-00935-7 DP - Springer Link VL - 47 IS - 4 SP - 489 EP - 496 J2 - Early Childhood Educ J LA - en SN - 1573-1707 ST - Translation Apps UR - https://doi.org/10.1007/s10643-019-00935-7 Y2 - 2022/05/19/16:48:54 KW - Anti-bias curriculum KW - Dual language learners KW - Technology KW - Translation apps ER - TY - JOUR TI - The legacy of colonial language policies and their impact on student learning: Evidence from an Experimental Program in Cameroon AU - Laitin, David D. AU - Ramachandran, Rajesh AU - Walter, Stephen L. T2 - Economic Development and Cultural Change DA - 2019/10// PY - 2019 DO - 10.1086/700617 DP - DOI.org (Crossref) VL - 68 IS - 1 SP - 239 EP - 272 J2 - Economic Development and Cultural Change LA - en SN - 0013-0079, 1539-2988 ST - The Legacy of Colonial Language Policies and Their Impact on Student Learning UR - https://www.journals.uchicago.edu/doi/10.1086/700617 Y2 - 2022/06/11/08:18:24 ER - TY - JOUR TI - Evaluation of technology use in education: Findings from a critical analysis of systematic literature reviews AU - Lai, Jennifer W. M. AU - Bower, Matt T2 - Journal of Computer Assisted Learning AB - Because the educational technology research literature is so broad, it is difficult for researchers to acquire an accurate sense of the issues and trends across the entire field. There has not been any recent effort to synthesize or critically analyse the systematic reviews in the area of educational technology. This study analysed 73 systematic literature reviews, including meta-analyses, focused on the evaluation of technology in educational contexts, in order to holistically understand the impact of learning technology use across different aspects of evaluation. Among these reviews, the most common theme examined was learning outcomes (89%), followed by affective elements (45%), behaviours (25%), technological elements (21%) and teaching/pedagogical aspects (19%). Most of the reviews found that the use of technology improved learning outcomes and affective perceptions. Approaches involving interaction, gamification, constructivism, student-centred learning and feedback were most effective. The analysis highlighted the need for more reviews focusing on multiple aspects of learning technology evaluation, on school level education and on the use of technology in naturalistic (non-interventional) settings. Critical reflections are also cast on the methods used to conduct systematic reviews in the educational technology field. DA - 2019/// PY - 2019 DO - 10.1111/jcal.12412 DP - Wiley Online Library VL - 36 IS - 3 SP - 241 EP - 259 LA - en SN - 1365-2729 ST - Evaluation of technology use in education UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12412 Y2 - 2020/01/07/16:46:25 KW - evaluation KW - learning technology KW - meta-review KW - systematic review KW - tertiary review ER - TY - JOUR TI - Computer assisted learning as extracurricular tutor? Evidence from a randomised experiment in rural boarding schools in Shaanxi AU - Lai, Fang AU - Zhang, Linxiu AU - Hu, Xiao AU - Qu, Qinghe AU - Shi, Yaojiang AU - Qiao, Yajie AU - Boswell, Matthew AU - Rozelle, Scott T2 - Journal of Development Effectiveness AB - This paper uses a clustered randomised field experiment to explore the effects of a computer assisted learning (CAL) programme on student academic and non-academic outcomes in poor, rural public schools in China. Our results show that a remedial, game-based CAL programme in math held outside of regular school hours with boarding students in poor rural public schools improved standardised math scores by 0.12 standard deviations. Students from poorer families tended to benefit more from the programme. However, CAL did not have any significant impact on either Chinese language standardised test scores or non-academic outcomes. DA - 2013/06/01/ PY - 2013 DO - 10.1080/19439342.2013.780089 DP - Taylor and Francis+NEJM VL - 5 IS - 2 SP - 208 EP - 231 SN - 1943-9342 ST - Computer assisted learning as extracurricular tutor? UR - https://doi.org/10.1080/19439342.2013.780089 Y2 - 2021/02/18/13:27:44 KW - China KW - computer assisted learning KW - development KW - education KW - random assignment KW - rural schools KW - test scores ER - TY - JOUR TI - Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing AU - Lai, Fang AU - Luo, Renfu AU - Zhang, Linxiu AU - Huang, Xinzhe AU - Rozelle, Scott T2 - Economics of Education Review AB - The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning. DA - 2015/08/01/ PY - 2015 DO - 10.1016/j.econedurev.2015.03.005 DP - ScienceDirect VL - 47 SP - 34 EP - 48 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Does computer-assisted learning improve learning outcomes? UR - http://www.sciencedirect.com/science/article/pii/S027277571500045X Y2 - 2020/08/31/00:14:59 KW - China KW - Computer-assisted learning KW - Development KW - Education KW - Migration KW - Random assignment KW - Test scores ER - TY - JOUR TI - Systems theory AU - Lai, Chih-Hui AU - Huili Lin, Sapphire T2 - The international encyclopedia of organizational communication DA - 2017/// PY - 2017 DO - 10.1002/9781118955567.wbieoc203 DP - Google Scholar SP - 1 EP - 18 ER - TY - JOUR TI - Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices AU - Lai, C-H AU - Yang, J-C AU - Chen, F-C AU - Ho, C-W AU - Chan, T-W T2 - Journal of Computer Assisted Learning DA - 2007/// PY - 2007 DO - 10.1111/j.1365-2729.2007.00237.x VL - 23 IS - 4 SP - 326 EP - 337 ER - TY - BOOK TI - Unlocking the potential of knowledge and technology for all AU - LaFleur, Marcelo AU - Iversen, Kenneth AU - Jensen, Lars T2 - OECD Science, Technology and Innovation Outlook DA - 2016/12/08/ PY - 2016 DP - DOI.org (Crossref) LA - en PB - OECD SN - 978-92-64-26305-5 978-92-64-26808-1 978-92-64-26306-2 978-92-64-22473-5 UR - https://www.oecd-ilibrary.org/science-and-technology/oecd-science-technology-and-innovation-outlook-2016_sti_in_outlook-2016-en Y2 - 2020/06/04/13:16:49 ER - TY - RPRT TI - IDEAS BOX: AN INNOVATING PSYCHOSOCIAL TOOL FOR EMERGENCY SITUATIONS IMPACT STUDY IN THE KAVUMU AND BWAGIRISA CAMPS - BURUNDI AU - Lachal, C DA - 2015/// PY - 2015 ER - TY - RPRT TI - Laboratoria: Reporte de Impacto 2020.pdf AU - Laboratoria DA - 2020/// PY - 2020 UR - https://f.hubspotusercontent20.net/hubfs/2994420/Laboratoria_Reporte%20de%20Impacto_2020.pdf?hsCtaTracking=c8ac5b5d-c512-4d2d-b2ed-9584e8eb40e9%7Ccc881523-57ea-49a2-ad62-f014a5dc22a5 Y2 - 2022/01/19/23:16:43 ER - TY - ELEC TI - Kytabu – African Schools Online AU - Kytabu Company Ltd DA - 2020/// PY - 2020 UR - https://kytabu.africa/ Y2 - 2020/07/01/11:11:23 ER - TY - BLOG TI - About Us – Kytabu AU - Kytabu LA - en-US UR - https://kytabu.africa/about-us/ Y2 - 2020/08/28/12:01:25 ER - TY - BLOG TI - Kytabu Super School – Kytabu AU - Kytabu LA - en-US UR - https://kytabu.africa/kytabu-super-school/ Y2 - 2020/08/28/12:04:54 ER - TY - ELEC TI - Uganda: Students back to school, university in March AU - Kyeyune, Hamza T2 - Anadolu Agency AB - Some more school classes to start March 1, universities to reopen in staggered manner, says president - Anadolu Agency DA - 2021/02/05/ PY - 2021 ST - Uganda UR - https://www.aa.com.tr/en/africa/uganda-students-back-to-school-university-in-march/2134912 Y2 - 2021/02/17/07:17:48 ER - TY - BLOG TI - Using innovative methods to train teachers of blind children: what we learned AU - Kweyu, Ignatius AU - Koszorus, Ferenc T2 - EdTech Hub AB - Governments all over the world have closed learning institutions because of the Covid-19 pandemic, including in Kenya. This has exacerbated the global learning crisis and made it more difficult for teachers, parents, and caregivers to include children with disabilities in quality education. To ensure learners with disabilities were not left behind during Covid-19 school closures, eKitabu partnered with EdTech Hub… DA - 2021/01/08/T11:23:13+00:00 PY - 2021 LA - en-US ST - Using innovative methods to train teachers of blind children UR - https://edtechhub.org/2021/01/08/using-innovative-methods-to-train-teachers-of-blind-children-what-we-learned/ Y2 - 2021/04/21/16:37:56 KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _zenodoETH ER - TY - RPRT TI - EDUCATE! Riding the reform wave to scale up youth entrepreneurship in Uganda AU - Kwauk, Christina AU - Perlman Robinson, Jenny DA - 2016/// PY - 2016 UR - https://dx.doi.org/10.2139/ssrn.3956793 Y2 - 2023/06/22/09:14:48 KW - Scaling KW - youth entrepreneurship ER - TY - CONF TI - Should students use digital scratchpads? Impact of using a digital assistive tool on arithmetic problem-solving AU - Kwak, Minji AU - Gweon, Gahgene A2 - Isotani, Seiji A2 - Millán, Eva A2 - Ogan, Amy A2 - Hastings, Peter A2 - McLaren, Bruce A2 - Luckin, Rose T3 - Lecture Notes in Computer Science AB - An excessive cognitive load may reduce a student’s problem-solving performance by preventing effective learning. Using an assistive tool, such as a notepad, can reduce such extraneous cognitive while solving a problem, thereby improving a student’s performance. In this paper, we collected game log data from an educational game, called “Double digit”, which has a digital scratchpad as an assistive tool that can be used to reduce student’s cognitive load. We examine whether a correlation exists between the amount of “digital scratchpad usage” and a student’s “game performance”. Game log data, which consisted of 1,440,000 actions, was collected from 418 students in kindergarten to grade 2. Our data analysis using person-correlation shows a significant positive relationship between digital scratchpad usage and game performance for all three game difficulty levels. Interestingly, the correlation increases as the game difficulty level increases. This suggests that as game level difficulty increases, which requires a higher cognitive load of a student, students who used the digital scratchpad had higher game performance. C1 - Cham C3 - Artificial Intelligence in Education DA - 2019/// PY - 2019 DO - 10.1007/978-3-030-23207-8_29 DP - Springer Link SP - 153 EP - 157 LA - en PB - Springer International Publishing SN - 978-3-030-23207-8 ST - Should Students Use Digital Scratchpads? KW - Arithmetic addition KW - Cognitive load KW - Digital assistive tool KW - Digital scratchpad KW - Game performance ER - TY - JOUR TI - Female leadership and school effectiveness in junior high schools in Ghana AU - Kwadzo Agezo, Clement T2 - Journal of Educational Administration A2 - Sherman, Whitney H. AB - Purpose – The purpose of this research is to examine female principal leadership practices that are considered crucial in the effectiveness and improvement of schools and school administration in Ghanaian junior high schools. DA - 2010/09/28/ PY - 2010 DO - 10.1108/09578231011079557 DP - DOI.org (Crossref) VL - 48 IS - 6 SP - 689 EP - 703 J2 - Journal of Educational Admin LA - en SN - 0957-8234 UR - https://www.emerald.com/insight/content/doi/10.1108/09578231011079557/full/html Y2 - 2020/03/12/15:50:07 ER - TY - RPRT TI - Ten Steps to a Results-Based Monitoring and Evaluation System AU - Kusek, Jody Zall AU - Rist, Ray C. CY - Washington D.C. DA - 2004/// PY - 2004 PB - World Bank UR - https://openknowledge.worldbank.org/bitstream/handle/10986/14926/296720PAPER0100steps.pdf?sequence=1 Y2 - 2021/10/08/13:58:36 ER - TY - JOUR TI - The new dynamics of strategy: Sense-making in a complex and complicated world AU - Kurtz, C.F. AU - Snowden, David T2 - Engineering Management Review, IEEE AB - In this paper, we challenge the universality of three basic assumptions prevalent in organizational decision support and strategy: assumptions of order, of rational choice, and of intent. We describe the Cynefin framework, a sense-making device we have developed to help people make sense of the complexities made visible by the relaxation of these assumptions. The Cynefin framework is derived from several years of action research into the use of narrative and complexity theory in organizational knowledge exchange, decision-making, strategy, and policy-making. The framework is explained, its conceptual underpinnings are outlined, and its use in group sense-making and discourse is described. Finally, the consequences of relaxing the three basic assumptions, using the Cynefin framework as a mechanism, are considered. DA - 2003/02/01/ PY - 2003 DO - 10.1109/EMR.2003.24944 DP - ResearchGate VL - 31 SP - 110 EP - 110 J2 - Engineering Management Review, IEEE ST - The new dynamics of strategy KW - _THEME: Teacher Professional Development ER - TY - JOUR TI - Implementing the flipped classroom in teacher education: evidence from Turkey AU - Kurt, Gökçe T2 - Journal of Educational Technology & Society AB - The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive. DA - 2017/// PY - 2017 VL - 20 IS - 1 SP - 211 EP - 221 LA - English SN - EISSN-1436-4522 UR - https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey AN - 1895978809; EJ1125967 KW - Blended Learning KW - Blended learning KW - Classroom Techniques KW - Classroom management KW - Classrooms KW - Control Groups KW - Conventional Instruction KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education--Teaching Methods And Curriculum KW - Educational Technology KW - English (Second Language) KW - Experimental Groups KW - Flipped classroom KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Homework KW - Language Teachers KW - Learning KW - Postsecondary Education KW - Pre-service teachers of English KW - Preservice Teacher Education KW - Pretests Posttests KW - Program Effectiveness KW - Qualitative analysis KW - Quasiexperimental Design KW - Reversing KW - Scores KW - Second Language Instruction KW - Self Efficacy KW - Statistical Analysis KW - Teacher education KW - Teachers KW - Teaching Methods KW - Teaching methods KW - Technology Uses in Education KW - Tests KW - Turkey KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097427 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing the flipped classroom in teacher education: evidence from Turkey AU - Kurt, Gökçe T2 - Journal of Educational Technology & Society AB - The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive. DA - 2017/// PY - 2017 VL - 20 IS - 1 LA - English SN - EISSN-1436-4522 UR - https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey AN - 1895978809; EJ1125967 KW - Blended Learning KW - Blended learning KW - Classroom Techniques KW - Classroom management KW - Classrooms KW - Control Groups KW - Conventional Instruction KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education--Teaching Methods And Curriculum KW - Educational Technology KW - English (Second Language) KW - Experimental Groups KW - Flipped classroom KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Homework KW - Language Teachers KW - Learning KW - Postsecondary Education KW - Pre-service teachers of English KW - Preservice Teacher Education KW - Pretests Posttests KW - Program Effectiveness KW - Qualitative analysis KW - Quasiexperimental Design KW - Reversing KW - Scores KW - Second Language Instruction KW - Self Efficacy KW - Statistical Analysis KW - Teacher education KW - Teachers KW - Teaching Methods KW - Teaching methods KW - Technology Uses in Education KW - Tests KW - Turkey KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097427 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing the flipped classroom in teacher education: evidence from Turkey AU - Kurt, Gökçe T2 - Journal of Educational Technology & Society AB - The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive. DA - 2017/// PY - 2017 VL - 20 IS - 1 LA - English SN - EISSN-1436-4522 UR - https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey AN - 1895978809; EJ1125967 KW - Blended Learning KW - Blended learning KW - Classroom Techniques KW - Classroom management KW - Classrooms KW - Control Groups KW - Conventional Instruction KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education--Teaching Methods And Curriculum KW - Educational Technology KW - English (Second Language) KW - Experimental Groups KW - Flipped classroom KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Homework KW - Language Teachers KW - Learning KW - Postsecondary Education KW - Pre-service teachers of English KW - Preservice Teacher Education KW - Pretests Posttests KW - Program Effectiveness KW - Qualitative analysis KW - Quasiexperimental Design KW - Reversing KW - Scores KW - Second Language Instruction KW - Self Efficacy KW - Statistical Analysis KW - Teacher education KW - Teachers KW - Teaching Methods KW - Teaching methods KW - Technology Uses in Education KW - Tests KW - Turkey KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097427 KW - __finaldtb KW - ⛔ No DOI found ER - TY - GEN TI - The digital gender gap AU - Kuroda, Reiko AU - Lopez, Mariana AU - Sasaki, Janelle AU - Settecase, Michelle DA - 2019/// PY - 2019 DP - Zotero LA - en PB - GSMA UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2019/02/Digital-Equity-Policy-Brief-W20-Japan.pdf ER - TY - RPRT TI - Rapid Evidence Assessment (REA) of what works to improve educational outcomes for people with disabilities in Low- and Middle-Income Countries AU - Kuper, Hannah AU - Ashrita, Saran AU - White, Howard DA - 2018/// PY - 2018 PB - Department for International Development (DFID) UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/738206/Education_Rapid_Review_full_report.pdf ER - TY - JOUR TI - Supporting untrained teachers in Malawi AU - Kunje, Demis AU - Stuart, Janet T2 - International Journal of Educational Development AB - In the aftermath of the introduction of free primary education in Malawi, 17 000 untrained teachers were recruited to meet the new demand for schooling. This article reports a study carried out to investigate how the new recruits were coping and how far the schools were able to provide informal on-the-job training. It also describes how action research was introduced to help heads and both qualified and unqualified teachers to improve their own practice. Conclusions are drawn about the feasibility of school-based training in Malawi. DA - 1999/03/01/ PY - 1999 DO - 10.1016/S0738-0593(98)00006-6 DP - ScienceDirect VL - 19 IS - 2 SP - 157 EP - 166 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - http://www.sciencedirect.com/science/article/pii/S0738059398000066 Y2 - 2020/05/16/16:03:59 ER - TY - JOUR TI - Primary teacher education in Malawi: Insights into practice and policy AU - Kunje, D et al DP - Zotero SP - 157 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Primary teacher education in Malawi: Insights into practice and policy AU - Kunje, D et al DP - Zotero SP - 156 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Primary teacher education in Malawi: Insights into practice and policy AU - Kunje, D et al DP - Zotero SP - 156 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Indian educators' awareness and attitude towards assistive technology AU - Kundu AU - Bej, Tripti T2 - Journal of Enabling Technologies AB - Objective: This study investigated the awareness and attitude of Indian mainstream secondary school teachers on assistive technologies (AT) and its implementation level in inclusive setting. Methodology: The study followed descriptive survey method within ex-post-facto research design taking 150 teachers including 15 headmasters from 15 secondary schools as samples following stratified random sampling technique. Questionnaires and interviews (according to set interview protocol) were the main research tools used during survey. Collected data were analyzed descriptively and inferentially to reach a conclusion. Findings: Findings revealed that Indian mainstream secondary school teachers’ awareness of AT was very poor yet their attitude towards it was highly positive. Except having a good attitude, everywhere- the teachers’ knowledge, professional support, or infrastructural support- the inadequacy was obvious. Indian schools were running with a poor resource pool of assistive products along with poor implementation. Hence special need students of these schools were not getting the necessary supports from schools as they deserve which has been hampering the overall inclusive atmosphere of the country. Statistical analysis revealed that male teachers showed slightly higher awareness level regarding AT than their female counterparts but in respect of attitude they were found overpowered by the females. Teachers of urban schools also exhibited slightly better awareness and attitude towards AT than the teachers of rural schools. Lack of suitable policies, adequate awareness and financial limitations were evolved as major barriers in the implementation of AT in these schools. DA - 2020/08/03/ PY - 2020 DO - 10.1108/JET-04-2020-0015 DP - ResearchGate VL - 14 J2 - Journal of Enabling Technologies ER - TY - JOUR TI - A computational literature review of the field of System Dynamics from 1974 to 2017 AU - Kunc, Martin AU - Mortenson, Michael J. AU - Vidgen, Richard T2 - Journal of Simulation AB - System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained. DA - 2018/04/03/ PY - 2018 DO - 10.1080/17477778.2018.1468950 DP - Taylor and Francis+NEJM VL - 12 IS - 2 SP - 115 EP - 127 SN - 1747-7778 UR - https://doi.org/10.1080/17477778.2018.1468950 Y2 - 2024/01/18/22:23:33 KW - System Dynamics KW - computational literature review KW - healthcare KW - methodology KW - supply chain ER - TY - BLOG TI - Sandboxes: My experience participating in the sandbox alpha AU - Kumasewera, Pilirani T2 - EdTech Hub AB - This is the third in this series about our sandboxes. If you haven’t already, read about our approach to experimentation and how we tested our sandbox strategy out in Malawi. DA - 2020/01/31/T14:52:28+00:00 PY - 2020 LA - en-GB ST - Sandboxes UR - https://edtechhub.org/2020/01/31/sandboxes-my-experience-participating-in-the-sandbox-alpha/ Y2 - 2020/02/27/20:35:32 KW - F:Sandbox KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - MGZN TI - Opinion: EdTech promised a learning revolution — but didn't deliver AU - Kucirkova, Natalia T2 - World Economic Forum The Agenda Weekly AB - Education technology, EdTech, promised equitable learning for children worldwide. It has failed to live up to that promise, but there is still a chance. DA - 2022/// PY - 2022 LA - en ST - Opinion UR - https://www.weforum.org/agenda/2022/07/edtech-has-not-lived-up-to-its-promises-heres-how-to-turn-that-around/ Y2 - 2022/09/10/12:37:32 ER - TY - ELEC TI - What is Kubernetes AU - Kubernetes DA - 2021/// PY - 2021 UR - https://kubernetes.io/docs/concepts/overview/what-is-kubernetes/ ER - TY - ELEC TI - Scholarcy (Online Summarizing Tool | Flashcard Generator & Summarizer) AU - kssNvYB7y66y T2 - Scholarcy | The long-form article summariser AB - Scholarcy™ is an online summarizing tool that generates and converts long articles into summary flashcards. Sign up free & start summarizing LA - en-GB UR - https://www.scholarcy.com/ Y2 - 2024/01/19/22:47:25 ER - TY - RPRT TI - Learning without Teachers? Evidence from a Randomized Experiment of a Mobile Phone-Based Adult Education Program in Los Angeles AU - Ksoll, Christopher AU - Aker, Jenny C AU - Miller, Danielle AU - Perez, Karla AU - Smalley, Susan L AB - Over 755 million adults worldwide are unable to read and write in any language. Yet the widespread introduction of information and communication technology offers new opportunities to provide standardized distance education to underserved illiterate populations in both developed and developing countries. Using data from a randomized experiment of an innovative mobile phone-based adult education program (Cell-Ed) in Los Angeles, we find that the Cell-Ed program significantly increased students’ basic and broad reading scores, equivalent to a 2-4 year increase in reading levels over a four-month period. The program also increased participants’ selfesteem by 7 percent as compared with the comparison group. These results are robust to correcting for non-random attrition using a variety of non-parametric methods, including using the phase-in design to tighten the Lee bounds. Our results suggest that there is great scope for using information technology as a means of improving educational skills for illiterate adults. DA - 2014/// PY - 2014 DP - Zotero SP - 46 LA - en M3 - Working Paper SN - 368 UR - https://www.cgdev.org/sites/default/files/CellEd%20Paper_22july2014.pdf ER - TY - JOUR TI - Determinants of social desirability bias in sensitive surveys: a literature review AU - Krumpal, Ivar T2 - Quality & Quantity AB - Survey questions asking about taboo topics such as sexual activities, illegal behaviour such as social fraud, or unsocial attitudes such as racism, often generate inaccurate survey estimates which are distorted by social desirability bias. Due to self-presentation concerns, survey respondents underreport socially undesirable activities and overreport socially desirable ones. This article reviews theoretical explanations of socially motivated misreporting in sensitive surveys and provides an overview of the empirical evidence on the effectiveness of specific survey methods designed to encourage the respondents to answer more honestly. Besides psychological aspects, like a stable need for social approval and the preference for not getting involved into embarrassing social interactions, aspects of the survey design, the interviewer’s characteristics and the survey situation determine the occurrence and the degree of social desirability bias. The review shows that survey designers could generate more valid data by selecting appropriate data collection strategies that reduce respondents’ discomfort when answering to a sensitive question. DA - 2013/06/01/ PY - 2013 DO - 10.1007/s11135-011-9640-9 DP - Springer Link VL - 47 IS - 4 SP - 2025 EP - 2047 J2 - Qual Quant LA - en SN - 1573-7845 ST - Determinants of social desirability bias in sensitive surveys UR - https://doi.org/10.1007/s11135-011-9640-9 Y2 - 2021/10/03/13:00:48 ER - TY - CHAP TI - Focus Group Interviewing AU - Krueger, Richard A. AU - Casey, Mary Anne T2 - Handbook of Practical Program Evaluation AB - This chapter discusses using focus groups as a component of an evaluation strategy. It focuses on both the benefits and the limitations of using this method and also offers suggestions for the effective use of focus group interviewing in an evaluation. Focus groups are a wonderful method for gathering information for formative and summative evaluations. A key role is the study team leader, sometimes called the principal investigator (PI), who takes on the overall leadership of the study. Team members work together to complete the study, but individuals take primary responsibility for certain tasks. The chapter describes these tasks and roles. Successful focus group studies are grounded on five key steps: planning, developing questions, recruiting, moderating, and analyzing. Each of these steps is critical to success. Those who seek to have successful focus groups should be attentive to performing each step with care, thought, and skill. DA - 2015/// PY - 2015 DP - Wiley Online Library SP - 506 EP - 534 LA - en PB - John Wiley & Sons, Ltd SN - 978-1-119-17138-6 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/9781119171386.ch20 Y2 - 2021/05/06/11:08:13 KW - classic analysis strategy KW - focus group interviewing KW - focus group recruitment KW - formative evaluations KW - study team leader KW - summative evaluations ER - TY - JOUR TI - A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers’ Initial Job Placements AU - Krieg, John M. AU - Theobald, Roddy AU - Goldhaber, Dan T2 - Educational Evaluation and Policy Analysis AB - We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers into student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns but that prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that student teaching assignments may contribute to the “draw of home” in new teacher hiring. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality. DA - 2016/06/01/ PY - 2016 DO - 10.3102/0162373716630739 DP - SAGE Journals VL - 38 IS - 2 SP - 364 EP - 388 J2 - Educational Evaluation and Policy Analysis LA - en SN - 0162-3737 ST - A Foot in the Door UR - https://doi.org/10.3102/0162373716630739 Y2 - 2022/05/16/11:20:27 KW - econometric analysis KW - economics of education KW - higher education KW - program evaluation ER - TY - JOUR TI - The Challenge of Education and Learning in the Developing World AU - Kremer, Michael AU - Brennen, Conner AU - Glennerster, Rachel T2 - Science AB - Across many different contexts, randomized evaluations find that school participation is sensitive to costs: Reducing out-of-pocket costs, merit scholarships, and conditional cash transfers all increase schooling. Addressing child health and providing information on how earnings rise with education can increase schooling even more cost-effectively. However, among those in school, test scores are remarkably low and unresponsive to more-of-the-same inputs, such as hiring additional teachers, buying more textbooks, or providing flexible grants. In contrast, pedagogical reforms that match teaching to students' learning levels are highly cost effective at increasing learning, as are reforms that improve accountability and incentives, such as local hiring of teachers on short-term contracts. Technology could potentially improve pedagogy and accountability. Improving pre-and postprimary education are major future challenges. DA - 2013/// PY - 2013 DO - 10.1126/science.1235350 DP - JSTOR VL - 340 IS - 6130 SP - 297 EP - 300 LA - en SN - 0036-8075 UR - https://www.jstor.org/stable/41942219 DB - JSTOR Y2 - 2020/06/08/10:16:10 KW - ___working_potential_duplicate ER - TY - BLOG TI - Additional Funding Available: Call for Research Proposals - EdTech responses to Covid-19 AU - Kreimeia, Adam T2 - EdTech Hub AB - We are excited to announce that there is now increased funding available for projects through our Call for Research Proposals: EdTech responses to Covid-19, which closes on Friday 27th November 2020. As part of this window, additional funding, up to a total value of £50k, may be available to a small number of applications, particularly where they allow for comparison… DA - 2020/11/13/T14:38:36+00:00 PY - 2020 LA - en-US ST - Additional Funding Available UR - https://edtechhub.org/2020/11/13/additional-funding-available-call-for-research-proposals-edtech-responses-to-covid-19/ Y2 - 2021/04/21/20:31:21 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BOOK TI - Mobile pastoralists and education: strategic options AU - Krätli, Saverio AU - Dyer, Caroline CY - London DA - 2009/// PY - 2009 DP - Open WorldCat LA - en PB - International Institute for Environment and Development (UK) SN - 978-1-84369-759-6 ST - Mobile pastoralists and education UR - https://pubs.iied.org/pdfs/10021IIED.pdf? KW - ___working_potential_duplicate ER - TY - RPRT TI - Mobile pastoralists and education: strategic options AU - Krätli, Saverio AU - Dyer, Caroline CY - London DA - 2009/// PY - 2009 LA - en PB - International Institute for Environment and Development (UK) ST - Mobile pastoralists and education UR - https://pubs.iied.org/10021IIED/ KW - ___working_potential_duplicate ER - TY - BOOK TI - Mobile pastoralists and education: strategic options AU - Krätli, Saverio AU - Dyer, Caroline CY - London DA - 2009/// PY - 2009 DP - Open WorldCat LA - en PB - International Institute for Environment and Development (UK) SN - 978-1-84369-759-6 ST - Mobile pastoralists and education UR - https://pubs.iied.org/pdfs/10021IIED.pdf? KW - ___working_potential_duplicate ER - TY - RPRT TI - Mobile pastoralists and education: strategic options AU - Krätli, Saverio AU - Dyer, Caroline CY - London DA - 2009/// PY - 2009 LA - en PB - International Institute for Environment and Development (UK) ST - Mobile pastoralists and education UR - https://pubs.iied.org/10021IIED/ KW - ___working_potential_duplicate ER - TY - JOUR TI - Introduction to the systems approach in educational planning and management AU - Kraft, Richard H.P. AU - Latta, Raymond F. T2 - Educational Technology DA - 1972/// PY - 1972 DP - JSTOR VL - 12 IS - 2 SP - 5 EP - 8 SN - 0013-1962 UR - https://www.jstor.org/stable/44417782 Y2 - 2021/01/06/06:27:16 KW - ⛔ No DOI found ER - TY - JOUR TI - The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect AU - Kraft, Matthew A. AU - Blazar, David AU - Hogan, Dylan T2 - Review of Educational Research AB - Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies. DA - 2018/// PY - 2018 DO - 10.3102/0034654318759268 DP - DOI.org (Crossref) VL - 88 IS - 4 SP - 547 EP - 588 J2 - Review of Educational Research LA - EN SN - 0034-6543, 1935-1046 ST - The Effect of Teacher Coaching on Instruction and Achievement UR - https://scholar.harvard.edu/files/mkraft/files/kraft_blazar_hogan_2018_teacher_coaching.pdf KW - C:High-income countries KW - C:United States KW - ___working_potential_duplicate KW - effect size KW - experimental design KW - meta-analysis KW - professional development KW - school/teacher effectiveness KW - teacher education/development ER - TY - JOUR TI - The Effect of Teacher-Family Communication on Student Engagement: Evidence from a Randomized Field Experiment AU - Kraft, M AU - Dougherty, Shaun T2 - Journal of Research on Educational Effectiveness AB - In this study, we evaluate the efficacy of teacher communication with parents and students as a means of increasing student engagement. We estimate the causal effect of teacher communication by conducting a randomized field experiment in which sixth- and ninth-grade students were assigned to receive a daily phone call home and a text/written message during a mandatory summer school program. We find that frequent teacher–family communication immediately increased student engagement as measured by homework completion rates, on-task behavior, and class participation. On average, teacher–family communication increased the odds that students completed their homework by 40%, decreased instances in which teachers had to redirect students’ attention to the task at hand by 25%, and increased class participation rates by 15%. Drawing upon surveys and interviews with participating teachers and students, we identify three primary mechanisms through which communication likely affected engagement: stronger teacher–student relationships, expanded parental involvement, and increased student motivation. DA - 2013/07// PY - 2013 DO - 10.1080/19345747.2012.743636 VL - 6 IS - 3 SP - 199 EP - 222 KW - ___working_potential_duplicate ER - TY - JOUR TI - National Policies that Connect ICT-Based Education Reform to Economic and Social Development AU - Kozma, Robert B. T2 - Human Technology: An Interdisciplinary Journal on Humans in ICT Environments AB - Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation’s efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries. DA - 2005/// PY - 2005 DO - 10.17011/ht/urn.2005355 DP - jyx.jyu.fi VL - 1 IS - 2 SP - 117 EP - 156 LA - eng UR - https://jyx.jyu.fi/handle/123456789/20179 Y2 - 2019/08/08/15:36:12 ER - TY - CHAP TI - The Technological, Economic, and Social Contexts for Educational ICT Policy AU - Kozma, Robert B. T2 - Transforming education: the power of ICT policies A2 - UNESCO CY - Paris DA - 2011/// PY - 2011 SP - 3 EP - 18 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000211842 Y2 - 2019/09/20/13:13:55 ER - TY - JOUR TI - NATIONAL POLICIES THAT CONNECT ICT-BASED EDUCATION AU - Kozma, Robert T2 - Human Technology: An Interdisciplinary Journal on Humans in ICT Environments DA - 2005/// PY - 2005 DO - 10.17011/ht/urn.2005355 VL - 1 IS - 2 SP - 117 EP - 156 UR - https://doi.org/10.17011/ht/urn.2005355 KW - _imported ER - TY - JOUR TI - What public media reveals about MOOCs: A systematic analysis of news reports AU - Kovanović, Vitomir AU - Joksimović, Srećko AU - Gašević, Dragan AU - Siemens, George AU - Hatala, Marek T2 - British Journal of Educational Technology AB - One of the striking differences between massive open online courses (MOOCs) and previous innovations in the education technology field is the unprecedented interest and involvement of the general public. As MOOCs address pressing problems in higher education and the broader educational practice, awareness of the general public debate around MOOCs is essential. Understanding the public discourse around MOOCs can provide insights into important social and public problems, thus enabling the MOOC research community to better focus their research endeavors. While there have been some reports looking at the state of the MOOC-related research, the analysis of the public debate surrounding MOOCs is still largely missing. In this paper, we present the results of a study that looked at the content of the public discourse related to MOOCs. We identified the most important themes and topics in MOOC-related mainstream news reports. Our results indicate that coverage of MOOCs in public media is rapidly decreasing: by the middle of 2014, it decreased by almost 50% from the highest activity during 2013. In addition, the focus of those discussions is also changing. While the majority of discussions during 2012 and 2013 were focused on MOOC providers, the announcements of their partnerships, and million dollar investments, the current focus of MOOC discourse seems to be moving toward more productive topics focused on the overall position of MOOCs in the global educational landscape. Among different topics that this study discovered, government-related issues and the use of data and analytics are some of the topics that seem to be growing in popularity during the first half of 2014. DA - 2015/// PY - 2015 DO - 10.1111/bjet.12277 DP - Wiley Online Library VL - 46 IS - 3 SP - 510 EP - 527 LA - en SN - 1467-8535 ST - What public media reveals about MOOCs UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12277 Y2 - 2019/07/18/14:31:07 KW - Reviewed ER - TY - RPRT TI - Feed the Monster: Impact and technical evaluation AU - Koval-Saifi, Nedjma AU - Plass, Jan DA - 2018/// PY - 2018 UR - http://dl4d.org/wp-content/uploads/2018/03/Feed-the-Monster-Report-Final-Web.pdf ER - TY - RPRT TI - Feed the Monster: Impact and technical evaluation AU - Koval-Saifi, N AU - Plass, J CY - Washington, DC DA - 2018/// PY - 2018 PB - World Vision and Foundation for Information Technology Education and Development UR - https://allchildrenreading.org/wp-content/uploads/2019/07/Feed-the-Monster-Report-Final-Web.pdf Y2 - 2022/06/16/10:28:14 ER - TY - JOUR TI - AI ethics and learning: EdTech companies’ challenges and solutions AU - Kousa, Päivi AU - Niemi, Hannele T2 - Interactive Learning Environments AB - The aim of this study is to identify the ethical challenges, solutions and needs of educational technology (EdTech) companies. Qualitative data was collected in interviews with seven experts from four companies, and the data was analysed using inductive content analysis. The four main areas of challenges were ambiguous regulations, inequalities in human learning, ethical dilemmas in machine learning (ML) and lack of ability to assess consequences in society. According to the studied companies, AI regulations are difficult to understand and implement. There is also much to be done in terms of reliability, transparency, and safety. Consequently, companies suggested that AI-based products should be more preventive, safe, explicable, and equally accessible. Sufficient information, multi-professional support also within company, global collaboration, sharing best practices, and general discussion were emphasised. The results show that EdTech companies are aware of their ethical challenges, and their responsibility as disseminators of information. However, translating information into practice is challenging because it is often very fragmented and difficult to understand. Companies hoped that everyone: themselves, consumers, educational institutions, researchers, funders, and decision-makers would do more together to overcome the ethical challenges of AI. DA - 2022/03/01/ PY - 2022 DO - 10.1080/10494820.2022.2043908 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 12 SN - 1049-4820 ST - AI ethics and learning UR - https://doi.org/10.1080/10494820.2022.2043908 Y2 - 2022/12/29/21:53:14 KW - Artificial intelligence KW - EdTech companies KW - ethical challenges and solutions KW - ethical sustainability KW - responsibility ER - TY - CONF TI - Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa AU - Kotze, Janeli AU - Taylor, Stephen AU - Fleisch, Brahm T2 - RISE AB - Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies. DA - 2018/// PY - 2018 UR - https://riseprogramme.org/sites/default/files/inline-files/Kotze.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425920 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Aspirations and the Role of Social Protection: Evidence from a Natural Disaster in Rural Pakistan AU - Kosec, Katrina AU - Mo, Cecilia Hyunjung T2 - World Development AB - Citizens’ aspirations are increasingly recognized as an important dimension of their well-being. Those with high aspirations set ambitious goals for themselves, and those with low aspirations may fall prey to a poverty trap. Do natural disasters negatively impact aspirations? If so, can governments blunt these effects? We consider Pakistan’s devastating 2010 floods—and the government’s uneven relief efforts—to analyze these questions. We first show that the extreme rainfall generating this disaster significantly reduced aspirations, even when current levels of household expenditure, wealth, and education are taken into account. Individuals experiencing 2010 monsoon season rainfall that was one standard deviation higher than average had aspiration levels 1.5years later that were 0.15 standard deviations lower than those of similar individuals experiencing just average levels of rainfall. This is the same negative shock to aspirations that one would experience as a result of a 50% reduction in household expenditures. Moreover, the negative effect of natural disasters on aspirations is especially strong among the poor, and among those who are most vulnerable to weather shocks. However, exploiting exogenous variation in flood relief access, we show that government social protection can attenuate these negative impacts. Individuals in villages that received Citizens Damage Compensation (Watan Card) Program flood relief—providing cash equivalent to 9.4% of annual household expenditures in each of the three years following the disaster—saw significantly lower declines in aspirations than did those in similarly affected villages without this relief. This offers a new understanding of social protection; it not only restores livelihoods and replaces damaged assets, but also has an enduring effect by easing mental burdens, and thus raising aspirations for the future. The negative effects of natural disasters and the efficacy of government relief programs may thus be underestimated if aspirations are ignored. DA - 2017/09/01/ PY - 2017 DO - 10.1016/j.worlddev.2017.03.039 DP - ScienceDirect VL - 97 SP - 49 EP - 66 J2 - World Development LA - en SN - 0305-750X ST - Aspirations and the Role of Social Protection UR - https://www.sciencedirect.com/science/article/pii/S0305750X17301092 Y2 - 2022/11/16/08:44:32 KW - Pakistan KW - South Asia KW - climate change KW - political economy of development KW - political psychology KW - state capacity ER - TY - JOUR TI - Improving Child Literacy in Africa: Experiments with an Automated Reading Tutor AU - Korsah, G. Ayorkor AU - Mostow, Jack AU - Dias, M. Bernardine AU - Sweet, Tracy Morrison AU - Belousov, Sarah M. AU - Dias, M. Frederick AU - Gong, Haijun T2 - Information Technologies & International Development AB - This paper describes Project Kan é , a research endeavor aimed at exploring the role that technology can play in improving child literacy in developing communities. An initial pilot study and a subsequent four-month-long controlled field study in Ghana investigated the viability and effectiveness of an automated reading tutor in helping urban children enhance their reading skills in English. In addition to quantitative data suggesting that automated tutoring can be useful for some children in this setting, these studies and an additional preliminary pilot study in Zambia yielded useful qualitative observations regarding the feasibility of applying technology solutions to the challenge of enhancing child literacy in developing communities. This paper presents the findings, observations, and lessons learned from the field studies. DA - 2010/06/23/ PY - 2010 DP - itidjournal.org VL - 6 IS - 2 SP - pp. EP - 1-19 SN - 1544-7529 ST - Improving Child Literacy in Africa UR - https://itidjournal.org/index.php/itid/article/view/517 Y2 - 2020/08/18/17:34:28 KW - Ghana KW - Zambia KW - child literacy KW - developing countries KW - field studies KW - technology solutions KW - ⛔ No DOI found ER - TY - RPRT TI - Using EdTech to Support Learning Remotely in the Early Years. Rapid Literature Review of Evidence from the Global Response to Covid-19. AU - Korin, Astrid AB - An output of the EdTech Hub, https://edtechhub.org This topic brief examines the literature on technology-based, remote approaches to supporting learning in the early years for children from birth to age five, identifying promising practices for using EdTech in early childhood education (ECE) in low- and middle-income countries (LMICs). It draws on the nurturing care framework, Principles for Digital Development, and effective pedagogical practices for ECE. DA - 2021/05/01/ PY - 2021 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 31 UR - https://docs.edtechhub.org/lib/RTQ64R3P KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _r:AddedByZotZen KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - The Reliability of the Wisconsin Card Sorting Test in Clinical Practice AU - Kopp, Bruno AU - Lange, Florian AU - Steinke, Alexander T2 - Assessment AB - The Wisconsin Card Sorting Test (WCST) represents the gold standard for the neuropsychological assessment of executive function. However, very little is known about its reliability. In the current study, 146 neurological inpatients received the Modified WCST (M-WCST). Four basic measures (number of correct sorts, categories, perseverative errors, set-loss errors) and their composites were evaluated for split-half reliability. The reliability estimates of the number of correct sorts, categories, and perseverative errors fell into the desirable range (rel ≥ .90). The study therefore disclosed sufficiently reliable M-WCST measures, fostering the application of this eminent psychological test to neuropsychological assessment. Our data also revealed that the M-WCST possesses substantially better psychometric properties than would be expected from previous studies of WCST test-retest reliabilities obtained from non-patient samples. Our study of split-half reliabilities from discretionary construed and from randomly built M-WCST splits exemplifies a novel approach to the psychometric foundation of neuropsychology. DA - 2019/08/02/ PY - 2019 DO - 10.1177/1073191119866257 DP - SAGE Journals SP - 1073191119866257 J2 - Assessment LA - en SN - 1073-1911 UR - https://doi.org/10.1177/1073191119866257 Y2 - 2019/12/09/05:53:55 ER - TY - JOUR TI - Teaching game and simulation based probability AU - Koparan, Timur T2 - International Journal of Assessment Tools in Education AB - Technology and games are the areas where learners are most interested in today's world. If these two can be brought together within the framework of learning objectives, they can be an advantage for teachers and students. This study aims to investigate the learning environment supported by game and simulation. The games were used to evaluate the basic probability knowledge of the prospective teachers, to demonstrate the role of problem solving in the formation of the mathematical knowledge, and to enable discussing mathematical ideas in a worksheet. Simulations were used for visualization and a large number of experiments. The sampling of the study, by which case study research is adopted, is comprised of 40 prospective teachers at a state university in Turkey. The data were collected by introducing nine open-ended questions by means of games, worksheets and simulation activities. The questions asked relevant to the games include making predictions about the fairness of the games, playing the games in small numbers and in big numbers and the observation of the scores, calculation of the winning probabilities of the gamers both experimentally and theoretically, and their comparisons. The process of finding out the probability information underlying the games by the prospective teachers was analyzed qualitatively by means of worksheets, simulations and in-class observation, and the ways of thinking, intuitions, estimations, strategies, and opinions about the learning situation of the participants were tried to be determined. The results obtained put forward that the learning situation that was set up simultaneously contributed to the knowledge of probability and probability teaching of the prospective teachers; and that the candidates' opinions about the learning situation are positive. DA - 2019/// PY - 2019 DO - 10.21449/ijate.566563 VL - 6 IS - 2 LA - English UR - https://www.researchgate.net/publication/333134813_Teaching_Game_and_Simulation_Based_Probability AN - 2396851044; EJ1246386 KW - Computer Simulation KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Environment KW - Foreign Countries KW - Higher Education KW - Instructional Effectiveness KW - Knowledge Level KW - Mathematics Skills KW - Postsecondary Education KW - Prediction KW - Preservice Teacher Education KW - Preservice Teachers KW - Probability KW - Problem Solving KW - Student Attitudes KW - Turkey KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098269 KW - __finaldtb ER - TY - CONF TI - Step-by-step approach: The integration of ICT in the classroom in rural African schools AU - Koopman, Martine T2 - eChallenges 2014 AB - This paper will focus on how ICT in the classroom could really work to provide the children the education they need in this 21st century. Learning for children with the use of ICT in the classroom can work if teachers have the ability and skills to integrate ICT in their classroom. This is where the headmasters play a crucial role, if the teachers are supported by the surrounding education system. Simply placing hardware in schools will NOT improve the quality of teaching and learning. The work of IICD has demonstrated that for ICT to become real instruments of learning, the teachers are the important key to achieve results. The IICD approach will be illustrated in relation to the “ICT enabled school program” in Ghana. DA - 2014/10/29/30 PY - 2014 DP - Zotero SP - 8 LA - en UR - https://ieeexplore.ieee.org/document/7058144 KW - ⛔ No DOI found ER - TY - RPRT TI - Using EdTech to Support Effective Data Monitoring: A Curated Resource List. AU - Koomar, Salim AU - Blest, Harriet AB - [No description available.] DA - 2020/07/08/ PY - 2020 DP - DOI.org (Datacite) LA - en ST - Using EdTech to Support Effective Data Monitoring UR - https://zenodo.org/record/4762325 Y2 - 2022/05/27/07:09:01 ER - TY - RPRT TI - Session 4: How can I rapidly upskill my large teacher workforce? AU - Koomar, Saalim AU - Proctor, Jamie AB - The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org CN - 0138 DA - 2022/// PY - 2022 LA - en M3 - EdTech Hub Presentation UR - https://docs.edtechhub.org/lib/E7C9MN3V KW - _r:AddedByZotZen ER - TY - RPRT TI - L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar AU - Koomar, Saalim AU - Moss Coflan, Caitlin AU - Rasolohéry, Hasiniavo AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/29/ PY - 2021 LA - en M3 - Blog post PB - EdTech Hub KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:analysis:nopdf KW - _r:AddedByZotZen ER - TY - BLOG TI - Using evidence to strengthen tech-supported teacher professional development in Madagascar AU - Koomar, Saalim AU - Moss Coflan, Caitlin AU - Rasolohéry, Hasiniavo T2 - EdTech Hub AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/05/ PY - 2021 LA - en M3 - Blog post UR - https://edtechhub.org/2021/04/23/using-evidence-to-strengthen-tech-supported-teacher-professional-development-in-madagascar/ KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _r:AddedByZotZen KW - _zenodoETH ER - TY - RPRT TI - Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List AU - Koomar, Saalim AU - Moss Coflan, Caitlin AU - Kaye, Tom AB - This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis. CN - 0042 DA - 2020/06/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request PB - EdTech Hub SN - 11 ST - Using EdTech in Settings of Fragility, Conflict and Violence UR - https://docs.edtechhub.org/lib/CMS6HPI8 KW - C:Yemen KW - F: Helpdesk response KW - LP: English KW - W:Fragile and conflict affected contexts KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Technology and Teacher Professional Development in Tanzania: Research instruments pack AU - Koomar, Saalim AU - Massam, Winston AU - Jacob, Winnie AU - Gervace, Anthony AU - Adam, Taskeen AU - Hennessy, Sara AU - Chachage, Kristeen AU - Malibiche, Mustafa AU - Mutura, Emmanuel AU - Mtenzi, Fredrick AU - Mwakabungu, Fika AB - This pack contains links to research instruments developed by EdTech Hub, Aga Khan University, and Tanzania Institute of Education for a study investigating the impact of a national teacher professional development programme on primary-level learning outcomes. The tools have been developed iteratively, with substantive piloting having taken place, both in workshop settings and in schools. They draw on good practice examples, such as the World Bank’s TEACH tool for classroom observation and other research projects the team have worked on. We are making these tools available to other researchers and practitioners and hope that they will prove useful. They are provided in editable format so that others can modify them as they see fit. CN - 0148 DA - 2023/03/02/ PY - 2023 LA - en M3 - Research Instruments and Tools PB - EdTech Hub UR - https://docs.edtechhub.org/lib/GXM765F3 KW - _r:AddedByZotZen ER - TY - RPRT TI - Teknolojia na maendeleo ya taaluma ya walimu nchini Tanzania: Zana za utafiti AU - Koomar, Saalim AU - Massam, Winston AU - Jacob, Winnie AU - Gervace, Anthony AU - Adam, Taskeen AU - Hennessy, Sara AU - Chacage, Kristeen AU - Malibiche, Mustafa AU - Mutura, Emmanuel AU - Mtenzi, Fredrick AU - Mwakabungu, Fika AB - Kifurushi hiki kina zana za utafiti zilizotengenezwa na EdTech Hub, Aga Khan University, na Taasisi ya Elimu Tanzania kwa ajili ya utafiti unaochunguza athari za programu ya maendeleo ya kitaaluma ya walimu kwenye matokeo ya masomo ya ngazi ya msingi. Zana zimetengenezwa na kufanyiwa majaribio makubwa katika warsha, pamoja na shuleni. Zana hizi zimetengenezwa kwa kuzingatia mifano mizuri kama vile zana ya Benki ya Dunia ya TEACH ya uchunguzi wa darasani, pamoja na miradi mingine ya utafiti ambayo timu imefanyia kazi. Tunaweka zana hizi zipatikane kwa watafiti wengine na watendaji tukitumai kuwa zitakuwa za manufaa. Zana hizi zinapatikana kwa umbizo linaloweza kuhaririwa ili wengine waweze kuhariri inavyofaa kwao. CN - 0149 DA - 2023/03/06/ PY - 2023 LA - Swahili M3 - Research Instruments and Tools / Zana za utafiti PB - EdTech Hub UR - https://docs.edtechhub.org/lib/6V4DBZR8 KW - _r:AddedByZotZen ER - TY - RPRT TI - TCPD in Tanzania: Design-Based Implementation Research Cycle 1 Recommendations Policy Brief AU - Koomar, Saalim AU - Massam, Winston AU - Chachage, Kristeen AU - Anthony, Gervace AU - Mrope, Winifrida Jacob AU - Malibiche, Mustafa AU - Mutura, Emmanuel AU - Adam, Taskeen AU - Hennessy, Sara AU - Mtenzi, Frederick AU - Komba, Aneth AU - Mwakabungu, Fika AU - Paskali, Jonathan Hegwa AU - Nkya, Henry AB - MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The current and ongoing research project, The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR), closely aligned with the Tanzania National TCPD implementation plan (TIE, 2021), evaluates the initial implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the first cycle of the DBIR carried out between September and December 2022. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; tanzania; communities of learning An output of the EdTech Hub, https://edtechhub.org CN - 0166 DA - 2023/05/19/ PY - 2023 LA - en M3 - Policy Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HUR5C9QN KW - _r:AddedByZotZen ER - TY - RPRT TI - MEWAKA National Teacher Development Reform in Tanzania: Design-Based Implementation Research: Cycle 1 Findings AU - Koomar, Saalim AU - Massam, Winston AU - Chachage, Kristeen AU - Anthony, G. AU - Mrope, Winifrida Jacob AU - Malibiche, Mustafa AU - Mutura, Emmanuel AU - Adam, Taskeen AU - Hennessy, Sara AU - Mtenzi, Fred AU - Komba, Aneth AU - Mwakabungu, Fika AU - Paskali, Jonathan Hegwa AU - Nkya, H. AB - MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role that technology can play in scaling TCPD. This report presents the findings and recommendations from the first cycle of design-based implementation research (DBIR) conducted in rural schools in the Lindi region. Following a pilot peer facilitator workshop, data was collected through observation and self-reporting methods between September and December 2022. The aims were to capture stakeholders' perspectives at all levels of the education system and to see how schools are implementing the programme on the ground. The emerging findings and recommendations are being used to inform the redesign and further implementation of this TCPD model, and were used to identify key areas to test and investigate in the second cycle of the DBIR in 2023. Keywords: teacher professional development; design-based implementation research; Tanzania; primary education An output of the EdTech Hub, https://edtechhub.org CN - 0167 DA - 2024/// PY - 2024 LA - en M3 - Technical report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/XHJC3W67 KW - _r:AddedByZotZen ER - TY - BLOG TI - MEWAKA in Tanzania: Emerging findings on tech-supported teacher professional development AU - Koomar, Saalim AU - Massam, Winston AU - Anthony, Gervace AU - Mrope, Winifrida AU - Adam, Taskeen AU - Hennessy, Sara AU - Mtenzi, Fredrick AU - Proctor, Jamie AU - Komba, Aneth AU - Mwakabungu, Fika AU - Barretto, Johnpaul AU - Barretto, Saalim Koomar, Winston Massam, Gervace Anthony, Winifrida Mrope, Taskeen Adam, Sara Hennessy, Fredrick Mtenzi, Jamie Proctor, Aneth Komba, Fika Mwakabungu and Johnpaul T2 - EdTech Hub AB - MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teachers’ Continuous Professional Development (TCPD)) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The programme is decentralised, with teacher learning based in schools and focused on semi-structured Communities of Learning (CoLs). CoLs are spaces where teachers can gather weekly to discuss and reflect on issues most relevant to their schools as well as learn and improve their pedagogical skills. Peer facilitators help teachers to collaboratively solve problems, learn new approaches to improve their practice, and generally create a culture of reflection and school improvement. DA - 2023/03/03/T15:31:18+00:00 PY - 2023 LA - en-US ST - MEWAKA in Tanzania UR - https://edtechhub.org/2023/03/03/mewaka-in-tanzania-emerging-findings-on-tech-supported-teacher-professional-development/ Y2 - 2023/10/17/13:36:22 ER - TY - RPRT TI - Open Education Resources in Africa: A Curated Resource List AU - Koomar, Saalim AU - Jull, Stephen AB - This curated list defines open educational resources, offers background on open source licensing, and provides a review of OER relevant to the context of Ghana in response to an EdTech Hub helpdesk request. This document does not intend to set out a comprehensive list of OER used by teachers, students, parents or other stakeholders; rather, this document will identify exemplars of OER provided they are relevant to the Ghanaian context and focus on: reaching marginalised learners through offline or online content; reaching marginalised learners through mass media; using OER for teacher education; further useful resources and methods of implementing OER. DA - 2020/06/03/ PY - 2020 DP - DOI.org (Datacite) PB - Zenodo ST - Open Education Resources in Africa UR - https://docs.edtechhub.org/lib/10.5281/zenodo.3906041 Y2 - 2021/01/28/17:10:07 ER - TY - RPRT TI - Open Educational Resources in Africa: A Curated Resource List AU - Koomar, Saalim AU - Jull, Stephen AB - This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context. CY - London, UK DA - 2020/// PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 20 ST - Open Educational Resources in Africa UR - https://docs.edtechhub.org/lib/10.5281/zenodo.3906041 KW - C: Ghana KW - F: Helpdesk response KW - H: Open resources KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Reflections on technology, teaching, learning, and professional development: Findings from a teacher survey in Tanzania AU - Koomar, Saalim AU - Hennessy, Sara AU - Zubairi, Asma AU - Kindoli, Robert AU - Kreimeia, Adam T2 - African Educational Research Journal AB - This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls' learning suffered more than boys, and more than 60% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania. DA - 2022/// PY - 2022 DO - 10.30918/AERJ.104.22.048 DP - ERIC VL - 10 IS - 4 SP - 342 EP - 368 LA - en SN - 2354-2160 ST - Reflections on Technology, Teaching, Learning, and Professional Development UR - https://eric.ed.gov/?id=EJ1373064 Y2 - 2023/10/12/18:52:35 KW - Access to Computers KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Gender Differences KW - Learning Processes KW - Pedagogical Content Knowledge KW - Poverty KW - Public School Teachers KW - Rural Urban Differences KW - Secondary School Teachers KW - Social Differences KW - Teacher Attitudes KW - Teacher Characteristics KW - Teacher Qualifications KW - Teacher Surveys KW - Teaching Experience KW - Teaching Methods KW - Technological Literacy KW - Technology Integration KW - Technology Uses in Education KW - _r:AddedByZotZen ER - TY - RPRT TI - Teacher Attitudes Survey AU - Koomar, Saalim AU - Hennessy, Sara AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/03/31/ PY - 2022 LA - en M3 - Internal Papers PB - EdTech Hub UR - https://docs.edtechhub.org/lib/G2M69ZP4 KW - _r:AddedByZotZen ER - TY - RPRT TI - TCPD in Tanzania: Design-Based Implementation Research Cycle 2 Recommendations Policy Brief AU - Koomar, Saalim AU - Chachage, Kristeen AU - Swai, Calvin AU - Massam, Winston AU - Anthony, Gervace AU - Mrope, Winifrida Jacob AU - Malibiche, Mustafa AU - Mutura, Emmanuel AU - Adam, Taskeen AU - Hennessy, Sara AU - Mtenzi, Frederick AU - Komba, Aneth AU - Mwakabungu, Fika AU - Paskali, Jonathan Hegwa AU - Nkya, Henry AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1013 DA - 2024/04/19/T05:00:00.000Z PY - 2024 LA - en M3 - Other PB - EdTech Hub UR - https://docs.edtechhub.org/lib/72SNIVDF KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - Using EdTech to Support Effective Data Monitoring: A Curated Resource List. AU - Koomar, Saalim AU - Blest, Harriet AB - This list curates resources on the use of EdTech to support the effective monitoring of educational outcomes, such as learning, reporting, and attendance. Resources shared are both tools and initiatives that can be adapted to support effective educational monitoring. CY - Cambridge, UK DA - 2020/// PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 23 ST - Using edtech to support effective data monitoring UR - https://docs.edtechhub.org/lib/FS4CMYUB KW - C:Mozambique KW - ES:Educational data KW - ES:Monitoring and evaluation KW - F: Helpdesk response KW - L:Low-level foundational skills KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoETH:submitted ER - TY - RPRT TI - Effective Teacher Education in Low-Connectivity Settings: A Curated Resource List AU - Koomar, Saalim AU - Allier-Gagneur, Zoé AU - McBurnie, Chris AB - This list curates resources — both tools and initiatives — that can be adapted to support teacher education in low-connectivity settings, a prevailing challenge in Madagascar. Each example identifies the challenges; necessary prerequisites; pros and cons and; costs and impact assessment data where possible. DA - 2020/06/30/ PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 21 UR - https://docs.edtechhub.org/lib/UQSMRFBF KW - C:Madagascar KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - W:Low connectivity and/or electricity KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoETH:submitted KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Design-Based Implementation Research Baseline Data Collection: Technical report AU - Koomar, Saalim AU - Adam, Taskeen AU - Massam, Winston Edward AU - Anthony, Gervace AU - Mrope, Winifrida Jacob AU - Mtenzi, Fredrick AU - Mwakabungu, Fika AU - Komba, Aneth AU - Hennessy, Sara AU - Barretto, Johnpaul AB - This research study aims to investigate the effectiveness, cost-effectiveness, and sustainability of a tech-supported, decentralised, and school-based teacher continuous professional development (TCPD) model, to improve learning outcomes in rural Tanzanian primary schools. The research will test and iteratively improve the national TCPD model and roll-out (including the semi-structured Communities of Learning), as outlined in the Tanzanian National TCPD Implementation Plan (2021). We seek to understand the model’s effectiveness and the role that technology can play. The research team includes researchers from EdTech Hub, Aga Khan University, and the Tanzania Institute of Education. The study employs a Design-Based Implementation Research (DBIR) approach in the first phase and an experimental study in the second phase. Keywords: teacher professional development; EdTech; design-based implementation research; Tanzania; Community of Learning; school-based An output of the EdTech Hub, https://edtechhub.org CN - 0141 DA - 2022/06/27/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/KMQCABXM KW - _r:AddedByZotZen ER - TY - RPRT TI - How Can Participatory Methods Centre Teachers Within Education Policy? AU - Koomar, Saalim AB - This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected in the design, implementation, and evaluation of interventions. We examine why and how teachers can have a voice and a space to share their wisdom to inform and improve education policy. We draw on EdTech Hub's work across various low- and middle-income contexts to offer practical insights when using or planning to use participatory methods. We share details of some of the most significant findings and engaging lessons EdTech Hub has learnt about the methods used and how they have contributed to ensuring teachers’ voices are heard at the policymaking level. We also explore areas that require further research, noting five issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to participatory methods for centring teachers in education policy. Keywords: teacher; participatory methods; action research; implementation research; teacher professional development; education policy An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1005 DA - 2024/// PY - 2024 LA - en M3 - Learning Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/GXMUGXHE KW - _r:AddedByMyEducationEvidence KW - _r:AddedByZotZen ER - TY - RPRT TI - What is 'Nudging' and How Does it Change Behaviour in Education? AU - Koomar, Saalim AB - This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the behaviour change strategy of leveraging concise messages at strategic decision points (i.e., ‘nudging’) to influence the behaviour of a recipient towards a desired outcome. We focus on EdTech Hub’s work concerning nudge messaging. It builds on work from messaging interventions in Ghana and Kenya, linking these to the broader literature on the topic. It emphasises that although there is a strong and growing evidence base for nudge technologies, effective implementation remains dependent upon context-specific adaptation. It is not inevitable that nudge messaging interventions will lead to positive outcomes — indeed, outcomes are often mixed. It is therefore vital to understand the specific impacts of interventions on particular groups of recipients. We present findings and recommendations that should inform how nudging technologies in education are approached and what decision-makers need to consider in order to ensure uptake and minimise risks. Lastly, we explore areas that require further research, namely, the changing nature of nudging due to artificial intelligence, the safeguarding risks of nudging, persisting questions about cost-effectiveness, and how nudging can more specifically target learning. Keywords: Behavioural psychology; EdTech; education; messaging; nudging; participation An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1011 DA - 2024/// PY - 2024 LA - en M3 - Learning Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/ERWCZKS2 KW - _r:AddedByMyEducationEvidence ER - TY - CONF TI - Towards Improving the Accessibility and Usability of a Mobile-based Learning Management System for Blind Primary School Teachers AU - Kondoro, Aron AU - Maro, Salome AU - Mtebe, Joel AU - Proctor, Jamie AU - Komba, Aneth AU - Haßler, Björn T2 - 2023 IST-Africa Conference (IST-Africa) C1 - Tshwane, South Africa C3 - 2023 IST-Africa Conference (IST-Africa) DA - 2023/05/31/ PY - 2023 DO - 10.23919/IST-Africa60249.2023.10187797 DP - DOI.org (Crossref) SP - 1 EP - 10 PB - IEEE SN - 978-1-905824-71-7 UR - https://ieeexplore.ieee.org/document/10187797/ Y2 - 2023/08/14/07:38:25 ER - TY - JOUR TI - Usability Testing of a Mobile-based Learning Management System for Teacher Continuous Professional Development in Tanzania AU - Kondoro, Aron AU - Maro, Salome AU - Mtebe, Joel AU - Haßler, Björn AU - Proctor, Jamie AU - EdTech Hub T2 - The International Journal of Education and Development using Information and Communication Technology AB - The last two decades have seen the growing adoption of mobile devices to enhance the quality of teachers' continuous professional development (TCPD) in low-income countries. Using mobile devices, typically not designed for educational use, presents new usability challenges, preventing teachers from effectively accessing learning materials in learning management systems (LMS). Therefore, it is important to test usability to improve the delivery of TCPD via mobile devices. This study evaluated the usability of TCPD-focused mobile-based LMS accessed via a mobile web browser and mobile app. The evaluation used a hybrid think-aloud method involving 63 teachers from 12 schools in Tanzania. Half of the schools were evaluated using a concurrent think-aloud method, and the other half using a retrospective think-aloud method. The study found that teachers encountered many usability problems in using the mobile app compared to those who accessed the LMS via mobile web browsers. The study also found usability flaws in the registration and login process, poor language translation, technical errors, and issues with quiz questions. These findings show the importance of user testing, even for well-developed LMS, such as Moodle. Additionally, this work provides useful guidance for those who want to implement mobile learning via an LMS in low-income countries. DA - 2023/08/31/ PY - 2023 DP - ResearchGate VL - 19 SP - 75 EP - 92 J2 - The International Journal of Education and Development using Information and Communication Technology UR - https://www.researchgate.net/publication/373523617_Usability_Testing_of_a_Mobile-based_Learning_Management_System_for_Teacher_Continuous_Professional_Development_in_Tanzania KW - ⛔ No DOI found ER - TY - ELEC TI - Komuniti Guru Digital Learning AU - Komuniti Guru Digital Learning UR - https://sites.google.com/moe-dl.edu.my/ldp-digital-learning/home ER - TY - JOUR TI - Teacher Professional Development in Tanzania: Challenges and Opportunities AU - Komba, Sotco Claudius AU - Mwakabenga, Rehema Japhet T2 - Educational Leadership AB - This chapter is about teacher professional development in Tanzania. The authors have examined the current status of teacher professional development in Tanzania, focusing on predominant perspectives on the concept and provision modalities. In addition, the authors have identified challenges facing teacher professional development in Tanzania, most of which seem to be systemic. The challenges include lack of explicit policy and guidelines for teacher professional development, limited knowledge on teacher professional development among teacher professional development stakeholders, predominance of traditional approach to teacher professional development, and ineffective organization of teacher professional development activities. It is, thus, concluded that a number of opportunities are available for effective teacher professional development in Tanzania. These include strengthening the available institutions responsible for teacher professional development, making use of different teacher professional development providers available in the country to promote professional development activities for teachers through a harmonized scheme and capitalizing on the use of different communication networks and the national optic fiber to promote self-directed teacher professional development. DA - 2019/12/22/ PY - 2019 DO - 10.5772/intechopen.90564 DP - www.intechopen.com LA - en ST - Teacher Professional Development in Tanzania UR - https://www.intechopen.com/books/educational-leadership/teacher-professional-development-in-tanzania-challenges-and-opportunities Y2 - 2020/10/07/12:30:14 KW - _Tanzania KW - _final_bib ER - TY - BOOK TI - Communicating with children: principles and practices to nurture, inspire, excite, educate and heal AU - Kolucki, Barbara AU - Lemish, Dafna CY - New York DA - 2011/// PY - 2011 LA - en PB - UNICEF Y2 - 2020/06/09/14:06:28 ER - TY - JOUR TI - Using Unified Theory of Acceptance and Use of Technology Model to Predict Students' Behavioral Intention to Adopt and Use E-Counseling in Ghana AU - Kolog, Emmanuel Awuni AU - Sutinen, Erkki AU - Vanhalakka-Ruoho, Marjatta AU - Suhonen, Jarkko AU - Anohah, Ebenezer T2 - International Journal of Modern Education and Computer Science AB - The urge to progressively motivate e-counseling in schools is somewhat dependent on students' behavioral intention towards the use of counseling technologies. This paper presents an empirical approach of using Unified Theory of Acceptance and Use of Technology model to ascertain students' behavioral intention to adopt and use e-counseling in Ghana. Questionnaires were used to collect data from two hundred and fifty (N=250) randomly selected students from Ghana. Cronbach alpha (α) was first employed to validate and ascertain the reliability of the data. Subsequently, Multiple Linear Regression (MLR) was performed in analysing the data. After that, a follow-up interview was conducted to explore the variance in our findings from the collected data through the questionnaires. In the end, the reliability of the test items contained in the questionnaire yielded strongly at 87.6 %. Also, whereas the outcome of the research suggests Performance Expectancy (PE) (B = .511 , p= .000) and Social Influence (SI) (B = .165 p = .001) as the influencing constructs (factors) towards students' behavioral intention to adopt and use e-counseling, Facilitation Condition (FC) (B= .014, p= .723) and Effort Expectancy (EE) (B= .086 p= .080) had no significant effect on the behavioral intention of students to adopt and use e-counseling in Ghana. DA - 2015/11// PY - 2015 DO - 10.5815/ijmecs.2015.11.01 DP - ProQuest VL - 7 IS - 11 SP - 1 EP - 11 LA - English SN - 20750161 UR - https://search.proquest.com/education1/docview/1770060321/abstract/732C4B0D367E49A3PQ/46 Y2 - 2021/01/15/11:02:08 KW - Counseling KW - E-Counseling KW - ICT KW - Unified Theory of Acceptance KW - Use of Technology (UTAUT) ER - TY - JOUR TI - E-counselling implementation: Students' life stories and counselling technologies in perspective AU - Kolog, Emmanuel Awuni AU - Sutinen, Erkki AU - Vanhalakka-Ruoho, Marjatta T2 - International Journal of Education and Development using Information and Communication Technology AB - Given the current global trend of mimicking real life situations into digital counselling games and its related digital counselling platforms, we decided to contextually understand from the Ghanaian senior high school students, their life challenges arising from their life stories. The study also explores the extent to which ICT is currently being used to provide counselling services to students. Questionnaires and interviews were used to collect data from selected students and a school counsellor. The selected students were made to write about their life stories subjectively. The content of the data was analyzed. After that, students' financial status was identified as the main challenge to their academic pursuit, though several other difficulties were revealed in the study. The study also showed that students had little knowledge about the use of ICT in counselling and only used email as the only digital tool for counselling delivery. The purpose of the study is to use the findings as a basis to develop a digital counselling game in our next study. Again, the study is intended to serve as a guide for researchers when designing a digital counselling platforms for senior high schools. DA - 2014/08// PY - 2014 DP - ProQuest VL - 10 IS - 3 SP - 32 EP - 48 LA - English ST - E-counselling implementation UR - https://search.proquest.com/education1/docview/1561441902/abstract/29B1F840F44D4E53PQ/125 Y2 - 2021/01/15/16:37:27 KW - Addictive behaviors KW - Behavior KW - Careers KW - Computers KW - Counseling KW - Design KW - Drug abuse KW - Education KW - Internet KW - Problems KW - Schools KW - Secondary schools KW - Society KW - Students KW - ⛔ No DOI found ER - TY - ELEC TI - Kolibri : A Free, Open Source Education for All | Learning Equality AU - Kolibri T2 - https://learningequality.org/kolibri/ LA - en ST - Kolibri UR - https://learningequality.org/kolibri/ Y2 - 2022/08/22/19:33:37 ER - TY - ELEC TI - Kolibri : A Free, Open Source Education for All | Learning Equality AU - Kolibri DA - 2020/// PY - 2020 UR - https://learningequality.org/kolibri/ Y2 - 2020/06/02/18:04:42 ER - TY - ELEC TI - Universities to reopen in mid-June to final-year students AU - Kokutse, F. DA - 2020/// PY - 2020 UR - https://www.universityworldnews.com/post.php?story=2020060112235883 Y2 - 2020/06/23/09:13:31 ER - TY - JOUR TI - Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context AU - Kok, Illasha AU - Blignaut, A. Seugnet T2 - Africa Education Review AB - The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs. DA - 2014/// PY - 2014 DO - 10.1080/18146627.2014.935002 VL - 11 IS - 4 SP - 526 EP - 543 LA - English SN - 1814-6627, 1814-6627 UR - https://www.researchgate.net/publication/271757630_Snapshots_of_student-teachers'_experiences_of_DVDs_in_a_learner_support_programme_in_a_developing_ODL_context AN - 1826544130; EJ1107455 KW - Adult Education KW - Case Studies KW - College Students KW - Computer Uses in Education KW - Continuing Education KW - Developing Nations KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Learning KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Inservice Teacher Education KW - Namibia KW - Open Education KW - Postsecondary Education KW - Qualitative Research KW - Semi Structured Interviews KW - South Africa KW - Student Attitudes KW - Student Experience KW - Teachers KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096343 KW - __finaldtb ER - TY - JOUR TI - Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context AU - Kok, Illasha AU - Blignaut, A. Seugnet T2 - Africa Education Review DA - 2014/// PY - 2014 DO - 10.1080/18146627.2014.935002 VL - 11 IS - 4 LA - English SN - 1814-6627, 1814-6627 ER - TY - JOUR TI - Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context AU - Kok, Illasha AU - Blignaut, A. Seugnet T2 - Africa Education Review AB - The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs. DA - 2014/// PY - 2014 DO - 10.1080/18146627.2014.935002 VL - 11 IS - 4 SP - 526 EP - 543 LA - English SN - 1814-6627, 1814-6627 UR - https://www.researchgate.net/publication/271757630_Snapshots_of_student-teachers'_experiences_of_DVDs_in_a_learner_support_programme_in_a_developing_ODL_context AN - 1826544130; EJ1107455 KW - Adult Education KW - Case Studies KW - College Students KW - Computer Uses in Education KW - Continuing Education KW - Developing Nations KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Learning KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Inservice Teacher Education KW - Namibia KW - Open Education KW - Postsecondary Education KW - Qualitative Research KW - Semi Structured Interviews KW - South Africa KW - Student Attitudes KW - Student Experience KW - Teachers KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096343 KW - __finaldtb ER - TY - JOUR TI - Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context AU - Kok, Illasha AU - Blignaut, A. Seugnet T2 - Africa Education Review DA - 2014/// PY - 2014 DO - 10.1080/18146627.2014.935002 VL - 11 IS - 4 LA - English SN - 1814-6627, 1814-6627 ER - TY - JOUR TI - Using a Participatory Approach to Create SEL Programming: The Case of Ahlan Simsim AU - Kohn, Shanna AU - Foulds, Kim AU - Cole, Charlotte AU - Matthews, Mackenzie AU - Hussein, Laila T2 - Journal on Education in Emergencies AB - This paper highlights the use of a participatory, trauma-informed approach in the creation of Ahlan Simsim, a Sesame Street television program for the Middle East, and asserts the importance of using a participatory approach to designing culturally relevant social and emotional learning (SEL) content. Ahlan Simsim is a component of a larger initiative of the same name, which was created by Sesame Workshop and the International Rescue Committee and funded by the MacArthur and LEGO foundations. This program brings early learning and nurturing care to children and families affected by the Syrian crisis through a combination of mass media and direct service programming. In this article, we present a review of the research and consultations Sesame Workshop conducted with local communities and local child-development experts in Iraq, Jordan, Syria, and Lebanon from August to November 2018. Sesame Workshop’s aim was to identify and refine the television program’s focus area and to create locally relevant, trauma-informed content that draws from SEL strategies that resonate most and have the greatest impact with audiences in the Syrian response region. We argue that, for SEL programming to achieve maximum impact, it is critical that program designers develop socialemotional frameworks for children from the ground up by working with local caregivers and practitioners. DA - 2021/// PY - 2021 DO - 10.33682/hxrv-2g8g DP - DOI.org (Crossref) VL - 7 IS - 2 SP - 288 LA - en SN - 2518-6833 ST - Using a Participatory Approach to Create SEL Programming UR - https://archive.nyu.edu/handle/2451/63543 Y2 - 2022/11/16/07:47:44 ER - TY - JOUR TI - Online tools supporting the conduct and reporting of systematic reviews and systematic maps: a case study on CADIMA and review of existing tools AU - Kohl, Christian AU - McIntosh, Emma J. AU - Unger, Stefan AU - Haddaway, Neal R. AU - Kecke, Steffen AU - Schiemann, Joachim AU - Wilhelm, Ralf T2 - Environmental Evidence AB - Systematic reviews and systematic maps represent powerful tools to identify, collect, evaluate and summarise primary research pertinent to a specific research question or topic in a highly standardised and reproducible manner. Even though they are seen as the “gold standard” when synthesising primary research, systematic reviews and maps are typically resource-intensive and complex activities. Thus, managing the conduct and reporting of such reviews can become a time consuming and challenging task. This paper introduces the open access online tool CADIMA, which was developed through a collaboration between the Julius Kühn-Institut and the Collaboration for Environmental Evidence, in order to increase the efficiency of the evidence synthesis process and facilitate reporting of all activities to maximise methodological rigour. Furthermore, we analyse how CADIMA compares with other available tools by providing a comprehensive summary of existing software designed for the purposes of systematic review management. We show that CADIMA is the only available open access tool that is designed to: (1) assist throughout the systematic review/map process; (2) be suited to reviews broader than medical sciences; (3) allow for offline data extraction; and, (4) support working as a review team. DA - 2018/02/01/ PY - 2018 DO - 10.1186/s13750-018-0115-5 DP - Springer Link VL - 7 IS - 1 SP - 8 J2 - Environ Evid LA - en SN - 2047-2382 ST - Online tools supporting the conduct and reporting of systematic reviews and systematic maps UR - https://doi.org/10.1186/s13750-018-0115-5 Y2 - 2024/01/18/22:22:57 KW - Evidence synthesis KW - Managing systems KW - Rapid review KW - Review management KW - Systematic review software KW - Text mining KW - Time management KW - _Added-ailr-2024 ER - TY - JOUR TI - Les langues maternelles africaines et/ou ivoiriennes ont-elles des limitespédagogiques ou d’apprentissage–enseignement? AU - Koffi, Konan Thomas T2 - ANADISS DA - 2016/// PY - 2016 DP - Google Scholar VL - 11 IS - 22 SP - 197 EP - 204 KW - ⛔ No DOI found ER - TY - BOOK TI - Paradigm Shift in Language Planning and Policy: Game-Theoretic Solutions AU - Koffi, Ettien DA - 2012/01/13/ PY - 2012 DP - DOI.org (Crossref) PB - DE GRUYTER SN - 978-1-934078-10-5 ST - Paradigm Shift in Language Planning and Policy UR - https://www.degruyter.com/document/doi/10.1515/9781934078112/html Y2 - 2022/06/13/05:35:02 ER - TY - JOUR TI - Developing Pedagogical Abilities in Students through Introducing Modern Forms and Methods of Education in the Mother Tongue Teaching Process AU - Kochkorbaevna, Kurbanova Bakhtikhon AU - Hilola, Isaqova T2 - International Journal of Culture and Modernity DA - 2022/// PY - 2022 DP - Google Scholar VL - 13 SP - 1 EP - 3 KW - ⛔ No DOI found ER - TY - JOUR TI - The Effects of Computer-Assisted Instruction designed according to 7E Model of Constructivist Learning on Physics Student Teachers' Achievement, Concept Learning, Self-Efficacy Perceptions and Attitudes AU - Kocakaya, S AU - Gonen, Selahattin T2 - Turkish Online Journal of Distance Education-TOJDE DA - 2010/07// PY - 2010 VL - 11 SN - 1302-6488 UR - https://files.eric.ed.gov/fulltext/EJ1042517.pdf Y2 - 2022/08/23/06:27:12 KW - ⛔ No DOI found ER - TY - ELEC TI - KoBoToolbox | Data Collection Tools for Challenging Environments AU - KoBo Toolbox T2 - KoBoToolbox AB - KoBoToolbox is a suite of tools for field data collection for use in challenging environments. Our software is free and open source. Most of our users are people working in humanitarian crises, as well as aid professionals and researchers working in developing countries. LA - en-US UR - https://kobotoolbox.org/ Y2 - 2020/09/17/19:18:36 ER - TY - JOUR TI - Text mining in organizational research AU - Kobayashi, V.B. AU - Mol, S.T. AU - Berkers, H.A. T2 - Organizational Research Methods DA - 2017/// PY - 2017 DO - 10.1177/1094428117722619 VL - 21 IS - 3 SP - 733 EP - 765 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - The Limitations of Access Alone: moving towards open processes in education technology AU - Knox, Jeremy T2 - OpenPraxis DA - 2013/// PY - 2013 DO - 10.5944/openpraxis.5.1.36 VL - 5 IS - 1 LA - en ST - (6) (PDF) The Limitations of Access Alone UR - https://www.researchgate.net/publication/290151640_The_Limitations_of_Access_Alone_moving_towards_open_processes_in_education_technology Y2 - 2020/09/16/12:28:38 KW - C:International ER - TY - JOUR TI - Policy networks AU - Knoke, David T2 - The SAGE handbook of social network analysis DA - 2011/// PY - 2011 DP - Google Scholar SP - 210 EP - 222 KW - ⛔ No DOI found ER - TY - BOOK TI - Trends in general systems theory AU - Klir, George J. CN - Q295 .K56 CY - New York DA - 1972/// PY - 1972 DP - Library of Congress ISBN SP - 462 LA - en PB - Wiley-Interscience SN - 978-0-471-49190-3 KW - System theory ER - TY - JOUR TI - Mother-tongue education in South Africa: the weight of history AU - Klerk, Gerda de DA - 2002/// PY - 2002 DO - 10.1515/ijsl.2002.011 DP - Google Scholar ST - Mother-tongue education in South Africa ER - TY - JOUR TI - Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs AU - Klassen, Robert AU - Durksen, Tracy L. AU - Kim, Lisa AU - Patterson, Fiona AU - Rowett, Emma AU - Warwick, Jane AU - Warwick, Paul AU - Wolpert, Mary T2 - International Journal of Assessment Tools in Education AB - The purpose of this article is to report on the development of a proof-ofconcept situational judgment test (SJT) to assist in the selection of candidates for primary teacher education (ITE) programs. Nine development steps involving practising teachers, teacher educators, and applicants to ITE programs were carried out to establish target attributes and to develop content for the test. The results from administering the test to 124 primary ITE candidates showed a near-normal distribution, high levels of reliability, and significant positive correlations with a range of concurrently administered interview scores. We conclude with a description of the necessary next steps needed to implement evidencesupported teacher education selection processes in a range of international settings. DA - 2016/12/11/ PY - 2016 DO - 10.21449/ijate.275772 DP - DOI.org (Crossref) VL - 4 IS - 2 SP - 96 EP - 114 LA - en SN - 2148-7456 UR - http://dergipark.gov.tr/doi/10.21449/ijate.275772 Y2 - 2020/06/17/08:47:35 ER - TY - ELEC TI - Our Success Story: Academic Bridge AU - kLab ST - Our Success Story UR - https://www.klab.rw/public/startups/startup/58 } Y2 - 2020/08/26/20:05:42 ER - TY - CONF TI - Growth Mindset Predicts Student Achievement and Behavior in Mobile Learning AU - Kizilcec, René F. AU - Goldfarb, Daniel T2 - L@S '19: Sixth (2019) ACM Conference on Learning @ Scale AB - Students’ personal qualities other than cognitive ability are known to influence persistence and achievement in formal learning environments, but the extent of their influence in digital learning environments is unclear. This research investigates non-cognitive factors in mobile learning in a resourcepoor context. We surveyed 1,000 Kenyan high school students who use a popular SMS-based learning platform that provides formative assessments aligned with the national curriculum. Combining survey responses with platform interaction logs, we find growth mindset to be one of the strongest predictors of assessment scores. We investigate theory-based behavioral mechanisms to explain this relationship. Although students who hold a growth mindset are not more likely to persist after facing adversity, they spend more time on each assessment, increasing their likelihood of answering correctly. Results suggest that cultivating a growth mindset can motivate students in a resource-poor context to excel in a mobile learning environment. C1 - Chicago IL USA C3 - Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale DA - 2019/06/24/ PY - 2019 DO - 10.1145/3330430.3333632 DP - DOI.org (Crossref) SP - 1 EP - 10 LA - en PB - ACM SN - 978-1-4503-6804-9 UR - https://dl.acm.org/doi/10.1145/3330430.3333632 Y2 - 2022/07/11/08:48:42 ER - TY - ELEC TI - Kiwix: Internet content for people without internet access! AU - Kiwix T2 - Kiwix AB - Read Wikipedia or any website on your mobile phone or computer, even when there is no internet. For free! LA - en-US ST - Kiwix UR - https://www.kiwix.org/en/ Y2 - 2020/07/21/11:24:23 ER - TY - RPRT TI - Tanzania 2017 field testing report: Can out-of-school children make learning gains with Kitkit School? AU - Kitkit School DA - 2017/// PY - 2017 PB - Kitkit School UR - http://kitkitschool.com/wp-content/uploads/2019/06/Kitkit_CaseStudy_Mtwara_.pdf Y2 - 2021/01/05/11:54:47 ER - TY - JOUR TI - Systematic literature reviews in software engineering -- a systematic literature review AU - Kitchenham, Barbara AU - Pearl Brereton, O. AU - Budgen, David AU - Turner, Mark AU - Bailey, John AU - Linkman, Stephen T2 - Information and Software Technology AB - Background: In 2004 the concept of evidence-based software engineering (EBSE) was introduced at the ICSE04 conference. Aims: This study assesses the impact of systematic literature reviews (SLRs) which are the recommended EBSE method for aggregating evidence. Method: We used the standard systematic literature review method employing a manual search of 10 journals and 4 conference proceedings. Results: Of 20 relevant studies, eight addressed research trends rather than technique evaluation. Seven SLRs addressed cost estimation. The quality of SLRs was fair with only three scoring less than 2 out of 4. Conclusions: Currently, the topic areas covered by SLRs are limited. European researchers, particularly those at the Simula Laboratory appear to be the leading exponents of systematic literature reviews. The series of cost estimation SLRs demonstrate the potential value of EBSE for synthesising evidence and making it available to practitioners. DA - 2009/01// PY - 2009 DO - 10.1016/j.infsof.2008.09.009 DP - DOI.org (Crossref) VL - 51 IS - 1 SP - 7 EP - 15 J2 - Information and Software Technology LA - en SN - 09505849 UR - https://www.cin.ufpe.br/~in1037/leitura/meta-systematic-reviews-kitchenham-jan09ist.pdf Y2 - 2021/06/13/13:48:51 ER - TY - BOOK TI - Guidelines for performing systematic literature reviews in software engineering AU - Kitchenham, BA AU - Charters, S DA - 2007/// PY - 2007 LA - en PB - EBSE Technical Report ER - TY - RPRT TI - Guidelines for performing systematic literature reviews in software engineering AU - Kitchenham, B AU - Charters, S DA - 2007/// PY - 2007 DP - Google Scholar PB - Technical report, EBSE Technical Report EBSE-2007-01 UR - https://www.cs.auckland.ac.nz/~norsaremah/2007%20Guidelines%20for%20performing%20SLR%20in%20SE%20v2.3.pdf Y2 - 2014/08/08/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - P:Methods KW - Reviewed KW - publicImportV1 ER - TY - RPRT TI - Procedures for Undertaking Systematic Reviews AU - Kitchenham, B DA - 2004/// PY - 2004 M3 - Joint Technical Report SN - TR/SE-0401 and NICTA 0400011T ER - TY - RPRT TI - What digital skills do adults need to succeed in the workplace now and in the next 10 years? AU - Kispeter, Erika CY - Warwick DA - 2018/// PY - 2018 M3 - Digital Skills and Inclusion Research Working Group Evidence Brief PB - Warwick Institute for Employment Research University of Warwick UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/807831/What_digital_skills_do_adults_need_to_succeed_in_the_workplace_now_and_in_the_next_10_years_.pdf ER - TY - JOUR TI - Integration of ICT in Education in a Secondary School in Kenya: A Case Study AU - Kisirkoi, Florence T2 - Literacy Information and Computer Education Journal AB - Amidst reports that there was very little integration of Communication Information Technology (ICT) in curriculum delivery in many secondary schools in Kenya, it was reported that one secondary school was using ICT in instruction and practicing learner centered instructional approaches and there was improved learning outcomes. The school’s mean score in the Kenya Certificate of Secondary Education had improved from 6.2 to 8.4 between 2007 and 2013. This study teacher computer literacy levels, motivation for integration, perceived reason for the intervention and the impact on teaching and learning. A case study was conducted and observation and interview schedules were used to collect data. The study population was the 535 students and the 28 teachers in the school. Simple random sampling was used to sample 30 students and 18 teachers. It was established that the students and teachers were computer literate and were able to manage computer applications for teaching and learning. The Learning process was found to be practical with learner interactions and activities based learning. The motivation was desire to teach better coupled with visionary, supportive school leadership. The school was using ICT as teaching learning tool and there was improvement of learning environment and outcomes. Many schools ought to emulate the school. DA - 2015/06/01/ PY - 2015 DO - 10.20533/licej.2040.2589.2015.0253 DP - ResearchGate VL - 6 SP - 1904 EP - 1909 J2 - Literacy Information and Computer Education Journal ST - Integration of ICT in Education in a Secondary School in Kenya ER - TY - RPRT TI - Using technology to facilitate educational attainment: Reviewing the past and looking to the future AU - Kishore, Diwakar AU - Shah, Dhwani T2 - Pathways for Prosperity Commission Background Paper Series CY - Oxford, United Kingdom DA - 2019/// PY - 2019 DP - Zotero SP - 47 LA - en SN - 23 UR - https://pathwayscommission.bsg.ox.ac.uk/ed-tech-paper KW - Potential Usefulness: H KW - ⛔ No DOI found ER - TY - RPRT TI - Discrimination in education: the Tanzania case AU - Kisanga, Maria E AU - Katunzi, Naomi CY - Dar es Salaam DA - 1997/// PY - 1997 M3 - Programme and meeting document PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000138516 Y2 - 2023/05/26/08:32:34 ER - TY - GEN TI - Web Content Accessibility Guidelines (WCAG) 2.1 AU - Kirkpatrick, Andrew AU - O Connor, Joshue AU - Campbell, Alastair AU - Cooper, Michael DA - 2018/06/05/ PY - 2018 LA - EN PB - W3C UR - https://www.w3.org/TR/WCAG21/ Y2 - 2020/09/01/10:46:59 ER - TY - JOUR TI - The Relationship between Teachers' Attitudes to Distance Education and Their Life Satisfaction AU - Kirkiç, Kamil Arif AU - Yahsi, Ömer T2 - Malaysian Online Journal of Educational Sciences AB - Teachers' attitudes toward distance education are important in terms of the effectiveness of the distance education process. They become even more critical during this time of global pandemics when face-to-face education has been compulsorily replaced by distance education. The worldwide coronavirus pandemic has changed the practices of the teaching profession. This period has revealed how teachers' life satisfaction while carrying out their profession can be affected by changes in education delivery. The aim of this study is to examine the relationship between teachers' attitudes toward distance education and their life satisfaction during the distance education process. This research used the correlational survey method, a method in quantitative research. The sample group consisted of teachers (1,233 male and 3,671 female educators) working in different branches in Izmir. The "Life Satisfaction Scale" and "Attitude toward Distance Education Scale" were applied. Participants' demographic information was obtained using a "Personal Information Form" designed by the researchers. According to the results of the study, while there is a notable difference in teachers' limitations toward distance education and life satisfaction according to gender, there is no difference in the advantages gained from and attitudes toward distance education. DA - 2021/04// PY - 2021 DP - ERIC VL - 9 IS - 2 LA - en SN - 2289-3024 UR - https://eric.ed.gov/?id=EJ1295101 Y2 - 2022/08/22/19:42:13 KW - COVID-19 KW - Correlation KW - Distance Education KW - Educational Attainment KW - Elementary School Teachers KW - Foreign Countries KW - Gender Differences KW - Income KW - Instructional Effectiveness KW - Knowledge Level KW - Life Satisfaction KW - Pandemics KW - Secondary School Teachers KW - Teacher Attitudes KW - Teacher Characteristics KW - ⛔ No DOI found ER - TY - BLOG TI - Translation through text: How Nowall can help refugees overcome the language barrier AU - Kirk, Joanna T2 - Techfugees DA - 2016/10/01/T23:38:09+00:00 PY - 2016 LA - en-US ST - Translation through text UR - https://techfugees.com/news/translation-through-text-how-nowall-can-help-refugees-overcome-the-language-barrier/ Y2 - 2020/06/09/09:02:30 ER - TY - RPRT TI - Building back better: post-earthquake responses and educational challenges in Pakistan AU - Kirk, Jackie DA - 2008/// PY - 2008 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000163575/PDF/163575eng.pdf.multi Y2 - 2023/03/14/06:41:26 ER - TY - JOUR TI - Impact of Information Communication Technology on Education-Kenya AU - Kirimi, Kagwiria Josephine T2 - undefined AB - Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435 DA - 2013/// PY - 2013 DP - www.semanticscholar.org LA - en UR - /paper/Impact-of-Information-Communication-Technology-on-Kirimi/7946b425b4a9e5e523084d8368e512a02ea37bf8 Y2 - 2021/05/22/14:37:23 KW - ⛔ No DOI found ER - TY - JOUR TI - Impact of Information Communication Technology on Education-Kenya AU - Kirimi, Josephine T2 - Journal of Educational and Social Research AB - Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435 DA - 2014/01/01/ PY - 2014 DO - 10.5901/jesr.2014.v4n1p435 DP - ResearchGate J2 - Journal of Educational and Social Research ER - TY - JOUR TI - Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya AU - Kiptalam, GK AU - Rodrigues, AJ DA - 2010/// PY - 2010 KW - ⛔ No DOI found ER - TY - JOUR TI - Internet Utilization: A Case of Connected Rural and Urban Secondary Schools in Kenya AU - Kiptalam, George Kibet AU - Rodrigues, Anthony Joachim AB - This paper looks at the utilization of the Internet among teachers and students in connected rural and urban secondary schools in Kenya. A conceptual framework composed of variables which can explain Internet utilization in Kenyan secondary schools is established and measured. Instruments based on this framework were used in the survey and covered 11 schools with school principals, teachers and students as respondents. Findings show that use of the Internet and its integration in teaching and learning in secondary education is increasing with its use more pervasive among students and teachers as a means of communication and for information searching. Internet access rates for teachers and students have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies are suggested on how to utilize the Internet to improve educational outcomes, and recommendations given on issues that touch on ICT access and infrastructure; human resources and training; policy environment; financing and ICT investment; curriculum development and locally relevant content DA - 2013/// PY - 2013 DP - core.ac.uk LA - en-gb ST - 49 Internet Utilization UR - https://core.ac.uk/display/23406248 Y2 - 2021/05/22/15:41:11 KW - ⛔ No DOI found ER - TY - JOUR TI - Challenges Facing Adoption of Information Communication Technology (ICT) In Educational Management in Schools in Kenya AU - Kipsoi, Emmy AU - Chang'ach, Dr AU - Sang C, Hellen T2 - Journal of Sociological Research AB - ICT has contributed greatly to educational management in schools globally (Zhao and Frank, 2003). However, in Kenya schools hardly use ICTs to manage the quality of output, or to raise teacher productivity, or to reduce costs through analyzing spending. This is attributed to a myriad of challenges facing most schools in Kenya with regard to adoption of ICTs in educational management. This has resulted to a slow rate of adoption of technology despite its promise and potential for use in educational management in schools. As such, this paper analyses the lethargy that has surrounded education management in schools with respect to acquisition of Information Communication Technology. Education and training sector has a major role to play in the implementation of the proposed ICT policy. First, the sector itself is a major user of ICT, not only in education, training and research but also in the management of the sector. The paper argues that ICT policies must be dynamic, cost-effective, adaptable, and differentiated between sectors and between the various segments of educational management in order to contribute effectively to education management. The recommendations of this paper provide a basis for the urgent need for the integration of ICTs in educational management in schools in Kenya. DA - 2012/06/01/ PY - 2012 DO - 10.5296/jsr.v3i1.1882 DP - ResearchGate VL - 3 J2 - Journal of Sociological Research ER - TY - RPRT TI - Accelerated Education Programme Youth Education Programme: NRC Education Scale-up and Quality Fund, EdTech for Rapid Response in Acute Emergencies Project AU - Kipruto, Amos AU - Denny, Kathleen CY - Dadaab, Kenya DA - 2019/01// PY - 2019 M3 - Early Grade Reading Assessment Endline Report PB - Norwegian Refugee Council ER - TY - SLIDE TI - Low-cost, familiar tech for teacher support: Evidence from a SMS campaign for early grade teachers in Malawi A2 - Kipp, S DA - 2017/// PY - 2017 UR - https://shared.rti.org/content/low-cost-familiar-tech-teacher-support-evidence-sms-campaign-early-grade-teachers-malawi ER - TY - GEN TI - First Principles: Community Engagement in Education Programs Compendium AU - Kintz, Ginny DA - 2011/// PY - 2011 DP - Zotero LA - en UR - https://www.edu-links.org/sites/default/files/media/file/ACFrOgD5YbwcFF8yK6PoJJm_VqohrxvgHI5IZpAedgEmrwNT83dVuNtP8Cli5Q1d2zTy2LS0RRhTJtOGXryJOyAPJEbESsV0k8IDMC6VeEEHOLD9SQ6CJi28uX7W4SQ_.pdf ER - TY - JOUR TI - Blended learning effectiveness: the relationship between student characteristics, design features and outcomes AU - Kintu, Mugenyi Justice AU - Zhu, Chang AU - Kagambe, Edmond T2 - International Journal of Educational Technology in Higher Education AB - This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. The final semester evaluation results were used as a measure for performance as an outcome. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning. DA - 2017/12// PY - 2017 DO - 10.1186/s41239-017-0043-4 DP - DOI.org (Crossref) VL - 14 IS - 1 SP - 7 J2 - Int J Educ Technol High Educ LA - en SN - 2365-9440 ST - Blended learning effectiveness UR - http://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0043-4 Y2 - 2020/07/15/10:13:54 ER - TY - ELEC TI - Navigating the Shifting Sands of Online Safety AU - Kingsley, Al T2 - GESS Education AB - All independent online activities expose young people to risks, regardless of what device they’re on, so what’s the answer to shielding them from the dangers? LA - en UR - http://www.gesseducation.com/gess-talks/articles/navigating-the-shifting-sands-of-online-safety Y2 - 2022/11/18/13:58:04 ER - TY - THES TI - Factors Affecting Adoption of E-Learning Technology in Kenya AU - Kingori, Rhoda Mbithe AB - Internet penetration in Africa has been accelerated, with Kenya at the fore front at over 89.5% penetration, this penetration has led to an increase in knowledge repository for Kenyans to choose from and as a result E-learning has steadily increased not only in tertiary institutions but in informal learning as well. Facebook and YouTube are some of the web based tools, – that are listed as having potential applications for teaching and learning. As a result, it is essential to understand the challenges faced in the adoption of e-learning technology. The overall purpose of this study was to investigate the factors affecting adoption of e-learning technology in Kenya with a focus on three key factors, self-efficacy, objective usability and system accessibility. This study used explanatory/hypothesis research design to investigate the factors which affect adoption of e-learning technology in Kenya. An explanatory research design was fit to the study because it will helped to ascertain not only the relationship between the different variables, but measure the effect and strength of each independent variable on the dependent variable which was the technology adoption. The target population was social media (Facebook) users in Kenya. According to Internet World Statistics there are over 6.2 million Facebook subscribers in Kenya as of June 2017. This study focused on 200 social media users in Nairobi who were interested in e-learning or have ever learned online. They were sampled by geographic cluster, simple random sampling technique with a focus on Nairobi. Online questionnaire was used by Google form and 93% responded. In the first objective of self-efficacy, the correlation result revealed positive correlation between perceived ease of use with self-efficacy (r=0.441, p<0.05) and perceived usefulness with self-efficacy(r=0.337, p<0.05). On the CFA, there was a strong model equation but on the SEM it was not. The path coefficient for the relationship between SE and adoption of e-learning was weak. In the second objective, the correlation result revealed positive correlation between perceived ease of use with objective usability (r=0.598, p<0.05) and perceived usefulness with SE (r=0.456, p<0.05). Based on SEM, the path coefficient for the relationship between objective usability and adoption of e-learning was significant. Without any latent/intervening variable, OU and PEOU was positive and significant at the 0.05 level (βeta=0.938, T-value =3.658, p<0.05). The positive relationship indicates that one unit increase in OU will result in 0.938 increases in PEOU. In the last objective of system accessibility, the correlation result revealed positive correlation between perceived ease of use with system accessibility (r=0.441, p<0.503) and perceived usefulness with system accessibility (r=0.514, p<0.05). The path coefficient for the relationship between system accessibility and adoption of e-learning was weak and not significant hence dropped from the model.The research established that Self-efficacy had little to no effect on adoption of e-learning technology in Kenya. Objective usability was the strongest factor affecting the adoption of e-learning technology while system accessibility had correlation but was not strong enough to impact the model and as such impact the adoption of e-learning technology in Kenya was weak. These findings provided some useful insights for governments, potential instructors or educators, e-learning platforms and policy makers. This recommends and highlights the need to shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya. This research shed light on objective usability as a strong factor on perceived ease of use and perceived usefulness and as such on the adoption of e-learning technology in Kenya. Based the responses received and the SEM analysis further research should focus on the two variables of system accessibility and self-efficacy involving a larger number of variables to examine, as well as larger numbers of respondents to support the factor analysis. Research should also focus on attitude and behavioral intention and their interaction with perceived eases of use and perceived usefulness. The research needs to now shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya. DA - 2018/// PY - 2018 DP - 41.204.183.105 LA - en M3 - Thesis PB - United States International University - Africa UR - http://erepo.usiu.ac.ke:8080/xmlui/handle/11732/4305 Y2 - 2021/05/22/14:39:59 ER - TY - RPRT TI - Influence Of Hidden Costs In Education On Students’ Participation In Public Secondary Schools In Kikuyu Sub County, Kenya AU - Kingori, Joseph Ndirangu DA - 2015/// PY - 2015 DP - Zotero SP - 90 LA - en PB - School of Education Department of Educational Administration and Planning of Nairobi University KW - ⛔ No DOI found ER - TY - RPRT TI - Influence Of Hidden Costs In Education On Students’ Participation In Public Secondary Schools In Kikuyu Sub County, Kenya AU - Kingori, Joseph Ndirangu DA - 2015/// PY - 2015 SP - 90 LA - en PB - School of Education Department of Educational Administration and Planning of Nairobi University ER - TY - JOUR TI - A rigorous review of the political economy of education systems in developing countries AU - Kingdon, Geeta Gandhi AU - Little, Angela AU - Aslam, Monazza AU - Rawal, Shenila AU - Moe, Terry AU - Patrinos, Harry AU - Beteille, Tara AU - Banerji, Rukmini AU - Parton, Brent AU - Sharma, Shailendra K DA - 2014/// PY - 2014 DP - Zotero LA - en UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/305753/Political-economy-education-systems1.pdf KW - _C:Afghanistan AFG KW - _C:Argentina ARG KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Benin BEN KW - _C:Bolivia BOL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Congo, Democratic Republic COD KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Ecuador ECU KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Kyrgyzstan KGZ KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Nepal NPL KW - _C:Nicaragua NIC KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Are contract teachers and para-teachers a cost-effective intervention to address teacher shortage and improve learning outcomes? AU - Kingdon, Geeta Gandhi AU - Aslam, Monazza AU - Rawal, Shenila AU - Das, Sushmita CY - London DA - 2013/// PY - 2013 DP - Open WorldCat LA - en PB - Evidence for Policy and Practice Information and Co-ordinating Centre:Social Science Research Unit, Institute of Education, University of London SN - 2103 UR - http://aserpakistan.org/document/learning_resources/2013/Parateachers%202013Kingdon.pdf ER - TY - JOUR TI - The private schooling phenomenon in India: A review AU - Kingdon, Geeta Gandhi AB - This paper examines the size, growth, salaries, fee levels and per-pupil-costs of private schools, and compares these with the government school sector. Official data show a steep growth of private schooling and a corresponding rapid shrinkage in the size of the government school sector in India, suggesting parental abandonment of government schools. Data show that a very large majority of private schools in most states are ‘low-fee’ when judged in relation to: state per capita income, perpupil expenditure in the government schools, and the officially-stipulated rural minimum wage rate for daily-wage-labour. This suggests that affordability is an important factor behind the migration towards and growth of private schools. The main reason for the very low fee levels in private schools is their lower teacher salaries, which the data show to be a small fraction of the salaries paid in government schools; this is possible because private schools pay the market-clearing wage, which is depressed by a large supply of unemployed graduates in the country, whereas government schools pay bureaucratically determined minimum-wages. The paper shows how education policies can be harmful when formulated without seeking the evidence. DA - 2019/11// PY - 2019 DP - Zotero LA - en UR - https://docs.iza.org/dp10612.pdf KW - ⛔ No DOI found ER - TY - CONF TI - Independent Learning with Technology – Impact of Global Learning XPRIZE AU - King, Simon DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - The automation of science AU - King, R.D. AU - Rowland, J. AU - Oliver, S.G. T2 - Science DA - 2009/// PY - 2009 DO - 10.1126/science.1165620 VL - 324 IS - 5923 SP - 85 EP - 89 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - Bridging the edtech evidence gap: A realist evaluation framework refined for complex technology initiatives AU - King, Melanie AU - Rothberg, Steve AU - Dawson, Ray AU - Batmaz, F. T2 - Journal of Systems and Information Technology AB - Purpose – There are five factors acting as a barrier to the effective evaluation of educational technology (edtech), which are as follows: premature timing, inappropriate techniques, rapid change, complexity of context and inconsistent terminology. The purpose of this paper is to identify new evaluation approaches that will address these and reflect on the evaluation imperative for complex technology initiatives. Approach – An initial investigation of traditional evaluative approaches used within the technology domain was broadened to investigate the evaluation practices within social and public policy domains. Realist evaluation, a branch of theory-based evaluation, was identified and reviewed in detail. The realist approach was then refined, proposing two additional necessary steps to support mapping the technical complexity of initiatives. Findings – A refined illustrative example of a realist evaluation framework is presented, including two novel architectural edtech domain reference models to support mapping. Practical implications – Recommendations include building individual evaluator capacity; adopting the realist framework; the use of architectural edtech domain reference models; phased evaluation to first build theories in technology “context” and then iteratively during complex implementation chains; and community contribution to a shared map of technical and organisational complexity. Originality – This paper makes a novel contribution by arguing the imperative for a theory-based realist approach to help redefine evaluative thinking within the IT and complex system domain. It becomes an innovative proposal with the addition of two domain reference models that tailor the approach for edtech. Its widespread adoption will help build a shared evidence base that synthesizes and surfaces “what works, for whom, in which contexts and why”, benefiting educators, IT managers, funders, policymakers and future learners. DA - 2016/03/14/ PY - 2016 DO - 10.1108/JSIT-06-2015-0059 DP - ResearchGate VL - 18 SP - 18 EP - 40 J2 - Journal of Systems and Information Technology ST - Bridging the edtech evidence gap ER - TY - RPRT TI - OPM's approach to assessing Value for Money AU - King, Julian AU - OPM VfM Working Group DA - 2018/// PY - 2018 LA - English PB - Oxford Policy Management UR - https://www.julianking.co.nz/wp-content/uploads/2018/02/OPM-approach-to-assessing-value-for-money.pdf ER - TY - JOUR TI - Evaluating the impact of teacher professional development: an evidence-based framework AU - King, Fiona T2 - Professional Development in Education DA - 2014/01// PY - 2014 DO - 10.1080/19415257.2013.823099 DP - DOI.org (Crossref) VL - 40 IS - 1 SP - 89 EP - 111 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - Evaluating the impact of teacher professional development UR - http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.823099 Y2 - 2020/05/12/17:42:19 KW - C:Ireland ER - TY - ELEC TI - Cameroon Reopens Schools After 7-month COVID Closure | Voice of America - English AU - Kindzeka, Moki Edwin T2 - Voice of America AB - More than seven million Cameroon children and their teachers have returned to schools for the first time since their institutions were closed to stop the spread of COVID-19, seven months ago. The government of the central African state says it has been able to considerably reduce the spread of the disease that has been officially confirmed in more than 20,000 people with 420 deaths. Respect of COVID-19 barrier measures is imperative in all schools. The oldest student reads rules and regulations to be respected at Government Bilingual High School Essos in Cameroon’s capital Yaoundé. DA - 2020/10/05/ PY - 2020 LA - en UR - https://www.voanews.com/africa/cameroon-reopens-schools-after-7-month-covid-closure Y2 - 2021/01/11/02:16:05 ER - TY - JOUR TI - Evaluating the Readiness to Implement an E-Learning Technology to Support Education AU - Kimwise, Alone AU - Benjamin, Mudaheranwa AU - Mugabirwe, Beatrice AB - The study sought thought to establish the preparedness of refugees in settlements to embrace E-learning and Multimedia Technology as useful tool for supporting education and learning especially in mathematics, and basic health education when implemented. The study which covered Nakivale refugee settlement adopted the cross-sectional survey research design. A questionnaire was administered to learners of senior one, primary six and an interview guide to teachers. The findings showed that majority of the respondents said that they did not have access to ICTs, Majority of the respondents were Ugandan origin and overall the respondents had low experience in performing computer functions. The findings gave a big view of the limited practical implication concerning the readiness to E-learning and Multimedia Technology adoption to support education and learning in schools in Uganda. DA - 2019/// PY - 2019 DP - Google Scholar KW - RER theme_pedagogies and modalities KW - ⛔ No DOI found ER - TY - CHAP TI - Mobile learning using mobile phones in Japan AU - Kimura, Midori T2 - Open Source Mobile Learning: Mobile Linux Applications AB - The past ten years has seen remarkable developments in mobile devices, especially mobile phones, and interest in the potential of using mobile phones in an educational setting has intensified recently. The author’s working group, in cooperation with eLPCO (e-learning Professional Competency) at Aoya... DA - 2011/// PY - 2011 SP - 64 EP - 83 LA - en PB - IGI Global SN - 978-1-60960-613-8 UR - https://www.igi-global.com/chapter/open-source-mobile-learning/53968 Y2 - 2021/10/25/17:48:28 ER - TY - JOUR TI - OER quality and adaptation in K–12: Comparing teacher evaluations of copyrightrestricted, open, and open/adapted textbooks AU - Kimmons, R T2 - The International Review of Research in Open and Distributed Learning DA - 2015/// PY - 2015 DO - 10.19173/irrodl.v16i5.2341 VL - 16 IS - 5 SP - 39 EP - 57 ER - TY - JOUR TI - Instructional Technology: A Tool or a Panacea? AU - Kimmel, Howard AU - Deek, Fadi T2 - Journal of Science Education and Technology AB - It is time to recognize that educational technology cannot be considered a panacea for educational reform. Technology, when properly used, can be a very effective tool for improving and enhancing instruction and learning experiences in the content areas. However, incorporation of electronic tools, such as computers and videodiscs, into classrooms must be accompanied by systemic change in the educational process. Successful utilization of technology depends on how we provide teachers with the necessary environment for training, tools for instruction, and technology evaluation skills. This paper examines some of the misuses of technology and then explores the appropriate use of technology in the context of current educational reform. The focus is on the integration of technology in the educational process that provides a learning environment allowing discovery and creativity through the use of computer visualizations. The teacher is seen as the essential element, requiring a solid foundation in the general applications of technology, and the ability to evaluate and select systems that are effective and efficient for specific applications. DA - 1996/// PY - 1996 DO - 10.1007/BF01575474 DP - JSTOR VL - 5 IS - 1 SP - 87 EP - 92 SN - 1059-0145 ST - Instructional Technology UR - https://www.jstor.org/stable/40186380 DB - JSTOR Y2 - 2020/09/14/12:03:24 ER - TY - RPRT TI - Building effective COVID-19 Education Response Plans: Insights from Africa and Asia AU - Kimenyi, Eric AU - Otieno, Jennifer AU - Kaye, Tom CN - 0041 DA - 2020/06// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 15 UR - https://docs.edtechhub.org/lib/6W2UWE89 KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - EdTech in Rwanda: A Rapid Scan AU - Kimenyi, Eric AU - Chuang, Rachel AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Rwanda. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert CN - 0036 DA - 2020/06/30/ PY - 2020 LA - en M3 - Country Scan PB - EdTech Hub SN - 11 ST - EdTech in Rwanda UR - https://docs.edtechhub.org/lib/TYBTWI8K KW - C:Rwanda KW - F: Country scan KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH ER - TY - BLOG TI - Keeping Kenya Learning: The importance of caregiver engagement in supporting learning beyond the classroom AU - Kimathi, Deborah AU - El-Serafy, Yomna AU - Plaut, Daniel AU - Kaye, Tom T2 - EdTech Hub AB - Since the Covid-19 pandemic began, parents, teachers, students and policymakers have been exploring how to support students to learn at home. The emphasis on education at home has made evident the need to better equip caregivers to support their children’s learning. The Keep Kenya Learning (KKL) initiative is helping parents and caregivers build their capacity and confidence to support learning… DA - 2021/07/16/T10:38:50+00:00 PY - 2021 LA - en-US ST - Keeping Kenya Learning UR - https://edtechhub.org/2021/07/16/keeping-kenya-learning-the-importance-of-caregiver-engagement-in-supporting-learning-beyond-the-classroom/ Y2 - 2021/07/26/19:46:10 KW - _EdTechHub_Output ER - TY - BLOG TI - The Importance of Caregiver Engagement in Supporting Learning AU - Kimathi, Deborah AU - El-Serafy, Yomna AU - Plaut, Daniel AU - Kaye, Tom T2 - EdTech Hub AB - Do you know the importance of caregiver engagement in supporting learning beyond the classroom? Visit our website to learn more. DA - 2021/07/16/T10:38:50+00:00 PY - 2021 LA - en-US UR - https://edtechhub.org/2021/07/16/keeping-kenya-learning-the-importance-of-caregiver-engagement-in-supporting-learning-beyond-the-classroom/ Y2 - 2022/09/09/20:47:59 ER - TY - JOUR TI - The use of computer-assisted instruction to improve the reading comprehension of students with learning disabilities: an evaluation of the evidence base according to the What Works Clearinghouse standards AU - Kim, Min Kyung AU - McKenna, John William AU - Park, Yujeong T2 - Remedial and Special Education DA - 2017/// PY - 2017 DO - 10.1177/0741932517693396 VL - 38 IS - 4 SP - 233 EP - 245 UR - https://journals.sagepub.com/doi/10.1177/0741932517693396 Y2 - 2021/11/09/20:47:32 ER - TY - JOUR TI - Changes in student motivation during online learning AU - Kim, Kyong-Jee AU - Frick, Theodore W T2 - Journal of Educational Computing Research DA - 2011/// PY - 2011 VL - 44 IS - 1 SP - 1 EP - 23 KW - ❓ Multiple DOI ER - TY - JOUR TI - Rumie: Bringing Digital Education to the Underserved AU - Kim, John J.-H. AU - Migdal, Amram AB - In fall of 2015, the Toronto, Canada–based education technology nonprofit Rumie had distributed thousands of computer tablets preloaded with collections of thousands of pieces of curated educational content to nongovernmental organizations (NGOs) in some of the most impoverished countries around the world lacking in basic educational resources. Founder and executive director Tariq Fancy, with his team, were deciding whether to accept a large new order from an NGO in Pakistan that would require Rumie for the first time to provide ongoing services such as teacher training, performance monitoring, and other support. Some on the team felt that providing a full suite of bundled services would detract from their recent push to decouple Rumie's software and services from the physical tablets to achieve greater reach and scale. In October 2015, Rumie opened the LearnCloud, its proprietary online content curation portal for NGOs, to the public. Now anyone could discover, share, and rate free digital educational content from any source. Fancy considered, "Education access represents a big order and huge growth, but does it lead us into doing things we haven't done before, may not be good at, and may not be scalable to be used by different partners in different geographies?" DA - 2016/01/19/ PY - 2016 DP - www.hbs.edu LA - en-us ST - Rumie UR - https://www.hbs.edu/faculty/Pages/item.aspx?num=50471 Y2 - 2020/08/19/12:14:20 KW - ⛔ No DOI found ER - TY - JOUR TI - Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea AU - Kim, Hyeonjin AU - Choi, Hyungshin AU - Han, Jeonghye AU - So, Hyo-Jeong T2 - Australasian Journal of Educational Technology DA - 2012/// PY - 2012 DO - 10.14742/ajet.805 DP - Google Scholar VL - 28 IS - 6 ST - Enhancing teachers' ICT capacity for the 21st century learning environment ER - TY - BOOK TI - Introduction to systems thinking AU - Kim, Daniel H. DA - 1999/// PY - 1999 DP - Google Scholar VL - 16 PB - Pegasus Communications Waltham, MA ER - TY - JOUR TI - Michael G. Findley University of Texas, Austin AU - Kikuta, Kyosuke AU - Denly, Michael AB - External validity captures the extent to which inferences drawn from a given study’s sample apply to a broader population or other target populations. Social scientists frequently invoke external validity as an ideal, but they rarely attempt to make rigorous, credible external validity inferences. In recent years, methodologically-oriented scholars have advanced a flurry of work on various components of external validity, and this article reviews and systematizes many of those insights. We first clarify the core conceptual dimensions of external validity and introduce a simple formalization that demonstrates why external validity matters so critically. We then organize disparate arguments about how to address external validity by advancing three evaluative criteria: Model Utility, Scope Plausibility, and Specification Credibility. We conclude with a practical aspiration that scholars supplement existing reporting standards to include routine discussion of external validity. It is our hope that these evaluation and reporting standards help re-balance scientific inquiry, such that the current obsession with causal inference is complemented with an equal interest in generalized knowledge. DP - Zotero SP - 51 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models AU - Kihoza, Patrick AU - Zlotnikova, Irina AU - Bada, Joseph AU - Kalegele, Khamisi T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - With the education systems demand of contemporary technologies, teacher trainees should be imparted with competencies and skills to integrate information and communication technology (ICT) into their future teaching and learning practices. This study assessed classroom ICTs integration opportunities and the challenges in relation to Technological Pedagogical and Content Knowledge (TPACK) and SAMR (Substitute, Augmentation, Modification, and Redefinition) models. The case study involved tutors and teacher trainees (N=206) from teacher training colleges. Results indicated that, majority of respondents have low pedagogical ICT competencies. However, tutors exhibited good knowledge level in all TPACK and SAMR constructs that we assessed, teacher trainees’ revealed poor skills and inefficient support on the use of basic ICTs (hardware, software, and associated peripherals). The impacts of TPACK and SAMR models characteristics related to the technology use planning and redesign of learning tasks was evident. Most of the challenges identified were associated to the lack of infrastructures, readiness to change and lack of competencies on pedagogical ICTs applications. Among others, we recommend the government to work on a harmonized ICT in education integration framework; that consider the existing opportunities and challenges facing Tanzania teacher training systems. Further work should focus on carrying out an experimental research design to unlock the existing ICT use realities. DA - 2016/// PY - 2016 DP - Zotero VL - 12 IS - 1 SP - 107 EP - 128 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Returning to school after COVID-19 closures: Who is missing in Malawi? AU - Kidman, Rachel AU - Breton, Etienne AU - Behrman, Jere AU - Kohler, Hans-Peter T2 - International Journal of Educational Development AB - During the early stages of the COVID-19 pandemic, almost all countries implemented school closures to prevent disease transmission. However, prolonged closures can put children at risk of leaving school permanently, a decision that can reduce their long-term potential and income. This study investigated the extent to which the COVID-19 pandemic and associated school closures reduced school attendance in Malawi, a low-income African country. We used longitudinal data from a cohort of adolescents interviewed before (2017/18; at age 10–16) and after (2021; at age 13–20) the pandemic school closures. Of those students who had been attending school prior to school closures, we find that 86% returned when schools re-opened. Dropouts were more pronounced among older girls: over 30% of those aged 17–19 did not return to school. This resulted in further lowering the gender parity index to the greater disadvantage of girls. We also found that students already lagging behind in school were more likely to dropout. Thus, our data suggest that the COVID-19 pandemic has magnified gender inequalities in schooling, at least partially erasing recent progress towards inclusive education. Urgent investments are needed to find and re-enroll lost students now, and to create more resilient and adaptable educational systems before the next pandemic or other negative shock arrives. DA - 2022/09/01/ PY - 2022 DO - 10.1016/j.ijedudev.2022.102645 DP - ScienceDirect VL - 93 SP - 102645 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Returning to school after COVID-19 closures UR - https://www.sciencedirect.com/science/article/pii/S0738059322000955 Y2 - 2022/11/21/03:59:50 KW - Adolescents KW - COVID-19 KW - Child marriage KW - Education KW - Pregnancy KW - School closures ER - TY - ICOMM TI - KICD on Twitter: "Let's engage. For rich discussions on education matters. https://t.co/qb1ooAc7ZF" / Twitter AU - KICD DA - 2020/// PY - 2020 LA - en-GB ST - KICD on Twitter UR - https://twitter.com/kicdkenya/status/1239908378001969153 Y2 - 2020/03/30/15:21:42 ER - TY - JOUR TI - Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes AU - Kibukho, K. AU - Kwayumba, Dunston AU - Jepkemei, Evelyn AU - Piper, Benjamin AB - Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. DA - 2014/12/31/ PY - 2014 DP - www.rti.org LA - en ST - Kenya’s ICT policy in practice UR - https://www.rti.org/publication/kenya%E2%80%99s-ict-policy-practice-effectiveness-tablets-and-e-readers-improving-student Y2 - 2020/08/31/14:13:04 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - BLOG TI - Mobile Penetration and Growth in Kenya AU - Kibuacha, Frankline T2 - GeoPoll AB - Kenya is one of the most technology-advanced countries in Africa, which has had many christen it the Silicon Savannah, powered by its mobile penetration. DA - 2021/01/13/T08:03:37+00:00 PY - 2021 LA - en-US UR - https://www.geopoll.com/blog/mobile-penetration-kenya/ Y2 - 2021/08/27/08:04:24 ER - TY - JOUR TI - Effects of Special E-Learning Program on Hearing-Impaired Learners' Achievement and Perceptions of Basic Geometry in Lower Primary Mathematics: AU - Kiboss, Joel Kipkemboi T2 - Journal of Educational Computing Research AB - Achievement in mathematics is an issue of great concern not only to students and parents but also to employers and researchers in Kenya. This is because the Ken... DA - 2012/05/10/ PY - 2012 DO - 10.2190/ec.46.1.b DP - journals.sagepub.com VL - 46 IS - 1 SP - 31 EP - 59 J2 - Journal of Educational Computing Research LA - en SN - 0735-6331 ST - Effects of Special E-Learning Program on Hearing-Impaired Learners' Achievement and Perceptions of Basic Geometry in Lower Primary Mathematics UR - https://journals.sagepub.com/doi/10.2190/EC.46.1.b Y2 - 2020/01/31/12:40:52 ER - TY - CONF TI - Providing access to education in Sub-Saharan countries through Content-Oriented technology AU - Kiboro, Angelica AU - Bailey, Sheena AU - Nair, Mrinay AU - Salam, Tomisin AU - Dwhytie, Alex T2 - 2014 IEEE Canada International Humanitarian Technology Conference - (IHTC) AB - Access to education has been a growing concern for children in developing economies, namely lack of access to quality customized online content in the classroom and at home; lack of tools that make learning fun and effective in key subject areas; and lack of state resources to meet educational demands. The Rumie Initiative was founded to tackle these concerns. It is a non-profit organization bringing educational content to the world's underprivileged children through low-cost technology. The Rumie Initiative's vision is to redefine the way education is provided, and through this, significantly reduce poverty and drive economic development. The primary advantage of The Rumie Initiative over all other educational technology solutions is that its content is specifically tailored to meet the local educational needs and curriculum standards. Utilizing the vast reserves of free online updated educational content available today; these android driven tablets are an affordable and intuitive way to deliver pre-loaded content without the requirement of internet access. Through mass global volunteerism, The Rumie Initiative collaborates with educators in choosing appropriate educational content and distributes content-loaded tablets through local Non-Governmental Organizations, communities and government entities. The Rumie Initiative has started a program of trials around the world and recently received a positive response at a Computer - Based Math Education Summit in New York hosted by UNICEF from November 21st to 22nd 2013. The initiative was first launched in Haiti on 25th October 2013 and has since, been gaining momentum, currently exploring opportunities in Sub-Saharan countries such as Ghana, Kenya, Uganda, Rwanda, Burundi, South Africa and Nigeria. This paper focuses on The Rumie Initiative's unique business model to reach the masses, emphasizing issues relating to the power of volunteer ism, the forging of strategic development partners, and content-oriented technologies in increasing access to education. C3 - 2014 IEEE Canada International Humanitarian Technology Conference - (IHTC) DA - 2014/06// PY - 2014 DO - 10.1109/ihtc.2014.7147542 DP - IEEE Xplore SP - 1 EP - 4 KW - Blogs KW - Communities KW - Education KW - Internet KW - Internet access KW - Monitoring KW - Organizations KW - Rumie initiative KW - Servers KW - Terminology KW - authorisation KW - computer aided instruction KW - content management KW - content-oriented technology KW - curriculum standards KW - economics KW - economies KW - educational content KW - educational demands KW - government entities KW - non-governmental organizations KW - online content KW - standards KW - sub-Saharan countries ER - TY - BLOG TI - Innovative Methods to Train Teachers of Blind Children AU - Kibet, Amon AU - Kweyu, Ignatius AU - Koszorus, Ferenc T2 - EdTech Hub AB - Discover what we learned using innovative methods such as virtual training via WhatAapp to train teachers of blind children. Click to read more. DA - 2021/// PY - 2021 LA - en-US UR - https://edtechhub.org/2021/01/08/using-innovative-methods-to-train-teachers-of-blind-children-what-we-learned/ Y2 - 2022/08/23/05:40:08 ER - TY - ELEC TI - Take advantage of demographic dividend AU - Kibaru-Mbae, Josephine AU - Chatterjee, Siddharth T2 - UNFPA Kenya AB - Kenya is at the cusp of a “demographic dividend” that could change the country’s fortunes in the first half of the 21st century, but only if the country takes the right steps towards investing in its youth. DA - 2016/04/04/T10:34:09+03:00 PY - 2016 LA - en UR - https://kenya.unfpa.org/en/news/take-advantage-demographic-dividend Y2 - 2021/04/15/04:37:39 ER - TY - RPRT TI - Education Blueprint: 2018-2030 AU - Khyber Pakhtunkhwa Elementary and Secondary Education Department DA - 2017/// PY - 2017 UR - https://kpese.gov.pk/wp-content/uploads/2020/01/blue-print-five-year-plan.pdf ER - TY - RPRT TI - Information and communication technologies in teacher education: a planning guide AU - Khvilon, Evgueni AU - Patru, Mariana DA - 2002/// PY - 2002 DP - Zotero LA - en PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000129533 KW - auto_merged ER - TY - JOUR TI - Value chain, stakeholders analysis and technology: A holistic and integrated approach for determining the cumulative added value of education AU - Khudair, Saud Abdullah Ben AU - Abdalla, Abdalla Khidir T2 - International Journal of Educational Administration and Policy Studies DA - 2016/// PY - 2016 DO - https://eric.ed.gov/?id=EJ1118012 VL - 8 IS - 7 SP - 85 EP - 96 KW - ⚠️ Invalid DOI ER - TY - JOUR TI - External Validity and Model Validity: A Conceptual Approach for Systematic Review Methodology AU - Khorsan, Raheleh AU - Crawford, Cindy T2 - Evidence-Based Complementary and Alternative Medicine AB - Background. Evidence rankings do not consider equally internal (IV), external (EV), and model validity (MV) for clinical studies including complementary and alternative medicine/integrative health care (CAM/IHC) research. This paper describe this model and offers an EV assessment tool (EVAT©) for weighing studies according to EV and MV in addition to IV. Methods. An abbreviated systematic review methodology was employed to search, assemble, and evaluate the literature that has been published on EV/MV criteria. Standard databases were searched for keywords relating to EV, MV, and bias-scoring from inception to Jan 2013. Tools identified and concepts described were pooled to assemble a robust tool for evaluating these quality criteria. Results. This study assembled a streamlined, objective tool to incorporate for the evaluation of quality of EV/MV research that is more sensitive to CAM/IHC research. Conclusion. Improved reporting on EV can help produce and provide information that will help guide policy makers, public health researchers, and other scientists in their selection, development, and improvement in their research-tested intervention. Overall, clinical studies with high EV have the potential to provide the most useful information about “real-world” consequences of health interventions. It is hoped that this novel tool which considers IV, EV, and MV on equal footing will better guide clinical decision making. DA - 2014/03/06/ PY - 2014 DO - 10.1155/2014/694804 DP - www.hindawi.com VL - 2014 SP - e694804 LA - en SN - 1741-427X ST - External Validity and Model Validity UR - https://www.hindawi.com/journals/ecam/2014/694804/ Y2 - 2021/05/03/11:26:42 ER - TY - BLOG TI - The state of education in urban slums of Bangladesh AU - Khondoker, Zarine Anan T2 - BRAC Institute of Governance and Development DA - 2020/02/17/T09:48:48+00:00 PY - 2020 LA - en-US UR - https://bigd.bracu.ac.bd/the-state-of-education-in-urban-slums-of-bangladesh/ Y2 - 2021/10/25/17:47:24 ER - TY - RPRT TI - Impact of Internet Access on Student Learning in Peruvian Schools AU - Kho, Kevin AU - Lakdawala, Leah AU - Nakasone, Eduardo T2 - Working Papers AB - We investigate the impacts of school-based internet access on pupil achievement in Peru, using a large panel of 5,903 public primary schools that gained internet connections during 2007-2014. We employ an event study approach and a trend break analysis that exploit variation in the timing of internet roll-out up to 5 years after installation. We find that internet access has a moderate, positive short-run impact on school-average standardized math scores, but importantly that this effect grows over time. We provide evidence that schools require time to adapt to internet access by hiring teachers with computer training and that this process is not immediate. These dynamics highlight the need for complementary investments to fully exploit new technological inputs and underscores the importance of using an extended evaluation window to allow the effects of school-based internet on learning to materialize. DA - 2018/04/01/ PY - 2018 DP - ideas.repec.org LA - en PB - Michigan State University, Department of Economics SN - 2018-3 UR - https://ideas.repec.org/p/ris/msuecw/2018_003.html Y2 - 2021/05/28/20:26:25 KW - Education KW - ICT KW - Internet KW - Schooling ER - TY - JOUR TI - The Covid-19 epidemic: teachers’ responses to school closure in developing countries AU - Khlaif, Zuheir N. AU - Salha, Soheil AU - Affouneh, Saida AU - Rashed, Hadi AU - ElKimishy, Lotfia Ali T2 - Technology, Pedagogy and Education AB - There is little research which explores middle school teachers’ response to school closures in developing countries in times of crisis. This article presents a case study of Afghanistan, Libya and Palestine as developing countries which have suffered from violence for many years prior to the Covid-19 crisis. It focuses on how teachers in middle school responded to school closure to fight the spread of Covid-19. Twenty-two teachers from these countries participated in the study. Semi-structured interviews and three diverse focus group sessions were used to collect data and evidence. The study found that teachers developed their skills to use emerging technologies and design suitable digital content. Moreover, they built strong relationships with the local community to assume their responsibility in emergency remote learning (ERL) by establishing community centres for students from poor families. Assessing and engaging students were crucial issues in ERL which need more research in different contexts. DA - 2020/12/22/ PY - 2020 DO - 10.1080/1475939X.2020.1851752 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 15 SN - 1475-939X ST - The Covid-19 epidemic UR - https://doi.org/10.1080/1475939X.2020.1851752 Y2 - 2021/04/29/11:11:52 KW - Covid-19 KW - Emergency remote learning KW - developing countries KW - online learning KW - school closure ER - TY - RPRT TI - Research in Difficult Settings: Reflections on Pakistan and Afghanistan AU - Khattak, Saba Gul DA - 2009/// PY - 2009 DP - Zotero LA - en PB - International Development Research Center (IDRC) UR - http://hdl.handle.net/10625/40067 KW - ⛔ No DOI found ER - TY - JOUR TI - Technophobia: Examining its hidden factors and defining it AU - Khasawneh, Odai Y. T2 - Technology in Society DA - 2018/08// PY - 2018 DO - 10.1016/j.techsoc.2018.03.008 DP - DOI.org (Crossref) VL - 54 SP - 93 EP - 100 J2 - Technology in Society LA - en SN - 0160791X ST - Technophobia UR - https://linkinghub.elsevier.com/retrieve/pii/S0160791X17302968 Y2 - 2020/06/02/12:31:37 ER - TY - BOOK TI - Handbook on impact evaluation: quantitative methods and practices AU - Khandker, Shahidur R. AU - Koolwal, Gayatri B. AU - Samad, Hussain A. AB - This book reviews quantitative methods and models of impact evaluation. The formal literature on impact evaluation methods and practices is large, with a few useful overviews. Yet there is a need to put the theory into practice in a hands-on fashion for practitioners. This book also details challenges and goals in other realms of evaluation, including monitoring and evaluation (M&E), operational evaluation, and mixed-methods approaches combining quantitative and qualitative analyses. This book is organized as follows. Chapter two reviews the basic issues pertaining to an evaluation of an intervention to reach certain targets and goals. It distinguishes impact evaluation from related concepts such as M&E, operational evaluation, qualitative versus quantitative evaluation, and ex-ante versus ex post impact evaluation. Chapter three focuses on the experimental design of an impact evaluation, discussing its strengths and shortcomings. Various non-experimental methods exist as well, each of which are discussed in turn through chapters four to seven. Chapter four examines matching methods, including the propensity score matching technique. Chapter five deal with double-difference methods in the context of panel data, which relax some of the assumptions on the potential sources of selection bias. Chapter six reviews the instrumental variable method, which further relaxes assumptions on self-selection. Chapter seven examines regression discontinuity and pipeline methods, which exploit the design of the program itself as potential sources of identification of program impacts. Specifically, chapter eight presents a discussion of how distributional impacts of programs can be measured, including new techniques related to quantile regression. Chapter nine discusses structural approaches to program evaluation, including economic models that can lay the groundwork for estimating direct and indirect effects of a program. Finally, chapter ten discusses the strengths and weaknesses of experimental and non-experimental methods and also highlights the usefulness of impact evaluation tools in policy making. CY - Washington, DC DA - 2010/// PY - 2010 DP - openknowledge.worldbank.org LA - English PB - World Bank SN - 978-0-8213-8028-4 ST - Handbook on impact evaluation UR - https://openknowledge.worldbank.org/handle/10986/2693 Y2 - 2021/11/09/20:45:44 KW - Accountability KW - Audits KW - Beneficiaries KW - Capacity Building KW - Clinics KW - Community Development KW - Community Participation KW - Comparison Groups KW - Control Groups KW - Counterfactual KW - Counterfactuals KW - Data Analysis KW - Data Collection KW - Decision Making KW - Development Research KW - Economic Factors KW - Evaluation Design KW - Evaluation Methods KW - Evaluation Studies KW - Evaluators KW - Ex Ante Analysis KW - Ex Post Evaluation KW - Ex Post Impact Evaluation KW - Exercises KW - Experimental Data KW - Experimental Design KW - Families KW - Final Indicators KW - Financial Support KW - Flexibility KW - General Practice KW - Gross Domestic Product KW - Household Income KW - Hygiene KW - Impact Assessment KW - Impact Evaluation KW - Impact Evaluation Tools KW - Impact Indicators KW - Income KW - Inequality KW - Instrumental Variables KW - Intermediate Indicators KW - Intermediate Outcomes KW - Intervention KW - Interviews KW - Labor Markets KW - Learning KW - M&e Systems KW - Matching Methods KW - Methodologies KW - Microdata Set KW - Modeling KW - Mortality KW - Nonexperimental Methods KW - Nongovernmental Organizations KW - Nonparticipant Groups KW - Nutrition KW - Performance Indicators KW - Policy Changes KW - Pollution KW - Poverty Alleviation KW - Poverty Impacts KW - Poverty Reduction KW - Poverty Reduction Programs KW - Program Beneficiaries KW - Program Effectiveness KW - Program Effects KW - Program Evaluation KW - Program Impacts KW - Program Implementation KW - Program Interventions KW - Program Outcomes KW - Programs KW - Project Management KW - Project Monitoring KW - Project Objectives KW - Propensity Score Matching KW - Qualitative Analysis KW - Qualitative Data KW - Qualitative Methods KW - Quantitative Data KW - Quantitative Evaluation KW - Quantitative Methods KW - Quantitative Research KW - Questionnaires KW - Reducing Poverty KW - Reflexive Comparisons KW - Reliability KW - Research Projects KW - Researchers KW - Secondary Schools KW - Selection Bias KW - Service Delivery KW - Simulation KW - Simulations KW - Social Networks KW - Survey Data KW - Survey Instruments KW - Targeting KW - Techniques KW - Training Programs KW - Transparency KW - Treatment Effects KW - Wages KW - Well-Being ER - TY - JOUR TI - Introducing ICT into Teacher-Training Programs: Problems in Bangladesh AU - Khan, Shahadat Hossain AU - Hasan, Mahbub T2 - Journal of Education and Practice AB - Information and Communication Technology can offer more adaptable and efficient ways of teacher training for improvement of quality of professional development programs. But the use of ICT into teacher training usually faces certain obstacles. In this paper, we identified different barriers of introducing ICT into teacher training model (this model had been discussed by the authors in a separate paper, titled as “A model for integrating ICT into teacher training programs in Bangladesh based on TPCK) in Bangladesh, a developing country. We then described the strategies to overcome these problems for improving the current status of ICT integration into teacher training. Finally, we concluded with emerging research issues and offered pertinent recommendation with respect to ICT integration into teacher training program for improving quality of teaching in Bangladesh. DA - 2013/// PY - 2013 DP - Zotero SP - 9 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - C-DELTA: Preparing students as digital leaders in Bangladesh AU - Khan, S DA - 2019/// PY - 2019 UR - http://dspace.col.org/bitstream/handle/11599/3305/PCF9_Papers_paper_178.pdf?sequence=1&isAllowed=y KW - ⛔ No DOI found ER - TY - JOUR TI - Integrating ICT in English Language Teaching in Bangladesh: Teachers’ Perceptions and Challenges AU - Khan, Nafis Mahmud AU - Kuddus, Khushboo AU - Kuddus, Khushboo AU - School of Humanities (English), KIIT Deemed to be University, Bhubaneswar, Odisha, India. T2 - Rupkatha Journal on Interdisciplinary Studies in Humanities AB - The integration of Information and Communication Technology (ICT) in Education especially, in English Language Teaching (ELT) in secondary schools of Bangladesh has been existing for a decade now. However, the status of actual implementation is quite different from the adoption and initiatives taken to integrate ICT in ELT. Therefore, the study aims to investigate the secondary level English language teachers’ attitude towards integration of ICT in Communicative Language Teaching (CLT) and the factors inhibiting the use of it. Further, the paper attempts to examine the challenges faced by the secondary level English teachers of Bangladesh in using ICT in language teaching effectively. In an attempt to examine the attitude of teachers in using ICT in ELT, a quantitative research is designed with a close ended questionnaire to collect the data from a sample of 100 secondary English language teachers of various schools of Bangladesh. The data of the responses is quantified and is analyzed by SPSS 20 program. The obtained data from the questionnaire is examined in order to investigate the perceptions of the secondary level English language teachers towards ICT integrated language teaching and the challenges of the implementation of ICT in ELT. In conclusion, the outcome of the research would provide significant information about the attitude of the teachers towards ICT integration in ELT and the challenges faced by them and hence, the study would help the policy makers and the teachers to enhance the effectiveness of using ICT in ELT. DA - 2020/10/17/ PY - 2020 DO - 10.21659/rupkatha.v12n5.rioc1s23n1 DP - DOI.org (Crossref) VL - 12 IS - 5 J2 - rupkatha LA - en SN - 09752935 ST - Integrating ICT in English Language Teaching in Bangladesh UR - http://rupkatha.com/rioc1s23n1/ Y2 - 2021/05/07/12:02:21 ER - TY - JOUR TI - Child education in the time of pandemic: Learning loss and dropout AU - Khan, Muhammad Jehangir AU - Ahmed, Junaid T2 - Children and Youth Services Review AB - The disruptive effects of the COVID-19 pandemic had affected the education sector at an unprecedented scale. In order to contain the spread of the virus, a large number of countries across the globe have shut their schools to handle the pandemic. However, it has adversely affected students' learning and school attendance. In this regard, we assess the impact of COVID-19 on the learning loss, school dropout, and the economic costs in term of foregone earnings for children in Pakistan. The study finds a substantial decrease in Learning Adjusted Years of Schooling (LAYS) with worsening consequences for girls than boys. Likewise, the aggregate economic cost amounts to 107 billion dollars when adjusted for human capital utilisation. Besides, our simulation results suggest that about 7.2 million children dropout due to a reduction in household expenditure by 50 percent. In comparison, the dropout is more pronounced at the primary level of schooling. The results recommend that the government design robust social protection and remote education strategies to mitigate school closure’s adverse effect on children's learning. The emphasis should be rather on the long run strategies to cope with a resilient education system of futuristic orientation. (PsycInfo Database Record (c) 2021 APA, all rights reserved) DA - 2021/08// PY - 2021 DO - 10.1016/j.childyouth.2021.106065 VL - 127 SN - 0190-7409 ST - Child education in the time of pandemic Y2 - 2022/04/05/00:00:00 KW - Adjustment KW - COVID-19 KW - Education KW - Learning Strategies KW - Learning loss KW - Pakistan KW - Pandemics KW - School Dropout KW - School Dropouts KW - School Learning ER - TY - JOUR TI - Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh AU - Khan, Md. Shahadat AU - Hasan, Mahbub AU - Clement, Che T2 - International Journal of Instruction AB - Within a very few years, Information and Communication Technology (ICT) has turned out to be an effective educational technology which promotes some dramatic changes in teaching and learning processes. Technologies allow students to work more productively than in the past, but the teacher’s role in technology rich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008). ICT has the potential to transform the nature of education (improving teachers’ design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment, etc). Although ICT has the potential to improve the educational system to a great extent, developing countries are far from reaping these benefits because of certain barriers. The aim of this paper is to present a comprehensive review of international articles relating to barriers encountered when introducing ICT into classrooms. This review will help identify the factors that influence teachers’ decisions whether or not to implement ICT in teaching-learning situations. Connections will be made with existing literature to explore possible barriers for introducing ICT into education in Bangladesh. Further, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT on education. DA - 2012/07/01/ PY - 2012 DP - ResearchGate VL - 5 IS - 2 SP - 20 J2 - International Journal of Instruction LA - en ST - Barriers to the Introduction of ICT into Education in Developing Countries KW - ⛔ No DOI found ER - TY - ELEC TI - Punjab, Pakistan: Using Open School Data to Improve Transparency and Accountability AU - Khan, Kashmali DA - 2018/// PY - 2018 UR - http://www.iiep.unesco.org/en/punjab-pakistan-using-open-school-data-improve-transparency-and-accountability Y2 - 2022/06/14/23:02:43 ER - TY - JOUR TI - Empowerment through ICT education, access and use: A gender analysis of Muslim youth in India AU - Khan, Farida AU - Ghadially, Rehana T2 - Journal of International Development DA - 2010/// PY - 2010 DO - 10.1002/jid.1718 DP - Google Scholar VL - 22 IS - 5 SP - 659 EP - 673 ST - Empowerment through ICT education, access and use UR - https://onlinelibrary.wiley.com/doi/10.1002/jid.1718 KW - Equity through Access ER - TY - JOUR TI - Blog-based professional development of English teachers in Mumbai: the potential of innovative practice under scrutiny AU - Khan, Atiya T2 - Australasian Journal of Educational Technology AB - The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai. DA - 2017/// PY - 2017 DO - 10.14742/ajet.2784 VL - 33 IS - 4 SP - 88 EP - 106 LA - English UR - https://pdfs.semanticscholar.org/8d1d/8018f9ce7a080542987a76d342e27c7f5263.pdf AN - 1969007459; EJ1156049 KW - Action Research KW - Case Studies KW - Communities of Practice KW - Diaries KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Publishing KW - English (Second Language) KW - Faculty Development KW - Foreign Countries KW - India KW - Language Teachers KW - Participant Observation KW - Private Schools KW - Qualitative Research KW - Questionnaires KW - Reflective Teaching KW - Second Language Instruction KW - Semi Structured Interviews KW - Teacher Collaboration KW - Web Sites KW - Workshops KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096053 KW - __finaldtb ER - TY - JOUR TI - Blog-based professional development of English teachers in Mumbai: The potential of innovative practice under scrutiny | Australasian Journal of Educational Technology AU - Khan, Atiya T2 - Australian Journal of Educational Technology AB - The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai. DA - 2017/// PY - 2017 DO - 10.14742/ajet.2784 VL - 22 IS - 4 UR - https://ajet.org.au/index.php/AJET/article/view/2784 Y2 - 2022/08/22/21:16:48 ER - TY - JOUR TI - Pakistani Teachers' Professional Learning Experiences: Comparing Face-to-Face versus Online Learning AU - Khan, Asma T2 - TEFLIN Journal AB - This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting. DA - 2018/// PY - 2018 DO - 10.15639/teflinjournal.v29i1/72-89 VL - 29 IS - 1 SP - 72 EP - 89 LA - English SN - 0215-773X, 0215-773X UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851 AN - 2101887305; EJ1186065 DB - Education Collection KW - Collaboration KW - College Faculty KW - Communities of Practice KW - Comparative Analysis KW - Computer assisted language learning KW - Computer mediated communication KW - Conventional Instruction KW - Cooperative Learning KW - Cooperative learning KW - Distance learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational technology KW - Electronic Learning KW - English Teachers KW - English as a second language--ESL KW - English teachers KW - Faculty Development KW - Foreign Countries KW - Grounded Theory KW - Higher Education KW - Interaction KW - Learning Experience KW - Linguistics KW - Pakistan KW - Professional development KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Technology Uses in Education KW - Web Based Instruction KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095920 KW - ___working_potential_duplicate ER - TY - JOUR TI - Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning AU - Khan, Asma T2 - TEFLIN Journal AB - This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting. DA - 2018/// PY - 2018 DO - 10.15639/teflinjournal.v29i1/72-89 VL - 29 IS - 1 SP - 72 EP - 89 LA - English SN - 0215-773X, 0215-773X UR - https://www.researchgate.net/publication/331731028_Pakistani_teachers'_professional_learning_experiences_Comparing_face-to-face_versus_online_learning AN - 2101887305; EJ1186065 KW - Collaboration KW - College Faculty KW - Communities of Practice KW - Comparative Analysis KW - Computer assisted language learning KW - Computer mediated communication KW - Conventional Instruction KW - Cooperative Learning KW - Cooperative learning KW - Distance learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational technology KW - Electronic Learning KW - English Teachers KW - English as a second language--ESL KW - English teachers KW - Faculty Development KW - Foreign Countries KW - Grounded Theory KW - Higher Education KW - Interaction KW - Learning Experience KW - Linguistics KW - Pakistan KW - Professional development KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Technology Uses in Education KW - Web Based Instruction KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095920 KW - ___working_potential_duplicate ER - TY - JOUR TI - Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning AU - Khan, Asma T2 - TEFLIN Journal AB - This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting. DA - 2018/// PY - 2018 DO - 10.15639/teflinjournal.v29i1/72-89 VL - 29 IS - 1 SP - 72 EP - 89 LA - English SN - 0215-773X, 0215-773X UR - https://www.researchgate.net/publication/331731028_Pakistani_teachers'_professional_learning_experiences_Comparing_face-to-face_versus_online_learning AN - 2101887305; EJ1186065 KW - Collaboration KW - College Faculty KW - Communities of Practice KW - Comparative Analysis KW - Computer assisted language learning KW - Computer mediated communication KW - Conventional Instruction KW - Cooperative Learning KW - Cooperative learning KW - Distance learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational technology KW - Electronic Learning KW - English Teachers KW - English as a second language--ESL KW - English teachers KW - Faculty Development KW - Foreign Countries KW - Grounded Theory KW - Higher Education KW - Interaction KW - Learning Experience KW - Linguistics KW - Pakistan KW - Professional development KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Technology Uses in Education KW - Web Based Instruction KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095920 KW - ___working_potential_duplicate ER - TY - JOUR TI - Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference AU - Khan, Amna AU - Ahmad, Farzana Hayat AU - Malik, Muhammad Muddassir T2 - Education and Information Technologies AB - This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning. DA - 2017/11/01/ PY - 2017 DO - 10.1007/s10639-017-9622-1 DP - Springer Link VL - 22 IS - 6 SP - 2767 EP - 2804 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - Use of digital game based learning and gamification in secondary school science UR - https://doi.org/10.1007/s10639-017-9622-1 Y2 - 2020/12/01/10:15:42 ER - TY - JOUR TI - The status of early childhood education in Pakistan: Inside stories AU - Khan, Afzal T2 - Contemporary Issues in Early Childhood AB - This article analyses the status of early childhood education in Pakistan. The education systems in place in Pakistan are mainly framed within a didactic approach to teaching and learning, which addresses certain areas of education but does not teach the child as a whole. Domains of children’s holistic development such as social, ethical, cultural, intellectual, emotional and physical well-being, and some other key academic skills, are not fully covered. In this kind of education, students are taught to follow rules without question and do as instructed, which corresponds to an autocratic view of learning. In the context of early childhood education in Pakistan, teachers occupy dominant roles, which positions them as the imparters and sources of knowledge and children as dependent and the receivers of knowledge, rather than considering them as potential, curious and powerful learners with unlimited capabilities. The literature indicates that this approach to teaching and learning does not privilege the holistic development and well-being of children. In contrast, many developed countries use research-based contemporary approaches to children’s education and development, giving children a more central role in their learning to ensure that every child has the opportunity to develop to their full potential. This kind of approach reminds teachers to view all children not as needy or deficient individuals. DA - 2018/02/22/ PY - 2018 DO - 10.1177/1463949118757049 DP - ResearchGate VL - 19 SP - 146394911875704 J2 - Contemporary Issues in Early Childhood ST - The status of early childhood education in Pakistan ER - TY - GEN TI - Tax Farming Redux: Experimental Evidence on Performance Pay for Tax Collectors AU - Khan, Adnan Q. AU - Khwaja, Asim I. AU - Olken, Benjamin A. AB - Performance pay for tax collectors has the potential to raise revenues, but might come at a cost if taxpayers face undue pressure from collectors. We report the first large-scale field experiment on these issues, where we experimentally allocated 482 property tax units in Punjab, Pakistan into one of three performance-pay schemes or a control. After two years, incentivized units had 9.3 log points higher revenue than controls, which translates to a 46 percent higher growth rate. The scheme that rewarded purely on revenue did best, increasing revenue by 12.8 log points (62 percent higher growth rate), with little penalty for customer satisfaction and assessment accuracy compared to the two other schemes that explicitly also rewarded these dimensions. Further analysis reveals that these revenue gains accrue from a small number of properties becoming taxed at their true value, which is substantially more than they had been taxed at previously. The majority of properties in incentivized areas in fact pay no more taxes, but do report higher bribes. The results are consistent with a collusive setting in which performance pay increases collector's bargaining power over taxpayers, who either have to pay higher bribes to avoid being reassessed, or pay substantially higher taxes if collusion breaks down. DA - 2021/// PY - 2021 DO - 10.3386/w20627 DP - National Bureau of Economic Research PB - National Bureau of Economic Research ST - Tax Farming Redux UR - https://www.nber.org/papers/w20627 Y2 - 2022/11/13/16:27:03 ER - TY - ELEC TI - Khan Academy: Free Online Courses, Lessons & Practice AU - Khan Academy T2 - Khan Academy AB - You can learn anything. Expert-created content and resources for every course and level. Always free. DA - 2020/// PY - 2020 LA - en UR - https://www.khanacademy.org/ Y2 - 2020/03/30/15:34:10 ER - TY - JOUR TI - Development of a cadre of teacher educators: some lessons from Pakistan AU - Khamis, Anil AU - Sammons, Pamela T2 - International Journal of Educational Development AB - This article is based on an educational innovation, the creation of a cadre of teacher educators, in the developing world. Professional development teachers (PDT) were trained in an in-service two-year teacher education programme leading to a Masters of Education (M.Ed.) degree. The PDTs were expected to play three roles in their home schools upon completion of the degree programme: (a) exemplary teachers; (b) teacher educators; and (c) change agents within their home schools to effect improvement. This article reviews education in Pakistan and the innovations that have come to inform the need to focus on teacher education as a primary area of investment and presents findings of a three-year longitudinal study of a selection of PDTs trained at the Aga Khan University’s Institute for Educational Development (AKU-IED). The main findings of the study indicate that teachers benefited significantly as individuals with enhanced career prospects, identified themselves more and preferred the role of teacher educators as opposed to classroom-based teachers, and sought opportunities outside their own schools but their role as change agents was more limited. Those teachers who maintained links with their schools beyond the three-year bonding period (a condition of being admitted to study for the M.Ed.) varied in the extent to which they managed to initiate and sustain school improvement efforts as indicated by changes in the structures and relationships within schools affecting the teaching–learning offered to pupils. DA - 2004/05/01/ PY - 2004 DO - 10.1016/j.ijedudev.2003.11.012 DP - ScienceDirect VL - 24 IS - 3 SP - 255 EP - 268 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Development of a cadre of teacher educators UR - http://www.sciencedirect.com/science/article/pii/S0738059303001536 Y2 - 2020/11/27/11:53:23 KW - Development KW - Educational policy KW - International education KW - Pakistan KW - School improvement KW - Teacher education ER - TY - JOUR TI - Investigating educational change: The Aga Khan University Institute for educational development teacher education for school improvement model AU - Khamis, Anil AU - Sammons, Pamela T2 - International Journal of Educational Development AB - This article continues the analyses of the impact of an innovative teacher education programme aimed at school improvement in a developing country context (A. Khamis, P. Sammons, 2004. The development of a cadre of teacher educators: some lessons from Pakistan. International Journal of Educational Development, 24(3), 255–268). Building on recent publications that have analysed outcomes of the teacher education programme and how the cadre of teacher educators has worked to initiate improvement in schools in Pakistan. The article considers the ‘teacher education for school improvement model’ based on findings from the case studies of nine co-operating school. Lessons are presented to further inform the development of teacher education programmes and the measurement of effectiveness of such programmes in developing country contexts. The article further considers relevant international research on educational change and reform to draw further lessons. These lessons include the need to pay greater attention to the cultural contexts and milieu in Pakistan, and the need to create models of school improvement and teacher education that originate within developing country contexts rather than the adaptation of European/North American models that are based on sources of data in those contexts. The article concludes by arguing for the need to develop better theoretical understandings from the current innovations underway and placing the onus on intervening agencies to better inform educational change strategies promoted in developing country contexts. DA - 2007/09/01/ PY - 2007 DO - 10.1016/j.ijedudev.2006.12.006 DP - ScienceDirect VL - 27 IS - 5 SP - 572 EP - 580 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Investigating educational change UR - http://www.sciencedirect.com/science/article/pii/S0738059307000132 Y2 - 2020/11/27/11:54:09 KW - Developing countries KW - Educational change KW - Innovation KW - Pakistan KW - School improvement KW - Teacher education ER - TY - BOOK TI - Learning through Video Games: A Case Study of Private Schools of Pakistan AU - Khalid, Tooba AU - Batool, Syeda Hina AB - This study investigated video game based academic and information literacy (IL) learning of teenagers of private schools of Lahore city. Lahore is one of the big city and knowledge hub of Pakistan. Previous literature highlighted the importance of video games in learning academic and IL skills; therefore, the present study aims to reveal this fact in local context. The presented study adopted qualitative research approach and utilized phenomenological research method to achieve its objectives. The data was collected through interviews. The study participants were teenagers (13 to 19 years) of elite economic class private schools who were frequent video game players. Based on the study findings, it can be concluded that playing video games has positive impact on teenagers' learning. The majority of the participants were of view that challenges of completing various stages of games and interacting with online competitors enhanced their social (communication) and information literacy (searching/locating and evaluating) skills. The results of the study are benefitted for the game developers, teachers, librarians and parents. CY - New York DA - 2018/// PY - 2018 DP - Web of Science LA - English PB - Ieee SN - 978-1-5386-3656-5 ST - Learning through Video Games KW - Pakistan KW - academic learning KW - information literacy KW - learning KW - skills KW - video games ER - TY - JOUR TI - Factors influencing teachers’ level of participation in online communities AU - Khalid, Fariza AU - Joyes, Gordon AU - Ellison, Linda AU - Daud, Md Yusoff T2 - International Education Studies AB - The use of an online learning community is one possible approach to teachers’ professional development that can enhance the opportunity for collaboration. Discussions in online learning communities not only allow community members to share resources, ideas and expertise, but also contribute to the fulfilment of teachers’ needs in terms of continuous learning and professional development. This paper reports the findings of a study that aimed to explore the factors that influence the way teachers behave in online communities. The research participants were 16 teachers from five secondary schools in Malaysia who were teaching English, science and mathematics. These teachers were involved in online learning communities via blogs in which they exchanged stories and experiences related to their teaching and learning activities. Data were generated through one-to-one interviews. Based on thematic analysis, the overall findings indicate that teachers’ levels of participation in their online learning communities were largely influenced by cultural issues. Other factors that impacted upon their engagement were time, enforcement by school administrators and their need for an online community. DA - 2014/12/21/ PY - 2014 DO - 10.5539/ies.v7n13p23 DP - DOI.org (Crossref) VL - 7 IS - 13 SP - 23 EP - 32 J2 - IES LA - en SN - 1913-9039, 1913-9020 UR - https://www.researchgate.net/publication/275640649_Factors_Influencing_Teachers'_Level_of_Participation_in_Online_Communities Y2 - 2020/09/09/19:06:43 KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096356 KW - __finaldtb ER - TY - JOUR TI - Software preference for online learning of science and biology teachers under COVID-19 pandemic AU - Khaleyla, Firas AU - Wisanti, Wisanti AU - Ambarwati, Reni AU - Rahayu, Dwi Anggorowati AU - Putri, Eva Kristinawati T2 - JPBI (Jurnal Pendidikan Biologi Indonesia) AB - As measure against the rapid spreading of coronavirus disease 2019 (COVID-19) which now has reached global level, Indonesian government established Large-scale Social Distancing (LsSD). As consequence, learning method used in junior and senior high school is substituted from face-to-face learning in class to online distance learning, including for science and biology. This study was conducted to know software preference used by science and biology junior and senior high school teachers for online learning during LsSD measure. A total of 189 science and biology junior and senior high school teachers from various area had given their response via questionnaire. Data was analyzed using quantitative descriptive method. About 57% respondents had never manage online learning before COVID-19 pandemic while the remaining 43% had experience in managing one before, however almost all managed online learning. Non-paid software used the most (81%) among respondents to manage online science/biology learning. Software types used were social networking (64%) especially WhatsApp, learning management system (LMS) (51%) especially Google Classroom, teleconference applications (12%), and assessment software outside of LMSs (15%). Software chosen were mostly non-paid, easily accessed by all people, already familiar among Indonesian, and its interface were easily mastered. DA - 2021/03/31/ PY - 2021 DO - 10.22219/jpbi.v7i1.14253 DP - DOI.org (Crossref) VL - 7 IS - 1 J2 - JPBI LA - en SN - 2527-6204, 2442-3750 UR - http://10.10.1.200/index.php/jpbi/article/view/14253 Y2 - 2022/08/22/19:40:01 ER - TY - RPRT TI - Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature AU - Khalayleh, Abdullah AU - El-Serafy, Yomna AU - Haßler, Björn DA - 2021/02/12/ PY - 2021 PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/ZBHBQT7T KW - Author:Haßler KW - _yl:a ER - TY - RPRT TI - Final report AU - Khalayleh, Abdullah AU - El-Serafy, Yomna AU - Haßler, Björn DA - 2021/02/12/ PY - 2021 PB - Open Development & Education SN - 2 KW - Author:Haßler KW - _yl:b ER - TY - RPRT TI - A Monitoring and Evaluation Framework for Blended Learning: Pakistan Ministry of Federal Education and Professional Training AU - Khalayleh, Abdullah AU - Baloch, Imdad AU - Dele-Ajayi, Opeyemi AU - Kaye, Tom AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/31/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub ST - A Monitoring and Evaluation Framework for Blended Learning UR - https://docs.edtechhub.org/lib/XBPZPS3P KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _r:AddedByZotZen KW - _zenodo:submitted KW - _zenodoETH ER - TY - BLOG TI - Arabic version of Design Thinking for Educators – Open Development & Education AU - Khalayleh, Abdullah DA - 2020/04/03/ PY - 2020 LA - en-GB UR - https://opendeved.net/2020/04/03/arabic-version-of-design-thinking-for-educators/ Y2 - 2020/04/03/20:53:58 KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Determining the suitability of Whatsapp for Jusoor Azima Project AU - Khalayleh, Abdullah AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/05/24/ PY - 2021 LA - en M3 - Presentation PB - EdTech Hub UR - https://docs.edtechhub.org/lib/I4UFGAQA/MIQMEJK2 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - EdTech in Jordan: A Rapid Scan AU - Khalayleh, A. AU - Taddese, A. AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert. CN - 0031 DA - 2020/06/30/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Country Scan PB - EdTech Hub SN - 6 ST - EdTech in Jordan UR - https://docs.edtechhub.org/lib/XCMYPX8N KW - C:Jordan KW - F: Country scan KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - ELEC TI - White Paper on Privacy and Data Protection AU - Khaitan and Co DA - 2022/// PY - 2022 UR - https://www.khaitanco.com/sites/default/files/2022-03/KCO%20ASSOCHAM_JPC%20Whitepaper_2%20March%202022.pdf Y2 - 2022/06/14/22:19:53 ER - TY - JOUR TI - Advancing learning in formal and informal settings via mobile app technology: where to from here, and how? AU - Khaddage, Ferial AU - Muller, Wolfgang AU - Flintoff, Kim T2 - Educational Technology & Society DA - 2016/// PY - 2016 VL - 19 IS - 3 SP - 16 EP - 26 UR - https://www.jstor.org/stable/jeductechsoci.19.3.16 KW - ⛔ No DOI found ER - TY - JOUR TI - Parenting and child’s (five years to eighteen years) digital game addiction: A qualitative study in North-Western part of Bangladesh AU - Keya, Farah Deba AU - Rahman, Md Mostafizur AU - Nur, M. Tareq AU - Pasa, Md Kamal T2 - Computers in Human Behavior Reports AB - Globally, addiction to digital game among the children and adolescents is a growing concern due to its increasing rate of users and adverse effects on their personal including health and social life. Reviewing the literatures shows a number of factors for child’s digital game addiction. Of the literatures, only a few plausibly shows some form of parenting be a cause for digital game addiction, but under what conditions of parenting influence child to be addicted to digital game is not adequately addressed. Aiming to address the gap, a qualitative study was conducted in North-western Bangladesh using Ethnographic Interview with children and Indepth Interview with parents. The data was analyzed manually following thematic framework. The result of the study shows troubled child-parent relationship and parental attitudes for making their child competitive in education, parental neglect, loneliness and anxiety of the child, and permissive parenting are attributed to digital game addiction. Its social basis is emanated from the family’s asymmetrical role in a market based society. Making a child competitive and capable for future market system is over prioritized, whereas providing emotional security is undermined. It also argued that in a capitalistic society, parents has turned tobe a less authoritative figure to deal children’s issue due to the father’s inability to address economic needs of the family adequately and mothers’ economic dependence to their male counter-part. In such a context, parents are compelled to minimize the gap by offering or allowing child to digital game and so gradually children become addicted to digital game. This argument supported the idea of Frankfurt school on how people attracted and depended on culture industry. DA - 2020/08/01/ PY - 2020 DO - 10.1016/j.chbr.2020.100031 DP - ScienceDirect VL - 2 SP - 100031 J2 - Computers in Human Behavior Reports LA - en SN - 2451-9588 ST - Parenting and child’s (five years to eighteen years) digital game addiction UR - https://www.sciencedirect.com/science/article/pii/S2451958820300312 Y2 - 2022/10/26/10:33:45 KW - Digital game addiction KW - Economic pressure KW - Emotional security KW - Parental neglect KW - Permissive parenting KW - Troubled child-parent relationship ER - TY - JOUR TI - Short screening scales to monitor population prevalances and trends in non-specific psychological distress AU - Kessler, Ronald AU - Andrews, Gavin AU - Colpe, Lisa AU - Hiripi, E AU - Mroczek, Daniel AU - Normand, Sharon-Lise AU - Walters, Ellen AU - Zaslavsky, Alan T2 - Psychological Medicine AB - A 10-question screening scale of psychological distress and a six-question short-form scale embedded within the 10-question scale were developed for the redesigned US National Health Interview Survey (NHIS). Initial pilot questions were administered in a US national mail survey (N = 1401). A reduced set of questions was subsequently administered in a US national telephone survey (N = 1574). The 10-question and six-question scales, which we refer to as the K10 and K6, were constructed from the reduced set of questions based on Item Response Theory models. The scales were subsequently validated in a two-stage clinical reappraisal survey (N = 1000 telephone screening interviews in the first stage followed by N = 153 face-to-face clinical interviews in the second stage that oversampled first-stage respondents who screened positive for emotional problems) in a local convenience sample. The second-stage sample was administered the screening scales along with the Structured Clinical Interview for DSM-IV (SCID). The K6 was subsequently included in the 1997 (N = 36116) and 1998 (N = 32440) US National Health Interview Survey, while the K10 was included in the 1997 (N = 10641) Australian National Survey of Mental Health and Well-Being. Both the K10 and K6 have good precision in the 90th-99th percentile range of the population distribution (standard errors of standardized scores in the range 0.20-0.25) as well as consistent psychometric properties across major sociodemographic subsamples. The scales strongly discriminate between community cases and non-cases of DSM-IV/SCID disorders, with areas under the Receiver Operating Characteristic (ROC) curve of 0.87-0.88 for disorders having Global Assessment of Functioning (GAF) scores of 0-70 and 0.95-0.96 for disorders having GAF scores of 0-50. The brevity, strong psychometric properties, and ability to discriminate DSM-IV cases from non-cases make the K10 and K6 attractive for use in general-purpose health surveys. The scales are already being used in annual government health surveys in the US and Canada as well as in the WHO World Mental Health Surveys. Routine inclusion of either the K10 or K6 in clinical studies would create an important, and heretofore missing, crosswalk between community and clinical epidemiology. DA - 2002/09/01/ PY - 2002 DO - 10.1017/S0033291702006074 DP - ResearchGate VL - 32 IS - 6 SP - 959 EP - 76 J2 - Psychological medicine ER - TY - JOUR TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason AU - Thornton, Rebecca L. T2 - SSRN Electronic Journal DA - 2018/// PY - 2018 DO - 10.2139/ssrn.3002723 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Making the Grade UR - https://www.ssrn.com/abstract=3002723 Y2 - 2020/06/18/12:41:56 KW - _C:Australia AUS KW - _C:Chad TCD KW - _C:Ecuador ECU KW - _C:India IND KW - _C:Kenya KEN KW - _C:Mexico MEX KW - _C:Spain ESP KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United States USA KW - __C:scheme:1 ER - TY - BLOG TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason AU - Thornton, Rebecca T2 - Jason Kerwin DA - 2020/03/31/T21:11:39+00:00 PY - 2020 LA - en-US ST - Making the Grade UR - https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/ Y2 - 2020/07/21/20:21:21 KW - C:Uganda KW - NULP KW - ___working_potential_duplicate ER - TY - JOUR TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason T. AU - Thornton, Rebecca L. T2 - The Review of Economics and Statistics AB - This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version. DA - 2020/03/06/ PY - 2020 DO - 10.1162/rest_a_00911 DP - MIT Press Journals SP - 1 EP - 45 SN - 0034-6535 ST - Making the Grade UR - https://doi.org/10.1162/rest_a_00911 Y2 - 2020/07/21/20:12:59 KW - NULP KW - ___working_potential_duplicate ER - TY - JOUR TI - Making the grade: The sensitivity of education program effectiveness to input choices and outcome measures AU - Kerwin, Jason T. AU - Thornton, Rebecca L. T2 - The Review of Economics and Statistics AB - This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version. DA - 2021/05/10/ PY - 2021 DO - 10.1162/rest_a_00911 DP - Silverchair VL - 103 IS - 2 SP - 251 EP - 264 J2 - The Review of Economics and Statistics SN - 0034-6535 ST - Making the Grade UR - https://doi.org/10.1162/rest_a_00911 Y2 - 2022/04/07/17:38:12 ER - TY - JOUR TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason T. AU - Thornton, Rebecca L. T2 - The Review of Economics and Statistics AB - This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version. DA - 2021/05/10/ PY - 2021 DO - 10.1162/rest_a_00911 DP - Silverchair VL - 103 IS - 2 SP - 251 EP - 264 J2 - The Review of Economics and Statistics SN - 0034-6535 ST - Making the Grade UR - https://doi.org/10.1162/rest_a_00911 Y2 - 2022/04/07/17:38:12 ER - TY - JOUR TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason T. AU - Thornton, Rebecca L. T2 - The Review of Economics and Statistics AB - This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version. DA - 2021/05/10/ PY - 2021 DO - 10.1162/rest_a_00911 DP - Silverchair VL - 103 IS - 2 SP - 251 EP - 264 J2 - The Review of Economics and Statistics SN - 0034-6535 ST - Making the Grade UR - https://doi.org/10.1162/rest_a_00911 Y2 - 2022/04/07/17:38:12 ER - TY - JOUR TI - Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya AU - Kerkhoff, Shea N. AU - Makubuya, Timothy T2 - Reading research quarterly AB - In recent years, the government of Kenya has implemented programs with the hope of moving the country to middle‐income status. The government has implemented the Digital Literacy Programme, distributing tablets to schools across the country, and also a new curriculum, promoting innovative teaching that includes digital literacy, learner‐centered teaching, and relevance to students’ lives. Our purpose in this research was to explore culturally sustaining teaching methods in line with the Kenyan government’s push for innovative teaching and digital literacy attainment for all students. We used case study methods to describe Kenyan teachers’ perceptions of innovative teaching and digital literacy while participating in the Inquiry Initiative, a three‐day professional development series. Participants included preschool, primary, and secondary teachers from Trans Nzoia County. Data sources were pre‐ and post‐surveys, participant‐generated artifacts, and interviews. Our participants perceived the following needs: new literacies for learners, creativity for learners, collaboration and group work, and creativity to overcome technological challenges. Overall, participants embraced learner‐centered teaching theoretically but found that the lack of technological resources created barriers to teaching digital literacy in a learner‐centered fashion. We found that teachers reported mostly using technology for teaching preparation and record keeping rather than engaging students in digital literacy practices. To solve technological challenges, teachers described having students work in groups and using smartphones. Future research could share more creative solutions to technical challenges in low‐income countries. DA - 2022/// PY - 2022 DO - 10.1002/rrq.392 DP - solo.bodleian.ox.ac.uk VL - 57 IS - 1 SP - 287 EP - 305 LA - eng SN - 0034-0553 ST - Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country KW - 1‐Early childhood KW - 2‐Childhood KW - 3‐Early adolescence KW - 4‐Adolescence KW - 6‐Adult KW - Case Studies KW - Collaboration KW - Collaborative Learning KW - Computer literacy KW - Constructivism KW - Creative ability KW - Creativity KW - Critical Pedagogy KW - Culturally Responsive Pedagogy KW - Digital Literacies KW - Digital literacy KW - Digital/media literacy KW - Education & Educational Research KW - Educational technology KW - Gloablization and Literacy KW - Group work in education KW - Information literacy KW - Instructional strategies; methods and materials KW - Kenya KW - Literacies KW - Literacy KW - Literacy programs KW - Policy KW - Postcolonialism KW - Professional Development KW - Psychology KW - Psychology, Educational KW - Qualitative Research KW - Social Constructivism KW - Social Sciences KW - Socio‐cultural KW - Students KW - Study and teaching KW - Survey Research KW - Teacher attitudes KW - Teacher education KW - Teacher education; professional development KW - Teachers KW - Teaching KW - Teaching methods KW - Team learning approach in education KW - Transformative ER - TY - ELEC TI - Basic Education Infrastructure AU - Kenya Vision 2030 DA - 2020/// PY - 2020 UR - http://vision2030.go.ke/project/develop-and-rehabilitate-school-infrastructure/ Y2 - 2020/07/01/10:03:13 ER - TY - ELEC TI - Social Pillar AU - Kenya Vision 2030 DA - n.d. PY - n.d. UR - http://vision2030.go.ke/social-pillar/ Y2 - 2020/07/01/09:14:01 ER - TY - GEN TI - Preparing a Workforce for the Evolving Information Economy: A Survey on ICT Access and Use in Kenya Secondary Schools. Summit Strategies Limited, Nairobi. AU - Kenya Schoolnet DA - 2003/// PY - 2003 ER - TY - ELEC TI - Draft Value Added Tax (Digital Marketplace Supply) Regulations, 2020 AU - Kenya Revenue Authority DA - 2020/// PY - 2020 UR - https://www.kra.go.ke/en/media-center/public-notices/842-draft-value-added-tax-digital-marketplace-supply-regulations,-2020 Y2 - 2020/07/01/10:17:03 ER - TY - ELEC TI - Equalisation Fund Bill, 2022 | The Kenyan Parliament Website AU - Kenya Parliament UR - http://www.parliament.go.ke/node/17993 Y2 - 2023/06/23/11:10:49 ER - TY - BLOG TI - 2019 Kenya Population and Housing Census Volume IV: Distribution of Population by Socio-Economic Characteristics AU - Kenya National Bureau of Statistics T2 - Kenya National Bureau of Statistics DA - 2019/// PY - 2019 LA - en-US ST - 2019 Kenya Population and Housing Census Volume IV UR - https://www.knbs.or.ke/download/2019-kenya-population-and-housing-census-volume-iv-distribution-of-population-by-socio-economic-characteristics/ Y2 - 2022/12/06/16:22:01 ER - TY - ELEC TI - Kenya Population and Housing Census Results AU - Kenya National Bureau of Statistics T2 - Kenya National Bureau of Statistics AB - The total enumerated population was 47,564,296 Of which 23,548,056 were Males, 24,014,716 were Females and 1,524 were Intersex Females accounted for 50.5% of the total population The population has grown to 47.6 Million in 2019 from 37.7 Million in 2009 The intercensal growth rate has declined to 2.2% in 2019, from 2.9% in 2009 Average … DA - 2019/// PY - 2019 LA - en-US UR - https://www.knbs.or.ke/?p=5621 Y2 - 2020/07/01/09:34:13 ER - TY - ELEC TI - Survey Report on Socio Economic Impact of COVID-19 on Households AU - Kenya National Bureau of Statistics DA - 2020/// PY - 2020 LA - en-US UR - https://www.knbs.or.ke/?wpdmpro=survey-report-on-socio-economic-impact-of-covid-19-on-households Y2 - 2020/07/01/09:31:06 ER - TY - ELEC TI - Kenya Kwanza Plan AU - Kenya Kwanza T2 - Kenya Kwanza Plan AB - Kenyans are rightfully skeptical of lofty promises and seemingly well-crafted plans that never get implemented. We have developed this plan well aware that it will stand or fall on the how question. There are three tests that a good plan must pass, namely prioritisation, sequencing and financing. LA - en UR - http://elections.citizen.digital/ Y2 - 2023/06/23/11:19:23 ER - TY - ELEC TI - CBC Materials AU - Kenya Institute of Curriculum Development UR - https://kicd.ac.ke/cbc-materials ER - TY - ELEC TI - Curriculum Designs(PP1-Grade4) AU - Kenya Institute of Curriculum Development UR - https://kicd.ac.ke/cbc-materials/curriculum-design/ ER - TY - ELEC TI - Edu TV Channel 2020 AU - Kenya Institute of Curriculum Development DA - 2020/// PY - 2020 UR - https://kicd.ac.ke/our-services/educational-media/kicd-edu-channel-line-up/ Y2 - 2020/07/01/09:25:52 ER - TY - BOOK TI - Lower Primary Levels Curriculum Designs, Volume 1: Kiswahili, Literacy and Indigenous Languages and English Activities AU - Kenya Institute of Curriculum Development DA - 2017/// PY - 2017 PB - Kenya Institute of Curriculum Development SN - 978-9966-31-714-8 UR - https://kicd.ac.ke/wp-content/uploads/2020/02/Volume-1-curriculum-designs-final-Dec-2017.pdf ER - TY - ELEC TI - Popular Slides on CBC AU - Kenya Institute of Curriculum Development UR - kicd.ac.ke/cbc-materials/popular-slides-on-cbc ER - TY - GEN TI - Pre Primary One Curriculum Designs AU - Kenya Institute of Curriculum Development DA - 2017/// PY - 2017 UR - https://kicd.ac.ke/wp-content/uploads/2018/02/PP-1-Curriculum-Designs-Dec-2017C-1-min.pdf ER - TY - ELEC TI - Radio Timetable 2020 AU - Kenya Institute of Curriculum Development DA - 2020/// PY - 2020 UR - https://kicd.ac.ke/our-services/educational-media/kicd-radio-timetable-2018/ Y2 - 2020/07/01/09:24:51 ER - TY - GEN TI - Standards for Competence Based Digital Course Materials AU - Kenya Institute of Curriculum Development DA - 2018/01// PY - 2018 UR - https://kicd.ac.ke/wp-content/uploads/2018/05/STANDARDS-FOR-DIGITAL-CONTENT-COURSE-MATERIALS_CBC-2018-Revised.pdf ER - TY - GEN TI - Adolescents (age 10 - 19) presenting with pregnancy at health facilities AU - Kenya Health Information System (KHIS) AB - Rates of adolescent pregnancy are once again on the rise in Kenya. The sudden surge threatens to cut short the pursuit for education and opportunities for especially vulnerable girls in the country. DA - 2020/06/26/ PY - 2020 LA - en PB - African Institute for Development Policy UR - https://www.afidep.org/publication/adolescents-age-10-19-presenting-with-pregnancy-at-health-facilities/ Y2 - 2021/10/03/12:58:52 ER - TY - ELEC TI - Kenya Disabiliy Resource | Special Educational Needs AU - Kenya Disability Resource UR - http://www.kenyadisabilityresource.org/Special-Educational-Needs Y2 - 2023/04/04/18:31:19 ER - TY - ELEC TI - Digital Economy Blueprint AU - Kenya Digital Economy DA - 2019/// PY - 2019 UR - https://www.ict.go.ke/wp-content/uploads/2019/05/Kenya-Digital-Economy-2019.pdf Y2 - 2020/07/01/10:15:00 ER - TY - RPRT TI - Form and Substance in Mathematics and Science Professional Development AU - Kennedy, Mary M AB - This document reviews studies of professional development for teachers to examine benefits to students in science and mathematics education. A major finding from this review was that programs that focused on teaching classroom management strategies or attaining knowledge of how students learn specific school subject matter provided later benefits to students. The more successful professional development programs were not simply courses in mathematics or science, but instead were about what to teach and how students learn that subject matter. DA - 1999/// PY - 1999 DP - Zotero SP - 10 LA - en PB - National Institute for Science Education, University of Wisconsin-Madison UR - https://files.eric.ed.gov/fulltext/ED435552.pdf ER - TY - JOUR TI - How does professional development improve teaching? AU - Kennedy, Mary M. T2 - Review of Educational Research AB - Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes. DA - 2016/// PY - 2016 DO - 10.3102/0034654315626800 DP - Google Scholar VL - 86 IS - 4 SP - 945 EP - 980 UR - https://www.researchgate.net/publication/292675761_How_Does_Professional_Development_Improve_Teaching ER - TY - ICOMM TI - Handbook of Research on K-12 Online and Blended Learning (Second Edition) AU - Kennedy, Kathryn AU - Ferdig, Richard E DA - 2018/// PY - 2018 UR - https://press.etc.cmu.edu/index.php/product/handbook-of-research-on-k-12-and-blending-learning-second-edition/ ER - TY - ELEC TI - The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement AU - Kennedy, Eileen AU - Laurillard, Diana AB - The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. DA - 2019/07// PY - 2019 LA - en M3 - Text UR - https://files.eric.ed.gov/fulltext/EJ1222894.pdf Y2 - 2020/04/28/09:38:03 KW - Google Scholar/ "blended learning" refugee education KW - RER theme_supporting educators KW - ___working_potential_duplicate ER - TY - JOUR TI - The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement AU - Kennedy, Eileen AU - Laurillard, Diana T2 - London Review of Education AB - The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. [ABSTRACT FROM AUTHOR] DA - 2019/07// PY - 2019 DO - 10.18546/lre.17.2.04 DP - EBSCOhost VL - 17 IS - 2 SP - 141 EP - 158 J2 - London Review of Education SN - 14748460 UR - https://www.scienceopen.com/hosted-document?doi=10.18546/LRE.17.2.04 KW - BLENDED learning KW - CO DESIGN MOOCS REFUGEES TEACHERS THEORY OF CHANGE KW - DIGITAL technology KW - Design KW - Digital technology KW - Education KW - Lebanon KW - MASSIVE open online courses KW - MOOCs KW - Online instruction KW - PROFESSIONAL education KW - Professional development KW - TEACHER development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095772 KW - ___working_potential_duplicate KW - __finaldtb KW - co-design KW - refugees KW - teachers KW - theory of change ER - TY - JOUR TI - The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement AU - Kennedy, Eileen AU - Laurillard, Diana T2 - London Review of Education AB - The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. [ABSTRACT FROM AUTHOR] DA - 2019/07// PY - 2019 DO - 10.18546/lre.17.2.04 DP - EBSCOhost VL - 17 IS - 2 SP - 141 EP - 158 J2 - London Review of Education SN - 14748460 UR - https://www.scienceopen.com/hosted-document?doi=10.18546/LRE.17.2.04 KW - BLENDED learning KW - CO DESIGN MOOCS REFUGEES TEACHERS THEORY OF CHANGE KW - DIGITAL technology KW - Design KW - Digital technology KW - Education KW - Lebanon KW - MASSIVE open online courses KW - MOOCs KW - Online instruction KW - PROFESSIONAL education KW - Professional development KW - TEACHER development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095772 KW - ___working_potential_duplicate KW - __finaldtb KW - co-design KW - refugees KW - teachers KW - theory of change ER - TY - GEN TI - A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement.pdf AU - Kennedy, E AU - Moghli, MA AU - Chase, E AU - Pherali, T AU - Laurillard, D AB - Teachers working in challenging contexts of mass displacement need both expert and peer support. This article shares a co-design methodology being used to develop and test the use of what we are calling Massive Online Open Collaborations (MOOCs) which involve blended learning approaches for teacher professional development KW - Google Scholar/ teacher "professional development" AND refugees AND technology KW - RER theme_supporting educators ER - TY - RPRT TI - Teaching and Learning Materials in Malawi AU - Kendall, Nancy AU - Samati, Madalo DA - 2022/// PY - 2022 M3 - Background paper PB - Global Education Monitoring Report ER - TY - JOUR TI - Designing a research project: randomised controlled trials and their principles AU - Kendall, J. M. T2 - Emergency Medicine Journal AB - The sixth paper in this series discusses the design and principles of randomised controlled trials. DA - 2003/03/01/ PY - 2003 DO - 10.1136/emj.20.2.164 DP - emj.bmj.com VL - 20 IS - 2 SP - 164 EP - 168 LA - en SN - 1472-0205, 1472-0213 ST - Designing a research project UR - https://emj.bmj.com/content/20/2/164 Y2 - 2023/09/21/10:09:27 KW - randomised controlled trials KW - research ER - TY - RPRT TI - Digital 2020: Global Digital Overview AU - Kemp, Simon DA - 2020/// PY - 2020 PB - Datareportal UR - https://datareportal.com/reports/digital-2020-kenya ER - TY - BLOG TI - Countries using data to inform education policies AU - Kelly, Peggy T2 - Education for All AB - How can data be transformed into policy so that children everywhere, even the most disadvantaged, can realize their right to learn? Read how a project has helped countries like Lao PDR, Georgia and Mongolia to just do that. DA - 2021/08/10/ PY - 2021 LA - en UR - https://www.globalpartnership.org/blog/countries-using-data-inform-education-policies Y2 - 2021/10/06/17:02:06 ER - TY - JOUR TI - Teacher peer support in social network sites AU - Kelly, Nick AU - Antonio, Amy T2 - Teaching and Teacher Education AB - This paper describes the types of support that teachers are accessing through the Social Network Site (SNS) ‘Facebook’. It describes six ways in which teachers support one another within online groups. It presents evidence from a study of a large, open group of teachers online over a twelve week period, repeated with multiple groups a year later over a one week period. The findings suggest that large open groups in SNSs can be a useful source of pragmatic advice for teachers but that these groups are rarely a place for reflection on or feedback about teaching practice. DA - 2016/05/01/ PY - 2016 DO - 10.1016/j.tate.2016.02.007 DP - ScienceDirect VL - 56 SP - 138 EP - 149 J2 - Teaching and Teacher Education LA - en SN - 0742-051X UR - http://www.sciencedirect.com/science/article/pii/S0742051X16300336 Y2 - 2020/06/07/08:06:26 KW - Beginning teacher KW - Facebook KW - Natural language processing KW - Online professional development KW - Social network KW - Teacher KW - Teacher education ER - TY - RPRT TI - 2019 State of Edtech Privacy Report AU - Kelly, G AU - Graham, J AU - Bronfman, J AB - Millions of educators use edtech apps and services in their classrooms daily, but findings suggest that many products don't do enough to protect kids' privacy. While the 2019 State of EdTech Privacy Report reveals incremental improvements in overall privacy practices since 2018, it also sheds light on key areas where the industry must improve, from targeted advertising to data sharing. DA - 2019/// PY - 2019 DP - privacy.commonsense.org LA - en UR - https://privacy.commonsense.org/2019-state-of-edtech-privacy-report Y2 - 2020/08/05/08:16:31 ER - TY - ELEC TI - Logic Model Development Guide AU - Kellogg Foundation DA - 2004/// PY - 2004 UR - https://www.wkkf.org:443/resource-directory/resources/2004/01/logic-model-development-guide ER - TY - JOUR TI - An appeal for practical social justice in the COVID-19 global response in low-income and middle-income countries AU - Kelley, Maureen AU - Ferrand, Rashida A AU - Muraya, Kui AU - Chigudu, Simukai AU - Molyneux, Sassy AU - Pai, Madhukar AU - Barasa, Edwine T2 - The Lancet Global Health DA - 2020/// PY - 2020 DO - 10.1016/S2214-109X(20)30249-7 VL - 8 IS - 7 SP - 888 EP - 889 UR - http://dx.doi.org/10.1016/S2214-109X(20)30249-7 ER - TY - RPRT TI - The Use and usefulness of school grants: lessons from Ethiopia AU - Kelil, Kedir AU - Jebena, Desalegn AU - Dufera, Derebssa AU - Abdi, Kasan AU - Wolde, Seife AB - In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success. DA - 2014/// PY - 2014 LA - fr PB - UNESCO ST - The Use and usefulness of school grants UR - https://www.iiep.unesco.org/fr/publication/use-and-usefulness-school-grants-lessons-ethiopia Y2 - 2022/11/12/11:22:46 ER - TY - RPRT TI - A Professional Development Study of Technology Education in Secondary Science Teaching in Benin: Issues of Teacher Change and Self-Efficacy Beliefs AU - Kelani, Razacki Raphael DA - 2009/05// PY - 2009 SP - 222 LA - EN ER - TY - BOOK TI - Activists Beyond Borders: Advocacy Networks in International Politics AU - Keck, Margeret E. AU - Sikkink, Kathryn AB - Margaret E. Keck and Kathryn Sikkink — Activists Beyond Borders: Advocacy Networks in International Politics DA - 1998/// PY - 1998 DP - www.academia.edu VL - 6 LA - en PB - Cornell University Press ST - Margaret E. Keck and Kathryn Sikkink — Activists Beyond Borders UR - https://www.academia.edu/33156360/Margaret_E_Keck_and_Kathryn_Sikkink_Activists_Beyond_Borders_Advocacy_Networks_in_International_Politics Y2 - 2020/09/23/12:11:17 ER - TY - JOUR TI - Determining the feasibility of an e-portfolio application in a distance education teaching practice course AU - Kecik, Ilknur AU - Aydin, Belgin AU - Sakar, Nurhan AU - Dikdere, Mine AU - Aydin, Sinan AU - Yuksel, Ilknur AU - Caner, Mustafa T2 - International Review of Research in Open and Distance Learning AB - [...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008). DA - 2012/04// PY - 2012 DO - 10.19173/irrodl.v13i2.1160 VL - 13 IS - 2 LA - English UR - https://files.eric.ed.gov/fulltext/EJ983278.pdf AN - 1634473704 KW - Collaboration KW - Cooperating teachers KW - Distance education KW - Distance learning KW - Education--Adult Education KW - Feedback KW - Independent study KW - Interactive learning KW - Supervisors KW - Teacher education KW - Teaching KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096507 KW - __finaldtb KW - adult learning KW - interactive learning environments KW - teaching practice ER - TY - JOUR TI - Determining the feasibility of an e-portfolio application in a distance education teaching practice course AU - Kecik, Ilknur AU - Aydin, Belgin AU - Sakar, Nurhan AU - Dikdere, Mine AU - Aydin, Sinan AU - Yuksel, Ilknur AU - Caner, Mustafa T2 - The International Review of Research in Open and Distributed Learning AB - In this study we aim to conduct a complete evaluation of the e-portfolio application in the distance teaching practice course that is part of the Distance English Language Teacher (DELT) program at Anadolu University from the perspective of three groups: university supervisors, preservice teachers, and cooperating teachers. Using a survey on the needs of preservice teachers and how well these were met according to the three groups’ perspectives, we gathered qualitative and quantitative data on the feasibility of the e-portfolio application. Our analysis of the findings revealed that all three groups agreed about the needs of preservice teachers. And despite some minor variance in the perspectives of each group, we determined that e-portfolio applications can meet the majority of the planning, teaching, and reflection needs in the teaching process. We offer suggestions to improve eportfolio applications so they will better meet preservice teachers’ needs. DA - 2012/04/13/ PY - 2012 DO - 10.19173/irrodl.v13i2.1160 DP - DOI.org (Crossref) VL - 13 IS - 2 J2 - IRRODL LA - en SN - 1492-3831 UR - http://www.irrodl.org/index.php/irrodl/article/view/1160 Y2 - 2022/08/22/21:16:19 ER - TY - JOUR TI - Viewing mobile learning from a pedagogical perspective. AU - Kearney, Matthew AU - Schuck, Sandra AU - Burden, Kevin AU - Aubusson, Peter T2 - Research in Learning Technology DA - 2012/// PY - 2012 DO - 10.3402/rlt.v20i0.14406 VL - 20 IS - 1 ER - TY - ELEC TI - KCSE Biology Syllabus 2022/2023 AU - KCSE UR - https://www.advance-africa.com/Biology-Syllabus.html ER - TY - JOUR TI - Effect of blended learning environment model on high school students' academic achievement AU - Kazu, Ibrahim Yasar AU - Demirkol, Mehmet T2 - The Turkish Online Journal of Educational Technology AB - This study analyzes the students’ academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students’ grades. The study has been carried out in Diyarbakir Anatolian High School in 2010-2011 academic year first semester biology courses. For the study, two quantitive courses sections have been selected among the classes formed by secondary school senior students. Cluster analysis has been conducted to provide the objectivity when forming the experiment and control groups. The study has been conducted with 54 participants, 19 males and 8 females for the experiment group and 18 males and 9 females for the control group. The experiment group continued its education in blended learning environment and the control group continued its education in traditional learning environment. The created learning environments have focused the genetics topic of the biology course and lasted for 6 weeks. During the study, pre-test and final-test have been used for the academic achievement analysis. According to the results acquired at the end of the study, a significant difference hasn’t been found between the two groups at the end of the pre-test applied to experiment and control groups. Besides, in accordance with the averages of the final test grades, the experiment group has been found more successful than the control group. In both of the learning environments, female students have turned out to be more successful than the male students. DA - 2014/// PY - 2014 DP - Zotero VL - 13 IS - 1 SP - 10 LA - en UR - https://files.eric.ed.gov/fulltext/EJ1018177.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher Turnover in Malawi's Ministry of Education: Realities and Challenges AU - Kayuni, Happy AU - Tambulasi, Richard T2 - International Education Journal AB - The teaching profession is no longer a concern of academicians but the public in general who yearn for positive results. Internationally, the profession is continuously beset by several serious problems. One of the most serious problems in the teaching profession is teacher turnover. Governments are finding it difficult to retain teachers in schools. In Malawi, this problem is profound and overwhelming, even by Sub-Saharan standards. The paper heavily relies on secondary data derived from general trends and observations of several research findings as well as government publications, newspapers and several academic papers. The paper argues that main cause of this problem in Malawi can be attributed to general poor working conditions. The paper further argues that retention measures derived by the Malawi government may take time to bear fruits and it is unlikely that they can seriously affect teachers positively because they do not address the basic immediate needs of the teachers. (Contains 1 footnote.) DA - 2007/04// PY - 2007 DP - ERIC VL - 8 IS - 1 SP - 89 EP - 99 LA - en SN - 1443-1475 ST - Teacher Turnover in Malawi's Ministry of Education UR - https://eric.ed.gov/?id=EJ841708 Y2 - 2022/12/09/21:39:47 KW - Developing Nations KW - Educational Development KW - Educational Policy KW - Faculty Mobility KW - Foreign Countries KW - Teacher Attitudes KW - Teacher Persistence KW - Teaching (Occupation) KW - Teaching Conditions KW - ⛔ No DOI found ER - TY - RPRT TI - Nepal “Ask me anything” Session: Responses to audience questions AU - Kaye, Tom AU - Groeneveld, Caspar AU - Moss, Caitlin AU - Haßler, Björn AB - On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the Covid-19 pandemic, presented by the World Bank EduTech team and EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions. CN - 0014 DA - 2020/05/04/ PY - 2020 LA - en M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 13 ST - Nepal "Ask me anything" Session UR - https://docs.edtechhub.org/lib/UXQG7GRG KW - C:Nepal KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle-Income Countries AU - Kaye, Tom AU - Groeneveld, Caspar AU - Bashir, Amreen AB - This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context. DA - 2020/11/23/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 30 ST - Monitoring Distance Education UR - https://docs.edtechhub.org/lib/XUVA9827 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Bangladesh Back-to-School Campaign AU - Kaye, Tom AU - Chuang, Rachel AU - Moss Coflan, Caitlin AU - Haßler, Björn AB - The EdTech Hub received a request from the FCDO Bangladesh team to provide a topic brief identifying best practices from previous back-to-school campaigns following disruptions. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television). CN - 0020 DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 12B UR - https://docs.edtechhub.org/lib/3HP24UTI KW - C:Bangladesh KW - COV:COVID and reopening of schools KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _yl:g KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - CHAP TI - Educational Technology to Improve Capacity – Integrating Adaptive Education Programmes in Public School in Kenya AU - Kaye, Tom T2 - Trust, Accountability and Capacity in Education System Reform A2 - Ehren, Melanie A2 - Baxter, Jacqueline C2 - Ehren, Melanie C2 - Baxter, Jacqueline DA - 2020/// PY - 2020 DP - DOI.org (Crossref) ET - 1 SP - 182 EP - 200 LA - en PB - Routledge SN - 978-0-429-34485-5 UR - https://www.taylorfrancis.com/books/9781000330823/chapters/10.4324/9780429344855-9 Y2 - 2021/04/08/20:31:00 KW - ___working_potential_duplicate ER - TY - JOUR TI - Educational technology to improve capacity - integrating adaptive programmes in public schools in Kenya AU - Kaye, Tom DA - 2021/// PY - 2021 DO - 10.4324/9780429344855 ER - TY - JOUR TI - Computer-assisted instruction tools: A model to guide use in low-and middle-income countries AU - Kaye, Thomas AU - Ehren, Melanie T2 - International Journal of Education and Development using Information and Communication Technology AB - Learning outcomes in low- and lower-middle-income countries (LMICs) require significant improvement. With traditional reform efforts taking many years to realise results, education practitioners in LMICs are searching for innovative ways to rapidly strengthen learning outcomes. One tool showing promise is computer-assisted instruction (CAI). While a growing number of studies document CAI’s positive impacts on learning outcomes, others have found nil or negative effects. Research has yet to identify why these differences occur, and, most importantly, which factors must be in place to ensure that CAI contributes to improving learning outcomes. The aim of our research was to fill this gap in the research by developing a model highlighting those factors influencing the results of CAI interventions. Adopting a realist-informed methodology, we analysed 21 resources shared by 13 experts from around the world. We used the results of this analysis to develop a model that outlines key trends that facilitate and/or impede the deployment of CAI tools in LMICs. We find that key factors that should be considered when designing CAI interventions include the operating environment; stakeholder engagement; infrastructure; technological trust; CAI tool design; content curation/creation; student engagement; classroom integration; teacher capacity; student capacity; and data collection and use. This model highlights both these individual elements as well as noting how these elements interact. The model provides a foundation that can guide future research in this under-examined area. DA - 2021/02/01/ PY - 2021 VL - 17 IS - 1 SP - 82 EP - 99 J2 - International Journal of Education and Development using Information and Communication Technology LA - en SN - 1814-0556 ST - Computer-assisted instruction tools UR - http://ijedict.dec.uwi.edu/viewarticle.php?id=2861 KW - ⛔ No DOI found ER - TY - RPRT TI - The Use and Usefulness of School Grants: Lessons From Uganda AU - Kayabwe, Samuel AU - Elior, Joseph AB - In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success. DA - 2014/// PY - 2014 LA - en PB - UNESCO ST - The Use and usefulness of school grants UR - https://www.iiep.unesco.org/en/publication/use-and-usefulness-school-grants-lessons-uganda Y2 - 2022/11/12/11:14:41 ER - TY - RPRT TI - Sierra Leone Education Attendance Monitoring System (SLEAMS) Pilot Phase: Inception Report AU - Kawa, Muniru AU - Graham, Hannah AU - Lee, Philip AU - Murray, Tobias AU - Malyon, Stephanie DA - 2020/// PY - 2020 PB - Charlie Goldsmiths Associates ER - TY - JOUR TI - Teaching Practices in the 21st Century in Kenya: A Qualitative Approach AU - Kaume-Mwinzi, Regina K. T2 - International Journal of Educational Excellence AB - Education is an engine for the growth and progress of any society and it is responsible for building human capital which sets technological and economic growth. In the pre-technology education context, the teacher controlled the instructional process, the content was delivered to the entire class and the teacher emphasized factual knowledge. However, the current global demands in education require the use of approaches that are learner-centered and embracing integration of ICT. The purpose of this study is to establish the pedagogy used in Kenya for the 21st century learner. The case study design was used to collect qualitative data from three teachers who were purposively sampled from three education sub-sectors in Kenya: primary, secondary and university. The interview was guided by three research questions: Which teaching practices are used in Kenya? Which are the ‘best’ teaching practices in Kenya in the 21st century? What are the barriers for the ‘best’ teaching practices in Kenya? The findings were that the teaching methods currently in use were mainly teacher-centered although the respondents revealed that the ‘best’ teaching practices for the 21st century learner were student-centered. However, the barriers were large classes, lack of resources and facilities among other factors. The study recommends realignment of education policies to give priority to build pedagogical capabilities of teachers, provide digital tools and other resources. This would enable the 21st century learners’ opportunity to unleash their potential. DA - 2018/// PY - 2018 DO - 10.18562/ijee.034 DP - DOI.org (Crossref) VL - 4 IS - 1 SP - 77 EP - 99 J2 - IJEE LA - en SN - 23735929 ST - Teaching Practices in the 21st Century in Kenya UR - http://www.anagmendez.net/umet/pdf/ijee_kaume_4_1_77_99.pdf Y2 - 2021/03/17/11:03:02 ER - TY - JOUR TI - A system approach to education: Derivation and definition AU - Kaufman, Roger A. T2 - AV communication review DA - 1968/// PY - 1968 DP - Google Scholar VL - 16 IS - 4 SP - 415 EP - 425 ST - A system approach to education KW - ⛔ No DOI found ER - TY - JOUR TI - 21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation AU - Kaufman, Kristina J. T2 - Kappa Delta Pi Record DA - 2013/04/01/ PY - 2013 DO - 10.1080/00228958.2013.786594 DP - Taylor and Francis+NEJM VL - 49 IS - 2 SP - 78 EP - 83 SN - 0022-8958 ST - 21 Ways to 21st Century Skills UR - https://doi.org/10.1080/00228958.2013.786594 Y2 - 2020/09/11/08:53:56 ER - TY - JOUR TI - Common characteristics of open systems AU - Katz, Daniel AU - Kahn, Robert L. T2 - Systems thinking DA - 1969/// PY - 1969 DP - Google Scholar VL - 2 SP - 86 EP - 104 KW - ⛔ No DOI found ER - TY - JOUR TI - Effect of Covid-19 Pandemic on the Education System in Kenya AU - Kathula, Domeniter Naomi T2 - Journal of Education AB - Education is an integral part of human society, its importance in life cannot be ignored as lack of education gives birth to numerous social problems like poor health, internal conflict, poor living standards and many more, education helps people to find a better solution to their problems. Education lets people realize the true value of contribution and help become the backbone of the society. Innovation and creativity can only occur when people are skilled enough to know how to operate with different technologies. Since the first case of the novel coronavirus (COVID-19) was announced in Kenya, many aspects of society and the education sector have been dramatically affected. On March 15th 2020, the Kenyan government closed all learning institutions countrywide to contain the spread of the virus. As the numbers of those infected by coronavirus rose to over 8,000, the ministry of education announced on July 7th that, the 2020 school calendar year will be considered lost due to COVID-19 restrictions. The purpose of this study was therefore to determine the effect of Covid-19 pandemic on the education systems in Kenya. The study was anchored on Classical Liberal Theory of Equal Opportunities. Mixed method design which involved a combination of both quantitative and qualitative approaches was adopted. In?quantitative the study used a survey research design, specifically the study adopted a cross-sectional survey research design. Cross-sectional survey design involves collecting data from a large group of people of different stages of growth at one point in time. The target population for this study included teachers, students and parents. The sample size for the study comprised of 100 teachers, 25 parents and 100 students who were purposively selected across the country. This study used both questionnaire and interview guide to collect primary data. The questionnaires were served to teachers and students online using Google forms while interview guide was administered to the parents using online Google forms as well. The quantitative data collected was analyzed using SPSS. Quantitative analysis involved the use of descriptive analysis, while qualitative data was analyzed using content analysis. The results were presented on tables. The findings revealed that Covid-19 had seriously affected learning among students in Kenya. The study found that the effects of Covid-19 were so severe that some teachers and parents lost their jobs or source of livelihoods. Most of the students were not able to access online learning due to lack of electricity, lack of learning materials and some were forced to relocate to the country side. The study hence concluded that as a result of the challenges presented by the coronavirus and the likely impact of future pandemics the government’s ability to ensure continuation of learning will depend on the ability to swiftly harness available technology, provide adequate infrastructure and mobilize stakeholders to prepare alternative learning programmes. The study concludes that as a result of the emergence of Covid-19 pandemic, teaching and learning activities in all learning institutions in Kenya just like other parts of the world have severely been disrupted. The worst hit learners are the primary and secondary school candidates who should sit for their national examinations at the end of 2020. Based on the conclusion the study recommended that there is need for the government through the ministry of education together with all the stakeholders in education sector in Kenya to navigate through challenges presented by Covid-19 to ensure continued access to provision of quality, equitable and inclusive education during and after the pandemic. Effective implementation of the proposed interventions by education managers and stakeholders will ensure uninterrupted learning in educational institutions in future. This study in addition recommends that it is important to ensure that the Ministry of Education, parents and teachers support vulnerable students to ensure they are not exploited and that no learning loss occurs even as schools delay re-full opening until January 2021 despite grades 4, class 8 and form 4s being back in schools already. Keywords: Covid-19, Pandemic, Education system, Students, teachers, Parents, Kenya. DA - 2020/11/30/ PY - 2020 DP - stratfordjournals.org VL - 3 IS - 6 SP - 31 EP - 52 LA - en UR - https://stratfordjournals.org/journals/index.php/journal-of-education/article/view/640 Y2 - 2021/05/24/14:30:59 KW - Covid-19 KW - Education system KW - Kenya KW - Pandemic KW - Parents KW - Students KW - teachers KW - ⛔ No DOI found ER - TY - THES TI - Reward management strategies on employee performance in selected universities in Nakuru County, Kenya AU - Kathombe, Mary Wambui AB - Rewards play an important role in increasing employee job satisfaction resulting in improving organizational performance. Motivated employees are the cornerstone of any successful organization. The main objective of this study was to establish the effects of reward management strategies on employee performance in selected universities in Nakuru County. The specific objectives were: to determine the effect of financial rewards on employee performance, to determine the effect of non-financial rewards on employee performance and to determine the combined effect of financial and non-financial rewards on employee performance. Descriptive survey design was adopted in conducting this study, as it was suitable for collecting information that described an existing phenomenon. The target population was 620 lecturers in two universities in Kenya namely Egerton and Kabarak Universities, which comprised a sample of 242 lecturers. The study primarily used a questionnaire to gather data from the respondents. Data from the questionnaire were systematically analyzed according to the research objectives and hypotheses. All hypotheses were tested using regression statistics and the results of the findings established that there is a strong positive association between combined effect of financial and non-financial rewards on employees‟ performance. According to the findings of this study, financial and non-financial rewards motivate employees to better performance. Thus, employee performance will be high in Kenyan universities that adopt an integrated effort on both financial and non-financial reward measurements. The study recommends the following: First, lecturers‟ promotion should be done regularly on merit. Secondly, Universities establish a competitive retirement benefit scheme to its employees. Third, Universities should engage their lecturers on regular training programs. DA - 2018/// PY - 2018 M3 - Unpublished Masters Thesis PB - Egerton University UR - http://41.89.96.81:8080/xmlui/handle/123456789/1957 ER - TY - RPRT TI - No time to lose: An urgent call for access to quality education for Rohingya Children in Cox's Bazar AU - Katende, Stephen AU - Gerhardt, Laurence AU - Skinner, Marcus CY - London DA - 2020/// PY - 2020 PB - International Rescue Committee UR - https://www.rescue.org/sites/default/files/document/5151/ircaccesstoeducationrohingyav4.pdf ER - TY - RPRT TI - The socio-economic impacts of Ebola in Liberia : results from a high frequency cell phone survey round five AU - Kastelic, Kristen Himelein AU - Kastelic, Jonathan CY - Washington D.C. DA - 2015/// PY - 2015 PB - World Bank Group UR - http://documents1.worldbank.org/curated/en/162381468179333776/pdf/96196-WP-P152547-PUBLIC-Box391443B-Liberia-Apr-13.pdf Y2 - 2020/08/03/17:34:31 ER - TY - JOUR TI - Pass rates in primary school leaving examination in Tanzania: implication for efficient allocation of resources AU - Kassile, Telemu AU - Kassile, Telemu T2 - South African Journal of Education DA - 2014/05/26/ PY - 2014 DO - 10.15700/201412071127 DP - DOI.org (Crossref) VL - 34 IS - 2 SP - 1 EP - 21 J2 - SAJE LA - en SN - 02560100, 20763433 ST - Pass rates in primary school leaving examination in Tanzania UR - http://www.sajournalofeducation.co.za/index.php/saje/article/view/820/419 Y2 - 2022/02/03/12:33:57 ER - TY - JOUR TI - Usage level and Attitude of The Secondary Level Teachers' in Bangladesh Towards ICT at Personal and Professional Arena AU - Kashem, Abul AU - Haque, Ziaul AB - Integration of information and communications technologies (ICTs) in education sectors is one of the prime objectives of Bangladesh from the last decade. This study is conducted to assess the level of using ICT and acceptance of new technology by secondary level teachers in Bangladesh in their professional and personal arena. The study revealed that in Bangladesh most of the secondary level teachers use computer and internet for their personal purpose and use computers 35 times in a day. It revealed that secondary level teachers are interested to spend for ICT purpose. It also revealed that there is a difference in ICT usage between male and female teachers but no difference of the same among the different level of the teachers. It was found that there is no difference in case of perception about ICT between male and female teachers but perception among different level of teachers about ICT is different. Unavailability of high speed and wireless connections, lack of computer knowledge, high cost at start-up and unwillingness of aged teachers are found as hindrance for use of ICT in secondary level teaching arena. The success of information and communications technology (ICT) applications in teaching is profoundly dependent on the level of computer use by secondary level teachers. Majority of the Secondary level teacher were interested to accept the new technology for their professional capability enhancement and serve the nation. This questionnaire-based study assessed the level of computer and internet use by Secondary level teacher in Bangladesh is not satisfactory but perception of secondary level teacher for accepting new technology is positive both in their personal and professional arena. DA - 2014/// PY - 2014 DP - Zotero SP - 15 LA - en KW - ⛔ No DOI found ER - TY - THES TI - Computer aided instruction for out-of-school children in India: An impact study in Andhra Pradesh AU - Karnati, Romilla AB - India has the largest number of out-of-school children, the majority of whom are girls. Against this backdrop, the Bridges to the Future Initiative (BFI), a computer-aided instruction (CAI) intervention was launched in Andhra Pradesh to bring children back to school. The BFI used multimedia software to teach basic literacy and numeracy skills through interactive stories and activities, in the local language Telugu. The methodology employed in the study was a quasi experimental design on a sample of around 140 children (age range 7-19 years). The research study included BFI sites which offered two hours of CAI a day and comparison sites which provided five hours of teacher-based instruction (TBI) a day. According to several socio-economic indicators on the survey, the sample came from poor families with low literacy levels. Findings from the survey indicated that these out-of-school children had a positive attitude toward education and a favorable perception of educated people. A majority of the sample dropped out of school to assist with domestic tasks or family run businesses and did not earn wages. The impact analysis indicated that learning took place in both contexts and learners achieved similar learning gains between pretest and posttest. However, learners in the BFI intervention were learning at a faster pace per hour than learners in the comparison sites. Learners in the CAI intervention achieved similar gains as learners in the TBI intervention in one-third of the instruction time. As such, there is a strong case to be made for the BFI program being more efficient in raising levels of literacy and numeracy scores. Within the BFI intervention group, there was evidence to suggest that the number of days attended resulted in an increase in posttest scores, particularly in reading. Furthermore, older students in the BFI intervention had consistently shown higher gains in learning across reading, writing, math and information and communication technology (ICT) literacy domains. Finally, girls in the BFI sample outperformed the boys and the biggest difference in test scores was seen in Math. The impact of the BFI intervention could also be documented by the fact that approximately 45% of the BFI sample returned to school in the next academic year. In sum, this research was one of the first to explore the context of out-of-school children in poor communities and the use of CAI in Telugu (local language) to bring these learners back to school. The results support the use of ICT with marginalized sections of society in developing countries in order to improve literacy skills. The findings of this study have the potential to inform policy makers on educational and gender equity issues. CY - United States – Pennsylvania DA - 2008/// PY - 2008 LA - English M3 - Ph.D. PB - University of Pennsylvania ST - Computer aided instruction for out -of -school children in India UR - https://www.proquest.com/docview/304493546/abstract/96CFD7A446444C9CPQ/1 Y2 - 2021/11/05/00:00:00 KW - Bridges to the Future Initiative KW - Computer-aided instruction KW - Education KW - India KW - Information and communication technologies KW - Information and communication technology (ICT) KW - Literacy KW - Out-of-school children KW - School dropouts ER - TY - ELEC TI - Education and distance learning gaming platform AU - KarMuqabla AB - Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software LA - en-US ST - KarMuqabla UR - https://www.karmuqabla.com/ Y2 - 2020/07/21/10:42:38 ER - TY - ELEC TI - Education and distance learning gaming platform AU - KarMuqabla AB - Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software DA - 2020/07/21/10:42:38 PY - 2020 LA - en-US ST - KarMuqabla UR - https://www.karmuqabla.com/ Y2 - 2020/07/21/10:42:38 ER - TY - ELEC TI - Education and distance learning gaming platform AU - KarMuqabla AB - Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software DA - 2020/07/21/10:42:38 PY - 2020 LA - en-US ST - KarMuqabla UR - https://www.karmuqabla.com/ Y2 - 2020/07/21/10:42:38 ER - TY - BOOK TI - Applying systems approach to educational-organizational change: Improvement of an interdisciplinary program AU - Karim, Sanaz DA - 2010/// PY - 2010 DP - Google Scholar PB - Uppsala University ST - Applying Systems Approach to Educational-Organizational Change-Improvment of an Interdisciplinary Program ER - TY - CONF TI - ‘When Will You Start Teaching the REAL Curriculum?’ AU - Karim, Azmina AU - Hussain, Faheem A2 - Nielsen, Petter A2 - Kimaro, Honest Christopher T3 - IFIP Advances in Information and Communication Technology AB - This paper explores key problems faced by different humanitarian agencies in educating Rohingya refugees from Myanmar seeking asylum in Bangladesh. The first half this research provides an overview of the challenges faced by different refugee communities globally in the Education sector, followed by the relevant ICT interventions. Then, based on our interviews and focus group discussions with Rohingya refugees, we highlight the roadblocks faced by them while accessing education services in their camps. Absence of coherent curriculum, challenges with language, lack of qualified teachers, and non-acceptance of ICTs as primary education tools for children are identified as some of the key challenges faced by Rohingyas. Based on our research, we recommend that enabling policies and an inclusive hybrid knowledge network, emboldened by pre and in-service teacher training, inclusive religious education, standardized curriculum, and tangible employment opportunities can pave the path for a better and an educated future for the persecuted Rohingyas. C1 - Cham C3 - Information and Communication Technologies for Development. Strengthening Southern-Driven Cooperation as a Catalyst for ICT4D DA - 2019/// PY - 2019 DO - 10.1007/978-3-030-18400-1_55 DP - Springer Link SP - 675 EP - 686 LA - en PB - Springer International Publishing SN - 978-3-030-18400-1 ST - ‘When Will You Start Teaching the REAL Curriculum? KW - Google Scholar/ "refugee education" ICT KW - RER theme_durable solutions ER - TY - JOUR TI - EIA- A Teacher Education Project in Bangladesh: An Analysis from Diversified Perspectives AU - Karim, Abdul AU - Mohamed, Abdul Rashid AU - Prof., School of Educational Studies, Universiti Sains Malaysia, Malaysia, richsesusm@gmail.com AU - Rahman, Mohammad Mosiur AU - Graduate Research Student, School of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia, mosiurbhai@gmail.com T2 - International Journal of Instruction AB - English in Action (EIA) is an ongoing teacher education project which places mobile technology at the centre of its action. Most of the studies carried out focused on the changes EIA brought in teachers’ classroom actions. Along with this, they also explored the classroom to observe whether the input given during training program is implemented in real life. No study has been conducted that compares and contrasts the components of mobile learning in general and the components EIA is using. This study, particularly, drew a comparative analysis between the mobile learning and EIA initiated mobile learning to reveal the extent it matched or mismatched to the components of mobile learning. It also scrutinized teachers’ behavior in the classroom after participating in EIA. It also penetrated to find the contents to be reviewed. Qualitative method was used to conduct this study. The result revealed that the components of EIA match to the mobile learning ones to the extent that EIA entails those suiting the context. Few elements were seemed absent as they are less suitable in such context. Besides, teachers were found bringing changes in their classrooms. The introduction of action research and reflective teaching were suggested to add to EIA’s program. DA - 2017/10/25/ PY - 2017 DO - 10.12973/iji.2017.1044a DP - DOI.org (Crossref) VL - 10 IS - 4 SP - 51 EP - 66 J2 - INT J INSTRUCTION LA - en SN - 1694609X, 13081470 ST - EIA- A Teacher Education Project in Bangladesh UR - http://www.e-iji.net/dosyalar/iji_2017_4_4.pdf Y2 - 2021/04/16/16:52:54 ER - TY - JOUR TI - Examining the Impact of an English in Action Training Program on Secondary-School English Teachers’ Classroom Practice in Bangladesh AU - Karim, Abdul AU - Mohamed, Abdul T2 - The Qualitative Report AB - English teachers in Bangladesh have undergone numerous training programs. Both government-initiated and donor-sponsored training programs have been in operation in Bangladesh. Government initiated institutions to train teachers are Primary Training Institutes (PTIs) and Teacher Training Colleges (TTCs). However, researchers seemed to label training provided by PTIs and TTCs as inadequate. Bridging the gaps intrigued government of Bangladesh to devise donor-aided training programs, including English Language Teaching Improvement Project (ELTIP), English for Teaching, Teaching for English (ETTE), Secondary Education Quality and Access Enhancement Project (SEQAEP), Teaching Quality Improvement in Secondary Education Project (TQI-SEP). Studies reported their potential failure to bring changes in English teachers’ classroom practices. English in Action (EIA) was the last donor-funded project that incorporated schoolbased training program. The aim of the study was to examine the impact of EIA training program on secondary-school English teachers’ classroom practice in Bangladesh, drawing the questions in relation to the elements learned in the training program and the elements practiced in the training program. The present study undertook the Integrated Approaches to Teacher Development suggested by Hargreaves and Fullan (1992) and Reflective Model developed by Wallace (1991). This study adopted phenomenological approach since it subsumed the experience of an activity or concept from the participants’ perspective. Eight Participants were selected who had been trained from EIA training program and who had experience of participating in other donor-aided program, in the spirit of yielding the uniqueness of EIA which informed the sustainability of this program. It had been divulged that teachers learned a lot of activities that were related to English language teaching. However, the present studies observed limited practice of such activities in the classroom. DA - 2019/03/03/ PY - 2019 DO - 10/gj37h4 DP - DOI.org (Crossref) J2 - TQR LA - en SN - 2160-3715, 1052-0147 UR - https://nsuworks.nova.edu/tqr/vol24/iss3/2/ Y2 - 2021/05/19/18:32:15 ER - TY - GEN TI - Encryption, Privacy and Children’s Right to Protection from Harm AU - Kardefelt-Winther, Daniel AU - Day, Emma AU - Berman AU - Witting, Sabine K. AU - Bose, Anjan DA - 2020/// PY - 2020 PB - UNICEF Office of Research - Innocenti UR - https://www.unicef-irc.org/publications/pdf/Encryption_privacy_and_children%E2%80%99s_right_to_protection_from_harm.pdf Y2 - 2022/06/15/19:00:42 ER - TY - ELEC TI - Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa AU - Karamperidou, Despina AU - Brossard, Mathieu AU - Peirolo, Silvia AU - Richardson, Dominic DA - 2020/// PY - 2020 UR - https://www.unicef-irc.org/time-to-teach Y2 - 2022/01/25/15:17:46 ER - TY - JOUR TI - Integrating problem-based learning with ICT for developing trainee teachers' content knowledge and teaching skill AU - Karami, Mehdi AU - Karami, Zohreh AU - Attaran, Mohammad T2 - International Journal of Education and Development using Information and Communication Technology AB - Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT. DA - 2013/// PY - 2013 DP - Zotero VL - 9 IS - 1 LA - en UR - https://www.researchgate.net/publication/260184452_Integrating_problem-based_learning_with_ICT_for_developing_trainee_teachers'_content_knowledge_and_teaching_skill KW - _THEME: Curriculum and resources KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096422 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - The effects of a technology-aided learning environment on the improvement of a primary special education school AU - Karal, Hasan T2 - Educational Research and Reviews AB - The changes demanded by technology are reshaping people’s expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming ‘learning’ or ‘effective’ schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers’ functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed. Key words: School development, technology, innovation, hearing impaired. DA - 2015/// PY - 2015 DO - 10.5897/ERR2015.2523 DP - academicjournals.org VL - 10 IS - 24 SP - 2908 EP - 2918 J2 - ERR LA - english, English SN - 1990-3839 UR - https://academicjournals.org/journal/ERR/article-abstract/B5BD0FA56628 Y2 - 2020/12/10/15:56:16 KW - ___working_potential_duplicate ER - TY - JOUR TI - The Effects of a Technology-Aided Learning Environment on the Improvement of a Primary Special Education School AU - Karal, Hasan T2 - Educational Research and Reviews AB - The changes demanded by technology are reshaping people's expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming '"learning" or "effective" schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers' functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed. DA - 2015/// PY - 2015 DO - 10.5897/err2015.2523 DP - ERIC VL - 10 IS - 24 SP - 2908 EP - 2918 LA - en SN - 1990-3839 UR - https://eric.ed.gov/?id=EJ1157855 Y2 - 2021/03/04/12:54:30 KW - Academic Achievement KW - Assistant Principals KW - Attitude Measures KW - Case Studies KW - Cooperation KW - Educational Innovation KW - Educational Technology KW - Elementary Education KW - Elementary School Teachers KW - Foreign Countries KW - Observation KW - Parents KW - Principals KW - Qualitative Research KW - School Personnel KW - Semi Structured Interviews KW - Special Education KW - Statistical Analysis KW - Teaching Methods KW - Technology Uses in Education KW - ___working_potential_duplicate ER - TY - JOUR TI - The Effects of a Technology-Aided Learning Environment on the Improvement of a Primary Special Education School AU - Karal, Hasan T2 - Educational Research and Reviews AB - The changes demanded by technology are reshaping people's expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming '"learning" or "effective" schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers' functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed. DA - 2015/// PY - 2015 DO - 10.5897/err2015.2523 DP - ERIC VL - 10 IS - 24 SP - 2908 EP - 2918 LA - en SN - 1990-3839 UR - https://eric.ed.gov/?id=EJ1157855 Y2 - 2021/03/04/12:54:30 KW - Academic Achievement KW - Assistant Principals KW - Attitude Measures KW - Case Studies KW - Cooperation KW - Educational Innovation KW - Educational Technology KW - Elementary Education KW - Elementary School Teachers KW - Foreign Countries KW - Observation KW - Parents KW - Principals KW - Qualitative Research KW - School Personnel KW - Semi Structured Interviews KW - Special Education KW - Statistical Analysis KW - Teaching Methods KW - Technology Uses in Education KW - ___working_potential_duplicate ER - TY - JOUR TI - A systematic review of research on the flipped learning method in engineering education AU - Karabulut‐Ilgu, Aliye AU - Cherrez, Nadia Jaramillo AU - Jahren, Charles T. T2 - British Journal of Educational Technology AB - The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering. DA - 2018/// PY - 2018 DO - 10.1111/bjet.12548 DP - Wiley Online Library VL - 49 IS - 3 SP - 398 EP - 411 LA - en SN - 1467-8535 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12548 Y2 - 2019/07/18/13:55:39 KW - Reviewed ER - TY - JOUR TI - Revisiting online learner engagement: exploring the role of learner characteristics in an emergency period AU - Kara, Mehmet T2 - Journal of Research on Technology in Education AB - This study aims to investigate the influence of learners’ characteristics on their engagement during online education due to the COVID-19 pandemic. The investigated learner characteristics included digital literacy, self-directed learning, motivation for learning, and perceived stress. The data were collected from the undergraduate learners and the proposed moderated mediation model was tested. The findings showed that all learner characteristics are significant predictors of online learner engagement. Besides, self-directed learning and motivation significantly mediate the relationship between digital literacy and engagement while perceived stress significantly moderates the relationship of digital literacy with self-directed learning, but not with motivation for learning. DA - 2020/// PY - 2020 DO - 10.1080/15391523.2021.1891997 DP - Taylor and Francis+NEJM VL - 54 IS - sup1 SP - S236 EP - S252 SN - 1539-1523 ST - Revisiting online learner engagement UR - https://doi.org/10.1080/15391523.2021.1891997 Y2 - 2022/09/21/08:47:07 KW - COVID-19 KW - Online learning KW - digital literacy KW - engagement KW - motivation KW - self-directed learning KW - stress ER - TY - JOUR TI - Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India AU - Kapasia, Nanigopal AU - Paul, Pintu AU - Roy, Avijit AU - Saha, Jay AU - Zaveri, Ankita AU - Mallick, Rahul AU - Barman, Bikash AU - Das, Prabir AU - Chouhan, Pradip T2 - Children and Youth Services Review AB - To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds. DA - 2020/09/01/ PY - 2020 DO - 10.1016/j.childyouth.2020.105194 DP - ScienceDirect VL - 116 SP - 105194 J2 - Children and Youth Services Review LA - en SN - 0190-7409 UR - http://www.sciencedirect.com/science/article/pii/S0190740920310604 Y2 - 2020/08/12/15:39:08 KW - COVID-19 KW - E-learning KW - Lockdown KW - Undergraduate and postgraduate learners KW - West Bengal ER - TY - JOUR TI - ‘They are visually impaired, not blind … teach them!’: Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners AU - Kao, Matiekase A. AU - Mzimela, Patience J. T2 - South African Journal of Childhood Education AB - Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers’ adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the Technological Pedagogical and Content Knowledge (TPACK) that teachers should possess for the effective teaching of reading in classrooms with visually impaired learners.Aim: This article explores a small sample of in-service teachers’ knowledge of using Braille to teach pre-reading skills to Grade R learners with visual impairments.Setting: The study was conducted in a School for the Blind in Maseru, Lesotho, where three Grade R in-service teachers teaching learners with visual impairments were purposively sampled.Methods: This study is underpinned by Koehler and Mishra’s theory of TPACK. An interpretivist, qualitative small-scale case study approach was employed, using semi-structured interviews and classroom observations. Document analysis was also used to corroborate findings.Results: Findings reveal that although some of the participants possess a high level of technological knowledge, they tend to teach Braille as a ‘stand-alone’ skill and fail to integrate it with the teaching of other pre-reading skills to Grade R learners.Conclusion: In-service teachers showed limited knowledge of some of the essential skills for teaching pre-reading skills to Grade R learners who are visually impaired. The study calls for supportive in-service teacher education programmes that equip Grade R teachers of learners with visual impairments with the necessary skills to teach pre-reading skills. DA - 2019/09/03/ PY - 2019 DO - 10.4102/sajce.v9i1.651 DP - sajce.co.za VL - 9 IS - 1 SP - 11 LA - en SN - 2223-7682 ST - ‘They are visually impaired, not blind … teach them!’ UR - https://sajce.co.za/index.php/sajce/article/view/651 Y2 - 2020/01/31/12:34:55 KW - Braille KW - Grade R Learners KW - Pedagogical Knowledge KW - Pre-Reading Skills KW - Technological Knowledge KW - Visual Impairment ER - TY - JOUR TI - Factors affecting e-learning adoption in developing countries -- empirical evidence from Pakistan’s higher education sector AU - Kanwal, Faria AU - Rehman, Mariam T2 - IEEE Access AB - E-learning has reshaped traditional education into more flexible and efficient learning in developed nations. However, e-learning remains underutilized and in the rudimentary stages of development in developing countries. Therefore, understanding the critical factors behind the adoption and acceptance of technology is a prime concern in developing countries like Pakistan. This paper provides and examines the adoption and acceptance baseline for e-learning systems by incorporating critical external factors in the technology acceptance model. A conceptual model-the Pakistan E-Learning Adoption Model-is proposed in the context of higher education. Data were collected from 354 learners at the Virtual University of Pakistan and structural equation modeling was employed to test the research hypotheses. The empirical investigation indicates that computer self-efficacy, Internet experience, enjoyment, and system characteristics are significant predictors of perceived ease of use, while system characteristics are a strong predictor of perceived usefulness. Moreover, the subjective norm is not found to be significant for perceived usefulness. The findings provide practical implications for policy makers, practitioners, and developers in successful e-learning systems implementation. DA - 2017/// PY - 2017 DO - 10.1109/access.2017.2714379 DP - IEEE Xplore VL - 5 SP - 10968 EP - 10978 SN - 2169-3536 KW - Computational modeling KW - Computers KW - Context KW - Context modeling KW - Critical success factors for adoption KW - Electronic learning KW - Mathematical model KW - TAM KW - e-learning adoption KW - e-learning adoption in Pakistan ER - TY - JOUR TI - Reflective Teacher Supervision Through Videos of Classroom Teaching AU - Kaneko-Marques, Sandra Mari T2 - PROFILE Issues in Teachers' Professional Development AB - The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally. DA - 2015/07/01/ PY - 2015 DO - 10.15446/profile.v17n2.44393 DP - DOI.org (Crossref) VL - 17 IS - 2 J2 - Profile LA - en SN - 2256-5760, 1657-0790 UR - http://www.revistas.unal.edu.co/index.php/profile/article/view/44393 Y2 - 2022/08/22/21:23:01 ER - TY - JOUR TI - Reflective teacher supervision through videos of classroom teaching (supervisión colaborativa docente a través de clases grabadas en video) AU - Kaneko-Marques, Sandra Mari T2 - PROFILE: Issues in Teachers' Professional Development AB - The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally. DA - 2015/// PY - 2015 DO - 10.15446/profile.v17n2.44393 VL - 17 IS - 2 SP - 63 EP - 79 LA - English SN - 1657-0790, 1657-0790 UR - http://www.scielo.org.co/pdf/prf/v17n2/v17n2a04.pdf AN - 1720057575; EJ1067194 KW - Brazil KW - Cooperation KW - ERIC, Current Index to Journals in Education (CIJE) KW - English (Second Language) KW - English Teachers KW - Foreign Countries KW - Higher Education KW - Observation KW - Postsecondary Education KW - Preservice Teacher Education KW - Qualitative Research KW - Questionnaires KW - Reflective Teaching KW - Second Language Instruction KW - Self Evaluation (Individuals) KW - Student Teachers KW - Teacher Supervision KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098468 KW - __finaldtb ER - TY - RPRT TI - Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains AU - Kane, Thomas AU - Staiger, Douglas DA - 2012/// PY - 2012 PB - Bill and Melinda Gates Foundation UR - https://files.eric.ed.gov/fulltext/ED540960.pdf Y2 - 2020/05/20/14:30:24 ER - TY - JOUR TI - Foundational Literacy and Numeracy in Rural Afghanistan AU - Kan, Sophia AU - Fahez, Mirwais AU - Valenza, Marco DA - 2022/// PY - 2022 DP - Zotero SP - 64 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Policy interventions for attraction and retention of female teachers in rural secondary schools AU - Kamere, Isabela M. AU - Makatiani, M. I. AU - Nzau, Arthur Kalanza T2 - Msingi Journal AB - The potential role of female teachers in achieving the Education for all (EFA) and the Sustainable Development Goals, specifically on ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all (Goal 4), achieving gender equality and empowering all women and girls(Goal 5 ) is well documented. Available evidence, however, suggests that attraction and retention of female teachers in secondary schools located in rural areas remains a significant and on-going challenge. In response, policy makers in Kenya have recommended three key policy interventions namely decentralization of teacher recruitment, payment of hardship allowance and provision of housing. A literature search reveals a dearth of information on the perspectives of rural educators on the effectiveness of these interventions. The paper presents findings based on one objective of a broader study which was to: Establish the views of female teachers’ and other stakeholders’ regarding the effectiveness of strategies for attraction and retention of female teachers in Makueni County. This study adopted a mixed methods design. The paper presents findings from the qualitative component of the study. Interviews were used to gather data. Based on their interpretations, the authors provide useful insights and offer suggestions on how the implementation of these policies could be improved. DA - 2019/07/18/ PY - 2019 DO - 10.33886/mj.v1i2.103 DP - journals.ku.ac.ke VL - 1 IS - 2 SP - 50 EP - 59 LA - en SN - 2663-1032 UR - https://journals.ku.ac.ke/index.php/msingi/article/view/103 Y2 - 2022/08/22/10:30:57 KW - Attraction KW - female teachers KW - retention ER - TY - JOUR TI - Globalization and the growth of international educational testing and national assessment AU - Kamens, D.H. AU - McNeely, C.L. T2 - Comparative Education Review DA - 2009/// PY - 2009 DO - 10.1086/648471 VL - 54 IS - 1 SP - 5 EP - 25 ER - TY - CONF TI - eSkwela project - eSchool for out-of-school youths and adults, Philippines AU - Kamei, M T2 - 2010 International Conference on Technology for Education AB - There are 774 million non-literates globally (UNESCO, 2009) and there is the acute problem of illiteracy grave in South Asian region. The paper discusses the implementation of eSkwela project as Alternative Learning System (ALS) in Philippines. The initiative responds directly to a national development priority to bring elearning opportunities and Information Communication Technology (ICT) for learning resources to mobile teachers / instructional managers and out-of-school learners in the Philippines. The paper assesses how the eSkwela project initiatives have provided opportunities for remote and elearning, blended learning and how Alternative Learning System (ALS) has been supported by innovative use of ICT for content development. It presents a macro view, case study of the strategic approach, design, challenges and successes faced by the eSkwela project which is still a work in progress. Rudiments in ICT for Education for citizens to attain the new-age literacy and lifelong learning opportunities are also evaluated. C1 - India DA - 2010/// PY - 2010 DO - 10.1109/T4E.2010.5550039 UR - https://ieeexplore.ieee.org/document/5550039 ER - TY - THES TI - Technology adoption in secondary mathematics teaching in Kenya: An explanatory mixed methods study AU - Kamau, Leonard Mwathi DA - 2014/// PY - 2014 DP - Google Scholar M3 - PhD Thesis PB - Syracuse University ST - Technology adoption in secondary mathematics teaching in Kenya UR - https://surface.syr.edu/cgi/viewcontent.cgi?article=1122&context=etd KW - ⛔ No DOI found ER - TY - JOUR TI - Parental Roles in Provision of Mobility and Educational Resources for Children with Physical Challenges a Case of Joytown Special School, Kiambu County, Kenya AU - Kamau, Joyce T2 - Journal of Education and Practice AB - Children with physical challenges have developmental needs and rights like other children and due to their exceptionality they call for more attention in provision of adequate quality mobility and educational resources to enhance their holistic development. However, it is apparent that provision of resources to children with physical challenges has not been possible in Kenya due to various factors which are not yet understood. The study drive was to explore parental role in the provision of mobility and educational resources to children who are physically challenged. The study sought to establish parents' involvement in provision of mobility and educational resources. The study was carried out in Joytown Primary School for the Physically Challenged in Thika Town. The school was purposefully selected because it is best suited for the study since it caters for children in the category of special needs being addressed in the study that is physical challenges. Case study design was used. Target population of the study was 100 children with physical challenges, 200 parents and 4 teachers and the head teacher. Stratified random sampling method was employed to arrive at a Sample size of 30 children with physical challenges, purposive and opportunity sampling to arrive at 30 parents and purposive sampling to arrive at 4 teachers. Therefore, the total sample size was 64. The data were collected using various techniques which included questionnaires for the teachers, interview guides for parents and observation guides for children. Collected data were analyzed using both quantitative and qualitative methods. Quantitative methods entailed use of descriptive statistics such as frequencies and percentages which enhanced discussion of qualitative data which was organized into themes and categories and presented in discussion form. The study established that parental involvement in provision of mobility and educational resources is minimal. The main recommendation of the study is that government should have a budgetary allocation meant specifically for purchase of mobility and educational resources and maintenance of facilities since it's a noble course which would ensure that children are actively involved in learning activities therefore enhancing holistic development hence molding children with physical challenges to become self-reliant and productive citizens. DA - 2017/// PY - 2017 DP - ERIC VL - 8 IS - 8 SP - 130 EP - 135 LA - en SN - 2222-1735 UR - https://eric.ed.gov/?id=EJ1139048 Y2 - 2021/03/04/12:50:29 KW - Assistive Technology KW - Case Studies KW - Child Development KW - Educational Resources KW - Elementary School Students KW - Elementary School Teachers KW - Foreign Countries KW - Interviews KW - Observation KW - Parent Participation KW - Parent Role KW - Physical Disabilities KW - Physical Mobility KW - Questionnaires KW - Resource Allocation KW - Special Schools KW - Statistical Analysis KW - ⛔ No DOI found ER - TY - JOUR TI - Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone AU - Kamanda, Mamusu AU - Madise, Nyovani AU - Schnepf, Sylke T2 - International Journal of Educational Development AB - In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages. DA - 2016/01/01/ PY - 2016 DO - 10.1016/j.ijedudev.2015.09.008 DP - ScienceDirect VL - 46 SP - 114 EP - 124 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Does living in a community with more educated mothers enhance children's school attendance? UR - http://www.sciencedirect.com/science/article/pii/S0738059315001145 Y2 - 2020/12/15/17:05:54 KW - Girls’ education KW - Mothers’ education KW - School attendance KW - Sierra Leone ER - TY - JOUR TI - Investigating ICTs for Education in Marginalized Communities AU - Kamal, Mehruz AU - Diksha, Diksha AB - The Agenda for Sustainable Development is a universal agenda to eliminate poverty through sustainable development by 2030. When it was adopted in 2015, the international community recognized that education was essential for the success of all seventeen of its goals. Ambitions for education are captured in Sustainable Development Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The United Nations has explicitly stated the importance of using ICTs in achieving educational opportunities. Since then, very few studies have tackled the issue. The findings so far, do not provide detailed guidance on the impact of ICTs in this domain. The purpose of this study is to contribute to this gap by integrating research in the fields of Information Systems, Development studies, and Psychology to understand the factors for facilitating educational objectives through ICTs within marginalized communities. DA - 2019/// PY - 2019 DP - Google Scholar KW - Google Scholar/ "education technology" refugees KW - RER theme_pedagogies and modalities KW - ⛔ No DOI found ER - TY - CHAP TI - Mobile learning games for low-income children in India: Lessons from 2004–2009 AU - Kam, Matthew T2 - In Berge, Z. & Muilenburg, L. (Eds.), Handbook of mobile learning. New York: Routledge. pp. 617–628. DA - 2013/// PY - 2013 ER - TY - ELEC TI - Comparative Analysis of Personal Data Protection Bill 2020 AU - Kalyar, Barrister Jannat Ali DA - 2021/// PY - 2021 UR - https://mediamatters.pk/wp-content/uploads/2021/02/Comparative-Analysis-of-Personal-Data-Protection-Bill-2020.pdf Y2 - 2022/06/14/21:00:11 ER - TY - JOUR TI - Design of a braille writing tutor to combat illiteracy AU - Kalra, N. AU - Lauwers, T. AU - Dewey, D. AU - Stepleton, T. AU - Dias, M. B. T2 - Information Systems Frontiers AB - Less than 3% of the 145 million blind people living in developing countries are literate (Helander, Prejudice and dignity: An introduction to community-based rehabilitation. New York: UNDP 1998). This low literacy rate is partly due to the lack of trained teachers and the challenges associated with learning to write braille on a traditional slate and stylus. These challenges include writing from right to left, writing mirrored images of letters, and receiving significantly delayed feedback. Extensive conversations with the Mathru Educational Trust for the Blind near Bangalore, India, revealed the need for a robust, low-power, low-cost braille writing tutor. We present an iterative and participatory process resulting in the creation and refinement of a prototype braille writing tutor system. This system uses a novel input device to capture a student’s activity on a slate using a stylus and uses a range of techniques to teach braille writing skills to both beginner and advanced students. We report on lessons learned from the implementation of this project and from a 6-week pilot study at Mathru, and outline future directions for improvement. DA - 2009/// PY - 2009 DO - 10.1007/s10796-009-9171-2 DP - Springer Link VL - 11 IS - 2 SP - 117 EP - 128 J2 - Inf Syst Front LA - en SN - 1572-9419 UR - https://doi.org/10.1007/s10796-009-9171-2 Y2 - 2021/03/04/12:49:57 ER - TY - JOUR TI - Training with ICT for ICT from the trainee’s perspective. a local ICT teacher training experience AU - Kalogiannakis, Michail T2 - Education and Information Technologies AB - The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training programmes concerning the pedagogical development of the ICT use in class practice. KeywordsIn-service training-Teachers-ICT-Greece DA - 2010/02/01/ PY - 2010 DO - 10.1007/s10639-008-9079-3 DP - ResearchGate VL - 15 SP - 3 EP - 17 J2 - Education and Information Technologies UR - https://www.researchgate.net/publication/225616234_Training_with_ICT_for_ICT_from_the_trainee's_perspective_A_local_ICT_teacher_training_experience ER - TY - JOUR TI - Responding to the COVID-19 pandemic in Trinidad and Tobago: Challenges and opportunities for teacher education AU - Kalloo, Rowena Constance AU - Mitchell, Beular AU - Kamalodeen, Vimala Judy T2 - Journal of Education for Teaching AB - Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness. DA - 2020/// PY - 2020 DO - 10.1080/02607476.2020.1800407 VL - 00 IS - 00 SP - 1 EP - 11 UR - https://doi.org/10.1080/02607476.2020.1800407 KW - COVID-19 KW - Teacher education KW - inequities KW - online education ER - TY - RPRT TI - Country-level research review: Sierra Leone AU - Kallon Kelly, Christiana AU - Koomar, Saalim AU - Kreimeia, Adam AU - McBurnie, Chris AU - Mitchell, Joel AU - Myers, Christina DA - 2020///unpublished PY - 2020 KW - dode_eth-src-eth ER - TY - JOUR TI - A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in Zambian government primary schools AU - Kaljee, Linda AU - Zhang, Liying AU - Langhaug, Lisa AU - Munjile, Kelvin AU - Tembo, Stephen AU - Menon, Anitha AU - Stanton, Bonita AU - Li, Xiaoming AU - Malungo, Jacob T2 - Psychology, Health & Medicine AB - Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers’ Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013–2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers’ psychosocial skills and knowledge. DA - 2017/04/21/ PY - 2017 DO - 10.1080/13548506.2016.1153682 DP - DOI.org (Crossref) VL - 22 IS - 4 SP - 381 EP - 392 J2 - Psychology, Health & Medicine LA - en SN - 1354-8506, 1465-3966 UR - https://www.tandfonline.com/doi/full/10.1080/13548506.2016.1153682 Y2 - 2020/01/29/16:44:19 KW - Sub-Saharan Africa KW - orphaned and vulnerable children KW - psychosocial support KW - randomized controlled trial KW - schooling and education ER - TY - BLOG TI - Mediamarx: Voice to the Voiceless AU - Kaliyadan, Ratheesh T2 - Kheda Communication Project DA - 2012/04/14/Saturday PY - 2012 UR - http://mediamarx.blogspot.com/2012/04/kheda-communication-project.html Y2 - 2020/06/09/17:45:36 ER - TY - JOUR TI - Nudging or Nagging? Conflicting Effects of Behavioral Tools AU - Kalil, Ariel AU - Liu, Haoxuan AU - Mayer, Susan AU - Rury, Derek AU - Shah, Rohen T2 - SSRN Electronic Journal DA - 2023/// PY - 2023 DO - 10.2139/ssrn.4318177 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Nudging or Nagging? UR - https://www.ssrn.com/abstract=4318177 Y2 - 2024/02/15/17:02:03 ER - TY - JOUR TI - Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education AU - Kaliisa, Rogers AU - Picard, Michelle T2 - Australasian Journal of Educational Technology AB - This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education. DA - 2019/12/28/ PY - 2019 DO - 10.14742/ajet.5562 DP - ajet.org.au VL - 35 IS - 6 SP - 1 EP - 14 LA - en SN - 1449-5554 ST - Mobile learning policy and practice in Africa UR - https://ajet.org.au/index.php/AJET/article/view/5562 Y2 - 2022/06/27/11:35:48 KW - Africa KW - Mobile learning KW - equity KW - higher education KW - inclusive KW - policy ER - TY - RPRT TI - Social And Emotional Learning and EdTech: An Evidence Review AU - Kalifa, Damani, AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/07/13/ PY - 2021 LA - en M3 - FP-ETH Evidence review * PB - EdTech Hub KW - _EdTechHub_Output KW - _r:AddedByZotZen ER - TY - ELEC TI - Our Journey of Remoulding Data Collection - From Paper to KoboToolbox to Avni AU - Kale, Smita AB - Smita Kale, Monitoring and Evaluation Manager at Shelter Associates, shares about their journey of moving from Paper based data collection to digital systems, first using KoboToolbox and then to Avni. DA - 2020/// PY - 2020 LA - en UR - https://avniproject.org/blog/shelter-journey-remoulding-data-collection-paper-kobotoolbox-avni/ Y2 - 2022/07/08/07:19:53 ER - TY - ELEC TI - Ghana mulls over mobile phone ban in schools AU - Kaldezi, I AB - Ghana’s education service has started a campaign to ban the use of mobile phones in primary and secondary schools. The move, according to the educationists, will enable students to concentrate more on their studies. DA - 2016/// PY - 2016 LA - en_GB UR - https://www.dw.com/en/ghana-mulls-over-mobile-phone-ban-in-schools/a-19321377 Y2 - 2020/06/23/12:01:03 ER - TY - CONF TI - The Political Economy of School Education in Post-18th Amendment Balochistan AU - Kakar, Rafiullah AU - Saleem, Muhammad AU - Sarwar, Bilal AB - Application of ‘political settlement’ lens reveals that education outcomes aren’t recording major improvements because elite interest is aligned with neither learning nor access. Instead, elite interest is aligned more around patronage politics. Education delivery is driven by short-term, clientelist, political objectives, which are in turn shaped by the highly fragile, exclusive, fragmented and personalized nature of political settlement. C1 - Islamabad, Pakistan DA - 2022/// PY - 2022 DP - Zotero LA - en UR - https://rasta.pide.org.pk/wp-content/uploads/Governance-Public-Service-Delivery_Rafiullah-Kakar_WP.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - What is Agile Methodology: A primer on moving fast. How high-functioning teams build software AU - Kaiser, C. DA - 2019/// PY - 2019 PB - AngelList UR - https://angel.co/blog/agile-methodology-a-primer-on-moving-fast ER - TY - ELEC TI - KaiOS Home AU - KaiOS T2 - KaiOS AB - the mobile OS for smart feature phone to enable tomorrow LA - en-US UR - https://www.kaiostech.com/ Y2 - 2022/08/13/15:04:41 ER - TY - ELEC TI - KaiOS Home AU - KaiOS T2 - KaiOS AB - the mobile OS for smart feature phone to enable tomorrow LA - en-US UR - https://www.kaiostech.com/ Y2 - 2022/08/22/19:39:02 ER - TY - JOUR TI - Integrating Information Communication Technology Skills in Preschool Education in Kenya AU - Kaindio, Mauta AU - Wagithunu, Margaret T2 - Mediterranean Journal of Social Sciences AB - The study aimed at investigating the preparedness and attitude of ECDE teachers in preschools, and find out the current situation as far as ICT is concerned. The researchers adopted descriptive design. To obtain information on the current status of the ICT on whether there was any significant difference in preschool teachers’ preparedness in terms of age, qualifications, and experience on ICT. 52 preschool teachers were randomly selected and a questionnaire administered to them. The data was analyzed using SPSS computer software. It was clear from the finding that Kenya is not ready to integrate ICT in preschool curriculum, since the physical facilities, electricity, poverty, trained personnel and teachers’ attitudes towards ICT need to be addresses first. DOI: 10.5901/mjss.2014.v5n5p89 DA - 2014/04/01/ PY - 2014 DO - 10.5901/mjss.2014.v5n5p89 DP - ResearchGate VL - 5 J2 - Mediterranean Journal of Social Sciences ER - TY - JOUR TI - Integrating information communication technology skills in Preschool Education in Kenya AU - Kaindio, M.P. AU - Wagithunu, M.N. T2 - Mediterranean Journal of Social Sciences AB - The study aimed at investigating the preparedness and attitude of ECDE teachers in preschools, and find out the current situation as far as ICT is concerned. The researchers adopted descriptive design. To obtain information on the current status of the ICT on whether there was any significant difference in preschool teachers' preparedness in terms of age, qualifications, and experience on ICT. 52 preschool teachers were randomly selected and a questionnaire administered to them. The data was analyzed using SPSS computer software. It was clear from the finding that Kenya is not ready to integrate ICT in preschool curriculum, since the physical facilities, electricity, poverty, trained personnel and teachers' attitudes towards ICT need to be addresses first. DA - 2014/01/01/ PY - 2014 DO - 10.5901/mjss.2014.v5n5p DP - ResearchGate VL - 5 SP - 89 EP - 102 J2 - Mediterranean Journal of Social Sciences KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Framing student engagement in higher education AU - Kahu, Ella R. T2 - Studies in Higher Education AB - Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes. DA - 2013/06/01/ PY - 2013 DO - 10.1080/03075079.2011.598505 DP - Taylor and Francis+NEJM VL - 38 IS - 5 SP - 758 EP - 773 SN - 0307-5079 UR - https://doi.org/10.1080/03075079.2011.598505 Y2 - 2022/09/21/08:45:45 KW - critique KW - sociocultural perspectives KW - student engagement KW - teaching and learning KW - theoretical framework ER - TY - ELEC TI - JABSOM Library: Colandr for Systematic Reviews: Introducing Colandr AU - Kahili-Heede, Melissa AB - Using the systematic review tool for title and abstract screening, full-text article screening, and data extraction LA - en ST - JABSOM Library UR - https://hslib.jabsom.hawaii.edu/colandr/home Y2 - 2024/01/22/14:32:02 ER - TY - JOUR TI - Teachers’ perspectives on their use of ICT in teaching and learning: A case study AU - Kafyulilo, Ayoub AU - Keengwe, Jared T2 - Education and Information Technologies AB - This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning. DA - 2014/// PY - 2014 DO - 10.1007/s10639-013-9259-7 DP - Springer Link VL - 19 IS - 4 SP - 913 EP - 923 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - Teachers’ perspectives on their use of ICT in teaching and learning UR - https://doi.org/10.1007/s10639-013-9259-7 Y2 - 2020/11/18/14:05:54 ER - TY - JOUR TI - Teachers’ perspectives on their use of ICT in teaching and learning: A case study AU - Kafyulilo, Ayoub AU - Keengwe, Jared T2 - Education and Information Technologies AB - This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning. DA - 2014/// PY - 2014 DO - 10.1007/s10639-013-9259-7 DP - Springer Link VL - 19 IS - 4 SP - 913 EP - 923 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - Teachers’ perspectives on their use of ICT in teaching and learning UR - https://doi.org/10.1007/s10639-013-9259-7 Y2 - 2020/11/18/14:05:54 ER - TY - JOUR TI - Teachers’ perspectives on their use of ICT in teaching and learning: A case study AU - Kafyulilo, Ayoub AU - Keengwe, Jared T2 - Education and information technologies AB - This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning. DA - 2014/// PY - 2014 DO - 10.1007/s10639-013-9259-7 DP - solo.bodleian.ox.ac.uk VL - 19 IS - 4 SP - 913 EP - 923 LA - eng SN - 1360-2357 ST - Teachers’ perspectives on their use of ICT in teaching and learning KW - Case studies KW - Communication KW - Computer Appl. in Social and Behavioral Sciences KW - Computer Science KW - Computers and Education KW - Education KW - Educational Technology KW - Information Systems Applications (incl.Internet) KW - Information technology KW - Learning KW - Learning strategies KW - Mathematics KW - Pedagogy KW - Science KW - Student Learning KW - Study and teaching KW - Teacher attitudes KW - Teachers KW - Teaching KW - Technology Integration KW - Technology application KW - Training KW - User Interfaces and Human Computer Interaction ER - TY - JOUR TI - Factors affecting teachers’ continuation of technology use in teaching AU - Kafyulilo, Ayoub AU - Fisser, Petra AU - Voogt, Joke T2 - Education and Information Technologies AB - This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and technological factors. Twelve teachers and three school leaders participated in the study. Data was collected through interviews. Findings showed that the continuation of technology use differed for the teachers involved in the professional development program. While all teachers reported to have gained knowledge and skills through the professional development program and were positive about technology use in education, only some teachers continued the use of technology. The data revealed that despite the challenges that all teachers in the sample encountered when using technology in their teaching (such as large classrooms, problems with electricity supply, lack of time and lack of technology tools), the encouragement of school management was a critical factor in teachers’ continuation of technology use. Implications of the findings are discussed. DA - 2016/// PY - 2016 DO - 10.1007/s10639-015-9398-0 DP - Springer Link VL - 21 IS - 6 SP - 1535 EP - 1554 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-015-9398-0 Y2 - 2020/11/18/14:06:55 ER - TY - JOUR TI - Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania AU - Kafyulilo, Ayoub AU - Fisser, Petra AU - Voogt, Joke T2 - Education and Information Technologies AB - This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching. DA - 2016/// PY - 2016 DO - 10.1007/s10639-014-9321-0 DP - Springer Link VL - 21 IS - 2 SP - 301 EP - 318 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-014-9321-0 Y2 - 2020/11/18/14:09:36 KW - CAREER development KW - CHEMISTRY education KW - Computer Software KW - Computers--Information Science And Information Theory KW - Cooperation KW - EDUCATIONAL technology KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational technology KW - Focus Groups KW - Foreign Countries KW - In-service science teachers KW - Interviews KW - Lesson design in teams KW - Lesson plans KW - MICROSOFT PowerPoint (Computer software) KW - Observation KW - PROFESSIONAL education KW - Professional Development KW - Professional development KW - Questionnaires KW - Reflection KW - SCIENCE teachers KW - SECONDARY schools KW - Science Instruction KW - Science Teachers KW - Science teachers KW - Secondary Education KW - Secondary Schools KW - Secondary school teachers KW - TPACK KW - Tanzania KW - Teaching Methods KW - Teamwork KW - Technology Integration KW - Technology Uses in Education KW - Technology integration knowledge and skills KW - Visual Aids KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Open systems KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096124 KW - __finaldtb ER - TY - JOUR TI - ICT use in science and mathematics teacher education in Tanzania: Developing Technological Pedagogical Content Knowledge AU - Kafyulilo, Ayoub AU - Fisser, Petra AU - Pieters, Jules AU - Voogt, Joke T2 - Australasian Journal of Educational Technology AB - Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology in science and mathematics teaching. Pre-service teachers (N=22) participated in microteaching, hands-on training, collaborative lesson design in design teams, and reflection with peers. Pre- and post-assessment results of the pre-service teachers’ perceived knowledge and skills of integrating technology in teaching, showed significant changes in technology-related components of TPACK. We conclude that opportunities for pre-service teachers to participate in professional development programs that involve lesson design, teaching, evaluation and re-design, can be effective for the development of the knowledge and skills of integrating technology in science and mathematics teaching. DA - 2015/// PY - 2015 DO - 10.14742/ajet.1240 DP - ajet.org.au VL - 31 IS - 4 LA - en SN - 1449-5554 ST - ICT Use in Science and Mathematics Teacher Education in Tanzania UR - https://ajet.org.au/index.php/AJET/article/view/1240 Y2 - 2020/11/18/14:07:28 KW - TPACK KW - lesson design KW - microteaching KW - reflection KW - technology integration KW - training ER - TY - CHAP TI - Developing TPACK in science and mathematics teacher education in Tanzania: A proof of concept study AU - Kafyulilo, Ayoub AU - Fisser, Petra T2 - Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning A2 - Pieters, Jules A2 - Voogt, Joke A2 - Pareja Roblin, Natalie AB - Since 1997, the government of Tanzania has made several attempts at introducing technology into education. However, despite these efforts technology has not become integrated into educational practice. A main reason is that teachers do not embrace the use of technology in their teaching. This study was initiated to design, implement and evaluate a professional development arrangement aimed at promoting teachers’ use of technology in their teaching practice. The study started with a ‘proof of concept’ study. Based on experiences in Ghana and Kuwait, a professional development arrangement was developed that incorporated ‘learning technology by design’ to prepare pre-service science and math teachers for using technology in their teaching. The experiences from this study informed the design of a professional development arrangement for practicing science teachers. The iterative design, implementation and evaluation of the professional development arrangements will be presented and discussed. DA - 2019/// PY - 2019 DP - Springer Link SP - 139 EP - 155 LA - en PB - Springer International Publishing SN - 978-3-030-20062-6 ST - Developing TPACK in Science and Mathematics Teacher Education in Tanzania UR - https://doi.org/10.1007/978-3-030-20062-6_8 Y2 - 2021/01/25/14:41:51 ER - TY - JOUR TI - Supporting teachers learning through the collaborative design of technology-enhanced science lessons AU - Kafyulilo, Ayoub C. AU - Fisser, Petra AU - Voogt, Joke T2 - Journal of Science Teacher Education AB - This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation. DA - 2015/// PY - 2015 DO - 10.1007/s10972-015-9444-1 DP - Taylor and Francis+NEJM VL - 26 IS - 8 SP - 673 EP - 694 SN - 1046-560X UR - https://doi.org/10.1007/s10972-015-9444-1 Y2 - 2020/11/18/14:10:53 KW - Design teams KW - Interconnected model of professional growth KW - Professional development KW - Support KW - TPACK KW - Teachers KW - Technology ER - TY - JOUR TI - Supporting teachers learning through the collaborative design of technology-enhanced science lessons AU - Kafyulilo, Ayoub C. AU - Fisser, Petra AU - Voogt, Joke T2 - Journal of Science Teacher Education AB - This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation. DA - 2015/// PY - 2015 DO - 10.1007/s10972-015-9444-1 DP - Taylor and Francis+NEJM VL - 26 IS - 8 SP - 673 EP - 694 SN - 1046-560X UR - https://doi.org/10.1007/s10972-015-9444-1 Y2 - 2020/11/18/14:10:53 KW - Design teams KW - Interconnected model of professional growth KW - Professional development KW - Support KW - TPACK KW - Teachers KW - Technology ER - TY - JOUR TI - Supporting teachers learning through the collaborative design of technology-enhanced science lessons AU - Kafyulilo, Ayoub C. AU - Fisser, Petra AU - Voogt, Joke T2 - Journal of Science Teacher Education AB - This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation. DA - 2015/// PY - 2015 DO - 10.1007/s10972-015-9444-1 DP - Taylor and Francis+NEJM VL - 26 IS - 8 SN - 1046-560X UR - https://www.researchgate.net/publication/288905073_Supporting_Teachers_Learning_Through_the_Collaborative_Design_of_Technology-Enhanced_Science_Lessons Y2 - 2020/09/28/10:33:04 KW - Design teams KW - Interconnected model of professional growth KW - Professional development KW - Support KW - TPACK KW - Teachers KW - Technology KW - _Source:Intuitive KW - _THEME: Open systems KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425910 KW - __finaldtb ER - TY - CHAP TI - Challenges and opportunities for e-learning in education: A case study AU - Kafyulilo, Ayoub C. T2 - Handbook of Research on Educational Technology Integration and Active Learning AB - This chapter presents a review of literature on the existing opportunities and challenges of adopting e-learning in education in Tanzania and the possible measures to overcome some challenges. The study also assessed the primary factors contributing to the slow and limited use and integration of tec... DA - 2015/// PY - 2015 SP - 317 EP - 328 LA - en PB - IGI Global SN - 978-1-4666-8363-1 ST - Challenges and Opportunities for E-Learning in Education UR - www.igi-global.com/chapter/challenges-and-opportunities-for-e-learning-in-education/128052 Y2 - 2020/11/18/14:40:21 ER - TY - JOUR TI - Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania AU - Kafyulilo, Ayoub T2 - Education and Information Technologies AB - This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar es salaam University College of Education (DUCE) as well as 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania, participated in the study. Data were collected by using pre-service teachers’ questionnaire, students’ questionnaire, and the instructors’, and in-service teachers’ interviews. Findings showed that all in-service teachers, college instructors and pre-service teachers had mobile phones. Also 60 % of school students owned mobile phones, or had access to mobile phones. Students, pre-service teachers and college instructors were in favour of the use of mobile phones for learning, but the majority of in-service teachers were against it. Since mobile phones are the most available technological tools in schools, this study, recommend a professional development programme for in-service teachers to help them develop a positive attitude towards mobile phones use in teaching and learning. DA - 2014/// PY - 2014 DO - 10.1007/s10639-012-9207-y DP - Springer Link VL - 19 IS - 1 SP - 115 EP - 127 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-012-9207-y Y2 - 2020/11/18/14:06:31 ER - TY - JOUR TI - The relevance of authentic learning activities in developing competency and confidence of integrating technology in teaching among pre-service teachers in Tanzania AU - Kafyulilo, Ayoub T2 - The African Symposium: An online journal of the African Educational Research Network DA - 2012/// PY - 2012 VL - 12 IS - 1 SP - 99 EP - 109 UR - http://repository.udsm.ac.tz:8080/xmlui/bitstream/handle/20.500.11810/3494/The%20Relevance%20Of%20Authentic%20Learning%20Activities%20In%20Developing%20Competency%20And%20Confidence%20Of%20Integrating%20Technology%20In%20Teaching%20Among%20Pre-Service%20Teachers%20In%20Tanzania.pdf?sequence=1&isAllowed=y Y2 - 2021/01/05/11:29:19 KW - ⛔ No DOI found ER - TY - JOUR TI - A structured model of the dynamics of student learning in developing countries, with applications to policy AU - Kaffenberger, Michelle AU - Pritchett, Lant T2 - International Journal of Educational Development AB - Learning trajectories vary amazingly widely across countries, regions, and individual students in dynamic ways. In this paper we develop a parametrized structural model of the dynamics of the learning process and use the model for suggestive policy applications. We first synthesize the existing empirical literature on learning profiles, which suggest a clear set of parameters that formally characterize the learning process. We then calibrate this model of the learning process to reproduce the distribution of observed learning outcomes in low- and middle-income countries. Applying our calibrated model to policy simulations, we find that expanding schooling to universal attainment of basic education without changing the dynamics of the learning process would produce very little additional learning. Adjusting other parameters in the model, however, has large, positive effects. Slowing the pace of curriculum, so that more children can keep up, increases average learning in grade 10 by the learning equivalent of 1.6 years of schooling. Expanding the student skill levels that learn from a given level of instruction to account for within classroom heterogeneity of learning levels increases average grade 10 learning by the equivalent of a full year of schooling. The parameters we use are flexible, to accommodate the learning process in different contexts, and future work could explore additional parameterizations and calibrations for informing plans to improve education systems’ coherence for learning. DA - 2021/04/01/ PY - 2021 DO - 10.1016/j.ijedudev.2021.102371 DP - ScienceDirect VL - 82 SP - 102371 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059321000249 Y2 - 2022/08/25/21:29:18 KW - Dynamics of learning KW - Education policy KW - Learning trajectories KW - Low and middle income countries KW - Modelling learning ER - TY - RPRT TI - Women's Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain't Learning AU - Kaffenberger, Michelle AU - Pritchett, Lant CY - Oxford DA - 2020/// PY - 2020 PB - University of Oxford UR - https://riseprogramme.org/sites/default/files/2020-09/RISE_WP-049_Kaffenberger_Pritchett.pdf ER - TY - RPRT TI - A Typology of Learning Profiles: Tools for Analysing the Dynamics of Learning AU - Kaffenberger, Michelle DA - 2019/// PY - 2019 LA - en ST - A Typology of Learning Profiles UR - https://riseprogramme.org/publications/typology-learning-profiles-tools-analysing-dynamics-learning Y2 - 2022/08/25/21:31:10 ER - TY - BLOG TI - How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help? AU - Kaffenberger, Michelle T2 - Brookings AB - How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help? DA - 2020/06/15/T15:29:44+00:00 PY - 2020 LA - en-US UR - https://www.brookings.edu/blog/education-plus-development/2020/06/15/how-much-learning-may-be-lost-in-the-long-run-from-covid-19-and-how-can-mitigation-strategies-help/ Y2 - 2020/07/31/21:19:15 ER - TY - JOUR TI - Impact of Podcasting on Pronunciation Skills of Pre-Service EFL Teachers AU - Kafes, Huseyin AU - Caner, Mustafa T2 - Turkish Online Journal of Distance Education AB - This explorative qualitative study investigates EFL freshmen's perception of the impact of creating pronunciation podcasts on their pronunciation skills. The study was conducted with the participation of 80 freshmen, enrolled in a Teaching English as a Foreign Language teacher education program at a Turkish state university. Data were collected through semi-structured interviews, investigator notes, records of dashboard activities, analytics and performance tracking records of the LMS, and podcasts created by the participants as well as the recordings of the peer feedbacks on the discussion board. Analysis of the data was done through content analysis technique, presenting the thematized findings through analytical generalizations. Results have shown that the participants have positive views of creating pronunciation podcasts and that podcasting freed them to a great extent from the spatio-temporal limitations of the classroom, allowing them to study and practice pronunciation at their own convenience. The findings are discussed with reference to pronunciation, recommendations for EFL freshmen are made, and implications are offered. DA - 2020/07// PY - 2020 DP - ERIC VL - 21 IS - 3 LA - en SN - 1302-6488 UR - https://eric.ed.gov/?id=EJ1261341 Y2 - 2022/09/23/10:57:48 KW - Audio Equipment KW - College Freshmen KW - Content Analysis KW - English (Second Language) KW - Feedback (Response) KW - Foreign Countries KW - Generalization KW - Independent Study KW - Language Teachers KW - Management Systems KW - Positive Attitudes KW - Preservice Teachers KW - Pronunciation KW - Pronunciation Instruction KW - Second Language Instruction KW - Second Language Learning KW - Student Attitudes KW - Teacher Education Programs KW - Teaching Methods KW - ⛔ No DOI found ER - TY - JOUR TI - Can free primary education meet the needs of the poor?: evidence from Malawi AU - Kadzamira, Esme AU - Rose, Pauline T2 - International Journal of Educational Development AB - Following elections in 1994, the Government of Malawi embarked on an ambitious programme of free primary education (FPE), resulting in a dramatic increase in enrolment. The paper argues that the policy did not sufficiently consider the ways in which direct and indirect costs of schooling continue to be prohibitive for some households, or the effects that the expansion would have on quality. The relevance of education for the majority of children who receive only a few years of primary schooling is also questioned. The paper suggests that FPE might not be contributing to the achievement of poverty alleviation goals, as intended. DA - 2003/09/01/ PY - 2003 DO - 10.1016/S0738-0593(03)00026-9 DP - ScienceDirect VL - 23 IS - 5 SP - 501 EP - 516 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Can free primary education meet the needs of the poor? UR - https://www.sciencedirect.com/science/article/pii/S0738059303000269 Y2 - 2022/11/16/00:15:24 KW - Development KW - Educational policy KW - Gender KW - International education KW - Malawi KW - Poverty ER - TY - RPRT TI - Teacher motivation and incentives in Malawi AU - Kadzamira, Esme Chipo CY - Centre for Educational Research and Training, University of Malawi DA - 2006/// PY - 2006 DP - Zotero ER - TY - RPRT TI - Teacher motivation and incentives in Malawi AU - Kadzamira, Esme Chipo CY - Zomba, Malawi DA - 2006/// PY - 2006 DP - Google Scholar SP - 1 EP - 26 LA - en PB - Centre for Educational Research and Training, University of Malawi UR - https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b KW - C:Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - RPRT TI - Teacher motivation and incentives in Malawi AU - Kadzamira, Esme Chipo CY - Zomba, Malawi DA - 2006/// PY - 2006 DP - Google Scholar SP - 1 EP - 26 LA - en PB - Centre for Educational Research and Training, University of Malawi UR - https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b KW - C:Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - RPRT TI - Teacher motivation and incentives in Malawi AU - Kadzamira, Esme Chipo CY - Zomba, Malawi DA - 2006/// PY - 2006 DP - Google Scholar SP - 1 EP - 26 LA - en PB - Centre for Educational Research and Training, University of Malawi UR - https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b KW - C:Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - NEWS TI - Zim tops Cambridge International exam entries AU - Kadirire, Helen T2 - Daily News (Zimbabwe) AB - ZIMBABWE is delivering the highest number of Cambridge International examinations entries in sub-Saharan Africa and the 10th most entries each year globally, reflecting the growth of Cambridge International qualifications in the country. DA - 2020/// PY - 2020 DP - dailynews.co.zw LA - en-GB SE - News UR - https://dailynews.co.zw/zim-tops-cambridge-international-exam-entries/ Y2 - 2020/06/27/15:52:29 ER - TY - BLOG TI - First Lessons from Our Study: Optimising Messaging for Returns to School AU - Kably, Nathan AU - Mitchell, Joel AU - Zhao, Annette AU - D'Rozario, Jonny T2 - EdTech Hub AB - This blog examines the valuable insights gained from EdTech Hub's initial research on the use of messaging (primarily text messaging) to assist caregivers in promoting their children's school attendance. In this blog, we delve into the workings of messaging mechanisms and share our study findings. Additionally, we outline critical considerations for those interested in developing a comparable intervention. Read on to learn more... DA - 2023/03/08/T13:39:15+00:00 PY - 2023 LA - en-US ST - First Lessons from Our Study UR - https://edtechhub.org/2023/03/08/optimising-messaging-to-help-returns-to-school/ Y2 - 2024/02/14/15:30:56 ER - TY - JOUR TI - Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained AU - Kabilan, Muhammad Kamarul AU - Khan, Mahbub Ahsan T2 - Computers & Education AB - Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.) DA - 2012/05// PY - 2012 DO - 10.1016/j.compedu.2011.11.011 VL - 58 IS - 4 SP - 1007 EP - 1020 LA - English SN - 0360-1315, 0360-1315 UR - https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained AN - 964181150; EJ955344 KW - Academic Achievement KW - Alternative Assessment KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Publishing KW - English (Second Language) KW - Ethics KW - Evaluation KW - Faculty Workload KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Internet KW - Language Teachers KW - Malaysia KW - Negative Attitudes KW - Portfolios (Background Materials) KW - Preservice Teachers KW - Reliability KW - Teacher Competencies KW - Teacher Education KW - Teaching Methods KW - Validity KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097613 KW - __finaldtb KW - auto_merged ER - TY - JOUR TI - Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained AU - Kabilan, Muhammad Kamarul AU - Khan, Mahbub Ahsan T2 - Computers & Education AB - Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.) DA - 2012/05// PY - 2012 DO - 10.1016/j.compedu.2011.11.011 VL - 58 IS - 4 SP - 1007 EP - 1020 LA - English SN - 0360-1315, 0360-1315 UR - https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained AN - 964181150; EJ955344 KW - Academic Achievement KW - Alternative Assessment KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Publishing KW - English (Second Language) KW - Ethics KW - Evaluation KW - Faculty Workload KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Internet KW - Language Teachers KW - Malaysia KW - Negative Attitudes KW - Portfolios (Background Materials) KW - Preservice Teachers KW - Reliability KW - Teacher Competencies KW - Teacher Education KW - Teaching Methods KW - Validity KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097613 KW - __finaldtb ER - TY - JOUR TI - Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained AU - Kabilan, Muhammad Kamarul AU - Khan, Mahbub Ahsan T2 - Computers & Education AB - Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.) DA - 2012/05// PY - 2012 DO - 10.1016/j.compedu.2011.11.011 VL - 58 IS - 4 SP - 1007 EP - 1020 LA - English SN - 0360-1315, 0360-1315 UR - https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained AN - 964181150; EJ955344 KW - Academic Achievement KW - Alternative Assessment KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Publishing KW - English (Second Language) KW - Ethics KW - Evaluation KW - Faculty Workload KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Internet KW - Language Teachers KW - Malaysia KW - Negative Attitudes KW - Portfolios (Background Materials) KW - Preservice Teachers KW - Reliability KW - Teacher Competencies KW - Teacher Education KW - Teaching Methods KW - Validity KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097613 KW - __finaldtb ER - TY - JOUR TI - Assessing pre-service English language teachers' learning using e-portfolios: Benefits, challenges and competencies gained AU - Kabilan, Muhamad AU - Khan, Mahbub T2 - Computers & Education AB - Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students’ learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers’ practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers’ practices of e-portfolios – (1) developing understanding of an effective teacher’s role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. DA - 2012/05/01/ PY - 2012 DO - 10.1016/j.compedu.2011.11.011 DP - ResearchGate VL - 58 J2 - Computers & Education ST - Assessing pre-service English language teachers' learning using e-portfolios ER - TY - RPRT TI - Sierra Leone 2015 Population and Housing Census: Thematic Report on Disability AU - Kabia, Francis AU - Tarawally, Umaru DA - 2017/10// PY - 2017 PB - Statistics Sierra Leone UR - https://sierraleone.unfpa.org/sites/default/files/pub-pdf/Disability%20Report.pdf Y2 - 2020/12/15/15:27:01 ER - TY - STAT TI - The Tertiary Education Commission Act AU - Kabbah, President Alhaji Ahmad Tejan DA - 2001/10/25/ PY - 2001 VL - 8 UR - http://sierra-leone.org/Laws/2001-8.pdf Y2 - 2020/12/15/18:48:55 ER - TY - STAT TI - The National Council for Technical , Vocational and other Academic Awards Act AU - Kabbah, President Alhaji Ahmad Tejan DA - 2001/10/25/ PY - 2001 VL - 10 UR - http://www.sierra-leone.org/Laws/2001-10.pdf Y2 - 2020/12/15/18:52:26 ER - TY - STAT TI - The Polytechnics Act AU - Kabbah, President Alhaji Ahmad Tejan DA - 2001/10/25/ PY - 2001 VL - 9 UR - http://www.sierra-leone.org/Laws/2001-9.pdf Y2 - 2020/12/15/18:56:01 ER - TY - STAT TI - The Education Act, 2004 AU - Kabbah, President Alhaji Ahmad Tejan DA - 2004/04/01/ PY - 2004 M1 - 2 UR - http://www.sierra-leone.org/Laws/2004-2p.pdf Y2 - 2020/11/23/19:16:19 ER - TY - STAT TI - The Universities Act AU - Kabbah, President Alhaji Ahmad Tejan DA - 2005/// PY - 2005 SP - 26 LA - en UR - http://lawofficers.gov.sl/PDF_Docs/The%20University%20Act%202005.pdf ER - TY - JOUR TI - E-learning tools for public awareness programme education in disaster risk management: Case study of the city of Cape Town disaster risk management centre AU - Kabaka, Martha AU - Stoltenkamp, Juliet T2 - Proceedings of the International Conference on e-Learning, ICEL AB - Disaster occurrence around the world has in the past few decades increased at an alarming rate necessitating an urgent need for mitigation strategies. As a result, research has indicated the usefulness of Information Communication Technology (ICT) in disaster risk management. Furthermore, ICT generally plays a critical role in all aspects of disaster risk management such as: early warning prediction; informing and circulating information relating to disasters to communities especially those at risk as promptly as possible and providing communication structures immediately after a disaster occurrence. As part of its planning and precautionary measures in responding to disasters, the City of Cape Town Disaster Risk Management Centre (CoCTDRMC) implements public awareness programmes across the city. The most acclaimed is an annual awareness programme especially for high school learners selected from various schools across the city. The learner participants are expected to act as change agents in their communities. In 2012, learners from twelve different schools across the city benefited from this programme. They were expected to educate families, friends, schoolmates and communities generally on the topical issues surrounding disaster risk management. This study uses a case study approach. Since the target audience of the programme is the youth, there is need to shift towards utilising ICT. The aim of this paper is to look at how e-learning as an ICT tool can be integrated in the implementation of Public Awareness Education Programme (PAEP), so as to target broader audience and create an increased capacity building across the City of Cape Town (CoCT). The examination considers providing tools that are accessible, dependable, resilient and flexible among the residents so as to reach the grassroots levels where communities are mostly affected. The paper considers a combination of tools so as to support behavioural change. Some of the research findings are that, the 2012 programme was very beneficial and successful. Henceforth there is need to target a broader audience, and although the CoCTDRMC does make use of some relevant ICTs, there is need for additional and upgraded technological resources. Also pertinent is the fact that e-learning can play a major role in making sure that a broader audience is reached if applied effectively. The findings of the research are of relevance to the CoCTDRMC and other municipalities across South Africa. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape can also use these findings to develop and implement an e-learning course for both employees of CoCTDRMC and other interested community members. This will guide them on how e-learning can assist in fostering a successful implementation of PAEP across the city. DA - 2013/// PY - 2013 IS - 2006 SP - 488 EP - 495 KW - Disaster KW - Disaster risk management KW - E-learning KW - Information communication technology KW - Public awareness education programme KW - ⛔ No DOI found ER - TY - RPRT TI - Technology and Teacher Professional Development (TPD): the Process and Content of Microlearning in a School-Based Integrated In-Service Teacher Education (INSET) Project AU - Junaid, Muhammad Ibn AU - Ogange, Betty AU - Allela, Melisa AB - Continuing teacher professional development for all teachers across the entire school system poses a challenge in many contexts, especially in developing countries. Teachers from schools located in remote rural areas usually have fewer professional development opportunities due to the lack of accessibility either to their schools or to professional development resources. On-site school-based professional development is a viable option if innovative design is adapted to generate microlearning resources that teachers can easily access and share. This paper reports on a technology enabled school-based integrated INSET project coordinated by the Freetown Teachers College (FTC) in 12 junior secondary schools (JSS) in Sierra Leone under the COL’s Teacher Futures Programme. The project represents an innovation in TPD and is different from the general type of face-to-face and exclusively paper-based in-service teacher training programme common in Sierra Leone. Under the new project a multimodal approach is used where the FTC mentors and the communities of learners (JSS teachers) are presented with both print and microlearning resources and also provided access to an eLearning platform and the use of mobile phones as the main vehicles of delivery. Microlearning is an emergent learning strategy known for its quick response in bridging skills and knowledge gaps. In the context of the INSET Project, it involves a weekly dose of pedagogical content knowledge and skills, including modelling of classroom best practices which teachers can adapt and use. The project design and methods are briefly described, but the main focus of the paper is on the microlearning component of this project and discusses the use of mobile technology in the delivery and implementation of TPD in the 12 project schools. The emphasis is on the methodological and management challenges that arise in creating and nurturing communities of practice (CoPs) in a school-based setting and how these are addressed by the various schools involved. DA - 2019/// PY - 2019 LA - EN PB - Commonwealth of Learning (COL) SN - 287 UR - http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y Y2 - 2020/12/15/12:43:09 ER - TY - RPRT TI - In Service Teacher Education in Sub-Saharan Africa: A Synthesis Report AU - Junaid, Muhammad Ibn AU - Maka, Francois CY - London DA - 2015/// PY - 2015 PB - Commonwealth Secretariat UR - http://www.iicba.unesco.org/sites/default/files/In-Service%20booklet%201.pdf Y2 - 2020/01/14/12:27:05 ER - TY - BOOK TI - Study on Role of Radio for Rural Education in Pakistan AU - Jumani, Nabi Bux AB - It was found that the majority of the listeners possessed radio sets and was getting benefit from the educational programmes of radio. The programmes were informative and motivating. The strategies of radio for rural education were appreciable because these infused mobility, widened horizon of rural people and focused attention on the goals and problems of rural people. It could be used to enhance literacy (through distance and non-formal education). The producers/comperes were found keenly interested in their job. It was revealed that priority was given to education and rural development programmes of radio. Programmes needed detail and summary at the end. Furthermore language was not easy. Mobile radio station was needed for rural educational programme to cater to the needs of far flung areas. School broadcast (distance and non-formal teaching) was the need of the day. Social workers/opinion leaders opined that there was need of developing self reliance. Radio provides guidance to rural people in solving the problems of rural development. They felt the need of starting school broadcasting. Radio was being utilized for apprising villagers with their problem. There was need of maintaining more educational programmes. Rural programmes were to be in mother tongue. It was recommended that for educational purposes Radio Pakistan and AIOU may produce programmes which have their strong links/roots in the surroundings of the rural people. Radio schools like Interactive Radio instruction (IRI) may be used for effective teaching learning process in rural areas. Time of educational programmes should be enhanced. Programmes like radio rural forum may be started as well as open broadcasting should be adopted for rural development programme. (Contains 5 tables.) DA - 2009/10// PY - 2009 DP - ERIC VL - 10 LA - en UR - https://eric.ed.gov/?id=ED506780 Y2 - 2020/12/01/16:44:43 KW - Distance Education KW - Educational Technology KW - Foreign Countries KW - Instructional Effectiveness KW - Nonformal Education KW - Radio KW - Rural Areas KW - Rural Development KW - Rural Education KW - Teaching Methods ER - TY - ELEC TI - Laptops lie idle in schools on lack of skilled tutors AU - July 25 2018, Wednesday T2 - Business Daily AB - Lower primary public school teachers are not using technology in classrooms due to computer illiteracy. LA - en UR - https://www.businessdailyafrica.com/bd/economy/laptops-lie-idle-in-schools-on-lack-of-skilled-tutors-2212514 Y2 - 2021/06/07/12:43:56 ER - TY - JOUR TI - Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools AU - Jull, Stephen AU - Swaffield, Sue AU - MacBeath, John T2 - School Leadership & Management DA - 2014/01// PY - 2014 DO - 10.1080/13632434.2013.849679 DP - DOI.org (Crossref) VL - 34 IS - 1 SP - 69 EP - 84 J2 - School Leadership & Management LA - en SN - 1363-2434, 1364-2626 ST - Changing perceptions is one thing… UR - http://www.tandfonline.com/doi/abs/10.1080/13632434.2013.849679 Y2 - 2020/03/10/12:31:55 ER - TY - JOUR TI - Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support: A Cluster Randomized Trial AU - Jukes, Matthew C. H. AU - Turner, Elizabeth L. AU - Dubeck, Margaret M. AU - Halliday, Katherine E. AU - Inyega, Hellen N. AU - Wolf, Sharon AU - Zuilkowski, Stephanie Simmons AU - Brooker, Simon J. T2 - Journal of Research on Educational Effectiveness AB - We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya. DA - 2017/07/03/ PY - 2017 DO - 10.1080/19345747.2016.1221487 DP - DOI.org (Crossref) VL - 10 IS - 3 SP - 449 EP - 481 J2 - Journal of Research on Educational Effectiveness LA - en SN - 1934-5747, 1934-5739 ST - Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support UR - https://www.tandfonline.com/doi/full/10.1080/19345747.2016.1221487 Y2 - 2020/05/16/10:54:50 KW - Africa KW - Classroom Observation Techniques KW - Dropout Rate KW - ERIC, Current Index to Journals in Education (CIJE) KW - Early Childhood Education KW - Effect Size KW - Elementary Education KW - Elementary School Students KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Grade 1 KW - Grade 2 KW - Handheld Devices KW - Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs KW - Intelligence Tests KW - Intervention KW - Interviews KW - Kenya KW - Literacy Education KW - Maximum Likelihood Statistics KW - Pretests Posttests KW - Primary Education KW - Program Effectiveness KW - Promising Interventions Are Great, but Are They Enough? KW - Questionnaires KW - RCT KW - Randomized Controlled Trials KW - Raven Progressive Matrices KW - Rural Schools KW - Statistical Analysis KW - Teacher Improvement KW - Teaching Methods KW - Telecommunications KW - What We Are Learning About Early Education in Sub-Saharan Africa KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096051 KW - ___working_potential_duplicate KW - __finaldtb KW - early grade reading KW - literacy instruction ER - TY - JOUR TI - Closing the Digital Divide: Update From the Early Childhood Longitudinal Study AU - Judge, Sharon AU - Puckett, Kathleen AU - Bell, Sherry Mee T2 - The Journal of Educational Research AB - The authors examined the progress made toward equitable technology access and use over children's first 4 years of school. The sample consisted of 8,283 public school children who attended kindergarten, 1st, and 3rd grades. In 3rd grade, high-poverty schools had significantly more computers for instruction and a smaller ratio of children to computers than did low-poverty schools. Over the first 4 years of school, however, children attending low-poverty schools had significantly more access to home computers than did those attending high-poverty schools. Children's use of computers during 3rd grade differed by school-poverty status. Results indicate that access to, and use of, a home computer, the presence of a computer area in classrooms, frequent use of the Internet, proficiency in computer use, and low-poverty school status were correlated positively with academic achievement. In contrast, frequent use of software for reading was correlated negatively with reading achievement. DA - 2006/09/01/ PY - 2006 DO - 10.3200/JOER.100.1.52-60 DP - Taylor and Francis+NEJM VL - 100 IS - 1 SP - 52 EP - 60 SN - 0022-0671 ST - Closing the Digital Divide UR - https://doi.org/10.3200/JOER.100.1.52-60 Y2 - 2021/02/19/07:45:59 KW - Early Childhood Longitudinal Study KW - computer access in high- and low-poverty schools KW - first- and third-grade children KW - kindergarten ER - TY - JOUR TI - Extracting or Empowering?: A Critique of Participatory Methods for Marginalized Populations AU - Juarez, J. A. AU - Brown, K. D. T2 - Landscape Journal DA - 2008/01/01/ PY - 2008 DO - 10.3368/lj.27.2.190 DP - DOI.org (Crossref) VL - 27 IS - 2 SP - 190 EP - 204 J2 - Landscape Journal LA - en SN - 0277-2426, 1553-2704 ST - Extracting or Empowering? UR - http://lj.uwpress.org/cgi/doi/10.3368/lj.27.2.190 Y2 - 2023/05/19/22:37:30 ER - TY - JOUR TI - An overview of ICT for education of refugees and IDPs AU - Joynes, Chris AU - James, Zoe AB - This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson & Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson & Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson & Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin & Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson & Stannard 2018). DA - 2018/// PY - 2018 DP - Google Scholar SP - 24 LA - en KW - Google Scholar/ "education technology" refugees KW - RER theme_general KW - RER theme_pedagogies and modalities KW - ⛔ No DOI found ER - TY - RPRT TI - Overview of emerging country-level response to providing educational continuity under COVID-19: What’s working? What isn’t? AU - Joynes, Chris AU - Gibbs, Emma AU - Sims, Kate DA - 2020/04// PY - 2020 DP - Zotero LA - EN UR - https://edtechhub.org/wp-content/uploads/2020/04/summary-emerging-country-level-responses.pdf KW - COV:COVID and reopening of schools KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - JOUR TI - What’s working? What isn’t? AU - Joynes, Chris AU - Gibbs, Emma AU - Sims, Kate DP - Zotero SP - 14 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Report for EdTechHub (ODI) AU - Joynes, Chris AU - Gibbs, Emma DP - Zotero SP - 30 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Bridging the Gap Between Research and Practice: Predicting What Will Work Locally AU - Joyce, Kathryn E. AU - Cartwright, Nancy T2 - American Educational Research Journal AB - This article addresses the gap between what works in research and what works in practice. Currently, research in evidence-based education policy and practice focuses on randomized controlled trials. These can support causal ascriptions (?It worked?) but provide little basis for local effectiveness predictions (?It will work here?), which are what matter for practice. We argue that moving from ascription to prediction by way of causal generalization (?It works?) is unrealistic and urge focusing research efforts directly on how to build local effectiveness predictions. We outline various kinds of information that can improve predictions and encourage using methods better equipped for acquiring that information. We compare our proposal with others advocating a better mix of methods, like implementation science, improvement science, and practice-based evidence. DA - 2020/06// PY - 2020 DO - 10.3102/0002831219866687 DP - SAGE Journals VL - 57 IS - 3 SP - 1045 EP - 1082 J2 - American Educational Research Journal LA - en SN - 0002-8312, 1935-1011 ST - Bridging the Gap Between Research and Practice UR - https://doi.org/10.3102/0002831219866687 Y2 - 2020/01/07/15:35:08 ER - TY - JOUR TI - Mobile phone use in two secondary schools in Tanzania AU - Joyce-Gibbons, Andrew AU - Galloway, David AU - Mollel, Andrew AU - Mgoma, Sylvester AU - Pima, Madeleke AU - Deogratias, Enos T2 - Education and Information Technologies AB - Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students’ use – and awareness of misuse – of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning. DA - 2018/// PY - 2018 DO - 10.1007/s10639-017-9586-1 DP - Springer Link VL - 23 IS - 1 SP - 73 EP - 92 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-017-9586-1 Y2 - 2020/11/18/14:11:26 ER - TY - RPRT TI - Open Government Case Study: Costing Sierra Leone’s Open Data Program AU - Joswiak, Naomi DA - 2017/// PY - 2017 PB - Results for Development UR - https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf Y2 - 2020/12/18/12:18:01 KW - ___working_potential_duplicate ER - TY - RPRT TI - Open Government Case Study: Costing Sierra Leone’s Open Data Program AU - Joswiak, Naomi DA - 2017/08// PY - 2017 PB - Results for Development UR - https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf Y2 - 2020/12/15/17:44:11 KW - ___working_potential_duplicate ER - TY - JOUR TI - The Efficacy of Low Vision Devices for Students in Specialized Schools for Students who are Blind in Kathmandu Valley, Nepal AU - Joshi, Mahesh R. AU - Yamagata, Yoshitaka AU - Akura, Junsuke AU - Shakya, Suraj T2 - Journal of Visual Impairment & Blindness AB - In Nepal, children with low vision attend specialized schools for students who are totally blind and are treated as if they were totally blind. This study identified children with low vision and provided low vision devices to them. Of the 22% of the students in the school who had low vision, 78.5% benefited from the devices. Proper devices and counseling improved the quality of life of a significant number of these students. DA - 2008/// PY - 2008 DO - 10.1177/0145482X0810200706 DP - SAGE Journals VL - 102 IS - 7 SP - 430 EP - 435 J2 - Journal of Visual Impairment & Blindness LA - en SN - 0145-482X UR - https://doi.org/10.1177/0145482X0810200706 Y2 - 2020/12/10/16:35:43 ER - TY - JOUR TI - Gender and the digital divide across urban slums of New Delhi, India: cross-sectional study AU - Joshi, Ashish AU - Malhotra, Bhavya AU - Amadi, Chioma AU - Loomba, Menka AU - Misra, Archa AU - Sharma, Shruti AU - Arora, Arushi AU - Amatya, Jaya T2 - Journal of Medical Internet Research DA - 2020/06// PY - 2020 DO - 10.2196/14714 VL - 22 IS - 6 SP - e14714 UR - https://www.jmir.org/2020/6/e14714 Y2 - 2021/10/25/17:46:01 ER - TY - RPRT TI - A Country-Level Research Review: EdTech in Tanzania AU - Jordan, Katy AU - Proctor, Jamie AU - Koomar, Saalim AU - Bapna, Akanksha AB - This document presents a review of the research landscape in Tanzania in relation to EdTech research focused on learners, teachers, or systems at the level of school-based education, excluding higher education (HE). The review draws upon the research literature, policy documents, grey literature, and interviews with key stakeholders in order to present an overview of the research landscape in Tanzania. There is a substantial body of relevant EdTech research which has been undertaken in Tanzania in the past decade. Eighty research articles were identified for inclusion in the review. This document provides an overview of trends in this literature and key actors and projects, and provides a specific focus upon existing research which relates to EdTech Hub’s ‘high-potential evidence gaps’ (HPEG) framework. In combination with political economy analysis, three areas for future research which would be practical and likely to have high impact are identified and described. DA - 2021/03/18/ PY - 2021 DP - Zenodo PB - Zenodo ST - A Country-Level Research Review UR - https://zenodo.org/record/4618376 Y2 - 2021/09/30/11:00:15 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodoETH ER - TY - RPRT TI - EdTech and girls education in low- and middle-income countries: which intervention types have the greatest impact on learning outcomes for girls? AU - Jordan, Katy AU - Myers, Christina AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/03/31/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/9RGDIIHD KW - _r:AddedByZotZen ER - TY - JOUR TI - EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? AU - Jordan, Katy AU - Myers, Christina AB - Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls’ education. However, the existing evidence base in relation to girls’ learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender [7]. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019.We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future. DA - 2022/06// PY - 2022 DO - 10.17863/CAM.83829 DP - www.repository.cam.ac.uk LA - en ST - EdTech and Girls Education in Low- and Middle-Income Countries UR - https://www.repository.cam.ac.uk/handle/1810/336417 Y2 - 2022/05/30/13:42:25 ER - TY - CONF TI - EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? AU - Jordan, Katy AU - Myers, Christina T3 - L@S '22 AB - Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future. C1 - New York, NY, USA C3 - Proceedings of the Ninth ACM Conference on Learning @ Scale DA - 2022/06/01/ PY - 2022 DO - 10.1145/3491140.3528305 DP - ACM Digital Library SP - 330 EP - 334 PB - Association for Computing Machinery SN - 978-1-4503-9158-0 ST - EdTech and Girls Education in Low- and Middle-Income Countries UR - https://doi.org/10.1145/3491140.3528305 Y2 - 2022/08/02/00:00:00 KW - educational technology KW - equity KW - gender KW - girls education KW - international development KW - low- and middle-income countries ER - TY - RPRT TI - EdTech evidence for Covid-19 response: Rapid evidence reviews of EdTech use in low-income and crisis contexts AU - Jordan, Katy AU - Mitchell, Joel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/09/16/ PY - 2021 LA - en M3 - FP-ETH Rapid evidence review (was: Rapid Evidence Review) PB - EdTech Hub UR - https://docs.edtechhub.org/lib/JGTWVQI4 KW - _DOILIVE KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - Messaging Apps, SMS, and Social Media: A Rapid Evidence Review AU - Jordan, Katy AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As such, the overall purpose of this document is to summarise the existing research literature around messaging, so that the existing evidence can be used to inform ongoing responses to the pandemic. The findings are intended to be of use to educational decision makers, including donors and those in government and NGOs, to inform responses to the current pandemic. DA - 2020/09/29/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 8 UR - https://docs.edtechhub.org/lib/XHBPFYVC Y2 - 2020/12/02/06:25:57 KW - Covid-19 KW - LMICs KW - SMS KW - Social media KW - TPD KW - WhatsApp KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - educational technology KW - mobile learning KW - refugee education KW - teacher professional development KW - text message KW - ⛔ No DOI found ER - TY - JOUR TI - Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries AU - Jordan, Katy AU - David, Raluca AU - Phillips, Toby AU - Pellini, Arnaldo T2 - Revista de Educación a Distancia (RED) AB - The Covid-19 pandemic has ushered in a period of educational disruption on an unprecedented scale. During this time of crisis, education will not be business as usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t st op — but they could be helped by the right EdTech tools. However, the digital divide means that internet and mobile network access varies greatly in middle and low - income countries. In this discussion paper, we explore some of the key constraints of using EdTech at scale to support education in low - income countries at a time of crisis, and highlight the opportunities that have so far emerged, in a rapidly - changing context. We draw upon evidence and examples to inform policy and programming decisions, moving from the initial emergency response to building resilience in the longer term, and planning to diagnose and treat the learning gaps that have emerged during the crisis. DA - 2021/// PY - 2021 DO - 10.6018/red.453621 DP - Google Scholar VL - 21 IS - 65 LA - en SN - 1578-7680 UR - https://revistas.um.es/red/article/view/453621 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - países de bajos ingresos ER - TY - CONF TI - The Use of SMS and Other Mobile Phone-based Messaging to Support Education at Scale: A Synthesis of Recent Evidence AU - Jordan, Katy AU - Damani, Kalifa AU - Myers, Christina AU - Zhao, Annette T2 - L@S '23: Proceedings of the Tenth ACM Conference on Learning @ Scale C1 - Copenhagen Denmark C3 - Proceedings of the Tenth ACM Conference on Learning @ Scale DA - 2023/07/20/ PY - 2023 DO - 10.1145/3573051.3596172 DP - DOI.org (Crossref) SP - 282 EP - 286 LA - en PB - ACM SN - 9798400700255 ST - The Use of SMS and Other Mobile Phone-based Messaging to Support Education at Scale UR - https://dl.acm.org/doi/10.1145/3573051.3596172 Y2 - 2023/09/24/08:10:53 ER - TY - JOUR TI - Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya AU - Jordan, Katy AU - Damani, Kalifa AU - Myers, Christina AU - Mumbi, Albina AU - Khagame, Phoebe AU - Njuguna, Lydia T2 - African Educational Research Journal AB - The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning. DA - 2023/12/19/ PY - 2023 DO - 10.30918/AERJ.114.23.088 DP - DOI.org (Crossref) VL - 11 IS - 4 SP - 665 EP - 679 J2 - Afr Educ Res J SN - 23542160 UR - http://www.netjournals.org/z_AERJ_23_088.html Y2 - 2024/02/29/10:12:18 ER - TY - RPRT TI - Learners and Caregivers' Barriers and Attitudes to SMS-based Mobile Learning in Kenya: Key findings from a telephone survey AU - Jordan, Katy AU - Damani, Kalifa AU - Myers, Christina AU - Khagame, Phoebe AU - Mumbi, Albina AU - Njuguna, Lydia AB - An output of the EdTech Hub, https://edtechhub.org CN - 0162 DA - 2023/// PY - 2023 LA - en M3 - Working paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/FQV2DUEH KW - _r:AddedByZotZen ER - TY - JOUR TI - Covid-19 school closures in low- and middle-income countries: Emergent perspectives on the role of educational technology AU - Jordan, Katy T2 - Journal of Learning for Development DA - 2020/// PY - 2020 VL - 7 IS - 3 SP - 399 EP - 415 UR - https://jl4d.org/index.php/ejl4d/article/view/433 KW - COVID-19 KW - ___working_potential_duplicate KW - digital divide KW - education in emergencies. education systems KW - educational technology KW - ⛔ No DOI found ER - TY - JOUR TI - How can messaging apps, WhatsApp and SMS be used to support learning? A scoping review AU - Jordan, Katy T2 - Technology, Pedagogy and Education AB - In response to disruption to education during the Covid-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field. DA - 2023/// PY - 2023 LA - en ST - How can messaging apps, WhatsApp and SMS be used to support learning? UR - https://www.tandfonline.com/doi/full/10.1080/1475939X.2023.2201590 Y2 - 2023/01/09/11:07:02 ER - TY - BLOG TI - Reviewing the research literature in educational technology for development: Balancing rigour and inclusivity AU - Jordan, Katy T2 - EdTech Hub DA - 2019/12/18/ PY - 2019 LA - en-GB ST - Reviewing the research literature in educational technology for development UR - https://edtechhub.org/2019/12/18/reviewing_the_research_literature_in_educational_technology_for_development_balancing_rigour_and_inclusivity/ Y2 - 2019/11/18/00:00:00 KW - LP: English KW - R:Literature review, systematic review KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Low-tech personalised learning to improve girls' education in Kenya. AU - Jordan, K AU - Damani, K AU - Khagame, P AU - Mongeau, C AU - Mumbi, A AU - Myers, C AU - Njuguna, L AU - Otieno, J AU - Zhao, A DA - 2023/// PY - 2023 M3 - Summary report PB - EdTech Hub and M-Shule Y2 - 2023/02/19/00:00:00 ER - TY - JOUR TI - Automating data extraction in systematic reviews: a systematic review AU - Jonnalagadda, Siddhartha R. AU - Goyal, Pawan AU - Huffman, Mark D. T2 - Systematic Reviews AB - Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews. DA - 2015/06/15/ PY - 2015 DO - 10.1186/s13643-015-0066-7 DP - BioMed Central VL - 4 IS - 1 SP - 78 J2 - Systematic Reviews SN - 2046-4053 ST - Automating data extraction in systematic reviews UR - https://doi.org/10.1186/s13643-015-0066-7 Y2 - 2024/01/18/22:21:02 KW - Conditional Random Field KW - Data Element KW - PubMed Abstract KW - Support Vector Machine KW - Systematic Review Process KW - _Added-ailr-2024 ER - TY - JOUR TI - Curriculum flexibility in a blended curriculum AU - Jonker, Herma AU - März, Virginie AU - Voogt, Joke T2 - Australasian Journal of Educational Technology AB - This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given. DA - 2020/01/02/ PY - 2020 DO - 10.14742/ajet.4926 DP - ajet.org.au VL - 36 IS - 1 SP - 68 EP - 84 LA - en SN - 1449-5554 UR - https://ajet.org.au/index.php/AJET/article/view/4926 Y2 - 2022/10/10/09:56:38 KW - blended curriculum KW - case study research KW - collaborative design KW - curriculum flexibility KW - curriculum implementation KW - perceived curriculum KW - qualitative research ER - TY - JOUR TI - Higher education and its communities: Interconnections, interdependencies and a research agenda AU - Jongbloed, Ben AU - Enders, Jürgen AU - Salerno, Carlo T2 - Higher Education AB - Universities everywhere are being forced to carefully reconsider their role in society and to evaluate the relationships with their various constituencies, stakeholders, and communities. In this article, stakeholder analysis is put forward as a tool to assist universities in classifying stakeholders and determining stakeholder salience. Increasingly universities are expected to assume a third mission and to engage in interactions with industrial and regional partners. While incentive schemes and government programmes try to encourage universities to reach out more to external communities, some important barriers to such linkages still remain. To fulfil their obligation towards being a socially accountable institution and to prevent mission overload, universities will have to carefully select their stakeholders and identify the ‘right’ degree of differentiation. For the university, thinking in terms of partnerships with key stakeholders has important implications for its governance and accountability arrangements. For the future of the universities we foresee a change towards networked governance and arrangements to ensure accountability along the lines of corporate social responsibility. In order to further explore some of these concepts and to empirically investigate the tendencies suggested here, this article proposes an ambitious research agenda for tackling the emerging issues of governance, stakeholder management and higher education’s interaction with society. DA - 2008/09// PY - 2008 DO - 10.1007/s10734-008-9128-2 DP - DOI.org (Crossref) VL - 56 IS - 3 SP - 303 EP - 324 J2 - High Educ LA - en SN - 0018-1560, 1573-174X ST - Higher education and its communities UR - http://link.springer.com/10.1007/s10734-008-9128-2 Y2 - 2020/12/01/06:51:03 ER - TY - JOUR TI - Research framework and dimensions for evaluating the effectiveness of educational technology systems on learning outcomes AU - Jones, Trevor H. AU - Rocco, Paolucci T2 - Journal of Research on Computing in Education DA - 1999/// PY - 1999 DP - Google Scholar VL - 32 IS - 1 SP - 17 EP - 27 KW - ❓ Multiple DOI ER - TY - JOUR TI - An Integrating Framework for Research in Business and Society: A Step Toward the Elusive Paradigm? AU - Jones, Thomas M. T2 - Academy of Management Review AB - According to some authors, the field of business and society has suffered because it apparently lacks a dominant paradigm. This paper (1) concludes that such a paradigm is unlikely to emerge soon and (2) offers an “integrating framework” based on an interpenetrating systems model and focusing on the social control of business. This framework may serve as a unifying mechanism for existing research in the field as well as an agenda for future research. DA - 1983/10/01/ PY - 1983 DO - 10.5465/amr.1983.4284653 DP - journals.aom.org (Atypon) VL - 8 IS - 4 SP - 559 EP - 564 J2 - AMR SN - 0363-7425 ST - An Integrating Framework for Research in Business and Society UR - https://journals.aom.org/doi/abs/10.5465/AMR.1983.4284653 Y2 - 2021/03/20/02:15:51 ER - TY - RPRT TI - Knowledge, policy and power in international development: a practical framework for improving policy AU - Jones, Harry AU - Jones, Nicola AU - Shaxson, Louise AU - Walker, David DA - 2013/// PY - 2013 DP - Zotero SP - 12 LA - en PB - Overseas Development Institute UR - https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/8201.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Policy-making as discourse: a review of recent knowledge-to-policy literature AU - Jones, Harry DA - 2009/// PY - 2009 DP - Zotero SP - 37 LA - en PB - Overseas Development Institute UR - https://www.emergentworks.net/sites/default/files/ikmemergent_archive/090911-ikm-working-paper-5-policy-making-as-discourse.pdf ER - TY - RPRT TI - Taking responsibility for complexity AU - Jones, Harry AB - This Briefing Paper reviews the implications of complexity for policy and programme implementation. It aims to give readers the tools to decide when a problem is complex, outline why this matters and provide guidance on how to achieve results in the face of complexity. DA - 2011/// PY - 2011 LA - en PB - ODI UR - https://www.odi.org/publications/5490-taking-responsibility-complexity Y2 - 2020/09/28/13:29:38 ER - TY - RPRT TI - Taking responsibility for complexity: how implementation can achieve results in the face of complex problems AU - Jones, Harry CY - London DA - 2011/// PY - 2011 DP - Open WorldCat LA - en PB - ODI ST - Taking responsibility for complexity UR - http://www.odi.org.uk/resources/download/5275.pdf Y2 - 2020/09/22/10:30:08 KW - ___working_potential_duplicate ER - TY - BOOK TI - Taking responsibility for complexity: how implementation can achieve results in the face of complex problems AU - Jones, Harry CY - London DA - 2011/// PY - 2011 DP - Open WorldCat LA - en PB - ODI SN - 978-1-907288-39-5 ST - Taking responsibility for complexity UR - http://www.odi.org.uk/resources/download/5275.pdf Y2 - 2021/02/17/08:47:35 KW - ___working_potential_duplicate ER - TY - RPRT TI - Taking responsibility for complexity: how implementation can achieve results in the face of complex problems AU - Jones, Harry CY - London DA - 2011/// PY - 2011 DP - Open WorldCat LA - en PB - ODI ST - Taking responsibility for complexity UR - http://www.odi.org.uk/resources/download/5275.pdf Y2 - 2020/09/22/10:30:08 KW - ___working_potential_duplicate ER - TY - CONF TI - Applying Systems Theory Through the Lens of Learning: What Does Learning Research Say? AU - Jones, Beau Fly AU - Knuth, Randy A. AU - Baxendale, Steve A2 - Reigeluth, Charles M. A2 - Banathy, Bela H. A2 - Olson, Jeannette R. T3 - NATO ASI Series AB - Two areas of learning research, research about the learning process and views about the learner, need to be considered to guide educational stakeholders in the task of successfully redesigning schools to promote learning. The most meaningful learning results from an instructional design based on learning research. Research in the application of systems theory in education has profound implications for curriculum, instruction, and assessment in schools. C1 - Berlin, Heidelberg C3 - Comprehensive Systems Design: A New Educational Technology DA - 1993/// PY - 1993 DO - 10.1007/978-3-642-58035-2_24 DP - Springer Link SP - 314 EP - 333 LA - en PB - Springer SN - 978-3-642-58035-2 ST - Applying Systems Theory Through the Lens of Learning KW - Affective education KW - IQ KW - cognitive theory KW - creative thinking KW - critical thinking KW - educational research KW - intelligence KW - learner KW - learning processes KW - learning strategies KW - learning theories KW - metacognition KW - multiple intelligences KW - schema theories KW - school restructuring ER - TY - JOUR TI - Can cost-effectiveness analysis integrate concerns for equity? Systematic review AU - Johri, Mira AU - Norheim, Ole Frithjof T2 - International Journal of Technology Assessment in Health Care AB - OBJECTIVES: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA). METHODS: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed. RESULTS: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis. CONCLUSIONS: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making. DA - 2012/04// PY - 2012 DO - 10.1017/s0266462312000050 DP - PubMed VL - 28 IS - 2 SP - 125 EP - 132 J2 - Int J Technol Assess Health Care LA - eng SN - 1471-6348 ST - Can cost-effectiveness analysis integrate concerns for equity? KW - Canada KW - Cost-Benefit Analysis KW - Decision Support Techniques KW - Health Resources KW - Health Services Accessibility KW - Health Status Disparities KW - Humans KW - Quality-Adjusted Life Years KW - Social Justice KW - Social Welfare ER - TY - GEN TI - Effectiveness of Interactive Satellite-Transmitted Instruction: Experimental Evidence from Ghanaian Primary Schools. CEPA Working Paper No. 17-08. AU - Johnston, Jamie AU - Ksoll, Christopher DA - 2017/// PY - 2017 PB - Stanford Center for Education Policy Analysis ST - Effectiveness of Interactive Satellite-Transmitted Instruction KW - ⛔ No DOI found ER - TY - JOUR TI - MOOCs Feasibility Study: Demand among Teachers in Rural Ghana. AU - Johnston, Jamie T2 - Society for Research on Educational Effectiveness DA - 2016/// PY - 2016 DP - Google Scholar ST - MOOCs Feasibility Study KW - ⛔ No DOI found ER - TY - JOUR TI - Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting AU - Johnson, Stacy R. AU - Finlon, Kristy J. AU - Kobak, Roger AU - Izard, Carroll E. T2 - Early Childhood Education Journal AB - Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development. DA - 2017/07/01/ PY - 2017 DO - 10.1007/s10643-016-0790-1 DP - Springer Link VL - 45 IS - 4 SP - 461 EP - 470 J2 - Early Childhood Educ J LA - en SN - 1573-1707 ST - Promoting Student–Teacher Interactions UR - https://doi.org/10.1007/s10643-016-0790-1 Y2 - 2020/01/17/17:56:21 KW - Classroom quality KW - Head Start KW - Peer coaching KW - Professional development KW - Professional learning communities KW - Student–teacher interactions ER - TY - JOUR TI - Mixed Methods Research: A Research Paradigm Whose Time Has Come - R. Burke Johnson, Anthony J. Onwuegbuzie, 2004 AU - Johnson, R.B. AU - Onwuegbuzie, A.J. AB - The purposes of this article are to position mixed methods research (mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods research, and to provide a framework for designing and conducting mixed methods research. In doing this, we briefly review the paradigm “wars” and incompatibility thesis, we show some commonalities between quantitative and qualitative research, we explain the tenets of pragmatism, we explain the fundamental principle of mixed research and how to apply it, we provide specific sets of designs for the two major types of mixed methods research (mixed-model designs and mixed-method designs), and, finally, we explain mixed methods research as following (recursively) an eight-step process. A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (compared to monomethod research). Mixed methods research will be successful as more investigators study and help advance its concepts and as they regularly practice it. DA - 2004/// PY - 2004 UR - https://journals.sagepub.com/doi/10.3102/0013189X033007014 Y2 - 2019/11/05/12:09:29 KW - ⛔ No DOI found ER - TY - JOUR TI - Toward a definition of mixed methods research AU - Johnson, R. Burke AU - Onwuegbuzie, Anthony J. AU - Turner, Lisa A. T2 - Journal of mixed methods research DA - 2007/// PY - 2007 DO - 10.1177/1558689806298224 DP - Google Scholar VL - 1 IS - 2 SP - 112 EP - 133 ER - TY - BOOK TI - NMC Horizon Report: 2014 Library Edition AU - Johnson, L. AU - Adams Becker, S. AU - Estrada, V. AU - Freeman, A. DA - 2014/// PY - 2014 DP - Google Scholar PB - Austin, Texas: The New Media Consortium ST - NMC Horizon Report UR - http://privacytools.seas.harvard.edu/files/privacytools/files/2014-nmc-horizon-report-library-en.pdf Y2 - 2014/10/22/10:14:05 KW - NOTdocs.opendeved.net ER - TY - CONF TI - The achievement gap phenomenon: a practical application of modeling & simulation AU - Johnson, John J. AU - Padilla, Jose AU - Diallo, Saikou Y. T3 - ANSS '18 AB - The academic achievement gap is a persistent phenomenon in U.S. education system despite a long history of efforts and billions of dollars spent to correct it. Literature abounds with theories about why the gap exist, such as: student self-perception, parent involvement, teacher quality, and others. Model based approaches have been used to understand various aspects of the phenomenon. However, no models were identified that consider a comprehensive set of theories, and is specifically designed to investigate potential policies and strategies for reducing the gap. We build such a model using a methodology that includes: a) Modeling and Simulation-System Development Framework (MS-SDF); b) Systems Modeling Language (SysML); and c) a Systems Dynamics approach. Preliminary findings indicate that concepts from prevailing theories about the achievement gap can be accurately represented in a single system dynamics model. We also identify key stakeholders, functions, and variables affecting the achievement gap. C1 - San Diego, CA, USA C3 - Proceedings of the Annual Simulation Symposium DA - 2018/04/15/ PY - 2018 DP - ACM Digital Library SP - 1 EP - 12 PB - Society for Computer Simulation International SN - 978-1-5108-6014-8 ST - The achievement gap phenomenon Y2 - 2021/02/28/00:00:00 KW - M&S system development framework (MS-SDF) KW - achievement gap KW - modeling and simulation KW - system dynamics KW - systems modeling language (SysML) ER - TY - JOUR TI - Ecological Systems, Complexity, and Student Achievement: Towards an Alternative Model of Accountability in Education AU - Johnson, Eileen S. T2 - School Leadership Review DA - 2008/// PY - 2008 DP - Google Scholar VL - 3 IS - 3 SP - 4 ST - Ecological Systems, Complexity, and Student Achievement KW - ⛔ No DOI found ER - TY - THES TI - Implementing a one-to-one iPad program in a secondary school AU - Johnson, Donald P DA - 2014/// PY - 2014 PB - UNIVERSITY OF NEBRASKA AT OMAHA ER - TY - RPRT TI - A longitudinal study of learning, progression, and personal growth in Sierra Leone AU - Johnson, David AU - Hsieh, Jenny DA - 2019/06// PY - 2019 M3 - Final Report PB - University of Oxford UR - https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf Y2 - 2020/09/11/16:57:28 ER - TY - JOUR TI - The Automation of Management and Business Science AU - Johnson, C.D. AU - Bauer, BC AU - Niederman, F. T2 - Academy of Management Perspectives DA - 2019/// PY - 2019 DO - 10.5465/amp.2017.0159 VL - 35 IS - 2 SP - 292 EP - 309 LA - en KW - _Added-ailr-2024 ER - TY - BOOK TI - Data Collection Strategies in Mixed Methods Research AU - Johnson, Burke AU - Turner, Lisa A. AB - Johnson, B. and Turner, L.A. (2003) Data Collection Strategies in Mixed Methods Research. In: Tashakkori, A.M. and Teddlie, C.B., Eds., Handbook of Mixed Methods in Social and Behavioral Research, SAGE Publications, Thousand Oaks, 297-319. DA - 2003/// PY - 2003 DP - Google Books SP - 792 LA - en PB - SAGE SN - 978-0-7619-2073-1 KW - Social Science / Folklore & Mythology KW - Social Science / Research ER - TY - RPRT TI - Education in Sub-Saharan Africa AU - John, Doe AU - Jane, Doe AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/07/05/ PY - 2022 LA - en M3 - Journal article PB - EdTech Hub UR - https://docs.edtechhub.org/lib/ZM55V7KM KW - _r:AddedByZotZen ER - TY - JOUR TI - Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings AU - Joe, Hye-Kyoung AU - Hiver, Phil AU - Al-Hoorie, Ali H. T2 - Learning and Individual Differences DA - 2017/// PY - 2017 DO - 10.1016/j.lindif.2016.11.005 DP - Google Scholar VL - 53 SP - 133 EP - 144 ST - Classroom social climate, self-determined motivation, willingness to communicate, and achievement ER - TY - JOUR TI - A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning AU - Jobe, William T2 - Open Praxis AB - This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya. DA - 2013/11/01/ PY - 2013 DO - 10.5944/openpraxis.5.4.86 DP - ResearchGate VL - 5 SP - 301 EP - 313 J2 - Open Praxis ER - TY - RPRT TI - Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes AU - Jimenez, Emmanuel AU - Waddington, Hugh AU - Goel, Neeta AU - Prost, Audrey AU - Pullin, Andrew T2 - CEDIL-Centre of Excellence for Development Impact and Learning DA - 2018/// PY - 2018 DP - Zotero SP - 32 LA - en M3 - Working paper UR - https://cedilprogramme.org/mixing-matching-using-qualitative-methods-quantitative-impact-evaluations/ KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - 3ie KW - publicImportV1 ER - TY - RPRT TI - Data Collection Survey on Possibilities of Educational Support with ICT and Japanese Companies Promotion in Mongolia AU - JICA DA - 2019/03// PY - 2019 PB - Japan International Cooperation Agency UR - https://openjicareport.jica.go.jp/pdf/1000040729.pdf Y2 - 2020/07/31/21:15:21 KW - ___working_potential_duplicate ER - TY - RPRT TI - Data Collection Survey on Possibilities of Educational Support with ICT and Japanese Companies Promotion in Mongolia AU - JICA DA - 2019/03// PY - 2019 PB - Japan International Cooperation Agency UR - https://openjicareport.jica.go.jp/pdf/1000040729.pdf Y2 - 2020/07/31/21:15:21 KW - ___working_potential_duplicate ER - TY - JOUR TI - SiLearn: an intelligent sign vocabulary learning tool AU - Jestin, Joy AU - Kannan, Balakrishnan AU - Sreeraj, M T2 - Journal of Enabling Technologies AB - Purpose Vocabulary learning is a difficult task for children without hearing ability. Absence of enough learning centers and effective learning tools aggravate the problem. Modern technology can be utilized fruitfully to find solutions to the learning difficulties experienced by the deaf. The purpose of this paper is to present SiLearn – a novel technology based tool for teaching/learning sign vocabulary.Design/methodology/approach The proposed mobile application can act as a visual dictionary for deaf people. SiLearn is equipped with features that can automatically detect both text and physical objects and convert them to their corresponding signs. For testing the effectiveness of the proposed mobile application quantitative analyses were done. Quantitative analysis is based on testing a class of 28 students belonging to St Clare Oral School for the Deaf, Kerala, India. This group consisted of 17 boys and 11 girls. Analysis was also done through questionnaire. Questionnaires were given to teachers, parents of deaf students learning sign language and other sign language learners.Findings Results indicate that as SiLearn is very effective in sign vocabulary development. It can enhance vocabulary learning rate considerably.Originality/value This is the first time that artificial intelligence (AI) based techniques are used for early stage sign language learning. SiLearn can equally be used by children, parents and teachers for learning sign language. DA - 2019/// PY - 2019 DO - 10.1108/JET-03-2019-0014 DP - Emerald Insight VL - 13 IS - 3 SP - 173 EP - 187 SN - 2398-6263 ST - SiLearn UR - https://doi.org/10.1108/JET-03-2019-0014 Y2 - 2021/03/04/00:00:00 KW - Assistive technology KW - CALL KW - Deaf education KW - Learning technology KW - Mobile-assisted language learning KW - Sign language ER - TY - JOUR TI - Community Engagement in Education Programs AU - Jessee, Cassandra DA - 2011/// PY - 2011 DP - Zotero SP - 38 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Enhancement of Science Performance through Computer Assisted Instruction among Selected Secondary School Learners in Kenya | Dr. Samuel N Jesse - Academia.edu AU - Jesse, Samuel DA - 2014/// PY - 2014 UR - https://www.academia.edu/14284363/Enhancement_of_Science_Performance_through_Computer_Assisted_Instruction_among_Selected_Secondary_School_Learners_in_Kenya Y2 - 2021/06/15/11:34:51 ER - TY - JOUR TI - Development of digital diary for enhanced parental school involvement in Tanzania AU - Jeremiah, Sekione R. AU - Mtebe, Joel S. T2 - The African Journal of Information Systems AB - The study examined the use of digital diary as a tool for enhancing parental school involvement in Tanzania. The development of the digital diary followed eXtreme Programming agile method where 87 parents and 6 teachers from St. Florence school were involved. Parents and teachers were given six months to use the tool before testing for its effectiveness using data from 7 teachers and 156 parents through semi-structured interviews and questionnaires respectively. The study found that the majority of respondents (84.4% of parents and 96.7% of teachers) indicated that the digital diary was useful tool as enabled them to track children’s progress via their smartphones. Moreover, computer generated reports showed that messages to/from parents were delivered with approximately 90% success rate. This research argues for schools to adopt and use digital diaries for easy, engaging, and effective for better parental school involvement. DA - 2018/// PY - 2018 VL - 10 IS - 3 SP - 246 EP - 260 KW - ⛔ No DOI found ER - TY - BLOG TI - How school closures during COVID-19 further marginalize vulnerable children in Kenya AU - Jepkemei, Damaris Seleina Parsitau and Evelyn T2 - Brookings AB - School closures in Kenya have devastating consequences for marginalized learners. DA - 2020/05/06/T15:39:07+00:00 PY - 2020 LA - en-US UR - https://www.brookings.edu/blog/education-plus-development/2020/05/06/how-school-closures-during-covid-19-further-marginalize-vulnerable-children-in-kenya/ Y2 - 2021/03/29/06:11:18 ER - TY - JOUR TI - Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? AU - Jeong, Heisawn AU - Hmelo-Silver, Cindy E. T2 - Educational Psychologist DA - 2016/// PY - 2016 DO - 10.1080/00461520.2016.1158654 DP - Google Scholar VL - 51 IS - 2 SP - 247 EP - 265 ST - Seven affordances of computer-supported collaborative learning ER - TY - JOUR TI - The (Perceived) Returns to Education and the Demand for Schooling AU - Jensen, Robert T2 - The Quarterly Journal of Economics AB - Economists emphasize the link between market returns to education and investments in schooling. Though many studies estimate these returns with earnings data, it is the perceived returns that affect schooling decisions, and these perceptions may be inaccurate. Using survey data for eighth-grade boys in the Dominican Republic, we find that the perceived returns to secondary school are extremely low, despite high measured returns. Students at randomly selected schools given information on the higher measured returns completed on average 0.20–0.35 more years of school over the next four years than those who were not. DA - 2010/05/01/ PY - 2010 DO - 10.1162/qjec.2010.125.2.515 DP - Silverchair VL - 125 IS - 2 SP - 515 EP - 548 J2 - The Quarterly Journal of Economics SN - 0033-5533 UR - https://doi.org/10.1162/qjec.2010.125.2.515 Y2 - 2024/02/14/14:49:37 ER - TY - JOUR TI - A systematic literature review of the use of Semantic Web technologies in formal education AU - Jensen, Jesper T2 - British Journal of Educational Technology AB - This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck-Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development. DA - 2019/// PY - 2019 DO - 10.1111/bjet.12570 DP - Wiley Online Library VL - 50 IS - 2 SP - 505 EP - 517 LA - en SN - 1467-8535 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12570 Y2 - 2019/07/18/14:49:06 KW - Reviewed ER - TY - GEN TI - Employment Structure and the Rise of the Modern Tax System AU - Jensen, Anders AB - This paper studies how the transition from self-employment to employee-jobs over the long run of development explains growth in income tax capacity. I construct a new database which covers 100 household surveys across countries at different income levels and 140 years of historical data within the US (1870-2010). Using these data, I first establish four new stylized facts: 1) within country, the share of employees increases over the income distribution, and increases at all levels of income as a country develops; 2) the income tax exemption threshold moves down the income distribution as a country develops, tracking employee growth; 3) the employee share above the tax exemption threshold is maximized and remains constantly high; 4) movements in the tax exemption threshold account for the observed variation in tax collection across development. These findings are consistent with a model where a high employee share is a necessary condition for effective taxation and where the rise in income covered by information trails through increases in employee shares drives expansion of the income tax base. To provide a causal estimate of the impact of employee share on the exemption threshold, I study a state-led US development program implemented in the 1950s-60s which shifted up the level of employee share. The identification strategy exploits within-state changes in court-litigation status which generates quasi-experimental variation in the effective implementation date of the program. I find that the exogenous increase in employee share is associated with an expansion of the state income tax base and an increase in state income tax revenue. DA - 2019/01// PY - 2019 DO - 10.3386/w25502 DP - National Bureau of Economic Research PB - National Bureau of Economic Research UR - https://www.nber.org/papers/w25502 Y2 - 2022/10/13/09:29:25 ER - TY - BLOG TI - 5 actions to help bring the most marginalized girls back to school after COVID-19 AU - Jenkins, Robert AU - Winthrop, Rebecca T2 - The Brookings Institution DA - 2020/05/15/T13:40:54+00:00 PY - 2020 UR - https://www.brookings.edu/blog/education-plus-development/2020/05/15/5-actions-to-help-bring-the-most-marginalized-girls-back-to-school-after-covid-19/ Y2 - 2020/06/01/14:45:06 ER - TY - JOUR TI - Impact of pandemic COVID-19 on education in India AU - Jena, Pravat Kumar T2 - International Journal of Current Research (IJCR) AB - The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students’ life. Around 32 crore learners stopped to move schools/colleges and all educational activities halted in India. The outbreak of COVID-19 has taught us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms with technologies, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 on education are discussed and some fruitful suggestions are also pointed to carry out educational activities during the pandemic situation. DA - 2020/07// PY - 2020 DO - https://doi.org/10.24941/ijcr.39209.07.2020 VL - 12 IS - 7 SP - 2582 EP - 12586 LA - en Y2 - 2022/06/08/00:00:00 KW - COVID-19 KW - Education KW - Govt. of India KW - impact KW - ⚠️ Invalid DOI ER - TY - ELEC TI - Impact of Covid-19 on the right to education In Kenya AU - Jelimo, Catherine T2 - Right to Education Initiative AB - On March 15, 2020, the Kenyan government abruptly closed all schools and colleges nationwide in response to COVID-19, disrupting nearly17 million learners countrywide. The closure of institutions not only affected learners and teachers but it also brought forth numerous economic and social issues, including interrupted and loss of learning, education exclusion, homelessness, nutrition and economic crisis, childcare challenges and increase in teenage pregnancy cases, financial cost implication to households, and sexual exploitation among others. DA - 2020/// PY - 2020 LA - en UR - https://www.right-to-education.org/blog/impact-covid-19-right-education-kenya Y2 - 2021/07/08/08:23:35 ER - TY - JOUR TI - From Theory to Practice: Open Government Data, Accountability, and Service Delivery AU - Jelenic, Michael Christopher DA - 2019/// PY - 2019 DO - 10.1596/1813-9450-8873 DP - Zotero SP - 49 LA - en ER - TY - RPRT TI - Digital Citizenship in Pakistan AU - Jeffrey, Roger AU - Oberlander, Jon AU - MacDonald, Stuart AU - Bhatti, Feyza DA - 2016/// PY - 2016 LA - EN PB - British Council UR - https://www.britishcouncil.pk/sites/default/files/digital_citizenship_in_pakistan.pdf Y2 - 2020/08/12/09:06:29 ER - TY - BLOG TI - Education AU - Jazz Foundation AB - Committed towards a more educated nation DA - 2020/07/21/10:29:19 PY - 2020 UR - http://www.jazzfoundation.com.pk/our-program/education/ Y2 - 2020/07/21/10:29:19 ER - TY - JOUR TI - Parenting in Bangladesh: A Review of the Literature from 2006 to 2018 AU - Jasmine, Umme Habiba AU - Nduna, Mzikazi T2 - Journal of Comparative Family Studies AB - This study was a point of departure for future research on the need for a coherent understanding and knowledge of parenting in Bangladesh. This article presents the findings from an integrative research review on parenting in Bangladesh. A comprehensive search conducted in PubMed, Science Direct, and PsychINFO using the keywords “parenting”, “childcare”, “motherhood”, “fatherhood”, “mothering”, “fathering”, each paired with “Bangladesh” yielded 246 articles. Twenty papers published between 2006 and 2018 were selected for thematic analysis based on pre-set criteria. In most studies, the term mother was used interchangeably with parent, with mothers regarded as the primary caregiver. Parenting in the Bangladeshi context was found to be conceptualized primarily in terms of attitudes, disciplinary practices, feeding, parent–child interaction, and psychosocial stimulation. Parenting components aimed at moral development and attachment building in children were underrepresented. The data revealed largely inconsistent and uncoordinated discussions of parental practices, demonstrating the lack of a holistic approach in the literature in Bangladesh. Research on parenting in Bangladesh favors gendered assumptions of females as the primary caregiver. Based on their findings, the authors recommend qualitative studies to better reflect and conceptualize the concept of parenting in Bangladesh. DA - 2022/03// PY - 2022 DO - 10.3138/jcfs-2021-0071 DP - utpjournals.press (Atypon) VL - 53 IS - 1 SP - 76 EP - 103 SN - 0047-2328 ST - Parenting in Bangladesh UR - https://utpjournals.press/doi/10.3138/jcfs-2021-0071 Y2 - 2022/09/30/09:07:22 KW - Bangladesh KW - gendered role KW - integrative review KW - literature review KW - mother KW - mère KW - parentalité KW - parenting KW - revue de littérature KW - revue intégrée KW - rôle genré ER - TY - ELEC TI - Mobile learning for teachers in Latin America: exploring the potential of mobile technologies to support teachers and improve practice - UNESCO Digital Library AU - Jara, Ignacio AU - Claro, Magdalena AU - Martinic, Rodolfo DA - 2012/// PY - 2012 UR - https://unesdoc.unesco.org/ark:/48223/pf0000216081.locale=en Y2 - 2022/04/19/10:10:09 ER - TY - GEN TI - Rumie Management Center (RMC): Product Documentation AU - Janzen, Tiffany AU - Chugh, Manav DA - 2019/11/14/ PY - 2019 LA - EN PB - Rumie UR - https://rumie-org.atlassian.net/wiki/spaces/PD/pages/217219073/Rumie%2BManagement%2BCenter%2BRMC Y2 - 2020/11/09/09:57:43 ER - TY - BOOK TI - Decolonisation in Universities: The politics of knowledge AU - Jansen, Jonathan A2 - Jansen, Jonathan AB - Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This book brings together some of the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curricula and can it be undone? How is the project of curricula decolonisation similar to or different from the quest for post-colonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? Strong conceptual analyses are combined with case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgments to be made about the prospects for institutional take-up within the curriculum of century-old universities. Decolonisation in Universities is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies.Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities. DA - 2019/// PY - 2019 DP - JSTOR PB - Wits University Press ST - Decolonisation in Universities UR - www.jstor.org/stable/10.18772/22019083351 DB - JSTOR Y2 - 2020/01/05/21:10:40 ER - TY - JOUR TI - Data or bread? A policy analysis of student experiences of learning under lockdown AU - Jansen, J. T2 - Southern African Review of Education DA - 2020/// PY - 2020 VL - 26 IS - 1 SP - 167 EP - 181 KW - ⛔ No DOI found ER - TY - JOUR TI - Reciprocity among Farmers in Farming System Research: Application of Social Network Analysis AU - Jana, Rabindranath AU - Bandyopadhyay, Suraj AU - Choudhuri, Anil K. T2 - Journal of Human Ecology AB - In course of agricultural activities, farmers interact among themselves to fulfill different kinds of needs, such as getting advice regarding cultivation, obtaining appropriate seeds and plants, getting tools and implements, etc. On the basis of data to whom a farmer sends requests for such help and whether the farmer receives the required help, one can build a social network of help, whether simple or weighted, in agricultural production. The paper intends to study variation in measures of reciprocity among the farmers of the two villages in respect of different activities for agricultural production. For the study, two villages Madhya-Uttar and Astabari consisting of 88 and 79 households respectively were selected from unirrigated, rainfed area in the south-eastern region of the district of East Medinipur of West Bengal. To collect the required data, open-ended check lists were employed. A standardized graph theoretic measure (s3-measure) of reciprocity was applied to carry out social network analysis. In both the villages, values of reciprocity measures for seeds/plants and tools/implements exchange were more than that for advice giving; the measure for the network of agricultural activities as a whole was also greater than the network for social aspects. In case of all networks, values of s3-measure for the village Madhya-Uttar were much higher than Astabari. It indicates that the farming households of a network having greater value of s3-measure are more inter-dependent among themselves in agricultural production. DA - 2013/01/01/ PY - 2013 DO - 10.1080/09709274.2013.11906552 DP - Taylor and Francis+NEJM VL - 41 IS - 1 SP - 45 EP - 51 SN - 0970-9274 ST - Reciprocity among Farmers in Farming System Research UR - https://doi.org/10.1080/09709274.2013.11906552 Y2 - 2021/05/10/13:48:33 KW - In-degree KW - Out-degree KW - Reciprocal Pair KW - Simple and Weighted Social Networks KW - s3-measure ER - TY - JOUR TI - Investigating the Relationship between Students' Digital Literacy and Their Attitude towards Using ICT AU - Jan, Salma T2 - International Journal of Educational Technology AB - This study aimed to explore the relationship between secondary school students' digital literacy and their attitude towards using information and communication technology in a private secondary school in Karachi, Pakistan. For this study, the data were collected through survey questionnaire using google forms. The total sample size for this study was 344 secondary school students having almost equal ratio of male and female. On bivariate correlation analysis, digital literacy was found to be associated with students' attitude towards using information and communication technology (ICT) and other ICT related demographics. Further analysis using multiple linear regression analysis showed that digital literacy (DL), use of the tablet and smartphone, prior training in the use of computer and frequency of computer use significantly affect students' attitude towards using ICT. DA - 2018/// PY - 2018 DP - ERIC VL - 5 IS - 2 SP - 26 EP - 34 LA - en SN - 2476-0730 UR - https://eric.ed.gov/?id=EJ1197718 Y2 - 2020/12/01/10:21:21 KW - Computer Literacy KW - Educational Technology KW - Foreign Countries KW - Handheld Devices KW - Incidence KW - Secondary School Students KW - Student Attitudes KW - Student Characteristics KW - Technological Literacy KW - Technology Uses in Education KW - Telecommunications KW - Training KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating the relationship between students’ digital literacy and their attitude towards using ICT AU - Jan, Salma T2 - International Journal of Educational Technology DA - 2018/// PY - 2018 DP - Zotero VL - 5 IS - 2 SP - 26 EP - 34 LA - en UR - https://ecommons.aku.edu/pakistan_ied_pdck/304 KW - ⛔ No DOI found ER - TY - BLOG TI - The EdTech Hub’s approach to amplifying impact through engagement – The EdTech Hub AU - Jamieson Eberhardt, Molly T2 - EdTech Hub AB - If you have spent time working in the education sector, you’ll know that even marginal gains are worthy of celebration. Those of us involved in launching the EdTech Hub know this well — from our experience as teachers, researchers, advisers, programme implementers, and civil servants. Nevertheless, we have the ambition to help accelerate progress toward quality education at an unprecedented rate. We of course know that sustainable change often takes time, and we respect hard-earned marginal gains. But what we’re really after is improvement in education outcomes at a pace that matches the urgency of the problem — think millions of children receiving quality education within a decade, not in decades. DA - 2019/01/11/ PY - 2019 LA - en-GB UR - https://edtechhub.org/2019/11/01/the-edtech-hubs-approach-to-amplifying-impact-through-engagement/ Y2 - 2019/11/01/00:00:00 KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Developing critical and theoretical approaches to educational technology research and practice AU - Jameson, Jill T2 - British Journal of Educational Technology DA - 2019/// PY - 2019 DO - 10.1111/bjet.12775 DP - Wiley Online Library VL - 50 IS - 3 SP - 951 EP - 955 LA - en SN - 1467-8535 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12775 Y2 - 2019/12/20/11:56:28 ER - TY - JOUR TI - The smart feature phone revolution in developing countries: Bringing the internet to the bottom of the pyramid AU - James, Jeffrey T2 - The Information Society AB - Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes. DA - 2020/08/07/ PY - 2020 DO - 10.1080/01972243.2020.1761497 DP - DOI.org (Crossref) VL - 36 IS - 4 SP - 226 EP - 235 J2 - The Information Society LA - en SN - 0197-2243, 1087-6537 ST - The smart feature phone revolution in developing countries UR - https://www.tandfonline.com/doi/full/10.1080/01972243.2020.1761497 Y2 - 2022/08/13/15:01:05 ER - TY - JOUR TI - Why He Won’t Send His Daughter to School—Barriers to Girls’ Education in Northwest Pakistan: A Qualitative Delphi Study of Pashtun Men AU - Jamal, Aamir T2 - SAGE Open AB - Resistance to girls’ education in Pakistan has long been an intractable problem; the lowest enrolment figures are in Pashtun areas. This study focused on Pashtu... DA - 2016/08/08/ PY - 2016 DO - 10.1177/2158244016663798 DP - journals.sagepub.com LA - en ST - Why He Won’t Send His Daughter to School—Barriers to Girls’ Education in Northwest Pakistan UR - https://journals.sagepub.com/doi/10.1177/2158244016663798 AN - Sage CA: Los Angeles, CA Y2 - 2020/12/01/17:14:35 ER - TY - MGZN TI - Lack of internet access in Southeast Asia poses challenges for students to study online amid COVID-19 pandemic AU - Jalli, Nuurrianti T2 - The Conversation AB - In Southeast Asia like in many other developing regions, a large segment of the population don't have access to the Internet and electronic devices. DA - 2020/// PY - 2020 DP - theconversation.com LA - en UR - http://theconversation.com/lack-of-internet-access-in-southeast-asia-poses-challenges-for-students-to-study-online-amid-covid-19-pandemic-133787 Y2 - 2020/03/30/14:37:35 ER - TY - JOUR TI - A Study on the Relationship between Self Directed Learning and Achievement in Information Technology of Students at Secondary Level AU - Jaleel, Sajna AU - O. M., Anuroofa T2 - Universal Journal of Educational Research AB - Education at any level has normally been based on some image of the future; that was not impossible in a world that was changing slowly. Today, educators are preparing learners for a world we cannot even predict, and self-directed learning has become an essential foundation for 21st century learners. In recent years teachers are giving importance to technology based education such as student centered education, technology based education, hands-on training, lab-based education and e-learning in the classrooms. The underlying rationale seems to be that students are better able to learn when they can control the flow of their experience, or when their learning is "self-directed." Teachers are also has an important place in Self Directed Learning environment. Their constant support and motivation is required for accelerating the effectiveness and also increasing the rate of achievement. Information Technology (IT) is becoming the subject of 21st century, because knowledge in IT plays a crucial role for the daily living. In this paper, the Investigators tried to find out whether there exists any relationship between Self Directed Learning (SDL) and Achievement in Information Technology of Secondary School Students for the total sample and also for the subsample Gender. The Investigators also tried to find out whether there exists any significant difference in the Self Directed Learning and Achievement in Information Technology of Students at Secondary Level based on Gender. Proper statistical techniques were used for collecting, standardizing and analyzing the data. DA - 2017/// PY - 2017 DO - 10.13189/ujer.2017.051024 DP - ERIC VL - 5 IS - 10 SP - 1849 EP - 1852 LA - en SN - 2332-3205 UR - https://eric.ed.gov/?id=EJ1170184 Y2 - 2020/12/08/13:21:05 KW - Academic Achievement KW - Correlation KW - Independent Study KW - Information Technology KW - Secondary School Students KW - Secondary School Teachers ER - TY - JOUR TI - Opportunities for Accelerating Progress on Education for Syrian Children and Youth in Jordan AU - Jalbout, Maysa DA - 2015/09/10/ PY - 2015 DP - Zotero SP - 26 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Systematic literature studies: database searches vs. backward snowballing AU - Jalali, S AU - Wohlin, C C1 - Lund, Sweden C3 - Proceedings of the ACM-IEEE international symposium on empirical software engineering and measurement DA - 2012/// PY - 2012 DO - 10.1145/2372251.2372257 SP - 29 EP - 38 LA - en ER - TY - ELEC TI - 5 Problems with the Draft India Data Accessibility & Use Policy, 2022 AU - Jain, Anushka DA - 2022/// PY - 2022 UR - https://www.moneycontrol.com/news/politics/5-problems-with-the-draft-india-data-accessibility-use-policy-2022-8154271.html Y2 - 2022/06/15/07:50:42 ER - TY - RPRT TI - The role of nongovernmental organizations in primary education: a study of six NGOs in India AU - Jagannathan, Shanti DA - 2001/01// PY - 2001 DP - Zotero LA - en M3 - Policy Research Working Paper PB - Robert McNamara Fellowships Program, World Bank Institute SN - 2530 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/19714/multi0page.pdf?sequence=1&isAllowed=y ER - TY - JOUR TI - Targeting within universalism AU - Jacques, Olivier AU - Noel, Alain T2 - Journal of European Social Policy DA - 2021/// PY - 2021 DO - 10.1177/0958928720918973 VL - 31 IS - 1 SP - 15 EP - 21 UR - https://journals.sagepub.com/doi/abs/10.1177/0958928720918973 ER - TY - CONF TI - PK-12 educators’ requests for teaching during a pandemic AU - Jacques, Lorraine A AU - Shrubb, Richard G AB - In the spring of 2020, districts across America needed to quickly transition to distance learning in response to the COVID-19 pandemic. Many educators turned to social media for help addressing this change. This study examined posts from a public Facebook group whose purpose was to support teachers during this pandemic to learn what help educators were seeking for emergency distance learning. Findings indicated that most sought resources or activities to support student learning, followed by how to conduct distance education, followed by requests for technical support. C3 - EdMedia + Innovate Learning 2020 DA - 2020/// PY - 2020 SP - 56 EP - 60 KW - ⛔ No DOI found ER - TY - RPRT TI - 2020 EdTech Ecosystem: Ghana and Cote D'ivoire AU - Jacobs Foundation DA - 2020/// PY - 2020 SP - 118 LA - English PB - Jacobs Foundation and Chrysalis ST - 2020 EdTech Ecosystem UR - https://jacobsfoundation.org/app/uploads/2021/04/EdTech-Ecosystem-2020-Ghana-and-Cote-dIvoire.pdf ER - TY - ELEC TI - Evidence needs to be at the heart of $300 billion global edtech industry AU - Jacobs Foundation T2 - Jacobs Foundation AB - The Jacobs Foundation calls for a “culture shift”. This follows the launch of a global CHF 40 million initiative for greater collaboration between investors, edtech companies, and premier research institutions to help bridge the gap between research and edtech. DA - 2022/04/08/T06:50:08+00:00 PY - 2022 LA - en-US UR - https://jacobsfoundation.org/en/evidence-needs-to-be-at-the-heart-of-300-billion-global-edtech-industry/ Y2 - 2022/09/09/11:35:19 ER - TY - JOUR TI - The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review AU - Jacob, Robin AU - Parkinson, Julia T2 - Review of Educational Research AB - This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists. DA - 2015/12/01/ PY - 2015 DO - 10.3102/0034654314561338 DP - SAGE Journals VL - 85 IS - 4 SP - 512 EP - 552 J2 - Review of Educational Research LA - en SN - 0034-6543 ST - The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement UR - https://doi.org/10.3102/0034654314561338 Y2 - 2019/11/04/10:27:37 ER - TY - ELEC TI - Rwandan ed-tech startup BAG Innovation raises $150k seed round - Disrupt Africa AU - Jackson, Tom DA - 2019/10/21/ PY - 2019 UR - https://disrupt-africa.com/2019/10/rwandan-ed-tech-startup-bag-innovation-raises-150k-seed-round/ Y2 - 2020/08/17/19:34:36 ER - TY - RPRT TI - Value for money and international development: Deconstructing myths to promote a more constructive discussion AU - Jackson, Penny DA - 2012/05// PY - 2012 DP - Zotero SP - 4 LA - en PB - OECD Development Co-operation Directorate UR - https://www.oecd.org/dac/effectiveness/49652541.pdf ER - TY - JOUR TI - The nature of soft systems thinking: The work of Churchman, Ackoff and Checkland AU - Jackson, Michael C. T2 - Journal of applied systems analysis DA - 1982/// PY - 1982 DP - Google Scholar VL - 9 IS - 1 SP - 17 EP - 29 ST - The nature of soft systems thinking KW - ⛔ No DOI found ER - TY - RPRT TI - test AU - jac, nyili AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/09/23/ PY - 2021 LA - en M3 - Position paper PB - EdTech Hub SN - 1 KW - _r:AddedByZotZen ER - TY - RPRT TI - Will Technology Transform Education for the Better? AU - J-PAL Evidence Review CY - Cambridge, MA DA - 2019/// PY - 2019 PB - Abdul Latif Jameel Poverty Action Lab ER - TY - RPRT TI - Exercise B: How to do random assignment using MS Excel AU - J-PAL PB - Abdul Latif Jameel Poverty Action Lab UR - https://www.povertyactionlab.org/sites/default/files/research-resources/ExerciseB_RandomizationMechanics_Excel_Instructions_Final.pdf ER - TY - JOUR TI - The effectiveness of integrating interactive technology in reading comprehension: A case study of Jamaica's grade school AU - Iyare, Ngozi F. AU - James, Julia AU - Amonde, Tom M. T2 - Journal of Information Technology Education: Research AB - Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua & Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the government-supported initiatives concluded that the majority of these initiatives have been driven not by educational frameworks or research-based evidence but by the tablet hype. The goal of this study is to provide research-based evidence by investigating if the learning experience for grade-three learners with interactive technology improves knowledge and skills in reading comprehension compared to learning in the traditional chalk and talk environment. Background: Prior studies provided limited evidence based mainly on data from developed countries about the influence of the use of interactive technology on reading comprehension at lower grade school level. Methodology: Employing a mixed-method case study research approach, this study aims to investigate the effects of integrating interactive technology in reading comprehension and examine the perspectives of students. This case study employed a sample of 30 public school third-grade students located in a relatively poor residential area in St Catherine, Jamaica as well as the two classroom teachers. Thirty students were divided into two groups -- an experimental group, which included 16 participants and a control group, which included 14 participants. The intervention program was carried out over a period of eight weeks. Contribution: This study has provided (a) additional data to show evidence for the effectiveness of interactive technology in reading comprehension and (b)research based evidence for the distribution of computer devices to students in the K-12 schooling sectors. Findings: We found empirical support for the positive effects of technology-based approaches for addressing reading comprehension and vocabulary skills. Our results were based on the pre-test and post-test assessments. Additional data was collected using a survey questionnaire which was given to the students before and after the intervention. The change from pretest to posttest was significantly different between the two groups as measured by the Mann Whitney U test. Recommendations for Practitioners: The empirical support for the effects of technology-based approaches for addressing reading comprehension and vocabulary skills identified in this study will assist teachers with strategies and programs that should improve students' motivation as well as their grades. Recommendation for Researchers: For future studies, we recommend focusing on a longer intervention period and using a larger sample size that would likely yield more definitive and generalizable results. DA - 2018/// PY - 2018 DO - 10.28945/4098 VL - 17 SP - 227 EP - 246 LA - English SN - 1547-9714, 1547-9714 UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2130847720?accountid=9851 AN - 2130847720; EJ1189299 DB - Education Collection KW - Case Studies KW - Control Groups KW - Conventional Instruction KW - ERIC, Current Index to Journals in Education (CIJE) KW - Elementary Education KW - Elementary School Students KW - Experimental Groups KW - Foreign Countries KW - Grade 3 KW - Instructional Effectiveness KW - Jamaica KW - Mastery Learning KW - Outcomes of Education KW - Reading Comprehension KW - Reading Improvement KW - Reading Instruction KW - Teaching Methods KW - Technology Integration ER - TY - JOUR TI - La Scientificite En Langues Africaines: L’exemple Du Kalabari Et De L’ikwerre AU - Iyalla-Amadi, Priye AU - Odungweru, U. S. T2 - AFRREV IJAH: An International Journal of Arts and Humanities DA - 2015/// PY - 2015 DO - 10.4314/ijah.v4i3.16 DP - Google Scholar VL - 4 IS - 3 SP - 185 EP - 199 ST - La Scientificite En Langues Africaines ER - TY - ELEC TI - Face the facts: Internet Watch Foundation Annual Report 2020 AU - IWF AB - The latest data and statistics on what the Internet Watch Foundation (IWF) are doing globally to tackle child sexual abuse images and videos online. DA - 2020/// PY - 2020 LA - en-gb UR - https://www.iwf.org.uk/about-us/who-we-are/annual-report-2020/ Y2 - 2022/04/25/18:03:09 ER - TY - BOOK TI - Mixed methods applications in action research AU - Ivankova, Nataliya V. DA - 2014/// PY - 2014 PB - Sage SN - 1-4522-2003-4 UR - https://us.sagepub.com/en-us/nam/mixed-methods-applications-in-action-research/book237798 ER - TY - JOUR TI - Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology AU - Ivala, Eunice AU - Gachago, Daniela AU - Condy, Janet AU - Chigona, Agnes T2 - Journal of Education and Training Studies AB - Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills. DA - 2014/01// PY - 2014 DO - 10.11114/jets.v2i1.286 VL - 2 IS - 1 SP - 217 EP - 227 LA - English SN - 2324-805X, 2324-805X UR - https://core.ac.uk/download/pdf/235493876.pdf AN - 1697499911; EJ1055168 KW - Case Studies KW - Cognitive Processes KW - College Faculty KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Personal Narratives KW - Postsecondary Education KW - Preservice Teachers KW - Professional Development KW - Qualitative Research KW - Reflection KW - Skill Development KW - South Africa KW - Story Telling KW - Teaching Methods KW - Technology Uses in Education KW - Video Technology KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:2096367 KW - __finaldtb ER - TY - BLOG TI - Press release: ITU Telecom World Awards 2016 winners announced... AU - ITU Telecom World T2 - ITU DA - 2016/11/18/ PY - 2016 UR - https://www.itu.int/en/mediacentre/Pages/2016-PR52.aspx Y2 - 2020/08/26/20:06:40 ER - TY - BLOG TI - Vodafone Instant Schools platform leverages technology to boost high quality education in Ghana AU - ITU Digital Inclusion Division DA - 2018/// PY - 2018 LA - en-US UR - http://digitalinclusionnewslog.itu.int/2018/01/17/vodafone-instant-schools-platform-leverages-technology-to-boost-high-quality-education-in-ghana/ Y2 - 2020/06/23/12:12:21 ER - TY - ELEC TI - 2017 Global ICT Development Index AU - ITU DA - 2017/// PY - 2017 UR - https://www.itu.int/net4/itu-d/idi/2017/index.html#idi2017economycard-tab&LBN Y2 - 2020/09/23/18:38:10 ER - TY - RPRT TI - Guidelines for industry on Child Online Protection AU - ITU DA - 2020/// PY - 2020 UR - https://www.itu-cop-guidelines.com/industry ER - TY - RPRT TI - Guidelines for parents and educators on Child Online Protection AU - ITU DA - 2020/// PY - 2020 UR - https://www.itu-cop-guidelines.com/parentsandeducators ER - TY - JOUR TI - How broadband, digitization and ICT regulation impact the global economy Global econometric modelling AU - ITU DA - 2020/// PY - 2020 DP - Zotero SP - 60 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - How low cost wireless broadband networks are connecting ‘last-mile’ communities in Djibouti AU - ITU T2 - ITU News AB - By ITU News Twenty per cent of Djibouti’s homes have access to a computer, while internet access is available to just under 10 per cent of households, according to ITU Data. Within the framework of the Djibouti Vision 2035, the country has embarked on a programme to strengthen its ICT sector with a view to providing quality telecommunication services at DA - 2019/05/21/T10:21:46+02:00 PY - 2019 LA - english UR - https://news.itu.int/how-low-cost-wireless-broadband-networks-are-connecting-last-mile-communities-in-djibouti/ Y2 - 2021/03/03/18:21:47 ER - TY - RPRT TI - ICT Country Profiles: Mongolia AU - ITU T2 - Measuring the Information Society Report DA - 2018/// PY - 2018 M3 - Brief PB - The International Telecommunication Union UR - https://www.itu.int/en/ITU-D/LDCs/Documents/2017/Country%20Profiles/Country%20Profile_Mongolia.pdf Y2 - 2020/07/15/14:23:56 ER - TY - GEN TI - ICT Facts and Figures 2017 AU - ITU DA - 2017/// PY - 2017 PB - International Telecommunication Union UR - https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2017.pdf Y2 - 2019/11/21/10:26:39 ER - TY - RPRT TI - Measuring digital development: Facts and figures 2019 AU - ITU DA - 2019/// PY - 2019 UR - https://www.itu.int/en/ITU-D/Statistics/Documents/facts/FactsFigures2019.pdf ER - TY - ELEC TI - The Kio Kit: a digital learning solution engineered in Africa for the world AU - ITU T2 - ITU News AB - To mark Mobile Learning Week 2018, ITU News caught up with Nivi Sharma, the Managing Director of BRCK (brck.com), whose mission is to connect Africa to the internet, through providing a WiFi infrastructure to allow anyone with a smartphone to have free and open access to the internet. DA - 2018/03/27/T11:05:59+02:00 PY - 2018 LA - english ST - The Kio Kit UR - https://news.itu.int/the-kio-kit-african-solution-digital-learning/ Y2 - 2020/08/26/17:40:09 ER - TY - RPRT TI - The Last-Mile Internet Connectivity Toolkit: Solutions to Connect the Unconnected in Developing Countries AU - ITU DA - 2020/01// PY - 2020 UR - https://www.itu.int/en/ITU-D/Technology/Documents/RuralCommunications/20200120%20-%20ITU%20Last-Mile%20Internet%20Connectivity%20Toolkit%20-%20DraftContent.pdf Y2 - 2020/09/17/16:22:17 ER - TY - ICOMM TI - COVID-19 a global crisis for teaching and learning | Teachers Task Force for Education 2030 AU - ITTE DA - 2020/// PY - 2020 UR - https://teachertaskforce.org/knowledge-hub/covid-19-global-crisis-teaching-and-learning ER - TY - ELEC TI - COVID-19 and the surge of absenteeism in SA schools AU - ISSAfrica T2 - ISS Africa AB - The impact of higher-than-expected absence rates is significant and will be compounded by a third wave. DA - 2021/02/24/ PY - 2021 LA - en UR - https://issafrica.org/iss-today/covid-19-and-the-surge-of-absenteeism-in-sa-schools Y2 - 2021/03/29/06:35:07 ER - TY - RPRT TI - Integration of Technology in Education for Marginalised Children in an Urban Slum of Dhaka City During the Covid-19 Pandemic AU - Islam, Touhidul AU - Hussain, Maria AU - Shimul, Shafiun Nahin AU - Rupok, Rifat Islam AU - Orthy, S.R.Khan AB - An output of the EdTech Hub, https://edtechhub.org CN - 0063 DA - 2021/10/27/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/5ZF9VGMK KW - _r:AddedByZotZen ER - TY - JOUR TI - Use of Technology in Open and Distance Education: A Guideline for the Educational Institutions in Bangladesh AU - Islam, Saria AU - Mahmudul, A.S.M. T2 - International Journal of Applied Information Systems DA - 2016/01/05/ PY - 2016 DO - 10.5120/ijais2016451481 DP - DOI.org (Crossref) VL - 10 IS - 4 SP - 1 EP - 5 J2 - IJAIS SN - 22490868 ST - Use of Technology in Open and Distance Education UR - http://www.ijais.org/research/volume10/number4/islam-2016-ijais-451481.pdf Y2 - 2020/10/01/09:45:20 ER - TY - JOUR TI - Exploring the fundamental factors of digital inequality in Bangladesh AU - Islam, Muhammad Nazrul AU - Inan, Toki Tahmid T2 - SAGE Open DA - 2021/06//April PY - 2021 DO - 10.1177/21582440211021407 SP - 1 EP - 12 UR - https://journals.sagepub.com/doi/10.1177/21582440211021407 Y2 - 2021/10/25/17:44:50 ER - TY - RPRT TI - Delivering Remote Learning Using a Low-Tech Solution: Evidence from an RCT during the Covid-19 Pandemic AU - Islam, Asad AU - Wang, Liang Choon AU - Hassan, Hashibul AB - During the prolonged school closure due to the Covid-19 pandemic, many children in rural Bangladesh were missing out on formal education. What is more these children had limited access to distance learning modalities such as the internet, television, and radio. To counteract this poor access, this study used the widely accessible modality of mobile phones to deliver a set of audio lessons to primary school students using Interactive Voice Response (IVR). These lessons were developed using the Interactive Radio Instruction (IRI) method. An output of the EdTech Hub, https://edtechhub.org CN - 0070 DA - 2022/// PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub SN - 43 UR - https://docs.edtechhub.org/lib/FE3VBQQW KW - _r:AddedByZotZen ER - TY - RPRT TI - After School Tutoring: Evidence from a Randomized Control Trial AU - Islam, Asad AU - Ruthbah, Ummul DA - 2020/// PY - 2020 PB - Monash Business School UR - https://issuu.com/monashbusinessschool/docs/ummul_ruthbah_-_after_school_tutoring__bangladesh_ ER - TY - RPRT TI - Education technology in the COVID-19 response in Nigeria AU - Isisi, Akogun AU - Olojede, Omolola AU - Adedoyin, Adesina AU - Akogun, Oladele DA - 2020/11// PY - 2020 LA - en M3 - Case Study PB - EdTech Hub KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - NEWS TI - Unbundling the 13 million out-of-school children in Nigeria AU - Ishaku, Joseph AU - Oraka, Onome T2 - Southern Voice (Nigeria) DA - 2019/03/27/ PY - 2019 DP - southernvoice.org SE - CSEA (Nigeria) UR - http://southernvoice.org/unbundling-the-13-million-out-of-school-children-in-nigeria/ Y2 - 2020/07/07/13:53:07 ER - TY - JOUR TI - Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial AU - Iserbyt, Peter AU - Charlier, Nathalie AU - Mols, Liesbet T2 - Resuscitation DA - 2014/// PY - 2014 DO - 10.1016/j.resuscitation.2014.01.018 VL - 85 IS - 6 SP - 809 EP - 813 ER - TY - JOUR TI - Baseline Situational Analysis on Open Distance Learning (ODL) in Southern African Development Community (SADC) Member States AU - Isaacs, Shafika AU - Mohee, Romeela DA - 2020/// PY - 2020 DP - Zotero SP - 102 LA - en KW - ⛔ No DOI found ER - TY - BLOG TI - What can we learn from EMIS diagnostics? | Blog | Global Partnership for Education AU - Irving, Margaret AU - Percier, Marc-Antoine AB - Millions of dollars are invested in strengthening education management information systems, but many countries still struggle with data-related issues. How can countries make their systems more effective? An EMIS diagnostic is the first step. DA - 2019/// PY - 2019 LA - en ST - What can we learn from EMIS diagnostics? UR - https://www.globalpartnership.org/blog/what-can-we-learn-emis-diagnostics Y2 - 2022/09/29/16:55:10 ER - TY - JOUR TI - Perceived Efficacy of e-Proctoring Software for Emergency Remote Online Based Assessment: Perceptions of Proctored Examinations AU - Ironsi, Chinaza T2 - EDEN Conference Proceedings AB - The switch from traditional teaching methods to emergency remote online learning as a result of the outbreak of COVID-19 necessitated a change in approaches to measurement and evaluation in our educational system. A lot of methods were adopted yet the need for credible, properly monitored, valid and reliable assessment continues to be an issue of debate. E-proctoring as a popular strategy for monitoring and administering online-based examinations has witnessed tremendous success over the years yet ethical issues and many more are yet to be extensively examined. While a teacher may embrace the use of this software for monitoring examination, the perception of preservice teachers has not been explored adequately, much more the opinions of the instructors and preservice teachers on the level of efficacy with regards to the use of e-proctoring strategy for monitoring online-based examinations in a hybrid/emergency remote online educational model has not been investigated. It is in this light that this study intends to examine the perceptions of instructors and preservice teachers on the use of e-proctoring devices during online-based assessments, two research questions were investigated through a quantitative research design. A structured questionnaire was used to elicit information from 40 participants comprising of 36 students and 4 teachers on their perceptions of the effectiveness and efficacy of the e-proctored software while administering and monitoring examinations. Findings from the study will be beneficial in drawing valid conclusions on the use of e-proctored devices in monitoring emergency remote online-based assessment. The conclusions will prepare school administrators and equip them with the possible approaches to adopt in ensuring that a credible valid and reliable evaluation process is conducted during the post-COVID 19 semesters. DA - 2021/09/21/ PY - 2021 DO - 10.38069/edenconf-2021-ac0026 DP - www.eden-online.org IS - 1 SP - 265 EP - 282 LA - en SN - 2707-2819 ST - Perceived Efficacy of e-Proctoring Software for Emergency Remote Online Based Assessment UR - https://www.eden-online.org/proc-2485/index.php/PROC/article/view/1879 Y2 - 2022/03/01/13:49:10 ER - TY - BLOG TI - Building a globalised research system – the case of Bangladesh AU - Irfanullah, H DA - 2019/// PY - 2019 UR - https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/01/building-a-globalised-research-system-the-case-of-bangladesh/ ER - TY - NEWS TI - Locked out of school: Pakistan’s digital divide has students struggling AU - Irfan, Anmol T2 - The Guardian AB - Online lessons can’t reach children in many areas of Covid-hit country even though their parents still have to pay fees DA - 2021/05/18/T06:30:45.000Z PY - 2021 LA - en SE - Global development ST - Locked out of school UR - http://www.theguardian.com/global-development/2021/may/18/schools-out-pakistani-pupils-struggle-with-lack-of-internet Y2 - 2021/07/22/16:03:31 ER - TY - RPRT TI - Meeting the Academic and Social-Emotional Needs of Nigeria’s Out-of-School Children What works and what doesn’t for an accelerated learning program AU - IRC DA - 2019/07// PY - 2019 M3 - Research Brief PB - International Rescue Committee UR - https://www.edu-links.org/sites/default/files/media/file/DFID_NFLC_Endline_Research_Brief_8.12.19_FNL.pdf Y2 - 2020/07/31/21:20:39 ER - TY - RPRT TI - The Impact of IRC’s Healing Classrooms Tutoring on Children’s Learning and Social-Emotional Outcomes in Niger AU - IRC T2 - Education in Emergencies: Evidence for Action AB - During school year 2016-2017, the International Rescue Committee (IRC) delivered Healing Classrooms remedial tutoring programming and additional low-cost, targeted social-emotional learning (SEL) interventions to children in Diffa, a region in Niger affected by recurrent Boko Haram attacks. We found that, after twenty-two weeks of program implementation, access to Healing Classrooms tutoring significantly improved students’ reading and math skills, and adding targeted SEL interventions to Healing Classrooms tutoring improved children’s overall school grades. However, we found little evidence of direct impacts of the additional targeted SEL strategies on children’s social-emotional outcomes. DA - 2019/03// PY - 2019 M3 - Policy Brief PB - International Rescue Committee UR - https://steinhardt.nyu.edu/sites/default/files/2019-09/3EA-Niger_Policy_Brief_updated_3.2019_A.pdf Y2 - 2020/07/28/18:35:58 ER - TY - JOUR TI - Role of technology in science classrooms: an exploratory study of Pakistan AU - Iqbal, Zeeshan AU - Sami, Aisha T2 - International Journal of Technology Enhanced Learning AB - Knowledge of science has its own demanding place in the current competitive world. Students have shown lack of interest and sufficient knowledge about the science subjects including Physics, Chemistry, and Biology. Multimedia audio-visual aids play important role in enhancing the classroom learning. Even though, these multimedia audio-visual aids are not being fully utilised in Pakistani education system. This study was conducted to illustrate the importance of using multimedia audio-visual aids in the classrooms especially during teaching physics, chemistry and biology at secondary schools of Pakistan. The researchers employed purposive sampling technique for this study and the sample size was 240 students. Primary data was collected by using observation method and conducting interviews. Collected data were analysed by using both quantitative and qualitative data analyse methods and presented in a descriptive way. Findings revealed that using multimedia audio-visual aids in the classrooms is an effective strategy that makes students active, maintains a high level of interest in the lesson and encourages students to participate in the classrooms and thus leads towards better learning. DA - 2020/// PY - 2020 DO - 10.1504/IJTEL.2020.106281 DP - Web of Science VL - 12 IS - 2 SP - 115 EP - 126 J2 - Int. J. Technol. Enhanc. Learn. LA - English SN - 1753-5255 ST - Role of technology in science classrooms KW - Pakistan KW - audio-visual aids KW - education KW - secondary schools KW - technology ER - TY - JOUR TI - Factors affecting the teachers' intention to adopt audio-visual aids in education sector of Pakistan AU - Iqbal, Zeeshan AU - Malik, Maimoona AU - Iqbal, Farhan T2 - International Journal of Innovation in Education AB - An emergent body of research mainly from the developing countries indicated that behavioural and cultural factors have significant influence on the adoption of technology. Based on the theoretical ... DA - 2019/08/15/ PY - 2019 DP - www.inderscienceonline.com LA - en UR - https://www.inderscienceonline.com/doi/abs/10.1504/IJIIE.2019.101764 AN - world Y2 - 2020/11/27/13:00:09 KW - ⛔ No DOI found ER - TY - NEWS TI - EDUCATION-PAKISTAN: ALIF Spells Open Sesame For Pre-schoolers | Inter Press Service AU - Iqbal, Nadeem T2 - Inter Press Service News Agency DA - 2020/08/11/Tuesday PY - 2020 LA - EN UR - http://www.ipsnews.net/2000/04/education-pakistan-alif-spells-open-sesame-for-pre-schoolers/ Y2 - 2020/08/11/10:16:02 ER - TY - JOUR TI - Meet us on the phone: mobile phone programs for adolescent sexual and reproductive health in low-to-middle income countries AU - Ippoliti, Nicole B. AU - L’Engle, Kelly T2 - Reproductive Health AB - mHealth as a technical area has seen increasing interest and promise from both developed and developing countries. While published research from higher income countries on mHealth solutions for adolescent sexual and reproductive health (SRH) is growing, there is much less documentation of SRH mHealth interventions for youth living in resource-poor settings. We conducted a global landscape analysis to answer the following research question: How are programs using mHealth interventions to improve adolescent SRH in low to middle income countries (LMICs)? DA - 2017/01/17/ PY - 2017 DO - 10.1186/s12978-016-0276-z DP - BioMed Central VL - 14 IS - 1 SP - 11 J2 - Reproductive Health SN - 1742-4755 ST - Meet us on the phone UR - https://doi.org/10.1186/s12978-016-0276-z Y2 - 2020/07/21/17:53:39 ER - TY - JOUR TI - Examination of Teacher Candidates' Views on Peer Learning Performed with Interactive Videos in the Blended Learning Process AU - Ipek, Jale AU - Kalay, Abdullah AU - Ertas, Sercan T2 - Education Quarterly Reviews AB - Today, the speed of the development of technology has various effects in many areas. In the field of education, some concepts, methods, techniques, theories and models come to the fore with the effect of technology and attract the attention of researchers. One of them is blended learning. Blended learning is a learning process in which both face-to-face learning processes and learning processes in online environments coexist. Today's learners are expected to be able to solve problems, work collaboratively, and have strong communication. It is thought that peer learning can be used in constructivist teaching processes in order to gain these features. Peer learning involves learners performing their learning by interacting with each other. In this study, it is aimed to determine the opinions of teacher candidates about peer learning realized with interactive videos in the blended learning process. The study group consists of 37 Computer and Instructional Technologies Education Department teacher candidates, 11 women (29.73%) and 26 men (70.27%) enrolled in the "Special Teaching Methods - II" course in the spring semester of 2018-2019 academic year. In the online part of the study, a web 2.0 tool (Edpuzzle) was used to prepare interactive video content. The videos prepared by the peers regarding the course content were expected to be watched online and before the face-to-face lessons. In the face-to-face learning process, students progressed the learning process interactively with their peers. At the end of the process, the data were collected with the data collection tool named "teacher candidate opinion form" developed by the researchers from the study group. The collected data were analyzed with content analysis and interpreted by the researchers. In the study results, the opinions of the teacher candidates about the process after their learning experiences were determined. It was found that a great majority of the teacher candidates had a positive opinion about the peer learning realized with interactive videos in the blended learning process. DA - 2021/06/30/ PY - 2021 DO - 10.31014/aior.1993.04.02.281 DP - DOI.org (Crossref) VL - 4 IS - 2 J2 - eqr LA - en SN - 26215799 UR - https://www.asianinstituteofresearch.org/EQRarchives/Examination-of-Teacher-Candidates'-Views-on-Peer-Learning-Performed-with-Interactive-Videos-in-the-Blended-Learning-Process- Y2 - 2022/08/22/19:27:32 ER - TY - JOUR TI - Innovations for Poverty Action AU - IPA DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en UR - https://www.poverty-action.org/sites/default/files/presentation/IPA-Ghana-RECOVR-Survey-Webinar-July-2-2020-Presentation.pdf ER - TY - ELEC TI - ICT Sector in Lebanon - 2018 Factbook AU - Investment Development Authority of Lebanon DA - 2018/// PY - 2018 UR - https://investinlebanon.gov.lb/Content/uploads/Publication/181205011004908~IDAL-ICT%20FACTBOOK%202018.pdf Y2 - 2020/09/08/17:08:22 ER - TY - BLOG TI - Key ICT Features in UNICEF’S Response to Fighting Ebola AU - Inveneo T2 - Inveneo AB - International organizations like UNICEF are no stranger to dealing with devastating medical outbreaks like the ongoing Ebola crisis happening in West Africa, which has already claimed almost 5,000 lives. To engage local supporters, UNICEF recently hosted a speaker luncheon in San Francisco to explain the powerful work they have been doing on the ground throughout ... DA - 2014/11/06/ PY - 2014 LA - en-US UR - http://www.inveneo.org/2014/11/key-ict-features-in-unicefs-response-to-fighting-ebola/ Y2 - 2020/08/18/01:03:19 ER - TY - ELEC TI - Africa Internet Users, 2020 Population and Facebook Statistics AU - Internet World Stats: Usage and Population Statistics UR - https://www.internetworldstats.com/stats1.htm Y2 - 2020/07/07/07:57:06 ER - TY - ELEC TI - Internet World Stats - Usage and Population Statistics AU - Internet World Stats DA - 2020/// PY - 2020 UR - https://www.internetworldstats.com/ Y2 - 2020/09/14/13:17:59 ER - TY - BLOG TI - Hamara Internet AU - Internet Society T2 - Internet Society AB - Project Organizer: Nighat Dad, Pakistan Islamabad Chapter DA - 2015/// PY - 2015 LA - en-US UR - https://www.internetsociety.org/beyond-the-net/grants/2015/hamara-internet/ Y2 - 2021/04/29/11:21:08 ER - TY - GEN TI - Internet access and education: key considerations for policy makers AU - Internet Society AB - The Internet has immense potential to improve the quality of education, which is one of the pillars of sustainable development. This Internet Society briefing outlines ways in which policymakers can unlock that potential through an enabling framework for access to the Internet. It sets out five priorities for policymakers: infrastructure and access, vision and policy, inclusion, capacity, and content and devices. Together these represent key considerations for unlocking access to the Internet in support of education. DA - 2017/11/20/ PY - 2017 LA - en-US ST - Internet access and education UR - https://www.internetsociety.org/resources/doc/2017/internet-access-and-education/ Y2 - 2021/10/03/12:57:40 ER - TY - ELEC TI - Basic e-Learning Library (BeLL) : Free Texts : Free Download, Borrow and Streaming : Internet Archive AU - Internet Archive UR - https://archive.org/details/bell Y2 - 2020/09/15/10:33:35 ER - TY - ELEC TI - "Digital Senegal 2025" Strategy AU - International Telecommunications Union UR - https://www.itu.int/net4/wsis/archive/stocktaking/Project/Details?projectId=1488401022 Y2 - 2020/06/22/14:29:21 ER - TY - RPRT TI - Liberia Profile AU - International Telecommunications Union DA - 2018/// PY - 2018 UR - https://www.itu.int/itu-d/apis/clients/res/pdf/country_profile/report_LBR.pdf Y2 - 2020/06/25/22:30:06 ER - TY - ELEC TI - Measuring the Information Society Report 2018 – Volume 2: Country Profile_Senegal AU - International Telecommunications Union DA - 2018/// PY - 2018 UR - https://www.itu.int/en/ITU-D/LDCs/Documents/2017/Country%20Profiles/Country%20Profile_Senegal.pdf Y2 - 2020/06/22/14:35:23 ER - TY - RPRT TI - Universal and Digital Inclusion for All AU - International Telecommunications Union DA - 2013/// PY - 2013 LA - EN UR - https://www.itu.int/en/ITU-D/Regulatory-Market/Documents/USF_final-en.pdf ER - TY - RPRT TI - The State of Broadband: Tackling digital inequalities A decade for action AU - International Telecommunication Union AU - UNESCO CY - Geneva DA - 2020/09// PY - 2020 SP - 130 UR - https://www.itu.int/dms_pub/itu-s/opb/pol/S-POL-BROADBAND.21-2020-PDF-E.pdf Y2 - 2021/05/24/14:51:32 ER - TY - RPRT TI - Closing the gap: Ensuring there are enough qualified and supported teachers in sub-Saharan Africa AU - International Task Force on Teachers for Education 2030 DA - 2021/// PY - 2021 UR - https://teachertaskforce.org/sites/default/files/2021-09/Closing%20the%20gap%20-%20Ensuring%20there%20are%20enough%20qualified%20and%20supported%20teachers_TTF%20advocacy%20brief%20July%202021_v2.pdf Y2 - 2022/05/17/17:03:19 ER - TY - ELEC TI - Every Adolescent Girl Empowered and Resilient (EAGER) AU - International Rescue Committee (IRC) AB - A project designed to create accessible and empowering learning opportunities for out-of-school adolescent girls in Sierra Leone, strengthening their knowledge, skills, and agency to shape their lives. LA - en UR - https://www.rescue.org/eager-project Y2 - 2023/06/22/09:26:11 ER - TY - ELEC TI - Safe Healing and Learning Spaces Toolkit AU - International Rescue Committee (IRC) DA - 2016/// PY - 2016 UR - https://rescue.app.box.com/s/f0djf7fa3yzbtn7vqt3ouv2mn20okt8l Y2 - 2020/05/29/13:35:36 ER - TY - RPRT TI - Rapid Evidence Summary on Mass Communication AU - International Rescue Committee DA - 2020/03/26/ PY - 2020 SP - 8 LA - EN PB - International Rescue Committee UR - https://inee.org/resources/rapid-evidence-summary-mass-communication ER - TY - RPRT TI - World Migration Report 2010: The future of migration—Building capacities for change AU - International Organization for Migration DA - 2010/// PY - 2010 PB - International Organization for Migration UR - http://publications.iom.int/bookstore/index.php?main_page=product_info&cPath=37&products_id=665 ER - TY - RPRT TI - Sierra Leone : Economic Development Documents-National Development Plan, 2019-23 AU - International Monetary Fund. African Dept. AB - The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy. DA - 2019/07/09/ PY - 2019 SP - 216 LA - en M3 - Country Report SN - 19/218 ST - Sierra Leone UR - https://www.imf.org/en/Publications/CR/Issues/2019/07/09/Sierra-Leone-Economic-Development-Documents-National-Development-Plan-2019-23-47099 Y2 - 2020/12/15/19:44:01 ER - TY - RPRT TI - Digital Revolutions in Public Finance AU - International Monetary Fund AB - Digitization promises to reshape fiscal policy by transforming how governments collect, process, share, and act on information. More and higher-quality information can improve not only policy design for tax and spending, but also systems for their management, including tax administration and compliance, delivery of public services, administration of social programs, public financial management, and more. Countries must chart their own paths to effectively balance the potential benefits against the risks and challenges, including institutional and capacity constraints, privacy concerns, and new avenues for fraud and evasion. Support for this book and the conference on which it is based was provided by the Bill and Melinda Gates Foundation “Click Download on the top right corner for your free copy..." DA - 2017/// PY - 2017 LA - ENG UR - https://www.imf.org/en/Publications/Books/Issues/2018/04/02/Digital-Revolutions-in-Public-Finance-44925 Y2 - 2022/11/14/17:06:31 ER - TY - RPRT TI - Sierra Leone: Economic Development Documents-National Development Plan, 2019-23 AU - International Monetary Fund DA - 2019/07/09/ PY - 2019 SP - 1 EP - 42 LA - en_US M3 - IMF Country Reports PB - IMF, African Department SN - 19/218 UR - https://www.elibrary.imf.org/view/IMF002/26222-9781498324960/26222-9781498324960/26222-9781498324960_A001.xml?redirect=true Y2 - 2020/11/25/20:20:44 ER - TY - RPRT TI - Sierra Leone : Poverty Reduction Strategy Paper-Progress Report (2005-2007) AU - International Monetary Fund AB - This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided. CY - Washington D.C. DA - 2008/07// PY - 2008 LA - en SN - 08/250 ST - Sierra Leone UR - https://www.imf.org/en/Publications/CR/Issues/2016/12/31/Sierra-Leone-Poverty-Reduction-Strategy-Paper-Progress-Report-22204 Y2 - 2020/12/15/19:11:56 ER - TY - ELEC TI - Reopening schools: How to get education back on track after COVID-19 AU - International Institute for Educational Planning T2 - IIEP-UNESCO AB - It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e DA - 2020/05/13/ PY - 2020 LA - en ST - Reopening schools UR - http://www.iiep.unesco.org/en/reopening-schools-how-get-education-back-track-after-covid-19-13424 Y2 - 2020/08/18/01:03:50 ER - TY - RPRT TI - Teacher career reforms: Learning from experience AU - International Institute for Educational Planning DA - 2019/// PY - 2019 LA - EN PB - International Institute for Educational Planning SN - 1 UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000372127&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_9ba4cf16-46f1-45ee-8af6-e206d5e68320%3F_%3D372127eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000372127/PDF/372127eng.pdf#research_brief_01_st_WEB.indd%3A.13909%3A6994 Y2 - 2020/05/10/20:58:18 ER - TY - ELEC TI - SDG7: Data and Projections AU - International Energy Agency T2 - IEA DA - 2020/10// PY - 2020 LA - en-GB ST - SDG7 UR - https://www.iea.org/reports/sdg7-data-and-projections Y2 - 2021/05/24/17:18:05 ER - TY - ELEC TI - ITU | 2017 Global ICT Development Index AU - International Communication Union DA - 2017/// PY - 2017 UR - https://www.itu.int/net4/itu-d/idi/2017/index.html#idi2017economycard-tab&SDN Y2 - 2021/12/31/14:08:47 ER - TY - ELEC TI - What is blockchain technology? AU - International Business Machines DA - 2022/// PY - 2022 UR - https://www.ibm.com/topics/what-is-blockchain#:~:text=Blockchain%20defined%3A%20Blockchain%20is%20a,patents%2C%20copyrights%2C%20branding ER - TY - ELEC TI - Inclusive curriculum AU - International Bureau of Education UR - http://www.ibe.unesco.org/en/glossary-curriculum-terminology/i/inclusive-curriculum ER - TY - GEN TI - Data Explorer | Open Budget Survey | International Budget Partnership AU - International Budget Partnership DA - 2022/// PY - 2022 UR - https://survey.internationalbudget.org/#download Y2 - 2022/11/13/16:44:18 ER - TY - RPRT TI - Dos anos despues salvando a una generacion AU - International Bank for Reconstruction and Development AU - World Bank DA - 2022/// PY - 2022 UR - https://www.unicef.org/lac/media/35631/file/Dos-anos-despues-salvando-a-una-generacion.pdf Y2 - 2022/12/07/22:41:58 ER - TY - ELEC TI - About IGWG | IGWG AU - Interagency Gender Working Group (IGWG) UR - http://www.igwg.org/about-igwg/ Y2 - 2022/05/25/18:25:30 ER - TY - ELEC TI - Situation Report No. 11 AU - Interagency Collaboration on Ebola DA - 2015/// PY - 2015 UR - https://www.humanitarianresponse.info/en/node/114079 Y2 - 2020/08/18/01:02:48 ER - TY - ELEC TI - Coronavirus (COVID-19) Resources | INEE AU - Inter-agency Network for Education in Emergencies (INEE). DA - 2020/// PY - 2020 UR - https://inee.org/covid-19/resources Y2 - 2020/05/29/15:01:03 ER - TY - RPRT TI - Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? AU - Inter-agency Network for Education in Emergencies (INEE). DA - 2016/02// PY - 2016 UR - https://inee.org/system/files/resources/20160303_Landscape_Review_ICT4E_in_Conflict_and_Crisis.pdf Y2 - 2020/06/02/17:36:45 ER - TY - ELEC TI - Rapid Evidence Summary on Mass Communication | AU - Inter-agency Network for Education in Emergencies (INEE). DA - 2020/03/26/ PY - 2020 UR - https://inee.org/resources/rapid-evidence-summary-mass-communication Y2 - 2020/05/29/13:33:34 ER - TY - RPRT TI - Technical Note: Education during the COVID-19 Pandemic. AU - Inter-agency Network for Education in Emergencies (INEE). AB - We are thrilled to share a new INEE Technical Note on Education during the COVID-19 Pandemic. CY - New York, NY DA - 2020/04/27/T02:57:19+02:00 PY - 2020 DP - alliancecpha.org LA - en M3 - Text UR - https://inee.org/system/files/resources/INEE%20Technical%20Note%20on%20COVID-19%20EN%202020-04-23.pdf Y2 - 2020/06/03/18:08:32 ER - TY - RPRT TI - A Guidance Note for Teacher Wellbeing in Emergency Settings AU - Inter-agency Network for Education in Emergencies DA - 2022/// PY - 2022 PB - INEE UR - https://inee.org/sites/default/files/resources/INEE%20-%20A%20Guidance%20Note%20for%20Teacher%20Wellbeing%20in%20Emergency%20Settings%20v1.1%20EN%20LowRes.pdf Y2 - 2022/05/30/11:19:02 ER - TY - VIDEO TI - Distance Learning during COVID-19 AU - Inter-Agency Network for Education in Emergencies AB - The third webinar of the INEE COVID-19 webinar series focused on providing distance learning in low-resource and low tech environments. The webinar highlighted the challenges currently facing EiE practitioners in the face of the school closures and restricted movement associated with COVID-19. EiE actors shared guidance and recommendations for continuing learning along with practical examples. More information about this webinar and INEE's COVID-19 response can be found on the INEE website: https://inee.org/collections/coronavi... DA - 2020/// PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=MAkh-haxiYk&feature=youtu.be Y2 - 2020/04/11/10:51:24 ER - TY - RPRT TI - Minimum Standards Handbook AU - Inter-Agency Network for Education in Emergencies DA - 2012/// PY - 2012 UR - https://inee.org/system/files/resources/INEE_Minimum_Standards_Handbook_2010%28HSP%29_EN.pdf ER - TY - RPRT TI - Promising Practices in Teacher Professional Development AU - Inter-Agency Network for Education in Emergencies T2 - Teachers in Crisis Context DA - 2022/// PY - 2022 SN - Second Edition UR - https://inee.org/sites/default/files/resources/TiCC%20Case%20Studies%20v2%20-%20TPD%20v1.0%20EN%20LowRes.pdf Y2 - 2022/08/22/19:22:47 ER - TY - RPRT TI - Teacher Wellbeing Resources Mapping & Gap Analysis AU - Inter-Agency Network for Education in Emergencies DA - 2021/// PY - 2021 UR - https://inee.org/resources/teacher-wellbeing-resources-mapping-gap-analysis Y2 - 2022/08/22/18:41:44 ER - TY - JOUR TI - ICTs for non-formal education in rural Thailand AU - Intarat, Sudarat AU - Chanchalor, Sumalee AU - Murphy, Elizabeth T2 - Australasian Journal of Educational Technology DA - 2017/// PY - 2017 DP - Google Scholar VL - 33 IS - 4 KW - ⛔ No DOI found ER - TY - ELEC TI - Instructure | Educational Software Development AU - Instructure DA - 2021/// PY - 2021 UR - https://www.instructure.com Y2 - 2021/01/27/00:00:00 ER - TY - ELEC TI - Acelera Brasil AU - Instituto Ayrton Senna T2 - Instituto Ayrton Senna AB - Solução educacional desenvolvida para garantir que alunos com atraso escolar tenham a chance de recuperar o aprendizado e desenvolver suas competências. DA - 2020/// PY - 2020 LA - pt-BR UR - https://www.institutoayrtonsenna.org.br/pt-br/como-atuamos/acelera.html Y2 - 2020/08/30/20:12:29 ER - TY - RPRT TI - Developing a Shared Vision of Ethical AI in Education: An invitation to participate AU - Institute of Ethical AI in Education DA - 2020/// PY - 2020 PB - The University of Buckingham UR - https://www.buckingham.ac.uk/wp-content/uploads/2020/09/Developing-a-Shared-Vision-of-Ethical-AI-in-Education-An-Invitation-to-Participate.pdf ER - TY - RPRT TI - Interim Report: Towards a Shared Vision of Ethical AI in Education AU - Institute of Ethical AI in Education DA - 2020/// PY - 2020 PB - University of Buckingham UR - https://www.buckingham.ac.uk/wp-content/uploads/2020/02/The-Institute-for-Ethical-AI-in-Educations-Interim-Report-Towards-a-Shared-Vision-of-Ethical-AI-in-Education.pdf ER - TY - ELEC TI - “Nudge Unit” AU - Institute for Government T2 - Institute for Government AB - The Behavioural Insights team, popularly known as the ‘Nudge Unit’, is playing a big role in helping the government formulate its response to coronavi DA - 2020/03/11/ PY - 2020 LA - en UR - https://www.instituteforgovernment.org.uk/article/explainer/nudge-unit Y2 - 2024/02/06/16:38:15 ER - TY - RPRT TI - Final Evaluation of the Project: Increasing Access, Retention and Performance in Primary Education: Implemented by Child to Child & the Pikin-To-Pikin Movement Kailahun District, Sierra Leone, 2011-2016 AU - Institute for Development DA - 2016/// PY - 2016 UR - http://www.childtochild.org.uk/wp-content/uploads/2017/09/FINAL-Evaluation-Report-21April2017-Institute-for-Development.pdf Y2 - 2020/12/15/13:06:44 ER - TY - BOOK TI - Guide to measuring information and communication technologies (ICT) in education. AU - Institut de statistique de l'Unesco CY - Montréal DA - 2009/// PY - 2009 DP - Open WorldCat LA - English PB - UNESCO Institute for Statistics SN - 978-92-9189-078-1 UR - https://unesdoc.unesco.org/ark:/48223/pf0000186547 ER - TY - RPRT TI - Impact du COVID-19: Sur les conditions de vie des ménages enquête à haute fréquence par téléphone auprès des ménages (EHTM) AU - instat: Madagascar DA - 2020///Juin PY - 2020 SP - 38 LA - EN M3 - Principaux résultats de l'enquête réalisée auprès des ménages PB - Ministère de l'Économie et des Finances SN - Vague 01 UR - https://www.instat.mg/wp-content/uploads/INSTAT_COVID_13-07-2020.pdf Y2 - 2020/09/11/11:33:16 ER - TY - ELEC TI - RECOVR Ghana: Tracking the Effects of the COVID-19 Pandemic. Innovations for Poverty Action. AU - Innovations for Poverty Action T2 - Poverty Action DA - 2020/// PY - 2020 UR - https://www.poverty-action.org/recovr-study/recovr-ghana-tracking-effects-covid-19-pandemic Y2 - 2020/05/12/00:00:00 ER - TY - ELEC TI - Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries AU - Innocenti, UNICEF Office of Research- T2 - UNICEF-IRC AB - The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled stud DA - 2020/// PY - 2020 LA - en UR - https://www.unicef-irc.org/publications/1090-promising-practices-for-equitable-remote-learning-emerging-lessons-from-covid.html Y2 - 2022/06/06/09:29:14 ER - TY - BLOG TI - How to become an independent learner AU - InnerDrive AB - Independent learning is the holy grail of education. Here's what it looks like and how students can become independent learners. LA - en-gb UR - https://blog.innerdrive.co.uk/become-independent-learner Y2 - 2021/08/05/18:32:35 ER - TY - ELEC TI - An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries | IEA.nl AU - Ingvarson, L AU - Schwille, J AU - Tatto, M AU - Rowley, G AU - Peck, R AU - Senk, S DA - 2013/// PY - 2013 UR - https://www.iea.nl/publications/study-reports/international-reports-iea-studies/analysis-teacher-education-context Y2 - 2022/10/28/15:35:48 ER - TY - RPRT TI - Age appropriate design: a code of practice for online services AU - Information Commissioner's Office DA - 2020/07/20/Monday PY - 2020 DP - ico.org.uk LA - en PB - ICO ST - Age appropriate design UR - https://ico.org.uk/for-organisations/guide-to-data-protection/key-data-protection-themes/age-appropriate-design-a-code-of-practice-for-online-services/ Y2 - 2020/08/06/16:31:18 ER - TY - ELEC TI - Education and Sustainable Development Challenges AU - Information and Decision Support Center AB - التعليم وتحديات التنمية المستدامة,الخميس. 09 سبتمبر., 2021,أ.د. سعيد المصري, DA - 2021/// PY - 2021 LA - en UR - https://idsc.gov.eg/DocumentLibrary/View/5917 Y2 - 2022/08/22/20:11:21 ER - TY - ELEC TI - Encuesta para la Medición del Impacto COVID-19 en la Educación (ECOVID-ED) 2020 AU - INEGI DA - 2021/// PY - 2021 UR - https://www.inegi.org.mx/investigacion/ecovided/2020/ Y2 - 2022/06/06/09:33:51 ER - TY - RPRT TI - INEE Minimum Standards for Education: Preparedness, Response, Recovery AU - INEE AB - The Handbook is designed to give governments and humanitarian workers the tools that they need to address both local and global goals. It is the first step toward ensuring that education initiatives in emergency situations provide a solid and sound basis for post-conflict and disaster reconstruction. The INEE Minimum Standards express a commitment that all individuals – children, youth, and adults – have a right to education during emergencies and fragile contexts. They echo the core beliefs of the Sphere Project: that all possible steps should be taken to alleviate human suffering arising out of calamity and conflict, and that people affected by disaster have a right to life with dignity. DA - 2010/// PY - 2010 PB - Inter-agency Network for Education in Emergencies (INEE) UR - https://inee.org/resources/inee-minimum-standards Y2 - 2022/11/16/07:20:53 ER - TY - GEN TI - Ethical Aspects of Faking Emotions in Chatbots and Social Robots AU - Indurkhya, Bipin AB - Telling lies and faking emotions is quite common in human-human interactions: though there are risks, in many situations such behaviours provide social benefits. In recent years, there have been many social robots and chatbots that fake emotions or behave deceptively with their users. In this paper, I present a few examples of such robots and chatbots, and analyze their ethical aspects. Three scenarios are presented where some kind of lying or deceptive behaviour might be justified. Then five approaches to deceptive behaviours - no deception, blatant deception, tactful deception, nudging, and self deception - are discussed and their implications are analyzed. I conclude by arguing that we need to develop localized and culture-specific solutions to incorporating deception in social robots and chatbots. DA - 2023/10/19/ PY - 2023 DP - arXiv.org PB - arXiv UR - http://arxiv.org/abs/2310.12775 Y2 - 2024/02/23/14:59:10 KW - Computer Science - Robotics KW - I.2.9 ER - TY - ELEC TI - Basic Overview of how LTI ® Works AU - IMS Global T2 - IMS Global DA - 2021/// PY - 2021 UR - https://www.imsglobal.org/basic-overview-how-lti-works ER - TY - JOUR TI - Global South teacher educators in digital landscape: implications on professional learning AU - Impedovo, Maria Antonietta AU - Malik, Sufiana Khatoon AU - Kinley, Kinley T2 - Research on Education and Media AB -This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.
Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized Emx1-creXRosa26-GCaMP3 mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3% and 8% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.
DA - 2020/07/18/ PY - 2020 DO - 10.1101/2020.07.16.20155747 DP - www.medrxiv.org SP - 2020.07.16.20155747 LA - en ST - Barriers to online learning in the time of COVID-19 UR - https://www.medrxiv.org/content/10.1101/2020.07.16.20155747v2 Y2 - 2020/08/12/15:37:26 ER - TY - SLIDE TI - The Generalizability Puzzle A2 - Bates, Mary Ann A2 - Glennerster, Rachel DA - 2017/// PY - 2017 LA - en UR - https://www.povertyactionlab.org/sites/default/files/L8_Generalizability_Bates_Global2018.pdf ER - TY - MGZN TI - The Generalizability Puzzle (SSIR) AU - Bates, Mary Ann AU - Glennerster, Rachel T2 - Stanford Social Innovation Review AB - Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT. DA - 2017/// PY - 2017 IS - Summer LA - en-us UR - https://ssir.org/articles/entry/the_generalizability_puzzle Y2 - 2022/09/10/12:02:17 ER - TY - CHAP TI - Opening New Doors: Community Engagement in India AU - Batada, Ameena AU - Banerjee, Sashwati AU - Subramanian, Mathangi AU - Banerjee, Sashwati AU - Subramanian, Mathangi T2 - The Sesame Effect: The Global Impact of the Longest Street in the World DA - 2016/// PY - 2016 DP - www.taylorfrancis.com SP - 207 EP - 229 LA - en PB - Routledge Y2 - 2020/06/09/14:37:29 ER - TY - JOUR TI - Financial incentives and coverage of child health interventions: a systematic review and meta-analysis AU - Bassani, Diego G. AU - Arora, Paul AU - Wazny, Kerri AU - Gaffey, Michelle F. AU - Lenters, Lindsey AU - Bhutta, Zulfiqar A. T2 - BMC Public Health AB - Financial incentives are widely used strategies to alleviate poverty, foster development, and improve health. Cash transfer programs, microcredit, user fee removal policies and voucher schemes that provide direct or indirect monetary incentives to households have been used for decades in Latin America, Sub-Saharan Africa, and more recently in Southeast Asia. Until now, no systematic review of the impact of financial incentives on coverage and uptake of health interventions targeting children under 5 years of age has been conducted. The objective of this review is to provide estimates on the effect of six types of financial incentive programs: (i) Unconditional cash transfers (CT), (ii) Conditional cash transfers (CCT), (iii) Microcredit (MC), (iv) Conditional Microcredit (CMC), (v) Voucher schemes (VS) and (vi) User fee removal (UFR) on the uptake and coverage of health interventions targeting children under the age of five years. DA - 2013/09/17/ PY - 2013 DO - 10.1186/1471-2458-13-S3-S30 DP - Springer Link VL - 13 IS - 3 SP - S30 J2 - BMC Public Health LA - en SN - 1471-2458 ST - Financial incentives and coverage of child health interventions UR - https://doi.org/10.1186/1471-2458-13-S3-S30 Y2 - 2020/09/24/15:06:33 ER - TY - JOUR TI - Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis AU - Basma, Badriah AU - Savage, Robert T2 - Educational Psychology Review AB - This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement. DA - 2018/06/01/ PY - 2018 DO - 10.1007/s10648-017-9416-4 DP - Springer Link VL - 30 IS - 2 SP - 457 EP - 481 J2 - Educ Psychol Rev LA - en SN - 1573-336X ST - Teacher Professional Development and Student Literacy Growth UR - https://doi.org/10.1007/s10648-017-9416-4 Y2 - 2020/08/26/14:04:35 KW - C: International ER - TY - JOUR TI - Transition to online education in schools during a SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia AU - Basilaia, Giorgi AU - Kvavadze, David T2 - Pedagogical Research AB - The situation in general education in Georgia has changed in the spring semester of 2020, when the first case of coronavirus COVID-19 infection was detected rising to 211 local and more than 1,5 million infection cases worldwide by the Apr. 8. 2020. Georgia became one of 188 countries worldwide that has suspended the education process. The paper studies the capacities ofthe country and its population to continue the education process atthe schools in the online form of distance learning, study reviews the different available platforms and indicates the ones that were used by the support of the government, such as online portal, TV School and Microsoft teams for public schools and the alternatives like Zoom, Slack and Google Meet, EduPage platform that can be used for online education and live communication and gives examples of their usage. Authors made a case study, where the Google Meet platform was implemented for online education in a private school with 950 students, shows the usage statistics generated by the system for the first week of the online education process. Results confirm that the quick transition to the online form of education went successful and gained experience can be used in the future. The experience and studies can be useful for other countries that have not found the ways of transition yet. The lesson learned from the pandemic of 2020 will force a generation of new laws, regulations, platforms and solutions for future cases, when the countries, government and population will be more prepared than today. DA - 2020/// PY - 2020 DO - 10.29333/pr/7937 VL - 5 IS - 4 SP - 1 EP - 9 ER - TY - ELEC TI - Pivot Stories: BEC Members Continue to Meet New Learner Needs during COVID-19 AU - Basic Education Coalition T2 - Basic Education Coalition AB - The Basic Education Coalition (BEC) developed this document to highlight how international education programs are adapting to meet new learner needs that have emerged due to the COVID-19 crisis. This new, updated version of the document includes even more examples of adaptations from implementers. DA - 2020/// PY - 2020 LA - en-US ST - NEW Pivot Stories Y2 - 2020/06/09/15:47:13 ER - TY - JOUR TI - Teachers’ professional development through integrating ICT in English language education: A case from Pakistan AU - Bashiruddin, Ayesha DP - Zotero SP - 10 LA - en UR - https://ecommons.aku.edu/cgi/viewcontent.cgi?article=1122&context=book_chapters KW - ⛔ No DOI found ER - TY - BOOK TI - Facing Forward: Schooling for Learning in Africa AU - Bashir, Sajitha AU - Lockheed, Marlaine AU - Ninan, Elizabeth AU - Tan, Jee-Peng AB - This book lays out a range of policy and implementation actions that are needed for countries in sub-Saharan Africa to meet the challenge of improving learning while expanding access and completion of basic education for all. It underscores the importance of aligning the education system to be relentlessly focused on learning outcomes and to ensuring that all children have access to good schools, good learning materials, and good teachers. It is unique in characterizing countries according to the challenges they faced in the 1990s and the educational progress they have made over the past 25 years. The authors review the global literature and contribute their extensive new analyses of multiple datasets from over three dozen countries in the region. They integrate findings about what affects children's learning, access to schooling, and progress through basic education. The book examines four areas to help countries better align their systems to improve learning: completing the unfinished agenda of reaching universal basic education with quality; ensuring effective management and support of teachers; targeting spending priorities and budget processes on improving quality; and closing the institutional capacity gap. It concludes with an assessment of how future educational progress may be affected by projected fertility rates and economic growth. The primary audience for this book are policy makers in Africa, practitioners, and partners concerned about building the knowledge capital of sub-Saharan Africa. CY - Washington, DC DA - 2018/09// PY - 2018 DP - openknowledge.worldbank.org LA - English PB - World Bank SN - 978-1-4648-1260-6 ST - Facing Forward UR - https://openknowledge.worldbank.org/handle/10986/29377 Y2 - 2022/04/07/15:46:40 KW - Education Management KW - Education Spending KW - Human Capital KW - Institutional Capacity KW - Knowledge Capital KW - Service Delivery KW - Teacher Effectiveness KW - Universal Basic Education ER - TY - BLOG TI - New Brief: Monitoring Distance Learning During the Covid-19 Pandemic AU - Bashir, Amreen AU - Groeneveld, Caspar AU - Kaye, Tom T2 - EdTech Hub AB - In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education. Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed… DA - 2020/11/30/T20:22:51+00:00 PY - 2020 LA - en-US ST - New Brief UR - https://edtechhub.org/2020/11/30/report-monitoring-distance-learning-during-the-covid-19-pandemic/ Y2 - 2021/04/21/20:27:36 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Assessing the real-life socio-economic scenario of established slums in Dhaka: the cases of Korail and Sattola AU - Bashar, Raisa AU - Tonmoy, Sirajus AU - Ria, Alvira AU - Khan, Nazmul T2 - European Online Journal of Natural and Social Sciences AB - The research aims to assess the current situation of three primary socioeconomic indicators, namely education, health and water availability at the two most established slums of Bangladesh's capital Dhaka-Korail and Sattola. Surveys, using cluster and then random sampling to target households, and analysis, found that both slums' children's education level was moderate with 52%-68% and 20%-28% availing primary and secondary education, respectively; several NGOs had helped to establish brick-and-mortar latrines and disseminate necessary and effective awareness about sanitation; and surveyed slum dwellers were economically strong, with 68%-70% of the interviewed households' income levels being 10,000-15,000 BDT (USD 118-178) per month. A comparative analysis with national level statistics also yielded that the conditions in these slums are truly better than previously thought. Primary recommendation includes in-depth monitoring to understand why such large numbers live in slums, even though they can afford better. DA - 2020/05/10/ PY - 2020 DO - https://www.researchgate.net/publication/342562015_Assessing_the_Real-Life_Socio-Economic_Scenario_of_Established_Slums_in_Dhaka_The_Cases_of_Korail_and_Sattola DP - ResearchGate VL - 20 IS - 2 SP - 455 EP - 466 ST - Assessing the real-life socio-economic scenario of established slums in dhaka KW - ⚠️ Invalid DOI ER - TY - ELEC TI - Un potencial con barreras: La participación de las mujeres en el área de Ciencia y Tecnología en Argentina | Publications AU - Basco, Ana Inés AU - Lavena, Cecilia DA - 2019/// PY - 2019 UR - https://publications.iadb.org/publications/spanish/document/Un_potencial_con_barreras_la_participaci%C3%B3n_de_las_mujeres_en_el_%C3%A1rea_de_Ciencia_y_Tecnolog%C3%ADa_en_Argentina_es_es.pdf Y2 - 2021/12/15/09:07:40 ER - TY - RPRT TI - Compás Millennial: La generación Y en la era de la integración 4.0 AU - Basco, Ana Inés AU - Carballo, Marita AU - Pernas, Mariana AU - Alzualde, Paula AU - Codoni, Soledad AU - Conte Grand, Ramiro AU - Wulff, Alejandra AU - Basco, Ana Inés AU - Carballo, Marita DA - 2017/07// PY - 2017 DP - DOI.org (Crossref) PB - Inter-American Development Bank ST - Compás Millennial UR - https://publications.iadb.org/handle/11319/8347 Y2 - 2021/12/20/14:45:55 ER - TY - ELEC TI - Techno-integration of Latin America: institutions, exponential trade, and equality in the era of algorithms AU - Basco, Ana Ines DA - 2017/// PY - 2017 UR - https://publications.iadb.org/en/techno-integration-latin-america-institutions-exponential-trade-and-equality-era-algorithms Y2 - 2021/12/20/14:44:55 ER - TY - JOUR TI - Perceptions of Pre-Service English Teachers towards the Integration of an LMS into English Language Teacher Education AU - Basal, Ahmet T2 - Journal of Technology and Teacher Education AB - With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments. DA - 2015/10// PY - 2015 VL - 23 IS - 4 SP - 485 EP - 507 LA - English SN - 1059-7069, 1059-7069 UR - https://www.researchgate.net/publication/285164371_Perceptions_of_Pre-service_English_Teachers_towards_the_Integration_of_an_LMS_into_English_Language_Teacher_Education AN - 1773217832; EJ1083867 DB - Education Collection KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Computer Applications KW - Educational technology KW - English (Second Language) KW - English teachers KW - Foreign Countries KW - Foreign language instruction KW - Higher Education KW - Language Teachers KW - Language teachers KW - Learning management systems KW - Likert Scales KW - Management Systems KW - Mixed Methods Research KW - Positive Attitudes KW - Postsecondary Education KW - Preservice Teachers KW - Questionnaires KW - Second Language Instruction KW - Second Language Learning KW - Semi Structured Interviews KW - Student Attitudes KW - Teacher Education KW - Teacher education KW - Technology Integration KW - Turkey KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096949 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - in Emergency and Post-Crisis Situations AU - Barry, Barbara AU - Newby, Landon DA - 2012/// PY - 2012 DP - Zotero SP - 52 LA - en PB - Global Education Cluster Working Group and IIEP-UNESCO UR - https://www.eccnetwork.net/sites/default/files/media/file/Technology-in-Emergencies-_-Post-Crises.pdf KW - ⛔ No DOI found ER - TY - BLOG TI - The changing role of teachers and technologies amidst the COVID 19 pandemic: key findings from a cross-country study AU - Barron, Maria AU - Cobo, Cristobal AU - Munoz-Najar, Alberto AU - Sanchez Ciarrusta, Inaki T2 - World Bank Blogs - Education for Global Development AB - Despite the overwhelming consequences of the pandemic, this global crisis has also been an extraordinary time for learning. DA - 2021/02/18/ PY - 2021 LA - en ST - The changing role of teachers and technologies amidst the COVID 19 pandemic UR - https://blogs.worldbank.org/education/changing-role-teachers-and-technologies-amidst-covid-19-pandemic-key-findings-cross Y2 - 2021/10/11/12:41:10 KW - ___working_potential_duplicate ER - TY - BLOG TI - What is Hybrid Learning? How can countries get it right? AU - Barron, Maria AU - Cobo, Cristobal AU - Ciarrusta, Inaki Sanchez AU - Munoz-Najar, Alberto T2 - Education for Global Development AB - What is Hybrid Learning? How can countries get it right? DA - 2021/04/27/ PY - 2021 LA - en ST - What is Hybrid Learning? UR - https://blogs.worldbank.org/education/what-hybrid-learning-how-can-countries-get-it-right Y2 - 2021/10/01/17:11:40 ER - TY - RPRT TI - Remote Learning During the Global School Lockdown: Multi-Country Lessons AU - Barron Rodriguez, Maria AU - Cobo, Cristobal AU - Muñoz-Najar, Alberto AU - Sánchez Ciarrusta, Iñaki AB - Remote Learning During the Global School Lockdown : Multi-Country Lessons (Vol. 2) : Interactive Document (English) CY - Washington, D.C. LA - en M3 - Interactive Document PB - World Bank Group SN - Vol. 2 ST - Remote Learning During the Global School Lockdown UR - https://documents1.worldbank.org/curated/en/484811628835265239/pdf/Interactive-Document.pdf Y2 - 2023/03/27/13:27:17 ER - TY - RPRT TI - Remote Learning During the Global School Lockdown: Multi-Country Lessons AU - Barron Rodriguez, Maria AU - Cobo, Cristobal AU - Muñoz-Najar, Alberto AU - Sánchez Ciarrusta, Iñaki AB - Remote Learning During the Global School Lockdown : Multi-Country Lessons (Vol. 2) : Interactive Document (English) CY - Washington, D.C. LA - en M3 - Interactive Document PB - World Bank Group SN - Vol. 2 ST - Remote Learning During the Global School Lockdown UR - https://documents1.worldbank.org/curated/en/484811628835265239/pdf/Interactive-Document.pdf Y2 - 2023/03/27/13:27:17 ER - TY - RPRT TI - Remote Learning During the Global School Lockdown: Multi-Country Lessons AU - Barron Rodriguez, Maria AU - Cobo, Cristobal AU - Muñoz-Najar, Alberto AU - Sánchez Ciarrusta, Iñaki AB - Remote Learning During the Global School Lockdown : Multi-Country Lessons (Vol. 2) : Interactive Document (English) CY - Washington, D.C. LA - en M3 - Interactive Document PB - World Bank Group SN - Vol. 2 ST - Remote Learning During the Global School Lockdown UR - https://documents1.worldbank.org/curated/en/484811628835265239/pdf/Interactive-Document.pdf Y2 - 2023/03/27/13:27:17 ER - TY - RPRT TI - Governance of student data AU - Barrett, Lindsey DA - 2020/// PY - 2020 DP - Zotero SP - 11 LA - en PB - UNICEF UR - https://www.unicef.org/globalinsight/reports/governance-student-data KW - ___working_potential_duplicate ER - TY - JOUR TI - Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools AU - Barrett, Angeline M. T2 - Comparative Education DA - 2007/05// PY - 2007 DO - 10.1080/03050060701362623 DP - DOI.org (Crossref) VL - 43 IS - 2 SP - 273 EP - 294 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Beyond the polarization of pedagogy UR - http://www.tandfonline.com/doi/abs/10.1080/03050060701362623 Y2 - 2020/05/22/13:22:18 ER - TY - BOOK TI - Texting Parents about Early Child Development: Behavioral Changes and Unintended Social Effects AU - Barrera, Oscar AU - Macours, Karen AU - Premand, Patrick AU - Vakis, Renos T2 - Policy Research Working Papers DA - 2020/12/09/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - The World Bank ST - Texting Parents about Early Child Development UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9492 Y2 - 2021/05/17/15:38:04 ER - TY - JOUR TI - Medium- and Long-Term Educational Consequences of Alternative Conditional Cash Transfer Designs: Experimental Evidence from Colombia AU - Barrera-Osorio, Felipe AU - Linden, Leigh L. AU - Saavedra, Juan E. T2 - American Economic Journal: Applied Economics AB - In 2005 the city of Bogota, Colombia, introduced three conditional cash transfer programs for secondary schooling, randomly assigning socioeconomically disadvantaged students to different payment structures. We show, through administrative data, that forcing families to save one-third of the transfer increases long-term human capital accumulation by means of additional tertiary education—which is not incentivized—, casting doubt on conditionalities as a driving mechanism. Directly incentivizing on-time tertiary enrollment does no better than forcing families to save a portion of the transfer. Whereas forcing families to save increases enrollment in four-year universities, incentivizing tertiary enrollment only increases enrollment in low-quality colleges. DA - 2019/07// PY - 2019 DO - 10.1257/app.20170008 DP - www.aeaweb.org VL - 11 IS - 3 SP - 54 EP - 91 LA - en SN - 1945-7782 ST - Medium- and Long-Term Educational Consequences of Alternative Conditional Cash Transfer Designs UR - https://www.aeaweb.org/articles?id=10.1257/app.20170008 Y2 - 2021/03/19/16:30:33 KW - Education KW - Financial Aid, Returns to Education, Human Capital KW - Household Saving KW - Human Development KW - Income Distribution KW - Labor Productivity, Economic Development: Human Resources KW - Migration KW - Occupational Choice KW - Personal Finance, State and Local Government: Health KW - Public Pensions, Analysis of Education, Educational Finance KW - Skills KW - Welfare ER - TY - JOUR TI - The Use and Misuse of Computers in Education: Evidence from a Randomized Controlled Trial of a Language Arts Program AU - Barrera-Osorio, Felipe AU - Linden, Leigh L AB - This paper presents the evaluation of the program Computers for Education. The program aims to integrate computers, donated by the private sector, into the teaching of language in public schools. The authors conduct a two-year randomized evaluation of the program using a sample of 97 schools and 5,201 children. Overall, the program seems to have had little effect on students’ test scores and other outcomes. These results are consistent across grade levels, subjects, and gender. The main reason for these results seems to be the failure to incorporate the computers into the educational process. Although the program increased the number of computers in the treatment schools and provided training to the teachers on how to use the computers in their classrooms, surveys of both teachers and students suggest that teachers did not incorporate the computers into their curriculum. DA - 2009/03// PY - 2009 DP - Zotero SP - 41 LA - en ST - The Use and Misuse of Computers in Education UR - http://www.leighlinden.com/Barrera-Linden%20Computadores_2009-03-25.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Promoting Parental Involvement in Schools: Evidence From Two Randomized Experiments AU - Barrera-Osorio, Felipe AU - Gertler, Paul AU - Nakajima, Nozomi AU - Patrinos, Harry AB - Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals. DA - 2020/11/02/ PY - 2020 DP - www.nber.org LA - en PB - National Bureau of Economic Research SN - w28040 ST - Promoting Parental Involvement in Schools UR - https://www.nber.org/papers/w28040 Y2 - 2021/05/28/20:20:27 ER - TY - ELEC TI - Information and collective action in community-based monitoring of schools : Field and lab experimental evidence from Uganda AU - Barr, A AU - Mugisha, F AU - Serneels, P AU - Zeitlin, A DA - 2012/// PY - 2012 UR - https://www.semanticscholar.org/paper/Information-and-collective-action-in-monitoring-of-Barr-Mugisha/99f5806ab361f3308d652b9549b390e4f183b672 Y2 - 2022/06/14/22:56:01 ER - TY - JOUR TI - Mathematical modelling in teacher education: dealing with institutional constraints AU - Barquero, Berta AU - Bosch, Marianna AU - Romo, Avenilde T2 - ZDM: The International Journal on Mathematics Education AB - Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints--most of them beyond the scope of action of teachers and students and not approached by previous research--hindering the integration of mathematical modelling in current secondary schools. DA - 2018/04// PY - 2018 DO - 10.1007/s11858-017-0907-z VL - 50 IS - 1-2 SP - 31 EP - 43 J2 - ZDM Mathematics Education LA - English SN - 1863-9690, 1863-9690 UR - https://www.researchgate.net/publication/322397290_Mathematical_modelling_in_teacher_education_Dealing_with_institutional_constraints AN - 2101593199; EJ1177097 KW - Anthropological theory of the didactic KW - Barriers KW - Case Studies KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Ecological Factors KW - Ecology KW - Foreign Countries KW - Functions KW - Inservice Teacher Education KW - Institutional constraints KW - Instructional Design KW - Mathematical Models KW - Mathematical modelling KW - Mathematics Teachers KW - Mexico KW - Online Courses KW - Prediction KW - Regression (Statistics) KW - Social Media KW - Study and research path KW - Teacher education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095891 KW - __finaldtb ER - TY - JOUR TI - Equity issues in Parental and Community involvement in schools: What teacher educators need to know AU - Barquedano-Lopez, Patricia AU - Alexander, Rebecca Anne AU - Hernandez, Sara T2 - Review of Research in Education DA - 2013/// PY - 2013 DO - 10.3102/0091732X12459718 VL - 37 IS - 1 SP - 149 EP - 1182 UR - https://journals.sagepub.com/doi/abs/10.3102/0091732x12459718?journalCode=rrea ER - TY - ELEC TI - The kids are not alright: Three ways EdTech can support student’s wellbeing during the COVID-19 pandemic and beyond AU - Baron, Maria AU - Twinomugisha, Alex AB - The kids are not alright: Three ways EdTech can support student’s wellbeing during the COVID-19 pandemic and beyond DA - 2021/// PY - 2021 LA - en ST - The kids are not alright UR - https://blogs.worldbank.org/education/kids-are-not-alright-three-ways-edtech-can-support-students-wellbeing-during-covid-19 Y2 - 2022/11/16/07:51:07 ER - TY - RPRT TI - Floods in Pakistan: Human Development at Risk AU - Barón, Juan D. AU - Bend, Mary AU - Roseo, Elena AU - Farrakh, Izza AB - This note assesses the effects of the 2022 floods on human capital in Pakistan. It focuses on the results of a Pakistan-wide phone survey that gathered information on the experiences of approximately 4,000 families with children ages 3 to 17. DA - 2022/// PY - 2022 DP - openknowledge.worldbank.org LA - en_US M3 - Special Note PB - World Bank UR - http://hdl.handle.net/10986/38403 KW - ⛔ No DOI found ER - TY - JOUR TI - Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone AU - Barnett, Sarah AU - van Dijk, Jetske AU - Swaray, Abdulai AU - Amara, Tamba AU - Young, Patricia T2 - BMJ AB -Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone
DA - 2018/// PY - 2018 DO - 10.1136/bmj.k4667 DP - www.bmj.com VL - 363 SP - k4667 J2 - BMJ LA - en SN - 0959-8138, 1756-1833 ST - Redesigning an education project for child friendly radio UR - http://www.bmj.com/lookup/doi/10.1136/bmj.k4667 ER - TY - JOUR TI - Cohort profile: the Young Lives study AU - Barnett, Inka AU - Ariana, Proochista AU - Petrou, Stavros AU - Penny, Mary E AU - Duc, Le Thuc AU - Galab, S AU - Woldehanna, Tassew AU - Escobal, Javier A AU - Plugge, Emma AU - Boyden, Jo T2 - International Journal of Epidemiology DA - 2013/06// PY - 2013 DO - 10.1093/ije/dys082 DP - DOI.org (Crossref) VL - 42 IS - 3 SP - 701 EP - 708 LA - en SN - 1464-3685, 0300-5771 ST - Cohort Profile UR - https://academic.oup.com/ije/article-lookup/doi/10.1093/ije/dys082 Y2 - 2022/03/04/14:15:37 ER - TY - JOUR TI - Designing for Social Justice: A Decolonial Exploration of How to Develop EdTech for Refugees AU - Barnes, Katrina AU - Emerusenge, Aime Parfait AU - Rabi, Asma AU - Ullah, Noor AU - Mazari, Haani AU - Moustafa, Nariman AU - Thakrar, Jayshree AU - Zhao, Annette AU - Koomar, Saalim T2 - Education Sciences AB - This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement. We offer a broad decolonial commentary on issues related to the design and development of EdTech initiatives for refugees, noting some of the historical trends prevalent in the education and emergencies sector. We are guided by questions such as: Why EdTech to start with? Who designs the products? Where are they designed? How are they designed? And, which power dynamics are at play during the design process? From this, we draw on qualitative data generated through three focus groups, where we explore young refugees’ experiences of EdTech. The focus group included a creative element inviting participants to imagine what a liberatory EdTech practice would look like. We aim to illustrate the practical implications of design choices taken by EdTech developers and, from this, recommend a set of justice-centred design principles for developers of EdTech in refugee contexts. These insights relate specifically to the experiences of refugees in Rwanda and Pakistan, though we also discuss the implications of these learnings for other contexts. DA - 2024/01/09/ PY - 2024 DO - 10.3390/educsci14010077 DP - DOI.org (Crossref) VL - 14 IS - 1 SP - 77 J2 - Education Sciences LA - en SN - 2227-7102 ST - Designing for Social Justice UR - https://www.mdpi.com/2227-7102/14/1/77 Y2 - 2024/01/12/12:59:26 ER - TY - JOUR TI - Education in times of restriction: an examination of refugee girls’ and young women’s access to learning during COVID-19 school closures in Pakistan AU - Barnes, Katrina AU - Ashlee, Amy AU - Mukankusi, Aimee AU - Pacitto, Julia AU - Rabi, Asma AU - Thomas, Matt AU - Ullah, Noor AU - Zazai, Rozina AU - Zhao, Annette T2 - Educational Research for Policy and Practice AB - This paper examines the extent to which refugee girls and young women were able to access learning during COVID-19 education closures in Pakistan, and the role that EdTech played in their learning access. It is based on findings from a survey with 403 Afghan refugee students, along with in-depth interviews with six young female refugees. The research shows that, while the majority of female refugee students were able to continue accessing education in some form during school closures, learning access was nevertheless limited, and a sizable minority were not engaged in any learning during this time. Teacher and institutional support was either absent or inadequate for many students, and infrastructure and devices that serve to support remote learning were not always reliable or accessible. Although male respondents were less likely than females to engage in independent study during the closures, refugee girls and young women were significantly less likely than their male counterparts to own the devices they needed for learning. The findings demonstrate how targeted investment in specific types of EdTech and teacher professional development, as well as supporting educational institutions in the establishment of remote learning opportunities, could help sustain learning during future periods of educational restriction. DA - 2023/06/16/ PY - 2023 DO - 10.1007/s10671-023-09353-4 DP - Springer Link J2 - Educ Res Policy Prac LA - en SN - 1573-1723 ST - Education in times of restriction UR - https://doi.org/10.1007/s10671-023-09353-4 Y2 - 2023/06/28/18:54:34 KW - COVID-19 KW - Distance education KW - Educational technology KW - Gender KW - Pakistan KW - Refugee education ER - TY - RPRT TI - OOSYC in ASEAN AU - Barnes, Katrina AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1007 DA - 2024/03/22/T00:00:00.000Z PY - 2024 LA - en M3 - Other PB - EdTech Hub UR - https://docs.edtechhub.org/lib/IIAMD77T KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - JOUR TI - Reforming teacher education in Nigeria: Laying a foundation for the future AU - Barnes, Adrienne E. AU - Boyle, Helen AU - Zuilkowski, Stephanie Simmons AU - Bello, Zaliha Nasiruddeen T2 - Teaching and Teacher Education AB - Teacher educators in Nigeria receive limited professional development, particularly regarding the instruction of early grade reading skills. As part of the USAID-funded Northern Education Initiative Plus project, Florida State University faculty provided intensive teacher educator professional development to staff at four Teacher Education Institutions in northern Nigeria. Positive impacts on teacher educator knowledge, skills, and attitudes were observed related to content and pedagogical knowledge, use of participatory teaching and learning activities in the college classrooms, and improvement in student teacher engagement and learning. Continued success of the implemented model for training will be dependent upon national adoption and scale up. DA - 2019/03/01/ PY - 2019 DO - 10.1016/j.tate.2018.12.017 DP - ScienceDirect VL - 79 SP - 153 EP - 163 J2 - Teaching and Teacher Education LA - en SN - 0742-051X ST - Reforming teacher education in Nigeria UR - https://www.sciencedirect.com/science/article/pii/S0742051X18306103 Y2 - 2022/10/10/09:39:23 ER - TY - RPRT TI - Pakistan National Human Development Report: Unleashing the Potential of a Young Pakistan AU - Bari, Faisal AU - Najam, Adil DA - 2017/// PY - 2017 PB - UNDP UR - file:///Users/samwilson/Downloads/NHDR_Summary%202017%20Final.pdf ER - TY - THES TI - Elements Shaping the South African Education System of the Future AU - Barends, Heidi AB - The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to these trends? Who could influence the system? To address these questions, a mixed-method approach was adopted. First, conceptual systems diagrams were developed to depict the current education system and its stakeholders. Then, semi-structured expert interviews were used to identify future trends, threats and opportunities. This study found that the trends impacting South Africa broadly align with global trends. Examples include an increase in privatisation, technology in schools and climate change. More violence in schools is the main outlier. The study found that the risks related to technology and climate change are not being planned or accounted for. Similarly, violence is currently not a priority. The study also found that participants agreed on who the major stakeholders are, but disagreed on what actions stakeholders should take. DA - 2019/08/19/ PY - 2019 DP - Zenodo LA - eng UR - https://zenodo.org/record/3370973 Y2 - 2021/02/27/14:50:35 KW - Actor Diagram KW - Basic Education KW - CLD KW - Causal Loop Diagram KW - Education System KW - Foresight Study KW - Future Study KW - Future Trends KW - South African Education System KW - Systems Approach KW - _C:China CHN KW - _C:Germany DEU KW - _C:India IND KW - _C:Japan JPN KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:scheme:1 KW - _not_EdTechHub KW - _zenodoOTHER ER - TY - SLIDE TI - Elements Shaping the South African Education System of the Future [poster] A2 - Barends, Heidi AB - A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973) DA - 2019/08/30/ PY - 2019 LA - eng UR - https://zenodo.org/record/3595240 Y2 - 2021/02/27/14:50:40 KW - Basic Education KW - Education System KW - Foresight Study KW - Future Study KW - Future Trends KW - South African Education KW - South African Education System KW - _not_EdTechHub KW - _zenodoOTHER ER - TY - SLIDE TI - Elements Shaping the South African Education System of the Future [presentation] A2 - Barends, Heidi AB - A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973) DA - 2019/08/30/ PY - 2019 LA - eng UR - https://zenodo.org/record/3595232 Y2 - 2021/02/27/14:50:43 KW - Actor Diagram KW - Basic Education KW - Causal Loop Diagram KW - Education System KW - Foresight Study KW - Future Study KW - Future Trends KW - South African Education KW - South African Education System KW - Systems Approach KW - _not_EdTechHub KW - _zenodoOTHER ER - TY - BOOK TI - Deliverology 101: A Field Guide For Educational Leaders AU - Barber, Michael AU - Moffit, Andy AU - Kihn, Paul AB - 'Michael Barber's pioneering work as head of my Delivery Unit helped ensure real progress, not just with our education reforms, but with healthcare and policing too. It attracted worldwide attention. This guide distils the wisdom he gained at that time and has refined since. I strongly recommend it.' - Tony Blair, Former UK Prime Minister 1997-2007A step-by-step approach to delivering resultsMichael Barber, former chief advisor on delivery to British Prime Minister Tony Blair, and his colleagues Andy Moffit and Paul Kihn thoroughly describe Barber's proven reform delivery processes in this practical field guide. The timing is ideal, as Barack Obama's administration prioritizes education reform. Citing education reform case studies from more than 20 countries, the authors assert that most previous reforms were unsuccessful due to failed implementation. This book focuses on how to accomplish meaningful results, including:- Significant and ongoing education reform- Excellence and equity across public educationThe authors illustrate a field-tested program that ensures reform is achieved in the most profound sense, with students able to see, feel, and reap the benefits of a high-quality education. It is based not only on the experience of the Blair administration but also on case studies of successful implementation of reform in the U.S. and elsewhere.Listen as Barber describes the importance of the book: DA - 2011/// PY - 2011 DP - Google Books SP - 305 LA - en PB - Corwin Press SN - 978-1-4129-8950-3 ST - Deliverology 101 KW - Education / Decision-Making & Problem Solving KW - Education / Leadership ER - TY - RPRT TI - The Good News From Pakistan AU - Barber, Michael DA - 2013/// PY - 2013 DP - Zotero LA - en PB - Reform UR - https://assets.website-files.com/59ca37d5fcfbf3000197aab3/5be1df67f395d780786441d8_Pakistan%20final.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration AU - Barahona, Malba AU - Davin, Kristin J. T2 - Profile Issues in Teachers` Professional Development DA - 2021/06// PY - 2021 DO - 10.15446/profile.v23n1.85326 DP - SciELO VL - 23 IS - 1 LA - en SN - 1657-0790 ST - A Practice-Based Approach to Foreign Language Teacher Preparation UR - http://www.scielo.org.co/scielo.php?script=sci_abstract&pid=S1657-07902021000100181&lng=en&nrm=iso&tlng=en Y2 - 2022/08/22/20:33:18 ER - TY - CHAP TI - Design-based research: a methodological toolkit for engineering change AU - Barab, S. T2 - Handbook of the Learning Sciences DA - 2014/// PY - 2014 VL - 2 UR - https://sashabarab.org/wp-content/uploads/2015/03/Ch-8-Cambridge-Handbook-of-the-Learning-Sciences.pdf ER - TY - BLOG TI - 17 EdTech Frameworks and Who Needs to Know Them AU - Bapna, Akanksha AU - Nicolai, Susan AU - Myers, Christina AU - Pellini, Arnaldo AU - Sharma, Namrata AU - Wilson, Sam AU - Wilson, Akanksha Bapna, Susan Nicolai, Christina Myers, Arnaldo Pellini, Namrata Sharma and Sam T2 - EdTech Hub AB - 17 EdTech frameworks that provide a valuable bridge between theory and practice. EdTech resources for policy-makers, educational institutions, teachers and multi-stakeholders. DA - 2021/09/01/T13:16:15+00:00 PY - 2021 LA - en-US UR - https://edtechhub.org/2021/09/01/17-edtech-frameworks-and-who-needs-to-know-them/ Y2 - 2022/12/09/17:36:13 ER - TY - RPRT TI - A Case for a Systems Approach to EdTech AU - Bapna, Akanksha AU - Nicolai, Susan AU - Myers, Christina AU - Pellini, Arnaldo AU - Sharma, Namrata AU - Wilson, Sam AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/15/ PY - 2021 LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib//UR6CQL9K KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - BLOG TI - Designing for scale: Learnings from a design-based research study of a technology-based personalised learning mathematics platform AU - Bapna, Akanksha AU - Myers, Christina AU - Sharma, Namrata AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/09/21/ PY - 2022 LA - en M3 - Blog UR - https://docs.edtechhub.org/lib/NUAAR9IR KW - _r:AddedByZotZen ER - TY - JOUR TI - The centrality of peer interaction in technology-supported personalized learning AU - Bapna, Akanksha DA - Forthcoming PY - Forthcoming Y2 - 2023/10/17/18:49:03 ER - TY - ELEC TI - Go Girls Connect! - The Bantwana Initiative of World Education Inc., AU - Bantwana World Education Initiative T2 - Bantwana AB - Go Girls Connect! is an innovative program leveraging mobile technology to empower girls to advocate for their human rights. LA - en-US UR - https://bantwana.org/project/go-girls-connect/ Y2 - 2020/07/30/16:48:23 ER - TY - GEN TI - Implementing DREAMS Programming in Malawi AU - Bantwana World Education Initiative DA - 2022/// PY - 2022 UR - https://bantwana.org/wp-content/uploads/2022/07/Malawi-DREAMS-Brief-IAS_July_20-forPRINTING.pdf ER - TY - ELEC TI - Siyakha Girls Economic Empowerment Initiative AU - Bantwana World Education Initiative AB - Bantwana’s Siyakha Girls model is designed to strengthen the economic resilience of vulnerable adolescent girls and young women (AGYW). LA - en-US UR - https://bantwana.org/project/siyakha-girls-economic-empowerment-initiative/ Y2 - 2023/06/22/08:57:40 ER - TY - ELEC TI - Siyakha Girls Pilot - Bantwana AU - Bantwana World Education Initiative UR - https://bantwana.org/project/siyakha-girls-pilot-under-the-accelerating-strategies-for-practical-innovation-and-research-in-economic-strengthening-aspires/ Y2 - 2023/06/22/08:55:29 ER - TY - RPRT TI - Developing a Quantitative Data Analysis Plan AU - Banks, Emily AU - Paige, Ellie AU - Mather, Tanya DA - 2013/// PY - 2013 DP - Zotero SP - 12 LA - en PB - Australian National University UR - https://rsph.anu.edu.au/files/Data_Analysis_Plan_Guide_20131125_0.pdf ER - TY - RPRT TI - Making innovation work for girls and women in Tanzania, Tanzania: HDIF, 2017 AU - Bangser, Maggie AU - Davies, Emma AU - Lähde, Kristiina AU - McGinty, David DA - 2017/// PY - 2017 PB - HDIF Tanzania ST - Making innovation work for girls and women in Tanzania, Tanzania ER - TY - BLOG TI - How Bangladesh repurposed pre-existing online platforms to reimagine education during Covid-19 AU - Bangladesh), Anir Choudhury (a2i T2 - EdTech Hub AB - Forty-two million. That is the total number of students in Bangladesh. Forty-two million potential leaders of tomorrow. Forty-two million reasons to be hopeful for the country’s future. Forty-two million students who, because of Covid-19, were left without classrooms, without their friends, without their schools and colleges – without formal education. DA - 2021/06/24/T21:49:33+00:00 PY - 2021 LA - en-US UR - https://edtechhub.org/2021/06/24/how-bangladesh-reimagined-education-during-covid-19/ Y2 - 2021/07/26/19:45:17 KW - _EdTechHub_Output ER - TY - RPRT TI - Progotir Pathey, Bangladesh Multiple Indicator Cluster Survey 2019, Survey Findings Report AU - Bangladesh Bureau of Statistics (BBS) AU - UNICEF Bangladesh CY - Dhaka, Bangladesh DA - 2019/// PY - 2019 PB - Bangladesh Bureau of Statistics (BBS) UR - https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Bangladesh/2019/Survey%20findings/Bangladesh%202019%20MICS%20Survey%20Findings_English.pdf ER - TY - RPRT TI - Household Income and Expenditure Survey 2016-2017 AU - Bangladesh Bureau of Statistics CY - Bangladesh M3 - Survey PB - Bangladesh Bureau of Statistics UR - http://www.bbs.gov.bd/site/page/648dd9f5-067b-4bcc-ba38-45bfb9b12394/Income,-Expenditure-&-Poverty KW - ___working_potential_duplicate ER - TY - BLOG TI - Researchers ask questions and policymakers want answers: How can both do better? AU - Bangay, Colin AU - Little, Angela T2 - HEART AB - In a recent meeting between DFID advisers and Young Lives researchers, we asked the question: ‘Who is this research for?’ Although there was collective agreement on the value of evidence that can drive change and make a difference to children’s lives, it was also clear there were tensions between the drivers and approaches of the... Read more DA - 2015/// PY - 2015 LA - en-US ST - Researchers ask questions and policymakers want answers UR - https://www.heart-resources.org/blog/researchers-asboth-do-better/ Y2 - 2022/09/09/21:12:29 ER - TY - BLOG TI - How can Sierra Leone’s education response after Ebola help with the COVID-19 response? AU - Bangay, Colin T2 - The Education and Development Forum (UKFIET) AB - This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […] DA - 2020/04/30/T08:37:22+00:00 PY - 2020 LA - en-GB UR - https://www.ukfiet.org/2020/how-can-sierra-leones-education-response-after-ebola-help-with-the-covid-19-response/ Y2 - 2020/12/04/12:15:26 ER - TY - JOUR TI - Efficacy of an Adaptive Game-Based Math Learning App to Support Personalized Learning and Improve Early Elementary School Students’ Learning AU - Bang, Hee Jin AU - Li, Linlin AU - Flynn, Kylie T2 - Early Childhood Education Journal AB - This study investigates whether using My Math Academy, which provides personalized content and adaptive embedded assessments to support existing curricula, can improve learning outcomes and engagement for kindergarten and first grade students (N = 505 treatment, 481 control). Findings indicate that students using My Math Academy made significant learning gains in math relative to children who did not. More skills mastered in My Math Academy was associated with greater learning gains on the external assessment, with the greatest impacts among students with lower levels of math knowledge, where there was more room for growth and on the most difficult skills. Teachers surveyed found My Math Academy easy to use in their classrooms and recognized it as a valuable learning resource that supplemented their existing curricula to improve students’ engagement, motivation, and confidence in learning math. DA - 2023/04/01/ PY - 2023 DO - 10.1007/s10643-022-01332-3 DP - Springer Link VL - 51 IS - 4 SP - 717 EP - 732 J2 - Early Childhood Educ J LA - en SN - 1573-1707 UR - https://doi.org/10.1007/s10643-022-01332-3 Y2 - 2023/10/06/08:53:51 KW - Adaptive instructional systems KW - Early childhood education KW - Game-based learning KW - Math learning KW - Personalized learning ER - TY - RPRT TI - Using information communications technologies (ICT) to implement universal design for learning AU - Banes, David AU - Hayes, Anne AU - Kurz, Christopher AU - Kushalnagar, Raja DA - 2019/// PY - 2019 PB - USAID UR - https://www.urc-chs.com/sites/default/files/urc-grn-ict.pdf Y2 - 2020/05/29/13:17:32 ER - TY - RPRT TI - Using Information Communication Technologies (ICT) to Implement Universal Design for Learning (UDL) AU - Banes, David AU - Hayes, Anne AU - Kurz, Christopher AU - Kulshalnagar, Raja CY - Chevy Chase, MD, USA DA - 2019/// PY - 2019 SP - 104 M3 - A working paper prepared by University Research Co., LLC. (URC) under the Reading within REACH Initiative for USAID’s Building Evidence and Supporting Innovation to Improve Primary Grade Assistance for the Office of Education (E3/ED). PB - University Research Co., LLC UR - https://www.globalreadingnetwork.net/sites/default/files/resource_files/Using%20ICT%20to%20Implement%20Universal%20Design%20for%20Learning_REACH%202019.pdf ER - TY - JOUR TI - Improving literacy and math instruction at scale in India’s primary schools: The case of Pratham’s Read India program AU - Banerji, Rukmini AU - Chavan, Madhav T2 - Journal of Educational Change AB - Pratham’s “Read India” initiative is a large-scale intervention to improve basic learning and arithmetic among children in primary school. It was started almost 10 years ago and has evolved considerably over time. Currently, this initiative uses two strategies. The first strategy is to work directly with village communities and local schools to improve children’s learning. “Learning camps” are organized in the local school or community for a period of 6–10 days at a time. Local village volunteers help to teach children who are organized in groups by their level of learning. These camps—intensive bursts of focused instruction—are repeated several times during the year. This model which has been rigourously evaluated shows that children’s learning levels improve significantly. The second strategy is to work with the government. This approach is used when school systems want to partner or collaborate with Pratham for improving basic learning. The key element here too is grouping children and teaching them from their level rather than by their grade. This approach also shows promising results. Independent evaluations and randomized control trials conducted on both models have indicated significant impact. Moving between the present set of conditions in India and past lessons, this case describes a decade-long journey of efforts to change teaching and learning at the ground level as well the efforts to bring about significant shifts in priority at the system level. The “Read India” case presented here contributes knowledge on strategies under which effective pedagogy can be brought to scale. It also discusses challenges of transforming instructional change in a context of low initial capacity at the school and system levels, where attention to rapid expansion of access to school had kept aside for a long time critical questions about teaching quality and learning outcomes. A second contribution of “Read India” to current knowledge on large-scale educational change relates to the role non-government actors such as Pratham can play in bringing effective pedagogy to scale to improve student learning. DA - 2016/11/01/ PY - 2016 DO - 10.1007/s10833-016-9285-5 VL - 17 IS - 4 SP - 453 EP - 475 J2 - Journal of Educational Change SN - 1573-1812 UR - https://doi.org/10.1007/s10833-016-9285-5 ER - TY - MGZN TI - India’s public edtech broadcast system DIKSHA has a private bottleneck AU - Banerji, Olina T2 - The Ken DA - 2021/02/08/ PY - 2021 UR - https://the-ken.com/story/public-edtech-private-bottleneck/?searchTerm=DIKSHA ER - TY - RPRT TI - Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India AU - Banerjee, Abhijit AU - Banerji, Rukmini AU - Berry, James AU - Duflo, Esther AU - Kannan, Harini AU - Mukherji, Shobhini AU - Shotland, Marc AU - Walton, Michael T2 - NBER Working Paper Series AB - Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems. DA - 2016/// PY - 2016 DP - National Bureau of Economic Research LA - en M3 - SSRN Scholarly Paper PB - National Bureau of Economic Research SN - 22746 ST - Mainstreaming an effective intervention UR - https://www.nber.org/papers/w22746.pdf Y2 - 2020/05/21/09:22:18 KW - C:India KW - Education KW - India KW - ___working_potential_duplicate ER - TY - JOUR TI - From proof of concept to scalable policies: Challenges and solutions, with an application AU - Banerjee, Abhijit AU - Banerji, Rukmini AU - Berry, James AU - Duflo, Esther AU - Kannan, Harini AU - Mukerji, Shobhini AU - Shotland, Marc AU - Walton, Michael T2 - Journal of Economic Perspectives DA - 2017/// PY - 2017 DO - 10.1257/jep.31.4.73 DP - Zotero VL - 31 IS - 4 SP - 73 EP - 102 LA - en UR - https://www.aeaweb.org/articles?id=10.1257/jep.31.4.73 ER - TY - RPRT TI - 2023 Cost-effective Approaches to Improve Global Learning - What does Recent Evidence Tell Us are “Smart Buys” for Improving Learning in Low- and Middle-income Countries? AU - Banerjee, Abhijit AU - Andrab, Tahir AU - Banerji, Rukmini AU - Dynarski, Susan AU - Glennerster, Rachel AU - Grantham-Mcgregor, Sally AU - Muralidharan, Karthik AU - Piper, Benjamin AU - Saavedra Chanduvi, Jaime AU - Yoshikawa, Hirokazu AU - Ruto, Sara AU - Schmelkes, Sylvia AB - 2023 Cost-effective Approaches to Improve Global Learning - What does Recent Evidence Tell Us are “Smart Buys” for Improving Learning in Low- and Middle-income Countries? (English) DA - 2023/// PY - 2023 LA - en PB - World Bank Group UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099420106132331608/IDU0977f73d7022b1047770980c0c5a14598eef8 Y2 - 2023/10/10/14:11:45 ER - TY - JOUR TI - Putting a band-aid on a corpse: Incentives for nurses in the Indian public health care system AU - Banerjee, Abhijit V. AU - Glennerster, Rachel AU - Duflo, Esther T2 - Journal of the European Economic Association AB - The public Indian health care system is plagued by high staff absence, low effort by providers, and limited use by potential beneficiaries who prefer private alternatives. This artice reports the results of an experiment carried out with a district administration and a nongovernmental organization (NGO). The presence of government nurses in government public health facilities (subcenters and aid-posts) was recorded by the NGO, and the government took steps to punish the worst delinquents. Initially, the monitoring system was extremely effective. This shows that nurses are responsive to financial incentives. But after a few months, the local health administration appears to have undermined the scheme from the inside by letting the nurses claim an increasing number of “exempt days.” Eighteen months after its inception, the program had become completely ineffective. DA - 2008/// PY - 2008 DO - 10.1162/JEEA.2008.6.2-3.487 DP - PubMed Central VL - 6 IS - 2-3 SP - 487 EP - 500 J2 - J Eur Econ Assoc SN - 1542-4766 ST - Putting a Band-Aid on a Corpse UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2826809/ Y2 - 2020/12/21/15:17:29 ER - TY - JOUR TI - Remedying education: Evidence from two randomized experiments in India AU - Banerjee, Abhijit V. AU - Cole, Shawn AU - Duflo, Esther AU - Linden, Leigh T2 - Quarterly Journal of Economics AB - Abstract. This paper presents the results of two randomized experiments conducted in schools in urban India. A remedial education program hired young women to DA - 2007/08/01/ PY - 2007 DO - 10.1162/qjec.122.3.1235 DP - academic.oup.com VL - 122 IS - 3 SP - 1235 EP - 1264 J2 - Q J Econ LA - en SN - 0033-5533 ST - Remedying Education UR - https://academic.oup.com/qje/article/122/3/1235/1879525 Y2 - 2020/07/18/15:06:59 KW - Quality: H KW - Relevance: M KW - ___working_potential_duplicate ER - TY - JOUR TI - Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India AU - Banerjee, Abhijit V AU - Banerji, Rukmini AU - Duflo, Esther AU - Glennerster, Rachel AU - Khemani, Stuti T2 - American Economic Journal: Economic Policy AB - Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their quality. We conducted a randomized evaluation of three interventions to encourage beneficiaries' participation to India: providing information on existing institutions, training community members in a testing tool for children, and training volunteers to hold remedial reading camps. These interventions had no impact on community involvement, teacher effort, or learning outcomes inside the school. However, in the third intervention, youth volunteered to teach camps, and children who attended substantially improved their reading skills. This suggests that citizens face constraints in influencing public services. (JEL H52, I21, I28, O15) DA - 2010/02/01/ PY - 2010 DO - 10.1257/pol.2.1.1 DP - DOI.org (Crossref) VL - 2 IS - 1 SP - 1 EP - 30 J2 - American Economic Journal: Economic Policy LA - en SN - 1945-7731, 1945-774X ST - Pitfalls of Participatory Programs UR - https://pubs.aeaweb.org/doi/10.1257/pol.2.1.1 Y2 - 2020/08/30/20:10:04 KW - ___working_potential_duplicate ER - TY - JOUR TI - Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of 'Teaching at the Right Level' in India AU - Banerjee, Abhijit V. AU - Banerji, Rukmini AU - Berry, James AU - Kannan, Harini AU - Mukerji, Shobhini AU - Walton, Michael T2 - National Bureau of Economic Research Working Paper No. 22746 DA - 2016/// PY - 2016 DO - 10.2139/ssrn.2846971 DP - DOI.org (Crossref) SP - 1 EP - 39 J2 - SSRN Journal LA - en SN - 1556-5068 ST - Mainstreaming an Effective Intervention UR - http://www.ssrn.com/abstract=2846971 Y2 - 2022/06/11/08:04:27 ER - TY - THES TI - Technology Integration before Student Outcomes: Factors Affecting Teacher Adoption of Technology in India AU - Bandyopadhyay, Alankar CY - College Park DA - 2013/// PY - 2013 DP - Google Scholar M3 - PhD Thesis PB - University of Maryland ST - Technology Integration before Student Outcomes ER - TY - JOUR TI - Self-efficacy beliefs as shapers of children's aspirations and career trajectories AU - Bandura, Albert AU - Barbaranelli, Claudio AU - Caprara, Gian Vittorio AU - Pastorelli, Concetta T2 - Child Development DA - 2001/01// PY - 2001 DO - 10.1111/1467-8624.00273 DP - DOI.org (Crossref) VL - 72 IS - 1 SP - 187 EP - 206 J2 - Child Development LA - en SN - 0009-3920, 1467-8624 UR - https://onlinelibrary.wiley.com/doi/10.1111/1467-8624.00273 Y2 - 2022/03/04/14:14:22 ER - TY - JOUR TI - Books or laptops? The effect of shifting from printed to digital delivery of educational content on learning AU - Bando, Rosangela AU - Gallego, Francisco AU - Gertler, Paul AU - Fonseca, Dario Romero T2 - Economics of Education Review AB - Information and communication technologies can be used for educational purposes, but these devices may also pose as distractors that may tamper with the learning process. This paper presents results from a randomized controlled trial in which laptops replaced traditional textbook provision in elementary schools in high poverty communities in Honduras. We show that at the end of one school year, we fail to reject that there were no differences between laptop and textbook provision on mathematics and Spanish test scores and in non-academic outcomes related to coding and verbal fluency. DA - 2017/12/01/ PY - 2017 DO - 10.1016/j.econedurev.2017.07.005 DP - ScienceDirect VL - 61 SP - 162 EP - 173 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Books or laptops? UR - http://www.sciencedirect.com/science/article/pii/S0272775716307245 Y2 - 2020/05/20/14:18:47 KW - Computers KW - E-learning KW - Education KW - RCT KW - Technology KW - Textbooks ER - TY - RPRT TI - The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program AU - Bandiera, Oriana AU - Buehren, Niklas AU - Goldstein, Markus AU - Rasul, Imran AU - Smurra, Andrea AB - We evaluate an intervention to raise young women’s economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can …nd support, receive information on health/reproductive issues and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. Our analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4 700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend signi…cantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16pp drop in school enrolment post-crisis. These adverse e¤ects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. Our analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women, and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts. JEL Classi…cation: I25, J13, J24. DA - 2018/12// PY - 2018 DP - DOI.org (Crossref) LA - en PB - World Bank ST - The Economic Lives of Young Women in the Time of Ebola UR - http://elibrary.worldbank.org/doi/book/10.1596/31219 Y2 - 2020/07/21/14:36:33 KW - ___working_potential_duplicate ER - TY - BOOK TI - Empowering Adolescent Girls: Evidence from a Randomized Control Trial in Uganda AU - Bandiera, Oriana AU - Buehren, Niklas AU - Burgess, Robin AU - Goldstein, Markus AU - Gulesci, Selim AU - Rasul, Imran AU - Sulaiman, Munshi AB - Nearly 60% of Uganda’s population is aged below 20. This generation faces health challenges associated with HIV, coupled with economic challenges arising from an uncertain transition into the labor market. We evaluate the impacts of a programme designed to empower adolescent girls against both challenges through the simultaneous provision of: (i) life skills to build knowledge and reduce risky behaviors; (ii) vocational training enabling girls to establish small-scale enterprises. The randomized control trial tracks 4 800 girls over two years. We …nd the programme signi…cantly improves HIV and pregnancy related knowledge, as well as corresponding risky behaviors: among those sexually active, self-reported routine condom usage increases by 50%. Furthermore, from a baseline of 21%, there is the near elimination of girls reporting having recently had sex unwillingly. On outcomes related to vocational training, the intervention raised the likelihood of girls being engaged in income generating activities by 35%, mainly driven by increased participation in self-employment. The …ndings suggest combined interventions might be more e¤ective among adolescent girls than single-pronged interventions aiming to change risky behaviors solely through related education programmes, or to improve labor market outcomes solely through vocational training. DA - 2012/12// PY - 2012 DP - DOI.org (Crossref) LA - en PB - World Bank ST - Empowering Adolescent Girls UR - http://elibrary.worldbank.org/doi/book/10.1596/25529 Y2 - 2022/06/06/22:36:19 ER - TY - JOUR TI - Women's empowerment in action: Evidence from a randomized control trial in Africa AU - Bandiera, Oriana AU - Buehren, Niklas AU - Burgess, Robin AU - Goldstein, Markus AU - Gulesci, Selim AU - Rasul, Imran AU - Sulaiman, Munshi T2 - American Economic Journal: Applied Economics AB - We evaluate a multifaceted policy intervention attempting to jump-start adolescent women's empowerment in Uganda by simultaneously providing them vocational training and information on sex, reproduction, and marriage. We find that four years postintervention, adolescent girls in treated communities are more likely to be self-employed. Teen pregnancy, early entry into marriage/cohabitation, and the share of girls reporting sex against their will fall sharply. The results highlight the potential of a multifaceted program that provides skills transfers as a viable and cost-effective policy intervention to improve the economic and social empowerment of adolescent girls over a four-year horizon. DA - 2020/01// PY - 2020 DO - 10.1257/app.20170416 DP - www.aeaweb.org VL - 12 IS - 1 SP - 210 EP - 259 LA - en SN - 1945-7782 ST - Women's Empowerment in Action UR - https://www.aeaweb.org/articles?id=10.1257/app.20170416 Y2 - 2022/06/06/22:36:52 KW - Child Care KW - Children KW - Domestic Abuse, Fertility KW - Education and Economic Development, Marriage KW - Family Planning KW - Family Structure KW - Human Development KW - Income Distribution KW - Labor Productivity, Economic Development: Human Resources KW - Marital Dissolution KW - Migration KW - Non-labor Discrimination, Labor Demand, Human Capital KW - Occupational Choice KW - Skills KW - Youth, Economics of Gender ER - TY - BOOK TI - Pocket Book on Bangladesh Education Statistics 2017 AU - BANBEIS CY - Dhaka, Bangladesh DA - 2018/04// PY - 2018 M1 - 457 NV - sc PB - Bangladesh Bureau of Education Information and Statistics UR - http://lib.banbeis.gov.bd/BANBEIS_PDF/Pocket%20Book%20on%20Bangladesh%20Education%20Statistics%202017.pdf ER - TY - CHAP TI - Systems inquiry and its application in education AU - Banathy, Bela H. AU - Jenlink, Patrick M. T2 - Handbook of research for educational communications and technology DA - 2003/// PY - 2003 DP - Google Scholar SP - 37 EP - 58 PB - Routledge KW - ⛔ No DOI found ER - TY - JOUR TI - Instructional systems. AU - Banathy, Bela H. DA - 1968/// PY - 1968 DP - Google Scholar KW - ⛔ No DOI found ER - TY - BOOK TI - Systems Design of Education: A Journey to Create the Future AU - Banathy, Bela H. DA - 1991/// PY - 1991 DP - Google Books SP - 272 LA - en PB - Educational Technology SN - 978-0-87778-229-2 ST - Systems Design of Education KW - Education / General ER - TY - JOUR TI - Systems inquiry in education AU - Banathy, Bela H. T2 - Systems Practice DA - 1988/// PY - 1988 DO - 10.1007/BF01059858 DP - Google Scholar VL - 1 IS - 2 SP - 193 EP - 212 ER - TY - JOUR TI - The Systems Approach AU - Banathy, Bela H. T2 - The Modern Language Journal DA - 1967/// PY - 1967 DO - 10.2307/323431 DP - JSTOR VL - 51 IS - 5 SP - 281 EP - 289 SN - 0026-7902 UR - https://www.jstor.org/stable/323431 Y2 - 2021/04/12/06:24:36 ER - TY - CONF TI - African Languages Today: The Challenge of and Prospects for Empowerment under Globalization AU - Bamgbose, Ayo T2 - 40th Annual Conference on African Linguistics AB - Abstract: Ayo Bamgbose, African Languages Today: The Challenge of and Prospects for Empowerment under Globalization C3 - Selected Proceedings of the 40th Annual Conference on African Linguistics DA - 2011/// PY - 2011 DP - www.lingref.com SP - 1 EP - 14 PB - Cascadilla Proceedings Project SN - 978-1-57473-446-1 ST - African Languages Today UR - http://www.lingref.com/cpp/acal/40/paper2561.pdf Y2 - 2022/06/10/09:25:34 ER - TY - BOOK TI - Mother Tongue Education: The West African Experience AU - Bamgbose, Ayo AB - In the rapidly changing political, economic, and social life of West Africa, there is a renewed interest in cultural identity. This book describes the developments and the difficulties experienced by different West African countries in the use of mother tongues in multi-lingual society. The book was commissioned to give scholars, educators, and policy-makers concerned with mother tongue education an account of developments in selected countries. Three broad areas are covered: (1) situations where the mother tongue has not yet been introduced into the formal school system but where preparations are being made; (2) situations where there has been a long tradition of mother tongue education; and (3) special projects. An introduction discusses the role of the mother tongue in education, with particular reference to West Africa. This is followed by a historical sketch of developments in mother tongue education. Contributions from Sierra Leone and Dahomey cover the first of the areas mentioned. Ghana's report covers the second area. The last two reports, from Nigeria, fall into the third category. Finally, two projects are described: the Six-Year Primary Project on the use of a major language as a medium of instruction and the Rivers Readers Project on the introduction of smaller languages into the formal school system. (Author/AM) DA - 1976/// PY - 1976 DP - ERIC LA - en PB - Hodder and Stoughton Ltd ST - Mother Tongue Education Y2 - 2022/04/06/16:13:47 KW - African Culture KW - African Languages KW - Bilingual Education KW - Educational Planning KW - French KW - Igbo KW - Language Planning KW - Language of Instruction KW - Mandingo KW - Mende KW - Multilingualism KW - Native Speakers KW - Portuguese KW - Regional Dialects KW - Sociolinguistics KW - Susu KW - Uncommonly Taught Languages KW - Wolof KW - Yoruba ER - TY - CHAP TI - Using mixed methods in monitoring and evaluation: experiences from international development AU - Bamberger, Michael AU - Rao, Vijayendra AU - Woolcock, Michael T2 - SAGE handbook of mixed methods in social & behavioral research C2 - Tashakkori, Abbas C2 - Teddlie, Charles CY - Thousand Oaks, CA DA - 2010/// PY - 2010 DP - DOI.org (Crossref) ET - 2 SP - 613 EP - 642 PB - SAGE Publications, Inc. SN - 978-1-4129-7266-6 978-1-5063-3519-3 ST - Using mixed methods in monitoring and evaluation UR - http://methods.sagepub.com/book/sage-handbook-of-mixed-methods-social-behavioral-research-2e/n24.xml Y2 - 2021/11/09/20:11:42 ER - TY - RPRT TI - Introduction To Mixed Methods In Impact Evaluation AU - Bamberger, M. DA - 2012/// PY - 2012 UR - https://www.betterevaluation.org/en/resources/guides/intro_mixed-methods_impact-evaluation Y2 - 2019/11/07/16:19:28 ER - TY - RPRT TI - EdTech in Pakistan: A Rapid Scan AU - Baloch, Imdad AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert. CN - 0035 DA - 2020/06/30/ PY - 2020 LA - en M3 - Country Scan PB - EdTech Hub SN - 10 ST - EdTech in Pakistan UR - https://docs.edtechhub.org/lib/FIQDEKCI KW - C:Pakistan KW - F: Country scan KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children AU - Baloch, Imdad AU - Kaye, Tom AU - Koomar, Saalim AU - McBurnie, Chris AB - This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums. CN - 0026 DA - 2020/06/17/ PY - 2020 LA - en M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 17 ST - Pakistan Topic Brief UR - https://docs.edtechhub.org/lib/9TKV7H6E KW - F: Helpdesk response KW - L:Out-of-school populations KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - The Teacher's Soul and the Terrors of Performativity AU - Ball, Stephen T2 - Journal of Education Policy AB - This paper is the latest in a short series on the origins, processes and effects of performativity in the public sector. Performativity, it is argued, is a new mode of state regulation which makes it possible to govern in an ‘advanced liberal’ way. It requires individual practitioners to organize themselves as a response to targets, indicators and evaluations. To set aside personal beliefs and commitments and live an existence of calculation. The new performative worker is a promiscuous self, an enterprising self, with a passion for excellence. For some, this is an opportunity to make a success of themselves, for others it portends inner conflicts, inauthenticity and resistance. It is also suggested that performativity produces opacity rather than transparency as individuals and organizations take ever greater care in the construction and maintenance of fabrications. DA - 2010/// PY - 2010 DO - 10.1080/0268093022000043065 DP - ResearchGate VL - March-April 2003 SP - 215 EP - 228 J2 - Journal of Education Policy ER - TY - CONF TI - Educational equity for children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years AU - Ball, Jessica T2 - UNESCO International Symposium: Translation and Cultural Mediation C1 - Paris DA - 2010/// PY - 2010 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Reimagining digital literacies from a feminist perspective in a postcolonial context AU - Bali, Maha T2 - Media and Communication DA - 2019/// PY - 2019 DO - 10.17645/mac.v7i2.1935 DP - Google Scholar VL - 7 IS - 2 SP - 69 EP - 81 ER - TY - JOUR TI - Unstructured data in marketing AU - Balducci, B AU - Marinova, D T2 - Journal of the Academy of Marketing Science DA - 2018/// PY - 2018 DO - 10.1007/s11747-018-0581-x VL - 46 IS - 4 SP - 557 EP - 590 LA - en ER - TY - RPRT TI - Cost Effectiveness of Interactive Radio Instruction Program Karnataka: Basic and Program Cost Effectiveness AU - Bakshi, Shubhashansha T2 - Working Papers AB - The Program CEA extends to the study to an impact analysis of the Radio programs to assess whether the expenditure being made for this intervention is helping the students in improving their learning outcomes. This would then serve as a true measure of effectiveness that is; linking the outreach with the outcomes. This requires tracking a cohort of treatment and control groups over a period of three years. Also the study has documented the qualitative behaviour as observed in these groups. URL:[http://cbps.in/Publications.aspx]. DA - 2011/11// PY - 2011 DP - ideas.repec.org LA - en PB - eSocialSciences ST - Cost Effectiveness of Interactive Radio Instruction Program Karnataka UR - https://ideas.repec.org/p/ess/wpaper/id4576.html Y2 - 2020/08/06/09:08:28 KW - Attendance KW - CEA KW - Central Tendency KW - Cost Effectiveness KW - Enrolment KW - Interactive Radio Instruction Program KW - Karnataka KW - Qualitative analysis KW - Research KW - Teachers KW - cohort of treatment KW - data KW - outcomes KW - qualitative behaviour KW - school KW - villages ER - TY - BOOK TI - Design Research in Education: A Practical Guide for Early Career Researchers AU - Bakker, Arthur AB - Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research. DA - 2018/// PY - 2018 DP - Google Books SP - 290 LA - en PB - Routledge SN - 978-1-138-57448-9 ST - Design Research in Education ER - TY - JOUR TI - Digital technologies in the COVID-19 responses in sub-Saharan Africa: policies, problems and promises AU - Bakibinga-Gaswaga, Elizabeth AU - Bakibinga, Stella AU - Bakibinga, David Baxter Mutekanga AU - Bakibinga, Pauline T2 - The Pan African Medical Journal AB - The gains made five years after the adoption of the 2030 Agenda for Sustainable Development will be lost if the threats presented by the COVID-19 pandemic are not countered in a timely manner. The threat is worse in sub Saharan Africa where poverty and poor health and limited access to services present challenges to even the most robust of health systems on the continent. In light of the requisite public-private collaboration and multi-sectoral approach, digital technologies offer opportunities to support the COVID-19 responses. This commentary reviews the policy environment and the challenges presented by digital illiteracy, poor infrastructure, the high cost of installing ICT infrastructure, the volatile political environment and limited electricity supply as well as the opportunities that digital technologies provide to ensure that people and communities are still able to access goods and services. It highlights how digital technologies are being used by the governments, parliaments, judiciaries, schools, health service providers, transport authorities and marketers to reach their targeted audiences. The commentary concludes with recommendations on possible interventions that emphasize the need to address infrastructural limitations, promote public private partnerships and tackle the digital divide in all its dimensions, including from a gender and rural/urban perspective. DA - 2020/05/18/ PY - 2020 DO - 10.11604/pamj.supp.2020.35.2.23456 DP - PubMed Central VL - 35 IS - Suppl 2 J2 - Pan Afr Med J SN - 1937-8688 ST - Digital technologies in the COVID-19 responses in sub-Saharan Africa UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7875745/ Y2 - 2021/03/29/05:29:27 ER - TY - RPRT TI - Bias in Online Classes: Evidence from a Field Experiment AU - Baker, Rachel AU - Dee, Thomas S. AU - Brent, Evans AU - John, June AB - The anonymity of online discussion forums does not deter instructors from exhibiting bias in favor of white males. DA - 2018/04/27/T13:37:05+00:00 PY - 2018 LA - en-US M3 - CEPA Working Paper PB - Stanford Center for Education Policy Analysis SN - 18-03 UR - https://cepa.stanford.edu/content/bias-online-classes-evidence-field-experiment Y2 - 2021/06/11/13:10:43 ER - TY - JOUR TI - BUILDING E-TEACHING CAPACITY OF TVET LECTURERS TO CUSHION THE EFFECTS OF COVID-19 AND OTHER FUTURE PANDEMICS ON TERTIARY EDUCATION SYSTEM OF LOW AND MIDDLE INCOME COUNTRIES AU - Bakare, Jimoh AU - Oviawe, Jane Itohan AU - Nwachukwu, Christiana AU - Anoure, Nonesta Chidiebere AU - Anayo, Madu Maureen AU - Maghalu, Favour Amarachi DP - Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - Adolescence in the Time of Covid-19: Evidence from Bangladesh AU - Baird, Sarah AU - Seager, Jennifer AU - Sabarwal, Shwetlena AU - Guglielmi, Silvia AU - Sultan, Maheen AB - This note examines the effects of COVID-19 and subsequent economic and educational disruptions on adolescent well-being in Bangladesh. The analysis is based on data from 2,095 in-school adolescents aged 10–18 collected preCOVID-19 (February–March 2020) through a field survey for an ongoing impact evaluation, and a follow-up virtual survey undertaken early in the pandemic (May–June 2020). Findings show large household-level economic impacts associated with increased food insecurity, anxiety, and mental health issues among adolescents. In addition, school closures have decreased adolescents’ access to learning, increased time spent on household chores, and affected future job aspirations. The impacts are particularly large for girls and for adolescents from more vulnerable households. Policy makers need to consider policies that facilitate school return, targeting girls and the most vulnerable. They also need creative school-based programming to address the likely long-run physical and mental health effects of COVID-19 on young people. DA - 2020/// PY - 2020 DP - Zotero SP - 10 LA - en UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34801/Adolescence-in-the-Time-of-COVID-19-Evidence-from-Bangladesh.pdf?sequence=1&isAllowed=y ER - TY - RPRT TI - Improving Secondary School Teacher Quality in Sub-Saharan Africa AU - Bainton, Dave AU - Barrett, Angeline Mbogo AU - Tikly, Leon T2 - Bristol Working Papers in Education DA - 2016/// PY - 2016 DP - Zotero LA - en PB - University of Bristol SN - 3 KW - C:sub-Saharan Africa ER - TY - BOOK TI - What the best college teachers do AU - Bain, Ken AB - What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential. DA - 2004/// PY - 2004 LA - en PB - Harvard University Press UR - https://www.google.co.uk/books/edition/What_the_Best_College_Teachers_Do/noPWDwAAQBAJ?hl=en&gbpv=0 Y2 - 2021/11/09/20:07:05 ER - TY - JOUR TI - Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast Nigeria AU - Bailey, Rebecca AU - Raisch, Natasha AU - Temko, Sonya AU - Titus, Britt AU - Bautista, Jonah AU - Eniola, Tahirat Omolara AU - Jones, Stephanie M. T2 - International Journal of Environmental Research and Public Health AB - Recent studies suggest that social and emotional learning (SEL) programming has the potential to be effective in conflict-affected regions, yet evidence is limited, and findings to date are mixed. One hypothesis about why SEL interventions in education in emergencies (EiE) settings have not generated the anticipated results is that the SEL content and materials have not been sufficiently localized to the context, leading to poor cultural relevance or fit. A second hypothesis is that SEL program demands tend to be high and capacity for implementation is low, undermining sustainability and impact. The current study addresses these challenges by investing in locally driven SEL content and design as a way to ensure that SEL materials are grounded in local values and needs, culturally appropriate, relevant to the specific context, and feasible to implement. The study draws on the developmental and prevention sciences as well as the field of behavioral insights to test evidence-based interventions intended to encourage desired behaviors around uptake and implementation. This paper documents the activities conducted during the project’s design phase, including landscape research, creation of initial prototypes, design workshops and rapid prototyping, and field testing. Findings suggest that using local values, practices, and framing in SEL programming increases relevance and appropriateness for the Northeast Nigeria setting. Furthermore, targeted behavioral insights interventions increased the uptake, habitual and regular use, as well as correct implementation of SEL activities. The findings contribute to the emerging literature on the cultural variability of SEL and the need to consider the context when designing and implementing programs in any setting. DA - 2021/07/11/ PY - 2021 DO - 10.3390/ijerph18147397 DP - PubMed Central VL - 18 IS - 14 SP - 7397 J2 - Int J Environ Res Public Health SN - 1661-7827 ST - Innovations in Social and Emotional Learning Research and Practice UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8304789/ Y2 - 2022/11/16/07:40:31 ER - TY - RPRT TI - Impact of Online Computer Assisted Learning on Education: Evidence from a Randomized Controlled Trial in China AU - Bai, Yu AU - Tang, Bin AU - Wang, Boya AU - Auden, Emma AU - Mandell, Blake T2 - Rural Education Action Program (REAP) AB - Education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. In China, millions of students in rural areas and migrant communities lag far behind their urban counterparts in terms of academic achievement. When they fall behind, they often have no way to catch up. Many of their parents have neither the skills nor the money to provide remedial tutoring; rural teachers often do not have time to give students the individual attention they need. Given this, there is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, traditional software-based CAL programs are difficult and costly to implement. An online version of CAL (OCAL), however, may be able to bypass many of offline CAL’s implementation problems and enhance the remedial tutoring experience. Unfortunately, there is little empirical evidence on whether OCAL programs can be effective in improving the quality of rural primary school education in developing countries. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL’s impact. Importantly, we also aim to assess the cost effectiveness of the new OCAL program versus traditional CAL interventions. To achieve these objectives, we carried out a randomized controlled trial (RCT) involving over 1650 fifth grade students in 44 schools in rural areas and migrant communities across China. Students in the 22 treatment schools attended two 40minute OCAL sessions during their computer class each week for one semester; the students in the other 22 schools were in the control group and did not receive any intervention. According to our findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.56 standard deviations. This impact is large when compared with offline CAL programs. We found that OCAL also led to a positive change in the attitudes of students towards English learning and towards student aspirations for their future education level. We found three possible explanations for OCAL’s impact. After rejecting the possibility of the Hawthorne Effect or self-efficacy-induced changes, we believe interest-oriented stimulation is the main source of improvement among students. The chance for comparison and competition with peers, as well as customized remedial question banks tailored to each student’s individual needs, likely contributed to the measured increases in academic performance among students in our sample. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, a comparison which is significant for policymakers as it indicates high potential for OCAL program expansion. DA - 2018/06// PY - 2018 DP - Zotero SP - 51 LA - en PB - Stanford University SN - Working Paper 329 KW - Quality: H KW - Relevance: M KW - ⛔ No DOI found ER - TY - JOUR TI - Impact of Online Computer Assisted Learning on Education: Evidence from a Randomized Controlled Trial in China AU - Bai, Yu AU - Tang, Bin AU - Wang, Boya AU - Auden, Emma AU - Mandell, Blake AB - Education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. In China, millions of students in rural areas and migrant communities lag far behind their urban counterparts in terms of academic achievement. When they fall behind, they often have no way to catch up. Many of their parents have neither the skills nor the money to provide remedial tutoring; rural teachers often do not have time to give students the individual attention they need. Given this, there is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, traditional software-based CAL programs are difficult and costly to implement. An online version of CAL (OCAL), however, may be able to bypass many of offline CAL’s implementation problems and enhance the remedial tutoring experience. Unfortunately, there is little empirical evidence on whether OCAL programs can be effective in improving the quality of rural primary school education in developing countries. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL’s impact. Importantly, we also aim to assess the cost effectiveness of the new OCAL program versus traditional CAL interventions. To achieve these objectives, we carried out a randomized controlled trial (RCT) involving over 1650 fifth grade students in 44 schools in rural areas and migrant communities across China. Students in the 22 treatment schools attended two 40minute OCAL sessions during their computer class each week for one semester; the students in the other 22 schools were in the control group and did not receive any intervention. According to our findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.56 standard deviations. This impact is large when compared with offline CAL programs. We found that OCAL also led to a positive change in the attitudes of students towards English learning and towards student aspirations for their future education level. We found three possible explanations for OCAL’s impact. After rejecting the possibility of the Hawthorne Effect or self-efficacy-induced changes, we believe interest-oriented stimulation is the main source of improvement among students. The chance for comparison and competition with peers, as well as customized remedial question banks tailored to each student’s individual needs, likely contributed to the measured increases in academic performance among students in our sample. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, a comparison which is significant for policymakers as it indicates high potential for OCAL program expansion. DA - 2018/06// PY - 2018 DP - Zotero SP - 51 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Preparing teacher education students to integrate mobile learning into elementary education AU - Bai, Hua T2 - TechTrends AB - The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues. DA - 2019/11// PY - 2019 DO - 10.1007/s11528-019-00424-z DP - DOI.org (Crossref) VL - 63 IS - 6 SP - 723 EP - 733 J2 - TechTrends LA - en SN - 8756-3894, 1559-7075 UR - https://www.researchgate.net/publication/335106982_Preparing_Teacher_Education_Students_to_Integrate_Mobile_Learning_into_Elementary_Education Y2 - 2021/06/10/18:05:48 ER - TY - RPRT TI - Connected Society: The State of Mobile Internet Connectivity 2019 AU - Bahia, Kalvin AU - Suardi, Stefano DA - 2019/07// PY - 2019 SP - 60 LA - EN PB - GSMA UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2019/07/GSMA-State-of-Mobile-Internet-Connectivity-Report-2019.pdf ER - TY - BLOG TI - Radical inclusion means teaching children in a language they understand AU - Bah, Chernor T2 - Brookings AB - Chenor Bah examines how Sierra Leone is trying to incorporate radical inclusion within the national education system by ensuring children are taught their mother-tongue for the first three to five years of schooling. DA - 2022/07/20/T15:36:00+00:00 PY - 2022 LA - en-US UR - https://www.brookings.edu/blog/education-plus-development/2022/07/20/radical-inclusion-means-teaching-children-in-a-language-they-understand/ Y2 - 2023/04/04/18:24:15 ER - TY - RPRT TI - Achieving Cost-Effective Instructional Coaching at Scale: Evidence from Senegal AU - Bagby, Emilie AU - Swift-Morgan, Jennifer AU - Niang, Ablaye AU - Upadhyay, Arjun DA - 2022/// PY - 2022 DP - Zotero LA - en M3 - Technical Brief PB - Chemonics International UR - https://chemonics.com/wp-content/uploads/2022/04/ACR_Tech_Brief_LPT_Coaching_CIES.pdf ER - TY - ELEC TI - BAG AU - BAG Innovation Ltd DA - 2019/// PY - 2019 UR - https://www.baginnovation.rw/ Y2 - 2020/08/17/18:07:33 ER - TY - JOUR TI - “Thinking Outside the Camp”: Education Solutions for Syrian Refugees in Jordan AU - Baeyer, Sarah Lebaron Von T2 - Ethnographic Praxis in Industry Conference Proceedings AB - This paper presents a case study of a project on education solutions for Syrian refugees in Jordan conducted between 2015–2017. First, it describes how ReD's methodological approach provided a unique perspective to studies on refugees. By immersing a team in the day-to-day lives and settings that most Syrian refugees experience in Jordan—i.e., outside of camps and in people's actual homes—ReD led its client to “think outside the camp,” something that relief agencies and companies often fail to do due to the refugee camp model of humanitarian assistance that, ever since WWII, has dominated the approach to refugees. Second, as a result of its unique methodological approach, ReD uncovered important findings about social networks and technology use and access in Syrian refugees’ homes and communities that ultimately shaped the client's perspective on solution development. For example, ReD's team of ethnographers found that nearly all out-of-camp Syrian households had at least one Smartphone in their possession, if not two or more, and that digital devices served as important tools of communication and community-building among people displaced by conflict. Consequently, ReD advised its client to tap into these pre-existing social networks and mobile technologies in order to develop an education solution that best fit refugees’ “real-life” practices. Ultimately, both ReD's methods and its findings led to a significant impact in how the client strategized on and developed their education solution, and can serve as a broader model for how to approach building services and/or products for displaced populations with access to basic mobile technologies. “The Jordanian educational/policy response to refugees is broken and will not easily be fixed or tinkered with. Solutions must work around this system.” (Education expert and activist working with vulnerable youth and school dropouts in Jordan) DA - 2017/// PY - 2017 DO - 10.1111/1559-8918.2017.01163 DP - Wiley Online Library VL - 2017 IS - 1 SP - 444 EP - 457 LA - en SN - 1559-8918 ST - “Thinking Outside the Camp” UR - https://anthrosource.onlinelibrary.wiley.com/doi/abs/10.1111/1559-8918.2017.01163 Y2 - 2020/04/28/18:45:12 KW - Google Scholar/ refugee education technology KW - RER theme_durable solutions ER - TY - JOUR TI - The latent digital divide and its drivers in e-learning among Bangladeshi students during the COVID-19 pandemic AU - Badiuzzaman, Md AU - Rafiquzzaman, Md AU - Rabby, Md Insiat Islam AU - Rahman, Mohammad Mustaneer T2 - Information AB - The devastating COVID-19 pandemic forced academia to go virtual. Educational institutions around the world have stressed online learning programs in the aftermath of the pandemic. However, because of insufficient access to Information Communication Technology (ICT), a substantial number of students failed to harness the opportunity of online learning. This study explores the latent digital divide exhibited during the COVID-19 pandemic while online learning activities are emphasised among students of Bangladesh. It also investigates the digital divide exposure and the significant underlying drivers of the divide. In order to accomplish this, a cross-sectional survey was employed to collect quantitative data, mixed with open-ended questions were utilised to gather qualitative information from the student community. The findings revealed that despite the majority of students having physical access to ICT, only 32.5% of students could attend online classes seamlessly. In total, 34.1% reported data prices as the critical barrier, while 39.8% identified poor network infrastructure as the significant barrier preventing them from participating in online learning activities. Although most students possess physical access to various devices and the Internet, they face the first-level digital divide due to the quality of access and price of cellular Internet. Consequently, they fail to take advantage of physical access, resulting in the third-level digital divide (utility gap), which submerges them into a digital divide cycle. The primary objective of this study is to explore the underlying issues of the digital divide among Bangladeshi students. This will assist relevant stakeholders (e.g., the Bangladesh government, educational institutions, and researchers) to gain necessary insights and theoretical understanding of underlying limitations and emergent directions to arrange adequate support for underprivileged students to undertake essential online learning activities. DA - 2021/08// PY - 2021 DO - 10.3390/info12080287 DP - www.mdpi.com VL - 12 IS - 8 SP - 287 LA - en UR - https://www.mdpi.com/2078-2489/12/8/287 Y2 - 2021/10/25/17:11:58 KW - COVID-19 KW - digital divide KW - multi-level digital divide KW - online learning ER - TY - BLOG TI - Covid-19 au Sénégal: Pour une continuité pédagogique, le ministère de l’Education lance « Apprendre à la maison » AU - Badiane, Seydou T2 - Socialnetlink, le lien vers l'actu IT africaine et des startups AB - En cette période de pandémie, plusieurs pays ont décidé de fermer les établissements scolaires. En conséquence, des millions d’élèves sont... LA - fr-FR ST - Covid-19 au Sénégal UR - https://www.socialnetlink.org/2020/03/covid-19-au-senegal-pour-une-continuite-pedagogique-le-ministere-de-leducation-lance-apprendre-a-la-maison/ Y2 - 2020/06/22/14:40:26 ER - TY - GEN TI - Informality, Consumption Taxes and Redistribution AU - Bachas, Pierre AU - Gadenne, Lucie AU - Jensen, Anders AB - Can taxes on consumption redistribute in developing countries? Contrary to consensus, we show that taxing consumption is progressive once we account for informal consumption. Using household expenditure surveys in 32 countries we proxy for informal consumption using the type of store where purchases occur. We find that the budget share spent in informal stores steeply declines with income, so that the effective tax rate of a broad consumption tax rises with income. Our findings imply that the widespread policy of exempting food from taxation cannot be justified on equity grounds in low-income-countries.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org. CY - Rochester, NY DA - 2020/06/01/ PY - 2020 DO - 10.2139/ssrn.3637730 DP - Social Science Research Network LA - en UR - https://papers.ssrn.com/abstract=3637730 Y2 - 2022/10/13/09:28:24 KW - Anders Jensen KW - Consumption Taxes and Redistribution KW - Informality KW - Lucie Gadenne KW - Pierre Bachas KW - SSRN ER - TY - BOOK TI - The Definition of Educational Technology. AECT Task Force on Definition and Terminology AU - B. Johnson, John AU - Myers, Dennis AU - H. Silber, Kenneth AU - Storm, Susan AU - Virgo, Ralph AU - J. Wallington, Clinton AB - A total, systematic, integrative concept provides the framework for this definition of educational technology as a theory, a field, and a profession. The definition statement presents an historical perspective of attempts to define educational technology and a current theoretical framework for arriving at a definition. It also identifies the intellectual techniques and practical applications derived from the theoretical framework and describes the training and certification, the ethics and standards, the leadership, the association and communications, the acknowledgement as a profession, the concern of the profession, and the relationship to other professions that both derive from the theoretical framework and exist in the field today. An evaluation of the definition statement concludes this document by the AECT Task Force on Definition and Terminology; a list of references and a glossary of terms not defined within this definition statement are appended. (Author/BK) DA - 1977/// PY - 1977 DP - ERIC LA - en PB - Association for Educational Communications and Technology, 1126 16th Street, NW, Washington, DC 20036 ($10 SN - 978-0-89240-006-5 UR - https://eric.ed.gov/?id=ED192759 Y2 - 2021/02/16/11:02:06 KW - Audiovisual Communications KW - Behavioral Sciences KW - Certification KW - Definitions KW - Educational History KW - Educational Methods KW - Educational Resources KW - Educational Technology KW - Educational Theories KW - Models KW - Professional Associations KW - Professional Occupations KW - Social Environment KW - Systems Approach ER - TY - RPRT TI - The State of the Global Education Crisis : A Path to Recovery AU - Azevedo, Joao Pedro AU - Wagner, De AU - Rogers, F. Halsey AU - Cloutier, Marie-Helene AU - Chakroun,, Borhene AU - Chang, Gwang-Chol AU - Mizunoya, Suguru AB - The State of the Global Education Crisis : A Path to Recovery (English) DA - 2021/// PY - 2021 LA - en M3 - Text/HTML PB - UNESCO, UNICEF, World Bank ST - The State of the Global Education Crisis UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/416991638768297704/The-State-of-the-Global-Education-Crisis-A-Path-to-Recovery Y2 - 2022/03/26/10:06:35 ER - TY - GEN TI - The State of Global Learning Poverty: 2022 Update AU - Azevedo, Joao Pedro AU - Rogers, Halsey AU - Ahlgren, Ellinore AU - Akmal, Maryam AU - Cloutier, Marie-Helene AU - Ding, Elaine AU - Raza, Ahmed AU - Ning Wong, Yi AU - Montoya, Silvia AU - Chakroun, Borhene AU - Chang, Gwang-Chol AU - Guerriero, Sonia AU - Dewan, Pragya AU - Mizunoya, Suguru AU - Reuge, Nicholas AU - Russell, Kenneth AU - Yao, Haogen AU - Bronwin, Rona AU - Cohen-Mitchell, Joanie AU - Dintilhac, Clio AU - Boggild-Jones, Izzy DA - 2022/06// PY - 2022 PB - The World Bank UR - https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf Y2 - 2022/11/28/23:37:34 ER - TY - BOOK TI - Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates AU - Azevedo, João Pedro AU - Hasan, Amer AU - Goldemberg, Diana AU - Iqbal, Syedah Aroob AU - Geven, Koen T2 - Policy Research Working Papers DA - 2020/06/18/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - The World Bank ST - Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9284 Y2 - 2020/08/12/15:37:19 ER - TY - RPRT TI - Will Every Child Be Able to Read by 2030? Defining Learning Poverty and Mapping the Dimensions of the Challenge AU - Azevedo, João Pedro AU - Goldemberg, Diana AU - Montoya, Silvia AU - Nayar, Reema AU - Rogers, Halsey AU - Saavedra, Jaime AU - Stacy, Brian William DA - 2021/03// PY - 2021 M3 - Policy Research Working Paper PB - World Bank Group SN - 9588 UR - https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2021/03/Azevedo-et-al-2021_Will-Every-Child-Be-Able-to-Read-by-2030.pdf ER - TY - BLOG TI - How could COVID-19 hinder progress with Learning Poverty? Some initial simulations AU - Azevedo, João Pedro DA - 2020/// PY - 2020 UR - https://blogs.worldbank.org/education/how-could-covid-19-hinder-progress-learning-poverty-some-initial-simulations ER - TY - RPRT TI - Learning poverty in the time of COVID-19: a crisis within a crisis AU - Azevedo, Joao Pedro CY - Washington DC DA - 2020/// PY - 2020 PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/34850 ER - TY - RPRT TI - Learning Poverty: Measures and Simulations AU - Azevedo, João Pedro CY - Washington D.C. DA - 2020/// PY - 2020 PB - World Bank Group SN - Policy Research Working Paper 9446 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34654/Learning-Poverty-Measures-and-Simulations.pdf?sequence=1&isAllowed=y ER - TY - RPRT TI - Simulating the Potential Impacts of the COVID-19 School Closures on Schooling and Learning Outcomes: A set of Global Estimates AU - Azevedo, J.P AU - Hasan, A AU - Goldemberg, D AU - Iqbal, S.A AU - Geven, K AB - Simulating the Potential Impacts of the COVID-19 School Closures and Learning Outcomes: A set of Global Estimates DA - 2020/06/18/ PY - 2020 LA - en PB - World Bank ST - Simulating the Potential Impacts of the COVID-19 School Closures on Schooling and Learning Outcomes UR - https://www.worldbank.org/en/topic/education/publication/simulating-potential-impacts-of-covid-19-school-closures-learning-outcomes-a-set-of-global-estimates Y2 - 2021/05/21/11:56:41 ER - TY - RPRT TI - Annual Development Plan 2019/20 AU - Azad Government of the State of Jammu & Kashmir DA - 2018/// PY - 2018 UR - https://pndajk.gov.pk/ADP/2019-20/ADP%202019-20.pdf ER - TY - ELEC TI - Aprendo en línea | Ayuda Mineduc AU - Ayuda Mineduc UR - https://www.ayudamineduc.cl/ficha/aprendo-en-linea Y2 - 2022/09/06/09:48:41 ER - TY - JOUR TI - Teaching linear algebra supported by GeoGebra visualization environment AU - Aytekin, Cahit AU - Kiymaz, Yasemin T2 - Acta Didactica Napocensia AB - Linear algebra differs from other mathematics courses because of the special difficulties that students have in understanding the concepts. Teaching without concretizing the concepts of Linear Algebra encouraged students to memorize definitions of concepts and rules has been articulated. Many researches show that technology-supported teaching is effective in concretizing abstract concepts. In this study, it was examined how pre-service mathematics teachers relate the definitions of concepts (linear combination, linear dependency/independency and spanning) and their visual equivalents in R[superscript 2] and R[superscript 3]. The study was conducted with four students who attended the Linear Algebra-2 course in the Elementary Mathematics Teaching, Faculty of Education of a state university in Turkey. The study was conducted by the teaching experiment method. Interviews were conducted using activities prepared in the GeoGebra program. It was observed that the participants used these concepts in very flexible way and they established a relationship between visualization and definitions in a very short time compared to the time spent during an educational period. DA - 2019/// PY - 2019 DO - 10.24193/adn.12.2.7 VL - 12 IS - 2 LA - English UR - https://files.eric.ed.gov/fulltext/EJ1238625.pdf AN - 2396823562; EJ1238625 KW - Algebra KW - Computer Software KW - Definitions KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Foreign Countries KW - Higher Education KW - Mathematics Instruction KW - Mathematics Teachers KW - Postsecondary Education KW - Preservice Teachers KW - Teaching Methods KW - Technology Uses in Education KW - Turkey KW - Visualization KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099267 KW - __finaldtb ER - TY - JOUR TI - E-learning in secondary Schools in Kenya: A Case of the NEPAD E-schools AU - Ayere, Mildred AU - Odera, F AU - Agak, John T2 - Educational Research and Reviews AB - The New Partnership for Africa's Development (NEPAD) schools were set up as centres of excellence in Information and Communication Technology (ICT) integration, so that other schools could copy their model in e-learning. It was for this reason that they were provided with computers, e-materials, internet appliances and trained personnel. But to gauge their levels of success as e-learning centres there was need to compare them to other schools offering ICT education in Kenya. It was for this reason that this study compared the application of the e-learning in NEPAD and non-NEPAD schools in Kenya. Specifically, the study: Identified significant differences in levels of integration of ICT in curriculum subjects; surveyed the differences in use of e-materials in education research; examined availability of e-libraries; identified significant differences in academic performance of NEPAD and non-NEPAD schools attributed to e-learning. The study used a combination of an exploratory approach using descriptive survey and ex-post-facto design. It was carried out in six of the eight provinces in Kenya, where the NEPAD schools are located. It targeted 1600 form four students from 35 secondary schools involved in ICT education (NEPAD schools included). Saturated sampling was used for the six NEPAD schools while six non-NEPAD schools were selected through simple random sampling. The sample consisted of three officials from the ministry of education, twelve principals and twelve heads of ICT department (HODs), and 570 of the form four students. The main data collection instrument was the questionnaire; administered to the students, the principals, and the HODs. The interview schedule was administered to the ministry of education personnel while an observation checklist was used as a confirmatory tool. Analysis was done using both descriptive and inferential statistics. The study found that, there was a significant difference in the application of e-learning in NEPAD and non-NEPAD schools. Based on these findings, it was recommended that schools involved in ICT education should intensify teacher facilitation and support teacher roles that are required in e-learning Key words: E-Learning, ICT integration, ICT education, new partnership for Africa's development (NEPAD). DA - 2010/04/01/ PY - 2010 DP - ResearchGate VL - 5 SP - 218 EP - 223 J2 - Educational Research and Reviews ST - E-learning in secondary Schools in Kenya KW - ⛔ No DOI found ER - TY - ELEC TI - How Can Schools Support Parents’ Engagement in their Children’s Learning? Evidence from Research and Practice AU - Axford, Nick AU - Berry, Vashti AU - Lloyd, Jenny AU - Moore, Darren AU - Rogers, Morwenna AU - Hurst, Alison AU - Blockley, Kelly AU - Durkin, Hannah AU - Minton, Jacqueline T2 - EEF AB - The EEF is an independent charity dedicated to breaking the link between family income and educational achievement. DA - 2019/// PY - 2019 LA - en UR - https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/parental-engagement Y2 - 2022/04/25/16:49:03 ER - TY - MGZN TI - Defining student engagement AU - Axelson, Rick D. AU - Flick, Arend T2 - Change: The Magazine of Higher Learning DA - 2011/// PY - 2011 VL - 43 IS - 1 SP - 38 EP - 43 UR - http://nur655sect2jan12teama.pbworks.com/w/file/fetch/50933853/defining%20student%20engagement.pdf Y2 - 2021/11/11/17:28:32 ER - TY - RPRT TI - In which countries do the most highly qualified and experienced teachers teach in the most difficult schools? AU - Avvisati, Francesco AB - Teachers are the most important school resource. In every country, teachers’ salaries and training represent the greatest share of expenditure on education; and this investment in teachers can have significant returns. Research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. But not all students are equal when it comes to access to high-quality teaching. In fact, PISA data show that there are inequities in access to experienced and qualified teachers in many countries, and that they are related to the gap in learning outcomes between advantaged and disadvantaged students. CY - Paris DA - 2018/06/11/ PY - 2018 DP - OECD iLibrary LA - en PB - OECD UR - https://www.oecd-ilibrary.org/education/in-which-countries-do-the-most-highly-qualified-and-experienced-teachers-teach-in-the-most-difficult-schools_3ef99aba-en Y2 - 2022/10/29/09:15:54 ER - TY - JOUR TI - The heterogeneous effect of information on student performance: Evidence from a randomized control trial in Mexico AU - Avitabile, Ciro AU - de Hoyos, Rafael T2 - Journal of Development Economics AB - We use data from the randomized control trial of the Percepciones pilot to study whether providing 10th grade students with information about the average earnings associated with different educational attainments, life expectancy, and obtaining funding for higher education can contribute to improving student outcomes. We find that the intervention had no effects on a proxy for on-time high school completion, but a positive and significant impact on standardized test scores and self-reported measures of effort. The effects on standardized test scores are larger for girls and for students from households with relatively high incomes. We also find positive, but not statistically significant effects, on the probability of taking a university entry exam and of obtaining a high score in the exam. DA - 2018/11/01/ PY - 2018 DO - 10.1016/j.jdeveco.2018.07.008 DP - ScienceDirect VL - 135 SP - 318 EP - 348 J2 - Journal of Development Economics LA - en SN - 0304-3878 ST - The heterogeneous effect of information on student performance UR - https://www.sciencedirect.com/science/article/pii/S0304387818304565 Y2 - 2022/03/28/09:09:25 KW - Gender KW - Information KW - School performance KW - Subjective expectations ER - TY - ELEC TI - Check GES Ghana Learning TV (GLTV) Timetable For JHS, Primary, KG: How To Scan For GLTV AU - Avenuegh Online Portal AB - The Ghana Education Service (GES) has officially released the Ghana Learning TV (GLTV) timetable for DA - 2020/// PY - 2020 LA - en-US ST - Check GES Ghana Learning TV (GLTV) Timetable For JHS, Primary, KG UR - https://avenuegh.com/check-ges-ghana-learning-tv-gltv-timetable-for-jhs-primary-kg-how-to-scan-for-gltv/ Y2 - 2020/06/29/14:12:27 ER - TY - JOUR TI - External Validity: The Next Step for Systematic Reviews? AU - Avellar, Sarah A. AU - Thomas, Jaime AU - Kleinman, Rebecca AU - Sama-Miller, Emily AU - Woodruff, Sara E. AU - Coughlin, Rebecca AU - Westbrook, T’Pring R. T2 - Evaluation Review AB - Background:Systematic reviews?which identify, assess, and summarize existing research?are usually designed to determine whether research shows that an intervention has evidence of effectiveness, rather than whether an intervention will work under different circumstances. The reviews typically focus on the internal validity of the research and do not consistently incorporate information on external validity into their conclusions.Objectives:In this article, we focus on how systematic reviews address external validity.Methods:We conducted a brief scan of 19 systematic reviews and a more in-depth examination of information presented in a systematic review of home visiting research.Results:We found that many reviews do not provide information on generalizability, such as statistical representativeness, but focus on factors likely to increase heterogeneity (e.g., numbers of studies or settings) and report on context. The latter may help users decide whether the research characteristics?such as sample demographics or settings?are similar to their own. However, we found that differences in reporting, such as which variables are included and how they are measured, make it difficult to summarize across studies or make basic determinations of sample characteristics, such as whether the majority of a sample was unemployed or married.Conclusion:Evaluation research and systematic reviews would benefit from reporting guidelines for external validity to ensure that key information is reported across studies. DA - 2017/08/01/ PY - 2017 DO - 10.1177/0193841X16665199 DP - SAGE Journals VL - 41 IS - 4 SP - 283 EP - 325 J2 - Eval Rev LA - en SN - 0193-841X ST - External Validity UR - https://doi.org/10.1177/0193841X16665199 Y2 - 2021/05/03/11:29:24 KW - external validity KW - systematic reviews ER - TY - JOUR TI - Increasing Students’ Awareness of Their Behavior in Online Learning Environments with Visualizations and Achievement Badges AU - Auvinen, Tapio AU - Hakulinen, Lasse AU - Malmi, Lauri T2 - IEEE Transactions on Learning Technologies AB - In online learning environments where automatic assessment is used, students often resort to harmful study practices such as procrastination and trial-and-error. In this paper, we study two teaching interventions that were designed to address these issues in a university-level computer science course. In the first intervention, we used achievement badges, a form of gamification, to reward students for submitting early, solving exercises with few iterations, and completing the exercises with full points. In the second intervention, we used heatmap visualizations that show a prediction of the student's success if he or she continues to behave in the same way, based on data from earlier courses. The results from a controlled experiment show that the heatmap visualizations had an impact on how early the students submitted their exercises and how many points they earned from them. We also observed that performance approach goal orientation correlated with an interest towards the achievement badges whereas performance avoidance correlated with an interest towards the visualizations. The results indicate that increasing students' awareness of their behavior can have a positive impact on their study practices and results. However, the same type of feedback may not suit all students because of individual differences. DA - 2015/07// PY - 2015 DO - 10.1109/TLT.2015.2441718 DP - IEEE Xplore VL - 8 IS - 3 SP - 261 EP - 273 SN - 1939-1382 KW - Adaptation models KW - Context KW - Data visualization KW - Education KW - Heating KW - Monitoring KW - Visualization KW - achievement badges KW - automatic assessment KW - computer aided instruction KW - computer science education KW - data visualisation KW - distance learning KW - educational courses KW - exercise solving KW - exercise submission KW - further education KW - gamification KW - goal orientation KW - heatmap visualization KW - human factors KW - online learning environment KW - performance avoidance KW - student awareness KW - student behavior KW - student reward KW - student study practice KW - student success prediction KW - teaching KW - teaching intervention KW - university-level computer science course ER - TY - ELEC TI - Data Availability and Use AU - Australian Government Productivity Commission DA - 2017/// PY - 2017 UR - https://www.pc.gov.au/inquiries/completed/data-access/report/data-access.pdf Y2 - 2022/06/15/07:04:44 ER - TY - RPRT TI - Australia-Indonesia for Pro-Poor Policy: the Knowledge Sector Initiative AU - Australian Agency for International Development DA - 2012/// PY - 2012 PB - Australian Agency for International Development UR - https://www.dfat.gov.au/about-us/publications/Pages/australia-indonesia-for-pro-poor-policy-the-knowledge-sector-initiative-documents Y2 - 2020/09/22/10:15:18 ER - TY - RPRT TI - Nudges to Improve Learning and Gender Parity: Preliminary findings on supporting parent-child educational engagement during Covid-19 using mobile phones AU - Aurino, Elisabetta AU - Tsinigo, Edward AU - Wolf, Sharon AB - Key words: parental education engagement; caregiver engagement; nudges; text messages; schooling; learning; Ghana; gender In this study we evaluate a digital intervention to improve low-literate caregivers’ engagement with their children’s education and development in rural Ghana during the Covid-19 pandemic. The programme was a text-message-based behavioural change intervention for parents / caregivers that aimed to improve caregiver engagement in children’s educational activities, caregiver beliefs about returns to education, as well as children’s learning, enrollment, attendance, and gender parity in education. This household-randomised trial, conducted in the North East, Northern, Savannah, Upper East, and Upper West regions of Ghana, tested four variations of the intervention, varying both duration and a gender-parity focus. Households were randomised to one of five conditions: (i) regular behavioural nudges, 12 weeks; (ii) gender-boost behavioural nudges, 12 weeks; (iii) regular behavioural nudges, 24 weeks; (ii) gender-boost behavioural-nudges, 24 weeks; or (v) control. The interventions were implemented from January to April 2021 (for the 12-week groups) and January to June 2021 (for the 24-week groups). We collected data at midline (April–June 2021) and endline (August–September 2021). Our preliminary results suggest that a short, light-touch, SMS-based intervention can change caregiver behaviours and child outcomes in a rural, low-literate sample. However, the results were complex and intervention effectiveness depended on the caregiver having minimum levels of schooling. For caregivers with no education (65% of the sample), the intervention only increased caregiver expectations on reaching the desired level of education, especially among girls, but reduced educational engagement and some measures of children’s school enrollment and attendance. Educational engagement among Ghanaian caregivers is low relative to peer countries (Bornstein & Putnick, 2012; McCoy et al., 2018). The findings suggest that caregivers may need a base level of capital and resource (e.g., exposure to formal education) to enact the messages and increase their educational engagement with their children. Without this base level of capital, messages may increase caregivers’ aspirations for their children without providing enough support to change educational investments in positive ways. An output of the EdTech Hub, https://edtechhub.org CN - 0083 DA - 2022/02/18/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/PWU63GQS KW - _r:AddedByZotZen ER - TY - JOUR TI - Genetics problem solving in high school testing in Kenya: Effects of metacognitive prompting during testing AU - Aurah, Catherine M AU - Cassady, Jerrell Craig AU - McConnell, Tom John T2 - Electronic Journal for Research in Science and Mathematics Education AB - This study investigated the effectiveness of using metacognitive prompts during testing for improving results in a Genetics Problem Solving Test (GPST). The study, a pre-test post-test, control group quasi-experimental design involving 2x2x2 analysis of covariance (ANCOVA) also investigated the moderating effects of gender and school type. A total of 2,138 high school students purposively selected from seventeen high schools in Western province, Kenya, participated in the study using three validated instruments; Biology Ability Test (BAT), Genetics Problem Solving Test (GPST), and Metacognitive Prompting Questionnaire (MPQ). Findings showed that metacognitive prompting (MP) had a significant effect on students’ genetics problem solving ability, F(1, 2137) = 10.909, p < 0.001. The findings also revealed gender differences, with girls outperforming boys on the genetics problem solving test. Furthermore, a significant interaction between metacognitive prompting and school type showed that students in provincial schools benefited from MPs more than students from district schools. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya. DA - 2014/// PY - 2014 DP - ejse.southwestern.edu VL - 18 IS - 8 LA - en-US ST - Genetics problem solving in high school testing in Kenya UR - https://ejse.southwestern.edu/article/view/13519 Y2 - 2020/01/31/11:43:35 KW - ⛔ No DOI found ER - TY - BLOG TI - Le numérique peut-il réinventer l’éducation de base en Afrique ? AU - Aubert, Amélie AU - Loiret, Pierre-Jean AU - d’Aiglepierre, Rohen AU - Lequentre, Erwan AU - Pedro, Francesc T2 - The Conversation AB - Les technologies de l’information et de la communication en éducation (TICE) offrent de nouvelles possibilités pour améliorer l’éducation de base en Afrique. DA - 2017/// PY - 2017 LA - en UR - http://theconversation.com/le-numerique-peut-il-reinventer-leducation-de-base-en-afrique-76871 Y2 - 2020/07/14/16:59:13 ER - TY - BLOG TI - Improving School Performance through School Ranking: The Double-Edged Sword of Accountability AU - Atuhurra, Julius AU - Kaffenburger, Michelle T2 - RISE Programme DA - 2019/// PY - 2019 LA - en ST - Improving School Performance through School Ranking UR - https://riseprogramme.org/blog/improving_school_performance_TZ Y2 - 2022/04/07/17:29:10 ER - TY - RPRT TI - System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries AU - Atuhurra, Julius AU - Kaffenburger, Michelle T2 - RISE Programme Working Paper Series DA - 2020/// PY - 2020 LA - en M3 - Working Paper PB - RISE SN - 20/057 ST - System (In)Coherence UR - https://riseprogramme.org/publications/system-incoherence-quantifying-alignment-primary-education-curriculum-standards Y2 - 2022/04/07/19:41:47 ER - TY - JOUR TI - Does community involvement affect teacher effort? Assessing learning impacts of Free Primary Education in Kenya AU - Atuhurra, Julius F. T2 - International Journal of Educational Development AB - While the impressive school participation impacts of Universal Primary Education policies in Sub-Saharan Africa are widely recognized, attempts to measure learning gains from schooling remain minimal. Utilizing a unique international test score dataset, we measure and explain grade six reading and math learning outcomes in Kenya. By comparing competences between public and private schools before and after the introduction of free primary education, we find large achievement declines and inequalities based on gender and socioeconomic status. The declines are associated with low teacher efforts and community disengagement. Policy studies on community involvement in schools will likely lead to improved learning. DA - 2016/07/01/ PY - 2016 DO - 10.1016/j.ijedudev.2016.03.008 DP - ScienceDirect VL - 49 SP - 234 EP - 246 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Does community involvement affect teacher effort? UR - http://www.sciencedirect.com/science/article/pii/S0738059316300311 Y2 - 2020/03/18/15:16:17 KW - Community involvement KW - Educational policy KW - Learning achievement KW - Teacher effort ER - TY - JOUR TI - Home Computers and School Performance AU - Attewell, Paul AU - Battle, Juan T2 - The Information Society DA - 1999/02// PY - 1999 DO - 10.1080/019722499128628 DP - DOI.org (Crossref) VL - 15 IS - 1 SP - 1 EP - 10 J2 - The Information Society LA - en SN - 0197-2243, 1087-6537 UR - http://www.tandfonline.com/doi/abs/10.1080/019722499128628 Y2 - 2021/02/19/09:22:32 ER - TY - JOUR TI - Education choices and returns to schooling: Mothers' and youths' subjective expectations and their role by gender AU - Attanasio, Orazio P. AU - Kaufmann, Katja M. T2 - Journal of Development Economics AB - In this paper we investigate the role of expected returns to schooling and of perceived risks (of unemployment and earnings) as determinants of schooling decisions. Moreover, our data also allow us to analyze whether youths' and/or mothers' expectations predict schooling decisions, and whether this depends on the age and gender of the youth. In particular, we use Mexican data that contain labor market expectations of mothers and youths. We find that expected returns and risk perceptions are important determinants of schooling decisions, the latter in particular from the perspective of the mother. Boys' expectations predict the decision to enter college, but not to enter high school. While girls' own expectations do not predict either of the two educational decisions, mothers' expectations are particularly strong predictors of their daughters' decisions. DA - 2014/07// PY - 2014 DO - 10.1016/j.jdeveco.2014.04.003 DP - DOI.org (Crossref) VL - 109 SP - 203 EP - 216 J2 - Journal of Development Economics LA - en SN - 03043878 ST - Education choices and returns to schooling UR - https://linkinghub.elsevier.com/retrieve/pii/S0304387814000455 Y2 - 2022/03/04/14:05:48 ER - TY - ELEC TI - Atlassian Team Playbook - Build strong teams with Plays AU - Atlassian T2 - Atlassian AB - Plays are free workshop resources for addressing common team challenges and starting important conversations. DA - 2020/// PY - 2020 LA - en UR - https://www.atlassian.com/team-playbook Y2 - 2021/07/23/03:19:06 ER - TY - ELEC TI - ATLAS.ti AI Lab | Accelerating Innovation for Data Analysis AU - ATLAS.ti T2 - ATLAS.ti AB - Powered by OpenAI, ATLAS.ti revolutionizes qualitative data analysis — bringing you light-speed insights. LA - en UR - https://atlasti.com/atlas-ti-ai-lab-accelerating-innovation-for-data-analysis Y2 - 2024/01/20/20:16:05 ER - TY - NEWS TI - Academic Bridge: is set to transform education system AU - Atieno, Lydia T2 - The New Times | Rwanda DA - 2019/03/19/T21:50:58+02:00 PY - 2019 LA - en ST - Academic Bridge UR - https://www.newtimes.co.rw/lifestyle/academic-bridge-set-transform-education-system Y2 - 2020/08/26/20:05:29 ER - TY - BLOG TI - Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research? AU - Atanasova, Dimitrinka T2 - Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research? AB - Whilst the ability of generative AI to produce text in English has been widely covered, the implications of its ability to translate and act as a cultural broker into English have received less att… DA - 2023/05/04/T10:00:03+00:00 PY - 2023 LA - "en-US" UR - https://blogs.lse.ac.uk/impactofsocialsciences/2023/05/04/bridge-or-barrier-does-generative-ai-contribute-to-more-culturally-inclusive-higher-education-and-research/ Y2 - 2024/01/22/00:55:35 ER - TY - JOUR TI - Exploring relationships between Kolb's learning styles and mobile learning readiness of pre-service teachers: a mixed study AU - Ata, Rıdvan AU - Cevik, Mustafa T2 - Education and Information Technologies AB - The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR] DA - 2019/03// PY - 2019 DO - 10.1007/s10639-018-9835-y DP - EBSCOhost VL - 24 IS - 2 SP - 1351 EP - 1377 J2 - Education & Information Technologies SN - 13602357 UR - http://earsiv.kmu.edu.tr/xmlui/bitstream/handle/11492/2474/Ata,%20R%20dvan%202019.pdf;jsessionid=563B49FBF43DA923B5DDBD72C23AA087?sequence=1 KW - COGNITIVE styles KW - Cognitive Style KW - Cognitive style KW - Computers--Information Science And Information Theory KW - Content Analysis KW - EDUCATIONAL programs KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Attainment KW - Foreign Countries KW - Gender Differences KW - Handheld Devices KW - Higher Education KW - Income KW - Independent Study KW - Independent study KW - Kolb's learning styles KW - Kolb’s learning styles KW - LEARNING readiness KW - Learning Readiness KW - Learning Style Inventory KW - MOBILE learning KW - Measures (Individuals) KW - Mobile learning KW - Mothers KW - Positive Attitudes KW - Postsecondary Education KW - Pre-service teachers KW - Preservice Teachers KW - STUDENT teachers KW - Self Efficacy KW - Structural Equation Models KW - Structural equation modelling KW - Student Attitudes KW - Teacher Education Programs KW - Telecommunications KW - Turkey KW - Undergraduate Students KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095788 KW - __finaldtb ER - TY - CONF TI - Education Dynamics: A Systems Thinking Perspective AU - Assidmi, Luay T2 - 2015 Fifth International Conference on e-Learning (econf) C1 - Manama, Bahrain C3 - 2015 Fifth International Conference on e-Learning (econf) DA - 2015/10// PY - 2015 DO - 10.1109/ECONF.2015.29 DP - DOI.org (Crossref) SP - 188 EP - 194 PB - IEEE SN - 978-1-4673-9431-4 ST - Education Dynamics UR - http://ieeexplore.ieee.org/document/7478229/ Y2 - 2021/02/28/23:47:20 ER - TY - JOUR TI - UNICEF Back-to-School Guide AU - Asselin, Olivier DA - 2011/// PY - 2011 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - BLOG TI - Needed: An Ecosystem for Meaningful Digital Innovation in Northern Kenya AU - Aslan Afrika T2 - Aslan Afrika AB - The information and communications technology (ICT) industry thrives in Kenyan cities, but vast rural tracts in Northern Kenya are stranded on the wrong side of the digital divide. One of the weakest links is a lack of infrastructure, both for […] DA - 2021/03/23/T08:28:49+00:00 PY - 2021 LA - en-US ST - Needed UR - https://aslan.co.ke/needed-an-ecosystem-for-meaningful-digital-innovation-in-northern-kenya/ Y2 - 2023/04/04/18:29:12 ER - TY - RPRT TI - Formative Evaluation of GPE’s Support for Response to the COVID-19 Crisis AU - Aslam, Monazza AU - Rawal, Shenila DA - 2021/// PY - 2021 M3 - Summative Evaluation PB - GPE UR - https://assets.globalpartnership.org/s3fs-public/document/file/2021-11-formative-evaluation-gpe-support-covid-19.pdf?VersionId=WQUWVbBn_QToLPhjLBxoHQyIeJcvQ2tk Y2 - 2023/06/12/08:35:53 ER - TY - JOUR TI - Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment AU - Asim, Salman AU - Chimombo, Joseph AU - Chugunov, Dmitry AU - Gera, Ravinder T2 - International Journal of Educational Development AB - There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives. DA - 2019/03/01/ PY - 2019 DO - 10.1016/j.ijedudev.2018.12.002 DP - ScienceDirect VL - 65 SP - 26 EP - 43 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Moving teachers to Malawi’s remote communities UR - https://www.sciencedirect.com/science/article/pii/S0738059318300555 Y2 - 2022/07/04/12:21:54 KW - Data-driven model KW - Deployments KW - Malawi KW - Political economy KW - Schools KW - Teachers ER - TY - RPRT TI - Moving teachers to Malawi's remote communities: A data-driven approach to teacher deployment AU - Asim, Salman AU - Chimombo, Joseph AU - Chugnov, Dmitry AU - Gera, Ravinder DA - 2017/// PY - 2017 PB - World Bank SN - Working Paper No. 8253 UR - https://openknowledge.worldbank.org/handle/10986/28914 ER - TY - ELEC TI - $3 Million ADB Grant to Support Pakistan’s Flood Response AU - Asian Development Bank T2 - Asian Development Bank AB - ADB approved a $3 million grant to support the Government of Pakistan’s emergency relief efforts amid widespread floods across the country. DA - 2022/08/31/T00:00:00+08:00 PY - 2022 LA - en M3 - Text UR - https://www.adb.org/news/3-million-adb-grant-support-pakistan-flood-response Y2 - 2022/11/16/08:46:13 ER - TY - RPRT TI - Innovative Strategies for Accelerated Human Resources Development in South Asia:: Information and Communication Technology for Education---Special Focus on Bangladesh, Nepal, and Sri Lanka AU - Asian Development Bank CY - Manila, Philippines DA - 2017/12// PY - 2017 DP - DOI.org (Crossref) LA - en PB - Asian Development Bank ST - Innovative Strategies for Accelerated Human Resources Development in South Asia UR - https://www.adb.org/publications/innovative-strategies-ict-education-bangladesh-nepal-sri-lanka Y2 - 2020/07/22/17:49:33 KW - Systems Framework ER - TY - RPRT TI - School Education in Pakistan: A Sector Assessment AU - Asian Development Bank CY - Manila, Philippines DA - 2019/07// PY - 2019 DP - DOI.org (Crossref) LA - en PB - Asian Development Bank ST - School Education in Pakistan UR - https://www.adb.org/documents/pakistan-school-education-sector-assessment Y2 - 2020/07/20/14:41:18 ER - TY - RPRT TI - Refugee Education: A Rapid Evidence Review AU - Ashlee, Amy AU - Clericetti, Giulia AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient. DA - 2020/06// PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 3 ST - Rapid Evidence Review UR - https://docs.edtechhub.org/lib/UUNEJ7FS KW - L:Refugees and migrants KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _P:Evidence review VCMFM9ZD KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - ELEC TI - A better Environment for Education in Sudan AU - Ashii, Hadeel Agab AB - In preparation for schools reopening, UNICEF is supporting the rehabilitation of classrooms and latrines in Sudan DA - 2021/// PY - 2021 LA - en UR - https://www.unicef.org/sudan/stories/better-environment-education-sudan Y2 - 2022/01/06/14:39:27 ER - TY - BOOK TI - An introduction to cybernetics AU - Ashby, W. Ross DA - 1961/// PY - 1961 DP - Google Scholar PB - Chapman & Hall Ltd ER - TY - JOUR TI - Principles of the self-organizing system AU - Ashby, W. Ross T2 - Modern systems research for the behavioral scientist DA - 1968/// PY - 1968 DP - Google Scholar SP - 108 EP - 118 KW - ⛔ No DOI found ER - TY - BOOK TI - General Systems Theory as a New Discipline AU - Ashby, W. R. DA - 1958/// PY - 1958 DP - Google Scholar PB - Plenum Press, New York ER - TY - RPRT TI - Annual Status of Education Report AU - ASER Pakistan DA - 2019/// PY - 2019 ER - TY - ELEC TI - Annual Status of Education Report 2019 AU - ASER Pakistan DA - 2020/// PY - 2020 UR - http://www.aserpakistan.org/document/2019/reports/national/ASER_National_Urban_2019.pdf Y2 - 2022/04/07/16:28:17 ER - TY - GEN TI - Annual Status of Education Report. ASER-Pakistan 2021 AU - ASER Pakistan DA - 2021/03// PY - 2021 PB - ASER Pakistan Secretariate & Idara-e-Taleem-o-Agahi ST - ASER 2021 UR - http://aserpakistan.org/document/aser/2021/reports/national/ASER_report_National_2021.pdf ER - TY - RPRT TI - Annual Status of Education Report (rural) 2018 AU - ASER Centre DA - 2018/// PY - 2018 PB - Assessment Survey Evaluation Research (India) UR - https://learningportal.iiep.unesco.org/en/library/annual-status-of-education-report-rural-2018 Y2 - 2022/09/23/18:00:55 ER - TY - RPRT TI - Academy for Education Planning and Management and Annual Status of Education Report AU - ASER DA - 2019/// PY - 2019 ER - TY - RPRT TI - Annual Status of Education Report AU - ASER DA - 2019/// PY - 2019 PB - ASER UR - http://aserpakistan.org/document/aser/2019/reports/national/ASER_National_2019.pdf ER - TY - RPRT TI - Annual Status of Education Report 2021 DA - 2022/// PY - 2022 PB - ASER UR - http://aserpakistan.org/document/aser/2021/reports/national/ASER_report_National_2021.pdf Y2 - 2022/11/18/16:10:23 ER - TY - RPRT TI - Annual Status of Education Report: ASER-Pakistan 2019 (National) AU - ASER DA - 2020/// PY - 2020 UR - http://www.aserpakistan.org/document/2019/reports/national/ASER_National_Urban_2019.pdf ER - TY - RPRT TI - Annual Status of Education Report ASER-PAKISTAN 2019 Urban AU - ASER DA - 2020/// PY - 2020 ER - TY - RPRT TI - Annual Status of Education Report (Rural) 2020. Wave 1 AU - ASER DA - 2020/10// PY - 2020 PB - ASER Centre UR - http://img.asercentre.org/docs/ASER%202020/ASER%202020%20REPORT/aser2020fullreport.pdf ER - TY - ELEC TI - Measuring the Impact of COVID-19 on Education in Pakistan AU - ASER DA - 2021/// PY - 2021 UR - http://aserpakistan.org/document/aser/2021/ASER_2021_Measuring_the_Impact_of_COVID_19_on_Education_in_Pakistan_FINAL_REPORT.pdf Y2 - 2022/05/17/15:28:08 ER - TY - JOUR TI - Comparing student performance in blended and traditional courses: Does prior academic achievement matter? AU - Asarta, Carlos J. AU - Schmidt, James R. T2 - The Internet and Higher Education AB - The performance of students in blended and traditional versions of a collegiate course is compared within the context of students' prior academic achievement. The blended version of the course used flipped and flexible instructional modes, in which only online lectures were available, class periods were used for complementary learning activities, and there was no punitive attendance policy. Significant differences in student performance between the blended and traditional versions were found within two of three zones of grade point averages. At low grade point averages, performance was higher in the traditional version of the course. At high grade point averages, performance was higher in the blended version. No significant difference was detected in the middle zone of grade point averages. Predictive models of student performance were also prepared for the two versions of the course. Partial effects from measures of prior academic achievement upon performance in the blended version were significantly different from partial effects provided by the same measures in the traditional version of the course. DA - 2017/01/01/ PY - 2017 DO - 10.1016/j.iheduc.2016.08.002 DP - ScienceDirect VL - 32 SP - 29 EP - 38 J2 - The Internet and Higher Education LA - en SN - 1096-7516 ST - Comparing student performance in blended and traditional courses UR - http://www.sciencedirect.com/science/article/pii/S1096751616300525 Y2 - 2020/07/18/14:32:19 KW - Achievement KW - Blended course KW - Performance differences KW - Traditional course KW - Zones ER - TY - JOUR TI - How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? AU - Asare, Samuel AU - Mitchell, Rafael AU - Rose, Pauline T2 - Development and Change AB - This article investigates the extent to which education publications authored by researchers based in sub-Saharan Africa are published as open access (OA). We draw on bibliometric analysis of 1,858 peer-reviewed articles over the period 2010‒18, together with interviews with 31 academics based in the region. Overall, we find a steady increase in OA publishing in the region over this period, although the proportion of OA publications remains low. The study finds that: (1) open access articles by researchers in sub-Saharan Africa are concentrated in journals with a lower impact factor; and (2) authors in sub-Saharan Africa tend to publish in higher quality journals behind a paywall, rather than in lower quality journals that either have no or lower cost for open access. DA - 2021/// PY - 2021 DO - 10.1111/dech.12639 DP - Wiley Online Library VL - 0 IS - 0 LA - en SN - 1467-7660 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/dech.12639 Y2 - 2021/02/10/01:19:48 ER - TY - JOUR TI - How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa AU - Asare, Samuel AU - Mitchell, Rafael AU - Rose, Pauline T2 - Compare: A Journal of Comparative and International Education AB - This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English between 2010 and 2018, it finds that participation in such partnerships favours a relatively small number of countries in sub-Saharan Africa. These collaborations appear to be reproducing gender imbalances in authorship. Complemented by interviews with 31 researchers based in the region, it further identifies examples of asymmetrical relationships alongside more positive partnerships and practices. Scholars based in sub-Saharan Africa were more likely to view partnerships initiated by researchers based in the region as equitable. DA - 2020/// PY - 2020 DO - 10.1080/03057925.2020.1811638 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 20 SN - 0305-7925 ST - How equitable are South-North partnerships in education research? UR - https://doi.org/10.1080/03057925.2020.1811638 Y2 - 2020/11/27/14:21:30 KW - Education KW - South-North research partnerships KW - sub-Saharan Africa KW - sustainable development goals ER - TY - JOUR TI - Improving the Mouse Skills of Basic School Learners Using the Optical Mouse and Self Instructional Software. A Case of a Ghanaian Basic School AU - Asare, Samuel AU - Leticia, Agyemang T2 - Innovation The European Journal of Social Science Research AB - The study came about as a result of poor performance showed by Bosofour R\C primary 6 learners' during practical sessions. The general objective of the study is to examine the causes of learner's poor mouse skills and provide an immediate solution to it. The research was conducted at Bosofour R\C primary school from the month of December, 2019 to June, 2020. The study was critically analyzed, though ICT is a core subject offered by all learners' in the school, but due to time constraint, nature of the research and inadequate financial support, all the classes could not be covered but few were sampled to represent the whole school. The study adopted a random sampling technique for its appropriateness in reaching out to a large representative sample and generalization of the findings. The target population included five hundred and twenty (520) learners, comprising of two hundred and forty-eight (248) boys and two hundred and seventy-two (272) girls. Random sampling techniques was used to select twenty (20) learners'. Test, interview and observation were the main instruments used for data collection. The main design for the study was action research. The collected data was analyzed with the help of frequency distribution table, using pre-test and post-test as a method of obtaining data. The challenges of the study include; insufficient time for practical activity lessons, abstract methods of teaching, inadequate teaching\ learning resources and teachers' pedagogical knowledge about the course. The results of the study showed that learners' mouse skills may be improved by the use of optical mouse, self-instructional software and giving students enough time during practical sessions. It is therefore recommended that, Ghana Education Service should equip all Basic schools across the country with several types of educational software's, in addition in-service training on ICT should be provided for all teachers, and finally, much time should be allotted for ICT practical activity lessons. DA - 2020/// PY - 2020 DP - ResearchGate VL - 4 IS - 5 SP - 2454 EP - 6186 J2 - IJRISS UR - https://www.researchgate.net/profile/Samuel-Asare-12/publication/341877832_Improving_the_Mouse_Skills_of_Basic_School_Learners_Using_the_Optical_Mouse_and_Self_Instructional_Software_A_Case_of_a_Ghanaian_Basic_School/links/5ed7984f45851529452a7c6e/Improving-the-Mouse-Skills-of-Basic-School-Learners-Using-the-Optical-Mouse-and-Self-Instructional-Software-A-Case-of-a-Ghanaian-Basic-School.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - One Laptop Per Child Policy in Ghana: Any Impact on Teaching and Learning? AU - Asante, Edward AU - Owusu-Ansah, Samuel T2 - Library Philosophy and Practice (e-journal) DA - 2015/// PY - 2015 VL - 1290 SP - 1 EP - 20 ST - One Laptop Per Child Policy in Ghana UR - https://digitalcommons.unl.edu/libphilprac/1290 KW - ⛔ No DOI found ER - TY - RPRT TI - Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine AU - Asanov, Igor AU - Flores, Francisco AU - McKenzie, David AU - Mensmann, Mona AU - Schulte, Mathis DA - 2020/// PY - 2020 DP - Zotero LA - en PB - World Bank UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/328261589899308503/remote-learning-time-use-and-mental-health-of-ecuadorian-high-school-studentsduring-the-covid-19-quarantine ER - TY - JOUR TI - Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Studentsduring the COVID-19 Quarantine AU - Asanov, Igor AU - Flores, Francisco AU - McKenzie, David AU - Mensmann, Mona AU - Schulte, Mathis T2 - World Bank Policy Research Working Paper DA - 2020/05/19/ PY - 2020 VL - 9252 UR - https://ssrn.com/abstract=3605886 KW - ⛔ No DOI found ER - TY - ELEC TI - Drought situation in the Kenya ASAL areas now at crisis level - Kenya | ReliefWeb AU - ASAL Humanitarian Network AB - News and Press Release in English on Kenya about Agriculture, Climate Change and Environment, Drought and more; published on 5 Oct 2022 by ASAL Humanitarian Network DA - 2022/10/10/ PY - 2022 LA - en UR - https://reliefweb.int/report/kenya/drought-situation-kenya-asal-areas-now-crisis-level Y2 - 2023/04/04/18:43:15 ER - TY - RPRT TI - COVID-19, schooling and learning AU - Asadullah, Niaz DA - 2020/// PY - 2020 DP - Zotero LA - en PB - BRAC UR - https://bigd.bracu.ac.bd/wp-content/uploads/2020/06/COVID-19-Schooling-and-Learning_June-25-2020.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Home Schooling during the COVID-19 Pandemic: An Assessment of Malaysia’s PdPR Program AU - Asadullah, Niaz AB - The majority of homeschoolers in Malaysia prefer to return to on-site education once schools reopen. CY - Tokyo DA - 2022/05/18/ PY - 2022 DP - www.adb.org LA - en M3 - ADBI Working Paper PB - Asian Development Bank SN - 1318 ST - Home Schooling during the COVID-19 Pandemic UR - https://www.adb.org/publications/home-schooling-during-the-covid-19-pandemic-an-assessment-of-malaysia-s-pd-pr-program AN - Malaysia Y2 - 2022/12/02/16:05:00 ER - TY - ELEC TI - Coronavirus Outbreak, Schooling and Learning: Study on Secondary School Students in Bangladesh AU - Asadullah, N AU - Bhattacharjee, A AU - Tasnim, M AU - Mumtahena, F DA - 2020/// PY - 2020 UR - https://bigd.bracu.ac.bd/study/coronavirus-outbreak-schooling-and-learning-study-on-secondary-school-students-in-bangladesh/ ER - TY - JOUR TI - Digital Divide or Digital Provide? Technology, Time Use, and Learning Loss during COVID-19 AU - Asadullah, M. Niaz AU - Bhattacharjee, Anindita T2 - The Journal of Development Studies AB - COVID-19 school closure has caused a worldwide shift towards technology-aided home schooling. Given widespread poverty in developing countries, this has raised concerns over new forms of learning inequalities. Using nationwide data on primary and secondary school children in slum and rural households in Bangladesh, we examine how learning time at home during the early months of school closure varies by access to technology at home. Data confirms a significant socio-economic and gender divide in access to TV, smartphone, computer, and internet among rural households. However, the analysis of daily time use data shows only a modest return to a technology in terms of boosting learning time at home. The learning-grade gradient is shallow and insensitive to TV, smartphone, and computer access at home. We also find no evidence that technology access per se helps learning by boosting time spent in online schooling and private supplementary coaching/tutoring. While technology access matters in households where parents act as home tutors, the magnitude of such a complementary effect are not large. The results imply a loss of out-of-school learning time during school closure even in households with technology access. We consider additional hypotheses relating to institutional and socio-economic barriers to home-based learning in developing countries. DA - 2022/10/03/ PY - 2022 DO - 10.1080/00220388.2022.2094253 DP - Taylor and Francis+NEJM VL - 58 IS - 10 SP - 1934 EP - 1957 SN - 0022-0388 ST - Digital Divide or Digital Provide? UR - https://doi.org/10.1080/00220388.2022.2094253 Y2 - 2022/12/02/16:03:29 KW - COVID-19 KW - D10 KW - I21 KW - J22 KW - Q50 KW - home-based education KW - learning crisis KW - school closure ER - TY - BLOG TI - Improving teacher accountability in Pakistan’s rural schools AU - Asad, Saher AU - Habib, Masooma AU - Karachiwalla, Naureen AU - Kosec, Katrina AU - Leaver, Claire AU - Ur Rehman, Attique T2 - International Growth Centre AB - Pakistan has extremely low learning levels and poor education service delivery is a driving factor. The Khyber Pakhtunkhwa (KP) government has expressed a strong desire for evidence on how to design evaluation and oversight systems for the education sector, with the goal of improving learning. Accordingly, we conducted an International Growth Centre (IGC) supported study … DA - 2020/02/10/ PY - 2020 LA - en-GB UR - https://www.theigc.org/blog/improving-teacher-accountability-in-pakistans-rural-schools/ Y2 - 2020/08/13/13:43:19 ER - TY - ELEC TI - Autorité de Régulation des Télécommunications et des Postes AU - ARTP SENEGAL UR - https://www.artpsenegal.net/ Y2 - 2020/06/22/14:37:34 ER - TY - JOUR TI - Learner access to resources for eLearning and preference for eLearning delivery mode in distance education programs in Ghana AU - Arthur-Nyarko, Emmanuel AU - Kariuki, Moses Githua T2 - International Journal of Educational Technology DA - 2019/// PY - 2019 DP - Zotero VL - 6 IS - 2 SP - 1 EP - 8 LA - en UR - https://files.eric.ed.gov/fulltext/EJ1228278.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Preservice Classroom Teachers' Views of Distance Education Science Laboratory Activities AU - Arslan, Ayten T2 - International Online Journal of Education and Teaching AB - This study investigated preservice classroom teachers' views of distance education science laboratory (lab) activities (DESLA). The study adopted a phenomenology design, which is a qualitative research method. The sample consisted of 34 students (25 women and nine men) from the department of classroom teaching of the education faculty of a public university. Participants were recruited using convenience sampling. Data were collected online (Google Forms) via Google Drive using an open-ended question form developed by the researcher based on a literature review and expert feedback. The data were analyzed using content analysis, a qualitative data analysis method. The results showed that participants had positive and negative opinions about DESLA. They had numerous academic, social, and professional experiences but also faced some challenges. They pointed out the pros and cons of DESLA. Most participants stated that they preferred face-to-face science lab activities to DESLA. The results also showed that DESLA improved participants' attitudes towards science lab activities in general. DA - 2021/// PY - 2021 DP - ERIC VL - 8 IS - 3 LA - en SN - 2148-225X UR - https://eric.ed.gov/?id=EJ1308242 Y2 - 2022/08/22/19:12:57 KW - Barriers KW - COVID-19 KW - Distance Education KW - Educational Technology KW - Foreign Countries KW - Pandemics KW - Preservice Teachers KW - Program Effectiveness KW - School Closing KW - Science Instruction KW - Science Laboratories KW - Student Attitudes KW - Technology Uses in Education KW - ⛔ No DOI found ER - TY - JOUR TI - A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect AU - Arroyo, Ivon AU - Woolf, Beverly Park AU - Burelson, Winslow AU - Muldner, Kasia AU - Rai, Dovan AU - Tai, Minghui T2 - International Journal of Artificial Intelligence in Education AB - This article describes research results based on multiple years of experimentation and real-world experience with an adaptive tutoring system named Wayang Outpost. The system represents a novel adaptive learning technology that has shown successful outcomes with thousands of students, and provided teachers with valuable information about students’ mathematics performance. We define progress in three areas: improved student cognition, engagement, and affect, and we attribute this improvement to specific components and interventions that are inherently affective, cognitive, and metacognitive in nature. For instance, improved student cognitive outcomes have been measured with pre-post tests and state standardized tests, and achieved due to personalization of content and math fluency training. Improved student engagement was achieved by supporting students’ metacognition and motivation via affective learning companions and progress reports, measured via records of student gaming of the system. Student affect within the tutor was measured through sensors and student self-reports, and supported through affective learning companions and progress reports. Collectively, these studies elucidate a suite of effective strategies to support advanced personalized learning via an intelligent adaptive tutor that can be tailored to the individual needs, emotions, cognitive states, and metacognitive skills of learners. DA - 2014/12/01/ PY - 2014 DO - 10.1007/s40593-014-0023-y DP - Springer Link VL - 24 IS - 4 SP - 387 EP - 426 J2 - Int J Artif Intell Educ LA - en SN - 1560-4306 UR - https://doi.org/10.1007/s40593-014-0023-y Y2 - 2020/07/27/21:01:49 ER - TY - JOUR TI - Looking at National Systems of Innovation from the South AU - Arocena, Rodrigo AU - Sutz, Judith T2 - Industry and Innovation DA - 2000/06// PY - 2000 DO - 10.1080/713670247 DP - CrossRef VL - 7 IS - 1 SP - 55 EP - 75 LA - en SN - 1366-2716, 1469-8390 UR - http://www.tandfonline.com/doi/full/10.1080/713670247 Y2 - 2017/10/25/12:56:53 ER - TY - JOUR TI - Innovación y Sistemas Nacionales de Innovación en procesos de desarrollo AU - Arocena, R. AU - Sutz, J. T2 - Repensando el desarrollo latinoamericano. Una discusión desde los sistemas de innovación DA - 2016/// PY - 2016 DP - Google Scholar KW - ⛔ No DOI found ER - TY - JOUR TI - A definition of systems thinking: A systems approach AU - Arnold, Ross D. AU - Wade, Jon P. T2 - Procedia computer science DA - 2015/// PY - 2015 DO - 10.1016/j.procs.2015.03.050 DP - Google Scholar VL - 44 IS - 2015 SP - 669 EP - 678 ST - A definition of systems thinking KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Canada CAN KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Norway NOR KW - __C:scheme:1 ER - TY - RPRT TI - Complementary Education Programme (CEP) and the Opportunity to Learn In the Northern Region of Ghana AU - Arkorful, Kingsley K D DA - 2013/// PY - 2013 DP - Zotero LA - en PB - University of Sussex UR - http://sro.sussex.ac.uk/id/eprint/45242/1/Arkorful%2C_Kingsley_K_D.pdf ER - TY - BLOG TI - Why we started R4D’s evaluation & adaptive learning practice AU - Arkedis, Jean T2 - Results for Development AB - R4D's Evaluation & Adaptive Learning practice lead, shares a new explainer video, which offers a framework for how we design, test and evaluate for impact. DA - 2019/10/17/T18:31:14+00:00 PY - 2019 LA - en-US UR - https://r4d.org/blog/why-we-started-r4ds-evaluation-adaptive-learning-practice/ Y2 - 2021/06/10/14:12:14 ER - TY - ELEC TI - Análisis comparativo de las prácticas educativas implementadas en Chile y México durante la pandemia de COVID-19 | Guayana Moderna AU - Arizmendi Loredo, Karla Fabiola AU - Fernández Hidalgo, Mariana AU - Núñez Rivadeneira, Scott DA - 2020/// PY - 2020 UR - https://revistasenlinea.saber.ucab.edu.ve/index.php/guayanamoderna/article/view/5423 Y2 - 2022/09/06/09:51:24 ER - TY - BLOG TI - Arifu AU - Arifu LA - en-US UR - https://www.arifu.com/ Y2 - 2021/09/14/09:35:17 ER - TY - CONF TI - Teachers resistance towards change in Punjab public schools: implications for school effectiveness AU - Arif, Seema AU - Riasat, Lubna T2 - 7th International Conference on Research in Education AB - Teachers’ resistance to change has become a perennial phenomenon which educational sector had to deal with because without the active involvement and commitment of teachers, change and reform policies are prone to failure. The urge to explore the reasons behind teachers’ resistance towards any change and need to modify some policies to minimize this factor, motivated the researcher to conduct this research. The aim of present descriptive research is to identify reasons for teacher’s resistance towards reform agenda introduced by previous government of Punjab (2013-18). Using simple random sampling 28 public schools of tehsil Model Town district of Lahore were taken as sample of the study; each school was taken as cluster and all teachers were approached to fill the questionnaire, however, final data constituted only 295 questionnaires. Self-developed questionnaire, comprising 36 items further categorized into eight factors was used as tool. Both descriptive (means & Standard Deviation) and inferential (correlation & regression) were applied. The research has concluded that role of school principal and management’s implementation strategy have strong link with positive attitude of teacher towards adapting for change. Hence, it is important that principals must manage doubts and fears of teachers about change to counteract resistance and negative attitude towards change. C1 - University of Punjab DA - 2019/// PY - 2019 DP - ResearchGate UR - https://www.researchgate.net/publication/337415153_TEACHERS'_RESISTANCE_TOWARDS_CHANGE_IN_PUNJAB_PUBLIC_SCHOOLS_IMPLICATIONS_FOR_SCHOOL_EFFECTIVENESS KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19 learning losses: Early grade reading in South Africa AU - Ardington, Cally AU - Wills, Gabrielle AU - Kotze, Janeli T2 - International Journal of Educational Development AB - • In South Africa in 2020 around 60 % of early grade school days were lost due to COVID. • Grade 2 students have reading losses of between 57 % and 70 % of a year of learning. • Grade 4 students have reading losses of between 62 % and 81 % of a year of learning. • These losses imply learning to schooling loss ratios in the region of 1–1.4. • Students with stronger initial reading proficiency are more negatively impacted. Using three different studies on early grade reading from no-fee schools across in South Africa, this paper establishes short-term learning losses in reading for grade 2 and 4 students from under-resourced school contexts. We find that in 2020 grade 2 students lost between 57 % and 70 % of a year of learning relative to their pre-pandemic peers. Among a grade 4 sample, learning losses are estimated at between 62 % and 81 % of a year of learning. Considering that in 2020 students in the samples lost between 56 %–60 % of contact teaching days due to school closures and rotational timetabling schedules compared to a pre-pandemic year, this implies learning to schooling loss ratios in the region of 1–1.4. There is some evidence from the grade 4 sample that the reading trajectories of children benefiting more from attending school pre-pandemic – namely girls and children with stronger initial reading proficiency - are more negatively impacted. Mitigating the long-run implications of these learning losses will require a significant pivoting of the education system to ensure that instructional practices are appropriately levelled to optimise learning. DA - 2021/10// PY - 2021 DO - 10.1016/j.ijedudev.2021.102480 VL - 86 SP - 102480 SN - 07380593 ST - COVID-19 learning losses Y2 - 2022/02/08/00:00:00 KW - BEGINNING reading KW - COVID-19 KW - COVID-19 pandemic KW - Early grade reading KW - Learning losses KW - READING (Preschool) KW - READING ability testing KW - SCHOOL closings KW - School closure ER - TY - RPRT TI - Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline I AU - Ardington, Cally AU - Meiring, Tiaan DA - 2020/// PY - 2020 PB - SALDRU UR - https://fundawande.org/img/cms/news/Impact%20Evaluation%20of%20Funda%20Wande%20Coaching%20Intervention%20Midline%20Findings.pdf Y2 - 2022/08/23/06:15:48 ER - TY - RPRT TI - Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline II AU - Ardington, Cally DA - 2021/// PY - 2021 PB - SALDRU UR - https://fundawande.org/img/cms/news/IMPACT%20EVALUATION%20OF%20FUNDA%20WANDE%20COACHING%20INTERVENTION%20MIDLINE2_v3.pdf Y2 - 2022/08/23/06:15:48 ER - TY - JOUR TI - Teachers' and Pupils' Experiences of Integrated Education in Uganda AU - Arbeiter, Susanne AU - Hartley, Sally T2 - International Journal of Disability, Development and Education AB - Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the ndings con rmed the information drawn from the review of literature. In addition to the high teacher–pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these dif cult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs. DA - 2002/03// PY - 2002 DO - 10.1080/10349120120115334 DP - DOI.org (Crossref) VL - 49 IS - 1 SP - 61 EP - 78 J2 - International Journal of Disability, Development and Education LA - en SN - 1034-912X, 1465-346X UR - http://www.tandfonline.com/doi/full/10.1080/10349120120115334 Y2 - 2020/05/16/16:33:00 ER - TY - RPRT TI - Strengthening social justice to address intersecting inequalities post-2015 AU - Arauco, Veronica Paz AU - Gazdar, Haris AU - Helvia-Pacheco, Paula AU - Kabeer, Naila AU - Lenhardt, Amanda AU - Masood, Syeda Quratulain AU - Naqvi, Haider AU - Nayak, Nandini AU - Norton, Andrew AU - Sabharwal, Nidhi Sadana AU - Scalise, Elise AU - Shepherd, Andrew AU - Thapa, Deepak AU - Thorat, Sukhadeo AU - Tran, D Hien AU - Vergara-Camus, Leandro AU - Woldehanna, Tassew AU - Mariotti, Chiara CY - London DA - 2014/// PY - 2014 PB - Overseas Development Institute UR - https://cdn.odi.org/media/documents/9213.pdf ER - TY - CONF TI - A Conceptual Model for Measuring and Supporting Self-Regulated Learning using Educational Data Mining on Learning Management Systems AU - Araka, Eric AU - Maina, Elizaphan AU - Gitonga, Rhoda AU - Oboko, Robert T2 - 2019 IST-Africa Week Conference (IST-Africa) AB - Self-Regulated Learning (SRL) is a field in educational psychology that as attracted tremendous research studies from various communities including ICTs. Recent studies and meta-analysis have greatly contributed to the domain knowledge that the use SRL strategies boost academic performance for learners. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Additionally, most of these studies focus on SRL on Massive Open Online Course (MOOC) environments and only analyse SRL strategies with limited attention to the scaffolds or interventions employed to stimulate growth of SRL skills in learners. The modern Learning Management Systems (LMS) such as Moodle allow storage of datasets on student activities. Consequently, it is possible to use Educational Data Mining (EDM) to extract learner patterns which can be used to support SRL and explore how SRL strategies change over time and inform the instructor. In view of this, the research examines the current SRL measurement and promotion tools for e-learning environments and proposes a conceptual model grounded on EDM for implementation as a solution to measuring and promoting SRL strategies for learners within LMS. C3 - 2019 IST-Africa Week Conference (IST-Africa) DA - 2019/05// PY - 2019 DO - 10.23919/ISTAFRICA.2019.8764852 DP - IEEE Xplore SP - 1 EP - 11 KW - Data mining KW - Electronic learning KW - Instruments KW - Interventions KW - Learning Management systems KW - Learning management systems KW - Measurement and Promotion KW - Online learning KW - Process control KW - Scaffolds KW - Self-Regulated Learning KW - Software agents KW - Tools KW - e-learning ER - TY - THES TI - Integrating social media platforms into higher education pedagogy in Ghana AU - Appiah-Boateng, Patricia DA - 2019/07// PY - 2019 DP - Zotero LA - en M3 - PhD PB - University of Ghana UR - http://ugspace.ug.edu.gh/handle/123456789/35539 ER - TY - CONF TI - From research & design milieu to a Living Lab: Ukombozi School in Tanzania AU - Apiola, Mikko-Ville AU - Lähde, Kristiina AU - Tedre, Matti AU - Pakarinen, Saila T2 - IST-Africa 2012 C3 - IST-Africa 2012 Conference Proceedings DA - 2012/// PY - 2012 DP - researchportal.helsinki.fi LA - English ST - From Research & Design Milieu to a Living Lab UR - https://researchportal.helsinki.fi/en/publications/from-research-amp-design-milieu-to-a-living-lab-ukombozi-school-i Y2 - 2021/01/05/10:50:10 KW - ⛔ No DOI found ER - TY - CONF TI - Pedagogical outlines for OLPC initiatives: A case of Ukombozi school in Tanzania AU - Apiola, M. AU - Pakarinen, S. AU - Tedre, M. T2 - IEEE Africon '11 AB - One-to-one computing initiatives in developing countries have been criticized for ignoring pedagogical considerations and for lacking tight integration with the local educational context. Ukombozi primary school in Iringa, Tanzania, faced the same situation in 2009, when we received 100 laptop computers for pupils to use. Through a collaborative effort of local and foreign teachers we designed and tested a pedagogical approach which starts from the local educational context, and builds on theoretical literature and documented experiences of using one-to-one computing in the classroom. We developed student-centered, exploratory, and creative practices for classroom pedagogy, and we experimented on using individual (one-to-one) laptops as a support tool. We identified a number of challenges, too, and propose further research directions that extend one-to-one computer-assisted learning to other school subjects, also. This paper is aimed at educators who work and develop education in similar challenging environments, as well as educational technology researchers who wish to gain alternative views about pedagogical design. C3 - IEEE Africon '11 DA - 2011/// PY - 2011 DO - 10.1109/AFRCON.2011.6072084 DP - IEEE Xplore SP - 1 EP - 7 ST - Pedagogical outlines for OLPC initiatives KW - Conferences KW - Educational institutions KW - Guidelines KW - Medical services KW - OLPC initiative KW - One Laptop Per Child Foundation KW - Portable computers KW - Tanzania KW - Ukombozi school KW - computer aided instruction KW - educational institutions KW - local educational context KW - one-to-one computer-assisted learning KW - one-to-one computing initiative KW - pedagogical approach ER - TY - CONF TI - An OLPC workshop in rural Tanzania: Preliminary results AU - Apiola, M. AU - Pakarinen, S. AU - Moisseinen, N. AU - Tedre, M. T2 - 2013 IEEE 13th International Conference on Advanced Learning Technologies AB - One-to-one computing is an active and widely researched topic in educational technology. Its benefits include, for instance, easily up datable material base, anywhere-anytime learning, adaptability, and simulated experiments in science. The use of one-to-one computing in a developing country context has recently become an active research topic. However, the materialization of the educational benefits requires proper contextualization regarding the necessary pedagogical, organizational, institutional, and other types of adaptation. This paper presents preliminary results from an action research study in a primary school in rural Tanzania. In that study, the utilization of one-to-one computing in a combination with modern pedagogical approaches to teach ICT and health care topics was studied. C3 - 2013 IEEE 13th International Conference on Advanced Learning Technologies DA - 2013/// PY - 2013 DO - 10.1109/ICALT.2013.35 DP - IEEE Xplore SP - 107 EP - 109 ST - An OLPC Workshop in Rural Tanzania KW - Conferences KW - Developing country context KW - Educational institutions KW - Games KW - ICT KW - Materials KW - OLPC workshop KW - One-Laptop-Per-Child Foundation KW - Portable computers KW - Tanzania KW - anywhere-anytime learning KW - computer aided instruction KW - educational technology KW - information-and-communication technology KW - institutional learning KW - one-to-one computing KW - organizational learning KW - pedagogical approach KW - pedagogical learning ER - TY - SLIDE TI - Willingness and ability of LCPS to pay Ilm: A for products and services A2 - AOE Research A2 - Qazilbash, Zulfiqar DA - 2019/// PY - 2019 M3 - Presentation ER - TY - RPRT TI - Improving educational quality with interactive radio instruction : a toolkit for policymakers and planners AU - Anzalone, Stephen AU - Bosch, Andrea T2 - Africa Region Human Development Working Papers Series No.52 AB - This toolkit offers a timely compilation and analysis of recent experience of interactive radio instruction (IRI) in Africa and elsewhere. It explains the IRI concept. It guides the reader through the process of determining when IRI might be appropriate in a given context, and it describes the steps in setting up an IRI program. The authors emphasize the critical factors for success, including appropriate policy frameworks as well as planning for the necessary investment and sustainability. The report is organized as follows: Chapter 1 generally describes the IRI methodology and discusses the effectiveness, scale, and sustainability of the IRI approach. Chapter 2 then outlines steps for assessing the potential and appropriateness of IRI for improving educational quality in primary school classrooms in a given country, and chapter 3 leads the reader through a guided decision-making process for identifying the issues involved in applying the IRI methodology in particular country contexts. Two appendixes give summary data and illustrate, through brief vignettes, how IRI programs have worked in Sub-Saharan African countries. The Resources section contains further useful information, much of it available online. CY - Washington D.C. DA - 2005/03/01/ PY - 2005 DP - documents.worldbank.org SP - 1 EP - 140 LA - en M3 - Working Paper PB - The World Bank SN - 35742 ST - Improving educational quality with interactive radio instruction UR - http://documents.worldbank.org/curated/en/288791468035958279/Improving-educational-quality-with-interactive-radio-instruction-a-toolkit-for-policymakers-and-planners Y2 - 2020/05/13/11:00:35 KW - Commitment KW - ___working_potential_duplicate KW - broadcasting KW - cost ER - TY - THES TI - Design-based online teacher professional development to introduce integration of STEM in Pakistan AU - Anwar, Tasneem AB - In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] DA - 2017/// PY - 2017 LA - English M3 - PhD PB - University of Minnesota UR - https://conservancy.umn.edu/handle/11299/185626 KW - 0530:Teacher education KW - 0714:Science education KW - Attitude Measures KW - Community of practice KW - Design KW - Design-based research KW - ERIC, Resources in Education (RIE) KW - Education KW - Educational Technology KW - Elementary Education KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Interdisciplinary Approach KW - Interviews KW - Models KW - Online Courses KW - Online teacher professional development KW - Pakistan KW - Reflective practices KW - STEM Education KW - Science education KW - Stem integration KW - Student Centered Learning KW - Teacher Attitudes KW - Teacher education KW - Technology Uses in Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096054 KW - __finaldtb ER - TY - JOUR TI - COVID-19 and Bangladesh: challenges and how to address them AU - Anwar, Saeed AU - Nasrullah, Mohammad AU - Hosen, Mohammad Jakir T2 - Frontiers in Public Health AB - As the coronavirus outbreak quickly surges worldwide, many countries are adopting non-therapeutic preventive measures, which include travel bans, remote office activities, country lockdown, and most importantly, social distancing. However, these measures face challenges in Bangladesh, a lower-middle-income economy with one of the world's densest populations. Social distancing is difficult in many areas of the country, and with the minimal resources the country has, it would be extremely challenging to implement the mitigation measures. Mobile sanitization facilities and temporary quarantine sites and healthcare facilities could help mitigate the impact of the pandemic at a local level. A prompt, supportive, and empathic collaboration between the Government, citizens, and health experts, along with international assistance, can enable the country to minimize the impact of the pandemic. DA - 2020/04/30/ PY - 2020 DO - 10.3389/fpubh.2020.00154 DP - PubMed Central VL - 8 IS - 154 J2 - Front Public Health SN - 2296-2565 ST - Covid-19 and bangladesh UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7203732/ Y2 - 2021/10/25/17:09:52 ER - TY - ELEC TI - The Great Debate: Why Rwanda may be the Best Country to Launch and Scale Your Tech Startup! AU - Antoun, Nadine T2 - Medium DA - 2020/06/21/ PY - 2020 LA - en ST - The Great Debate UR - https://medium.com/the-gps/the-great-debate-why-rwanda-may-be-the-best-country-to-launch-and-scale-your-tech-startup-25439a41a4 Y2 - 2020/08/17/18:07:23 ER - TY - JOUR TI - Big data, big insights? Advancing service innovation and design with machine learning AU - Antons, D AU - Breidbach, CF T2 - Journal of Service Research DA - 2017/// PY - 2017 DO - 10.1177/1094670517738373 VL - 21 IS - 1 SP - 17 EP - 39 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - Computational literature reviews: method, algorithms, and roadmap AU - Antons, D. AU - Breidbach, C.F. AU - Joshi, A.M. T2 - Organizational Research Methods DA - 2021/// PY - 2021 VL - 1094428121991230 LA - id KW - _Added-ailr-2024 KW - ⛔ No DOI found ER - TY - ELEC TI - Project overseas: Teachers helping teachers AU - Anonymous T2 - Alberta Teachers Association AB - Ghana: Celebrating 50 years of independence DA - 2007/// PY - 2007 LA - en-US UR - https://www.teachers.ab.ca/News%20Room/ata%20news/Volume%2042/Number%204/Project%20Overseas/Pages/Ghana%20Celebrating%2050%20years%20of%20independence.aspx Y2 - 2020/03/10/12:41:53 ER - TY - RPRT TI - Using Technology to Improve Education for Marginalised Girls: Lessons in implementation from the Girls’ Education Challenge AU - Anonymised for Peer Review Purposes AB - This article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects: evidence-informed design and delivery; building and maintaining relationships across and between stakeholders; comprehensive and continuous training and capacity development; and situating EdTech within a broader holistic model that prioritises gender inclusion to optimise implementation for marginalised girls. In doing so, the study provides key lessons for optimising the future implementation of EdTech for marginalised girls. Keywords: educational technology; girls’ education; programme implementation; Covid-19 An output of the EdTech Hub, https://edtechhub.org CN - 0172 DA - 2023/// PY - 2023 LA - en M3 - Preprint PB - EdTech Hub UR - https://docs.edtechhub.org/lib/V8CZHW5B KW - _r:AddedByZotZen ER - TY - JOUR TI - Measuring Effect Of Culturally Responsive Learning Environment For Computing Education In African Context AU - Anohah, E. AU - Suhonen, J. T2 - Problems of Education in the 21st Century AB - A relevant research area in computing education is to explore aspects that motivate and promote learning in culturally responsive learning environments. This research contributes towards understanding how indigenous knowledge can be used to create a meaningful learning environment for learning object-oriented programming. The aim of research is to explore the effect of a culturally responsive learning environment for computing education in Ghana high school context. This research comprised teaching interventions that emphasized cultural significance and stimulation of Oware game as metaphors and related analogies to teach object oriented programming. The results indicated that a culturally responsive environment had a positive effect on high school students’ conceptual understanding of object-oriented programming concepts and attitudinal change to computing education. DA - 2016/// PY - 2016 DP - ProQuest VL - 73 SP - 6 EP - 17 LA - English SN - 18227864 UR - https://search.proquest.com/education1/docview/2344388744/abstract/732C4B0D367E49A3PQ/176 Y2 - 2021/01/15/12:21:45 KW - Oware game KW - computer achievement KW - computer attitude KW - indigenous knowledge KW - integrationist approach KW - object-oriented concepts KW - ⛔ No DOI found ER - TY - RPRT TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - Policy Research Working Papers AB - Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just $100 per child—compared with zero years for other classes of interventions. CY - Washington, DC DA - 2020/// PY - 2020 DP - Zotero SP - 48 LA - en M3 - Working Paper PB - The World Bank SN - 9450 ST - How to Improve Education Outcomes Most Efficiently? UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 KW - Cost-Benefit Analysis KW - Education Outcomes KW - Government Policy KW - Impact Evaluation KW - Learning Loss KW - Learning-Adjusted Years of Schooling KW - Public Expenditure KW - Years of Schooling KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - World Bank T3 - Policy Research Working Papers DA - 2020/10/21/ PY - 2020 DO - 10.1596/1813-9450-9450 DP - DOI.org (Crossref) LA - en ST - How to Improve Education Outcomes Most Efficiently? UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 Y2 - 2022/04/07/17:33:22 ER - TY - BOOK TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - Policy Research Working Papers DA - 2020/10/21/ PY - 2020 DP - elibrary.worldbank.org (Atypon) SP - 48 PB - The World Bank ST - How to Improve Education Outcomes Most Efficiently? UR - https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-9450 Y2 - 2023/09/21/17:23:22 KW - COST-BENEFIT ANALYSIS KW - EDUCATION OUTCOMES KW - GOVERNMENT POLICY KW - IMPACT EVALUATION KW - LEARNING LOSS KW - PUBLIC EXPENDITURE KW - SCHOOLING KW - YEARS OF SCHOOLING ER - TY - JOUR TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - World Bank T3 - Policy Research Working Papers DA - 2020/10/21/ PY - 2020 DO - 10.1596/1813-9450-9450 DP - DOI.org (Crossref) LA - en ST - How to Improve Education Outcomes Most Efficiently? UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 Y2 - 2022/04/07/17:33:22 ER - TY - JOUR TI - Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery AU - Angrist, Noam AU - de Barros, Andreas AU - Bhula, Radhika AU - Chakera, Shiraz AU - Cummiskey, Chris AU - DeStefano, Joseph AU - Floretta, John AU - Kaffenberger, Michelle AU - Piper, Benjamin AU - Stern, Jonathan T2 - International Journal of Educational Development AB - We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels. DA - 2021/07/01/ PY - 2021 DO - 10.1016/j.ijedudev.2021.102397 DP - ScienceDirect VL - 84 SP - 102397 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Building back better to avert a learning catastrophe UR - https://www.sciencedirect.com/science/article/pii/S073805932100050X Y2 - 2022/08/25/17:33:51 KW - COVID-19 KW - Education KW - Foundational skills KW - Learning loss KW - Recovery ER - TY - JOUR TI - Learning Curve: Progress in the Replication Crisis AU - Angrist, Noam AU - Cullen, Claire AU - Ainomugisha, Micheal AU - Bathena, Sai Pramod AU - Bergman, Peter AU - Crossley, Colin AU - Letsomo, Thato AU - Matsheng, Moitshepi AU - Panti, Rene Marlon AU - Sabarwal, Shwetlena AU - Sullivan, Tim T2 - AEA Papers and Proceedings AB - We present detailed monitoring data across a five-country randomized trial of phone-based targeted tutoring–one of the largest multicountry replication efforts in education to date. We study an approach shown to work in Botswana and replicated in India, Kenya, Nepal, the Philippines, and Uganda. While the existing literature often finds diminishing effects as proof-of-concept studies are replicated and scaled, we find the opposite: implementation fidelity (the degree of targeted educational instruction) improves across replications and over time. This demonstrates that replication is not intractable; rather, equipped with mechanisms to learn from experience, organizational “learning curves” can enable effective replication and scale-up. DA - 2023/05/01/ PY - 2023 DO - 10.1257/pandp.20231009 DP - DOI.org (Crossref) VL - 113 SP - 482 EP - 488 J2 - AEA Papers and Proceedings LA - en SN - 2574-0768, 2574-0776 ST - Learning Curve UR - https://pubs.aeaweb.org/doi/10.1257/pandp.20231009 Y2 - 2023/10/09/10:40:32 ER - TY - JOUR TI - Experimental evidence on learning using low-tech when school is out AU - Angrist, Noam AU - Bergman, Peter AU - Matsheng, Moitshepi T2 - Nature Human Behaviour DA - 2022/06/13/ PY - 2022 DO - 10.1038/s41562-022-01381-z DP - DOI.org (Crossref) VL - 6 IS - 7 SP - 941 EP - 950 J2 - Nat Hum Behav LA - en SN - 2397-3374 UR - https://www.nature.com/articles/s41562-022-01381-z Y2 - 2023/10/09/10:36:48 ER - TY - RPRT TI - School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic AU - Angrist, Noam AU - Bergman, Peter AU - Matsheng, Moitshepi AB - Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted. DA - 2020/12// PY - 2020 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 28205 ST - School’s Out UR - https://www.nber.org/papers/w28205 Y2 - 2022/01/11/19:05:05 KW - ___working_potential_duplicate ER - TY - JOUR TI - Practical Lessons for Phone-Based Assessments of Learning AU - Angrist, Noam AU - Bergman, Peter AU - Evans, David K. AU - Hares, Susannah AU - Jukes, Matthew C. H. AU - Letsomo, Thato T2 - BMJ Global Health AB - School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce education risks as well as new, longer run health risks, via lost education. While some studies measure student involvement in educational activities during the crisis through phone-based surveys, the literature on assessing learning by phone is almost nonexistent, despite the fact that learning loss has major implications for school dropout and rising inequality. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary principles to guide researchers and service providers as they try phone-based learning assessments. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) learn from the speed and confidence of responses, (7) use effective strategies to encourage respondents to pick up the phone, and (8) build rapport with adult caregivers and youth respondents. DA - 2020/07// PY - 2020 DO - 10.1136/bmjgh-2020-003030 DP - Zotero VL - 5 IS - 7 SP - 16 J2 - BMJ Glob Health LA - en SN - 2059-7908 UR - https://www.cgdev.org/sites/default/files/practical-lessons-phone-based-assessments-learning-revised-jul2020.pdf KW - ___working_potential_duplicate KW - health economics KW - health services research KW - public health KW - ⛔ No DOI found ER - TY - RPRT TI - Practical Lessons for Phone-Based Assessments of Learning AU - Angrist, Noam AU - Bergman, Peter AU - Evans, David K. AU - Hares, Susannah AU - Jukes, Matthew C. H. AU - Letsomo, Thato CY - Washington D.C. DA - 2020/07// PY - 2020 SP - 16 LA - en PB - Center for Global Development ER - TY - RPRT TI - Stemming learning loss during the pandemic: A rapid randomized trial of a low-tech intervention in Botswana AU - Angrist, Noam AU - Bergman, Peter AU - Brewster, Caton AU - Matsheng, Moitshepi AB - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially longterm consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at fourto six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - en ST - Stemming Learning Loss During the Pandemic UR - https://www.ssrn.com/abstract=3663098 Y2 - 2021/11/18/13:48:55 ER - TY - JOUR TI - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana AU - Angrist, Noam AU - Bergman, Peter AU - Brewster, Caton AU - Matsheng, Moitshepi T2 - SSRN Electronic Journal AB - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. DA - 2020/// PY - 2020 DO - 10.2139/ssrn.3663098 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Stemming Learning Loss During the Pandemic UR - https://www.ssrn.com/abstract=3663098 Y2 - 2020/08/12/15:36:02 KW - Education KW - Human Capital KW - Technology KW - _COVID_DEAA-List KW - __C:filed:1 KW - ___working_potential_duplicate ER - TY - ELEC TI - Limiting Learning Loss using Phone-based Programming during Covid-19 in Botswana AU - Angrist, Noam AU - Bergman, Peter AU - Brewstar, Caton AU - Matsheng, Moitshepi T2 - The Abdul Latif Jameel Poverty Action Lab (J-PAL) AB - Working in Botswana, researchers rapidly evaluated a phone-based remote learning program aimed at keeping children engaged with math during the Covid-19 pandemic. Students who received weekly SMS messages and phone calls to review math exercises increased their math skills after twelve weeks, while students who received only SMS messages did not. DA - 2020/// PY - 2020 LA - en UR - https://www.povertyactionlab.org/evaluation/limiting-learning-loss-using-phone-based-programming-during-covid-19-botswana Y2 - 2022/06/25/21:49:32 ER - TY - RPRT TI - Building Resilient Education Systems: Evidence from Large-Scale Randomized Trials in Five Countries AU - Angrist, Noam AU - Ainomugisha, Micheal AU - Bathena, Sai Pramod AU - Bergman, Peter AU - Crossley, Colin AU - Cullen, Claire AU - Letsomo, Thato AU - Matsheng, Moitshepi AU - Panti, Rene Marlon AU - Sabarwal, Shwetlena AU - Sullivan, Tim CY - Cambridge, MA DA - 2023/05// PY - 2023 DP - DOI.org (Crossref) SP - w31208 LA - en PB - National Bureau of Economic Research SN - w31208 ST - Building Resilient Education Systems UR - http://www.nber.org/papers/w31208.pdf Y2 - 2023/10/09/10:45:45 ER - TY - BOOK TI - Mostly harmless econometrics: An empiricist's companion AU - Angrist, Joshua D. AU - Pischke, Jörn-Steffen DA - 2008/// PY - 2008 DP - Google Scholar PB - Princeton university press ST - Mostly harmless econometrics ER - TY - BLOG TI - Distanced and Disadvantaged: A Study on the Effects of COVID-19 on Education for Learners with Disabilities in Kenya, October 2020 AU - Angoye, James AU - Mbari-Kirika, Irene AU - Walker, Bruce AU - Kavua, Martin T2 - inABLE.org DA - 2020/10/01/ PY - 2020 LA - en-US UR - https://inable.org/index.php/resources/case-study/ Y2 - 2021/04/14/11:07:31 ER - TY - BLOG TI - Use of adaptive computer assisted remediation programs to prevent student dropout in the context of COVID-19 AU - Angel-Urdinola, Diego DA - 2020/06/17/ PY - 2020 LA - en UR - https://blogs.worldbank.org/education/use-adaptive-computer-assisted-remediation-programs-prevent-student-dropout-context-covid Y2 - 2020/07/31/21:15:29 ER - TY - JOUR TI - Ajuster l'aide pédagogique aux élèves de langue maternelle Bushinengué, dans les Segpas à l'ouest de la Guyane AU - Anelli, Serge T2 - La nouvelle revue de l'adaptation et de la scolarisation DA - 2011/// PY - 2011 DP - Google Scholar IS - 2 SP - 185 EP - 197 KW - ⛔ No DOI found ER - TY - BOOK TI - Building State Capability: Evidence, Analysis, Action AU - Andrews, Matt AU - Pritchett, Lant AU - Woolcock, Michael AB - This is an open access title available under the terms of a CC BY-NC-ND 4.0 licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps. Called PDIA (problem driven iterative adaptation), this process empowers people working in governments to find and fit solutions to the problems they face. The discussion about this process is structured in a practical manner so that readers can actually apply tools and ideas to the capability challenges they face in their own contexts. These applications will help readers devise policies and reforms that have more impact than those of the past. CY - Oxford, New York DA - 2017/01/26/ PY - 2017 DP - Oxford University Press SP - 276 PB - Oxford University Press SN - 978-0-19-874748-2 ST - Building State Capability UR - https://global.oup.com/academic/product/building-state-capability-9780198747482?cc=gb&lang=en& ER - TY - CHAP TI - Looking like a state: The seduction of isomorphic mimicry AU - Andrews, Matt AU - Pritchett, Lant AU - Woolcock, Michael T2 - Building State Capability: Evidence, Analysis, Action A2 - Andrews, Matt A2 - Pritchett, Lant A2 - Woolcock, Michael AB - In this chapter we argue that isomorphic mimicry is a key “technique of successful failure” that perpetuates capability traps in development. In the context of this study, isomorphic mimicry is the tendency of governments to mimic other governments’ successes, replicating processes, systems, and even products of the “best practice” examples. This mimicry often conflates form and function: leading to a situation where “looks like” substitutes for “does”; i.e., governments look capable after the mimicry but are not actually more capable. We argue that this is endemic in development and has become a primary reason why countries do not build real capability even after years of policy and reform engagement and billions of dollars of capacity building work. We suggest that the tendency to so mimic is amplified by the current development ecosystem, especially where public sectors have become closed to novelty but open (and supportive of) agenda conformity. Such characteristics make it very hard for states to build the new capabilities needed, for their contexts, given their realities. DA - 2017/01/12/ PY - 2017 DP - Silverchair SP - 0 PB - Oxford University Press SN - 978-0-19-874748-2 ST - Looking like a state UR - https://doi.org/10.1093/acprof:oso/9780198747482.003.0003 Y2 - 2022/09/10/20:34:52 ER - TY - CHAP TI - Building capability by delivering results: Putting Problem-Driven Iterative Adaptation (PDIA) principles into practice AU - Andrews, Matt AU - Pritchett, Lant AU - Samji, Salimah AU - Woolcock, Michael T2 - A governance practitioner's notebook: alternative ideas and approaches DA - 2015/// PY - 2015 DP - Zotero SP - 11 LA - en PB - OECD UR - https://www.oecd.org/dac/accountable-effective-institutions/Governance%20Notebook%202.3%20Andrews%20et%20al.pdf ER - TY - RPRT TI - This is PFM AU - Andrews, Matt AU - Cangiano, Marco AU - Cole, Neil AU - Renzio, Paolo AU - Krause, Philipp AU - Seligmann, Renaud AB - The acronym PFM stands for Public Financial Management: But what is public financial management? This short note tries to demystify the concept, drawing on perspectives of specialists in the area who work in different contexts and bring different views (from academia, the multilateral and bilateral development agencies, think tanks, government, and civil society). The note is not meant to be prescriptive but rather offers an entry point to a fuller discussion on the constituent elements of PFM systems, how and why PFM reforms have emerged, and where the gaps are for future attention. DA - 2014/// PY - 2014 LA - en M3 - CID Working Paper PB - Center for International Development SN - 285 UR - https://www.hks.harvard.edu/centers/cid/publications/faculty-working-papers/pfm ER - TY - JOUR TI - Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets AU - Andrabi, Tahir AU - Das, Jishnu AU - Khwaja, Asim Ijaz T2 - American Economic Review AB - We study the impact of providing school report cards with test scores on subsequent test scores, prices, and enrollment in markets with multiple public and private providers. A randomly selected half of our sample villages (markets) received report cards. This increased test scores by 0.11 standard deviations, decreased private school fees by 17 percent, and increased primary enrollment by 4.5 percent. Heterogeneity in the treatment impact by initial school test scores is consistent with canonical models of asymmetric information. Information provision facilitates better comparisons across providers, and improves market efficiency and child welfare through higher test scores, higher enrollment, and lower fees. DA - 2017/06// PY - 2017 DO - 10.1257/aer.20140774 DP - www.aeaweb.org VL - 107 IS - 6 SP - 1535 EP - 1563 LA - en SN - 0002-8282 ST - Report Cards UR - https://www.aeaweb.org/articles?id=10.1257/aer.20140774 Y2 - 2024/02/12/21:24:01 KW - Belief KW - Communication KW - Education KW - Housing KW - Human Development KW - Income Distribution KW - Information and Knowledge KW - Infrastructure KW - Learning KW - Migration, Economic Development: Urban, Rural, Regional, and Transportation Analysis KW - Public Pensions, Analysis of Education, Education: Government Policy, Economic Development: Human Resources KW - Search KW - Unawareness, State and Local Government: Health KW - Welfare ER - TY - RPRT TI - Upping the Ante: The Equilibrium Effects of Unconditional Grants to Private Schools AU - Andrabi, Tahir AU - Das, Jishnu AU - Khwaja, Asim I. AU - Ozyurt, Selcuk AU - Singh, Niharika AB - This paper tests for financial constraints as a market failure in education in a low-income country. In an experimental setup, unconditional cash grants are allocated to one private school or all private schools in a village. Enrollment increases in both treatments, accompanied by infrastructure investments. However, test scores and fees only increase in the setting of all private schools along with higher teacher wages. This differential impact follows from a canonical oligopoly model with capacity constraints and endogenous quality: greater financial saturation crowds-in quality investments. The findings of higher social surplus in the setting of all private schools, but greater private returns in the setting of one private school underscore the importance of leveraging market structure in designing educational subsidies. CY - Washington, DC DA - 2018/08// PY - 2018 DP - openknowledge.worldbank.org LA - English M3 - Working Paper PB - World Bank ST - Upping the Ante UR - https://openknowledge.worldbank.org/handle/10986/30290 Y2 - 2022/04/07/17:34:27 KW - Education Markets KW - Financial Innovation KW - Private Education KW - Return to Capital KW - SMEs KW - Small and Medium Enterprises KW - Student Achievement KW - Unconditional Cash Transfers ER - TY - RPRT TI - Pakistan - Learning and Educational Achievements in Punjab Schools (LEAPS): insights to inform the education policy debate AU - Andrabi, Tahir AU - Das, Jishnu AU - Khwaja, A. I. AU - Vishwanath, T. AU - Zajonc, Tristan AB - This report shares the findings of first round of the Learning and Educational Achievement in Punjab Schools (LEAPS) survey carried out in all the public and private schools offering primary level education in 112 villages of the province. This survey includes learning outcomes for 12,000 children in Class III in Urdu, English, and Mathematics together with detailed information on the beliefs and behavior of schools, teachers and parents. This large and independent exercise provides critical information on every aspect of the educational marketplace, including performance of all types of schools in select districts of the province. This report presents findings from the first round of the survey in 2003 along with trends for a few key outcomes between 2003 and 2007; a further report will incorporate all other information from the four rounds collected between 2003 and 2007. DA - 2008/// PY - 2008 LA - en PB - World Bank ST - Pakistan - Learning and Educational Achievements in Punjab Schools (LEAPS) UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/997531468090281061/Pakistan-Learning-and-Educational-Achievements-in-Punjab-Schools-LEAPS-insights-to-inform-the-education-policy-debate Y2 - 2021/02/13/15:50:15 ER - TY - RPRT TI - Human Capital Accumulation and Disasters: Evidence from the Pakistan Earthquake of 2005 AU - Andrabi, Tahir AU - Daniels, Benjamin AU - Das, Jishnu AB - We trace the effects of a devastating earthquake that occurred in Northern Pakistan in 2005. Using a new dataset from a survey conducted four years after the earthquake, we first show that the distance of the household from the fault line was not correlated with pre-existing household characteristics, while it was strongly predictive of earthquake-related damage and mortality. Through emergency relief aid, households living close to the fault line reported receiving substantial cash compensation that amounted to as much as 150 percent of their annual household consumption expenditure. Four years after the earthquake, there were no differences in public infrastructure, household or adult outcomes between areas close to and far from the fault line. However, children in their critical first thousand days at the time of the earthquake accumulated large height deficits, with the youngest the most affected. Children aged 3 through 15 at the time of the earthquake did not suffer growth shortfalls, but scored significantly worse on academic tests if they lived close to the fault line. Finally, children whose mothers completed primary education were fully protected against the emergence of a test score gap. We estimate that if these deficits continue to adult life, the affected children could stand to lose 15 percent of their lifetime earnings. Even when disasters are heavily compensated, human capital accumulation can be critically interrupted, with greater losses for already disadvantaged populations DA - 2020/// PY - 2020 LA - en PB - UKAID, Australian Aid, Gates Foundation, and Oxford Policy Management ST - Human Capital Accumulation and Disasters UR - https://riseprogramme.org/publications/human-capital-accumulation-and-disasters-evidence-pakistan-earthquake-2005 ER - TY - THES TI - The role of technology in addressing personalized learning AU - Andra, Nishitha DA - 2016/05// PY - 2016 M3 - MA PB - The University of Texas at Austin UR - https://repositories.lib.utexas.edu/bitstream/handle/2152/41647/ANDRA-MASTERSREPORT-2016.pdf?sequence=1&isAllowed=y Y2 - 2021/11/09/20:08:07 ER - TY - JOUR TI - Increasing Interactivity in Distance Educations: Case Studies Bangladesh and Sri Lanka AU - Andersson, Annika AU - Hatakka, Mathias T2 - Information Technology for Development DA - 2010/01// PY - 2010 DO - 10/fwqgg2 DP - DOI.org (Crossref) VL - 16 IS - 1 SP - 16 EP - 33 J2 - Information Technology for Development LA - en SN - 0268-1102, 1554-0170 ST - Increasing Interactivity in Distance Educations UR - http://www.tandfonline.com/doi/full/10.1080/02681100903533719 Y2 - 2021/05/07/15:39:24 ER - TY - JOUR TI - Design-Based Research: A decade of progress in education research? AU - Anderson, Terry AU - Shattuck, Julie T2 - Educational Researcher AB - Design-based research (DBR) evolved near the beginning of the 21st century and was heralded as a practical research methodology that could effectively bridge th... DA - 2012/// PY - 2012 DO - 10.3102/0013189X11428813 DP - journals.sagepub.com VL - 41 IS - 1 SP - 16 EP - 25 LA - en ST - Design-Based Research UR - https://journals.sagepub.com/doi/10.3102/0013189X11428813 AN - Sage CA: Los Angeles, CA Y2 - 2020/12/08/16:02:18 ER - TY - JOUR TI - Assessment and Development of Executive Function (EF) During Childhood AU - Anderson, Peter T2 - Child Neuropsychology AB - This review paper outlines the issues associated with the assessment of executive function (EF) in children and adolescents, and describes the developmental profile of executive processes across childhood. At the outset, EF is defined, and cognitive and behavioral impairments associated with executive dysfunction (EDF) are described. A developmental model of EF is proposed incorporating four discrete but inter-related executive domains (attentional control, cognitive flexibility, goal setting, and information processing) which operate in an integrative manner to enable “executive control”. Characteristics that constitute traditional EF measures are discussed, as are the problems associated with test interpretation. The ecological validity of EF tests and neuropsychological assessment procedures are examined, and adjunct methods of measurement are presented to enable a more comprehensive and valid assessment of EF. Based on developmental and normative studies, the maturation of executive domains is mapped. Attentional control appears to emerge in infancy and develop rapidly in early childhood. In contrast, cognitive flexibility, goal setting, and information processing experience a critical period of development between 7 and 9 years of age, and are relatively mature by 12 years of age. A transitional period is thought to occur at the beginning of adolescence, and shortly after “executive control” is likely to emerge. In order to confirm our current understanding of EF development and further enhance our understanding of brain-behavior relationships, longitudinal studies incorporating structural and functional neuroimaging are required. DA - 2002/07/01/ PY - 2002 DO - 10.1076/chin.8.2.71.8724 DP - Taylor and Francis+NEJM VL - 8 IS - 2 SP - 71 EP - 82 SN - 0929-7049 UR - https://doi.org/10.1076/chin.8.2.71.8724 Y2 - 2019/12/09/16:45:15 ER - TY - BLOG TI - Nearly one-in-five teens can’t always finish their homework because of the digital divide AU - Anderson, Monica AU - Perrin, Andrew T2 - Pew Research Center AB - Some teens in America are more likely to face digital hurdles when trying to complete their homework. DA - 2018/// PY - 2018 LA - en-US UR - https://www.pewresearch.org/fact-tank/2018/10/26/nearly-one-in-five-teens-cant-always-finish-their-homework-because-of-the-digital-divide/ Y2 - 2020/12/08/14:44:44 ER - TY - BLOG TI - Parents, Teens and Digital Monitoring AU - Anderson, Monica T2 - Pew Research Center: Internet, Science & Tech AB - Parents monitor their teen’s digital activities in a number of ways, such as checking browser histories or social media profiles, but using technical means like parental controls is less common. DA - 2016/01/07/T14:45:21+00:00 PY - 2016 LA - en-US UR - https://www.pewresearch.org/internet/2016/01/07/parents-teens-and-digital-monitoring/ Y2 - 2022/11/18/13:57:00 ER - TY - JOUR TI - Policy Report on UNHCR’s Community Technology Access Program: Best Practices and Lessons Learned AU - Anderson, Jessica T2 - Refuge: Canada's Journal on Refugees AB - This report gives an overview of UNHCR’s Community Technology Access (CTA) program, which aims to improve education and livelihood opportunities for displaced populations via technology. Th e paper analyzes the key findings of a comprehensive external evaluation of the program conducted in 2012. According to the evaluation, the areas of greatest positive impact for people of concern were in the enjoyment of basic rights to freedom of expression and information, in building relationships with the host community, and social networking. However, access to technology alone is not sufficient to achieve the goals of quality education and self-reliance. Therefore, the evaluation recommends developing strategic, contextualized education and livelihood content and tools in order to achieve the desired goals of learning, skills, and access to employment, as well as a reassessment of CTAs’ potential for operational and fiscal autonomy in different countries. DA - 2013/10/18/ PY - 2013 DO - 10.25071/1920-7336.37503 DP - refuge.journals.yorku.ca VL - 29 IS - 1 SP - 21 EP - 30 LA - en SN - 1920-7336 ST - Policy Report on UNHCR’s Community Technology Access Program UR - https://refuge.journals.yorku.ca/index.php/refuge/article/view/37503 Y2 - 2020/04/28/19:35:35 KW - Google Scholar/ teacher "professional development" AND refugees AND technology KW - RER theme_pedagogies and modalities ER - TY - JOUR TI - Loss of brick-and-mortar schooling: How elementary educators respond AU - Anderson, Emma AU - Hira, Avneet T2 - Information and Learning Science AB - Purpose: This paper aims to understand how elementary school educators who teach subjects that traditionally require hands-on work in schools are rising to the challenge of losing brick-and-mortar facilities in the wake of the Coronavirus disease 2019 (COVID-19) crisis. Design/methodology/approach: The authors interviewed six elementary school educators and developed iterative grounded codes from the interviews to understand how the teachers are rising to the challenge of teaching online, what supports they need, and how they are viewing their roles and student learning in the present landscape. Findings: In response to losing brick-and-mortar schools, teachers are rising to the challenge by creating creative assignments and communicating with students and parents via multiple platforms. They are learning to use technology to create meaningful, socially distant learning experiences and, in the process, blurring their own boundaries between work and life. They exercise compassion for their students while providing the best education they can in these circumstances. Practical implications: This work provides administrators, educators, policymakers and technology developers insight into the challenges teachers are facing. Originality/value: In addition to the timeliness of this study in light of the COVID 19 crisis, the focus on elementary school students, who often need support from parents or guardians to use Web technologies, and subjects traditionally requiring face-to-face interactions and hands-on work contribute to the originality of the study. DA - 2020/// PY - 2020 DO - 10.1108/ILS-04-2020-0085 VL - 121 IS - 5 SP - 411 EP - 418 KW - COVID-19 KW - Compassionate teachers KW - Educational technology KW - Elementary school KW - Hands-on learning KW - Pandemic KW - Social distance learning ER - TY - JOUR TI - Digital literacy in Ugandan teacher education: Insights from a case study AU - Andema, Samuel AU - Kendrick, Maureen AU - Norton, Bonny T2 - Reading & Writing-Journal of the Reading Association of South Africa DA - 2013/// PY - 2013 DP - Google Scholar VL - 4 IS - 1 SP - 1 EP - 8 ST - Digital literacy in Ugandan teacher education KW - ⛔ No DOI found ER - TY - BLOG TI - Delay in teachers’ salaries sparks unrest in Liberia AU - Andalou Agency AB - Students took to streets, demanding release of payments to their teachers and return to class work - Anadolu Agency DA - 2019/// PY - 2019 UR - https://www.aa.com.tr/en/africa/delay-in-teachers-salaries-sparks-unrest-in-liberia/1617043 Y2 - 2020/06/25/22:23:45 ER - TY - CONF TI - Designing for development: Understanding One Laptop Per Child in its historical context AU - Ananny, Mike AU - Winters, Niall T2 - 2007 International Conference on Information and Communication Technologies and Development AB - We argue that the One Laptop Per Child (OLPC) can be better understood by examining the general history of development communication and, specifically, through a historical debate between communication scholars Ithiel de Sola Pool and Herbert Schiller. Although originally conducted around broadcast media, the Pool-Schiller conversation identifies questions still relevant to contemporary information and communication for development (ICT4D) projects like the OLPC. Our analysis of their debate identifies five key questions we can apply to the OLPC or any given ICTD4D project: where does change happen? How does change happen? What obligations do designers and researchers have as change agents? What is the role of technology in change? What is the relationship between change, technology and international development? Equipped with this framework, we argue that one place to see OLPC's answers to these Pool-Schiller questions - and, thus, an understanding of OLPC development ideologies - can be found in a textual analysis of the OLPC software design guidelines. This preliminary analysis suggests that OLPC sees the child as the agent of change and the network as the mechanism of change. C1 - Bangalore, India C3 - 2007 International Conference on Information and Communication Technologies and Development DA - 2007/12// PY - 2007 DO - 10.1109/ICTD.2007.4937397 DP - IEEE Xplore SP - 1 EP - 12 ST - Designing for development UR - https://ieeexplore.ieee.org/document/4937397 KW - Broadcasting KW - Computer science education KW - Computer vision KW - Context KW - Educational technology KW - Guidelines KW - History KW - Information analysis KW - Materials science and technology KW - Pool-Schiller questions KW - Portable computers KW - one laptop per child KW - public domain software KW - software design KW - software development management KW - systems analysis KW - textual analysis ER - TY - JOUR TI - Developing Quality Teacher Professionals: a Reflective Inquiry on the Practices and Challenges in Tanzania AU - Anangisye, William A.L. T2 - Papers in Education and Development DA - 2011/// PY - 2011 SP - 137 EP - 154 UR - https://cice.hiroshima-u.ac.jp/wp-content/uploads/publications/series/4-2/4-2-11.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - T-TEL Covid-19 Impact Assessment Study AU - Ananga, Eric AU - Kadiri, Abdul-Karim AU - Kporwodu, Marie AU - Nkrumah, Yahya AU - Whajah, Francis AU - Tackie, Majorie DA - 2021/// PY - 2021 UR - https://docs.edtechhub.org/lib/PTC9PGZW KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _zenodo:submitted ER - TY - CHAP TI - New modes of teacher pre-service training and professional support AU - Anamuah-Mensah, Jophus AU - Banks, Frank AU - Moon, Bob AU - Wolfenden, Freda T2 - Teacher education and the challenge of development: a global analysis A2 - Moon, Bob CY - Abingdon DA - 2012/// PY - 2012 SP - 201 EP - 211 PB - Routledge SN - 978-1-136-20580-4 UR - http://oro.open.ac.uk/31520/ KW - Economic development -- Effect of education on -- Developing countries. KW - Teachers -- Training of -- Developing countries. KW - Teaching -- Developing countries. ER - TY - MANSCPT TI - Emergency remote-oriented learning and assessment in teacher education (EROLA) AU - Anamuah-Mensah, Jophus AU - Ananga, Eric AU - Noble-Rogers, Bea AU - Awuku, Samuel AU - Fletcher, Jonathan DA - 2020/// PY - 2020 ER - TY - JOUR TI - Socio-economic impact on schooling of urban slum children: a study of Rayer Bazaar slum in Dhaka city AU - Anam, Abu Saief Mohammad Towhidul T2 - Dynamics of Public Administration DA - 2016/// PY - 2016 DO - 10.5958/0976-0733.2016.00012.2 DP - DOI.org (Crossref) VL - 33 IS - 2 SP - 139 J2 - Dyn. of Pub. Adm. LA - en SN - 0975-3907, 0976-0733 ST - Socio-economic impact on schooling of urban slum children UR - http://www.indianjournals.com/ijor.aspx?target=ijor:dpa&volume=33&issue=2&article=002 Y2 - 2021/10/25/17:04:54 ER - TY - JOUR TI - Opportunities and Challenges: Integration of ICT in Teaching and Learning Mathematics in Secondary Schools, Nairobi, Kenya AU - Amuko, Sheila AU - Miheso, Marguerite AU - Ndeuthi, Sophie T2 - Journal of Education and Practice AB - This presentation is based on a larger study whose purpose was to explore the various opportunities and challenges influencing integration of ICT in teaching and learning Mathematics in secondary schools in Nairobi County. The study, adopted a descriptive survey design. Three instruments questionnaires’, a structured interview schedule and an observation checklist were used to collect data. The study was carried out in twelve public secondary schools in Nairobi County. Data was analysed using descriptive statistics. Findings from the study indicated that, teachers face major challenges such as developing their own technological skills and knowledge as well as self-training in the use ICTs in their teaching. This lack of capacity building support was found by the study to contribute to teacher lax in integrating technology in their teaching inspite of the enthusiasm. This study recommends that new frontiers on technology integration be made accessible to both teachers and students for learning purpose to increase access to information and that, capacity building in technology integration be increased for teachers and awareness be built among pre-service teachers trainees integrating ICT in teaching and learning Mathematics. DA - 2015/// PY - 2015 DP - Zotero VL - 6 IS - 24 SP - 7 LA - en SN - 2222-1735 ST - Opportunities and Challenges UR - https://eric.ed.gov/?id=EJ1078869 KW - Barriers KW - Check Lists KW - Foreign Countries KW - Knowledge Level KW - Mathematics Instruction KW - Observation KW - Public Schools KW - Questionnaires KW - Secondary School Mathematics KW - Secondary School Teachers KW - Statistical Analysis KW - Structured Interviews KW - Surveys KW - Teacher Attitudes KW - Teacher Competencies KW - Teacher Education KW - Teaching Methods KW - Technological Literacy KW - Technology Integration KW - Technology Uses in Education KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Barriers to the Use of Computer Assistive Technology among Students with Visual Impairment in Ghana: The Case of Akropong School for the Blind AU - Ampratwum, Joseph AU - Offei, Yaw Nyadu AU - Ntoaduro, Afua T2 - Journal of Education and Practice T3 - Article Report 080: Journal Articles 143: Reports - Research AB - The study aimed at exploring barriers to the use of computer assistive technology among students with visual impairment at Akropong School for the Blind. A case study design was adopted and the purposive sampling technique used to select 35 participants for the study. The researchers gathered qualitative data using an in-depth interview guide to investigate barriers to the use of keyboarding skills and Job Access with Speech (JAWS).Data were transcribed and analysed thematically. That is the key themes were identified in the conversations and these were drawn and discussed. This was done using both the narrative methods and opened quotes from interviews. The findings indicated that challenges limiting effective use of computer assistive technology in the School were more personal than external influences. This was because most of the challenges were due to the individual response to the training and familiarity in developing their competencies in using computer assistive technology. Based on this, it was recommended that efforts should be made to stock the laboratory with additional computers. Directly in line with the first recommendation, it was further suggested that more practice time should be created for the students to maximize computer use. Also, Licensed JAWS must be acquired by the school to advance students’ competence in using computer assistive technology. A number of the challenges were expressed by the students on their non- familiarity with the JAWS. As a result, it was recommended that instructors and trainers at the school should engage the students in revised lessons on introduction to computer. This will help to refresh the minds of students. DA - 2016/// PY - 2016 DP - Zotero VL - 7 IS - 29 SP - 4 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Case study: Building strong institutional capacity and expertise in data for decision-making through developing a unified data management system. AU - Ampofo, Rudolph AU - Simiyu, Genevieve AU - Ayinga, Ussif AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1009 DA - 2024/03/29/T00:00:00.000Z PY - 2024 LA - en M3 - Country Summaries and Case Studies PB - EdTech Hub UR - https://docs.edtechhub.org/lib/5959UT3M KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - Mapping EdTech interventions within the Ministry of Education of Ghana. Preliminary Data AU - Ampofo, Rudolph AU - Korboe, David AU - Radford, Kate AU - Mazari, Haani AB - An output of the EdTech Hub, https://edtechhub.org CN - 0099 DA - 2022/06/26/ PY - 2022 LA - en M3 - Country summaries and case studies PB - EdTech Hub UR - https://docs.edtechhub.org/lib/3VQU7QGJ KW - _r:AddedByZotZen ER - TY - RPRT TI - EdTech Horizon Scan: Rapid scan on emerging EdTech research during the Covid-19 pandemic. AU - Ampofo, Rudolph AU - Kaye, Tom AB - EdTech Hub horizon scans are publications designed to provoke thinking and provide insight into a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This edition of the Hub’s Horizon Scan provides a high-level summary of research, blogs, and think-pieces published between October and December 2021, that provide insights and learnings on the adoption and utilisation of EdTech during the Covid-19 pandemic. An output of the EdTech Hub, https://edtechhub.org CN - 0107 DA - 2022/08/01/ PY - 2022 LA - en M3 - Position paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/UWIQTDFF KW - _r:AddedByZotZen ER - TY - JOUR TI - An Investigation of Provision of Quality Basic Education in Ghana: A Case Study of Selected Schools in the Central Region AU - Ampiah, Joseph T2 - Journal of International Cooperation in Education DA - 2008/// PY - 2008 VL - 11 IS - 3 KW - ⛔ No DOI found ER - TY - CONF TI - Personal Data Broker: A Solution to Assure Data Privacy in EdTech AU - Amo, Daniel AU - Fonseca, David AU - Alier, Marc AU - García-Peñalvo, Francisco José AU - Casañ, María José AU - Alsina, María A2 - Zaphiris, Panayiotis A2 - Ioannou, Andri T3 - Lecture Notes in Computer Science AB - Educational technologies (Edtech) collect private and personal data from students. This is a growing trend in both new and already available Edtech. There are different stakeholders in the analysis of the collected students’ data. Teachers use educational analytics to enhance the learning environment, principals use academic analytics for decision making in the leadership of the educational institution and Edtech providers uses students’ data interactions to improve their services and tools. There are some issues in this new context. Edtech have been feeding their analytical algorithms from student’s data, both private and personal, even from minors. This draws a critical problem about data privacy fragility in Edtech. Moreover, this is a sensitive issue that generates fears and angst in the use of educational data analytics in Edtech, such as learning management systems (LMS). Current laws, regulations, policies, principles and good practices are not enough to prevent private data leakage, security breaches, misuses or trading. For instance, data privacy agreements in LMS are deterrent but not an ultimate solution due do not act in real time. There is a need for automated real-time law enforcement to avoid the fragility of data privacy. In this work, we take a step further in the automation of data privacy agreement in LMS. We expose which technology and architecture are suitable for data privacy agreement automation, a partial implementation of the design in Moodle and ongoing work. C1 - Cham C3 - Learning and Collaboration Technologies. Designing Learning Experiences DA - 2019/// PY - 2019 DO - 10.1007/978-3-030-21814-0_1 DP - Springer Link SP - 3 EP - 14 LA - en PB - Springer International Publishing SN - 978-3-030-21814-0 ST - Personal Data Broker KW - Academic analytics KW - Blockchain KW - Data privacy KW - Digital identity KW - Educational data mining KW - Learning Analytics KW - Moodle KW - Smart contracts ER - TY - JOUR TI - The Sierra Leone Teachers Union: Labor in a Post-Conflict Society AU - Amman, John AU - O'Donnell, James T2 - WorkingUSA AB - The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers. DA - 2011/// PY - 2011 DO - 10.1111/j.1743-4580.2011.00320.x DP - Wiley Online Library VL - 14 IS - 1 SP - 57 EP - 71 LA - en SN - 1743-4580 ST - The Sierra Leone Teachers Union UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1743-4580.2011.00320.x Y2 - 2020/12/15/17:25:42 ER - TY - JOUR TI - Dynamics of Public Policy: Determinants of Policymaking and Implementation in Bangladesh AU - Aminuzzaman, S T2 - Public Organization Review AB - Socio-economic development achievements in Bangladesh have been characterized as a development paradox. The policymaking process in Bangladesh is seen as the outcome of incentives created by patronage politics as opposed to the compulsion for the government to play an effective developmental role. A number of factors strongly affect the public policy formulation and implementation process—factors such as the assistance and extent of pressure and persuasion from international development partners, and the capacity to mobilize and manage resources. The political commitment at the highest level is found to be the most critical determinant element of policy formulation and implementation in Bangladesh. DA - 2013/// PY - 2013 DO - 10.1007/s11115-013-0262-7 VL - 13 SP - 443 EP - 458 UR - https://link.springer.com/article/10.1007/s11115-013-0262-7 ER - TY - RPRT TI - Delaying child marriage through community-based skills-development programs for girls: Results from a randomized controlled study in rural Bangladesh AU - Amin, Sajeda AU - Ahmed, Johana AU - Saha, Jyotirmoy AU - Hossain, Md. AU - Haque, Eashita DA - 2016/// PY - 2016 DP - DOI.org (Crossref) LA - en PB - Population Council ST - Delaying child marriage through community-based skills-development programs for girls UR - https://knowledgecommons.popcouncil.org/departments_sbsr-pgy/557 Y2 - 2021/06/11/17:16:28 ER - TY - JOUR TI - Skills-Building Programs to Reduce Child Marriage in Bangladesh: A Randomized Controlled Trial AU - Amin, S AU - Saha, J AU - Ahmed, J T2 - Journal of Adolescent Health Volume 63, Issue 3, September 2018, Pages 293-300 DA - 2018/// PY - 2018 DO - 10/gd96mw VL - 63 IS - 3 SP - 293 EP - 300 UR - https://www.sciencedirect.com/science/article/abs/pii/S1054139X18301940 ER - TY - JOUR TI - Analysis of Rural-Based Pre-Service Teachers Spatial-Visualisation Skills in Problem Solving in Vector Calculus Using MATLAB AU - Amevor, Godfred AU - Bayaga, Anass AU - Bosse, Michael T2 - International Journal of Emerging Technologies in Learning (iJET) AB - In science, technology, engineering and mathematics (STEM) for instance, interdisciplinary studies have noted positive correlation between spatial-visualization (SV skills) and mathematical problem solving. The majority of these studies sharing a link between SV skills and problem solving were contextualized in urban settings and only a few in rural settings. This investigation analyses how rural-based pre-service teachers apply their SV skills in problem-solving in a South African university, in the context of vector calculus. One hundred rural-based pre-service teachers in a second year vector calculus class at University of Zululand (UNIZULU) were randomly selected into control and experimental groups. MATLAB was used as a dynamic visual tool to analyse how research participants applied their SV skills. A mixed method approach was employed in data collection (quantitative and qualitative). Our findings revealed that the rural-based pre-service teachers’ SV skills correlate with their problem-solving skills in vector calculus. DA - 2021/05/25/ PY - 2021 DO - 10.3991/ijet.v16i10.19269 VL - 16 J2 - International Journal of Emerging Technologies in Learning (iJET) UR - https://online-journals.org/index.php/i-jet/article/view/19269/9289 ER - TY - BOOK TI - The Charisma Machine AU - Ames, Morgan T2 - Infrastructures AB - A fascinating examination of technological utopianism and its complicated consequences.In The Charisma Machine, Morgan Ames chronicles the life and legacy of... DA - 2019/// PY - 2019 LA - en-US PB - MIT Press SN - 978-0-262-53744-5 UR - https://mitpress.mit.edu/9780262537445/the-charisma-machine/ Y2 - 2022/09/09/11:06:45 ER - TY - RPRT TI - Digital literacy, libraries, and public policy: Report of the Office for Information Technology Policy's Digital Literacy Task Force AU - American Library Association DA - 2013/// PY - 2013 PB - American Library Association (ALA) UR - http://www.districtdispatch.org/wp-content/uploards/2013/01/2012_OITP_digitalreport_1_22_13.pdf ER - TY - RPRT TI - Maintaining learning continuity during school closure: Community Health Volunteer support for marginalised girls in Kenya AU - Amenya, Donvan AU - Fitzpatrick, Rachael AU - Page, Ella AU - Naylor, Ruth AU - Jones, Charlotte AU - McAleavy, Tony DA - 2020/// PY - 2020 PB - Education Development Trust UR - https://www.educationdevelopmenttrust.com/our-research-and-insights/research/maintaining-learning-continuity-during-school-clos Y2 - 2021/05/21/11:43:57 ER - TY - RPRT TI - The Power of Girls' Reading Camps: Exploring the impact of radio lessons, peer learning and targeted paper-based resources on girls’ remote learning in Kenya AU - Amenya, Donvan AU - Fitzpatrick, Rachael AU - Njeri, M.E. AU - Naylor, Ruth AU - Page, Ella AU - Riggall, Anna AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/10/ PY - 2021 LA - en M3 - Working paper PB - EdTech Hub SN - 32 ST - The Power of Girls' Reading Camps UR - https://docs.edtechhub.org/lib/P8IAN448 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - BLOG TI - COVID-19 and education: The digital gender divide among adolescents in sub Saharan Africa AU - Amaro, D. AU - Pandolfelli, L. AU - Sanchez-Tapia, I. AU - Brossard, M. T2 - UNICEF DA - 2020/// PY - 2020 UR - https://blogs.unicef.org/evidence-for-action/covid-19-and-education-the-digital-gender-divide-among-adolescents-in-sub-saharan-africa/ KW - ___working_potential_duplicate ER - TY - BOOK TI - Helping families help themselves? Heterogeneous effects of a digital parenting program AU - Amaral, Sofia AU - Dinarte Diaz, Lelys AU - Dominguez, Patricio AU - Perez-Vincent, Santiago M. T2 - Policy Research Working Papers AB - Parenting practices are crucial for the development of children’s brains and social skills. However, parenting styles may be far from ideal, particularly those of caregivers with high stress levels. Using an individual-level experiment with male and female caregivers of young children in El Salvador, this paper evaluates the impact of a free digital stress management and positive parenting intervention. The results indicate that, for males, the intervention increased stress and anxiety and lowered caregiver-child interactions. DA - 2021/11/16/ PY - 2021 DP - DOI.org (Crossref) LA - en PB - The World Bank ST - Helping families help themselves? UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9850 Y2 - 2022/03/04/14:02:43 ER - TY - JOUR TI - Helping families help themselves: The (Un)intended impacts of a digital parenting program AU - Amaral, Sofia AU - Dinarte-Diaz, Lelys AU - Dominguez, Patricio AU - Perez-Vincent, Santiago M. T2 - Journal of Development Economics AB - Parenting practices play a crucial role in child development. We evaluate the impact of a free digital stress management and positive parenting intervention designed to improve caregiver’s mental health and positive caregiver–child interactions in El Salvador. Drawing on the prior success of in-person interventions, we study the effects of digital intervention delivery and examine differential treatment effects by caregiver’s sex. Using an individual-level experiment, we find that the intervention increased stress and anxiety and lowered caregiver–child interactions among male caregivers. In contrast, among female caregivers, we did not detect changes in mental health and observed a decrease in the use of physical violence against children. We also find that family structure and the severity of economic deprivation greatly moderated the intervention’s impact, especially among male caregivers. Our findings indicate that one-size-fits-all digital parenting interventions may not serve all caregivers effectively, emphasizing the need for thorough evaluations prior to extensive implementation. DA - 2024/01/01/ PY - 2024 DO - 10.1016/j.jdeveco.2023.103181 DP - ScienceDirect VL - 166 SP - 103181 J2 - Journal of Development Economics SN - 0304-3878 ST - Helping families help themselves UR - https://www.sciencedirect.com/science/article/pii/S0304387823001372 Y2 - 2024/02/26/14:40:46 KW - Child maltreatment KW - Mental health KW - Parental stress KW - Positive parenting ER - TY - JOUR TI - Towards e-learning in basic schools during Covid-19: Insights from Ghanaian teachers AU - Amanor-Mfoafo, Naa Kai AU - Edonu, Kwamina Kurefi AU - Akrofi, Olivia AU - Dowuona, Ebenezer Nortei AB - In the wake of the current closure of schools in Ghana, basic schools have been tasked to deliver teaching and learning using e-learning. This study seeks to explore the readiness of teachers in Ghanaian basic schools to undertake e-learning. Using an online questionnaire, data was collected from 108 teachers in both private and public basic schools in Ghana. A factor analysis was conducted to identify the challenges that influenced the ability of basic school teachers to teach using e-learning. The study findings indicated that a majority of the teacher participants preferred face-to-face teaching as compared to online teaching. The study recommends that basic schools adopt a blended approach to teaching where teachers can combine both face-to-face methods with e-learning methods. The study contributes to discussions on the transition from conventional teaching methods to E-learning methods in educational institutions across Ghana. DA - 2020/// PY - 2020 DP - Zotero VL - 5 IS - 2 SP - 197 EP - 211 LA - en ER - TY - ELEC TI - The Latest Tanzanian National Panel Survey Shows Progress in Education AU - Amankwah, Akuffo AU - Palacius-Lopez, Amparo AU - Gul, Maryam AB - The state of education in a country has cascading impacts across multiple facets of development. In line with SDG 4, providing equitable quality education remains a key mission for countries, especially those with low literacy rates. Zooming in on Tanzania... DA - 2023/// PY - 2023 LA - en UR - https://blogs.worldbank.org/opendata/latest-tanzanian-national-panel-survey-shows-progress-education Y2 - 2023/02/28/11:35:20 ER - TY - CHAP TI - Systems and Complexity Theories of Organizations AU - Amagoh, Francis T2 - Global Encyclopedia of Public Administration, Public Policy, and Governance A2 - Farazmand, Ali CY - Cham DA - 2016/// PY - 2016 DP - Springer Link SP - 1 EP - 7 LA - en PB - Springer International Publishing SN - 978-3-319-31816-5 UR - https://doi.org/10.1007/978-3-319-31816-5_73-1 Y2 - 2020/12/22/12:43:13 KW - Complex Adaptive System KW - Complexity Theory KW - Emergent Behavior KW - External Environment KW - Organizational Learning ER - TY - JOUR TI - A Study on Using Serious Games in Teaching German as a Foreign Language AU - Alyaz, Yunus AU - Spaniel-Weise, Dorothea AU - Gürsoy, Esim T2 - Journal of Education and Learning AB - The interest in Digital Game-Based Language Learning (DGBLL) has increased considerably in recent years although being a relatively new approach. Despite the interest that DGBLL took, the studies in the context of German as a Foreign Language (FL) are quite limited. Moreover, DGBLL in the Turkish context is not prevalent. Due to this gap in the literature, a research project was launched at a big state university in Turkey in 2014 to explore the potentials and limitations of DGBLL. The study focuses specifically on serious games for FL teaching and learning. The aim of the project, in addition to the promotion of linguistic skills of the learners, is to contribute to the development of professional qualifications of the future FL teachers. The present research aims to report on the pilot study of the project. A one group pre-test post-test research design was used in the study. Quantitative data was collected via two opinion questionnaires implemented at the beginning and at the end of the process as well as a receptive vocabulary test. Qualitative data was collected via semi-structuted interviews and game diaries that participants kept. Two serious games for German was selected and used with traditional dictation, transcription and reading comprehension activities. The results of an 11-week gaming activity indicated significant differences between pre- and post-tests in vocabulary. Additionaly, age was found to be an important factor that affects participants’ attitudes towards serious games. The results indicate that the participants found game activities useful for the development of other language skills. DA - 2017/05/04/ PY - 2017 DO - 10.5539/jel.v6n3p250 DP - ResearchGate VL - 6 J2 - Journal of Education and Learning UR - https://www.researchgate.net/publication/316743505_A_Study_on_Using_Serious_Games_in_Teaching_German_as_a_Foreign_Language ER - TY - JOUR TI - Learning in times of lockdown: how Covid-19 is affecting education and food security in India AU - Alvi, Muzna AU - Gupta, Manavi T2 - Food Security AB - A vast majority of the relief and rehabilitation packages announced in the months following the nationwide lockdown in India have focused on economic rehabilitation. However, the education sector has remained absent from this effort, including in India’s central government’s 250 billion dollar stimulus package. In this paper, we discuss the implications of lockdown-induced school and rural child-care center closures on education and health outcomes for the urban and rural poor. We especially focus on food and nutritional security of children who depend on school feeding and supplementary nutrition programs. We argue that the impacts are likely to be much more severe for girls as well as for children from already disadvantaged ethnic and caste groups. We also discuss ways in which existing social security programs can be leveraged and strengthened to ameliorate these impacts. DA - 2020/08// PY - 2020 DO - 10.1007/s12571-020-01065-4 VL - 12 IS - 4 SP - 793 EP - 796 LA - en SN - 1876-4525 ST - Learning in times of lockdown UR - https://doi.org/10.1007/s12571-020-01065-4 Y2 - 2022/04/12/00:00:00 ER - TY - JOUR TI - Assistive technology applied to education of students with visual impairment AU - Alves, Cássia Cristiane de Freitas AU - Monteiro, Gelse Beatriz Martins AU - Rabello, Suzana AU - Gasparetto, Maria Elisabete Rodrigues Freire AU - Carvalho, Keila Monteiro de T2 - Revista Panamericana de Salud Pública AB - OBJECTIVES: Verify the application of assistive technology, especially information technology in the education of blind and low-vision students from the perceptions of their teachers. METHODS: Descriptive survey study in public schools in three municipalities of the state of São Paulo, Brazil. The sample comprised 134 teachers. RESULTS: According to the teachers' opinions, there are differences in the specificities and applicability of assistive technology for blind and low-vision students, for whom specific computer programs are important. Information technology enhances reading and writing skills, as well as communication with the world on an equal basis, thereby improving quality of life and facilitating the learning process. The main reason for not using information technology is the lack of planning courses. The main requirements for the use of information technology in schools are enough computers for all students, advisers to help teachers, and pedagogical support. CONCLUSIONS: Assistive technology is applied to education of students with visual impairment; however, teachers indicate the need for infrastructure and pedagogical support. Information technology is an important tool in the inclusion process and can promote independence and autonomy of students with visual impairment. DA - 2009/// PY - 2009 DO - 10.1590/S1020-49892009000800007 DP - SciELO VL - 26 SP - 148 EP - 152 J2 - Rev Panam Salud Publica LA - en SN - 1020-4989, 1020-4989, 1680-5348 UR - https://scielosp.org/article/rpsp/2009.v26n2/148-152/en/ Y2 - 2021/03/16/14:03:08 KW - Assistive technology KW - Brazil KW - information technology KW - visually impaired persons ER - TY - JOUR TI - Collboard: Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards AU - Alvarez, Claudio AU - Salavati, Sadaf AU - Nussbaum, Miguel AU - Milrad, Marcelo T2 - Computers & Education AB - Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of specific NMLs in classrooms: collective intelligence, distributed cognition and transmedia navigation. Collboard encompasses successive individual and collaborative work phases that prompt active student participation and engagement. It integrates digitally augmented appliances, namely, digital pens as a means to support individual work, and interactive whiteboards as a collaborative knowledge construction space. We report on the conceptual design of Collboard, its different technological and software components, as well as our findings from experiences we conducted in a Swedish school with 12 students from a 7th grade maths class. Findings from the experience provide an indication that Collboard can be well integrated in classroom teaching, and that it can foster the development of collective intelligence, distributed cognition and transmedia navigation in different knowledge domains. DA - 2013/04// PY - 2013 DO - 10.1016/j.compedu.2012.12.019 DP - DOI.org (Crossref) VL - 63 SP - 368 EP - 379 J2 - Computers & Education LA - en SN - 03601315 ST - Collboard UR - https://linkinghub.elsevier.com/retrieve/pii/S036013151300002X Y2 - 2021/08/05/17:09:55 ER - TY - CONF TI - A Software Based on Eye Gaze to Evaluate Mathematics in Children with Cerebral Palsy in Inclusive Education AU - Alvarado-Cando, Omar AU - Belén Jara, G. AU - Barzallo, Paúl AU - Torres-Salamea, Hugo A2 - Ahram, Tareq Z. A2 - Falcão, Christianne T3 - Advances in Intelligent Systems and Computing AB - The government of Ecuador has promoted inclusive education in public and private education centers, ensuring that all children can access education and not be discriminated by their disability. Teachers are responsible for planning, support and reorganized the curriculum according to the needs of each child included. The inclusion process for children with cerebral palsy (CP) and speech difficulties have been a little difficult because they cannot communicate properly with the teachers and the evaluation process is not clear and objective. In this paper, through the use of eye tracking technology provide by Irisbond, we present an educational software to evaluate mathematics in children with CP. The software performs the questions in written and audible way, and it allows the students to select and/or match the correct answer; children with CP from 5 to 7 years tested the program and they got a better rating than not using it. C1 - Cham C3 - Advances in Usability, User Experience and Assistive Technology DA - 2019/// PY - 2019 DO - 10.1007/978-3-319-94947-5_89 DP - Springer Link SP - 909 EP - 915 LA - en PB - Springer International Publishing SN - 978-3-319-94947-5 KW - Assistive technology KW - Cerebral palsy KW - Eye gazed KW - Inclusive education ER - TY - JOUR TI - Pedagogical renewal in sub‐Saharan Africa: the case of Uganda AU - Altinyelken, Hülya K. T2 - Comparative Education DA - 2010/05// PY - 2010 DO - 10.1080/03050061003775454 DP - DOI.org (Crossref) VL - 46 IS - 2 SP - 151 EP - 171 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Pedagogical renewal in sub‐Saharan Africa UR - http://www.tandfonline.com/doi/abs/10.1080/03050061003775454 Y2 - 2020/05/16/16:36:26 KW - C:sub-Saharan Africa ER - TY - JOUR TI - Curriculum Development: Teacher Involvement in Curriculum Development AU - Alsubaie, Merfat Ayesh T2 - Journal of Education and Practice AB - In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program (“Guide to curriculum development,” 2006). It can be subject specific or a generalized overview of expectation. It must be a usable tool to assists teachers in the development of individualized strategies and the methods and materials necessary for them to be successful. DA - 2016/// PY - 2016 DP - Zotero SP - 2 LA - en UR - https://files.eric.ed.gov/fulltext/EJ1095725.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Report of the Special Rapporteur on extreme poverty and human rights AU - Alston, Philip DA - 2019/// PY - 2019 PB - United Nations General Assembly UR - https://undocs.org/A/74/493 ER - TY - RPRT TI - الامتحانات عبر الإنترنت في سياقات الطوارئ: هل المراقبة، والتقنيات الأخرى، مجدية في سوريا لتيسير عقد امتحانات تشمل جميع الطلاب؟ AU - AlSheikhTheeb, Thaer AU - Sahin, AynurGul AU - Abdelrahman, Salma AU - Chuang, Rachel AU - Affolter, Friedrich AU - AlMekdad, Bayan AU - Sabboura, Rani AU - Sheqem, Yazeed AB - كلمات مفتاحية: الامتحانات عبر الإنترنت، تكنولوجيا مراقبة الامتحانات، سياقات الطوارئ، سوريا خلاصة: الغرض من هذه الوثيقة تقديم دليل يمكن استخدامه من قبل الممارسين في مجال التعليم العاملين في سياقات الطوارئ لتقييم مدى جدوى تنفيذ الامتحانات الإلكترونية واستخدام تكنولوجيا مراقبة الامتحانات. سيتطلب عقد الامتحانات عالية المخاطر عبر الإنترنت في سوريا وفي سياقات طوارئ أخرى استثمارات كبيرة لتحقيق المتطلبات الأساسية اللازمة للجدوى والمصداقية. تشمل هذه المتطلبات الأساسية الكهرباء والإنترنت والأجهزة، بالإضافة إلى تطوير المهارات الرقمية اللازمة للطلاب لتقديم الامتحانات عبر الإنترنت وللمعلمين والإداريين لتيسير الامتحانات عبر الإنترنت. ينبغي بذل المزيد من الجهود لمنع تسريب المعلومات حول الأسئلة ومحتوى الامتحانات، ولتشجيع التغيير الثقافي حول الامتحانات عبر الإنترنت. An output of the EdTech Hub, https://edtechhub.org CN - 0124 DA - 2022/10/04/ PY - 2022 LA - ar M3 - Helpdesk Response PB - EdTech Hub UR - https://docs.edtechhub.org/lib/9DZXFIC7 KW - _r:AddedByZotZen ER - TY - RPRT TI - Online Examinations in Emergency Contexts: Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts? AU - AlSheikhTheeb, Thaer AU - Sahin, AynurGul AU - Abdelrahman, Salma AU - Chuang, Rachel AU - Affolter, Friedrich AU - Al Mekdad, Bayan AU - Sabboura, Rani AU - Shequem, Yazeed AB - The purpose of this document is to serve as a guide that education practitioners working in emergency contexts can use to assess the feasibility of implementing online examinations and using proctoring technologies. The implementation of online high-stakes examinations in Syria and other emergency contexts will require significant investments in achieving the prerequisites needed for feasibility and credibility. Prerequisites include electricity, internet, and devices, as well as the development of the digital skills necessary for students to participate in online exams and for teachers and administrators to facilitate online exams. Further efforts are needed to prevent leakage of information on exam questions and content, and promote cultural change around online examinations. Key words: online examinations; proctoring technologies; emergency contexts; Syria An output of the EdTech Hub, https://edtechhub.org CN - 0123 DA - 2022/08/31/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 41 UR - https://docs.edtechhub.org/lib/T9NZ63T3 KW - _r:AddedByZotZen ER - TY - RPRT TI - Key considerations when developing an ICT in Education strategy AU - AlSheikhTheeb, Thaer AU - Chuang, Rachel AU - Pandit, Sanjana AB - This report was commissioned by UNICEF and produced under UNICEF and EdTech Hub’s global partnership, in response to a request from the UNICEF Laos team that was submitted to the EdTech Hub Helpdesk. It presents key considerations on the overarching process to develop an ICT in Education strategy (e.g., components, stakeholders, timelines) and lists examples of other national ICT in Education and EdTech strategies. Keywords: EdTech strategies; ICT in Education strategies An output of the EdTech Hub, https://edtechhub.org CN - 0100 DA - 2022/07/29/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 43 UR - https://docs.edtechhub.org/lib/2XS75XAU KW - _r:AddedByZotZen ER - TY - RPRT TI - Guidance on Community Mobilisation for Girls’ Education AU - AlSheikh Theeb, Thaer AU - McGinty, Sara AU - Obaid, Rasha AB - An output of the EdTech Hub, https://edtechhub.org CN - 0086 DA - 2022/03/30/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 39 UR - https://docs.edtechhub.org/lib/FVSQD8MB KW - F: Helpdesk response KW - _r:AddedByZotZen ER - TY - RPRT TI - Guidance on Pre-Assessment for Establishing E-Learning Centres AU - AlSheikh Theeb, Thaer AU - McGinty, Sara AU - Obaid, Rasha AB - An output of the EdTech Hub, https://edtechhub.org CN - 0084 DA - 2022/01/02/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 38 UR - https://docs.edtechhub.org/lib/DPWSAA9Z KW - _r:AddedByZotZen ER - TY - RPRT TI - Engaging Girls with E-Learning: A curated list of good practices AU - AlSheikh Theeb, Thaer AB - An output of the EdTech Hub, https://edtechhub.org CN - 0069 DA - 2022/01/08/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 34 UR - https://docs.edtechhub.org/lib/PXUQJZTH KW - Helpdesk Response KW - _r:AddedByZotZen ER - TY - JOUR TI - A digital platform for supervised self-directed learning in emergencies: the case of the Syrian crisis AU - Almasri, Nada AU - Tahat, Luay AU - Skaf, Sawsan AU - Masri, Aman Al T2 - Technology, Pedagogy and Education AB - The well-known Syrian crisis has made it very challenging for thousands of Syrian children to have access to education. In this article, the authors propose a framework for designing a digital education platform to allow children inside Syria as well as in the refugee camps in bordering countries to have access to education. The authors start by looking at the efforts performed in the field of education in conflict-affected regions, and they extract from them the lessons learned and recommendations. They provide four main characteristics of war impacting children’s education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adult supervision. They then use these four characteristics, along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are: supervised self-directed learning method, context-aware education and children-oriented design. Finally, the authors use these design considerations to provide design recommendations for the four main elements of a digital education platform: hardware, software, curriculum and supporting services. They conclude by discussing the validity of the digital platform, its implementation feasibility, and challenges facing the implementation. DA - 2019/01/01/ PY - 2019 DO - 10.1080/1475939x.2019.1568293 DP - Taylor and Francis+NEJM VL - 28 IS - 1 SP - 91 EP - 113 SN - 1475-939X ST - A digital platform for supervised self-directed learning in emergencies UR - https://doi.org/10.1080/1475939X.2019.1568293 Y2 - 2020/04/27/16:48:07 KW - Google Scholar/ "refugee education" ICT KW - RER theme_pedagogies and modalities ER - TY - JOUR TI - Investigating students' perceptions on mobile learning services AU - Almaiah, Mohammed Amin AU - Jalil, Masita Abdul T2 - International Journal of Interactive Mobile Technologies (iJIM) AB - M-learning is a form of learning, which has similarities and differences with the electronic learning (elearning). It is mainly based on the use of the mobile wireless technologies that allow for learners to easily access learning materials anytime he desires and anywhere, whether on campus or off campus. Therefore, this creates a new flexible learning environment in the context of different learning settings. Students' perception of such technology is one of the most important factors for successful adoption of m-learning in the higher education environment. This study is conducted to investigate the perceptions of students in University Malaysia Terengganu (UMT) to move towards applying m-learning in their studies by using their mobile devices and to explore their expectations on mobile learning services. A total number of 91 undergraduate students majoring in computer science participated in the study. The findings show that the students have positive perception towards mobile learning and would like to use their mobile devices for both learning and administrative services. DA - 2014/10/07/ PY - 2014 DO - 10.3991/ijim.v8i4.3965 DP - DOI.org (Crossref) VL - 8 IS - 4 SP - 31 EP - 36 J2 - Int. J. Interact. Mob. Technol. LA - en SN - 1865-7923 UR - https://online-journals.org/index.php/i-jim/article/view/3965 Y2 - 2021/08/05/17:05:21 ER - TY - JOUR TI - Examination of factors influencing the use of mobile learning system: An empirical study AU - Almaiah, Mohammed Amin AU - Alismaiel, Omar Abdulwahab T2 - Education and Information Technologies AB - Past studies have placed little emphasis on quality factors as the detebile learning application provides me a promptrminants of mobile learning adoption. Thus, this study’s purpose is to integrate the Technology Acceptance Model (TAM) with the updated DeLone and McLean’s model (DL&ML) to examine whether quality factors (including system quality, information quality, and service quality) and individual beliefs (including perceived usefulness and perceived ease of use) are the antecedents to students’ satisfaction and their intention to use, leading to enhancing their actual usage of mobile learning system. A total of 400 questionnaires were distributed. The results showed that quality factors (including system quality, information quality, and service quality) had significant effects on students’ satisfaction and their intention to use mobile learning; besides, perceived usefulness has significantly strong impacts on intention to use mobile learning, and satisfaction and intention to use both have significant effects on actual use of mobile learning. This study opens future work for using the identified quality factors as guidelines for researchers and designers to design and develop mobile learning applications. DA - 2019/01// PY - 2019 DO - 10.1007/s10639-018-9810-7 DP - DOI.org (Crossref) VL - 24 IS - 1 SP - 885 EP - 909 J2 - Educ Inf Technol LA - en SN - 1360-2357, 1573-7608 ST - Examination of factors influencing the use of mobile learning system UR - http://link.springer.com/10.1007/s10639-018-9810-7 Y2 - 2021/08/10/17:31:06 ER - TY - JOUR TI - Exploring the critical challenges and factors influencing the e-learning system usage during COVID-19 pandemic AU - Almaiah, Mohammed Amin AU - Al-Khasawneh, Ahmad AU - Althunibat, Ahmad T2 - Education and Information Technologies AB - The provision and usage of online and e-learning system is becoming the main challenge for many universities during COVID-19 pandemic. E-learning system such as Blackboard has several fantastic features that would be valuable for use during this COVID-19 pandemic. However, the successful usage of e-learning system relies on understanding the adoption factors as well as the main challenges that face the current e-learning systems. There is lack of agreement about the critical challenges and factors that shape the successful usage of e-learning system during COVID-19 pandemic; hence, a clear gap has been identified in the knowledge on the critical challenges and factors of e-learning usage during this pandemic. Therefore, this study aims to explore the critical challenges that face the current e-learning systems and investigate the main factors that support the usage of e-learning system during COVID-19 pandemic. This study employed the interview method using thematic analysis through NVivo software. The interview was conducted with 30 students and 31 experts in e-learning systems at six universities from Jordan and Saudi Arabia. The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic. DA - 2020/11// PY - 2020 DO - 10.1007/s10639-020-10219-y DP - DOI.org (Crossref) VL - 25 IS - 6 SP - 5261 EP - 5280 J2 - Educ Inf Technol LA - en SN - 1360-2357, 1573-7608 UR - https://link.springer.com/10.1007/s10639-020-10219-y Y2 - 2021/08/05/17:06:36 ER - TY - JOUR TI - Use of Tablet Computers to Improve Access to Education in a Remote Location AU - Ally, Mohamed AU - Balaji, V AU - Abdelbaki, Anwar AU - Cheng, Ricky T2 - Journal of Learning for Development AB - A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students’ knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens’ interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students’ performance. DA - 2017/// PY - 2017 DP - Zotero SP - 8 LA - en UR - https://eric.ed.gov/?id=EJ1149172 KW - ⛔ No DOI found ER - TY - BLOG TI - All Trials Registered. All Results Reported AU - AllTrials T2 - AllTrials LA - en-GB UR - https://www.alltrials.net/ Y2 - 2021/05/09/19:42:39 ER - TY - RPRT TI - Guidance note on using implementation research in education AU - Allison, C DA - 2023/// PY - 2023 PB - Building Evidence in Education (BE2 ) UR - https://www.edu-links.org/sites/default/files/media/file/Guidance_Note_on_Using_Implementation_Research_in_Education.pdf ER - TY - RPRT TI - Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning AU - Allier-Gagneur, Zoé AU - Moss Coflan, Caitlin AB - EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders. CN - 0025 CY - Cambridge, UK; Washington D.C. DA - 2020/06/14/ PY - 2020 M3 - Helpdesk Response PB - EdTech Hub SN - 14 UR - https://docs.edtechhub.org/lib/VX7UW757 KW - F: Helpdesk response KW - L:Gender and education KW - L:Out-of-school populations KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _zenodoETH KW - dode_eth-src-dode ER - TY - RPRT TI - Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? AU - Allier-Gagneur, Zoe AU - McBurnie, Chris AU - Chuang, Rachel AU - Haßler, Björn AB - This paper analyses a range of literature reviews to identify characteristics of effective teacher education, including focusing on practical subject pedagogy; incorporating peer support and; creating a coherent policy environment. CN - 0007 DA - 2020/05// PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 10B ST - Characteristics of effective teacher education in low- and middle-income countries UR - https://docs.edtechhub.org/lib/R9VVKUH5 KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _forthcoming KW - _zenodoETH:submitted KW - _zenodoODE KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Conseils pour l’introduction de la technologie en classe Liste de sources annotée AU - Allier-Gagneur, Zoé AU - Lwamba, Etienne AB - Cette liste de sources annotée a pour but d’informer la prise de décisions des acteurs du domaine de l’éducation concernant l’introduction de technologies en classe dans les pays à revenu faible et intermédiaire. Cette liste est une introduction qui expose de façon informelle certains des conseils généraux que prodiguent souvent les experts de l’EdTech Hub. CN - 0024 DA - 2020/// PY - 2020 LA - fr PB - EdTech Hub UR - https://docs.edtechhub.org/lib/PA2H8NGA KW - F: Helpdesk response KW - LP: French KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Using Blended Learning to Support Marginalised Adolescent Girls’ Education: A Review of the Evidence AU - Allier-Gagneur, Zoé AU - Chuang, Rachel AU - McBurnie, Chris AU - Haßler, Björn AB - This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries. CN - 0009 DA - 2020/07/22/ PY - 2020 LA - English M3 - Helpdesk Response PB - EdTech Hub SN - 25 UR - https://docs.edtechhub.org/lib/H3AI5F3C KW - F: Helpdesk response KW - H:Blended learning KW - L:Gender and education KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoETH:submitted KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - ELEC TI - Whose Data is it Anyway?: Decoding the Draft India Data Accessibility & Use Policy, 2022 AU - Alliance for Digital India Foundation AB - If India wants to fulfil its ambition of achieving a $5 trillion economy, it has to hone its ability of harnessing the value of data. DA - 2022/// PY - 2022 LA - en ST - Whose Data is it Anyway? UR - https://blog.adif.in/p/whose-data-is-it-anyway-decoding Y2 - 2022/06/15/07:52:28 ER - TY - RPRT TI - Bangladesh National ICT Household Survey: report and overview of main results 2018-2019 AU - Alliance for Affordable Internet AU - A2I Programme UR - https://a2i.gov.bd/publication/top-line-report-bangladesh-national-ict-household-survey/ ER - TY - RPRT TI - From luxury to lifeline: Reducing the cost of mobile devices to reach universal internet access. AU - Alliance for Affordable Internet DA - 2020/// PY - 2020 PB - Web Foundation UR - https://a4ai.org/wp-content/uploads/2020/08/Alliance-for-Affordable-Internet_Device-Pricing_PUBLIC.pdf Y2 - 2020/09/23/08:39:25 KW - ___working_potential_duplicate ER - TY - RPRT TI - IMF Working Papers Volume 2017 Issue 203: Medium-Term Budget Frameworks in Sub-Saharan African Countries (2017) AU - Allen, Richard I. AU - Chaponda, Taz AU - Ray, Rohini AU - Fisher, Lesley AB - "Volume 2017 (2017): Issue 203 (Sep 2017): Medium-Term Budget Frameworks in Sub-Saharan African Countries" published on 11 Sep 2017 by International Monetary Fund. DA - 2017/// PY - 2017 LA - en ST - IMF Working Papers Volume 2017 Issue 203 UR - https://www.elibrary.imf.org/view/journals/001/2017/203/001.2017.issue-203-en.xml Y2 - 2022/06/07/17:23:15 ER - TY - JOUR TI - Effectiveness of Multimodal Microlearning for In-Service Teacher Training AU - Allela, Melisa Achoko AU - Ogange, Betty Obura AU - Junaid, Muhammad Ibn AU - Charles, Prince Brainard T2 - Journal of Learning for Development AB - To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project. DA - 2020/// PY - 2020 DO - 10.56059/jl4d.v7i3.387 DP - ERIC VL - 7 IS - 3 LA - en SN - 2311-1550 UR - https://eric.ed.gov/?id=EJ1280612 Y2 - 2022/08/22/20:53:59 KW - Barriers KW - Communities of Practice KW - Electronic Learning KW - Foreign Countries KW - Inservice Teacher Education KW - Integrated Learning Systems KW - Internet KW - Multimedia Materials KW - Portfolios (Background Materials) KW - Professional Continuing Education KW - Professional Development KW - Program Effectiveness KW - Secondary School Teachers KW - Social Media KW - Synchronous Communication KW - Teacher Collaboration KW - Teacher Competencies KW - Workshops ER - TY - ELEC TI - Allama Iqbal Open University AU - Allama Iqbal Open University DA - 2020/07/21/10:37:11 PY - 2020 UR - https://www.aiou.edu.pk/ Y2 - 2020/07/21/10:37:11 ER - TY - RPRT TI - All Children Reading: A Grand Challenge for Development [Report] AU - All Children Reading AB - ACR GCD provides an overview and results of 32 innovations piloted from 2012-2014 to improve early grade literacy in developing countries. SP - 32 LA - EN M3 - Round 1 Report (2011-2013) PB - USAID; World Vision; Australian Aid UR - https://allchildrenreading.org/wp-content/uploads/2019/07/Round-1-Report.pdf ER - TY - ELEC TI - All Children Reading: A Grand Challenge for Development [Web Page] AU - All Children Reading T2 - All Children Reading: A Grand Challenge for Development AB - Advancing edtech innovation and research to improve reading outcomes for marginalized children in low-resource contexts. Learn more here. LA - en-US ST - All Children Reading UR - https://allchildrenreading.org/ Y2 - 2020/08/28/16:51:19 ER - TY - BLOG TI - All Children Reading Announces eKitabu and SIL LEAD as Winners of Book Boost: Access for All Challenge AU - All Children Reading DA - 2018/// PY - 2018 UR - https://allchildrenreading.org/news/all-children-reading-announces-ekitabu-and-sil-lead-as-winners-of-book-boost-access-for-all-challenge/ ER - TY - ELEC TI - EduApp4Syria Prize - All Children Reading: A Grand Challenge for Development AU - All Children Reading UR - https://allchildrenreading.org/competition/eduapp4syria-prize/ Y2 - 2023/06/22/09:27:29 ER - TY - JOUR TI - Effectiveness of Gamification of Web-Based Learning in Improving Academic Achievement and Creative Thinking among Primary School Students AU - Aljraiwi, Seham T2 - International Journal of Education and Practice AB - Gamification is one of the most significant modern trends in educational technology. The present study aims to identify the effectiveness of gamification of web-based learning on academic achievement and creative thinking among primary school students. A learning environment was designed based on gamification of web-based learning. A quasi-experimental approach was utilized to identify the effect of the independent variable, gamification, on the dependent variables, academic achievement and creative thinking among participants. An academic achievement test and the Torrance test of creative thinking were applied to the participants. Results revealed that there was a statistically significant difference between the means of scores of the experimental and control groups in the post-test academic achievement test and the Torrance test of creative thinking in favor of the experimental group. This suggests a high level of academic achievement and creative thinking after using gamification. The study recommends training in-service teachers in the use of gamification for web-based teaching of English. DA - 2019/// PY - 2019 DO - 10.18488/journal.61.2019.73.242.257 DP - ERIC VL - 7 IS - 3 SP - 242 EP - 257 LA - en SN - 2311-6897 UR - https://eric.ed.gov/?id=EJ1239163 Y2 - 2020/12/01/15:56:51 KW - Academic Achievement KW - Achievement Tests KW - Control Groups KW - Creative Thinking KW - Creativity Tests KW - Educational Games KW - Elementary School Students KW - English (Second Language) KW - Experimental Groups KW - Inservice Teacher Education KW - Instructional Effectiveness KW - Scores KW - Second Language Instruction KW - Web Based Instruction ER - TY - BLOG TI - Balloons to Deliver Emergency Internet Across Kenya AU - Alison, Buckholtz AB - Telkom Kenya-Loon partnership will result in country-wide 4G connectivity during pandemic, boosting government services. DA - 2020/// PY - 2020 LA - en UR - https://www.ifc.org/wps/wcm/connect/NEWS_EXT_CONTENT/IFC_External_Corporate_Site/News+and+Events/News/Insights/Telkom-Kenya Y2 - 2020/07/01/11:37:42 ER - TY - ELEC TI - Aliim – Smartphone Schools Program AU - Aliim.org UR - http://aliim.org/ Y2 - 2023/06/22/09:52:29 ER - TY - ELEC TI - Gender, power and progress: How norms change AU - ALiGN T2 - Align Platform AB - This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights. DA - 2020/12/09/T12:11:48+0000 PY - 2020 LA - en ST - Gender, power and progress UR - https://www.alignplatform.org/gender-power-progress Y2 - 2022/04/20/15:33:05 ER - TY - RPRT TI - Alif Ailaan Pakistan District Education Rankings 2015 AU - Alif Ailaan AU - SDPI DA - 2015/// PY - 2015 UR - https://d3n8a8pro7vhmx.cloudfront.net/alifailaan/pages/537/attachments/original/1430979597/DIstrict_Ranking_Report_2015.pdf?1430979597 ER - TY - RPRT TI - Optimising learning and education in Africa: The language factor AU - Alidou, H. AU - Boly, A. AU - Brock-Utne, B. AU - Diallo, Y.S. AU - Heugh, K. AU - Wolff, H.E. CY - Paris DA - 2006/// PY - 2006 SP - 1 EP - 186 LA - English PB - ADEA, UIE, GTZ UR - https://uil.unesco.org/literacy/multilingual-research/optimising-learning-education-and-publishing-africa-language-factor ER - TY - JOUR TI - The Use of Instructional Technology in Private Schools and National Education Policy AU - Ali, Zulfiqar AU - Ghani, Fazal AU - Ali, Arshad AB - Audio Visual Aids (A.V. Aids) are devices, which are used in teaching to make the learning experience more effective and dynamic. A.V. Aids have made improvements in learning process through involving the sense of hearing and/or sense of sight. The history of the A.V aids can be traced back to the Greek period, however, the technological advancement brought new innovations in the form of computer assisted programs and accessories. In comparison with developed countries, the developing countries including Pakistan experience the lack of modern A.V. Aids as well as the required technical know-how for their effective use. The aim of this paper is to explore the use of A.V. Aids, their type, teachers’ training for their effective use, policy imperatives and role of private public schools in adoption of A.V. Aids in education in private schools in district Peshawar, KP province. To achieve objectives of the study, data was collected from teachers of private schools through close and open ended questionnaire. Information was also collected from books, government’s reports, published research and internet. The findings show that A.V. Aids are used in all private schools in some form. However, there is no system to give formal training to teachers about the proper and effective use of A.V. Aids. The major A.V Aids used in schools are chalk board and white board, while about 60 % schools were found using pictures, maps, models charts and multimedia. The paper gives practicable suggestions to widen the use of A.V. Aids and enhance their effectiveness in education. DP - Zotero IS - 2 SP - 12 LA - en ER - TY - RPRT TI - Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, & Child Development Outcomes AU - Ali, Rabia AU - Temourov, Moukim AU - Igarashi, Takiko DA - 2017/03// PY - 2017 PB - The World Bank UR - http://documents1.worldbank.org/curated/en/481101490364915103/pdf/113752-WP-PUBLIC-P152905-QualityJanWithExecMarchclean.pdf Y2 - 2020/07/28/21:54:28 ER - TY - JOUR TI - ICT Using Situation in Rural and Urban Primary Schools of Bangladesh: A Comparative Study AU - Ali, M T2 - Prime University Journal DA - 2015/// PY - 2015 KW - ⛔ No DOI found ER - TY - ELEC TI - Responding to Iraq’s learning crisis AU - Ali, Laila T2 - UNICEF Connect AB - Amidst the devastation in Mosul's Old City, UNICEF supports the rehabilitation of primary education for a safe environment that’s conducive to learning. DA - 2020/02/10/T15:09:33+00:00 PY - 2020 LA - en-US UR - https://blogs.unicef.org/blog/responding-iraq-learning-crisis/ Y2 - 2020/06/01/17:00:40 ER - TY - ELEC TI - Pakistan personal data protection bill termed vague - Pakistan - DAWN.COM AU - Ali, Kalbe DA - 2021/// PY - 2021 UR - https://www.dawn.com/news/1653675 Y2 - 2022/06/14/21:01:59 ER - TY - JOUR TI - Information and communication technology (ICT) education in the city school, Pakistan - A success story in the large-scale introduction of the UK National Curriculum's ICT component in Pakistan AU - Ali, I. AU - Proctor, J. T2 - Aslib Proceedings AB - Purpose - In an age of information technology some developing countries are more vulnerable than others to international competition through failure to utilize fully the benefits of an ICT culture. The authors suggest that the strategies in response must include a radical review of attitudes and methods of delivery of ICT in schools and give as an example the recent experience of The City School, the nationwide schools' organisation in Pakistan with whom they are employed. Design/methodology/approach - The authors review the current position of ICT in schools in Pakistan and suggest as a model of development, for schools of a corresponding standing, that of The City School. They describe how The City School responded to ICT, ensuring that all its pupils would have access to the most modem of ICT courses. Discusses how the decision to implement a complete change, or revolution, in teaching ICT was brought about in a relatively short time. It discusses the nature of the programme, how it was organised, the materials required and the outcomes of its implementation including its outstanding success with pupils and their parents. Findings - The authors chronicle the historical developments within The City School that brought about radical change within a comparatively short period and identify careful planning, training, and the motivation of stakeholders, i.e. pupils, teachers and parents, as key elements in its successful implementation. Originality/value - The authors suggest that The City School experience provides a model that may be emulated by schools elsewhere in both developing and industrially developed countries. DA - 2005/// PY - 2005 DO - 10.1108/00012530510589092 DP - Web of Science VL - 57 IS - 2 SP - 123 EP - 130 J2 - Aslib Proc. LA - English SN - 0001-253X KW - Pakistan KW - communication technologies KW - design and development KW - schools ER - TY - JOUR TI - E-learning critical success factors: Comparing perspectives from academic staff and students AU - Alhabeeb, Abdullah AU - Rowley, Jennifer T2 - Computers & Education AB - This article advances knowledge on the factors that lead to successful e-learning in universities, through a comparative study of the perspectives of academic staff and students. In particular, it contributes to the limited knowledge bases on the effectiveness of e-learning in Saudi Arabia, and on the differences in perspectives of different groups of stakeholders in e-learning. Based on previous research, a questionnaire was designed and distributed to convenience samples of academic staff and students at King Saud University, Saudi Arabia. Respondents were invited to express their opinion regarding the importance of a number of factors to the success of e-learning. Principal Component Analysis was conducted on each dataset, in turn, to assess the loading of items onto factors, and the variance explained. The most important finding from this study is that the perspectives of students and academic staff differ, with there being nine factors for academic staff and seven for students. Categories that are common to both groups are: student characteristics, instructor characteristics, ease of access, and support and training. The order for academics is: student characteristics, ease of access, instructor characteristics, and support and training; and, the order for students is: instructor characteristics, student characteristics, support and training, and ease of access. DA - 2018/12// PY - 2018 DO - 10.1016/j.compedu.2018.08.007 DP - DOI.org (Crossref) VL - 127 SP - 1 EP - 12 J2 - Computers & Education LA - en SN - 03601315 ST - E-learning critical success factors UR - https://linkinghub.elsevier.com/retrieve/pii/S0360131518302112 Y2 - 2021/08/05/16:58:55 ER - TY - JOUR TI - Methodological Guidance Paper: The Art and Science of Quality Systematic Reviews AU - Alexander, Patricia A. T2 - Review of Educational Research AB - The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking. DA - 2020/// PY - 2020 DO - 10.3102/0034654319854352 DP - SAGE Journals VL - 90 IS - 1 SP - 6 EP - 23 SN - 0034-6543 ST - Methodological guidance paper UR - https://doi.org/10.3102/0034654319854352 KW - ___working_potential_duplicate KW - critical questions KW - literature search KW - systematic review ER - TY - ELEC TI - Education Cluster in Pakistan - Lessons Learned: Flood Response AU - Alexander, Jessica T2 - UNICEF Global Development Commons AB - Summarizes the findings of lessons learned exercise conducted by the Global Education Cluster on its joint response to floods in July 2010, in collaboration with Save the Children and UNICEF. It also provides recommendations to improve future responses to emergencies. DA - 2011/// PY - 2011 LA - en ST - Education Cluster in Pakistan - Lessons Learned UR - https://gdc.unicef.org/resource/education-cluster-pakistan-lessons-learned-flood-response Y2 - 2022/11/16/07:16:06 ER - TY - ELEC TI - Revealing Stereotypes: Evidence from Immigrants in Schools AU - Alesina, Alberto AU - Carlena, Michaela AU - La Ferrara, Eliana AU - Pinotti, Paolo AB - If individuals become aware of their stereotypes, do they change their behavior? We study this question in the context of teachers' bias in grading im... DA - 2018/// PY - 2018 LA - en ST - Revealing Stereotypes UR - https://www.iza.org/publications/dp/11981/revealing-stereotypes-evidence-from-immigrants-in-schools Y2 - 2021/12/15/08:45:32 ER - TY - JOUR TI - Contextualized-OLPC education project in rural India: measuring learning impact and mediation of computer self-efficacy AU - Ale, Komathi AU - Chib, Arul AU - Loh, Yvonne T2 - Educational Technology Research and Development AB - The One Laptop per Child (OLPC) initiative has been at the forefront of introducing low-cost computers in developing countries. We argue that the problem is not as much as a focus on the provision of affordable technologies, but the lack of consideration of deeply contextualized implementation design and the lack of understanding of psychological mechanisms at the user-level that influence learning impact. A longitudinal quasi-experimental design among nine rural Indian primary schools involved pre- and postexperiment measures conducted with both test (n = 126) and control groups (n = 79). The study objective was to prioritize local contexts during technology implementation design in order to attain educational impact in terms of improved learning outcomes for students. The Contextualized-OLPC education project utilized strategies identified by the Technology- Community-Management model to address contextually germane factors of teacher training, unbiased gender access, and local language use. A second objective was to assess impact of technology introduction while countering extant techno-determinist approaches of impact assessment. We first demonstrated that technological knowledge was associated positively with functional literacy. We situated the experiment in the social cognitive theory to demonstrate that computer self-efficacy mediates the relationship between technological literacy attained as a consequence of the Contextualized-OLPC education project and a specific learning outcome, functional literacy. Overall, the research illustrated that giving primacy to mere deployment of OLPC laptops has limited relevance to children, both in use and outcome. In support, the results demonstrated the role of contextualized technology in rural classrooms alongside an understanding of user psychology that influence learning impact. DA - 2017/03/01/ PY - 2017 DO - 10.1007/s11423-017-9517-2 DP - ResearchGate J2 - Educational Technology Research and Development ST - Contextualized-OLPC education project in rural India ER - TY - JOUR TI - Gender differences in parental investment in education AU - Alderman, Harold AU - King, Elizabeth M. T2 - Structural Change and Economic Dynamics AB - The gender gap in schooling is puzzling given that the expected returns to an individual for increased schooling — as measured by proportional wage increments — does not differ by gender. This paper explores possible explanations for the disparity using a model of parental investment in children. The model allows for differences in investments due to differences in costs — including the opportunity cost of the child's labor as well as school fees and availability. Moreover, it indicates that disparities in investment could come through differences in returns realized by parents, for example, in the probability of transfers from children to parents or in the degree of sympathy or altruism, even when market returns to the children themselves do not differ. While it is difficult to distinguish these different explanations empirically, the paper reviews available evidence and indicates interventions that governments can make to reduce the gender gap in education. DA - 1998/12/01/ PY - 1998 DO - 10.1016/S0954-349X(98)00040-X DP - ScienceDirect VL - 9 IS - 4 SP - 453 EP - 468 J2 - Structural Change and Economic Dynamics LA - en SN - 0954-349X UR - https://www.sciencedirect.com/science/article/pii/S0954349X9800040X Y2 - 2022/03/04/14:02:56 KW - Gender disparities KW - Schooling investments ER - TY - JOUR TI - From Assessment to Action: Lessons from the Development of Theories of Change with the People's Action for Learning Network AU - Alcott, Benjamin AU - Rose, Pauline AU - Sabates, Ricardo AU - Ellison, Christine T2 - Global Education Review AB - In recent years, much attention has been given to extremely poor levels of learning outcomes in low-and lower-middle income countries. Citizen-led assessments have played a vital role in highlighting this "learning crisis." Having developed these citizen-led assessments, members of the People's Action for Learning (PAL) Network are now increasingly devising and implementing actions aimed at tackling the learning crisis in different country contexts. This article documents the process we undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children's learning to action aimed at raising learning outcomes. The article highlights, in particular, the importance for theories of change to take account of context in identifying appropriate actions. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with "teaching at the right level." For appropriate actions to tackle the learning crisis to be identified and successfully implemented, an important lesson from the PAL Network experience is the need to enable South-to-South learning and adaptation. As such, the article highlights a pressing need for flexible and iterative theories of change that reflect contextual realities. DA - 2020/// PY - 2020 DP - ERIC VL - 7 IS - 1 SP - 6 EP - 19 LA - en SN - 2325-663X ST - From Assessment to Action UR - https://eric.ed.gov/?id=EJ1249199 Y2 - 2020/12/01/10:42:37 KW - Agency Cooperation KW - Change Strategies KW - Citizen Participation KW - Cultural Differences KW - Educational Assessment KW - Educational Change KW - Foreign Countries KW - Government Role KW - Low Income Groups KW - Middle Class KW - Networks KW - Parent Role KW - School Role KW - Socioeconomic Influences KW - Theories KW - ⛔ No DOI found ER - TY - JOUR TI - Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa AU - Alcott, Benjamin AU - Rose, Pauline T2 - Oxford Review of Education AB - In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities. DA - 2016/09/02/ PY - 2016 DO - 10.1080/03054985.2016.1215611 DP - Taylor and Francis+NEJM VL - 42 IS - 5 SP - 495 EP - 510 SN - 0305-4985 ST - Does private schooling narrow wealth inequalities in learning outcomes? UR - http://dx.doi.org/10.1080/03054985.2016.1215611 Y2 - 2017/02/27/19:28:12 KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:PhD_Thesis KW - East Africa KW - Kenya KW - Learning outcomes KW - Tanzania KW - Uganda KW - education policy KW - inequality KW - private schooling ER - TY - RPRT TI - How can education systems become equitable by 2020: DfID think pieces - Learning and equity AU - Alcott, Ben AU - Rose, Pauline CY - University of Cambridge DA - 2015/// PY - 2015 UR - http://uis.unesco.org/sites/default/files/documents/how-can-education-systems-become-equitable-by-2030-learning-and-equity_pauline-rose_benjamin-alcott_heart_2015-en.pdf ER - TY - JOUR TI - One Mouse per Child: interpersonal computer for individual arithmetic practice AU - Alcoholado, C. AU - Nussbaum, M. AU - Tagle, A. AU - Gomez, F. AU - Denardin, F. AU - Susaeta, H. AU - Villalta, M. AU - Toyama, K. T2 - Journal of Computer Assisted Learning AB - Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of "One Mouse per Child". It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio-economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low-income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process. DA - 2012/08// PY - 2012 DO - 10.1111/j.1365-2729.2011.00438.x VL - 28 IS - 4 SP - 295 EP - 309 SN - 0266-4909 ST - One mouse per child Y2 - 2021/11/02/00:00:00 KW - Arithmetic KW - Chile KW - Computer Interfaces KW - Computer Peripherals KW - Computer Software KW - Computer System Design KW - Educational Technology KW - Feedback (Response) KW - Foreign Countries KW - Grade 3 KW - India KW - Intelligent Tutoring Systems KW - Mathematics Instruction KW - Teacher Role KW - Teaching Methods ER - TY - GEN TI - L'éducation bilingue dans le contexte multilingue guyanais: dispositifs cloisonnants et pratiques pédagogiques innovantes AU - Alby, Sophie AU - Léglise, Isabelle DA - 2016/// PY - 2016 DP - Google Scholar PB - Lambert Lucas ST - L'éducation bilingue dans le contexte multilingue guyanais ER - TY - JOUR TI - Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice AU - Albion, Peter R. AU - Tondeur, Jo AU - Forkosh-Baruch, Alona AU - Peeraer, Jef T2 - Education and Information Technologies DA - 2015/// PY - 2015 DO - 10.1007/s10639-015-9401-9 DP - Google Scholar VL - 20 IS - 4 SP - 655 EP - 673 ST - Teachers’ professional development for ICT integration ER - TY - RPRT TI - COVID-19: Effects of School Closures on Foundational Skills and Promising Practices for Monitoring and Mitigating Learning Loss AU - Alban Conto, Carolina AU - Akseer, Spogmai AU - Dreesen, Thomas AU - Kamei, Akito AU - Mizunoya, Suguru AU - Rigole, Annika T2 - Innocenti Working Paper CY - Florence DA - 2020/10// PY - 2020 DP - Zotero SP - 30 LA - en PB - UNICEF Office of Research - Innocenti SN - 13 UR - https://www.unicef-irc.org/publications/1144-covid19-effects-of-school-closures-on-foundational-skills-and-promising-practices.html KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Influence of COVID-19 on Students’ Sign Language Learning in a Teacher-Preparation Program in Saudi Arabia: Moving to E-Learning AU - Alawajee, Omar T2 - Contemporary Educational Technology DA - 2021/05/07/ PY - 2021 DO - 10.30935/cedtech/10886 DP - ResearchGate VL - 13 J2 - Contemporary Educational Technology ST - Influence of COVID-19 on Students’ Sign Language Learning in a Teacher-Preparation Program in Saudi Arabia ER - TY - BLOG TI - Tackling inequity in education during and after COVID-19 AU - Alasuutari, Hannah T2 - UKFIET DA - 2020/// PY - 2020 LA - en-GB UR - https://www.ukfiet.org/2020/tackling-inequity-in-education-during-and-after-covid-19/ Y2 - 2020/08/06/10:54:04 ER - TY - THES TI - A Study on The Implementation of English Interactive Radio Instruction (IRI) in Selected Government Primary Schools in Addis Ababa AU - Alaro, Meseret AB - As its central objective, this study attempts to assess the implementation of English Interactive Radio Instruction (IRI) in selected government primary schools in Addis Ababa. In line with that, the researcher has framed specific questions that address issues related to classroom management, training given to the teachers, links among different stakeholders and the suitability and clarity of the program. Students and teachers of Grade Three from Biherawi Betemengist, Edget Besira , Karalo , Lafto and Salayish Primary Schools are participants of this study .To undertake the study descriptive research design is used . Accordingly, data that is pertinent to the study is collected using different tools such as questionnaire, observation, focus group discussion, interview and document analysis. The findings of the study reveal that the implementation of the program seems to face grave challenges. These mainly emanate from loose link among stakeholders, failure of supplying basic facilities needed to promote the fruitfulness of the program and failure to arrange suitable conditions for the broadcast. Moreover, based on the opinion of the participants, results of the study highlight that in some cases contents of the program is not suitable compared to the students language proficiency .It is also noticed from the findings of the study that classroom practice is not effectively carried out as per the very goal of the program. Despite that, both students and teachers forward positive comments about the utilization of the program for the teaching of English. Based on the findings recommendations for better service and suggestions for further studies are given. DA - 2007/08// PY - 2007 DP - etd.aau.edu.et LA - en M3 - Thesis PB - Addis Ababa University UR - http://etd.aau.edu.et/handle/123456789/2227 Y2 - 2020/09/29/16:34:05 ER - TY - JOUR TI - Dynamics in Management of Open Schooling: a case of Open School of Bangladesh Open University AU - Alam, Shafiul AU - Rahman, M AB - The Open School (OS) of Bangladesh Open University (BOU) runs three pre-University programs namely Junior School Certificate (JSC) for Grade 6-8, Secondary School Certificate (SSC) for Grade 9-10, and Higher Secondary Certificate (HSC) for grade 11-12 through open and distance learning (ODL) mode. Management of these programs is highly influenced by the government policy particularly at the time of political change in Bangladesh. Normally, formal school syllabus and curriculum are subject to change as per the wills of the current government although BOUOS has the autonomy to design its curriculum. This change affects total management of open school because BOU Open School also maintains the curriculum for its school programs which is at par to the formal curriculum. This discusses the dynamics of open school management at the time of educational policy change in Bangladesh. DA - 2010/// PY - 2010 DP - Zotero SP - 6 LA - en UR - http://oasis.col.org/handle/11599/2091 KW - ⛔ No DOI found ER - TY - RPRT TI - Putting the ‘learning’ back in remote learning AU - Alam, Andaleeb AU - Tiwari, Priyamvada DA - 2020/06// PY - 2020 DP - Zotero SP - 16 LA - en PB - UNICEF UR - https://www.unicef.org/globalinsight/sites/unicef.org.globalinsight/files/2020-06/UNICEF-Global-Insight-remote-learning-issue-brief-2020.pdf ER - TY - JOUR TI - Mapping gender equality in STEM from school to work AU - Alam, Andaleeb AU - Tapia, Ingrid Sanchez DP - Zotero SP - 23 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Personalized learning AU - Alam, Andaleeb AU - Castillo T2 - UNICEF Office of Global Insight & Policy AB - A landscape analysis of tech-enabled personalized learning solutions in developing country contexts. DA - 2022/// PY - 2022 LA - en UR - https://www.unicef.org/globalinsight/personalized-learning Y2 - 2022/09/10/19:42:21 ER - TY - JOUR TI - A Process for Co-Designing Educational Technology Systems for Refugee Children AU - Alain, George AU - Coughlan, Tim AU - Adams, Anne AU - Yanacopulos, Helen AB - There is a growing interest in the potential for technology to facilitate emergency education of refugee children. However, designing in this space requires knowledge of the displaced population and the contextual dynamics surrounding it. Design should therefore be informed by both existing research across relevant disciplines, and from the practical experience of those who are on the ground facing the problem in real life. This paper describes a process for designing appropriate technology for these settings. The process draws on literature from emergency education, student engagement and motivation, educational technology, and participatory design. We emphasise a thorough understanding of the problem definition, the nature of the emergency, and of socio-cultural aspects that can inform the design process. We describe how this process was implemented leading to the design of a digital learning space for children living in a refugee camp in Greece. This drew on involving different groups of participants such as social-workers, parents, and children. DA - 2018/07/01/ PY - 2018 DO - 10.14236/ewic/hci2018.162 DP - www.scienceopen.com UR - https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/HCI2018.162 Y2 - 2020/04/28/16:42:40 KW - Google Scholar/ "refugee education" ICT KW - NOTdocs.opendeved.net KW - RER theme_pedagogies and modalities ER - TY - ELEC TI - Reaching Children & Students in Remote Locations AU - Aladin, Katija AB - During this educational shift from school to home, how are we addressing the needs of students in remote locations with little to no access to connectivity? From providing educational content through Whatsapp, Facebook messenger to accessing online content offline, these innovative ideas are helping children and families connect with teachers and lessons in other ways than online. DA - 2020/04/02/ PY - 2020 UR - https://hundred.org/en/innovations/reaching-children-students-in-remote-locations Y2 - 2020/06/01/13:26:51 ER - TY - JOUR TI - Vision for SLR tooling infrastructure: Prioritizing value-added requirements AU - Al-Zubidy, Ahmed AU - Carver, Jeffrey C. AU - Hale, David P. AU - Hassler, Edgar E. T2 - Information and Software Technology AB - Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE. DA - 2017/11/01/ PY - 2017 DO - 10.1016/j.infsof.2017.06.007 DP - ScienceDirect VL - 91 SP - 72 EP - 81 J2 - Information and Software Technology SN - 0950-5849 ST - Vision for SLR tooling infrastructure UR - https://www.sciencedirect.com/science/article/pii/S0950584916304645 Y2 - 2024/01/18/22:14:31 KW - Empirical software engineering KW - Systematic literature review KW - Tooling infrastructure KW - _Added-ailr-2024 ER - TY - JOUR TI - Gifted'Teachers Stages of Concerns for Integrating E-Learning in the Gifted Schools in Jordan. AU - Al-Shabatat, Ahmad Mohammad T2 - Turkish Online Journal of Educational Technology-TOJET DA - 2014/// PY - 2014 DP - Google Scholar VL - 13 IS - 2 SP - 79 EP - 87 KW - ⛔ No DOI found ER - TY - RPRT TI - Gender equity and fee-free basic education in Tanzania AU - Al-Samarrai, Samer AU - Tamagnan, Marie Evane AB - Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high. CY - Washington D.C. DA - 2019/// PY - 2019 DP - Zotero SP - 29 LA - en PB - Education Global Practice, Africa Region, World Ban UR - http://documents1.worldbank.org/curated/en/356111553606355438/pdf/Gender-Equity-and-Fee-Free-Basic-Education-in-Tanzania.pdf ER - TY - RPRT TI - Gender equity and fee-free basic education in Tanzania AU - Al-Samarrai, Samer AU - Tamagnan, Marie Evane AB - Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high. CY - Washington D.C. DA - 2019/// PY - 2019 DP - Zotero SP - 29 LA - en PB - Education Global Practice, Africa Region, World Ban UR - http://documents1.worldbank.org/curated/en/356111553606355438/pdf/Gender-Equity-and-Fee-Free-Basic-Education-in-Tanzania.pdf ER - TY - JOUR TI - Gender Equity and Fee-Free Basic Education in Tanzania AU - Al-Samarrai, Samer AU - Tamagnan, Marie Evane AB - Tanzania has registered improvements in education outcomes over the last ten years. The implementation of the Fee-Free Basic Education Program (FBEP) is a key element of the government’s overall strategy to improve education outcomes and accelerate growth. Tackling gender disparities in basic education will be critical to the success of FBEP. In recent years, Tanzania has eliminated many of the gender gaps associated with education access. However, large gender gaps in learning outcomes start in primary and get wider over the course of secondary school. The aim of this note is to identify the underlying causes of gender disparities in secondary education and identify promising policy options to tackle them. It shows that addressing gender disparities in education is crucial to the success of FBEP and more broadly to national development goals. This note is part of a series that looks at the implications of Tanzania’s Fee-Free Basic Education Program (FBEP). Its focus is primarily on secondary education because separate analytical work on early childhood is currently being undertaken and a separate note is analyzing the trends and determinants of learning outcomes in primary education. This note is arranged as follows: Section 2 briefly outlines the benefits of extending access to basic education; Section 3 describes the characteristics of gender disparities in secondary education; Section 4 identifies the factors that drive gender differences in outcomes, and Section 5 reviews the evidence on interventions capable of narrowing gender disparities. The final section concludes by arguing that narrowing gender differences in education outcomes needs a multidimensional approach. DA - 2019/01/01/ PY - 2019 DP - policycommons.net LA - en UR - https://policycommons.net/artifacts/1461551/gender-equity-and-fee-free-basic-education-in-tanzania/2103770/ Y2 - 2023/02/28/12:42:30 KW - ⛔ No DOI found ER - TY - BOOK TI - The Role of Intergovernmental Fiscal Transfers in Improving Education Outcomes AU - Al-Samarrai, Samer AU - Lewis, Blane AB - The majority of the world’s children live in countries where local governments are responsible for the provision of basic education services. Although subnational governments manage their own education systems, they often rely on transfers from the central government for funding. The main purpose of this study is to assess how these fiscal transfers affect public funding for education and how they ultimately affect student schooling and learning outcomes. Through a careful analysis of how fiscal transfers have affected education systems in different contexts, the investigation develops a set of principles to support improvements in the design and implementation of transfer systems with a specific focus on the provision of education services. The study is centered on seven country case studies that aim to answer a set of common research questions using a similar approach. Country case studies were conducted in Brazil, Bulgaria, China, Colombia, Indonesia, Sudan, and Uganda. The analysis shows that fiscal transfer mechanisms can improve the adequacy of public education spending, reduce spending inequalities between regions, and improve spending efficiency. Moreover, the study highlights that carefully designed and implemented transfer systems can help raise overall education outcomes and reduce education inequality. This publication was funded by a grant from the Results in Education for All Children (REACH) trust fund at the World Bank. REACH is supported by the government of Germany through the Federal Ministry for Economic Cooperation and Development, the government of Norway through NORAD, and the government of the United States of America through the U.S. Agency for International Development. CY - Washington, DC DA - 2021/07/23/ PY - 2021 DP - openknowledge.worldbank.org LA - en PB - World Bank SN - 978-1-4648-1693-2 UR - https://openknowledge.worldbank.org/handle/10986/35838 Y2 - 2022/04/07/15:42:00 KW - Education KW - Education Equity KW - Education Finance KW - Education Outcomes KW - Education Spending KW - Fiscal Decentralization KW - Fiscal Transfers KW - Public Expenditure ER - TY - RPRT TI - Education Finance Watch 2021 AU - Al-Samarrai, Samer AU - Cerdan-Infantes, Pedro AU - Bigarinova, Aliya AU - Bodmer, Juanita AU - Vital, Marianne Joy Anacleto AU - Antoninis, Manos AU - Bakarat, Bilal Fouad AU - Murakami, Yuki AB - Education Finance Watch 2021 (English) CY - Washington D.C. DA - 2021/02/22/ PY - 2021 LA - en M3 - Text/HTML PB - World Bank Group SN - 156905 UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail Y2 - 2021/10/11/12:25:33 ER - TY - RPRT TI - The Impact of the COVID-19 Pandemic on Education Financing AU - Al-Samarrai, Samer DA - 2020/// PY - 2020 PB - World Bank UR - http://documents.worldbank.org/curated/en/479041589318526060/pdf/The-Impact-of-the-COVID-19-Pandemic-on-Education-Financing.pdf Y2 - 2020/06/09/13:55:29 ER - TY - THES TI - Exploring transition toward independent learning student experiences in the first year of architecture school AU - Al Maani, Duaa AB - Constructivism within the design studio capitalises on the richness embodied by the differences in learners, and strongly opposes the notion of students as empty vessels. Although this perspective suggests that learners are individual and unique, yet it emphasises on their need for outside influences to learn as well. This thesis explores the learning experiences of students in the architectural design studio, specifically looking at learning issues associated with the transition from dependence to independence and analysing students’ accounts of their learning processes during their first year. The findings suggest that the design studio is a suitable environment for facilitating learning independence in higher education. Most of the students appreciated the learning environment within the school and expressed a feeling of belonging to the community, stating that it had helped them to become more independent. More importantly, an analysis of the narratives revealed that the respondents perceived themselves as becoming more independent as they progressed through the year. However, many of the participants felt uncertain about aspects of independent learning and wanted more guidance and support, remaining attached to the practice of tutor centred learning. DA - 2019/10/04/ PY - 2019 DP - ResearchGate M3 - PhD PB - Welsh School of Architecture, Cardiff University UR - https://www.researchgate.net/publication/344317004_Exploring_Transition_toward_Independent_Learning_Student_Experiences_in_The_First_Year_of_Architecture_School ER - TY - RPRT TI - Jordan’s EdTech response to COVID-19 AU - Al-Hindawi, Hind AU - Hashem, Lina DA - 2020/11// PY - 2020 M3 - Case Study PB - EdTech Hub KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - THES TI - Developing a situational judment test for adminission into initial teacher education in Oman: An exploratory study AU - Al Hashmi, WaleedTalib Abdullah DA - 2018/// PY - 2018 PB - University of York UR - http://etheses.whiterose.ac.uk/24212/1/Waleed%20Al%20Hashmi%27s%20Thesis%20-FINAL.pdf Y2 - 2020/06/17/08:48:50 ER - TY - RPRT TI - The Impact of ICT as Another Route to Overcome Learning Barriers for Students with SEN: A Case Study in an Egyptian Context AU - Al-Gawhary, Wedad AU - Kambouri, Maria AB - The purpose of this case study was to measure the impact of using ICT in Individual Learning Programmes of students with learning disabilities. Twenty five students and thirteen teachers took part in the research which was based on classroom observations. The Kappa coefficient was employed as a measure to statistically quantify the students' acquisition and progress in learning computer and literacy skills through raters' observations. A high correlation between Keyboard, PowerPoint, and literacy skills (writing, reading, and maths) was revealed suggesting the significance and impact of keyboard training as an essential component towards achieving educational objectives. Moreover, thematic analysis of the teachers' interviews provided a further dimension for understanding factors influencing the ICT integration process. These results further confirmed the positive impact of computer skills training on the students' learning experience which also revealed a strong belief in the right of every child to all learning opportunities, particularly ICT regardless of his/her abilities.(Contains 2 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.] DA - 2012/// PY - 2012 DP - ERIC LA - en PB - International Association for the Development of the Information Society ST - The Impact of ICT as Another Route to Overcome Learning Barriers for Students with SEN UR - https://eric.ed.gov/?id=ED542659 Y2 - 2021/03/04/10:49:28 KW - Autism KW - Barriers KW - Case Studies KW - Cerebral Palsy KW - Communications KW - Computer Literacy KW - Computer Mediated Communication KW - Computer Software KW - Down Syndrome KW - Foreign Countries KW - Heterogeneous Grouping KW - Information Technology KW - Interrater Reliability KW - Mixed Methods Research KW - Semi Structured Interviews KW - Semitic Languages KW - Special Needs Students ER - TY - JOUR TI - Investigating the barriers to change management in public sector educational institutions AU - Al-Alawi, Adel Ismail AU - Abdulmohsen, Muna AU - Al-Malki, Fatema Mohamed AU - Mehrotra, Arpita T2 - International Journal of Educational Management AB - Purpose – The purpose of this paper is to explore barriers to the change management in the public sector of educational institutions such as public schools of the Ministry of Education in the GCC countries. The exploration of the research is based on the ADKAR change management model that consists of five key elements, which are awareness, desire, knowledge, ability and reinforcement. The ADKAR model was used for many reasons, among these reasons is that it allows management to separate the change process into parts, pinpointing where change is failing and addressing that impact point. DA - 2019/01/07/ PY - 2019 DO - 10.1108/ijem-03-2018-0115 DP - DOI.org (Crossref) VL - 33 IS - 1 SP - 112 EP - 148 J2 - Intl Jnl of Educational Mgt LA - en SN - 0951-354X UR - https://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2018-0115/full/html Y2 - 2020/04/20/12:30:48 ER - TY - JOUR TI - Exploring the backgrounds and shaping of beginning student teachers in Ghana: toward greater contextualisation of teacher education AU - Akyeampong, Kwame AU - Stephens, David T2 - International Journal of Educational Development T3 - Researching Teacher Education: The Multi Site Teacher Educations Project (MUSTER) AB - Teacher education programmes are often quite similar in their framework and content but often lack sufficient reflection on the personal background and the socio-political forces that shape teachers’ roles and identity within the systems in which they operate. This paper explores this issue by using Ghana as a case study and discusses implications for its teacher education programmes and policies. Key characteristics of beginning student teachers found were: weak qualifying grades in two fundamental school subjects, mathematics and English, a waiting period of 2–5 years prior to entering teachers’ college, and apparently sharp differentials in trainees’ socio-economic background as compared to typical Ghanaian communities. They come to training with rich and varied images of teachers, teaching and the profession, but, in addition, many beginning trainees also express little desire to teach at primary school level, mainly for reasons of status and insufficient fringe benefits. These factors, we argue, should be taken into more account in the design of college programmes and the development of teacher education policies. The paper concludes with a call to teacher education systems, especially in Africa, to look more closely at, and learn from, who comes for training, what they bring with them, and how they perceive themselves in relation to teaching, training and future aspirations. DA - 2002/04/01/ PY - 2002 DO - 10.1016/S0738-0593(01)00064-5 DP - ScienceDirect VL - 22 IS - 3 SP - 261 EP - 274 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Exploring the backgrounds and shaping of beginning student teachers in Ghana UR - http://www.sciencedirect.com/science/article/pii/S0738059301000645 Y2 - 2020/05/25/12:38:49 KW - Beginning student teachers KW - Ghana KW - Teacher education KW - Teacher identity KW - Teacher images ER - TY - RPRT TI - Access, Transitions and Equity in Education in Ghana: Researching Practice, Problems and Policy AU - Akyeampong, Kwame AU - Rolleston, Caine AU - Ampiah, Joseph Ghartey AU - Lewin, Keith M T2 - CREATE Pathways to Access DA - 2012/// PY - 2012 DP - Zotero SP - 73 LA - en SN - Research Monograph no. 72 KW - ⛔ No DOI found ER - TY - RPRT TI - Open and distance learning (ODL) teacher education to support teacher development in Ghana: an evaluation report AU - Akyeampong, Kwame AU - Mensa, D AU - Abu-Yeboah DA - 2007/// PY - 2007 PB - Ghana Education Service ER - TY - JOUR TI - Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count? AU - Akyeampong, Kwame AU - Lussier, Kattie AU - Pryor, John AU - Westbrook, Jo T2 - International Journal of Educational Development AB - Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six African countries – Ghana, Kenya, Mali, Senegal, Tanzania and Uganda – in reading and mathematics. Initial teacher education had the strongest impact on newly qualified teachers but also induced misplaced confidence leading to standardised teacher-led approaches that failed to engage learners. Learning to read was divorced from meaning while mathematical activities were not linked to learning concepts. We suggest that teacher education is reconstructed as a study of classroom practice that places children's learning at its centre. DA - 2013/05/01/ PY - 2013 DO - 10.1016/j.ijedudev.2012.09.006 DP - ResearchGate VL - 33 SP - 272 EP - 282 J2 - International Journal of Educational Development ST - Improving teaching and learning of basic maths and reading in Africa ER - TY - BOOK TI - Access to Basic Education in Ghana: The Evidence and the Issues. Country Analytic Report. AU - Akyeampong, Kwame AU - Djangmah, Jerome AU - Oduro, Abena AU - Seidu, Alhassan AU - Hunt, Frances DA - 2007/// PY - 2007 DP - Google Scholar PB - ERIC ST - Access to Basic Education in Ghana ER - TY - RPRT TI - Cost-Effective Approaches to Improve Global Learning - What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? AU - Akyeampong, K AU - Andrabi, T AU - Banerjee, A AU - Banerji, R AU - Dynarski, S AU - Glennerster, R AU - Grantham-McGregor, S AU - Muralidharan, K AU - Piper, B AU - Ruto, S AU - Saavedra, J AU - Schmelkes, S AU - Yoshikawa, H CY - London, Washington D.C., New York DA - 2023/// PY - 2023 M3 - Recommendations of the Global Education Evidence Advisory Panel (GEEAP) PB - FCDO, the World Bank, UNICEF, and USAID UR - https://thedocs.worldbank.org/en/doc/231d98251cf326922518be0cbe306fdc-0200022023/related/GEEAP-Report-Smart-Buys-2023-final.pdf ER - TY - RPRT TI - 2023 Cost-Effective Approaches to Improve Global Learning - What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? AU - Akyeampong, K AU - Andrabi, A AU - Banerjee, A AU - Banerji, R AU - Dynarski, S AU - Glennerster, R AU - Grantham-McGregor, S AU - Muralidharan, K AU - Piper, B AU - Ruto, S AU - Saavedra, J AU - Schmelkes, S AU - Yoshikawa, H CY - London, Washington D.C., New York. DA - 2023/05// PY - 2023 PB - FCDO, the World Bank, UNICEF, and USAID UR - https://thedocs.worldbank.org/en/doc/231d98251cf326922518be0cbe306fdc-0200022023/related/GEEAP-Report-Smart-Buys-2023-final.pdf Y2 - 2024/02/21/11:19:43 ER - TY - JOUR TI - Special Education and Deaf Children in Pakistan AU - Akram, Bushra AU - Bashir, Rukhsana T2 - Journal of Elementary Education DA - 2015/// PY - 2015 VL - 22 IS - 2 SP - 33 EP - 44 UR - https://www.humanitarianlibrary.org/sites/default/files/2014/02/Article%20No.%203_V22_2_12.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries - Working Paper 504 AU - Akmal, Maryam AU - Pritchett, Lant AB - Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children. DA - 2019/// PY - 2019 LA - en PB - RISE Programme Working Paper ST - Learning Equity Requires More than Equality UR - https://www.cgdev.org/publication/learning-equity-requires-more-equality-learning-goals-and-achievement-gaps Y2 - 2022/09/23/17:57:30 ER - TY - GEN TI - COVID-19 in Pakistan: A Phone Survey to Assess Education, Economic, and Health-Related Outcomes AU - Akmal, Maryam AU - Crawfurd, Lee AU - Hares, Susannah AU - Minardi, Ana Luiza AB - Using a sample of 1,211 households in Pakistan, we examine the effects of COVID-19 on three key domains: education, economic, and health-related. F... DA - 2020/10/15/ PY - 2020 DO - https://dataverse.harvard.edu/citation?persistentid=doi:10.7910/dvn/egq4xo DP - dataverse.harvard.edu LA - en ST - COVID-19 in Pakistan UR - https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/EGQ4XO Y2 - 2021/03/31/13:24:19 KW - ___working_potential_duplicate ER - TY - JOUR TI - Gendered Impacts of COVID-19 School Closures: Insights from Frontline Organizations AU - Akmal, Maryam AB - COVID-19 school closures pose significant operational and financial risks to frontline organizations delivering vital education services, including non-governmental organizations, school operators, and other service providers. In this survey, we ask these organizations about the challenges they are facing in light of COVID-19 closures, particularly for girls. The responses shed light on how COVID-19 is affecting education service operations—and what providers are doing in response. We uncover three major findings. First, 69 percent of the respondents believe that girls are at a greater risk than boys from COVID-19 school closures, with more than half of those respondents citing girls’ exposure to gender-based violence as a major concern. Second, close to half (42 percent) of the respondents report that their organization is experiencing budget cuts, with 73 percent of those respondents citing a drop in funding from private and philanthropic donors. Third, despite the financial and operational disruptions due to school closures and lockdowns, 89 percent of the respondents report planning and delivering additional vital interventions during the pandemic. It is crucial, now more than ever, that donors and policymakers support and engage with frontline organizations delivering vital services for girls and their communities. DA - 2020/// PY - 2020 DP - Zotero SP - 23 LA - en UR - https://reliefweb.int/sites/reliefweb.int/files/resources/gendered-impacts-covid-19-school-closures-insights-frontline-organizations.pdf KW - ⛔ No DOI found ER - TY - THES TI - Design and development of a Web Based Learning System in lower primary schools: A Case study of Makini Primary School, Kenya AU - Akinyi, Beatrice Ochieng AB - Web design technology arises from continued technological trend of computing. Globally the rise of application of information communication technology to the learning programme of primary schools is not much emphasized on. There is empirical evidence to prove that information communication technology is highly beneficial wherever it is applied. The study aimed at designing and developing a web based system of learning that can enhance the academic and social growth of lower primary school pupils. The objectives of the study were: to examine the correlation between the increased use of web based systems of learning and learner‟s academic performance; to identify the set of skills required for lower primary pupils to fully exploit the potential of web based systems of learning; to find out the specification and technical attributes of web based systems of learning that facilitate learning and lastly to design a web based learning system for lower primary school pupils. The study focused on Makini lower primary school in Nairobi County. The study employed case study method and qualitative approach. Rapid Application Development life cycle was used in software development process. Purposive sampling method was used to identify the respondents. Data was collected using interviews and focus group discussions. Findings of the study were: increased use of web based system that enhanced the learner‟s academic performance, the web based system of learning was able to identify games which exploit the pupils‟ skill in learning hence reducing monotony and lastly the web based system was able to identify some technical attributes such as use of graphics and access rights that facilitated learning and testing. The conclusion showed that developing of a web based learning system would reduce monotony in learning and enabled pupils to be in control and also increased the creativity and thinking level. The study recommends that: additions be made to the system such as a module to generate a feasible master timetable for each teacher; the web application of the system be further expanded to help attendance recording by the class teacher and for the parents to be able to view the status of their children performance using the Internet or Intranet of the school and lastly the system be made for every teacher to have some specific free periods or some part of days off and that will require an efficient search technique. DA - 2015/12// PY - 2015 DP - ir.mu.ac.ke:8080 LA - en M3 - Thesis PB - Moi University ST - Design and development of a Web Based Learning System in lower primary schools UR - http://ir.mu.ac.ke:8080/jspui/handle/123456789/1132 Y2 - 2021/06/03/13:32:21 KW - ___working_potential_duplicate ER - TY - ELEC TI - Akili and Me – Akili and Me Official Site AU - Akili and Me UR - http://akiliandme.com/ Y2 - 2020/07/21/15:17:31 ER - TY - JOUR TI - PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN AU - Akhter, Farhat Perveen AU - Hisham, Dzakiria AB - Download Free Full-Text of an article PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN DA - 2017/01/01/ PY - 2017 DP - www.sid.ir VL - 2 IS - 2 SP - 53 EP - 62 LA - En ST - PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL) UR - https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=526159 Y2 - 2020/11/27/12:00:55 ER - TY - JOUR TI - Identity and schooling: Some lessons for the economics of education AU - Akerlof, G.A. AU - Kranton, R.E. T2 - Journal of Economic Literature DA - 2002/// PY - 2002 DO - 10.1257/.40.4.1167 VL - XL IS - December 2002 SP - 1167 EP - 1201 UR - https://sites.duke.edu/rachelkranton/files/2016/12/identity-and-schooling-jel-akerlof-and-kranton.pdf ER - TY - RPRT TI - Call Me Educated: Evidence from a Mobile Monitoring Experiment in Niger AU - Aker, Jenny C AU - Ksoll, Christopher DA - 2015/05// PY - 2015 UR - https://sites.tufts.edu/jennyaker/files/2010/02/Call-Me-Educated_27aug2015.pdf KW - C:Niger ER - TY - JOUR TI - Call me educated: Evidence from a mobile phone experiment in Niger✰ AU - Aker, Jenny C AU - Ksoll, Christopher T2 - Economics of Education Review AB - Teacher absenteeism is an important obstacle to sustained learning gains in many developing countries. We report the results from a randomized evaluation of an adult education program in Niger, which included an additional intervention designed to improve teacher accountability and students’ learning. Villages were randomly assigned to one of three groups. The first was a two-year adult education program, with normal visits by non-governmental organization (NGO) and Ministry staff. The second included the same curriculum and visits as the first, but villages also received a mobile intervention: weekly phone calls to the teacher, village chief and two randomly selected students. The third was a pure control group, with no adult education program or calls. We find that both interventions improved students’ learning outcomes: across both years of the program, students in the standard adult education program increased their math and reading test scores by 0.19–0.22 s.d, respectively. The mobile phone intervention led to an additional increase in math and reading test scores of 0.12 and 0.15 s.d., with stronger effects amongst called students. We also address alternative threats to identification, namely, differential attrition and baseline imbalance, and find that the math results are robust across these different specifications. This suggests that using mobile phone technology as a means to communicate with teachers and students can improve learning outcomes, beyond its use as a pedagogical tool within the classroom. DA - 2019/10/01/ PY - 2019 DO - 10.1016/j.econedurev.2019.05.001 DP - ScienceDirect VL - 72 SP - 239 EP - 257 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Call me educated UR - https://www.sciencedirect.com/science/article/pii/S0272775718305697 Y2 - 2022/01/11/19:04:17 KW - Adult education KW - Information technology KW - Monitoring KW - Niger KW - Teacher absenteeism ER - TY - ELEC TI - Akello Digital Classroom | Home AU - Akello Digital Classroom DA - 2020/// PY - 2020 UR - https://www.akellobooks.com/live-class.html Y2 - 2020/06/27/17:02:41 ER - TY - JOUR TI - Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers AU - Akayuure, Peter AU - Apawu, Jones T2 - International Journal of Research in Education and Science AB - The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies. DA - 2015/// PY - 2015 DO - 10.21890/ijres.69649 VL - 1 IS - 2 SP - 101 EP - 110 LA - English UR - https://files.eric.ed.gov/fulltext/EJ1105197.pdf AN - 1826538267; EJ1105197 KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Publishing KW - Foreign Countries KW - Ghana KW - Higher Education KW - Instructional Material Evaluation KW - Learning Modules KW - Mathematics Activities KW - Postsecondary Education KW - Preservice Teachers KW - Rating Scales KW - Scoring Rubrics KW - Statistical Analysis KW - Student Developed Materials KW - Usability KW - Web Based Instruction KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098955 KW - __finaldtb ER - TY - JOUR TI - Nudging Parents to Increase Preschool Attendance in Uruguay AU - Ajzenman, Nicolas AU - Luna, Laura AU - Hernández-Agramonte, Juan AU - Boo, Florencia AU - Vásquez-Echeverría, Alejandro AU - Diaz, Mercedes T2 - SSRN Electronic Journal DA - 2022/// PY - 2022 DO - 10.2139/ssrn.4114425 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 UR - https://www.ssrn.com/abstract=4114425 Y2 - 2022/11/16/07:53:01 ER - TY - RPRT TI - Altruism or Money?: Reducing Teacher Sorting Using BehavioUral Strategies in Peru AU - Ajzenman, Nicolás AU - Bertoni, Eleonora AU - Elacqua, Gregory AU - Marotta, Luana AU - Méndez, Carolina DA - 2020/08// PY - 2020 PB - Inter-American Development Bank UR - https://publications.iadb.org/publications/english/document/Altruism-or-Money-Reducing-Teacher-Sorting-Using-Behavioral-Strategies-in-Peru.pdf Y2 - 2022/08/03/09:50:54 ER - TY - JOUR TI - Survey of the Use of Assistive Technology in Schools in Nigeria AU - Ajuwon, Paul M. AU - Chitiyo, George T2 - Journal of the International Association of Special Education AB - In this study, the researchers explored the state of the use of assistive technology (AT) in Nigeria through a survey of 165 special educators. The underlying structure of the respondents' perceptions, and their challenges and barriers to the use of AT, were examined. Among other findings, the largest proportion of students using AT are those with deafness or hearing impairment (53.3%), followed by those with a learning disability (40%). Training in the use of AT lags behind, with most professionals having received little or no training in the use of AT. The lack of appropriate AT devices and services in classrooms, and irregular electricity to operate available devices, were frequently cited as the biggest challenges regarding AT. Correlations between students' conditions and factors of teachers' perceptions suggested the need to make AT available for students with certain conditions, as well as the need for effective training for teachers. DA - 2015/// PY - 2015 DP - ERIC VL - 16 IS - 1 SP - 4 EP - 13 LA - en SN - 1555-6913 Y2 - 2020/12/10/16:26:28 KW - Access to Computers KW - Assistive Technology KW - Barriers KW - Computer Uses in Education KW - Deafness KW - Disabilities KW - Educational Technology KW - Energy KW - Faculty Development KW - Foreign Countries KW - Hearing Impairments KW - Learning Disabilities KW - Likert Scales KW - Special Education Teachers KW - Statistical Analysis KW - Teacher Competencies KW - Teacher Surveys KW - Technological Literacy KW - Training KW - ⛔ No DOI found ER - TY - ELEC TI - Malawi’s leading provider of prepaid, postpaid mobile, & 4G services. Recharge your prepaid mobile & pay your postpaid bills online. AU - Airtel T2 - Airtel UR - http://www.airtel.in Y2 - 2020/07/28/16:51:11 ER - TY - BLOG TI - Teacher Training Programs AU - AIMS Rwanda DA - 2020/// PY - 2020 LA - en-US UR - https://aims.ac.rw/public-engagement/teacher-training-program/ Y2 - 2020/08/17/18:06:57 ER - TY - JOUR TI - Possibilities of using Mobile Technology to improve Early Grade Reading in Bangladesh: Towards a Practical Framework AU - Ahsan, Sumera AU - Hossain, Md AU - Sarwar, Sheikh AB - Using mobile phones can enhance literacy skills such as reading. However, the success in terms of gain in reading skill using mobile phones depends on manifold conditions and factors which are context dependent. Therefore, the process of implementation of initiative that used mobile phones for boosting literacy is worth exploring in different contexts. The aim of this research project was to capture the first impression of the stakeholders related to the mBoost project, a project that used voices and text to help teachers and parents use activities to enhance children's reading skills, immediately after its piloting. Data was collected through qualitative interview, observation, and FGDs with parents, teachers, students, and relevant Save the Children Staff. This research found that three types of factors, technical, socio-cultural, and individual end user characteristics affected the implementation process in four phases (sending, receiving, comprehending, and implementing text and voice message activities) narrowing down the targeted benefits. DA - 2019/12/01/ PY - 2019 DP - ResearchGate VL - 18 SP - 47 EP - 56 ST - Possibilities of using Mobile Technology to improve Early Grade Reading in Bangladesh ER - TY - JOUR TI - Variables affecting teachers' attitudes towards inclusive education in Bangladesh AU - Ahmmed, Masud AU - Sharma, Umesh AU - Deppeler, Joanne T2 - Journal of Research in Special Educational Needs AB - Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy-makers and international organisations working on the implementation of inclusive education. © 2012 The Authors. Journal of Research in Special Educational Needs DA - 2012/07/01/ PY - 2012 DO - 10.1111/j.1471-3802.2011.01226.x DP - ResearchGate VL - 12 IS - 3 SP - 132 EP - 140 J2 - Journal of Research in Special Educational Needs ER - TY - CHAP TI - Empirical Analysis of Internet Usage and Academic Performance of Students: Evidence from Pakistan AU - Ahmed, Rizwan Raheem AU - Vveinhardt, Jolita AU - Ahmad, Nawaz T2 - Edulearn16: 8th International Conference on Education and New Learning Technologies A2 - Chova, L. G. A2 - Martinez, A. L. A2 - Torres, I. C. AB - Problem Statement: Internet is a useful tool for in a technologically advanced world. Internet use for education is very important; in this research we evaluate the usage of Internet in Universities students as advanced technology, and its impacts on students' academic performance. Purpose of Study: The purpose of this study is to examine the relationship between Internet usage and university students' performance, it further identify the attitude of students towards information technology, and also evaluate that whether the use of Internet improve the academic performance of the students or not. Advancement in technology brings major impacts on education (Underwood 2003). Methodology: Data is collected through 10 closed ended questions with a sample size of 143 students. In this study the academic performance of student is dependent variable and usage of Internet is independent variable. We use descriptive analysis & linear regression model to check whether the Internet usage affects the students' performance positively or the other way around. Findings and results: Results of the research showed that the Internet is an essential knowledge tool for students, they use the Internet primarily for educational and research purposes and get benefited and also playing a positive role and participation in society. Respondents also expressed great confidence and satisfaction in using Internet for educational purposes. Recommendations: It is recommended that basic Internet tools may be introduced to students in their early stages of education. Universities should provide better infrastructure and organize courses that build up internal capacity of students, which enhance the efficiency and effectiveness for Internet Usage. CY - Valenica DA - 2016/// PY - 2016 DP - Web of Science SP - 3883 EP - 3892 LA - English PB - Iated-Int Assoc Technology Education & Development SN - 978-84-608-8860-4 ST - Empirical Analysis of Internet Usage and Academic Performance of Students KW - Academic performance KW - Attitude of student KW - Information technology KW - Internet usage KW - Linear Regression KW - Technologically advanced World KW - attitudes KW - education KW - technology ER - TY - JOUR TI - Social Media Integration in Secondary Education in Pakistan AU - Ahmed, Rida T2 - Journal of Education and Educational Development AB - This paper investigates the adequacy of social media implementation in the context of secondary education in Pakistan and highlights the importance and necessity of social media in secondary education. This research has helped in understanding the pros and cons of social media implementation in classrooms and also facilitated in analyzing whether social media helps in student learning, classroom performances, competencies and academic grow. The qualitative study paradigm was used for this research. Six phenomenological interviews were conducted from secondary school teachers. In the light of the derived results. It was concluded that social media was an essential tool that could be used to make classrooms more engaging and ethnically diverse. Results suggested that teachers spent time implementing social media in their classrooms for academic purposes and teachers used these forums for self-education and to interact with like-minded people. Social media can serve the most momentous purposes in education system as today's digitalized world is all about the Internet and technology, and hence it becomes compulsory for the educationist to understand the importance social networking DA - 2016/06// PY - 2016 DO - 10.22555/joeed.v3i1.712 DP - ERIC VL - 3 IS - 1 SP - 74 EP - 99 LA - en SN - 2310-0869 UR - https://eric.ed.gov/?id=EJ1161472 Y2 - 2020/12/01/11:13:31 KW - Classroom Techniques KW - Educational Resources KW - Educational Technology KW - Foreign Countries KW - Guidelines KW - Information Policy KW - Interviews KW - Phenomenology KW - Program Implementation KW - Qualitative Research KW - Relevance (Education) KW - Secondary School Teachers KW - Social Media KW - Teacher Attitudes KW - Technology Integration KW - Technology Uses in Education ER - TY - RPRT TI - Education and Covid-19 response: bringing schools and learning back on track AU - Ahmed, Manzoor AU - Rahaman, Mostafizur AU - Hossain, Syed Shahadat AU - Ahmed, Ghiasuddin CY - Dhaka, Bangladesh DA - 2020/// PY - 2020 PB - Education Watch/Campaign for Popular Education (CAMPE) UR - https://www.campebd.org/page/Generic/0/6/18 ER - TY - RPRT TI - The Role of Evidence in Policymaking in Pakistan: Political Economy Analysis Report AU - Ahmed, K AU - Ahmed, V AU - Javed, S.A. AU - Jillani, A AU - Khan, A AU - Khaver, A.A AU - Nadeem, U AU - Pellani, A AU - Shah, Q AU - Shaxson, L AU - Suleri, A.Q AU - Zaidi, A AU - Zaidi, M DA - 2020/// PY - 2020 PB - Oxford Policy Management ER - TY - JOUR TI - Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan: Evaluation of Teaching Practice AU - Ahmed Abdullah, Nauman AU - Sultana Mirza, Munawar T2 - International review of research in open and distance learning AB - In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves. DA - 2020/// PY - 2020 DO - 10.19173/irrodl.v21i2.4606 DP - leeds.primo.exlibrisgroup.com VL - 21 IS - 2 SP - 81 EP - 97 LA - eng SN - 1492-3831 ST - Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan ER - TY - JOUR TI - Design and Implementation of a Software for Teaching Health Related Topics to Deaf Students: the First Experience in Iran AU - Ahmadi, Maryam AU - Abbasi, Masoomeh AU - Bahaadinbeigy, Kambiz T2 - Acta Informatica Medica AB - Introduction: Deaf are not able to communicate with other community members due to hearing impaired. Providing health care for deaf is more complex because of their communication problems. Multimedia tools can provide multiple tangible concepts (movie, subtitles, and sign language) for the deaf and hard of hearing. In this study, identify the priority health needs of deaf students in primary schools and health education software has been created. Method: Priority health needs and software requirements were identified through interviews with teachers in primary schools in Tehran. After training videos recorded, videos edited and the required software has been created in stages. Results: As a result, health care needs, including: health, dental, ear, nails, and hair care aids, washing hands and face, the corners of the bathroom. Expected Features of the software was including the use of sign language, lip reading, pictures, animations and simple and short subtitles. Discussion: Based on the results of interviews and interest of educators and students to using of educational software for deaf health problems, we can use this software to help Teachers and student’s families to education and promotion the health of deaf students for learn effectively. DA - 2015/// PY - 2015 DO - 10.5455/aim.2015.23.76-80 DP - PubMed Central VL - 23 IS - 2 SP - 76 EP - 80 J2 - Acta Inform Med SN - 0353-8109 ST - Design and Implementation of a Software for Teaching Health Related Topics to Deaf Students UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4430007/ Y2 - 2020/12/10/15:26:08 ER - TY - CONF TI - Teachers’ Perception on Using Kio-Kit to Enhance Teaching and Learning STEM Subjects in Zanzibar AU - Ahmada, Raya Idrissa AU - Abdulla, Ali Abdulla AU - Yunus, Said Ali Said AU - Ismail, Maryam Jaffar A2 - Tatnall, Arthur A2 - Mavengere, Nicholas T3 - IFIP Advances in Information and Communication Technology AB - In the current situation, teachers are encouraged to use interactive, student-centered approaches than using traditional approaches that mainly focus on ‘chalk and talk’. Student-centered approaches, also learner-centered, involve methods of teaching that shift the focus of instruction from the teacher to the student. When these approaches are powered by technology, they can doubly enhance teaching and learning. The most current technology that gains popularity in Africa in teaching and learning process is the Kio-Kit technology which promised to improve the quality of teaching and learning. It is a digital education toolbox which contains different forms of digital contents to help students in their learning process. The box contains 40 Kio tablets in which students use them to access the contents available in the Kio-Kit box. This paper aims to discuss the perception of using this type of technology from school teachers who have been trained intensively to use them to enhance the teaching and learning of STEM subjects. During the exploration, we confirmed that Kio-Kit technology enhances teaching and learning and helps the students gain necessary skills for the 21st century digital era. The results also reveal STEM teachers’ readiness to use the Kio-Kit technology in the classroom. Further, the paper describes the challenges encountered during the exploration of Kio-Kit in classroom and some suggestions are proposed. C1 - Cham C3 - Sustainable ICT, Education and Learning DA - 2019/// PY - 2019 DO - 10.1007/978-3-030-28764-1_16 DP - Springer Link SP - 135 EP - 144 LA - en PB - Springer International Publishing SN - 978-3-030-28764-1 KW - Digital classroom KW - ICT KW - Kio-Kits KW - STEM for Success KW - Student-centered learning KW - Zanzibar ER - TY - JOUR TI - IMPACT OF LEADERSHIP STYLE OF EDUCATIONAL ADMINISTRATORS ON USE OF EDUCATIONAL TECHNOLOGY AU - Ahmad, Saeed AU - Raza, Muhammad Aqeel AB - Besides others, educational administrators are more vulnerable to the technological advancement. In changed scenario, as the roles and responsibilities of educational administrators also change, this research was conducted to ascertain what leadership styles affect the integration of technology to improve teaching and learning. A survey of the educational administrators in the four districts of Punjab was conducted to identify the impact of leadership styles on the use of innovative instructional technology in the educational institutions, and ultimately enhancing the student achievement. This study focused on the relationship between administrative leadership styles and implementation of new technological programs or instructional strategies. For this study, a questionnaire consisting of two parts was used for collection of data from the educational administrators. The first part of the questionnaire determined the extent in the use of educational technology in the institutions, whereas the second part of the questionnaire assessed the leadership style of the administrators. The researchers adopted Hersey-Blanchard Situational Model for the study with some modifications, in view of the local circumstances. The replies received in response of technology questions were given numerical values, whereas the second part of the questionnaire reflected the leadership styles of the administrators. The data were tabulated and treated using appropriate statistical techniques to draw inferential conclusions about the impact of the leadership styles of the educational administrators on the use of educational technologies in the educational institutions. As a result of research, the selling/coaching leadership style, reflecting high task, high relationship behaviour, was found to be more encouraging in the use of educational technology. The researchers are of the view that the selling/coaching style of leadership should be promoted to enhance the use of educational technology in our educational institutions. DA - 2011/// PY - 2011 DP - Zotero VL - 1 IS - 3 SP - 8 LA - en UR - http://www.savap.org.pk/journals/ARInt./Vol.1(3)/2011(1.3-12).pdf ER - TY - CONF TI - Design and Evaluation of Mobile Learning Applications for Autistic Children in Pakistan AU - Ahmad, Muneeb Imtiaz AU - Shahid, Suleman A2 - Abascal, Julio A2 - Barbosa, Simone A2 - Fetter, Mirko A2 - Gross, Tom A2 - Palanque, Philippe A2 - Winckler, Marco T3 - Lecture Notes in Computer Science AB - In this paper, we present the design and evaluation of culturally specific mobile learning applications, designed as a tool to encourage social interaction in autistic children. These applications were designed for Pakistani children keep their cultural context in mind. We performed longitudinal evaluation (around eight weeks) of these applications at an autistic school in Pakistan. Our initial results, based on pre and post evaluation questionnaires and video analysis of social interactions, showed that the applications had a positive effect on the development of socio-emotional skills of children and were appreciated not only by children but also by the teachers. C1 - Cham C3 - Human-Computer Interaction – INTERACT 2015 DA - 2015/// PY - 2015 DO - 10.1007/978-3-319-22701-6_32 DP - Springer Link SP - 436 EP - 444 LA - en PB - Springer International Publishing SN - 978-3-319-22701-6 KW - App KW - Autism KW - Culture KW - Social skills KW - Tablet ER - TY - ELEC TI - Mental health and learning: BRAC’s response in Bangladesh during Covid-19 AU - Ahmad, J AU - Mariam, E AU - Sadaf, B AU - Sarwar, S AU - Siddique, S AU - Zaman, S DA - 2020/// PY - 2020 UR - https://earlychildhoodmatters.online/2020/mental-health-and-learning-bracs-response-in-bangladesh-during-covid-19/#heading_1 ER - TY - JOUR TI - Critical analysis of the problems of education in Pakistan: possible solutions AU - Ahmad, Iqbal AU - Ur Rehman, Kahil AU - Ali, Asghar AU - Khan, Itbar AU - Khan, Fazal Akber T2 - International Journal of Evaluation and Research in Education (IJERE) AB - Education lays the foundation for political, social and economic development of any country. A viable education system enables the nation to achieve its national goals. Pakistan as a developing country has faced critical problems of education since its inception and therefore, the system of education has failed to deliver according to the aspirations of the nation. There are various factors responsible for this situation. This paper explores some of the critical problems that have so far plagued the education system of Pakistan. On the basis of critical review of available literature, the paper presents solutions to the existing problems of the education system of Pakistan. DA - 2014/06/01/ PY - 2014 DO - 10.11591/ijere.v3i2.1805 DP - DOI.org (Crossref) VL - 3 IS - 2 SP - 79 EP - 84 J2 - International Journal of Evaluation and Research in Education (IJERE) LA - en SN - 2252-8822 ST - Critical analysis of the problems of education in pakistan UR - http://www.iaesjournal.com/online/index.php/IJERE/article/view/1805 Y2 - 2020/08/13/13:44:26 ER - TY - JOUR TI - Analysis of the problems of primary education system in Pakistan: critical review of literature AU - Ahmad, Iqbal AU - Rauf, Muhammad AU - Rashid, Aqeela T2 - Academic Research International AB - This study critically examines the problems of primary education system in Pakistan. For this purpose a critical review of existing literature was carried out. On the basis of deeper and critical investigation into the literature, the study found that primary education is the most neglected, poorly financed and poorly managed. There is political interference in the system which breeds corruption, favoritism and nepotism. The system of supervision is weak and traditionally characterized having no effective mechanism for teacher training with poor system of accountability, teachers are underpaid and successive educational policies have failed to bring any positive changes in the system due to poor implementation. The curriculum of the primary education is outdated. Assessment is based on the memory of the students rather than their performance. On the basis of this study it is recommended that the problems can be solved by robust system of accountability, eradication of corruption, quality assessment system, non political interference, quality curriculum, teacher motivation. DA - 2013/// PY - 2013 DO - http://www.savap.org.pk/journals/ARInt./Vol.4(2)/2013(4.2-34).pdf DP - Zotero VL - 4 IS - 2 SP - 324 EP - 331 LA - en KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Use of Assistive Technology in Inclusive Education: Making Room for Diverse Learning Needs AU - Ahmad, Fouzia Khursheed T2 - Transcience AB - Technology has great potential in providing to all learners the ability to access the general education curriculum, and with effective integration of assistive technology into the regular classroom, students with special needs can have the provision DP - www.academia.edu LA - en ST - Use of Assistive Technology in Inclusive Education UR - https://www.academia.edu/40022315/Use_of_Assistive_Technology_in_Inclusive_Education_Making_Room_for_Diverse_Learning_Needs Y2 - 2020/03/28/22:22:50 KW - ⛔ No DOI found ER - TY - BLOG TI - Classification of HEC Recognized Journals AU - Ahmad, Aftab DA - 2018/// PY - 2018 LA - en UR - https://draftab.wordpress.com/2018/03/30/classification-of-hec-recognized-journals/ ER - TY - CHAP TI - Linguistic imperialism and language decolonisation in Africa through documentation and preservation AU - Agyekum, Kofi T2 - African linguistics on the prairie AB - This paper addresses the politics of language use in African nations and societies. It highlights the role of power and economics in the choice of language. It discusses linguistic imperialism and language shift, and how they lead to language endangerment. The paper also discusses linguistic decolonization whereby societies resist linguistic domination and endangerment and embark on language maintenance. It touches on the methods employed in language decolonisation, namely language revitalisation, resistance, maintenance, documentation and preservation. Attention will be on lexicology, terminology and the role of radio and TV. We argue that as a society tries to redeem itself from linguistic imperialism through decolonisation, certain stronger politico-economic factors push it back into linguistic imperialism. We will find out that some of the indigenous people themselves kick against language decolonisation. The paper hinges on the theoretical base of language endangerment. Examples are taken from African and Ghanaian languages with emphasis on Akan. CY - Berlin DA - 2018/05/23/ PY - 2018 DP - Zenodo SP - 87 EP - 104 LA - eng PB - Language Science Press SN - 978-3-96110-036-1 UR - https://zenodo.org/record/1251718 Y2 - 2022/06/27/11:14:51 ER - TY - JOUR TI - ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana AU - Agyei, Douglas AU - Voogt, Joke T2 - Education and Information Technologies AB - Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana. KeywordsICT use–Professional development–Computer competencies–Mathematics education–Computer attitude–Ghana DA - 2011/12/01/ PY - 2011 DO - 10.1007/s10639-010-9141-9 DP - ResearchGate VL - 16 SP - 423 EP - 439 J2 - Education and Information Technologies ST - ICT use in the teaching of mathematics ER - TY - JOUR TI - Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice AU - Agyei, Douglas D. AU - Voogt, Joke T2 - Australasian Journal of Educational Technology AB - This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed. DA - 2014/// PY - 2014 DO - 10.14742/ajet.499 DP - ajet.org.au VL - 30 IS - 1 SP - 92 EP - 105 LA - en SN - 1449-5554 UR - https://ajet.org.au/index.php/AJET/article/view/499 Y2 - 2020/09/28/10:36:06 KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:2425905 KW - __finaldtb ER - TY - JOUR TI - Evaluating Teachers' Professional Development For ICT Use: Towards Innovative Classroom Practices AU - Agyei, D. D T2 - International Journal of Education AB - This paper describes an evaluation study designed to investigate the impact of an ICT-Instructional digital innovation in teaching Mathematics, English and Integrated Science subjects from the teacher capacity building professional development programme to classroom implementation at senior high school levels in Ghana. Interviews and survey data were used for data collection following a week professional development programme on the instructional digital learning training. The study demonstrated that the teachers increased in ICT proficiencies but this was limited to their own professional development and not so much of classroom implementation of ICT which results when transfer of learning takes place from training to practice. The study reported that teachers faced a complex mix of factors that when combined, contributed to challenges in transferring the ideas gained in the training programme to the classroom situation. It was evident from the findings that more systematic efforts are needed at the school levels and at the level of stakeholders who implement in-service teachers’ professional development programmes to move the goal of transforming teaching and learning through ICT-based innovations. Based on the outcomes, the study discussed recommendations to help smoothen the transition from teacher professional development programmes to actual classroom implementations in Ghanaian senior high schools and such similar contexts. DA - 2015/// PY - 2015 DP - Zotero VL - 3 IS - 9 SP - 28 EP - 45 LA - en UR - https://www.researchgate.net/profile/Douglas-Agyei/publication/289670497_Evaluating_Teachers%27_Professional_Development_For_ICT_Use_Towards_Innovative_Classroom_Practices/links/5690e7d108aec14fa55a5945/Evaluating-Teachers-Professional-Development-For-ICT-Use-Towards-Innovative-Classroom-Practices.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation AU - Agyei, D. D T2 - Education and Information Technologies AB - This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers’ transfer of the programme’s ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training’s ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed. DA - 2021/// PY - 2021 DO - 10.1007/s10639-020-10253-w DP - Zotero VL - 26 IS - 1 SP - 125 EP - 144 LA - en ER - TY - JOUR TI - Scopus AI Beta: functional analysis and cases AU - Aguilera Cora, Elisenda AU - Lopezosa, Carlos AU - Codina, Lluís AB - Academic databases are a fundamental source for identifying relevant literature in a field of study. Scopus contains more than 90 million records and indexes around 12,000 documents per day. However, this context and the cumulative nature of science itself make it difficult to selectively identify information. In addition, academic database search tools are not very intuitive, and require an iterative and relatively slow process of searching and evaluation. In response to these challenges, Elsevier has launched Scopus AI, currently in its Beta version. As the product is still under development, the current user experience is not representative of the final product. Scopus AI is an artificial intelligence that generates short synthesis of the documents indexed in the database, based on instructions or prompts. This study examines the interface and the main functions of this tool and explores it on the basis of three case studies. The functional analysis shows that the Scopus AI Beta interface is intuitive and easy to use. Elsevier's AI tool allows the researcher to obtain an overview of a problem, as well as to identify authors and approaches, in a more agile search session than conventional search. Scopus AI Beta is not a substitute for conventional search in all cases, but it is an accelerator of academic processes. It is a valuable tool for literature reviews, construction of theoretical frameworks and verification of relationships between variables, among other applications that are actually impossible to delimit. DA - 2024/01/09/ PY - 2024 DP - repositori.upf.edu LA - eng ST - Scopus AI Beta UR - http://repositori.upf.edu/handle/10230/58658 Y2 - 2024/01/19/22:32:29 KW - ⛔ No DOI found ER - TY - JOUR TI - Online learning in higher education during COVID-19 pandemic: A case of ghana AU - AGORMEDAH, Edmond Kwesi AU - HENAKU, Eugene ADU AU - AYİTE, Desire Mawuko Komla AU - ANSAH, Enoch APORİ T2 - Journal of Educational Technology and Online Learning DA - 2020/// PY - 2020 DP - Google Scholar VL - 3 IS - 3 SP - 183 EP - 210 ST - Online learning in higher education during COVID-19 pandemic KW - ⛔ No DOI found ER - TY - RPRT TI - Ghana’s education response during the COVID-19 crisis: EdTech to the rescue? AU - Agbe, Edem AU - Sefa-Nyarko, Clement DA - 2020/11// PY - 2020 SP - 17 LA - en M3 - Case Study PB - EdTech Hub ST - Ghana’s education response during the COVID-19 crisis UR - https://docs.edtechhub.org/lib/QJ783WH5/download/UGCYK4G5/Agbe_Sefa-Nyarko_2020_Ghana_s%20education%20response%20during%20the%20COVID-19%20crisis.pdf KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective - Learning & Technology Library (LearnTechLib) AU - Agbatogun, Alaba Olaoluwakotansibe T2 - Journal of Information Technology Education: Research DA - 2012/// PY - 2012 DO - 10.28945/1715 VL - 11 SP - 249 EP - 267 UR - http://www.jite.org/documents/Vol11/JITEv11p249-267Agbatogun1135.pdf Y2 - 2020/01/27/22:53:28 ER - TY - BLOG TI - With the largest share of funding, test prep startups leading the EdTech charge in India AU - Agarwal, Meha DA - 2020/// PY - 2020 UR - https://inc42.com/datalab/with-the-largest-share-of-funding-test-prep-startups-leading-the-edtech-charge-in-india/ ER - TY - CONF TI - Semi-supervised learning to perceive children's affective states in a tablet tutor AU - Agarwal, Mansi AU - Mostow, Jack C3 - Proceedings of the AAAI Conference on Artificial Intelligence DA - 2020/// PY - 2020 DO - 10.1609/aaai.v34i09.7057 DP - ojs.aaai.org SP - 13350 EP - 13357 LA - en UR - https://ojs.aaai.org/index.php/AAAI/article/view/7057 Y2 - 2020/11/18/15:13:23 ER - TY - BLOG TI - Advancing education and speech recognition in Nigeria with AI and machine learning AU - Agajo, J AU - Shuaibu, A AU - Guda, B DA - 2020/// PY - 2020 UR - https://www.itu.int/en/myitu/News/2020/12/16/08/40/Research-projects-Nigeria-advancing-education-speech-recognition-AI-machine-learning ER - TY - ELEC TI - Tech-enhanced Continuous Professional Development AU - Aga Khan University AB - As a private, non-denominational university, AKU is committed to quality education and promoting human welfare through teaching, research and community service initiatives. DA - 2022/// PY - 2022 LA - en-US M3 - Blog UR - https://www.aku.edu/iedea/dev-projects/Pages/edtech.aspx Y2 - 2022/10/21/09:05:07 ER - TY - ELEC TI - Pakistan AU - Aga Khan Development Network DA - 2020/07/20/16:25:29 PY - 2020 UR - https://www.akdn.org/where-we-work/south-asia/pakistan Y2 - 2020/07/20/16:25:29 ER - TY - RPRT TI - Uganda Round 6 Summary of results AU - Afrobarometer DA - 2016/// PY - 2016 PB - Afrobarometer UR - https://afrobarometer.org/publications/uganda-round-6-summary-results-2015 ER - TY - RPRT TI - Equity and Quality in an Education Public-Private Partnership: A study of the World Bank-supported PPP in Punjab, Pakistan AU - Afridi, Momina DA - 2018/// PY - 2018 DP - DOI.org (Crossref) LA - en PB - Oxfam ST - Equity and Quality in an Education Public-Private Partnership UR - http://hdl.handle.net/10546/620529 Y2 - 2021/03/10/16:44:21 ER - TY - ELEC TI - All Tanzania schools reopen amid strict virus protocols AU - AfricaNews T2 - Africanews AB - The government on the other hand has issued stringent measures to be followed even as schools are reopening to prevent the spread of the novel coronavirus among students. DA - 2020/07/01/CEST12:35:00+02:00 PY - 2020 LA - en UR - https://www.africanews.com/2020/07/01/all-tanzania-schools-reopen-amid-strict-virus-protocols/ Y2 - 2021/03/29/06:38:39 ER - TY - ELEC TI - Coronavirus: Rwanda and Malawi shut schools as cases surge AU - AfricaNews T2 - Africanews AB - Africa has reported over 3.1 million cases and more than 76,000 deaths since the outbreak started, DA - 2021/01/18/CET12:13:52+01:00 PY - 2021 LA - en ST - Coronavirus UR - https://www.africanews.com/2021/01/18/coronavirus-rwanda-and-malawi-shut-schools-as-cases-surge/ Y2 - 2021/03/29/06:25:35 ER - TY - ELEC TI - Late resumption of schools in Senegal amid COVID safety concerns AU - AfricaNews T2 - Africanews AB - In the Senegalese capital of Dakar, pupils, parents and teachers return to the Lycée Ousmane Sembène for the start of a new school year DA - 2020/11/12/CET16:32:45+01:00 PY - 2020 LA - en UR - https://www.africanews.com/2020/11/12/late-resumption-of-schools-in-senegal-amid-covid-safety-concerns/ Y2 - 2021/03/29/06:27:22 ER - TY - NEWS TI - Magufuli asks Tanzania's teachers, parents to cane students AU - AfricaNews T2 - Africanews AB - Critics, including the local government minister, had said the official violated the students’ human rights because they had not been given a fair trial, and only teachers or headmasters are authori DA - 2019/// PY - 2019 LA - en UR - https://www.africanews.com/2019/10/05/magufuli-asks-tanzania-s-teachers-parents-to-cane-students/ Y2 - 2021/01/30/13:23:56 ER - TY - ELEC TI - Schools in Ghana reopen as covid-19 cases surge AU - AfricaNews T2 - Africanews AB - Temperature checks and mandatory wearing of masks as schools in Ghana reopen for the 2020/2021 calendar after ten months of closure. The shutdown of the academic calendar was in response to the outbreak of the coronavirus in March last year. DA - 2021/01/19/CET07:14:33+01:00 PY - 2021 LA - en UR - https://www.africanews.com/2021/01/19/schools-in-ghana-reopen-as-covid-19-cases-surge/ Y2 - 2021/02/07/15:12:46 ER - TY - RPRT TI - Continental Education Strategy For Africa (2016 – 2025) AU - African Union CY - Addis Ababa Ethiopia DA - 2016/// PY - 2016 M3 - CESA 16-25 UR - https://au.int/sites/default/files/documents/29958-doc-cesa_-_english-v9.pdf Y2 - 2020/12/15/19:31:06 ER - TY - RPRT TI - Continental Education Strategy for Africa (CESA 16-25) AU - African Union CY - Addis Ababa, Ethiopia PB - African Union UR - https://au.int/sites/default/files/documents/29958-doc-cesa_-_english-v9.pdf Y2 - 2020/07/07/16:23:17 ER - TY - ELEC TI - African Storybook AU - African Storybook UR - https://www.africanstorybook.org/ Y2 - 2020/07/21/13:58:14 ER - TY - ELEC TI - Malawi Economic Outlook AU - African Development Bank T2 - African Development Bank - Building today, a better Africa tomorrow AB - Recent macroeconomic and financial developments Growth in Malawi’s economy decelerated in 2020 to 1.7% from 5.7 % in 2019. The slowdown in GDP growth was driven by the outbreak of COVID–19, which necessitated a partial lockdown of the economy, resulting in subdued economic activities—mainly in tourism, the accommodation and food subsectors, transportation, and agriculture. Other sectors affected by disruptions from the COVID–19 pandemic disruptions were manufacturing and mining and quarrying. DA - 2019/04/01/T11:10:46+00:00 PY - 2019 LA - en M3 - Text UR - https://www.afdb.org/en/countries/southern-africa/malawi/malawi-economic-outlook Y2 - 2022/10/20/03:43:36 ER - TY - RPRT TI - Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana AU - Afoakwah, Edmund AU - Carballo, Francisco AU - Caro, Alex AU - D’Cunha, Samantha AU - Dobrowolski, Stephanie AU - Fallon, Alexandra AB - This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org CN - 0051 DA - 2021/10/20/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub ST - Dialling up Learning UR - https://docs.edtechhub.org/lib/P22BR78B KW - _r:AddedByZotZen ER - TY - RPRT TI - Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana AU - Afoakwah, Edmund AU - Carballo, Francisco AU - Caro, Alex AU - D’Cunha, Samantha AU - Dobrowolski, Stephanie AU - Fallon, Alexandra AB - This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org CN - 0051 DA - 2021/10/20/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub ST - Dialling up Learning UR - https://docs.edtechhub.org/lib/P22BR78B KW - _r:AddedByZotZen ER - TY - GEN TI - OER Evaluation Criteria AU - Affordable Learning Georgia UR - https://www.affordablelearninggeorgia.org/assets/documents//R4_criteria.pdf ER - TY - RPRT TI - A rapid assessment: Impact of COVID-19 on Education in Bangladesh AU - Advocacy for Social Change, BRAC AU - BRAC Education Programme DA - 2020/05// PY - 2020 UR - http://www.brac.net/program/wp-content/uploads/2020/07/Rapid-assessment-impact-of-COVID-19-education-in-Bangladesh.pdf Y2 - 2021/06/07/15:53:18 ER - TY - BOOK TI - The Impact of an Adolescent Girls Employment Program: The EPAG Project in Liberia AU - Adoho, Franck AU - Chakravarty, Shubha AU - Korkoyah, Dala T. AU - Lundberg, Mattias AU - Tasneem, Afia T2 - Policy Research Working Papers DA - 2014/04// PY - 2014 DP - DOI.org (Crossref) LA - en PB - The World Bank ST - The Impact of an Adolescent Girls Employment Program UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-6832 Y2 - 2020/06/26/13:04:04 ER - TY - RPRT TI - Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19: Evidence from an RCT in the Punjab province of Pakistan AU - Adil, Fareeha AU - Nazir, Rabia AU - Akhtar, Misbah AB - The objective of the current study is to test the impact of low-tech solutions on maths, Urdu, and English scores for students in the underdeveloped district of Bahawalnagar, which is situated in the southern part of Punjab in Pakistan. The target population for this study is Grade 8 students attending private schools. We have tested the impact of three interventions, namely: Teaching at the right level (TaRL), Fortnightly assessments (FAS) Digital teacher training sessions (DTS) Our findings show a significant and positive ‘Intention to Treat’ (ITT) impact on Urdu and English scores of the students in the TaRL treatment group. The students increased their English and Urdu scores by 0.56 SD. However, we found no significant impact of the intervention on maths scores in the TaRL treatment group. Fortnightly assessments and digital teacher training sessions were also found to contribute to higher English scores of the students. However, we found no ITT impact on the maths and Urdu scores for these treatment groups. The Local Average Treatment Effect (LATE) analysis revealed positive and significant improvement in Urdu and English scores of the students in the TaRL treatment group. Key stakeholders whom we interviewed suggested that redesigning the curriculum and incorporating TaRL within this approach could facilitate enhancement in learning outcomes in students in deprived areas. Our findings are important to help inform policymakers on the importance of designing and implementing cost-effective, low-tech solutions to help reduce learning gaps. An output of the EdTech Hub, https://edtechhub.org CN - 0067 DA - 2021/01/08/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub SN - 41 UR - https://docs.edtechhub.org/lib/FSVST5BF KW - _r:AddedByZotZen ER - TY - JOUR TI - Effect of Mastery Learning Approach on Senior School Students' Academic Performance and Retention in Circle Geometry. AU - Adeniji, Saidat Morenike AU - Ameen, Saka Khadijat AU - Dambatta, B. U. AU - Orilonise, Razak T2 - International Journal of Instruction DA - 2018/// PY - 2018 DO - 10.12973/iji.2018.11460a DP - Google Scholar VL - 11 IS - 4 SP - 951 EP - 962 ER - TY - JOUR TI - The Importance of Dynamic Geometry Computer Software on Learners’ Performance in Geometry AU - Adelabu, Folake Modupe AU - Makgato, Moses AU - Ramaligela, Manto Sylvia T2 - The Electronic Journal of e-Learning AB - The use of dynamic geometry computer software (DGCS) is important in educational environment, and it is more advantageous for learning mathematics comprehensively. This study examined the importance of dynamic geometry computer software on learners’ performance in geometry. A quasi experimental, non-equivalent control group was used. The instrument used in this study was geometry achievement mathematics test (GMAT) that comprised 15 multiple choices items. The GMAT was administered to 87 grade nine learners in two secondary schools in Tshwane south district, Gauteng Province South Africa. One school was used as experimental group and the second school was used as the control group. Data analysis employed the use of the statistical t-test independent sample. The result of the study shows that using DGCS is important in geometry whereby it improves the performance of learners. In addition, the results show that the software affects the female learners’ mathematics performances more positively than the male learners. Hence, the results of this study showed that there is great potential in using the DGCS (GeoGebra) to teach secondary schools mathematics. The study recommends that the use of technology in teaching and learning of mathematics should be a priority in the schools. DA - 2019/// PY - 2019 DP - Zotero VL - 17 IS - 1 SP - 12 LA - en UR - https://files.eric.ed.gov/fulltext/EJ1216699.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Appraisal on perceived multimedia technologies as modern pedagogical tools for strategic improvement on teaching and learning AU - Adekunle, Salako E. AU - Adewale, Olumide S. AU - Boyinbode, Olutayo K. T2 - International Journal of Modern Education and Computer Science DA - 2019/// PY - 2019 DO - 10.5815/ijmecs.2019.08.02 DP - Google Scholar VL - 11 IS - 8 SP - 15 ER - TY - JOUR TI - Covid-19 pandemic and online learning: the challenges and opportunities AU - Adedoyin, Olasile Babatunde AU - Soykan, Emrah T2 - Interactive Learning Environments AB - The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, including educational activities, and this has resulted in tremendous crisisresponse migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is different from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities. DA - 2020/09/02/ PY - 2020 DO - 10.1080/10494820.2020.1813180 DP - DOI.org (Crossref) J2 - Interactive Learning Environments LA - en SN - 1049-4820, 1744-5191 ST - Covid-19 pandemic and online learning UR - https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1813180 Y2 - 2021/08/05/16:43:07 ER - TY - RPRT TI - Teacher Training and Support in Africa during the COVID-19 Pandemic. AU - ADEA AU - AU/CIEFFA AU - APHRC CY - Abidjan, Ouagadougou, Nairobi DA - 2022/// PY - 2022 PB - Association for the Development of Education in Africa (ADEA); African Union’s International Center for Girls’ and Women’s Education in Africa (AU/CIEFFA); African Population and Health Research Center (APHRC) UR - https://www.adeanet.org/sites/default/files/publications/teacher_training_and_support_kix_observatory.pdf Y2 - 2022/04/29/10:48:33 ER - TY - RPRT TI - Transforming Learning Outcomes through a Learner Centred Pedagogy: Moving Toward a Ghanaian Activity Based Learning Concept and Framework AU - Addy, Nii AU - Kraft, Richard AU - Carlson, Samuel AU - Fletcher, Bev DA - 2012/12// PY - 2012 PB - Coffey International UR - https://assets.publishing.service.gov.uk/media/57a08a78ed915d3cfd0007a2/61003-IDEVREAN11016GH_ABL_Report_Final_with_appendices_300413.pdf ER - TY - RPRT TI - Innovative strategies for accelerated human resource development in South Asia: Information and communication technology for education - Special focus on Bangladesh, Nepal, and Sri Lanka AU - ADB CY - Manila, Philippines DA - 2017/// PY - 2017 PB - Asian Development Bank UR - https://www.adb.org/sites/default/files/publication/385526/ict-education-sa.pdf ER - TY - RPRT TI - Mongolia: Education Sector AU - ADB DA - 2008/08// PY - 2008 M3 - Rapid Sector Assessment PB - Asian Development Bank UR - https://www.oecd.org/countries/mongolia/42227981.pdf Y2 - 2020/07/14/19:38:00 ER - TY - JOUR TI - “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 AU - Adarkwah, Michael Agyemang T2 - Education and Information Technologies AB - Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning. DA - 2020/09/16/ PY - 2020 DO - 10.1007/s10639-020-10331-z DP - Springer Link VL - 26 SP - 1665 EP - 1685 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - “I’m not against online teaching, but what about us? UR - https://doi.org/10.1007/s10639-020-10331-z Y2 - 2021/01/14/10:44:25 ER - TY - CHAP TI - Conducting Semi-Structured Interviews AU - Adams, William C. T2 - Handbook of Practical Program Evaluation AB - Conducted conversationally with one respondent at a time, the semi-structured interview (SSI) employs a blend of closed- and open-ended questions, often accompanied by follow-up why or how questions. About one hour is considered a reasonable maximum length for SSIs in order to minimize fatigue for both interviewer and respondent. This chapter begins with a discussion on the disadvantages and advantages of SSIs. Despite the disadvantages and costs of SSIs, they offer some extraordinary benefits as well. Semi-structured interviews are superbly suited for a number of valuable tasks, particularly when more than a few of the open-ended questions require follow-up queries. The chapter presents some recommendations that can be considered when constructing an SSI guide. All in all, effectively conducted semi-structured interviews, even though labor intensive, should be worth the effort in terms of the insights and information gained. DA - 2015/// PY - 2015 DP - Wiley Online Library SP - 492 EP - 505 PB - John Wiley & Sons, Ltd Y2 - 2021/05/06/10:10:49 KW - SSI guide KW - open-ended questions KW - semi-structured interviews ER - TY - JOUR TI - Shades of Grey: Guidelines for Working with the Grey Literature in Systematic Reviews for Management and Organizational Studies AU - Adams, Richard J. AU - Smart, Palie AU - Huff, Anne Sigismund T2 - International Journal of Management Reviews AB - This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management. DA - 2017/10/01/ PY - 2017 DO - 10.1111/ijmr.12102 DP - Wiley Online Library VL - 19 IS - 4 SP - 432 EP - 454 LA - en SN - 1468-2370 ST - Shades of Grey UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/ijmr.12102 Y2 - 2018/05/07/15:15:42 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - DL4D cited KW - NOTdocs.opendeved.net KW - publicImportV1 ER - TY - JOUR TI - A historical perspective of systems theory AU - Adams, Kevin AU - Hester, Patrick AU - Bradley, Joseph T2 - IIE Annual Conference and Expo 2013 AB - Systems theory lacks a universal, formally agreed upon definition. It is a term that has been used in a variety of disciplines to support varied purposes and one which is found frequently in the systems literature. Because the term has been used in a variety of disciplines and has multiple meanings, it is often subject to misunderstanding when used in a multidisciplinary setting. This paper classifies and provides a brief historical perspective of the major streams that address systems theory. A synthesis of these seemingly disparate streams is presented, along with a path forward for development of a unified theory. DA - 2013/01/01/ PY - 2013 DP - ResearchGate SP - 4102 EP - 4109 J2 - IIE Annual Conference and Expo 2013 KW - ⛔ No DOI found ER - TY - JOUR TI - Systematic reviews: Work that needs to be done and not to be done AU - Adams, Clive E AU - Polzmacher, Stefanie AU - Wolff, Annabelle T2 - Journal of Evidence-Based Medicine AB - Systematic reviews are researches requiring great attention to detail. They may well necessitate considerable investment of effort to ensure relevant data are identified, extracted, synthesized, written up and disseminated. These tasks have already been greatly refined and, in some cases, simplified, by machines. The last two decades have seen remarkable progress in machine-assisted production of reviews – the next two should see much more. DA - 2013/// PY - 2013 DO - 10.1111/jebm.12072 DP - Wiley Online Library VL - 6 IS - 4 SP - 232 EP - 235 LA - en SN - 1756-5391 ST - Systematic reviews UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jebm.12072 Y2 - 2024/01/18/22:13:11 KW - _Added-ailr-2024 KW - medical Informatics KW - systematic reviews KW - unified medical language system ER - TY - BLOG TI - Decolonising EdTech: A resource list for tackling coloniality and digital neocolonialism in EdTech AU - Adam, Taskeen AU - Sarwar, Moizza Binat AU - Moustafa, Nariman T2 - EdTech Hub AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/02/01/ PY - 2022 LA - en UR - https://edtechhub.org/2022/02/25/decolonising-edtech-a-resource-list-for-tackling-coloniality-and-digital-neocolonialism-in-edtech/ KW - ___working_potential_duplicate KW - _r:AddedByZotZen ER - TY - SLIDE TI - Tackling coloniality in EdTech: Making your offering inclusive and socially just A2 - Adam, Taskeen A2 - Moustafa, Nariman A2 - Sarwar, MoizzaBinat AB - On 29 June 2022, Bertha Centre, EdTech Hub, Open Development & Education and the Overseas Development Institute (ODI) presented a workshop on Tackling Coloniality in EdTech. The workshop was hosted by Ntombini Marrengane (Bertha Institute). This slide deck shares the resources and activities used at the workshop, in the hope that it inspires others to host similar workshops that critically reflect on how coloniality can be embedded in EdTech designs, projects, programmes, processes, structures, values, knowledge systems, and philosophies. DA - 2022/// PY - 2022 LA - en UR - https://docs.edtechhub.org/lib/3QV8PAED KW - _r:AddedByZotZen ER - TY - RPRT TI - Decolonising EdTech: Unpacking Conceptual Frameworks. Writers Workshop 1 AU - Adam, Taskeen AU - Moustafa, Nariman AB - An output of the EdTech Hub, https://edtechhub.org DA - 2023/03/29/ PY - 2023 LA - en M3 - EdTech Hub Other type PB - EdTech Hub UR - https://docs.edtechhub.org/lib/XPBKG3FJ KW - _r:AddedByZotZen ER - TY - RPRT TI - How Can EMIS be Designed and Implemented in Ways That Make Them Used and Useful? AU - Adam, Taskeen AU - Mitchell, Joel AB - This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at education management information systems (EMIS). EMIS are pivotal in educational administration, facilitating the digitisation of processes and data to enable informed decision-making. However, persistent challenges impede their effectiveness. We examine why it is vital to consider how EMIS are designed and implemented, particularly with regard to the needs and contexts of low- and middle-income countries (LMICs). We consider constraints in technical capacity, limited funding, and insufficient user engagement. We identify concrete, evidence-based recommendations for how to make EMIS useful and used more frequently based on current and recent research. To enhance EMIS efficacy, there is a need to underscore utility and usability, ensuring the collection of pertinent data and user-friendly interfaces. Furthermore, the social implications of EMIS data on individuals and communities must be considered in order to meet their needs. We also explore areas for further consideration and include lists of resources relevant to EMIS and questions and solutions to consider. Keywords: education management information systems (EMIS); low- and middle-income countries (LMICs); user-centred design; evidence-based decision-making; EdTech; educational administration. An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1015 DA - 2024/// PY - 2024 LA - en M3 - Learning Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/X56ZT79X KW - _r:AddedByMyEducationEvidence KW - _r:AddedByZotZen ER - TY - RPRT TI - Rolling Out a National Virtual Learning Environment AU - Adam, Taskeen AU - McBurnie, Chris AU - Haßler, Björn AB - A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education. CN - 0010 DA - 2020/07// PY - 2020 LA - en M3 - EdTech Hub Helpdesk Request PB - EdTech Hub SN - 22 UR - https://docs.edtechhub.org/lib/KWJRW62J KW - F: Helpdesk response KW - H:Online learning KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - School Infrastructure Survey AU - Adam, Taskeen AU - Koomar, Saalim AU - Hennessy, Sara AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/03/31/ PY - 2022 LA - en M3 - Internal Papers PB - EdTech Hub UR - https://docs.edtechhub.org/lib/VIFG4IFF KW - _r:AddedByZotZen ER - TY - RPRT TI - Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans AU - Adam, Taskeen AU - Koomar, Saalim AU - Haßler, Björn AB - This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the USD 300 million is allocated and spent most effectively. DA - 2020/08/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 09 UR - https://docs.edtechhub.org/lib/7AFXFRPC KW - Helpdesk Response KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _dont_post_PDF KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - The Maldives and Sri Lanka: Question & Answer Session AU - Adam, Taskeen AU - Kaye, Tom AU - Haßler, Björn AB - EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders. CN - 0018 DA - 2020/06/18/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 18 UR - https://docs.edtechhub.org/lib/HE2Q6Z8Y KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - CONF TI - One Laptop per Child Rwanda: Enabling Factors and Barriers AU - Adam, Taskeen AU - Haßler, Björn AU - Cruickshank, Heather T2 - South Africa International Conference on Educational Technologies C1 - Pretoria, South Africa C3 - Empowering the 21st Century Learner DA - 2016/// PY - 2016 DP - Google Scholar SP - 184 EP - 195 PB - African Academic Research Forum SN - ISBN 978-0-620-70782-4 ST - One Laptop per Child Rwanda UR - http://aa-rf.org/wa_files/saicet-2016-proceedings%20tech.pdf KW - Author:Haßler KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Burkina Faso BFA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Peru PER KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Serbia SRB KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - ⛔ No DOI found ER - TY - RPRT TI - How do Communities of Practice Support Teacher Learning and What Role Can EdTech Play? AU - Adam, Taskeen AU - Friese, Laila AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1014 DA - 2024/// PY - 2024 LA - en M3 - Learning Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/FRI5BD6J KW - _r:AddedByMyEducationEvidence KW - coming soon ER - TY - RPRT TI - The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa AU - Adam, Taskeen AU - El-Serafy, Yomna AU - Podea, Marius AU - Haßler, Björn AB - We set out to investigate the existing and potential use cases of open-source, modular ‘building blocks’ to build digital platforms for education in sub-Saharan Africa (SSA). Building blocks fall into two main categories: teaching and learning (e.g., learning management systems) and education system management (e.g., data collection tools). CN - 0049 DA - 2021/// PY - 2021 PB - EdTech Hub UR - https://docs.google.com/presentation/d/1kbsum_aPxdwhuGNzAEzHnr_Wx_psKAUVldt1M2Wz34I/edit#slide=id.gdedd2e55e3_3_285 KW - _EdTechHub_Output KW - _MELA_seen ER - TY - RPRT TI - The Use of Technology in the CPD Implementation Plan in Tanzania AU - Adam, Taskeen AU - El-Sefary, Yomna AU - Haßler, Björn AU - Khalayleh, Abdullah AU - Kremeia, Adam AU - Proctor, Jamie AU - Mtebe, Joel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/04/06/ PY - 2021 LA - en M3 - Technical Guidance PB - EdTech Hub UR - https://docs.edtechhub.org/lib/N5HMII3R KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _r:AddedByZotZen ER - TY - RPRT TI - Structured Pedagogy and EdTech AU - Adam, Taskeen AU - Chuang, Rachel AU - Haßler, Björn DA - 2021/// PY - 2021 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/2QM825CH KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Unlocking data to tell the story of education in Africa: webinar summary & synthesis AU - Adam, Taskeen AU - Agyapong, Samuel AU - Asare, Samuel AU - Heady, Lucy AU - Wairimu, Wacharia AU - Mjomba, Renaldah AU - Mugo, John AU - Mukiria, Faith AU - Munday, Gemma AB - [No description available.] DA - 2020/01/01/ PY - 2020 DP - DOI.org (Datacite) LA - en PB - Zenodo ST - Unlocking data to tell the story of education in africa UR - https://zenodo.org/record/4279156 Y2 - 2022/05/10/09:51:42 KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Unlocking data to tell the story of education in Africa: webinar summary & synthesis AU - Adam, Taskeen AU - Agyapong, Samuel AU - Asare, Samuel AU - Heady, Lucy AU - Wairimu, Wacharia AU - Mjomba, Renaldah AU - Mugo, John AU - Mukiria, Faith AU - Munday, Gemma AB - [No description available.] DA - 2020/01/01/ PY - 2020 DP - DOI.org (Datacite) LA - en PB - Zenodo ST - Unlocking data to tell the story of education in africa UR - https://zenodo.org/record/4279156 Y2 - 2022/05/10/09:51:42 KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - THES TI - Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth AU - Adam, Taskeen AB - The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation. DA - 2020/08/24/T08:23:28Z PY - 2020 DP - www.repository.cam.ac.uk LA - en M3 - Thesis PB - University of Cambridge ST - Addressing Injustices through MOOCs UR - https://www.repository.cam.ac.uk/handle/1810/309515 Y2 - 2020/08/25/19:15:22 KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices AU - Adam, Taskeen T2 - Journal of Interactive Media in Education AB - As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.557 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 7 LA - en SN - 1365-893X ST - Between Social Justice and Decolonisation UR - http://jime.open.ac.uk/articles/10.5334/jime.557/ Y2 - 2020/05/31/15:42:38 KW - MOOC designers KW - cultural-epistemic injustice KW - decolonisation KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - geopolitical injustice KW - material injustice KW - social justice ER - TY - CONF TI - Between Social Justice and Decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices [O-143] AU - Adam, Taskeen T2 - The Care in Openness AB - Visit the post for more. C3 - OER20 DA - 2020/// PY - 2020 DP - oer20.oerconf.org LA - en-US ST - Between Social Justice and Decolonisation UR - https://oer20.oerconf.org/sessions/o-143/ Y2 - 2020/04/20/21:15:07 KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - ⛔ No DOI found ER - TY - JOUR TI - Open educational practices of MOOC designers: embodiment and epistemic location AU - Adam, Taskeen T2 - Distance Education AB - This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757405 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 171 EP - 185 SN - 0158-7919 ST - Open educational practices of MOOC designers UR - https://doi.org/10.1080/01587919.2020.1757405 Y2 - 2020/06/14/11:56:40 KW - MOOC designer KW - OEP KW - critical consciousness KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - embodiment KW - epistemic location KW - positionality ER - TY - BLOG TI - The privilege of #pivotonline: A South African perspective AU - Adam, Taskeen T2 - Open Development & Education AB - Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary … DA - 2020/04/22/T10:50:00+00:00 PY - 2020 LA - en-GB ST - The privilege of #pivotonline UR - https://opendeved.net/2020/04/22/the-privilege-of-pivotonline/ Y2 - 2020/06/09/09:38:12 KW - ___working_potential_duplicate KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Unlocking Data to Tell the Story of Education in Africa: Webinar Summary & Synthesis AU - Adam, Taskeen AU - Agyapong, Samuel AU - Asare, Samuel AU - Heady, Lucy AU - Wacharia, Wairimu AU - Mjomba, Renaldah AU - Mugo, John AU - Mukiria, Faith AU - Munday, Gemma AB - [No description available.] DA - 2020/01/01/ PY - 2020 DP - DOI.org (Datacite) LA - en PB - Zenodo ST - Unlocking Data to Tell the Story of Education in Africa UR - https://zenodo.org/record/4279156 Y2 - 2022/06/02/12:25:15 ER - TY - ELEC TI - Lean Data Initiative AU - Acumen DA - 2019/// PY - 2019 LA - en-US UR - https://acumen.org/lean-data/ Y2 - 2021/07/22/20:26:36 ER - TY - JOUR TI - Status of implementation of the ICT Curriculum in Ghanaian Basic Schools AU - Acquah, Bernard Yaw Sekyi T2 - Journal of Arts and Humanities DA - 2012/// PY - 2012 DO - 10.18533/journal.v1i3.31 DP - theartsjournal.org VL - 1 IS - 3 SP - 27 EP - 37 J2 - Journal of Arts & Humanities LA - en SN - 2167-9053 UR - https://theartsjournal.org/index.php/site/article/view/31 Y2 - 2021/01/21/17:17:15 KW - Content Knowledge KW - ⚠️ Invalid DOI ER - TY - JOUR TI - On the use of models in corporate planning AU - Ackoff, Russell L. T2 - Strategic Management Journal DA - 1981/// PY - 1981 DO - 10.1002/smj.4250020404 DP - Google Scholar VL - 2 IS - 4 SP - 353 EP - 359 ER - TY - JOUR TI - Technophobia among Female Undergraduate Students: A Challenge to Attainment of the MDGs in Nigeria AU - Achuonye, Keziah Akuoma AU - Ezekoka, Gertrude Kanayo T2 - Journal of Education, Society and Behavioural Science DA - 2011/08/10/ PY - 2011 DP - journaljesbs.com SP - 49 EP - 57 LA - en-US SN - 2456-981X ST - Technophobia among Female Undergraduate Students UR - http://journaljesbs.com/index.php/JESBS/article/view/17676 Y2 - 2020/06/02/13:28:21 KW - Millennium Development Goals (MDGs) KW - Technophobia KW - computer KW - psychological gender KW - ⛔ No DOI found ER - TY - RPRT TI - Report on the concurrent validity and inter-rater reliability studies of Uwezo AU - ACER Centre for Global Education Monitoring CY - Washington, D.C., USA DA - 2015/// PY - 2015 PB - Results for Development Institute (R4D) UR - https://research.acer.edu.au/monitoring_learning/22 ER - TY - RPRT TI - Beyond a public health emergency: potential secondary humanitarian impacts of a large-scale Ebola outbreak AU - ACAPS DA - 2016/// PY - 2016 UR - https://www.acaps.org/sites/acaps/files/products/files/t_beyond_a_public_health_emergency_feb_2016.pdf Y2 - 2021/08/03/16:33:53 ER - TY - RPRT TI - Pakistan Education Statistics 2017-18 AU - Academy of Educational Planning and Management DA - 2021/// PY - 2021 PB - Government of Pakistan UR - http://www.aepam.edu.pk/Index.asp?PageId=27 ER - TY - ELEC TI - Academic Bridge | Tomorrow's Education Today AU - Academic Bridge UR - https://academicbridge.xyz/ Y2 - 2020/08/28/16:55:57 ER - TY - ELEC TI - Home AU - Abwaab DA - n.d. PY - n.d. UR - https://abwaab.me/ Y2 - 2020/06/30/15:08:56 ER - TY - JOUR TI - Support to children’s education in the urban slums of Nairobi: community and parents’ perceptions with an expanded phase of an education intervention program AU - Abuya, Benta A. AU - Wekulo, Patricia AU - Muhia, Nelson T2 - Qualitative Research in Education AB - The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children’s education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children’s education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children’s education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents. DA - 2018/06/28/ PY - 2018 DO - 10.17583/qre.2018.3240 DP - hipatiapress.com VL - 7 IS - 2 SP - 118 EP - 143 LA - en SN - 2014-6418 ST - Support to children’s education in the urban slums of nairobi UR - https://hipatiapress.com/hpjournals/index.php/qre/article/view/3240 Y2 - 2021/10/25/17:02:35 KW - teachers ER - TY - JOUR TI - E-Learning System's Acceptance: A Comparative Study AU - Abu-Shanab, Emad T2 - International Journal of Web-Based Learning and Teaching Technologies AB - The major limitation for adopting e-learning systems is students and teachers perceptions of such applications. EduWave is a system implemented in Jordan, to be used by teachers, students and other stakeholders in public schools in the country. This study tried to contrast the perceptions of students and teachers and conclude to future agenda for improving the success chances of such systems. The research utilized results from two empirical studies, with 2 surveys applied to both teachers and students to probe their opinions regarding the obstacles facing EduWave utilization, the advantages and disadvantages of the system, the functionalities used, and the factors influencing the adoption. Results supported the original Technology Acceptance Model (TAM), with significant prediction of intentions to use EduWave through perceived usefulness and perceived ease of use for both teachers and students. Also, teachers and students results did not support the role of trust in the process. Conclusions and future work are stated at the end. DA - 2014/// PY - 2014 DO - 10.4018/ijwltt.2014100101 VL - 9 IS - 4 SP - 1 EP - 13 LA - English SN - 1548-1093, 1548-1093 UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871581271?accountid=9851 AN - 1871581271; EJ1111763 DB - Education Collection KW - Comparative Analysis KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Learning KW - Foreign Countries KW - Jordan KW - Public Schools KW - Stakeholders KW - Student Attitudes KW - Surveys KW - Teacher Attitudes ER - TY - JOUR TI - Fighting Illiteracy in the Arab World AU - Abu Hammud, Muwafaq AU - Jarrar, Amani G. T2 - International Education Studies AB - Illiteracy in the Arab world is becoming an urgent necessity particularly facing problems of poverty, ignorance, extremism, which impede the required economic, social, political and cultural development processes. Extremism, violence and terrorism, in the Arab world, can only be eliminated by spreading of knowledge, fighting illiteracy. The study shows that illiteracy rate among males in the Arab world is 25% for males, (46%) for Females. Results of the study show that if the educational situation in all Arab countries does not change, illiteracy rates will increase in the Arab world, and the number of illiterates in the Arab world will reach 49 million in the category of age of 15 years, and by 2024,it may reach 5.5 million of youth (15 - 24 years). The study identifies factors affecting the rise of illiteracy in the Arab world, particularly: Low economic level of many Arab countries, the growing security, political turmoil and internal problems experienced by most Arab countries, Social reasons, and random policies and contradiction in the trends and areas of combating illiteracy. The study concluded that illiteracy has a significant impact on social behavior, and that democracy, political participation, violence, cultural development, respect, pluralism, and accepting diversity, are all affected by illiteracy. The study recommends that Arab governments must formulate clear strategies linked to development plans to save 100 million Arab citizens who suffer from illiteracy, and ignorance. Illiteracy is to be taken seriously because it entails misunderstanding democracy, lack of youth interest in political affairs, corruption, and therefore the absence of comprehensive reform programs. DA - 2017/10/29/ PY - 2017 DO - 10.5539/ies.v10n11p116 DP - DOI.org (Crossref) VL - 10 IS - 11 SP - 116 J2 - IES LA - en SN - 1913-9039, 1913-9020 UR - http://www.ccsenet.org/journal/index.php/ies/article/view/71487 Y2 - 2020/05/29/12:24:03 ER - TY - JOUR TI - Involvement of School Management Committees in School-Based Management: Experiences from Two Districts of Ghana. AU - Abreh, Might K. T2 - Educational Planning DA - 2017/// PY - 2017 DP - Google Scholar VL - 24 IS - 2 SP - 61 EP - 75 ST - Involvement of School Management Committees in School-Based Management KW - ⛔ No DOI found ER - TY - JOUR TI - Preparing pre-service teachers to integrate educational technology in the colleges of education curriculum in the Central Region of Ghana AU - Abreh, Might T2 - International Journal of Research in Computer Applications and Management AB - The enclave of education through educational technology continues to raid the whole wide world with its attendant benefits. If how 21st century classroom pre- service teachers in the colleges of education teach with educational technology is our bother then how teacher educators prepare pre-service to teach with technology should be the utmost concern. Recent changes in basic qualifications for teacher educators to teach in Ghanaian colleges of education as well as the acceptable qualification for teachers who wish to teach at the basic school level has necessitated an assessment of teacher know-how on technology integration. This study used survey method to explore 128 out of 140 teacher educators’ (tutors) opinion on how they go about integrating educational technology in their pre-service teacher preparation. The findings of the study suggest that little or nothing is being done to teach pre-service teacher candidates how to integrate technology in their classroom practices. It was consequently recommended that policy makers, researchers, curricula developers and other policy publics must take advantage of the high awareness of the usefulness of educational technology to proliferate this ubiquitous tool to education’s advantage. DA - 2011/// PY - 2011 DP - ResearchGate VL - 1 IS - 10 SP - 18 EP - 23 J2 - International Journal of Research in Computer Applications and Management KW - ⛔ No DOI found ER - TY - JOUR TI - Using educational technology to develop early literacy skills in Sub-Saharan Africa AU - Abrami, Philip C. AU - Wade, C. Anne AU - Lysenko, Larysa AU - Marsh, Jonathon AU - Gioko, Anthony T2 - Education and Information Technologies AB - The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a control group (N = 174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies. DA - 2016/07/01/ PY - 2016 DO - 10.1007/s10639-014-9362-4 DP - Springer Link VL - 21 IS - 4 SP - 945 EP - 964 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-014-9362-4 Y2 - 2022/06/19/20:03:41 KW - Developing countries KW - Early literacy KW - Educational technology KW - Primary education ER - TY - JOUR TI - Data governance: A conceptual framework, structured review, and research agenda AU - Abraham, Rene AU - Schneider, Johannes AU - vom Brocke, Jan T2 - International Journal of Information Management AB - Data governance refers to the exercise of authority and control over the management of data. The purpose of data governance is to increase the value of data and minimize data-related cost and risk. Despite data governance gaining in importance in recent years, a holistic view on data governance, which could guide both practitioners and researchers, is missing. In this review paper, we aim to close this gap and develop a conceptual framework for data governance, synthesize the literature, and provide a research agenda. We base our work on a structured literature review including 145 research papers and practitioner publications published during 2001-2019. We identify the major building blocks of data governance and decompose them along six dimensions. The paper supports future research on data governance by identifying five research areas and displaying a total of 15 research questions. Furthermore, the conceptual framework provides an overview of antecedents, scoping parameters, and governance mechanisms to assist practitioners in approaching data governance in a structured manner. DA - 2019/12/01/ PY - 2019 DO - 10.1016/j.ijinfomgt.2019.07.008 VL - 49 SP - 424 EP - 438 J2 - International Journal of Information Management SN - 0268-4012 UR - https://www.sciencedirect.com/science/article/pii/S0268401219300787 KW - Conceptual framework KW - Data governance KW - Information governance KW - Literature review KW - Research agenda ER - TY - RPRT TI - Opening Access to Knowledge in Southern African Universities AU - Abraham, L. AU - Burke, M. AU - Gray, E. AU - Rens, A. T2 - Study Series 2008 CY - Cape Town DA - 2008/// PY - 2008 PB - SARUA UR - https://www.sarua.org/files/publications/OpeningAccess/Opening_Access_Knowledge_2008.pdf Y2 - 2020/01/08/11:22:16 ER - TY - JOUR TI - Impact of COVID-19 on Education in Sub-Saharan Africa AU - Aborode, A AU - Anifowoshe, O AU - Ifeoluwapo T, Ayodele AU - Rebecca A, Iretiayo AU - Oluwafemi O., David T2 - Preprints AB - The eruption of the COVID-19 pandemic has affected every sphere of life and may forever change how we have always lived and conducted our businesses, and no one can resist the wind of change that is blowing. Of all the sectors of governance, the educational sector, particularly at the tertiary level, appears to have been most greatly affected and therefore requires a more pragmatic approach to resolution. As of 29th June, Sub-Sahara Africa has reported 382,190 cases of COVID-19. In rejoinder to the virus epidemic, several Sub Sahara African governments implement the resolution to slam learning institutions to enclose the infection. Consequently, advanced schooling institutions obliged to reorganize their loom, becoming more digitally become forward, and changing to online platforms DA - 2020/// PY - 2020 DO - 10.20944/preprints202007.0027.v1 VL - 2890 IS - October SP - 1 EP - 29 UR - https://www.preprints.org/manuscript/202007.0027/v1 KW - Africa KW - COVID-19 KW - Deadly disease KW - Education KW - Governments KW - Resolution KW - Sub- Sahara ER - TY - JOUR TI - COVID-19 and e-learning: the challenges of students in tertiary institutions in Ghana AU - Aboagye, Emmanuel AU - Yawson, Joseph Anthony AU - Appiah, Kofi Nyantakyi T2 - Social Education Research AB - Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach’s alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. This was followed by social issues, lecturer issues, academic issues, and generic issues. The mean for the individual items in learners’ intention to study online showed that students were not ready to study online. A Multiple Regression Analysis was further conducted to determine which factors pose the most important challenges to the student’s decision to study online. Social issues and lecturer issues were significant. In the final model, only lecturer issues were significant. A blended approach-where conventional teaching is combined with online teaching should have ushered the learners to complete online learning. DA - 2020/06/30/ PY - 2020 DO - 10.37256/ser.122020422 DP - ResearchGate VL - 1 IS - 1 SP - 109 EP - 115 J2 - Social Education Research UR - https://www.researchgate.net/publication/342591007_COVID-19_and_E-learning_the_challenges_of_Students_in_tertiary_institutions_in_Ghana ER - TY - JOUR TI - Examining the impact of Information and Communication Technology capacity building in High School education in Ghana. AU - Abilimi, Chris AU - Adu-Manu, Kofi S. T2 - International Journal of Engineering Research & Technology (UER) AB - The quality of education in general is improved, if Information and Communication Technology (ICT) is used in teaching and learning in High School education. This is because the use of ICT related strategy for teaching and learning rise the DA - 2013/// PY - 2013 DP - www.academia.edu VL - 2 IS - 9 SP - 2972 EP - 2978 LA - en SN - 2278-0181 UR - https://www.academia.edu/19953699/Examining_the_impact_of_Information_and_Communication_Technology_capacity_building_in_High_School_education_in_Ghana Y2 - 2021/01/21/18:34:00 KW - ⛔ No DOI found ER - TY - CONF TI - Constructivist Assistive Technology in a Mathematics Classroom for the Deaf: Going Digital at a Rural Namibian Primary School AU - Abiatal, Loide K.S. AU - Howard, Grant R. T3 - SAICSIT '19 AB - Within the context of almost nine million children with hearing disabilities in Sub-Saharan Africa, their education is an important topic. The problem was the lack of conclusive research about the effects of digital assistive technologies for educating deaf learners in Sub-Saharan African countries, such as Namibia. The question was could a digital assistive technology improve the mathematics achievement of deaf children? The research objective was to gather scientific evidence by conducting a quantitative experiment with constructivist digital assistive technology and qualitative interviews with the teachers involved. The findings from the experiment suggest that the constructivist digital assistive technology may have had a positive effect on the mathematics achievement of the learners, which was supported by the findings from the interviews. This makes an original contribution to the domain and offers an intervention that was feasible, practical and potentially effective for improving the teaching and learning of mathematics for deaf learners. C1 - New York, NY, USA C3 - Proceedings of the South African Institute of Computer Scientists and Information Technologists 2019 DA - 2019/// PY - 2019 DO - 10.1145/3351108.3351136 DP - ACM Digital Library SP - 1 EP - 9 PB - Association for Computing Machinery SN - 978-1-4503-7265-7 ST - Constructivist Assistive Technology in a Mathematics Classroom for the Deaf UR - https://doi.org/10.1145/3351108.3351136 Y2 - 2020/12/10/00:00:00 KW - Constructivism KW - Constructivist assistive technology KW - Deaf learners KW - Digital assistive technology KW - Experiment KW - Hearing disability KW - Interviews KW - Mathematics education KW - Namibia KW - Primary school education KW - Sub-Saharan Africa KW - Teaching and learning ER - TY - JOUR TI - Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo AU - Aber, J. Lawrence AU - Tubbs, Carly AU - Torrente, Catalina AU - Halpin, Peter F. AU - Johnston, Brian AU - Starkey, Leighann AU - Shivshanker, Anjuli AU - Annan, Jeannie AU - Seidman, Edward AU - Wolf, Sharon T2 - Development and Psychopathology AB - Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed. DA - 2017/// PY - 2017 DO - 10.1017/s0954579416001139 DP - Cambridge Core VL - 29 IS - 1 SP - 53 EP - 67 LA - en SN - 0954-5794, 1469-2198 ST - Promoting children's learning and development in conflict-affected countries UR - https://www.cambridge.org/core/journals/development-and-psychopathology/article/promoting-childrens-learning-and-development-in-conflictaffected-countries-testing-change-process-in-the-democratic-republic-of-the-congo/60172D9E82B56CD90063C3176FF18AEB Y2 - 2019/10/02/13:00:11 ER - TY - RPRT TI - Opportunities for Equitable Access to Quality Basic Education (OPEQ): Final Report on the Impact of the OPEQ Intervention in the Democratic Republic of Congo AU - Aber, J. Lawrence AU - Starkey, Leighann AU - Tubbs, Carly AU - Torrente, Catalina AU - Johnston, Brian AU - Wolf, Sharon AU - Shivshanker, Anjuli AU - Annan, Jeannie DA - 2015/10// PY - 2015 UR - https://www.rescue.org/sites/default/files/document/642/ed-opportunitiesforequitableaccesstoqualitybasiceducation.pdf Y2 - 2021/06/23/19:12:05 ER - TY - JOUR TI - Electronic learning and its benefits in education AU - Abed, Enaam Karim T2 - EURASIA Journal of Mathematics, Science and Technology Education AB - The concept of Electronical Learning was emerged which is a method of education in the delivery of information to the learner, depends on the latest technologies of the mathematics, the global network of information and multimedia, the fields of dialogue, discussion and virtual classes. But the field of electronic learning and its solutions will not be successful if there are lack of basic elements of the current traditional education. The latter accomplishes many tasks indirectly or invisible to the passers-by, where the students’ time and attendance of schools is an important thing inculcates educational values indirectly and promotes joint work as a team. A variety of services, such as obtaining a Master’s degree online directly, or awarding technical certificates to programmers, IT professionals and other great features, as they do the necessary procedures and provide the required standards for the introduction of recognized programs for distance study. DA - 2019/01/06/ PY - 2019 DO - 10.29333/ejmste/102668 DP - DOI.org (Crossref) VL - 15 IS - 3 J2 - EURASIA J MATH SCI T LA - en SN - 13058223 UR - https://www.ejmste.com/article/electronic-learning-and-its-benefits-in-education-5634 Y2 - 2021/08/05/16:29:24 ER - TY - RPRT TI - Operational research on the use of mobile school report card (mSRC) as a management tool AU - Abdulai, Abdul-Gafaru AU - Nunyonameh, Collins AU - Salifu, Adam DA - 2018/// PY - 2018 DP - Zotero SP - 51 LA - en PB - Ghana Education Service/UNICEF UR - https://www.unicef.org/ghana/media/1436/file/The%20Mobile%20School%20Report%20Card%20(mSRC).pdf ER - TY - JOUR TI - Cambridge University Press & Cambridge Assessment. (2020). The Learning Passport Research and Recommendations Report: Summary of Findings. Cambridge, UK: Cambridge University Press & Cambridge Assessment. AU - Abdul, Zahara DA - 2020/// PY - 2020 DP - Zotero SP - 64 LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Lessons Learned from World Bank Education Management Information System Operations: Portfolio Review, 1998-2014 AU - Abdul-Hamid, Husein AU - Saraogi, Namrata AU - Mintz, Sarah DA - 2017/04/10/ PY - 2017 DP - DOI.org (Crossref) LA - en PB - Washington, DC: World Bank SN - 978-1-4648-1056-5 ST - Lessons Learned from World Bank Education Management Information System Operations UR - http://hdl.handle.net/10986/26330 Y2 - 2021/03/09/06:32:55 KW - Accountability KW - Data Integration KW - Data Quality KW - Data Utilization KW - Education KW - Education Management KW - Emis KW - Enabling Environment KW - Information System KW - Management Information Systems KW - Monitoring and Evaluation System KW - Planning KW - Sustainability KW - System Procurement KW - System Soundness KW - Unique Id KW - ___working_potential_duplicate ER - TY - RPRT TI - From compliance to learning: A System for harnessing the power of data in the State of Maryland AU - Abdul-Hamid, Husein AU - Mintz, Sarah AU - Saraogi, Namrata DA - 2017/// PY - 2017 DP - Zotero SP - 155 LA - en PB - World Bank KW - ⛔ No DOI found ER - TY - BOOK TI - Data for learning: Building a smart education data system AU - Abdul-Hamid, Husein T2 - Directions in Development Human Development DA - 2017/// PY - 2017 DP - Zotero LA - en PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/28336 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - What Matters Most for Education Management Information Systems: A Framework Paper AU - Abdul-Hamid, Husein T2 - SABER Working Paper Series CY - Washington D.C. DA - 2014/// PY - 2014 PB - World Bank Group SN - 7 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/21586/944490WP00PUBL0Framework0SABER0EMIS.pdf?sequence=1&isAllowed=y Y2 - 2020/12/17/09:21:06 KW - Academic Assessments KW - Access to Data KW - Access to Education KW - Access to Information KW - Adult Education KW - Annual School Census KW - Application Programming KW - Assessment Framework KW - Average Teacher Salaries KW - Basic Education KW - Basic Education Statistics KW - Best Practice KW - Business Intelligence KW - Care Providers KW - Class Sizes KW - Classroom KW - Classroom Learning KW - Classrooms KW - Client Countries KW - Communication Technology KW - Communications Technologies KW - Communications Technology KW - Completion Rates KW - Continuing Education KW - Curriculum KW - Data Analysis KW - Data Collection KW - Data Coverage KW - Data Gathering KW - Data Providers KW - Data Sharing KW - Data Sources KW - Data Systems KW - Data Warehouse KW - Decision Makers KW - Decision Making KW - Decision-Making KW - Demand for Education KW - Domain KW - Domains KW - Early Childhood KW - Early Childhood Development KW - Early Childhood Education KW - Educated Population KW - Education Budget KW - Education Data KW - Education Development KW - Education Institutions KW - Education Management KW - Education Management Systems KW - Education Outcomes KW - Education Planning KW - Education Policies KW - Education Policy KW - Education Providers KW - Education Services KW - Education Statistics KW - Education Strategy KW - Education System KW - Education Systems KW - Education Targets KW - Education Teachers KW - Education for All KW - Educational Development KW - Educational Expenditures KW - Educational Inputs KW - Educational Outcomes KW - Educational Planning KW - Educational Processes KW - Educational Quality KW - Educational Sciences KW - Educators KW - Enabling Environment KW - Enrollment Data KW - Enrollment Levels KW - Enrollment Rates KW - Enrollment Statistics KW - Equitable Education KW - Expert Opinion KW - Female Teachers KW - Financial Performance KW - Formal Education KW - Functionalities KW - Functionality KW - Gender Equality KW - Gender Equity KW - Gender Parity KW - Gender Parity Index KW - Girls KW - Global Education KW - Gross Enrollment KW - Gross Enrollment Ratio KW - High Quality Education KW - Human Resources KW - Improvement of Education KW - Information Gaps KW - Information System KW - Information Systems KW - Information Technology KW - Innovation KW - Instruction KW - Interface KW - International Best Practices KW - International Standard KW - Interoperability KW - Knowledge Base KW - Knowledge Products KW - Learning KW - Learning Achievement KW - Learning Environment KW - Learning Outcomes KW - Learning Processes KW - Legal Framework KW - Levels of Education KW - Literacy KW - Literacy Rate KW - Management System KW - Media KW - National Education KW - Net Enrollment KW - Net Enrollment Rate KW - New Technology KW - Number of Schools KW - Number of Teachers KW - Numeracy KW - Operational Efficiency KW - Performance Indicators KW - Phone Number KW - Policy Formulation KW - Primary Completion Rate KW - Primary School KW - Primary School Age KW - Primary Schools KW - Private Schools KW - Private Sector KW - Professional Development KW - Programming KW - Programs KW - Provincial Education KW - Public School KW - Public Schools KW - Pupil Cohort KW - Quality Education KW - Quality of Education KW - Raw Data KW - Reading KW - Reliability KW - Report Cards KW - Result KW - Results KW - School Administrators KW - School Aged Children KW - School Attendance KW - School Autonomy KW - School Censuses KW - School Data KW - School District KW - School Enrollment KW - School Feeding KW - School Finance KW - School Health KW - School Improvement KW - School Infrastructure KW - School Level KW - School Levels KW - School Management KW - School Operations KW - School Performance KW - School Policy KW - School Quality KW - School System KW - School Systems KW - School Year KW - Schooling KW - Schools KW - Secondary Education KW - Secondary Schools KW - Social Development KW - Software Applications KW - Software Development KW - Standardization KW - State Education KW - State Schools KW - Student Achievement KW - Student Assessment KW - Student Learning KW - Student Outcomes KW - Student Performance KW - Teacher KW - Teacher Effectiveness KW - Teacher Qualifications KW - Teacher Ratios KW - Teacher Training KW - Teaching KW - Teaching Methods KW - Telephone KW - Tertiary Education KW - Timely Access KW - Training of Teachers KW - Universal Access KW - Universal Coverage KW - Universal Education KW - Universal Primary Completion KW - Universal Primary Education KW - Usability KW - User KW - Users KW - Verification KW - ___working_potential_duplicate ER - TY - RPRT TI - What Matters Most for Education Management Information Systems: A Framework Paper AU - Abdul-Hamid, Husein T2 - SABER Working Paper Series CY - Washington D.C. DA - 2014/// PY - 2014 PB - World Bank Group SN - 7 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/21586/944490WP00PUBL0Framework0SABER0EMIS.pdf?sequence=1&isAllowed=y Y2 - 2020/12/17/09:21:06 KW - Academic Assessments KW - Access to Data KW - Access to Education KW - Access to Information KW - Adult Education KW - Annual School Census KW - Application Programming KW - Assessment Framework KW - Average Teacher Salaries KW - Basic Education KW - Basic Education Statistics KW - Best Practice KW - Business Intelligence KW - Care Providers KW - Class Sizes KW - Classroom KW - Classroom Learning KW - Classrooms KW - Client Countries KW - Communication Technology KW - Communications Technologies KW - Communications Technology KW - Completion Rates KW - Continuing Education KW - Curriculum KW - Data Analysis KW - Data Collection KW - Data Coverage KW - Data Gathering KW - Data Providers KW - Data Sharing KW - Data Sources KW - Data Systems KW - Data Warehouse KW - Decision Makers KW - Decision Making KW - Decision-Making KW - Demand for Education KW - Domain KW - Domains KW - Early Childhood KW - Early Childhood Development KW - Early Childhood Education KW - Educated Population KW - Education Budget KW - Education Data KW - Education Development KW - Education Institutions KW - Education Management KW - Education Management Systems KW - Education Outcomes KW - Education Planning KW - Education Policies KW - Education Policy KW - Education Providers KW - Education Services KW - Education Statistics KW - Education Strategy KW - Education System KW - Education Systems KW - Education Targets KW - Education Teachers KW - Education for All KW - Educational Development KW - Educational Expenditures KW - Educational Inputs KW - Educational Outcomes KW - Educational Planning KW - Educational Processes KW - Educational Quality KW - Educational Sciences KW - Educators KW - Enabling Environment KW - Enrollment Data KW - Enrollment Levels KW - Enrollment Rates KW - Enrollment Statistics KW - Equitable Education KW - Expert Opinion KW - Female Teachers KW - Financial Performance KW - Formal Education KW - Functionalities KW - Functionality KW - Gender Equality KW - Gender Equity KW - Gender Parity KW - Gender Parity Index KW - Girls KW - Global Education KW - Gross Enrollment KW - Gross Enrollment Ratio KW - High Quality Education KW - Human Resources KW - Improvement of Education KW - Information Gaps KW - Information System KW - Information Systems KW - Information Technology KW - Innovation KW - Instruction KW - Interface KW - International Best Practices KW - International Standard KW - Interoperability KW - Knowledge Base KW - Knowledge Products KW - Learning KW - Learning Achievement KW - Learning Environment KW - Learning Outcomes KW - Learning Processes KW - Legal Framework KW - Levels of Education KW - Literacy KW - Literacy Rate KW - Management System KW - Media KW - National Education KW - Net Enrollment KW - Net Enrollment Rate KW - New Technology KW - Number of Schools KW - Number of Teachers KW - Numeracy KW - Operational Efficiency KW - Performance Indicators KW - Phone Number KW - Policy Formulation KW - Primary Completion Rate KW - Primary School KW - Primary School Age KW - Primary Schools KW - Private Schools KW - Private Sector KW - Professional Development KW - Programming KW - Programs KW - Provincial Education KW - Public School KW - Public Schools KW - Pupil Cohort KW - Quality Education KW - Quality of Education KW - Raw Data KW - Reading KW - Reliability KW - Report Cards KW - Result KW - Results KW - School Administrators KW - School Aged Children KW - School Attendance KW - School Autonomy KW - School Censuses KW - School Data KW - School District KW - School Enrollment KW - School Feeding KW - School Finance KW - School Health KW - School Improvement KW - School Infrastructure KW - School Level KW - School Levels KW - School Management KW - School Operations KW - School Performance KW - School Policy KW - School Quality KW - School System KW - School Systems KW - School Year KW - Schooling KW - Schools KW - Secondary Education KW - Secondary Schools KW - Social Development KW - Software Applications KW - Software Development KW - Standardization KW - State Education KW - State Schools KW - Student Achievement KW - Student Assessment KW - Student Learning KW - Student Outcomes KW - Student Performance KW - Teacher KW - Teacher Effectiveness KW - Teacher Qualifications KW - Teacher Ratios KW - Teacher Training KW - Teaching KW - Teaching Methods KW - Telephone KW - Tertiary Education KW - Timely Access KW - Training of Teachers KW - Universal Access KW - Universal Coverage KW - Universal Education KW - Universal Primary Completion KW - Universal Primary Education KW - Usability KW - User KW - Users KW - Verification KW - ___working_potential_duplicate ER - TY - THES TI - Blended learning and Syrian refugees' empowerment through a capability approach lens AU - Abdelfattah Ahmed Younes, Mona AB - This study analyses the learning experiences of three Syrian refugee youth who enrolled in and completed blended learning (BL) programmes in Jordan, in order to explicate how BL has/or has not empowered those refugees. To achieve this objective, the following research questions framed this study: Does blended learning empower Syrian refugee youth living in Jordan? 1. Is blended learning, in the case of Syrian refugee youth, an empowering capability? 2. Does blended learning help Syrian refugee youth to overcome their restrictive ‘rules of the game’? 3. Does blended learning improve Syrian refugee youth’s resource portfolio? This study followed a case study approach. Three Syrian youth, each of whom attended a different BL programme, were interviewed between December 2018 and March 2019. While all three cases expressed aspirations that are education-bound, this study shows some difference in the aspirations of males and females and of urban refugees versus those residing in the camps. BL has been for all three cases a feasible learning opportunity. Programme providers designed the courses in a manner that accommodated to refugees’ locations, time, and economic status. Social media disseminated information about educational opportunities and possessing smartphones made following up with lectures and assignments possible and easy. The investigated BL programmes proved also to be enjoyable due to their constructive, learner-centred and collaborative approach, and competent facilitators. However, this finding does not indicate that those programmes were “empowering”. Restrictive legislations that constrain refugees’ work, movement, and lives, as well as patriarchal traditions that hampered females’ choices of education, were “rules of the game” that hindered students’ ability to fully benefit from the provided programmes. Despite the development of oral and public speaking, employability, and English language skills and despite the enhancement of self-esteem, confidence, and respect towards others, those programmes did not lead to refugees’ full empowerment. DA - 2020/02/17/ PY - 2020 DP - eprints.lancs.ac.uk SP - 222 LA - en M3 - phd PB - Lancaster University UR - https://doi.org/10.17635/lancaster/thesis/887 Y2 - 2020/04/29/09:55:06 KW - Google Scholar/ "mobile learning" "refugee education" KW - RER theme_pedagogies and modalities ER - TY - RPRT TI - Bangladesh educational assessment: pre-primary and primary Madrasah education in Bangladesh AU - Abdalla, Amr AU - Raisuddin, A. N. M. AU - Hussein, Suieiman DA - 2004/08// PY - 2004 PB - Basic Education and Policy Support (BEPS) Activity, United States Agency for International Development UR - https://pdf.usaid.gov/pdf_docs/Pnadu440.pdf Y2 - 2021/10/25/17:00:35 ER - TY - CHAP TI - Gender equity in the use of educational technology AU - Abbott, G. AU - Benvenue, L. AU - Damain, S. AU - Kramarae, C. AU - Jepkemboi, G. AU - Strawn, C. T2 - Handbook for achieving gender equity through education CY - New York DA - 2008/// PY - 2008 SP - 191 EP - 212 PB - Taylor & Francis ER - TY - BOOK TI - The Role of Educational Technology in Upgrading Teacher Education in Pakistan AU - Abbasi, M. Hashim AU - Millar, Alex C. AB - This paper outlines a joint Asian Bank/Pakistan Ministry of Education project designed to upgrade the state of teacher education and to improve the quality, status, and professional self-esteem of Pakistan's teachers. The main strategies identified by the Project for priority attention include: structural changes through the creation of four new types of teacher education institutions in each of the provinces; development of the main teacher education pre- and in-service courses; increased output and improved standard of teachers at all levels; development and implementation of a Total Educational Technology Plan; and upgrading and strengthening of existing Government Colleges for Elementary Teachers and Government Colleges of Education. Educational technology is a key element designed to assist in achieving the Project's major goals and objectives. Needs analysis produced recommendations geared for: target population; new teacher education courses; allocation of electronic media; teacher/principal attitudes towards the equipment and software; potential sources of software; availability of ancillary funding; specialist educational technology assistance for teachers; developing a profession of educational technology interested people; storage and access for hardware and software; roles of Mobile Training Units; and overseas lessons on the application of educational technology. (AEF) DA - 1996/// PY - 1996 DP - ERIC LA - en UR - https://eric.ed.gov/?id=ED396719 Y2 - 2020/12/01/16:44:50 KW - Educational Change KW - Educational Development KW - Educational Finance KW - Educational Strategies KW - Educational Technology KW - Elementary Secondary Education KW - Foreign Countries KW - Higher Education KW - Needs Assessment KW - Professional Development KW - Program Improvement KW - Resource Allocation KW - Schools of Education KW - Teacher Attitudes KW - Teacher Education KW - Technology Planning ER - TY - JOUR TI - Monitoring basic skills acquisition through rapid learning assessments: A case study from Peru AU - Abadzi, Helen AU - Crouch, Luis AU - Echegaray, Marcela AU - Pasco, Consuelo AU - Sampe, Jessyca T2 - PROSPECTS DA - 2005/// PY - 2005 DO - 10.1007/s11125-005-1817-3 DP - Springer Link VL - 35 IS - 2 SP - 137 EP - 156 J2 - Prospects LA - en SN - 1573-9090 ST - Monitoring basic skills acquisition through rapid learning assessments UR - https://doi.org/10.1007/s11125-005-1817-3 Y2 - 2020/12/11/09:31:20 ER - TY - ELEC TI - Perplexity AI: Review, Advantages & Guide (2023) AU - Aayush T2 - Elegant Themes Blog AB - AI assistants are changing how we interact with technology, helping us with tasks like answering questions and creating content. Google and Bing have already added AI like Bard and Bing Chat to their platforms. However, there’s a new player in the market: Perplexity AI. In this post, we will look at Perplexity AI and its […] DA - 2023/10/29/T12:00:00+00:00 PY - 2023 LA - en ST - Perplexity AI UR - https://www.elegantthemes.com/blog/business/perplexity-ai Y2 - 2024/01/22/14:50:02 ER - TY - ELEC TI - The STEM Gap: Women and Girls in Science, Technology, Engineering and Mathematics AU - Aauw T2 - AAUW : Empowering Women Since 1881 AB - Giving women equal opportunities to pursue — and thrive in — STEM careers helps narrow the gender pay gap, enhances women’s economic security and ensures a diverse and talented STEM workforce and prevents biases in these fields and the products and services they produce. DA - 2021/// PY - 2021 LA - en-US ST - The STEM Gap UR - https://www.aauw.org/resources/research/the-stem-gap/ Y2 - 2021/12/20/09:36:24 ER - TY - ELEC TI - Resources AU - Aahung DA - 2020/07/21/10:38:30 PY - 2020 UR - https://www.aahung.org/resources Y2 - 2020/07/21/10:38:30 ER - TY - ELEC TI - a2i website AU - a2i UR - https://a2i.gov.bd/education/ ER - TY - ELEC TI - Blended Learning For All (BEFA) AU - a2i DA - 2022/// PY - 2022 UR - https://sites.google.com/a2i.gov.bd/blendededucationforall/ ER - TY - RPRT TI - Final Report on: Assessment of Distance Learning Initiative of the Government of Bangladesh during COVID-19 Pandemic AU - a2i DA - 2020/// PY - 2020 ER - TY - RPRT TI - Futures of Education in Bangladesh: Envisioning 2041 AU - a2i CY - Dhaka DA - 2019/// PY - 2019 PB - Government of People's Republic of Bangladesh UR - https://a2i.gov.bd/publication/education-in-bangladesh/ ER - TY - RPRT TI - Report On Assessment Of ‘multimediaclassrooms (Mmc) And Teacher- Led Content Development’ AU - a2i DA - 2013/// PY - 2013 PB - Access to Information (a2i) Programme UR - https://a2i.gov.bd/wp-content/uploads/2017/10/6-Report-assessment-of-multimedia-classrooms-mmc-and-teacher-led-content-development.pdf ER - TY - BLOG TI - Mobile Learning Lab Evaluation & Analysis AU - 60 Million Girls T2 - 60 million girls DA - 2018/// PY - 2018 LA - en-US UR - https://60millionsdefilles.org/en/rd/evaluation-report/ Y2 - 2020/06/25/18:23:46 ER - TY - RPRT KW - auto_merged ER - TY - SLIDE ER - TY - GEN ER - TY - ELEC TI - 144155524.pdf UR - https://core.ac.uk/download/pdf/144155524.pdf Y2 - 2021/01/05/13:27:21 ER - TY - ELEC TI - 16809eed0a.pdf UR - https://rm.coe.int/coe-108-july-2-2020-jen-persson/16809eed0a Y2 - 2021/02/09/05:36:10 ER - TY - RPRT TI - 2014-02-14_Learning to Improve Learning Synthesis for Publishing_Edited_0.pdf UR - https://www.globalreadingnetwork.net/sites/default/files/media/file/2014-02-14_Learning%20to%20Improve%20Learning%20Synthesis%20for%20Publishing_Edited_0.pdf Y2 - 2020/07/07/15:51:13 ER - TY - RPRT TI - 2021ISCReducedSyllabusXII-ECONOMICS.pdf UR - https://cisce.org/UploadedFiles/PDF/2021ISCReducedSyllabusXII-ECONOMICS.pdf Y2 - 2020/07/03/14:37:56 ER - TY - ELEC TI - 32947_Chapter1.pdf UR - http://www.sagepub.com/sites/default/files/upm-binaries/32947_Chapter1.pdf Y2 - 2021/01/05/13:28:22 ER - TY - ELEC TI - (6) (PDF) The Limitations of Access Alone: moving towards open processes in education technology T2 - ResearchGate AB - ResearchGate is a network dedicated to science and research. Connect, collaborate and discover scientific publications, jobs and conferences. All for free. LA - en ST - (6) (PDF) The Limitations of Access Alone UR - https://www.researchgate.net/publication/290151640_The_Limitations_of_Access_Alone_moving_towards_open_processes_in_education_technology Y2 - 2020/09/16/12:28:38 ER - TY - ELEC TI - 6811.pdf UR - https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/6811.pdf Y2 - 2021/02/17/08:46:56 ER - TY - BLOG TI - 75 Digital Tools and Apps Teachers Can Use to Support Formative Assessment in the Classroom T2 - Teach. Learn. Grow. AB - We’ve compiled an extensive list of 75 digital tools, apps, and platforms that can help teachers use formative assessment to elicit evidence of student learning. #education #teachers DA - 2019/01/31/T23:34:21+00:00 PY - 2019 UR - https://www.nwea.org/blog/2019/75-digital-tools-apps-teachers-use-to-support-classroom-formative-assessment/ Y2 - 2020/04/03/19:39:45 ER - TY - ELEC TI - 7taps mobile-first microlearning AB - 7taps is a free browser-based authoring tool to create, deliver and track mobile-first microlearning experiences. LA - en UR - https://app.7taps.com/oqmjHPydt5 Y2 - 2022/12/29/19:37:03 ER - TY - ELEC TI - A comparison of smartphone and paper data-collection tools in the Burden of Obstructive Lung Disease (BOLD) study in Gezira state, Sudan | PLOS ONE UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0193917 Y2 - 2022/06/05/14:18:38 ER - TY - RPRT TI - A lifeline to learning: Leveraging technology to support education for refugees - World AB - English Analysis on World about Education, Children and Refugees; published on 26 Mar 2018 by UNESCO DP - reliefweb.int LA - en PB - UNESCO ST - A lifeline to learning UR - https://reliefweb.int/report/world/lifeline-learning-leveraging-technology-support-education-refugees Y2 - 2020/04/28/18:16:05 KW - Google Scholar/ refugee education technology KW - Overarching paper KW - RER theme_pedagogies and modalities KW - RER_supporting educators ER - TY - RPRT TI - A Survey of ICT Capacity in Ghana's Public Colleges of Education AB - The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming Teaching and Learning in Ghana (T-TEL) staff, Dr. Björn Haßler, Dr. Rosie Lugg, Mr. Charlie Gordon, Ms. Beryl Opong-Agyei, Dr. Rich Tobin and Ms. Caroline Jordan. Particular thanks is extended to Jacob Tetteh Akunor, who led this exercise on behalf of the NCTE and to the Senior managers, ICT tutors, ICT technicians and student teacher participants at all 40 CoE that participated, and gave so generously of their time and expertise. CY - Ghana DA - 2017/10/23/ PY - 2017 PB - Transforming Teacher Education and Learning KW - _DOILIVE KW - _not_EdTechHub KW - _zenodoODE KW - dode_eth-src-dode ER - TY - ELEC TI - a2_-_mad_-_esp_fr.pdf UR - https://www.globalpartnership.org/sites/default/files/a2_-_mad_-_esp_fr.pdf Y2 - 2020/06/30/11:19:34 ER - TY - GEN TI - A_Systems_Approach_to_Educational_Testin.doc ER - TY - RPRT TI - ABC ER - TY - ELEC TI - About Our Organization T2 - Jusoor AB - Jusoor is a US 501c3 NGO of Syrian expatriates supporting the country’s development and helping Syrian youth realize their potential through programs in the fields of education, career development, and global community engagement. As a community of Syrians living around the world working together to launch programs that benefit the Syrian community inside and outside Syria. We are committed to…Read More → LA - en-US UR - https://jusoorsyria.com/about-us/team/ Y2 - 2020/09/29/15:29:36 ER - TY - ELEC TI - About the Learning Passport AB - The Learning Passport is an Online, Mobile, and Offline tech platform enabling high quality, flexible learning LA - en UR - https://www.learningpassport.org/about-learning-passport Y2 - 2022/08/19/14:15:30 ER - TY - ELEC TI - Abracadabra (ABRA) - re-grant | Projects AB - Project: Abracadabra (ABRA) - re-grant, Testing an online and a paper based version of a balanced approach to reading. LA - en UR - https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/abracadabra-abra Y2 - 2020/06/29/11:52:12 ER - TY - BLOG TI - Africa’s Covid-19 opportunity T2 - EdTech Hub AB - Educators in Africa are optimistic about the opportunities that Covid-19 brings for reform and innovation in education. That’s the headline from a survey eLearning Africa recently conducted, in which 1,600 education and technology professionals from 52 countries in Africa were asked for their thoughts on the longer-term effects of the pandemic. Despite what it’s doing to societies and economies around… DA - 2020/09/17/T07:11:41+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/09/17/africas-covid-19-opportunity/ Y2 - 2020/11/07/12:30:19 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - African Women in EdTech T2 - WAKE LA - en-US UR - https://www.wakeinternational.org/african-women-in-edtech Y2 - 2023/03/27/13:36:04 ER - TY - ELEC TI - Agency for the Development of Educational Management (ADEM) UR - https://www.adem.ac.tz ER - TY - ELEC TI - amagoh3dec2008jag2rev1.pdf UR - https://www.innovation.cc/peer-reviewed/amagoh3dec2008jag2rev1.pdf Y2 - 2020/12/08/05:19:25 ER - TY - BLOG TI - An EdTech reading list from the Helpdesk team: Autumn 2020 T2 - EdTech Hub AB - In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,… DA - 2020/11/03/T15:11:19+00:00 PY - 2020 LA - en-US ST - An EdTech reading list from the Helpdesk team UR - https://edtechhub.org/2020/11/03/an-edtech-reading-list-from-the-helpdesk-team-autumn-2020/ Y2 - 2020/11/06/22:08:02 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Aprender a Ler (ApaL) UR - https://www.worlded.org/WEIInternet/inc/common/_download_pub.cfm?id=18554&lid=3 Y2 - 2020/07/08/18:32:34 ER - TY - ELEC TI - Arifu DA - n.d. PY - n.d. LA - en-US UR - http://www.arifu.com/ Y2 - 2020/07/01/11:15:52 ER - TY - ELEC TI - As Schools Close Over Coronavirus, Protect Kids’ Privacy in Online Learning T2 - Human Rights Watch AB - The educational disruption caused by the coronavirus pandemic is unprecedented in speed and scale. As of today, over 160 countries have closed schools. Education authorities are scrambling to provide remote learning for more than 87% of the world’s student population now missing class. DA - 2020/03/27/T10:35:05-0400 PY - 2020 LA - en UR - https://www.hrw.org/news/2020/03/27/schools-close-over-coronavirus-protect-kids-privacy-online-learning Y2 - 2021/02/09/05:33:43 ER - TY - ELEC TI - ASER_National_2019.pdf UR - http://aserpakistan.org/document/aser/2019/reports/national/ASER_National_2019.pdf Y2 - 2020/12/21/11:53:34 ER - TY - ELEC TI - ASReview - Active learning for Systematic Reviews T2 - ASReview AB - Our software ASReview is designed to accelerate the step of screening abstracts and titles with a minimum of papers to be read. LA - en-US UR - https://asreview.nl/ Y2 - 2024/01/20/09:41:45 KW - _Added-ailr-2024 ER - TY - RPRT TI - Assistive Technology in the African Region: Results of an Online Rapid Assistive Technology Capacity Survey SP - 14 PB - World Health Organization Regional Office for Africa UR - http://www9.who.int/phi/implementation/assistive_technology/Assistive_Technology_African_Region_Report.pdf ER - TY - ELEC TI - ATLAS.ti | The #1 Software for Qualitative Data Analysis T2 - ATLAS.ti AB - ATLAS.ti helps you uncover actionable insights with intuitive research tools and best-in-class technology. Try it for free today! LA - en UR - https://atlasti.com Y2 - 2024/01/20/20:12:44 ER - TY - ELEC TI - Automation tools in EPPI-Reviewer UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3772#openalex Y2 - 2024/01/20/16:16:41 KW - _Added-ailr-2024 ER - TY - ELEC TI - Back to School After the Ebola Outbreak AB - Back to School After the Ebola Outbreak DA - 2015/// PY - 2015 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/news/feature/2015/05/01/back-to-school-after-ebola-outbreak Y2 - 2020/08/18/01:14:40 ER - TY - ELEC TI - BE2_Cost_Measurement_Guidance_Note_Final.pdf UR - https://www.youthpower.org/sites/default/files/YouthPower/files/resources/BE2_Cost_Measurement_Guidance_Note_Final.pdf Y2 - 2021/04/18/20:13:49 ER - TY - ELEC TI - BE2_Guidance_Note_Generating_Evidence.pdf UR - https://www.usaid.gov/sites/default/files/documents/1865/BE2_Guidance_Note_Generating_Evidence.pdf Y2 - 2021/04/18/20:13:01 ER - TY - ELEC TI - BI-COVID-19-Rapid-Assessment-Round2_20200424.pdf UR - https://covid19.bracinternational.nl/wp-content/uploads/2020/04/BI-COVID-19-Rapid-Assessment-Round2_20200424.pdf Y2 - 2020/08/12/15:37:58 ER - TY - BOOK TI - Building Stronger Education Systems: Stories of Change AB - The Global Partnership for Education (GPE) supports close to 70 developing countries to ensure that every child receives a quality education. The featured stories in this report show the progress that developing country partners are making in getting more children, especially girls, in school and learning. The results are not only evidence of their commitment to improve education, but also of the sustained and targeted support provided by GPE. Feature stories are included from the following countries: (1) Afghanistan; (2) Benin; (3) Burkina Faso; (4) Djibouti; (5) Eritrea; (6) Ethiopia; (7) Guyana; (8) Kenya; (9) Pakistan; (10) Papua New Guinea; and (11) Sudan. DA - 2019/09// PY - 2019 DP - ERIC LA - en PB - Global Partnership for Education ST - Building Stronger Education Systems UR - https://eric.ed.gov/?id=ED598971 Y2 - 2020/12/01/11:16:51 KW - Access to Education KW - Barriers KW - Developing Nations KW - Disadvantaged KW - Early Childhood Education KW - Economic Development KW - Educational Change KW - Educational Improvement KW - Educational Needs KW - Educational Practices KW - Educational Quality KW - Equal Education KW - Foreign Countries KW - Reading Instruction KW - Reading Skills KW - Refugees KW - Rural Education KW - Technology Uses in Education KW - Womens Education ER - TY - ELEC TI - C4DLab – Innovation Hub UR - https://c4dlab.ac.ke/ Y2 - 2021/09/06/13:13:33 ER - TY - ELEC TI - CADIMA UR - https://www.cadima.info/ Y2 - 2021/04/26/19:20:26 ER - TY - ELEC TI - Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss | SharEd UR - https://shared.rti.org/content/calculating-educational-impact-covid-19-part-ii-using-data-successive-grades-estimate Y2 - 2020/08/12/15:37:57 ER - TY - BLOG TI - Call for Research Proposals: EdTech responses to Covid-19 T2 - EdTech Hub AB - EdTech Hub is excited to launch a call for proposals to fund a series of small research projects (3-6 months) related to Covid-19 response and recovery using educational technology (EdTech). The selected research projects will investigate the practical application of EdTech, generate primary research, and develop recommendations which aim to be useful during Covid-19 response, recovery, and beyond. We see… DA - 2020/10/30/T14:06:38+00:00 PY - 2020 LA - en-US ST - Call for Research Proposals UR - https://edtechhub.org/2020/10/30/call-for-research-proposals-edtech-responses-to-covid-19/ Y2 - 2020/11/07/12:28:04 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - Center For Global Development AB - The Center for Global Development works to reduce global poverty and inequality through rigorous research and active engagement with the policy community to make the world a more prosperous, just, and safe place for us all. LA - en UR - https://www.cgdev.org/ Y2 - 2020/07/14/16:58:18 ER - TY - ELEC TI - Centre for Mathematics, Science and Technology Education in Africa DA - 2020/// PY - 2020 UR - https://www.cemastea.ac.ke/index.php Y2 - 2020/07/01/10:40:40 ER - TY - ELEC TI - CIES_CostGuidance_finalslides.pdf UR - https://www.youthpower.org/sites/default/files/YouthPower/files/resources/CIES_CostGuidance_finalslides.pdf Y2 - 2021/04/18/20:13:51 ER - TY - ELEC TI - Cochrane Reviews | Cochrane Library AB - The Cochrane Library is a collection of high-quality, independent evidence to inform healthcare decision-making. Six databases are available including the Cochrane Database of Systematic Reviews and a register of controlled trials. LA - en-US UR - https://www.cochranelibrary.com/ Y2 - 2021/05/09/19:42:53 ER - TY - ELEC TI - COCI, the OpenCitations Index of Crossref open DOI-to-DOI citations UR - https://opencitations.net/index/coci Y2 - 2021/05/02/00:00:00 ER - TY - ELEC TI - colandr UR - https://www.colandrapp.com/signin Y2 - 2021/04/26/19:20:25 ER - TY - ELEC TI - colandr UR - https://www.colandrapp.com/signin Y2 - 2024/01/20/09:00:20 KW - _Added-ailr-2024 ER - TY - RPRT TI - COMMISSIONREPORT-RECENT1.pdf UR - http://leonenet.info/documents/COMMISSIONREPORT-RECENT1.pdf Y2 - 2020/11/03/19:57:10 ER - TY - ENCYC TI - Community of practice T2 - Wikipedia AB - A community of practice (CoP) is a group of people who share a craft or a profession. The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning (Lave & Wenger 1991). Wenger then significantly expanded on the concept in his 1998 book Communities of Practice (Wenger 1998). A CoP can evolve naturally because of the members' common interest in a particular domain or area, or it can be created deliberately with the goal of gaining knowledge related to a specific field. It is through the process of sharing information and experiences with the group that members learn from each other, and have an opportunity to develop personally and professionally (Lave & Wenger 1991). CoPs can exist in physical settings, for example, a lunch room at work, a field setting, a factory floor, or elsewhere in the environment, but members of CoPs do not have to be co-located. They form a "virtual community of practice" (VCoP) (Dubé, Bourhis & Jacob 2005) when they collaborate online, such as within discussion boards and newsgroups, or a "mobile community of practice" (MCoP) (Kietzmann et al. 2013) when members communicate with one another via mobile phones and participate in community work on the go. Communities of practice are not new phenomena: this type of learning has existed for as long as people have been learning and sharing their experiences through storytelling. The idea is rooted in American pragmatism, especially C. S. Peirce's concept of the "community of inquiry" (Shields 2003), but also John Dewey's principle of learning through occupation (Wallace 2007). DA - 2020/01/03/T17:17:52Z PY - 2020 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=Community_of_practice&oldid=933903934 Y2 - 2020/01/18/12:49:17 ER - TY - ELEC TI - Connected Papers | Find and explore academic papers AB - A unique, visual tool to help researchers and applied scientists find and explore papers relevant to their field of work. LA - en UR - https://www.connectedpapers.com/ Y2 - 2024/01/19/22:50:33 ER - TY - JOUR TI - Connecting Learning Spaces: Possibilities for Hybrid Learning DP - Zotero SP - 192 LA - en ER - TY - ELEC TI - Consensus: AI Search Engine for Research T2 - Consensus: AI Search Engine for Research AB - ChatGPT for Research. Consensus is an AI-powered search engine that finds and summarizes scientific research papers. Just ask a question! LA - en ST - Consensus UR - https://consensus.app/ Y2 - 2024/01/19/20:47:37 KW - _Added-ailr-2024 ER - TY - ELEC TI - Consensus & GPTs for Academic Research Like Consensus (2024) UR - https://www.whatplugin.ai/gpts/researchgpt Y2 - 2024/01/21/21:49:37 ER - TY - GEN TI - Convention on the Rights of Persons with Disabilities and Optional Protocol PB - United Nations UR - https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf ER - TY - RPRT TI - Core Final Report_16Dec2016_0.pdf UR - https://www.globalreadingnetwork.net/sites/default/files/media/file/Core%20Final%20Report_16Dec2016_0.pdf Y2 - 2020/07/06/10:50:38 ER - TY - ELEC TI - Cost-Effective EdTech 1.pdf UR - https://docs.edtechhub.org/lib/RPR47JXT/download/HP69IH7W/Cost-Effective%20EdTech%201.pdf Y2 - 2023/02/02/13:13:18 ER - TY - ELEC TI - COVID-19 and girls' education: A tale of two futures AB - Julia Gillard will join UK Special Envoy for Girls' Education Baroness Sugg and youth from around the world for a dialogue on how COVID-19 is affecting girls' education from around the world LA - en ST - COVID-19 and girls' education UR - https://www.globalpartnership.org/events/covid-19-and-girls-education-tale-two-futures Y2 - 2020/05/29/09:53:31 ER - TY - ELEC TI - Covidence - Better systematic review management UR - https://www.covidence.org/ Y2 - 2024/01/20/08:58:46 ER - TY - RPRT TI - Creating a contextually relevant acceptable or responsible use policy AB - An output of the EdTech Hub, https://edtechhub.org DA - 2023/02/01/ PY - 2023 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://docs.edtechhub.org/lib/5N2ZQCCP KW - _r:AddedByZotZen ER - TY - ELEC TI - Creating Localizable Learning Apps UR - https://docs.google.com/document/d/e/2PACX-1vSZ7fc_Rcz24PGYaaRiy3_UUj_XZGl_jWs931RiGkcI2ft4DrN9PMb28jbndzisWccg3h5W_ynyxVU5/pub Y2 - 2023/06/22/09:34:37 ER - TY - ELEC TI - Creative Commons — Attribution 4.0 International — CC BY 4.0 UR - https://creativecommons.org/licenses/by/4.0/ Y2 - 2020/08/31/09:54:48 ER - TY - ELEC TI - Creative Commons (Home) T2 - Creative Commons AB - Open access to knowledge is critical—especially during a global health emergency. The Open COVID Pledge calls on organizations around the world to make their patents and copyrights freely available in the fight against the COVID-19 pandemic. CC’s Response to COVID-19 LA - en-US UR - https://creativecommons.org/ Y2 - 2020/08/31/09:55:56 ER - TY - GEN TI - Cyber Actors Target K-12 Distance Learning Education to Cause Disruptions and Steal Data AB - This Joint Cybersecurity Advisory was coauthored by the Federal Bureau of Investigation (FBI), the Cybersecurity and Infrastructure Security Agency (CISA), and the Multi-State Information Sharing and Analysis Center (MS-ISAC). DA - 2020/// PY - 2020 DP - Zotero LA - en ER - TY - ELEC TI - DeepL Translator AB - Use the free DeepL Translator to translate your texts with the best machine translation available, powered by DeepL’s world-leading neural network technology. Currently supported languages are English, German, French, Spanish, Portuguese, Italian, Dutch, Polish, Russian, Japanese, and Chinese. LA - en UR - https://www.DeepL.com/translator Y2 - 2020/06/08/13:05:28 ER - TY - ELEC TI - delfi2019/delfi.org · master · Jens Lechtenbörger / publications T2 - GitLab AB - Source files for selected publications LA - en UR - https://gitlab.com/lechten/publications/blob/master/delfi2019/delfi.org Y2 - 2020/08/19/12:56:01 ER - TY - RPRT TI - DELIVERING DISTANCE LEARNING IN EMERGENCIES.pdf UR - https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf Y2 - 2020/08/18/13:54:09 ER - TY - RPRT TI - Demographic and Health Survey ER - TY - ELEC TI - Developments in Literacy LA - en-US UR - https://www.dil.org Y2 - 2020/07/20/16:32:46 ER - TY - ELEC TI - Developments in Literacy DA - 2020/07/20/16:32:46 PY - 2020 LA - en-US UR - https://www.dil.org Y2 - 2020/07/20/16:32:46 ER - TY - THES TI - Devising New Models for School Improvement in Developing Nations: Sierra Leone, a case study ER - TY - ELEC TI - Disability Inclusive Education Toolkit | Education Links AB - This toolkit provides guidance and resources for integrating disability into the USAID Program Cycle. LA - en UR - https://www.edu-links.org/resources/disability-inclusive-education-toolkit Y2 - 2020/04/03/19:38:27 ER - TY - BLOG TI - Discover Scholarcy Features - Try it now! T2 - Scholarcy | The long-form article summariser AB - Discover the innovative features of our cutting-edge tool designed to revolutionize the way students researcher study and summarize articles. LA - en-GB UR - https://www.scholarcy.com/scholarcy-features/ Y2 - 2024/01/22/14:42:10 ER - TY - ELEC TI - DistillerSR | Systematic Review Software | Literature Review Software T2 - DistillerSR AB - DistillerSR is the leading systematic review software that automates every stage of your review to produce evidence-based research faster and more accurately. LA - en-US UR - https://www.distillersr.com/products/distillersr-systematic-review-software Y2 - 2024/01/20/09:41:56 KW - _Added-ailr-2024 ER - TY - ELEC TI - dmetar - Companion R Package for the Guide Doing Meta-Analysis in R AB - Serves as the companion R package for the open-source guide Doing Meta Analysis in R. Aimed at beginners, the package contains complementary functions to facilitate performing meta-analysis using the meta, metafor, netmeta and gemtc packages. LA - en UR - https://dmetar.protectlab.org/ Y2 - 2024/01/20/20:34:53 KW - _Added-ailr-2024 ER - TY - ELEC TI - Document Detail T2 - World Bank AB - Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Studentsduring the COVID-19 Quarantine (English) LA - en M3 - Text/HTML UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail Y2 - 2020/08/12/15:36:08 ER - TY - ELEC TI - E-learning and Pakistan - An Era of Modern Education - University of Leeds AB - E-learning and Pakistan - An Era of Modern Education-conference_proceeding LA - en UR - https://leeds.primo.exlibrisgroup.com Y2 - 2020/11/27/12:48:56 ER - TY - ELEC TI - Early Years Toolkit AB - An accessible summary of educational research for early years teaching LA - en UR - https://educationendowmentfoundation.org.uk/evidence-summaries/early-years-toolkit Y2 - 2021/05/09/19:38:15 ER - TY - RPRT TI - ED540960.pdf UR - https://files.eric.ed.gov/fulltext/ED540960.pdf Y2 - 2020/05/20/14:29:02 ER - TY - BLOG TI - EdTech call for ideas: What have we learned from the applications? T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. On 21st April, we launched a call for ideas for EdTech in responses to coronavirus and the lockdown of schools around the world. Three weeks later, we’ve taken a slice of the first 100 responses and analysed the data. Combining this with conversations our team is having every day with technologists and… DA - 2020/05/11/T16:38:09+00:00 PY - 2020 LA - en-US ST - EdTech call for ideas UR - https://edtechhub.org/2020/05/11/edtech-call-for-ideas-what-have-we-learned-from-the-applications/ Y2 - 2020/11/07/12:58:51 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - EdTech East Africa T2 - Edtech Meetup DA - 2017/// PY - 2017 LA - en-US UR - http://edtecheastafrica.com/ Y2 - 2020/07/01/11:20:55 ER - TY - RPRT TI - EdTech Systems Research AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/07/01/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/FNP6VRSS KW - _r:AddedByZotZen ER - TY - ELEC TI - EdTechHub (internal) 2339240 | Zotero UR - https://www.zotero.org/groups/2339240/edtechhub_internal_2339240/collections/XIA734P4 Y2 - 2022/05/10/09:44:30 ER - TY - ELEC TI - Edu TV Kenya T2 - Youtube DA - n.d. PY - n.d. UR - https://www.youtube.com/channel/UCByj0XrDmb0UDUui63EOnhA Y2 - 2020/07/01/09:23:25 ER - TY - ELEC TI - Education T2 - Source- International online resource centre on disability and inclusion AB - Inclusive Education is a process for increasing participation and reducing exclusion, in a way that effectively responds to the diverse needs of all learners. This means adapting the educational system to meet the needs of individuals, rather than changing the individual to fit the system. This section of Source places a focus on disability-inclusive education and is organised to reflect the concept that education is something much broader than school for children. DA - 2014/01/21/T11:26:21+00:00 PY - 2014 LA - en UR - https://asksource.info/topics/education Y2 - 2020/08/17/14:43:57 ER - TY - RPRT TI - Education Country Status Report: An analysis for further improving the quality ER - TY - ELEC TI - education-during-covid-19-crisis.pdf UR - https://edtechhub.org/wp-content/uploads/2020/09/education-during-covid-19-crisis.pdf Y2 - 2020/11/25/11:22:03 ER - TY - BLOG TI - Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries T2 - EdTech Hub AB - During this time of crisis, education will not be business-as-usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t stop — but they could be helped by the right EdTech tools. DA - 2020/// PY - 2020 LA - en-US ST - Education during the COVID-19 crisis UR - https://edtechhub.org/coronavirus/edtech-low-income-countries/ Y2 - 2020/11/25/11:21:54 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - Education in Cambodia | Where We Work | Global Partnership for Education AB - See education data for Cambodia and learn about GPE programs, grants, results and progress. LA - en UR - https://www.globalpartnership.org/where-we-work/cambodia Y2 - 2020/05/29/09:57:56 ER - TY - RPRT TI - Education in Emergencies v3 (1).pdf ER - TY - ELEC TI - Education Ministry creates special online study platform for SHS students AB - The Ministry for Education has launched a special online study platform for Senior High School students. Ever since Covid-19 halted school activities the Education Ministry together with the Ghana Education Service has stepped up efforts to help... DA - 2020/03/30/T17:58:56+00:00 PY - 2020 LA - en UR - https://www.ghanaweb.com/GhanaHomePage/NewsArchive/Education-Ministry-creates-special-online-study-platform-for-SHS-students-908740 Y2 - 2020/08/03/20:25:56 ER - TY - RPRT TI - Education.pdf UR - http://www.minecofin.gov.rw/fileadmin/templates/documents/NDPR/Sector_Strategic_Plans/Education.pdf Y2 - 2020/08/28/16:43:47 ER - TY - ELEC TI - Educational Technology as Systems Approach - WikiEducator UR - https://wikieducator.org/Educational_Technology_as_Systems_Approach Y2 - 2021/01/11/06:44:45 ER - TY - ELEC TI - eKitabu DA - n.d. PY - n.d. UR - https://www.ekitabu.com/ Y2 - 2020/07/01/11:09:09 ER - TY - ELEC TI - Elicit: Find scientific research papers UR - https://elicit.com/?workflow=table-of-papers Y2 - 2024/01/19/20:47:17 KW - _Added-ailr-2024 ER - TY - ELEC TI - Elimika (Kenya Education Cloud) DA - 2019/// PY - 2019 UR - https://elimika.kec.ac.ke/ ER - TY - ELEC TI - Elimu Tanzania DA - 2019/// PY - 2019 UR - http://elimutanzania.com ER - TY - ELEC TI - Enabling Education Network LA - en-GB UR - https://www.eenet.org.uk/ Y2 - 2020/08/17/14:41:24 ER - TY - RPRT TI - Engagement Strategy For UNICEF Pakistan AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/03/23/ PY - 2022 LA - en M3 - Internal Papers PB - EdTech Hub UR - https://docs.edtechhub.org/lib/AIRHC5TB KW - _r:AddedByZotZen ER - TY - ELEC TI - Ensuring excellence new standards for graduate teachers | NSW Government DA - 2018/09/03/ PY - 2018 LA - en-AU UR - https://www.nsw.gov.au/media-releases/ensuring-excellence-new-standards-for-graduate-teachers Y2 - 2020/06/18/09:05:06 ER - TY - RPRT TI - EPPI-Centre Core Keywording Strategy CY - London, UK DA - 2001/// PY - 2001 M3 - Guideline tools for keywording and data extraction PB - EPPI-Centre UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - RPRT TI - EPPI-Centre Guidelines for extracting data and quality assessing primary studies in educational research CY - London, UK DA - 2003/// PY - 2003 M3 - Guideline tools for keywording and data extraction PB - EPPI-Centre UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - ELEC TI - EPPI-Reviewer UR - https://eppi.ioe.ac.uk/cms/er4 Y2 - 2021/04/26/19:19:55 ER - TY - ELEC TI - EPPI-Reviewer: systematic review software UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=2914 Y2 - 2024/01/20/16:04:22 KW - _Added-ailr-2024 ER - TY - ELEC TI - equip Tanzania DA - 2020/// PY - 2020 UR - https://www.equip-t.org ER - TY - BLOG TI - Exotel helps Saarthi Education understand their program success with call pickup and completion rates T2 - India LA - en-US UR - https://exotel.com/case-studies/education/exotel-helps-saarthi-education-understand-their-program-success-with-call-pickup-and-completion-rates/ Y2 - 2022/06/20/18:45:23 ER - TY - BLOG TI - Exotel Powering Vedantu’s Mission of Making Learning Personalized T2 - India LA - en-US UR - https://exotel.com/case-studies/education/exotel-powering-vedantu-cloud-telephony-education/ Y2 - 2022/06/20/18:48:52 ER - TY - ELEC TI - Extending and scaling technology-based innovations through research | READ online T2 - OECD iLibrary AB - This chapter examines the question of 21st century skills through the prism of a case study on Singapore. Certainly, this case is quite particular in LA - en UR - https://read.oecd-ilibrary.org/education/inspired-by-technology-driven-by-pedagogy/extending-and-scaling-technology-based-innovations-through-research_9789264094437-7-en Y2 - 2021/02/26/06:54:30 ER - TY - ELEC TI - FAQs - AB - Frequently Asked Questions: Questions You Have About Inclusive Education But Didn’t Know Whom To Ask Inclusion International is often asked what we mean by “inclusive education”. Here are the most common questions from our members together with our responses. The responses are based on the … LA - en-US UR - https://inclusion-international.org/catalyst-for-inclusive-education/faq/ Y2 - 2020/04/03/19:28:16 ER - TY - ELEC TI - FCDO - GEC UR - https://girlseducationchallenge.org/ Y2 - 2021/09/06/13:00:29 KW - auto_merged ER - TY - ELEC TI - file.pdf UR - https://www.unicef.org/thailand/media/4031/file Y2 - 2020/08/12/15:40:05 ER - TY - ELEC TI - Financing education in Malawi: Opportunities for action. Country case study for the Oslo Summit on Education for Development. - Malawi T2 - ReliefWeb AB - English Analysis on Malawi about Education; published on 10 Jul 2015 by Govt. Norway LA - en ST - Financing education in Malawi UR - https://reliefweb.int/report/malawi/financing-education-malawi-opportunities-action-country-case-study-oslo-summit Y2 - 2021/02/23/09:37:15 ER - TY - BLOG TI - #FindFrench: a collaborative search for educational resources in French T2 - EdTech Hub AB - And we need your help! Learning Equality’s Curriculum Operations Specialist, Vahid Masrour, shares more. If you’re teaching or learning during Covid-19 school closures, you’ve probably encountered many solutions proposed for virtual learning environments relying on digital resources. All over the world, people are turning to digital resources — textbooks, lesson plans, videos, tutorials, learning applications, and libraries — to keep… DA - 2020/10/06/T07:51:31+00:00 PY - 2020 LA - en-US ST - #FindFrench UR - https://edtechhub.org/2020/10/06/findfrench-a-collaborative-search-for-educational-resources-in-french/ Y2 - 2020/11/07/12:29:48 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - Five Findings from a New Phone Survey in Senegal T2 - Center For Global Development AB - Better data can help us have a better response for COVID, so we piloted a mobile phone survey on 1,000+ respondents in Senegal in partnership with the Centre de Recherche pour le Développement Économique et Social. We published the results of the survey yesterday and we are now publishing some of the key findings. LA - en UR - https://www.cgdev.org/blog/five-findings-new-phone-survey-senegal Y2 - 2020/08/12/15:39:28 ER - TY - BLOG TI - Five things to think about for out-of-school learning during the coronavirus (COVID-19) outbreak T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Today, over a billion learners are affected by closures due to coronavirus (COVID-19). In these unprecedented times we’re committed to playing our role in supporting countries to provide continued education for all learners. Over the coming weeks and months, we’ll be sharing insights and resources about how educational technology (EdTech)… DA - 2020/03/24/T13:29:02+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/03/24/five-things-out-of-school-learning-during-the-coronavirus-outbreak/ Y2 - 2020/11/07/13:02:30 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - Fixed telephone subscriptions (per 100 people) - Rwanda | Data UR - https://data.worldbank.org/indicator/IT.MLT.MAIN.P2?locations=RW Y2 - 2020/08/28/08:20:26 ER - TY - BLOG TI - Focus Country: Kenya T2 - EdTech Hub AB - Kenya Focus country EdTech Hub works in six focus countries (Bangladesh, Ghana, Kenya, Pakistan, Sierra Leone and Tanzania) to conduct research, support governments, and support scale-up of EdTech programmes. “Female students with teacher on computer” by Ericsson Images is licensed under CC BY-NC-ND 2.0 READ KENYA COUNTRY SCAN Population: 47.6 million Median age: 20 years Internet penetration: 43% Mobile penetration:… LA - en-US ST - Focus Country UR - https://edtechhub.org/focus-country-kenya/ Y2 - 2021/09/14/09:36:52 ER - TY - BLOG TI - Francophone countries and COVID-19 EdTech response T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. One thing about coronavirus is clear — it does not respect borders. The COVID-19 pandemic has resulted in school closures across the world. With about 300 million French speakers worldwide, here we consider some initial lessons from francophone education systems, their EdTech response, and the importance of cooperation of countries… DA - 2020/04/29/T09:42:24+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/04/29/francophone-countries-and-covid-19-edtech-response/ Y2 - 2020/11/07/12:59:53 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - From the Helpdesk: Observations and guidance on educational response planning during the COVID-19 crisis T2 - EdTech Hub AB - Written by Rachel Chuang, Tom Kaye, Caitlin Moss Coflan & Arjun Upadhyay (EdTech Hub Helpdesk Management Team) Amid one of the biggest global disruptions to schooling in living memory, countries are quickly developing distance education responses for students. The EdTech Hub’s Helpdesk is providing evidence-informed responses to requests for support from governments and their partners as they face this challenge. … DA - 2020/05/20/T13:24:17+00:00 PY - 2020 LA - en-US ST - From the Helpdesk UR - https://edtechhub.org/2020/05/20/from-the-helpdesk-observations-and-guidance-on-educational-response-planning-during-the-covid-19-crisis/ Y2 - 2020/11/07/12:57:57 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - FTTX to be distributed by three companies: Ogero head T2 - The Daily Star Lebanon DA - 2018/// PY - 2018 UR - http://www.dailystar.com.lb/News/Lebanon-News/2018/Feb-13/437876-fttx-to-be-distributed-by-three-companies-ogero-head.ashx Y2 - 2020/09/29/13:26:51 ER - TY - ELEC TI - Full article: Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review UR - https://www.tandfonline.com/doi/full/10.1080/00131911.2022.2035685 Y2 - 2022/05/30/11:44:37 ER - TY - ELEC TI - Future Tools - Find The Exact AI Tool For Your Needs AB - FutureTools Collects & Organizes All The Best AI Tools So YOU Too Can Become Superhuman! UR - https://www.futuretools.io/ Y2 - 2024/01/22/14:13:45 ER - TY - RPRT TI - GEM Report summary on disabilities in education T2 - Global Education Monitoring Report 2013/14 DA - 2014/// PY - 2014 SP - 12 PB - UNESCO UR - https://en.unesco.org/gem-report/sites/gem-report/files/GAW2014-Facts-Figures-gmr_0.pdf.pdf ER - TY - JOUR TI - General System Theory and the Ecosystem Concept T2 - The Bulletin of the Ecological Society of America DA - 1997/// PY - 1997 DO - https://doi.org/10.2307/20168127 DP - Wiley Online Library VL - 78 IS - 1 SP - 102 EP - 104 LA - en SN - 2327-6096 UR - https://esajournals.onlinelibrary.wiley.com/doi/abs/10.2307/20168127 Y2 - 2020/12/22/09:38:41 KW - ⚠️ Invalid DOI ER - TY - RPRT TI - generate.pdf UR - https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/project/?id=187&t=EEF%20Projects&e=187&s= Y2 - 2020/06/29/10:54:51 ER - TY - ELEC TI - Ghana Education Service LA - en-US UR - https://ges.gov.gh/ Y2 - 2020/06/29/12:42:36 ER - TY - ELEC TI - Ghana Investment Fund for Electronic Communications DA - 2019/// PY - 2019 LA - en-US UR - https://gifec.gov.gh/ Y2 - 2020/06/29/12:46:36 ER - TY - ELEC TI - Ghana Library Authority DA - 2020b PY - 2020b UR - https://ghanalibrary.org/ Y2 - 2020/06/29/12:44:34 ER - TY - RPRT TI - Ghana Mulitple Indicator Cluster Survey 2017/2018 DA - 2019/// PY - 2019 PB - The Government of Ghana UR - https://www.unicef.org/ghana/sites/unicef.org.ghana/files/2019-04/MICS%20Report.pdf Y2 - 2020/06/29/11:58:59 ER - TY - ELEC TI - Ghana Reads T2 - Open Learning Exchange Ghana DA - 2017/// PY - 2017 LA - en-gb ST - http UR - http://www.oleghana.org/index.php Y2 - 2020/06/29/13:29:55 ER - TY - GEN TI - ghana_ict_in_education_policy_august_2015.pdf UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_ict_in_education_policy_august_2015.pdf Y2 - 2020/06/29/11:45:55 ER - TY - ELEC TI - Global e-Schools and Communities Initiative (GESCI) / African Digital Schools Initiative (ADSI) DA - 2020/// PY - 2020 UR - https://gesci.org ER - TY - ELEC TI - Global Monitoring of School Meals During COVID-19 School Closures. AB - As a result of school closures, 350 million children around the world are missing out on school meals. For many of them, a school meal may be their only nutritious meal during the day. The world needs to find alternative solutions, fast. LA - en UR - https://cdn.wfp.org/2020/school-feeding-map/index.html Y2 - 2020/04/19/16:01:12 ER - TY - RPRT TI - Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume B - Day 2 CY - Geneva, Switzerland DA - 2019/08/22/and 23 PY - 2019 PB - World Health Organization UR - https://apps.who.int/iris/bitstream/handle/10665/330372/9789240000261-eng.pdf#page=1 ER - TY - ELEC TI - Google Meet UR - https://meet.google.com/ Y2 - 2020/06/08/13:06:19 ER - TY - ELEC TI - Google Translate UR - https://translate.google.com/ Y2 - 2020/06/08/13:05:31 ER - TY - ELEC TI - google translate - Google Search UR - https://www.google.com/search?q=google+translate&rlz=1C1GCEU_en-GBGB972GB972&oq=google+tr&aqs=chrome.0.69i59i131i433i512j69i57j0i433i512l2j0i512j69i60l3.1941j0j7&sourceid=chrome&ie=UTF-8 Y2 - 2022/01/17/15:26:18 ER - TY - RPRT TI - Government-led edtech initiatives to improve learning outcomes in Kenya AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/09/30/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/QH86RGE6 KW - _r:AddedByZotZen ER - TY - ELEC TI - Government of Pakistan. Ministry of Federal Education and Professional Training UR - http://mofept.gov.pk/ProjectDetail/MzkyNDc2MjMtY2VjYy00ZDA4LTk5OTUtNzUyNDI3ZWMzN2Rm Y2 - 2020/07/20/16:01:39 ER - TY - ELEC TI - Government of Pakistan. Ministry of Federal Education and Professional Training DA - 2020/07/20/16:01:39 PY - 2020 UR - http://mofept.gov.pk/ProjectDetail/MzkyNDc2MjMtY2VjYy00ZDA4LTk5OTUtNzUyNDI3ZWMzN2Rm Y2 - 2020/07/20/16:01:39 ER - TY - ELEC TI - Government of Pakistan. Ministry of Information Technology & Telecommunication, Government of Pakistan UR - https://moitt.gov.pk/ Y2 - 2020/07/20/14:18:46 ER - TY - ELEC TI - Government of Pakistan. Ministry of Information Technology & Telecommunication, Government of Pakistan UR - https://moitt.gov.pk/ Y2 - 2020/07/20/14:18:46 ER - TY - ELEC TI - Government of Pakistan. Ministry of Information Technology & Telecommunication, Government of Pakistan DA - 2020/07/20/14:18:46 PY - 2020 UR - https://moitt.gov.pk/ Y2 - 2020/07/20/14:18:46 ER - TY - ELEC TI - Government of Sindh. Information Technology Department Government of Sindh UR - https://istd.sindh.gov.pk/about Y2 - 2020/07/20/14:23:40 ER - TY - ELEC TI - Government of Sindh. Information Technology Department Government of Sindh UR - https://istd.sindh.gov.pk/about Y2 - 2020/07/20/14:23:40 ER - TY - ELEC TI - Government of Sindh. Information Technology Department Government of Sindh DA - 2020/07/20/14:23:40 PY - 2020 UR - https://istd.sindh.gov.pk/about Y2 - 2020/07/20/14:23:40 ER - TY - ELEC TI - Government of the Punjab. Punjab Information Technology Board UR - https://www.pitb.gov.pk/ Y2 - 2020/07/20/14:21:25 ER - TY - ELEC TI - Government of the Punjab. Punjab Information Technology Board UR - https://www.pitb.gov.pk/ Y2 - 2020/07/20/14:21:25 ER - TY - ELEC TI - Government of the Punjab. Punjab Information Technology Board DA - 2020/07/20/14:21:25 PY - 2020 UR - https://www.pitb.gov.pk/ Y2 - 2020/07/20/14:21:25 ER - TY - ELEC TI - Government of the Punjab. School Education Department UR - https://schools.punjab.gov.pk/ Y2 - 2020/07/20/16:05:45 ER - TY - ELEC TI - Government of the Punjab. School Education Department DA - 2020/07/20/16:05:45 PY - 2020 UR - https://schools.punjab.gov.pk/ Y2 - 2020/07/20/16:05:45 ER - TY - ELEC TI - Grantable UR - https://grantable.co/ Y2 - 2024/01/19/22:51:55 KW - _Added-ailr-2024 ER - TY - RPRT TI - GSMA-State-of-Mobile-Internet-Connectivity-Report-2019.pdf UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2019/07/GSMA-State-of-Mobile-Internet-Connectivity-Report-2019.pdf Y2 - 2020/07/30/09:51:06 ER - TY - ELEC TI - Guidance Note on Qualitative Research final2020.pdf UR - https://www.youthpower.org/sites/default/files/YouthPower/files/resources/Guidance%20Note%20on%20Qualitative%20Research%20final2020.pdf Y2 - 2021/04/18/20:13:37 ER - TY - RPRT TI - Haßler et al_2014_School-based professional development in a developing context.pdf UR - https://www.repository.cam.ac.uk/bitstream/handle/1810/247669/Ha%DFler%20et%20al%202014%20Professional%20Development%20in%20Education.pdf?sequence=1 Y2 - 2018/06/09/16:19:37 ER - TY - RPRT TI - HDR19 Curated list: French resources on introducing technology in the classroom ER - TY - BLOG TI - Help us improve education through technology: Sign up for user research T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. This week we kicked off our project to make our website more useful during the coronavirus (COVID-19) pandemic. This is part of the EdTech Hub’s strategy to respond to the pandemic, by providing rapid, actionable information and advice to government decision-makers. We want to help decision-makers navigate the opportunities and challenges of… DA - 2020/05/01/T13:06:13+00:00 PY - 2020 LA - en-US ST - Help us improve education through technology UR - https://edtechhub.org/2020/05/01/sign-up-for-user-research/ Y2 - 2020/11/07/12:59:21 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Helping you find and compare EdTech tools T2 - EdTech Hub AB - We’re excited to publish the first version of a tool to help you find and compare EdTech tools. The EdTech Hub’s mission is to increase the use of evidence to inform decision-making about education technology. Right now, our focus is on helping you think about whether and how EdTech can help you respond to the challenges of the school closures… DA - 2020/06/09/T12:03:43+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/06/09/helping-you-find-and-compare-edtech-tools/ Y2 - 2020/11/07/12:53:12 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - Home - Ubongo Learning | African Children's Media & Edutainment T2 - Ubongo AB - Ubongo is Africa's leading children's edutainment and media company. As a non-profit social enterprise, Ubongo provides millions of families across Africa with fun, localised and multi-platform educational content that helps kids learn, and leverage their learning to change their lives. UR - https://www.ubongo.org/ Y2 - 2021/09/14/09:33:35 ER - TY - JOUR TI - How broadband, digitization and ICT regulation impact the global economy Global econometric modelling DP - Zotero SP - 60 LA - en ER - TY - BLOG TI - How can governments, schools and teachers support education continuity and good pedagogy under coronavirus (Covid-19)? T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Written by Anna Riggall (Head of Research) and Tony McAleavy (Research Director), Education Development Trust As the horror of Covid-19 became apparent, governments around the world closed schools in their attempts to control the spread of the virus. According to UNESCO, schools are closed in 191 countries, impacting 90% of the world’s… DA - 2020/05/07/T08:09:52+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/05/07/how-can-governments-schools-and-teachers-support-education-continuity-and-good-pedagogy-under-covid-19/ Y2 - 2020/11/07/12:59:12 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - How India responded: distance learning in the time of COVID-19 T2 - EdTech Hub AB - As schools began to close earlier in the year, at the EdTech Hub we started to look at how governments pivoted to distance learning, with a number of country case studies exploring this shift. While the full case studies will be released soon, this blog gives an overview of the first of these into India’s response. The onset of COVID-19… DA - 2020/06/25/T07:21:18+00:00 PY - 2020 LA - en-US ST - How India responded UR - https://edtechhub.org/2020/06/25/how-india-responded-distance-learning-in-the-time-of-covid-19/ Y2 - 2020/11/07/12:53:01 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - How Systems Thinking Applies to Education - Educational Leadership UR - http://www.ascd.org/publications/educational-leadership/nov92/vol50/num03/How-Systems-Thinking-Applies-to-Education.aspx Y2 - 2021/01/04/11:01:35 ER - TY - BLOG TI - How the Government of Sierra Leone is improving its Education Data Hub T2 - EdTech Hub AB - Sierra Leone’s Education Data Hub is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and students could access and use… DA - 2020/09/08/T16:35:56+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/ Y2 - 2020/11/07/12:30:35 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - How to re-imagine learning in the wake of Covid-19 T2 - EdTech Hub AB - Last week the EdTech Hub, #NextGenEdu, and Education Development Trust convened experts, policymakers, and implementers to discuss their visions for a reimagined approach to learning in the wake of coronavirus. The invited speakers were: Mohibul Hasan Chowdhury, Deputy Minister of Education, Bangladesh Ministry of Education Jim Ackers, Regional Education Advisor, UNICEF South Asia Regional Office Sonam Wangchuk, Founder, Students’ Educational… DA - 2020/09/01/T15:50:51+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/09/01/how-to-re-imagine-learning-in-the-wake-of-covid-19/ Y2 - 2020/11/07/12:31:53 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - How to Use ChatGPT for Academic Purposes T2 - Academic Insight Lab AB - Exploring the ethical concerns and legitimate uses of ChatGPT in academic settings, including knowledge curation, data analysis, and generating new data points. Best practices for using ChatGPT are also discussed. Join today for free and begin using our AI tools, which are built using the most advan LA - en-US UR - https://academicinsightlab.org/blog/how-to-use-chatgpt-for-academic-purposes Y2 - 2024/01/21/21:19:39 ER - TY - ELEC TI - Humanitarian OpenStreetMap Team | Home UR - https://www.hotosm.org/ Y2 - 2021/05/09/19:17:41 ER - TY - ELEC TI - ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO Digital Library UR - https://unesdoc.unesco.org/ark:/48223/pf0000367858 Y2 - 2022/07/01/07:33:42 ER - TY - ELEC TI - Idara-e-Taleem-o-Aagahi UR - http://itacec.org/ Y2 - 2020/07/20/16:29:54 ER - TY - ELEC TI - Idara-e-Taleem-o-Aagahi DA - 2020/07/20/16:29:54 PY - 2020 UR - http://itacec.org/ Y2 - 2020/07/20/16:29:54 ER - TY - ELEC TI - iHub UR - https://ihub.co.ke/ Y2 - 2021/09/06/13:13:49 ER - TY - ELEC TI - ILMA AB - Innovate.Collaborate.Educate. UR - http://ilma.sabaq.edu.pk/ Y2 - 2020/07/21/10:34:01 ER - TY - ELEC TI - ILMA AB - Innovate.Collaborate.Educate. DA - 2020/07/21/10:34:01 PY - 2020 UR - http://ilma.sabaq.edu.pk/ Y2 - 2020/07/21/10:34:01 ER - TY - ELEC TI - Implementation of Kobo Collect in drought-affected Provinces T2 - UNFPA Angola AB - Implementation of Kobo Collect in drought-affected Provinces DA - 2022/06/14/T15:58:09+03:00 PY - 2022 LA - en UR - https://angola.unfpa.org/en/news/implementation-kobo-collect-drought-affected-provinces Y2 - 2022/07/08/06:51:47 ER - TY - GEN TI - Implementation Strategy for the National ICT Policy ER - TY - ELEC TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System | SharEd UR - https://shared.rti.org/content/implementing-large-scale-instructional-technology-kenya-changing-instructional-practice-and Y2 - 2021/04/19/15:47:47 ER - TY - ELEC TI - Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador UR - https://publications.iadb.org/en/publication/10627/information-technology-and-student-achievement-evidence-randomized-experiment Y2 - 2021/02/18/13:22:55 ER - TY - ELEC TI - Instant Network Schools T2 - Vodafone DA - 2020/// PY - 2020 LA - en-GB UR - https://www.vodafone.com/about/vodafone-foundation/focus-areas/instant-network-schools Y2 - 2020/06/29/13:11:31 ER - TY - ELEC TI - Instant Network Schools Programme, United Nations High Commissioner for Refugees (UNHCR) and the Vodafone Foundation / May 2016 - December 2017 | United Nations Office for Partnerships UR - https://www.un.org/partnerships/content/instant-network-schools-programme-united-nations-high-commissioner-refugees-unhcr-and Y2 - 2021/09/06/12:56:12 ER - TY - ELEC TI - International Astronomical Union | IAU UR - https://www.iau.org/administration/membership/individual/distribution/ Y2 - 2022/01/17/15:40:41 ER - TY - ELEC TI - International Centre for Evidence in Disability T2 - LSHTM LA - en UR - https://www.lshtm.ac.uk/research/centres/international-centre-evidence-disability Y2 - 2020/08/17/14:50:03 ER - TY - ELEC TI - International Review of Research in Open and Distributed Learning T2 - Érudit AB - The International Review of Research in Open and Distributed Learning (www.irrodl.org) est une revue numérique à comité de lecture qui diffuse des r… LA - fr UR - https://www.erudit.org/fr/revues/irrodl/ Y2 - 2021/04/01/13:51:43 ER - TY - ELEC TI - International Telecommunications Union DA - 2017/// PY - 2017 UR - https://www.itu.int/en/ITU-D/Pages/default.aspx ER - TY - BLOG TI - Internet connectivity in Lebanon impacted following blast T2 - NetBlocks AB - Network data from the NetBlocks internet observatory confirm that internet connectivity in Lebanon has significantly fallen following reports of an explosion on Tuesday 4 August 2020, with the outage ongoing ... DA - 2020/08/04/T16:11:25+00:00 PY - 2020 LA - en-US UR - https://netblocks.org/reports/internet-connectivity-in-lebanon-impacted-following-blast-YAE2RvB3 Y2 - 2021/03/03/18:11:05 ER - TY - ELEC TI - Introduction to Systems Theory | Wiley T2 - Wiley.com AB - Niklas Luhmann ranks as one of the most important sociologists and social theorists of the twentieth century. Through his many books he developed a highly original form of systems theory that has been hugely influential in a wide variety of disciplines. In Introduction to Systems Theory, Luhmann explains the key ideas of general and sociological systems theory and supplies a wealth of examples to illustrate his approach. The book offers a wide range of concepts and theorems that can be applied to politics and the economy, religion and science, art and education, organization and the family. Moreover, Luhmann’s ideas address important contemporary issues in such diverse fields as cognitive science, ecology, and the study of social movements. This book provides all the necessary resources for readers to work through the foundations of systems theory – no other work by Luhmann is as clear and accessible as this. There is also much here that will be of great interest to more advanced scholars and practitioners in sociology and the social sciences. LA - en-am UR - https://www.wiley.com/en-am/Introduction+to+Systems+Theory-p-9780745645711 Y2 - 2021/01/05/13:29:26 ER - TY - ELEC TI - invest2innovate LA - en-US UR - https://invest2innovate.com/incubate/ Y2 - 2020/07/21/10:30:27 ER - TY - ELEC TI - invest2innovate DA - 2020/07/21/10:30:27 PY - 2020 LA - en-US UR - https://invest2innovate.com/incubate/ Y2 - 2020/07/21/10:30:27 ER - TY - ELEC TI - Iris.ai - Your Researcher Workspace – Leading AI for your research challenge T2 - Iris.ai - Your Researcher Workspace AB - AI for scientific text understanding - literature reviews, research data extraction, post-market surveillance, and other tedious tasks. LA - en-US UR - https://iris.ai/ Y2 - 2024/01/20/08:44:14 KW - _Added-ailr-2024 ER - TY - ELEC TI - Join this video meeting AB - Real-time meetings by Google. Using your browser, share your video, desktop and presentations with team members and customers. LA - en UR - https://meet.google.com Y2 - 2020/08/03/14:20:05 ER - TY - ELEC TI - JSTOR: Search Results UR - https://www.jstor.org/action/doBasicSearch?Query=systems+theory+%5C+in+education Y2 - 2021/01/06/06:28:07 ER - TY - SLIDE TI - Keep Children Reading: Monitoring Reading Data During Covid-19 UR - https://drive.google.com/file/d/1Xv6NR89sNbQ7-mSQJVhxe_N2wekyU5lt/view ER - TY - ELEC TI - Keep Kenya Learning UR - https://keepkenyalearning.com/ Y2 - 2021/09/14/09:36:19 ER - TY - ELEC TI - Kenya Broadcasting Corporation DA - 2017/// PY - 2017 UR - https://www.kbc.co.ke/ Y2 - 2020/07/01/10:43:27 ER - TY - ELEC TI - Kenya Education Cloud AB - home DA - n.d. PY - n.d. LA - en UR - https://kec.ac.ke Y2 - 2020/07/01/09:21:56 ER - TY - ELEC TI - Kenya Education Management Institute DA - n.d. PY - n.d. UR - https://kemi.ac.ke/ Y2 - 2020/07/01/10:38:50 ER - TY - ELEC TI - Kenya Institute of Curriculum Development DA - 2020/// PY - 2020 UR - https://kicd.ac.ke/ Y2 - 2020/07/01/10:28:42 ER - TY - ELEC TI - Kenya Institute of Special Education DA - 2020/// PY - 2020 UR - https://www.kise.ac.ke/ Y2 - 2020/07/01/10:39:44 ER - TY - ELEC TI - Kenya National Examination Council DA - 2018/// PY - 2018 UR - https://www.knec.ac.ke/ Y2 - 2020/07/01/10:37:41 ER - TY - RPRT TI - Kenya Publishers Association DA - 2019/// PY - 2019 DP - kenyapublishers.org LA - en-US UR - https://kenyapublishers.org/ Y2 - 2020/07/01/10:57:03 ER - TY - ELEC TI - Kenya - Scoping review T2 - Google Docs AB - Executive summary A concise summary of the high-level takeaways, to detail: What is already known on the topic What this paper adds What the Implications are for practice and / or policy Introduction [1 page maximum. The majority of the introduction will be standardised text across all six re... LA - en-GB UR - https://docs.google.com/document/d/1fmmbZ-pps7E_SkUJl1oYA4jPOiRzl78Bo3bIyrQtIPQ/edit?usp=embed_facebook Y2 - 2021/05/12/08:54:51 ER - TY - ELEC TI - Kenya Vision 2030 DA - n.d. PY - n.d. UR - https://vision2030.go.ke/ Y2 - 2020/07/01/09:36:31 ER - TY - ELEC TI - Kheda Communication Project UR - http://ecoursesonline.iasri.res.in/mod/page/view.php?id=116100 Y2 - 2020/06/11/13:36:48 ER - TY - ELEC TI - KitKit School DA - 2019/// PY - 2019 UR - http://kitkitschool.com ER - TY - ELEC TI - Knowledge Platform UR - https://www.knowledgeplatform.com/ Y2 - 2020/07/21/10:43:44 ER - TY - ELEC TI - Knowledge Platform DA - 2020/07/21/10:43:44 PY - 2020 UR - https://www.knowledgeplatform.com/ Y2 - 2020/07/21/10:43:44 ER - TY - ELEC TI - Konnect UR - http://www.konnect.edu.bd/ ER - TY - ELEC TI - KUKUA UR - https://kukua.me/ Y2 - 2021/09/14/09:34:20 ER - TY - ELEC TI - Kukua Education DA - n.d. PY - n.d. LA - en UR - https://www.kukua.me Y2 - 2020/07/01/11:10:26 ER - TY - RPRT TI - Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE UR - https://inee.org/resources/landscape-review-education-conflict-and-crisis-how-can-technology-make-difference Y2 - 2020/01/23/10:41:51 ER - TY - ELEC TI - Lateral.io: Enhancing Literature Review Speed AB - Lateral.io is a tool that helps researchers save time and improve efficiency by organizing and analyzing research papers, allowing for faster information retrieval and collaboration. LA - en ST - Lateral.io UR - https://eightify.app/summary/computer-science-and-technology/lateral-io-enhancing-literature-review-speed Y2 - 2024/01/20/09:49:15 KW - _Added-ailr-2024 ER - TY - ELEC TI - Lean Impact: How to Innovate for Radically Greater Social Good | Wiley T2 - Wiley.com AB - Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices, popularized by bestseller The Lean Startup, that have fueled technology breakthroughs touching every aspect of our lives, Lean Impact turns our attention to a new goal - radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the need. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a tech executive in Silicon Valley to her most recent experience as the Chief Innovation Officer at USAID. She vividly illustrates the book with real stories from interviews with over 200 organizations across the US and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale. LA - en-us ST - Lean Impact UR - https://www.wiley.com/en-us/Lean+Impact%3A+How+to+Innovate+for+Radically+Greater+Social+Good-p-9781119506645 Y2 - 2021/02/23/09:42:20 ER - TY - ELEC TI - learning-through-play-school.pdf UR - https://www.legofoundation.com/media/1740/learning-through-play-school.pdf Y2 - 2020/08/14/07:48:06 ER - TY - BLOG TI - Leaving no one behind: technology and the education sector response to COVID-19 in Rwanda T2 - EdTech Hub AB - By Ernest Ngabonzima, Roberte Isimbi, Marie Merci Mwali, Arnaldo Pellini A swift policy response When COVID-19 reached Rwanda, the Ministry of Education (MINEDUC) was quick to shut schools and make use of technology to support and enable distance learning. This includes e-learning platforms and the use of private and public media channels. The first teaching radio programmes were introduced just… DA - 2020/07/10/T11:59:42+00:00 PY - 2020 LA - en-US ST - Leaving no one behind UR - https://edtechhub.org/2020/07/10/leaving-no-one-behind-technology-and-the-education-sector-response-to-covid-19-in-rwanda/ Y2 - 2020/11/07/12:52:26 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - Lebanon starts transformation process to digital economy T2 - MENAFN AB - ) BEIRUT, Sept 13 (KUNA) -- Lebanese Minister of Telecommunications Mohamed Choucair said on Friday that the government has started the transformation process to the digital economy that acquires four percent of the country's national income.This release contains the latest statistics on school and pupil numbers and their characteristics, including:
The publication combines information from the school census, school level annual school census, general hospital school census and alternative provision census.
LA - en UR - https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2019-20 Y2 - 2022/08/31/21:21:52 ER - TY - RPRT TI - ScienceDirect Snapshot UR - https://www.sciencedirect.com/science/article/abs/pii/S0742051X0600179X Y2 - 2020/08/05/12:15:31 ER - TY - ELEC TI - SciPub+ | Revolutionize Your Academic Writing AB - Empowering Researchers with AI-Driven Writing Tools LA - en UR - https://scipubplus.com Y2 - 2024/01/19/22:55:13 ER - TY - ELEC TI - scite.ai T2 - scite.ai AB - Smart Citations for Amoya Rolle LA - en UR - https://scite.ai Y2 - 2021/04/26/19:10:14 ER - TY - ELEC TI - Scite.ai (AI for Research) T2 - scite.ai AB - Ask a question, get an answer backed by real research. Scite is trusted by leading universities, publishers, and corporations across the world. LA - en UR - https://scite.ai Y2 - 2024/01/19/22:47:20 ER - TY - VIDEO TI - Scoping call notes DA - 2021/11// PY - 2021 ER - TY - ELEC TI - Secondary Education Development Program - SEDP UR - http://sedp.gov.bd/ ER - TY - ELEC TI - Semantic Scholar | AI-Powered Research Tool AB - Semantic Scholar uses groundbreaking AI and engineering to understand the semantics of scientific literature to help Scholars discover relevant research. LA - en UR - https://www.semanticscholar.org/ Y2 - 2024/01/20/08:58:27 KW - _Added-ailr-2024 ER - TY - ELEC TI - SESRA UR - http://sesra.net/index/about Y2 - 2024/01/20/09:14:03 ER - TY - ELEC TI - ShuleDirect DA - 2020/// PY - 2020 UR - https://www.shuledirect.co.tz ER - TY - JOUR TI - Sierra Leone: education country status report; an analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone; 2013 DP - Zotero SP - 204 LA - en ER - TY - ELEC TI - Silverleaf Academy UR - https://www.silverleaf.co.tz ER - TY - ELEC TI - Simplifying license attribution for OER with emacs-reveal T2 - OER World Map AB - Open Educational Resources (OER) come with different license terms that require different forms of attribution. Properly attributing OER with licensing information has previously been identified as one of the most time-consuming factors of OER projects. As shown in this paper, the semantic annotatio LA - de UR - https://oerworldmap.org/resource/urn:uuid:1540d063-1a49-4ffd-9bed-0fe0d7b5ebd5%3Flanguage=de Y2 - 2020/08/19/12:52:36 ER - TY - ELEC TI - Sisimpur: Homepage T2 - Sisimpur AB - Explore games, videos, and activities with Halum, Ikri Mikri, Shiku, and Tuktuki! LA - en-US ST - Sisimpur UR - https://sisimpur.org.bd/ Y2 - 2020/06/11/13:40:24 ER - TY - ELEC TI - Skills UR - http://www.skills.gov.bd/ ER - TY - ELEC TI - Slack | general | EdTech UR - https://app.slack.com/client/TJ62YN2LB/CJ62YNEH1 Y2 - 2020/08/12/12:57:17 ER - TY - ELEC TI - Slack | Katy Jordan | EdTech UR - https://app.slack.com/client/TJ62YN2LB/D01DRGP8MJT/thread/CJ62YNEH1-1648468776.981819 Y2 - 2022/03/28/16:42:50 ER - TY - ELEC TI - SMS Voices: Technology Solution for Information-Sharing from Remote Populations UR - https://onourradar.org/project/sms-voices/ ER - TY - RPRT TI - Snapshot UR - https://blogs.worldbank.org/impactevaluations/can-technology-enable-effective-teacher-coaching-scale Y2 - 2020/05/10/18:30:34 ER - TY - RPRT TI - SNE_Policy__4.10.2018.pdf UR - https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/SNE_Policy__4.10.2018.pdf Y2 - 2020/08/28/17:17:57 ER - TY - ELEC TI - Solutions LA - en UR - https://solve.mit.edu/challenges/youth-skills-the-workforce-of-the-future/solutions/883#solution-subnav-offset Y2 - 2020/06/26/17:02:55 ER - TY - BLOG TI - Solutions EdTech face au COVID-19 dans les pays francophones T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons que nous pouvons tirer de… DA - 2020/04/29/T19:00:24+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/04/29/solutions-edtech-face-au-covid-19-dans-les-pays-francophones/ Y2 - 2020/11/07/12:59:37 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Special Needs Education: Country Data 2012 DA - 2012/// PY - 2012 PB - European Agency for Development in Special Needs Education ER - TY - ELEC TI - srdb.pro AB - SRDB.PRO is the first enterprise level literature review and data analysis platform designed specifically for the Pharmaceutical industry and healthcare consultancies. A truly comprehensive literature review solution, supports all aspects of the review process, from searches through to report generation. And all from a single software platform. SRDB.PRO enhances productivity, increases accuracy and drives greater profitability by reducing the amount of time needed to manage and produce accurate reviews and secondary evidence. Visit us at www.srdb.pro UR - www.srdb.pro ER - TY - RPRT TI - Support for children and young people with vision impairment in educational settings DA - 2019/12// PY - 2019 PB - Welsh Government UR - https://gov.wales/sites/default/files/publications/2019-12/191209-support-for-children-and-young-people-with-vision-impairment-in-educational-settings.pdf ER - TY - BLOG TI - Supporting innovation in the time of COVID: What we've done and what we'll do next T2 - EdTech Hub AB - When COVID-19 emerged as a clear and present danger, we in the Hub innovation team were forced to rethink our plans for 2020. We previously told you about our work and how it looks to support and scale innovation with real people in real life. Now we had to reassess what this would look like and how it could be… DA - 2020/06/02/T18:29:42+00:00 PY - 2020 LA - en-US ST - Supporting innovation in the time of COVID UR - https://edtechhub.org/2020/06/02/supporting-innovation-in-the-time-of-covid-what-weve-done-and-what-well-do-next/ Y2 - 2020/11/07/12:54:28 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - SWIFT-Active Screener T2 - Sciome AB - SWIFT-Active Screener is a web-based, collaborative systematic review software application. Active Screener was designed to be easy-to-use, incorporating a simple, but powerful, graphical user interface with rich project status updates. What makes Active Screener special, however, is its behind-the-scenes application of state-of-the-art statistical models designed to save screeners time and effort by automatically prioritizing articles […] LA - en-US UR - https://www.sciome.com/swift-activescreener/ Y2 - 2024/01/20/09:47:10 ER - TY - ELEC TI - SWOT analysis - Wikipedia DA - 2021/// PY - 2021 UR - https://en.wikipedia.org/wiki/SWOT_analysis Y2 - 2021/01/27/00:00:00 ER - TY - ELEC TI - T-TEL T2 - Transforming Teacher Education and Learning DA - n.d. PY - n.d. UR - https://www.t-tel.org/home Y2 - 2020/07/03/07:39:30 ER - TY - ELEC TI - Tanzania Commission for Science and Technology UR - http://www.costech.or.tz ER - TY - ELEC TI - Tanzania Commission for Universities UR - https://www.tcu.go.tz ER - TY - ELEC TI - Tanzania Education Authority UR - https://www.tea.or.tz ER - TY - RPRT TI - Tanzania Higher Education ER - TY - ELEC TI - Tanzania Institute of Education ER - TY - ELEC TI - Tarjemly Live T2 - Tarjemly Live AB - Tarjmly Live was created from the difficulty which Arab and foreigners face when they come to Turkey for tourism or residence purposes, the difficulty is in differences in languages, and the difficulty of the Turkish language UR - http://tarjemly-live.com/en/home Y2 - 2020/06/08/13:05:24 ER - TY - ELEC TI - TCF - The Citizens Foundation AB - TCF is a non-profit organisation which provides education for those people who cannot afford it. It is an NGO run by professional people. DA - 2018/12/27/ PY - 2018 LA - en-US UR - https://www.tcf.org.pk/ Y2 - 2020/07/20/16:27:05 KW - auto_merged ER - TY - BLOG TI - Teach by Radio – MINISTRY OF EDUCATION, LIBERIA LA - en-US UR - https://moe-liberia.org/teach-by-radio/ Y2 - 2020/06/26/12:55:19 ER - TY - GEN TI - Teacher’s Guide, Part B: Teaching Mathematics (P 1-3) DA - 2017/03// PY - 2017 UR - https://www.tdpnigeria.org/assets/resources/in-service/multi-tgv-mathematics/TG_Maths_Part%20B%20P1-3.pdf Y2 - 2022/07/08/21:35:38 ER - TY - ELEC TI - Teachers Service Commission DA - 2020/// PY - 2020 UR - https://www.tsc.go.ke/ Y2 - 2020/07/01/10:29:49 ER - TY - ELEC TI - Technology and Child Development: Evidence from the One Laptop per Child Program | Publications UR - https://publications.iadb.org/publications/english/document/Technology-and-Child-Development-Evidence-from-the-One-Laptop-per-Child-Program.pdf Y2 - 2021/02/23/09:42:41 ER - TY - RPRT TI - Technology for Inclusive Education (TFIE) Pilot Report UR - https://www.ekitabu.com/wp-content/uploads/2019/08/Technology-for-Inclusive-Education-Pilot-Report-31-AUG-2018.pdf Y2 - 2020/08/26/19:23:18 ER - TY - ELEC TI - Teleschool Inauguration 13-04-2020.jpg UR - http://mofept.gov.pk/SiteImage/Misc/images/Teleschool%20Inuguration%2013-04-2020.jpg Y2 - 2020/07/21/11:01:14 ER - TY - ELEC TI - Teleschool Inauguration 13-04-2020.jpg DA - 2020/07/21/11:01:14 PY - 2020 UR - http://mofept.gov.pk/SiteImage/Misc/images/Teleschool%20Inuguration%2013-04-2020.jpg Y2 - 2020/07/21/11:01:14 ER - TY - ELEC TI - Telkom Kenya Limited DA - 2019/// PY - 2019 UR - https://telkom.co.ke/ Y2 - 2020/07/01/10:46:05 ER - TY - RPRT TI - TESS-India Academic Review Final 130617_0.pdf UR - https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf Y2 - 2020/07/02/16:41:32 ER - TY - ELEC TI - TESS-India (Teacher Education through School-based Support) T2 - Open Learn Create UR - https://www.open.edu/openlearncreate/course/index.php?categoryid=45 Y2 - 2020/08/31/10:20:38 ER - TY - ELEC TI - TESSA | Teacher Education in Sub-Saharan Africa (TESSA) UR - https://www.tessafrica.net/home Y2 - 2021/09/06/12:54:19 ER - TY - ELEC TI - The DAISY Consortium Home Page T2 - The DAISY Consortium AB - Global Reach DAISY is an international non-profit membership organization working with over 150 partners all around the world to improve access to reading for people with print disabilities Join Us… Shaping the Technology of Tomorrow At DAISY we work closely…Continue reading... LA - en-US UR - https://daisy.org/ Y2 - 2020/04/03/19:30:49 ER - TY - BLOG TI - The EdTech Hub’s Helpdesk and COVID-19: Demand-driven advice T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. With more than 1.5 billion children now affected by school closures, ministries of education and decision-makers around the world are urgently in need of fast, evidence-based, context-specific advice about out-of-school learning. Teachers, caregivers, parents and policymakers are tirelessly working to ensure that learning doesn’t stop. Faced with one of the… DA - 2020/04/09/T14:12:27+00:00 PY - 2020 LA - en-US ST - The EdTech Hub’s Helpdesk and COVID-19 UR - https://edtechhub.org/2020/04/09/the-edtech-hubs-helpdesk-and-covid-19-demand-driven-advice/ Y2 - 2020/11/07/13:02:03 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - The Effect of Covid-19 on Education in Africa and its Implications for the Use of Technology T2 - ICDE AB - The Effect of Covid-19 on Education in Africa and its Implications for the Use of Technology As African countries begin to come to terms with the effect of the Covid-19 pandemic on their education systems, eLearning Africa and the EdTech Hub conducted a survey of over 1600 education and technology LA - en-GB UR - https://www.icde.org/icde-blog/elearningafrica-the-effect-of-covid-19-on-education-in-africa Y2 - 2021/08/25/08:58:02 ER - TY - ELEC TI - The Global Initiative for Inclusive ICT (Home) T2 - The Global Initiative for Inclusive ICT UR - https://buyict4all.org/ Y2 - 2020/06/01/11:43:10 ER - TY - RPRT TI - The Impact of a Tech-Supported, School-Based TCPD Model on Learning Outcomes in Tanzania: Research tool pack AB - An output of the EdTech Hub, https://edtechhub.org DA - 2023/01/31/ PY - 2023 LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib/SEUDMIUE KW - _r:AddedByZotZen ER - TY - ELEC TI - The National Council for Technical Education (NACTE) UR - https://www.nacte.go.tz/ ER - TY - GEN TI - The National Education Act, 1978 PB - UNESCO UR - http://www.unesco.org/education/edurights/media/docs/873ae01bc28cf449895950c7cac2a419d3ede5fd.pdf ER - TY - ELEC TI - The Risks of Dangerous Dashboards in Basic Education T2 - Center For Global Development AB - Many countries’ systems of basic education are in “stall” condition. A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and contains information on whether individuals can answer simple arithmetic questions. Figure 1, showing the relationship between the level of schooling and the probability of answering a typical question correctly, has two shocking results. LA - en UR - https://www.cgdev.org/publication/risks-dangerous-dashboards-in-basic-education Y2 - 2020/12/17/17:52:30 ER - TY - BLOG TI - Think Local: Support for learning during coronavirus (COVID-19) could be found from within communities T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. While technology is a potentially powerful tool in low-resourced contexts, technology use is not always possible or appropriate, as previous Hub blogs have asserted. The following blog emphasises the particular role that communities can play in supporting continued learning opportunities for the billions of children whose education has been disrupted by… DA - 2020/04/16/T13:44:16+00:00 PY - 2020 LA - en-US ST - Think Local UR - https://edtechhub.org/2020/04/16/think-local-support-for-learning-during-coronavirus-covid-19-could-be-found-from-within-communities/ Y2 - 2020/11/07/13:01:29 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - THIRD-MEDIUM-TERM-PLAN-2018-2022.pdf UR - http://vision2030.go.ke/inc/uploads/2019/01/THIRD-MEDIUM-TERM-PLAN-2018-2022.pdf Y2 - 2020/07/01/10:09:25 ER - TY - ELEC TI - ToffeeTV T2 - ToffeeTV AB - The idea of ToffeeTv stems from arduous hours of searching Urdu stories and songs for children. As the search continues the sad realization has set in that LA - en-US UR - https://toffeetv.com/about/ Y2 - 2020/07/21/10:53:00 ER - TY - ELEC TI - Train for Tomorrow, Ghana T2 - Varkey Foundation AB - Funded by Dubai Cares, Train for Tomorrow (T4T) is a US$ 2 million remote teacher training project in Ghana’s Eastern Region . DA - 2018/// PY - 2018 LA - en UR - https://www.varkeyfoundation.org/what-we-do/programmes/train-for-tomorrow-ghana/ Y2 - 2020/06/29/13:36:09 ER - TY - ELEC TI - Transforming Teacher Education and Learning UR - https://www.t-tel.org/home Y2 - 2020/06/29/13:59:35 ER - TY - ELEC TI - Trends in Digital Personalized Learning AB - Landscape review | Taking stock of personalized learning solutions in low and middle-income countries LA - en UR - https://www.unicef.org/globalinsight/reports/trends-digital-personalized-learning Y2 - 2022/06/29/10:37:41 ER - TY - ELEC TI - Tunapanda Institute - Bridging Digital Divides T2 - Tunapanda Institute AB - Tunapanda is a swahili word meaning 'we are growing'. We are a non-profit social enterprise that runs intensive 3-month technology, design, and business LA - en-US UR - https://tunapanda.org/ Y2 - 2021/09/14/09:35:40 ER - TY - ELEC TI - Turn.io News: Bridge’s mobile interactive quiz platform uses WhatsApp to mitigate learning crisis AB - Bridge International Academies is using a WhatsApp-based mobile interactive quiz platform to help deliver solutions to children in Nigeria, Liberia, Uganda and Kenya during the current learning crisis brought on by the COVID-19 pandemic. LA - en ST - Turn.io News UR - https://turn.io/news/bridgenews Y2 - 2022/06/22/15:52:01 ER - TY - ELEC TI - Turn.io News: Fast tracking low-cost, scalable EdTech solutions with Turn.io’s Chat for Impact Service AB - Over the past two years, Turn.io’s Chat for Impact platform has played an important role in supporting social impact organisations around the globe as they develop better and more robust education systems. LA - en ST - Turn.io News UR - https://turn.io/news/fast-tracking-edtech Y2 - 2022/06/22/15:39:52 ER - TY - ELEC TI - Turn.io News: Girl Effect chatbot a safe space for young girls AB - Girl Effect creates virtual and real-world spaces where girls can be inspired, informed, and connected to services, and to others, so they can take action to change their lives. The partnership with Turn.io has evolved over the last four years into the creation of Big Sis, a virtual “big sister” who offers private and trusted advice about sex and relationships. LA - en ST - Turn.io News UR - https://turn.io/news/girl-effect Y2 - 2022/06/22/16:04:23 ER - TY - ELEC TI - Turn.io News: NewGlobe continues to refine remote learning solutions in five countries AB - NewGlobe has delivered remote learning solutions to over 13 400 users in five countries since a few months into the onset of the COVID-19 pandemic and is using feedback from end-users to significantly enhance the project. Among these solutions is a highly impactful series of chat-based interactive quizzes on mobile designed to reach learners where they are in Nigeria, Liberia, Uganda, Kenya and India, and delivered through NewGlobe’s Bridge Academies International. LA - en ST - Turn.io News UR - https://turn.io/news/newglobecovid Y2 - 2022/07/08/10:27:14 ER - TY - ELEC TI - Tusome – Improving Early Grade Learning in Kenya | RTI UR - https://www.rti.org/impact/tusome-improving-early-grade-learning-kenya Y2 - 2021/09/06/12:37:53 ER - TY - ELEC TI - TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y Y2 - 2020/08/12/15:37:42 ER - TY - ELEC TI - Typeset (AI Chat for scientific PDFs | SciSpace) AB - Chat with PDF and conduct your literature review faster using SciSpace. Discover 200M+ papers or upload your own PDF, highlight text or ask questions, and extract explanations and summaries. LA - en UR - https://typeset.io Y2 - 2024/01/19/22:51:41 KW - _Added-ailr-2024 ER - TY - ELEC TI - UCT Low Tech Remote Teaching Guidelines T2 - Google Docs AB - University of Cape Town Low Tech Remote Teaching Principles Teaching and learning remotely during a global pandemic is a challenging task for everyone. Keep it simple for you and your students. CILT will help you move your course online: reach out to us at help@vula.uct.ac.za, use the rem... LA - en-GB UR - https://docs.google.com/document/d/1zPN7XUitOCw75FW6UeqrYAcWl41UqgKoZ_HRoYTKFZI/edit?usp=embed_facebook Y2 - 2020/08/16/13:57:31 ER - TY - ELEC TI - UCT Remote Teaching Course Design Checklist 2020 T2 - Google Docs LA - en-GB UR - https://docs.google.com/document/d/1C0JtTvI59VQB5f1Dfbrr48KFi2hfdDI2hvOAHbmpyqg/edit?usp=embed_facebook Y2 - 2020/08/16/13:56:28 ER - TY - ELEC TI - UDL: The UDL Guidelines T2 - The UDL Guidelines UR - http://udlguidelines.cast.org/ Y2 - 2020/04/03/19:28:03 ER - TY - BLOG TI - [unavailable] KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - [unavailable] KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodoETH ER - TY - JOUR TI - Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? T2 - EdTech Hub Preprint AB - This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder. Keywords: Teacher deployment, teacher preferences, Sierra Leone, teacher supply, remote schools An output of the EdTech Hub, https://edtechhub.org CN - 0171 DA - 2023/// PY - 2023 DO - 10.53832/edtechhub.0171 LA - en UR - https://docs.edtechhub.org/lib/KAAC2B78 KW - _r:AddedByZotZen ER - TY - ELEC TI - Understanding the pricing of the ChatGPT API - API T2 - OpenAI Developer Forum AB - Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at $1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/... DA - 2024/01/09/T11:40:32+00:00 PY - 2024 LA - en UR - https://community.openai.com/t/understanding-the-pricing-of-the-chatgpt-api/579268 Y2 - 2024/01/21/22:03:15 ER - TY - ELEC TI - Universal Service Funds & connecting schools to the Internet around the world AB - maybe there's another way to support this? We need to connect our schools to the Internet. While it may not (yet) be viable to do so in many countries, few education policymakers would question this general aspiration. Of course, questions related to the speed and nature of this connection are ... LA - en UR - https://blogs.worldbank.org/edutech/universal-service-funds-connecting-schools-internet-around-world Y2 - 2020/04/28/10:34:25 ER - TY - JOUR TI - USAID Impact Evaluation of the Makhalidwe Athu Project (Zambia) Endline Report DP - Zotero SP - 139 LA - en ER - TY - ELEC TI - Using educational transitions to estimate learning loss due to Covid-19 school closures.pdf UR - https://www.educ.cam.ac.uk/centres/real/publications/Using%20educational%20transitions%20to%20estimate%20learning%20loss%20due%20to%20Covid-19%20school%20closures.pdf Y2 - 2020/08/12/15:39:56 ER - TY - ELEC TI - Using video to support in-service teacher professional development: the state of the field, limitations and possibilities: Technology, Pedagogy and Education: Vol 27, No 1 UR - https://www.tandfonline.com/doi/abs/10.1080/1475939X.2017.1361469 Y2 - 2020/08/31/12:57:13 ER - TY - ELEC TI - Uwezo (2020): Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis. Nairobi: Usawa Agenda. | HumanitarianResponse DA - 2020/// PY - 2020 UR - https://www.humanitarianresponse.info/es/operations/kenya/document/uwezo-2020-are-our-children-learning-status-remote-learning-among-school Y2 - 2022/06/29/19:30:31 ER - TY - ELEC TI - Virtual Class UR - http://www.virtualclass.gov.bd ER - TY - ELEC TI - Virtual University of Pakistan UR - http://www.vu.edu.pk/AboutUs/AboutVU.aspx Y2 - 2020/07/21/10:35:07 ER - TY - ELEC TI - Virtual University of Pakistan UR - http://www.vu.edu.pk/AboutUs/AboutVU.aspx Y2 - 2020/07/21/10:35:07 ER - TY - ELEC TI - Virtual University of Pakistan DA - 2020/07/21/10:35:07 PY - 2020 UR - http://www.vu.edu.pk/AboutUs/AboutVU.aspx Y2 - 2020/07/21/10:35:07 ER - TY - ELEC TI - Washichana Wetu Wafaulu - Education Development Trust Programme UR - https://wasichanawetuwafaulu.com/ Y2 - 2021/09/06/12:59:54 ER - TY - ELEC TI - WebPlotDigitizer - Extract data from plots, images, and maps UR - https://automeris.io/WebPlotDigitizer/ Y2 - 2024/01/20/20:10:19 ER - TY - ELEC TI - Welcome - Humanitarian Data Exchange LA - en_AU UR - https://data.humdata.org/ Y2 - 2021/05/09/19:16:30 ER - TY - RPRT TI - What-are-countries-that-already-use-remote-learning-doing-and-what-can-we-learn-from-them-EdTechHub.pdf ER - TY - ELEC TI - What is the AppMap - Google Docs UR - https://docs.google.com/document/d/1zeI1gdb9Z0D3YPukGCKpKhYYrC84jbNVKc2Rvs3eAjQ/edit#heading=h.uewz92fnade2 Y2 - 2023/06/22/09:31:41 ER - TY - BLOG TI - What we have learnt from designing and implementing tablet-based learning across the world T2 - EdTech Hub AB - Written by Susan Colby (Imagine Worldwide) and Nicola Pitchford (University of Nottingham) As COVID-19 has disrupted education worldwide, more organizations and governments are exploring using tablet-based learning models to provide children with flexible access to learning that can take place anywhere. When implemented well, tablet-based learning can empower learners to build skills and knowledge through the use of technology. Children… DA - 2020/07/30/T16:04:13+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/07/30/what-we-have-learnt-from-designing-and-implementing-tablet-based-learning-across-the-world/ Y2 - 2020/11/07/12:50:56 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - What you can expect from the future EdTech Hub website T2 - EdTech Hub AB - The EdTech Hub had just finished a seven-month planning phase when COVID-19 hit. A profound sense of urgency swept over us. We realized that the planning we had done for a gradual ramp-up was now feeling insufficient to fulfill our mission, given the new global reality of kids being away from school, and the potential for EdTech to help. Our… DA - 2020/07/27/T17:16:24+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/07/27/what-you-can-expect-from-the-future-edtech-hub-website/ Y2 - 2020/11/07/12:51:30 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Why the COVID Crisis Is Not EdTech’s Moment in Africa T2 - EdTech Hub AB - This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to… DA - 2020/05/19/T14:12:36+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/05/19/why-the-covid-crisis-is-not-edtechs-moment-in-africa/ Y2 - 2020/11/07/12:58:34 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - WonderTree LA - en-US UR - https://wondertree.co/about/ Y2 - 2020/07/21/10:56:27 ER - TY - ELEC TI - WonderTree DA - 2020/07/21/10:56:27 PY - 2020 LA - en-US UR - https://wondertree.co/about/ Y2 - 2020/07/21/10:56:27 ER - TY - ELEC TI - World Development Report 2018: Learning to Realize Education’s Promise T2 - World Bank AB - World Development Report 2018: LEARNING to Realize Education’s Promise LA - en M3 - Text/HTML ST - World Development Report 2018 UR - https://www.worldbank.org/en/publication/wdr2018 Y2 - 2020/08/21/16:25:46 ER - TY - ELEC TI - Worldreader AB - With low-cost technology, culturally-relevant digital books, and a network of partners, we’re helping millions of people read more and read better. DA - 2020/// PY - 2020 LA - en-US UR - http://www.worldreader.org/ Y2 - 2020/07/01/11:15:05 ER - TY - ELEC TI - Worldreader | Helping Readers Build a Better World UR - https://www.worldreader.org/ Y2 - 2021/09/06/12:56:00 ER - TY - ELEC TI - WPS8050.pdf UR - http://documents.worldbank.org/curated/en/565311493912180970/pdf/WPS8050.pdf Y2 - 2020/05/25/18:02:07 ER - TY - ELEC TI - Wuqu' Kawoq UR - http://www.wuqukawoq.org/ Y2 - 2020/06/08/13:07:04 ER - TY - GEN TI - Zanzibar Education Development Plan II 2017/2018-2021/2022 DA - 2017/// PY - 2017 PB - Ministry of Education and Vocational Training UR - https://www.globalpartnership.org/sites/default/files/zedp_ii_zanzibar.pdf ER - TY - GEN TI - Zanzibar Education Policy DA - 2006/// PY - 2006 PB - Ministry of Education and Vocational Training UR - https://www.moez.go.tz/docs/pwA4nrszmk_Zanzibar_Education_Policy.pdf ER - TY - GEN TI - Zanzibar ICT Policy DA - 2013/// PY - 2013 PB - Revolutionary Government of Zanzibar Ministry of Infrastructure and Communications UR - https://egoz.go.tz/index.php?option=com_osdownloads&task=routedownload&tmpl=component&id=5&Itemid=101&lang=en ER - TY - ELEC TI - Zenodo - Research. Shared. UR - https://zenodo.org/ Y2 - 2021/05/03/15:24:36 ER - TY - ENCYC TI - Zomba District T2 - Wikipedia AB - Zomba District is one of twelve districts in the Southern Region of Malawi, surrounded by the districts of Chiradzulu, Blantyre, Mulanje, Phalombe, Machinga, Balaka and the Republic of Mozambique to the east. The total land area is 2,363 km2, representing three percent of the total land area of Malawi. The capital is Zomba. DA - 2022/02/01/T00:23:24Z PY - 2022 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=Zomba_District&oldid=1069176198 Y2 - 2023/01/29/14:29:38 ER - TY - ELEC TI - শিক্ষক বাতায়ন UR - http://www.teachers.gov.bd ER -