EdTech companies in Sub-Saharan Africa - EdTech Hub (Airtable, 2020)
Explore the "EdTech companies in Sub-Saharan Africa (see https://tabsoft.co/338AGht for visuals)" view on Airtable.

EdTech Hub: Resources from other organisations - EdTech Hub (EdTech Hub, 2020)
Response efforts and collated resources Global Partnership for Education (GPE)’s response and resources INEE (Inter-Agency Network for Education in Emergencies) collated resources organised by theme COVID-19 ICT4E resources from mEducation Alliance members UNESCO’s response to COVID-19 including information about distance learning tools and national platforms UNHCR’s guidance on distance learning World Bank resources to help […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech Interventions Database - EdTech Hub (2020)

EdTech Systems Research - EdTech Hub (EdTech Hub, 2022)

Education system management / EMIS / education data – EdTechTools - EdTech Hub (2022)

Focus country: Bangladesh - EdTech Hub (2021)

How the Government of Sierra Leone is improving its Education Data Hub - EdTech Hub (EdTech Hub, 2020)
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 […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Low-Tech Personalised Learning to Improve Girls' Education in Kenya - EdTech Hub (EdTech Hub, 2021)

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - EdTech Hub (2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…

Open educational resources - EdTech Hub (EdTech Hub, 2020)
As part of our COVID-19 response, the EdTech Hub is collecting and facilitating access to open educational resources (OER). Open educational resources are teaching, learning and research materials that are made freely available for anyone to access and re-use. These documents are currently stored on Google Drive (no sign-in required). We will add additional distribution […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Optimising Messaging to Promote Returns to School in Ghana for Marginalised Learners - EdTech Hub (EdTech Hub, 2021)

Our Strategy, Part 1: Empowering decision-makers with evidence to improve learning for all - EdTech Hub (EdTech Hub, 2022)
For the last five months, EdTech Hub has been exploring and refining our strategy for advancing evidence in EdTech for low- and middle-income countries. We invite you to explore our thinking for how we will carry out this mission within our context and in partnership with the global EdTech community. Verna Lalbeharie, Executive Director Acknowledgements Thank you to all of…

Our Strategy, Part 2: Deep dive into our approach, focus countries, and theory of change - EdTech Hub (EdTech Hub, 2022)
In Part 2 of our strategy, we go deeper into EdTech Hub’s integrated approach to how we work, where we work, and how that comes together with our topics to inform our theory of change. Verna Lalbeharie, Executive Director The EdTech Hub integrated approach We do research because it is imperative to build deep quantitative and qualitative insight regarding how…

Research - EdTech Hub (EdTech Hub, 2021)

Results – Rapid Scans – The EdTech Hub - EdTech Hub (2023)

Sandbox Handbook V.2.0 - EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

The Impact of a Tech-Supported, School-Based TCPD Model on Learning Outcomes in Tanzania - EdTech Hub (EdTech Hub, 2021)

Value for Money Policy and Procedure - EdTech Hub (2020)

Innovation Ecosystem Knowledge Pack - EdTech Core Team; Applebaum, Hallie Rocklin (World Bank, 2020)

Knowledge Pack: Remote phone-based formative assessment - EdTech and LEeP team (2022)
Remote Phone-Based Formative Assessment Knowledge Pack (English)

Edo State Universal Basic Education Board – Education for all! - EdoBEST (2020)

Centre for National Distance Learning and Open Schooling (CENDLOS) - Editor (COMOSAConnect, 2017)
Centre for National Distance Learning and Open Schooling (CENDLOS) Contact: Joshua C. Mallet, Director Address: C27 Onyasia Crescent, Roman Ridge, PO Box 1627, Castle Osu, Accra, Ghana Phone: 233 3…

Edify | Liberia - Edify (Edify, 2020)
Edify began operations in 2013. We have impacted 74,248 students with a Christ-centered education.

Theory of Technical Systems: Educational Tool for Engineering - Eder, Wolfgang Ernst (Universal Journal of Educational Research, 2016)
Hubka's theory of technical systems (TTS) is briefly outlined. It describes commonalities in all engineering devices, whatever their physical principles of action. This theory is based on a general transformation system (TrfS), which can be used to show engineering in the contexts of society, economics and historic developments. The life cycle of technical systems consists of seven major TrfS, each consisting of further product-specific TrfS. From this TTS, Hubka derived a methodology as voluntary guide to systematic design engineering, for application when an intuitive approach based on experience proves to be ineffective. This approach to engineering design is distinct from more artistic designing. The methodology applies to novel design problems, and to re-design. Some educational aspects are developed to show the range of knowledge needed for engineering designing. Operators of a TrfS are also TrfS--illustrated by observing the management systems in the TS-life cycle. Connections to the general economy, and its financial consequences, are shown on TS-life cycle LC4 with its supply chain, and on LC6 and LC6A, with the need to service the operating product, and to establish supply and distribution chains. Transformation systems are hierarchical, each TrfS is a sub-system to a more complex system--each sub-system can be viewed as a TrfS, leading to a repeating use of the same design methodology for sub-systems. Invention and innovation in TrfS can be shown (historically) to alter the state of society, beneficially and adversely. A comparison with a different methodology is mentioned.
Keywords: Comparative Analysis; Design; Engineering Education; Engineering Technology; Management Systems; Methods; Problem Solving; Systems Approach; Theories

What Is Agile Methodology: A Primer on Moving Fast - Edell, Patrick (AngelList Blog, 2019)
Everything you need to know about agile methodologies and its many frameworks.

Under what conditions do inspection, monitoring and assessment improve system efficiency, service delivery and learning outcomes? Systematic Review - Eddy-Spicer, David; Ehren, Melanie; Bangpan, Mukdarut; Khatwa, Meena; Perrone, Frank (UCL Institute of Education, 2016)
This review is on the poorest and most marginalised. It is a realist synthesis of school accountability in low- and middle-income countries

Final Report of the Somali Interactive Radio Instruction Program - EDC; USAID (2011)

Learning in the Time of Ebola - EDC (2014)

Brazil faces hard spending choices in 2021 - Economist (The Economist, 2020)
The poor received huge welfare payments during the pandemic. These may soon dry up

Pakistan is home to the most frenetic education reforms in the world - Economist (The Economist, 2018)
Reformers are trying to make up for generations of neglect

Challenges and opportunities for secondary education in Latin America and the Caribbean during and after the pandemic - ECLAC (2021)
The pandemic has had a critical impact on the educational trajectories of children and adolescents in Latin America. Video-call interviews with more than 150 students, teachers, and parents in eight countries in the region (namely, Argentina, Bolivarian Republic of Venezuela, Chile, Ecuador, Costa Rica, Honduras, Mexico, and Uruguay) in 2020 and 2021 reveal the challenges and

Global Climate Risk Index 2021: Who Suffers Most from Extreme Weather Events? - Eckstein, David; Kunzel, Vera; Shafer, Laura (German Watch, 2021)

Tips for fostering students' self-regulated learning in asynchronous online learning environments - Ebner, Rachel J. (Faculty Focus | Higher Ed Teaching & Learning, 2020)
For students who lack self-regulated learning skills, asynchronous, online learning can be extremely challenging and overwhelming.

How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in the Gambia - Eble, Alex; Frost, Chris; Camara, Alpha; Bouy, Baboucarr; Bah, Momodou; Sivaraman, Maitri; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Brady, Tony; Gawron, Piotr; Vansteelandt, Stijn; Boone, Peter; et al. (Journal of Development Economics, 2021)
Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining three interventions known to be separately effective. We conducted a cluster-randomized trial in The Gambia evaluating a literacy and numeracy intervention designed for primary-aged children in remote parts of poor countries. The intervention combines para teachers delivering after-school supplementary classes, scripted lesson plans, and frequent monitoring focusing on improving teacher practice (coaching). A similar intervention previously demonstrated large learning gains in rural India. After three academic years, Gambian children allocated to the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children. Our results demonstrate that, in this type of area, aggressive interventions can yield far greater learning gains than previously shown.

Stakeholder Analysis for Educators: Obtaining Support and Reducing Obstacles - Ebitz, David (Journal of Museum Education, 2010)
Stakeholder analysis is a tool that can help museum edu cators identify and assess the potential influence of key people, groups of people, constituencies, and institutions on the success of their plans and programs. Educators, skilled at working with people, can use their well honed interpersonal skills to understand networks of relationships to an ticipate the kind of influence, positive or negative, individuals or groups may render to support or hinder initiatives in the face of potential oppor tunities or reduced budgets.

EdTech in Zimbabwe: A Rapid Scan - Dzinotyiweyi, Monica; Taddese, Abeba (EdTech Hub, 2020)
Keywords: C:Zimbabwe; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

Introducing the EdTech Hub Specialist Network - Dzinotyiweyi, Monica; Mullan, Joel (EdTech Hub, 2020)
What is the Specialist Network? We’re an international group of experts with substantial practical experience in developing and implementing education and EdTech programmes around the world. The Specialist Network allows the EdTech Hub to draw on a wide range of context-specific and subject-specific experience and expertise. We have a particular focus on supporting the Hub’s Helpdesk, providing additional capacity to…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Guidance on Facilitation of E-Learning - Dzinotyiweyi, Monica; Chuang, Rachel; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
Keywords: F: Helpdesk response; _r:AddedByZotZen

Checklists for external validity: a systematic review - Dyrvig, Anne-Kirstine; Kidholm, Kristian; Gerke, Oke; Vondeling, Hindrik (Journal of Evaluation in Clinical Practice, 2014)
Rationale, aims and objectives The quality of the current literature on external validity varies considerably. An improved checklist with validated items on external validity would aid decision-makers in judging similarities among circumstances when transferring evidence from a study setting to an implementation setting. In this paper, currently available checklists on external validity are identified, assessed and used as a basis for proposing a new improved instrument. Method A systematic literature review was carried out in Pubmed, Embase and Cinahl on English-language papers without time restrictions. The retrieved checklist items were assessed for (i) the methodology used in primary literature, justifying inclusion of each item; and (ii) the number of times each item appeared in checklists. Results Fifteen papers were identified, presenting a total of 21 checklists for external validity, yielding a total of 38 checklist items. Empirical support was considered the most valid methodology for item inclusion. Assessment of methodological justification showed that none of the items were supported empirically. Other kinds of literature justified the inclusion of 22 of the items, and 17 items were included on the basis of consensus. On 36 occasions, the items were presented without methodological justification for inclusion. Assessment of frequency/occurrence showed that items were mentioned in one to at most 17 checklists. Conclusion This paper provides building blocks for the development of a new checklist for external validity. The next step is provision of empirical evidence for the checklist items to be selected, and finally, development and validation of a checklist on external validity.
Keywords: checklist; evidence-based practice; external validity; methodology; quality assessment; transferability

Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort Report to Congress March 2007 - Dynarski, Mark (2007)
Keywords: ⛔ No DOI found

Online initial teacher education: a systematic review of the literature - Dyment, Janet E; Downing, Jillian Jane (Asia-Pacific Journal of Teacher Education, 2020)
This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.
Keywords: Online; blended; initial teacher education; pre-service; systematic review; teacher education

Sustaining learner participation and progression through networked schooling: a systemic approach for Mobile Out of School Children - Dyer, C.; Echessa, E. (International Journal of Educational Development, 2019)
Despite repeated calls for education systems to respond flexibly to enable all children to participate in formal education, limited progress has been made for those we term Mobile Out of School Children (MOOSCs). Livelihood-related mobility often precipitates a process of learner drop out during the year. Retention of such children, and reducing the risk of their relapsing into MOOSC status, requires a re-framing of ‘school’ as a spatially dispersed system, or network, to accommodate learner movement. Networked schooling for children in mobile pastoralist communities in Ethiopia embeds formal education within mobile pastoralists’ resource management practices and orientates service provision accordingly. Although it is resource-intensive, networked schooling enables the requisite flexibility to support retention of pastoralist and other mobile learners. It of significant interest to global effort towards leaving none behind, particularly in the global drylands and other contexts where climate change is making learner mobility increasingly complex, and the need for a systemic response ever more pressing.

Life planning by digital storytelling in a primary school in rural Tanzania - Duveskog, Marcus; Tedre, Matti; Sedano, Carolina Islas; Sutinen, Erkki (Educational Technology & Society, 2012)
Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for teaching their children values and knowledge. Formal schooling, however, is less inclined to use storytelling as a vehicle for knowledge transfer, and even less as a vehicle for modern self-directed, student-centered, and constructionist pedagogy. Research literature reports experiences on student-centered storytelling in schools, but there is little information about such learning environments using modern information technology. Using a case study approach, we collected qualitative data from a workshop that tested a number of constructionist pedagogical approaches and one-to-one computing technology in a hypercontextualized storytelling workshop. In that workshop, which took place in a Tanzanian primary school, pupils used their XO-1 laptops as digital media tools for expressing their dreams and solutions to overcoming challenges in life. Results of this study suggest that digital storytelling offers additional advantages when compared to traditional storytelling. Designers need to follow six principles for a successful digital storytelling workshop: commitment, contextual grounding, previous exposure to the context, involvement of local experts, atmosphere of trust, and realistic flexible planning.
Keywords: ⛔ No DOI found

Working for my dreams - a Tanzanian OLPC experience - Duveskog, M.; Sedano, C. I.; Sutinen, E. (2010 IST-Africa, 2010)
Students at Tumaini University in Tanzania won a prestigious OLPC project where Ukombozi primary school in Tanzania was given 100 XO laptops for the children at the school. After teachers and students had undertaken basic training in using the laptops the workshop “Working for my Dreams” was organized at the school. The XO laptop, specially designed for young learners in developing countries showed a number of short comings including the poor functionality of the mouse, difficulties in installing additional applications and the limited storage space, which raised several questions around the technology and its usefulness. Much time was spent on figuring out solutions on how to use the XO laptops for basic things such as showing recorded videos in the browser which would have been minor tasks on any other commercially available platform. The outcome of the workshop was however a success and XO was eventually able to perform according to our needs for the workshop. We will evaluate the XO platform based on the context of Ukombozi primary school and on the tasks required of the XO laptop for the success of the workshop. The technical challenges encountered during the workshop and our solutions in overcoming the challenges will be discussed.
Keywords: Conferences; Context; Educational institutions; Human immunodeficiency virus; Materials; OLPC; OLPC project; Portable computers; Tanzania; Tumaini University; Ukombozi primary school; XO; XO laptops; application installation; computer based training; context; developing countries; dreams; educational institutions; laptop computers; mouse; mouse controllers (computers); storage space; training; working for my dreams; workshop; ⛔ No DOI found

The effect of instructional material design process to mathematics teacher candidates' TPACK - Durusoy, Okan; Karamete, Aysen (European Journal of Education Studies, 2018)
It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates' TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been assigned tasks for designing materials they can use in their lessons. Before starting the tasks, all the teacher candidates filled out the TPACK scale (Schmidt et al., 2009) and pre-test data were generated. Among the task steps that were carried out, the prospective teachers shared the developmental stages of the material with their friends and enriched the materials in the direction of their comments. To gain more time, presentations and interpretations are conducted through a closed Facebook group. At the end of material development process which was carried out by sticking to learning by design principles, the TPACK scale was re-applied to all the teachers and the post test data of the study was obtained. Statistical analysis using the Wilcoxon signed rank test showed that there was a significant difference between the two tests and that all the teacher candidates increased their total scores. As a result of the study, it was found that the process of material development carried out by learning by design framework leads to a positive change in TPACK of teacher candidates.
Keywords: ERIC, Resources in Education (RIE); Foreign Countries; Higher Education; Instructional Design; Instructional Materials; Material Development; Mathematics Education; Mathematics Teachers; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Scores; Technological Literacy; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096821; __finaldtb; _not_EdTechHub

How to select, calculate, and interpret effect sizes - Durlak, Joseph A. (Journal of Pediatric Psychology, 2009)
The objective of this article is to offer guidelines regarding the selection, calculation, and interpretation of effect sizes (ESs). To accomplish this goal, ESs are first defined and their important contribution to research is emphasized. Then different types of ESs commonly used in group and correlational studies are discussed. Several useful resources are provided for distinguishing among different types of effects and what modifications might be required in their calculation depending on a study's purpose and methods. This article should assist producers and consumers of research in understanding the role, importance, and meaning of ESs in research reports.

Autism screening and diagnosis in low resource settings: Challenges and opportunities to enhance research and services worldwide - Durkin, Maureen S.; Elsabbagh, Mayada; Barbaro, Josephine; Gladstone, Melissa; Happe, Francesca; Hoekstra, Rosa A.; Lee, Li-Ching; Rattazzi, Alexia; Stapel-Wax, Jennifer; Stone, Wendy L.; Tager-Flusberg, Helen; Thurm, Audrey; et al. (Autism Research: Official Journal of the International Society for Autism Research, 2015)
Most research into the epidemiology, etiology, clinical manifestations, diagnosis and treatment of autism is based on studies in high income countries. Moreover, within high income countries, individuals of high socioeconomic status are disproportionately represented among participants in autism research. Corresponding disparities in access to autism screening, diagnosis, and treatment exist globally. One of the barriers perpetuating this imbalance is the high cost of proprietary tools for diagnosing autism and for delivering evidence-based therapies. Another barrier is the high cost of training of professionals and para-professionals to use the tools. Open-source and open access models provide a way to facilitate global collaboration and training. Using these models and technologies, the autism scientific community and clinicians worldwide should be able to work more effectively and efficiently than they have to date to address the global imbalance in autism knowledge and at the same time advance our understanding of autism and our ability to deliver cost-effective services to everyone in need.
Keywords: Autistic Disorder; Developing Countries; Global Health; Health Services Accessibility; Humans; Internationality; Research; diagnosis; early detection; epidemiology; intervention

Parental involvement as an important factor for successful education - Đurišić, Maša; Bunijevac, Mila (Center for Educational Policy Studies Journal, 2017)
To comply with the system of integrated support for their students, schools need to build partnership with parents and develop mutual responsibility for children's success in the educational system. In this way, parental involvement are increased, parents' effort to support schools are encouraged, and they are directly making a positive impact to a successful educational system. Considering the importance of parents' participation and involvement in school activities, in this paper, we will analyse the positive effects of parental involvement, summarize leading principles for the successful partnership of parents and school and present six factors (Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community) and six models (Protective Model, Expert Model, Transmission Model, Curriculum-Enrichment Model, Consumer Model and Partnership Model) of parental involvement. In addition, we will draw conclusions and make recommendations that are important for planning programs that are focused on the improvement of parent involvement.
Keywords: ⛔ No DOI found

9 avantages la technologie en classe & 18 façons de l’intégrer dans ses cours - Duquesnoy, Maxime (PortailEduc, 2018)
Le site Jen Reviews propose un article intéressant sur les apports et l’intégration de la technologie dans ses enseignements. L’article (en anglais) est disponible via le lien Cet artic…

Tablet vs. Paper: The Effect on Learners' Reading Performance. - Dundar, Hakan; Akcayir, Murat (International Electronic Journal of Elementary Education, 2012)
Keywords: ⛔ No DOI found

Digital mismatch: Expectations and realities of digital competency amongst pre-service education students - Duncan-Howell, Jennifer (Australasian Journal of Educational Technology, 2012)
Pre-service education students entering university can be categorised broadly into two distinct groups, those who are coming directly from secondary school and those who are not. The second group can be quite diverse, ranging in age, academic and/or work experience. However, what both of these groups share is a digital expectation and they expect upon completion of their studies to be more digitally fluent than when they entered university, they expect to be taught via a range of digital technologies and they expect to use their digital skills throughout their personal and professional lives. These expectations have been either largely ignored or have failed to be understood by universities, resulting in a mismatch between student expectations and their experiences. However, the teaching staff within universities may be ill-prepared to meet these demands, either due to being non-users or exhibiting the same or lower levels of digital fluency as their students. The mismatch between student expectations and the reality is highlighted by an empirical case study involving undergraduate students enrolled in pre-service education degrees at an Australian university. The study will present clear evidence that students' digital expectancy should be considered when planning and improving learning environments.

Governance, complexity, and resilience - Duit, Andreas; Galaz, Victor; Eckerberg, Katarina; Ebbesson, Jonas (Elsevier, 2010)

Incentives work: Getting teachers to come to school - Duflo, Esther; Hanna, Rema; Ryan, Stephen (American Economic Review, 2012)

Monitoring works: Getting teachers to come to school - Duflo, Esther; Hanna, Rema (National Bureau of Economic Research, 2005)
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.

Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (American Economic Review, 2011)
To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to better tailor their instruction level. Lower-achieving pupils are particularly likely to benefit from tracking when teachers have incentives to teach to the top of the distribution. We propose a simple model nesting these effects and test its implications in a randomized tracking experiment conducted with 121 primary schools in Kenya. While the direct effect of high-achieving peers is positive, tracking benefited lower-achieving pupils indirectly by allowing teachers to teach to their level. (JEL I21, J45, O15)
Keywords: Analysis of Education, Public Sector Labor Markets, Economic Development: Human Resources; Human Development; Income Distribution; Migration

School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Journal of Public Economics, 2015)
Some education policymakers focus on bringing down pupil–teacher ratios. Others argue that resources will have limited impact without systematic reforms to education governance, teacher incentives, and pedagogy. We examine a program under which school committees at randomly selected Kenyan schools were funded to hire an additional teacher on an annual contract renewable conditional on performance, outside normal Ministry of Education civil-service channels, at one-quarter normal compensation levels. For students randomly assigned to stay with existing classes, test scores did not increase signiﬁcantly, despite a reduction in class size from 82 to 44 on average. In contrast, scores increased for students assigned to be taught by locally-hired contract teachers. One reason may be that contract teachers had low absence rates, while centrally-hired civil-service teachers in schools randomly assigned contract teachers endogenously reduced their effort. Civil-service teachers also captured rents for their families, with approximately 1/3 of contract teacher positions going to relatives of existing teachers. A governance program that empowered parents within school committees reduced both forms of capture. The best contract teachers obtained civil service jobs over time, and we estimate large potential dynamic beneﬁts from supplementing a civil service system with locally-hired contract teachers brought in on a probationary basis and granted tenure conditional on performance.

Experimental Evidence on Alternative Policies to Increase Learning at Scale - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2020)

External Validity: Four Models of Improving Student Achievement - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2020)
Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in speciﬁc settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost eﬀectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students.
Keywords: C:Ghana

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, Margaret M.; Jukes, Matthew C.H.; Brooker, Simon J.; Drake, Tom L.; Inyega, Hellen N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientiﬁc literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge.
Keywords: ADULTS; BEST practices; EDUCATION; EDUCATIONAL innovations; EDUCATIONAL intervention; ELEMENTARY education; KENYA; Kenya; LITERACY; Literacy; Perception; Reading instruction; TEACHER development; TEACHING methods; Teacher education; Text messages; __:import:01; __:match:final; __:matched; __:study_id:2099920; ___working_potential_duplicate; __finaldtb

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, Margaret M.; Jukes, Matthew C.H.; Brooker, Simon J.; Drake, Tom L.; Inyega, Hellen N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]
Keywords: ADULTS; BEST practices; EDUCATION; EDUCATIONAL innovations; EDUCATIONAL intervention; ELEMENTARY education; KENYA; Kenya; LITERACY; Literacy; Perception; Reading instruction; TEACHER development; TEACHING methods; Teacher education; Text messages; __:import:01; __:match:final; __:matched; __:study_id:2099920; __finaldtb

Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach - Dube, Bekithemba (Multidisciplinary Journal of Educational Research, 2020)

Educational Research for Social Change And the Need for New Methodologies - du Plessis, Andre (Educational Research for Social Change (ERSC), 2016)
Keywords: ⛔ No DOI found

Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes - DSTI Media (Directorate of Science, Technology and Innovation, 2019)
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

DSTI Education Data Hub - DSTI (2020)

Education Innovation Challenge - Reflection & Learning Summit Report - DSTI (2020)

The Digital StudyHall (DSH) - DSH (Digital StudyHall, 2012)

Pathways to Educational Success Among Refugees: Connecting Locally and Globally Situated Resources - Dryden-Peterson, Sarah; Dahya, Negin; Adelman, Elizabeth (American Educational Research Journal, 2017)
This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya. This research builds on Bronfenbrenner’s ecological model to consider both the locally and globally situated nature of resources across refugees’ ecosystems. Analysis examines the nature and content of student-identified supports and their perceived influence on access to and persistence in school as well as the mediating role of technology. The findings suggest consideration of both locally situated relationships and globally situated relationships as critical educational supports. Implications include leveraging naturally occurring virtual relationships to support educational success of refugees and other young people who are physically isolated from access to needed supports in their local region.
Keywords: Google Scholar/ refugee education technology; RER theme_pedagogies and modalities

Refugee education: The crossroads of globalization - Dryden-Peterson, Sarah (Educational Researcher, 2016)
In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that educ...
Keywords: AA - to delete; Edtech hub/ refugees education

Methods for the economic evaluation of health care programmes - Drummond, M.F.; Sculpher, M.J.; Torrance, G.W.; O'Brien, B.J.; Stoddart, G.L. (Oxford University Press, 2005)
Keywords: auto_merged

How to Define and Measure Value for Money in the Humanitarian Sector ? - Dross, Ester; Baker, Jock; Polastro, Riccardo; Shah (2013)

The Impact of Scripted Literacy Instruction on Teachers and Students - Dresser, Rocio (Issues in Teacher Education, 2012)
Today, effective and creative teacher designed instruction is being replaced by scripted reading programs. These programs are changing the role of the teacher in the classroom from professionals to mere transmitters of knowledge. The idea that the role of the teacher had changed became evident while conducting a study with elementary school teachers from a local school. The five participating teachers were concerned about their English learners (ELs) not meeting their academic requirements. They attributed their students' low-test scores to the fact that a large number of them were proficient decoders, but struggled with reading comprehension and content knowledge. They felt that the scripted literacy program was rushed and did not give them enough time to take a closer look at students' individual reading needs. This article begins with a brief overview of the initial study and presents some of the unexpected findings. The article also explores some of the unintended consequences of scripted reading programs as well as the claims made by some proponents. At the end, it provides some alternatives to scripted instruction. (Contains 1 figure.)
Keywords: Action Research; Decoding (Reading); Elementary School Teachers; English Language Learners; Individual Needs; Instructional Effectiveness; Literacy; Reading Comprehension; Reading Instruction; Reading Programs; Second Language Learning; Teacher Attitudes; Teacher Responsibility; Teacher Role; Teaching Methods; ⛔ No DOI found

Unlocking Learning: The implementation and effectiveness of digital learning for Syrian refugees in Lebanon, Innocenti Research Report - Dreesen, Thomas; Kamei, Akito; Karamperidou, Despina; Abou Fakher, Sara; Marji, Lama; Ortiz Correa, Javier Santiago (UNICEF Office of Research - Innocenti, 2021)
Digital learning has the potential to offer interactive and personalized learning for children, in and out of school, including the most marginalized. However, depending on programme design, delivery, and use, digital learning can also exacerbate learning inequalities. This report presents tangible findings on the implementation and use of digital learning to improve outcomes for marginalized children in Lebanon. This report focuses on the UNICEF-Akelius Foundation Partnership and its implementation of a digital course used on tablets and mobile phones for language learning of Syrian refugees in Lebanon. The report provides findings across three areas: First, the report investigates the digital course’s use in a blended learning environment where it was used on tablets by students as part of traditional face-to-face classroom instruction with teachers. Second, the analysis examines the transition to remote learning where the course was used on devices owned by the household, supported by teachers remotely. Third, the report estimates the effectiveness of the use of the digital course during this period of remote learning from August–November 2020 showing positive results for language and art competencies.

Promising practices for equitable remote learning: Emerging lessons from COVID-19 education responses in 127 countries - Dreesen, Thomas; Akseer, Spogmai; Brossard, Matt; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Ortiz, Javier Santiago (UNICEF, 2020)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

ChatGPT Pricing: How Much Does ChatGPT Cost? - Drapkin, Aaron (Tech.co, 2023)
ChatGPT has lots of different plans, models and services. But how much do they actually cost? We take a closer look.

Realizing capabilities in Ethiopia: maximizing early childhood investment for impact and equity - Dowd, Amy Jo; Borisova, Ivelina; Amente, Ali; Yenew, Alene (Journal of Human Development and Capabilities, 2016)

Digital Study Hall: Lighthouse Case Study - Dover, Mark (Global Solution Networks, 2013)

International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children - Douglas, Graeme; McLinden, Mike; Steve, McCall; Pavey, Susan; Ware, J; Farrell, A (National Council for Special Education (NCSE), 2010)

A Tablet based tool to aid learning of mathematics for Basic 1 & 2 pupils in Berekuso - Dotse, Etonam. Y. (Ashesi University, 2019)

Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten - Doss, Christopher; Fahle, Erin; Loeb, Susanna; York, Ben (2017)
Recent studies have shown that texting-based interventions can produce educational benefits in children across a range of ages. These studies vary in their focus from broad curricula on child development, to reminders about missing work, to steps needed in order to enroll in college. Given the potential effectiveness of texting, as well as the ease of systematically varying
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Teaching and Researching: Motivation - Dörnyei, Zoltán; Ushioda, Ema (Routledge, 2013)
Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research. Key new features and material:· A brand new chapter on current socio-dynamic and complex systems perspectives · New approaches to motivating students based on the L2 Motivational Self System· Illustrative summaries of qualitative and mixed methods studies· Samples of new self-related motivation measures Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice, and offers practical tips. The final section provides a range of useful resources, including relevant websites, key reference works and tried and tested example questionnaires. Written in an accessible style and illustrated with concrete examples, it is an invaluable resource for teachers and researchers alike.
Keywords: Language Arts & Disciplines / General; Language Arts & Disciplines / Linguistics / General

India’s distance learning response to the COVID-19 crisis - Doraiswamy, Harish; Gupta, Gouri; Kamath, Dhruv; Sharma, Sudhanshu (Central Square Foundation, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

The influence of technology on academic distraction: A review - Dontre, Alexander J. (Human Behavior and Emerging Technologies, 2021)
The detrimental effects of academic distraction have become increasingly problematic in recent years due to student media multitasking. In recent years, educators have gradually transitioned many classes to the online learning environment, effectively reducing teacher supervision. This has been greatly exacerbated with the advent of coronavirus disease 2019 and subsequent social distancing guidelines. In an effort to help students and educators better understand the implications of technology on academic distraction and academic performance, this literature review discusses the effects of three forms on technology on student distraction: laptops, smartphones, and social media use, particularly the social media platform Facebook. While the effects of student laptops on academic distraction are somewhat ambivalent, the debate is largely moot in the current educational environment. The detrimental effects of student smartphone and social media use on academic distraction are more conspicuous, especially with the pervasiveness of personal digital devices. Potential self-regulatory and environmental interventions are discussed.
Keywords: Facebook; academic distraction; laptops; learning; media multitasking; online learning; performance; phubbing; smartphones; social media

Empowering Teachers to Promote Inclusive Education. A case study of approaches to training and support for inclusive teacher practice - Donnelly, Verity (European Agency for Special Needs and Inclusive Education, 2015)

Is the COVID-19 slide in education real? - Donnelly, Robin; Patrinos, Harry A. (World Bank Blogs, 2020)
Emerging pieces of evidence of an actual COVID-19 learning loss and of its likely implications for the future of the generation currently in school show that it is essential to mitigate the long-term effects of the pandemic as much as possible.

Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana - Donkor, Anthony Kudjo; Waek, Biliman Izal (International Journal of Education and Practice, 2018)

Basic school leaders in Ghana: how equipped are they? - Donkor, Anthony Kudjo (International Journal of Leadership in Education, 2015)

COVID-19 – a boundary crossing event for teacher educators.pdf - Donitsa-Schmidt, Smadar; Ramot, Rony (Journal of Education for Teaching, 2022)

An instrument to elicit teachers' beliefs and assumptions - Donaghue, Helen (ELT Journal, 2003)
Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.

Results-Based Financing (RBF) in the Education Sector : Country-Level Analysis : An Assessment of RBF in Education - Final Assessment Report : Tanzania - Dom, Catherine; Fraser, Alasdair; Mhina, Edward (Mokoro for World Bank, 2021)
Results-Based Financing (RBF) in the Education Sector : Country-Level Analysis : An Assessment of RBF in Education - Final Assessment Report : Tanzania (English)

Global Teacher Status Index 2018 - Dolton, Peter; Marcenaro, Oscar; De Vries, Robert; She, Po-Wen (Varkey Foundation, 2018)

How to Design and Institutionalize Spending Reviews - Doherty, Laura; Sayegh, Amanda (2022)
Spending reviews refer to the process of conducting in-depth assessments of existing public expenditure in order to identify opportunities to reduce or redirect spending from low-priority, inefficient, or ineffective spending. They offer a systemic approach to ensuring that spending is aligned with the government’s policy priorities, is effective in achieving its intended objectives and is deployed efficiently. This How to Note outlines the various objectives of spending reviews and provides guidance on designing a spending review process, including the organizational architecture and roles and responsibilities of various stakeholders. It also discusses the various stages of con¬ducting spending reviews and mechanisms for integrat¬ing their outcomes into the budget process. This note draws on lessons and experiences from countries that have established spending reviews, while recognizing that this is an emerging area for further reform.

A meta-analysis of the Dimensional Change Card Sort: Implications for developmental theories and the measurement of executive function in children - Doebel, Sabine; Zelazo, Philip David (Developmental Review, 2015)
The Dimensional Change Card Sort (DCCS) is a widely used measure of executive function in children. In the standard version, children are shown cards depicting objects that vary on two dimensions (e.g., colored shapes such as red rabbits and blue boats), and are told to sort them first by one set of rules (e.g., shape) and then by another (e.g., color). Most 3-year-olds persist in sorting by the pre-switch rules, whereas 5-year-olds switch flexibly. We conducted a meta-analysis of standard and experimental versions of the task (N = 69 reports, 426 conditions) to examine the influence of diverse task variations on performance. Age, how the test stimuli were labeled for the child, emphasis on conflict in the verbal introduction of the post-switch rules, and the number of pre-switch trials each independently predicted switching on the standard DCCS, whereas pre-switch feedback, practice, and task modality did not. Increasing the relative salience of the post-switch dimension was associated with higher rates of switching, and, conversely, decreasing post-switch salience was associated with lower rates of switching, and under both kinds of manipulation performance continued to be associated with age. Spatially separating the dimensional values was associated with higher rates of switching, and it was confirmed that the degree of spatial separation matters, with children benefiting most when the dimensional values are fully spatially segregated.Switch rates tended to be higher in versions on which children were prompted to label the stimuli compared to when the experimenter provided labels, and lower when reversal instructions were used in conjunction with the standard task stimuli. Theoretical and practical implications for the study and measurement of executive function in early childhood are discussed.
Keywords: Cognitive control; Cognitive flexibility; DCCS; Executive function; Meta-analysis; Set-shifting

Minding the gaps: cultural, technical and gender-based barriers to mobile use in oral-language Berber communities in Morocco - Dodson, Leslie L.; Sterling, S. Revi; Bennett, John K. (Association for Computing Machinery, 2013)
The proliferation of text-based applications in the Mobiles for Development (M4D) domain tends to privilege the conventional wisdom that texting is a ubiquitous skill among mobile phone users. This view obscures many real and present barriers to using SMS and mobile features, most critically where low literate and/or oral language-dependent communities cannot rely on text as a viable communications system. This paper investigates mobile "utility gaps" -- the spaces between high rates of mobile phone ownership and low use of productive features on mobile phones. These gaps preclude the adoption of many text-based development initiatives, which in turn affects the potential impact of such initiatives. Working with low-literate Berber-Muslim women in a predominantly oral-language community in rural southwest Morocco, we have found that an overall lack of functional literacy and numeracy is a major contributor to a mobile utility gap in that community. Non-standard mobile phone interfaces, a complex language environment with both Arabic and Berber dialects and multiple alphabets and gender-specific cultural norms also present significant impediments to using mobile phones as a development strategy in the Berber communities studied. Furthermore, we explore the paradox of social networks where a reliance on others to assist with phone use is often coupled with surveillance and a loss of privacy. These results are potentially relevant to projects involving other indigenous communities in North Africa.
Keywords: Berber; HCI; HCID; ICTD; M4D; Morocco; gender; mobile phones; mobiles for development

The discourse on ICT teacher professional development needs: The case of a South African teachers’ union - Dlamini, Reuben; Mbatha, Khanyisile (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school factors and system, and other external factors. This exploratory study was conducted within the framework of a teachers’ union to understand members’ preparedness to integrate ICT tools in their teaching practices. Findings indicate the need for in-service professional development activities in the use of ICT for teaching, in teaching in multicultural environments, and in classroom management. Equally important is the role of school management and administration in the adoption and integration of ICT tools in education. In addition, the research provided clear evidence that despite the huge investments into ICT infrastructure by government, inequalities in ICT competencies among teachers remain. The most important conclusion is that the investments being made are politically motivated and that teachers are being side-lined in the decision-making processes and preference given to political visions.
Keywords: ⛔ No DOI found

The discourse on ICT teacher professional development needs: The case of a South African teachers’ union - Dlamini, Reuben; Mbatha, Khanyisile (International Journal of Education and Development using ICT, 2018)
The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school...
Keywords: ⛔ No DOI found

The discourse on ICT teacher professional development needs: The case of a South African teachers’ union - Dlamini, Reuben; Mbatha, Khanyisile (International Journal of Education and Development using ICT, 2018)
The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school...
Keywords: ⛔ No DOI found

DLA Piper Global Data Protection Laws of the World - World Map - DLA Piper (2022)

Storytelling Planning Template - Dixon, Miranda,; Patuck, Lil, (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

The Storytelling Project Handbook - Dixon, Miranda; Patuck, Lil (EdTech Hub, 2021)

Mozilla releases research results: Zero rating is not serving as an on-ramp to the internet - Dixon, Denelle (The Mozilla Blog, 2017)
Can digital literacy and Equal Rating solutions help connect the unconnected? Today, 4 billion people live without the internet. There’s a global debate about how to connect the unconnected, but ...
Keywords: ___working_potential_duplicate

DSTI | Home - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)

Scientists at DSTI go the extra mile to make it easier for children to get to school - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)
Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More

Sierra Leone designs online portal to take long wait out of teacher recruitment - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More

Sierra Leone National Innovation and Digital Strategy (2019-2029): Digitization for all: Identity, Economy, and Governance - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)

Sierra Leone turns to technology and analytics to put quality back into education - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
Today, an estimated 2 million students return to school for the second year of the Free Quality School Education (FQSE) Program. The Government of Sierra Leone commits 21% of theRead More

Education Innovation Challenge Data Dashboard - Directorate of Science, Technology and Innovation (2020)

Government of Sierra Leone Education Data Hub - Directorate of Science, Technology and Innovation (2019)

National Innovation and Digital Strategy - Directorate of Science, Technology and Innovation (2019)

Bangladesh Primary Education Annual Sector Performance Report 2019 - Directorate of Primary Education (2019)

Bangladesh Primary Education Annual Sector Performance Report (ASPR) 2019 - Directorate of Primary Education (2019)

COVID-19 reinforces the need for connectivity - Diop, Makhtar (2020)
Now is the time to work together to achieve the promise of new technologies for all and keep the world connected.

Understanding the Allocation of Public Personnel Across Government Health Facilities in Ghana - Diop, Binta Zahra; Awoonor-Williams, Koku; Ofosu, Anthony; Williams, Martin J (2019)
In order to deliver public services, governments must allocate scarce human and ﬁnancial resources across their territories, yet there is little systematic evidence on the productivity of these inputs or allocative eﬃciency with which governments allocate them. We study this by leveraging a unique panel dataset of service delivery, health outcomes, and human and ﬁnancial inputs in the universe of over 5,000 public health facilities in Ghana. Our research design allows us to estimate the marginal returns to health personnel and inputs, while controlling for unobserved heterogeneity across facilities. We document the roles and current distribution of the diﬀerent types of health workers and facilities within the health system, and investigate the relationship between patient volume and the number of health workers in a facility. We discuss implications for optimal staﬃng allocations and further research.
Keywords: ⛔ No DOI found

What we learnt in the Sandbox between onebillion, VSO Malawi and EdTech Hub (Sprint Review Draft) - Dinham, Nat; Plaut, Daniel; Rahman, Asad; Schmit, Laurel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

DIKSHA - Platform for School Education – Apps on Google Play - DIKSHA (2020)
The DIKSHA platform offers teachers, students and parents engaging learning material relevant to the prescribed school curriculum. Teachers have access to aids like lesson plans, worksheets and activities, to create enjoyable classroom experiences. Students understand concepts, revise lessons and do practice exercises. Parents can follow classroom activities and clear doubts outside school hours. App highlights • Explore interactive material created by teachers and the best Indian content creators for teachers and students in India. By India, for India! • Scan QR codes from textbooks and find additional learning material associated with the topic • Store and share content offline, even without Internet connectivity • Find lessons and worksheets relevant to what is taught in the school classroom • Experience the app in English, Hindi, Tamil, Telugu, Marathi, Kannada, Assamese, Bengali, Gujarati, Urdu with additional Indian languages coming soon! • Supports multiple content formats like Video, PDF, HTML, ePub, H5P, Quizzes - and more formats coming soon! Advantages for teachers • Find interactive and engaging teaching material to make your class interesting • See and share best practices with other teachers to explain difficult concepts to students • Join courses to further your professional development and earn badges and certificates on completion • View your teaching history across your career as a school teacher • Receive official announcements from the state department • Conduct digital assessments to check your students’ understanding of a topic that you have taught Advantages for students and parents • Scan QR codes in your textbook for easy access to the associated lessons on the platform • Revise lessons that you learnt in class • Find additional material around topics that are difficult to understand • Practice solving problems and get immediate feedback on whether the answer is correct or not. Want to create content for DIKSHA? • Help teachers deliver concepts in an easy and engaging manner • Help students learn better in and outside class. • Get involved in providing students with high quality learning material, irrespective of where they study • If you wish to be a part of this movement, visit the VidyaDaan portal using vdn.diksha.gov.in This initiative is supported by the Ministry of Human Resources Development (MHRD) and led by the National Council Of Educational Research And Training (NCERT) in India.

The Digital Divide - Dijk, Jan van (John Wiley & Sons, 2020)
Contrary to optimistic visions of a free internet for all, the problem of the ‘digital divide’ – the disparity between those with access to internet technology and those without – has persisted for close to twenty-five years.In this textbook, Jan van Dijk considers the state of digital inequality and what we can do to tackle it. Through an accessible framework based on empirical research, he explores the motivations and challenges of seeking access and the development of requisite digital skills. He addresses key questions such as: Does digital inequality reduce or reinforce existing, traditional inequalities? Does it create new, previously unknown social inequalities? While digital inequality affects all aspects of society and the problem is here to stay, Van Dijk outlines policies we can put in place to mitigate it.The Digital Divide is required reading for students and scholars of media, communication, sociology, and related disciplines, as well as for policymakers.
Keywords: Social Science / Popular Culture; Social Science / Sociology / General

Technology for Inclusive Education (TFIE) Pilot Report - Digital Literacy Trust (2018)

Digistem | Home - Digistem (2020)

Quantitative Determination of the Relationship between Internal Validity and Bias in Software Engineering Experiments: Consequences for Systematic Literature Reviews - Dieste, Oscar; Grim´n, Anna; Juristo, Natalia; Saxena, Himanshu (2011 International Symposium on Empirical Software Engineering and Measurement, 2011)
Quality assessment is one of the activities performed as part of systematic literature reviews. It is commonly accepted that a good quality experiment is bias free. Bias is considered to be related to internal validity (e.g., how adequately the experiment is planned, executed and analysed). Quality assessment is usually conducted using checklists and quality scales. It has not yet been proven, however, that quality is related to experimental bias. Aim: Identify whether there is a relationship between internal validity and bias in software engineering experiments. Method: We built a quality scale to determine the quality of the studies, which we applied to 28 experiments included in two systematic literature reviews. We proposed an objective indicator of experimental bias, which we applied to the same 28 experiments. Finally, we analysed the correlations between the quality scores and the proposed measure of bias. Results: We failed to find a relationship between the global quality score (resulting from the quality scale) and bias, however, we did identify interesting correlations between bias and some particular aspects of internal validity measured by the instrument. Conclusions: There is an empirically provable relationship between internal validity and bias. It is feasible to apply quality assessment in systematic literature reviews, subject to limits on the internal validity aspects for consideration.
Keywords: Checklist; Context; Correlation; Inspection; Instruments; Quality Assessment (QA) of experiments; Quality Scale; Quality assessment; Software engineering; Systematic Literature Review (SLR); Systematics

Digital Badges for Professional Development - Diaz, Veronica (EDUCAUSE, 2013)
Brent Herbert-Copley, Ditch the resume and pick up a badge, they're not just for Boy Scouts, Globe and Mail, May 1, 2013.

Orchestrating the XO computer with digital and conventional resources to teach mathematics - Diaz, A; Nussbaum, M; Varela, I (Journal of Computer Assisted Learning, 2014)

COVID 19: how Senegal intends to ensure #LearningNeverStops - Diawara, Rokhaya Fall; Sall, Tidiane (World Education Blog, 2020)
English / Français By Rokhaya Fall Diawara and Tidiane Sall, UNESCO The spread of COVID-19 is a growing worry for Africa. Among the 47 African countries that have closed their schools and universit…

The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of access and protection, from ‘Gatekeepers’ to ‘Scaffolders’ - Dias, Patrícia; Brito, Rita; Ribbens, Wannes; Daniela, Linda; Rubene, Zanda; Dreier, Michael; Gemo, Monica; Di Gioia, Rosanna; Chaudron, Stéphane (Global Studies of Childhood, 2016)
This study investigates the role played by parents as mediators of young children’s access and engagement with digital technologies. In Belgium, Germany, Latvia and Portugal, qualitative in-depth interviews were conducted with 10 families in each country, including one child between 6 and 7 years old. Our findings show that parents of young children mainly play the role of ‘gatekeepers’ when it comes to facilitating and constraining access to and use of digital technologies. Parents’ perceptions of the efficacy of digital technologies as responsible entertainment and as educational tools influence the technologies available at home and accessible to the child. These perceptions in turn impact parents’ mediation strategies with regard to children’s actual use of digital technologies, with restrictive mediation – of time and less of content – and supervision applied most. The power exerted by parents over access and use may be understood as a limitation of the children’s rights. On the other hand, parents are not always concerned with the right of protection as they believe – sometimes incorrectly – that they are in control of the content their children are exposed to.
Keywords: Children; digital technologies; gatekeepers; parental mediation; scaffolders

The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. - Di Pietro, Giorgio; Biagi, Federico; Dinis Mota Da Costa, Patricia; Karpinski, Zbigniew; Mazza, Jacapo (European Commission, 2020)
In order to reduce the spread of COVID-19, most countries around the world have decided to temporarily close educational institutions. However, learning has not stopped but is now fully taking place online as schools and universities provide remote schooling. Using existing literature and evidence from recent international data (Eurostat, PISA, ICILS, PIRLS, TALIS), this report attempts to gain a better understanding of how the COVID-19 crisis may affect students’ learning. It looks at the different direct and indirect ways through which the virus and the measures adopted to contain it may impact children’s achievement. ‘Conservative’ estimates for a few selected EU countries consistently indicate that, on average, students will suffer a learning loss. It is also suggested that COVID-19 will not affect students equally, will influence negatively both cognitive and non-cognitive skills acquisition, and may have important long-term consequences in addition to the short-term ones.

Building State Capacity - Di Maro, Vincenzo; Evans, David K.; Khemani, Stuti; Scot, Thiago (2021)
Although research has established the importance of state capacity in economic development, less is known about how to build that capacity and the role of external partners in the process. This paper estimates the impact of a typical development project designed to build state capacity in a low-income country. Specifically, it evaluates a multilateral development bank project in Tanzania, which incentivized investments in local state capacity by offering grants conditional on institutional performance scores. The paper uses a difference-in-differences methodology to estimate the project impact, comparing outcomes between 18 project and 22 non-project local governments over 2016–18. Outcomes were measured through two rounds of primary surveys of nearly 500 local government officials and nearly 3,000 households. Over the course of the project, measured state capacity improved in project areas, but due to comparable gains in non-project areas, the project’s value-added to change in state capacity is estimated to be zero across all the dozens of relevant variables in the surveys. The data suggest that state capacity is evolving in Tanzania through endogenous changes in trust and legitimacy in the country rather than from financial incentives offered by external partners.
Keywords: ⛔ No DOI found

Digital Study Hall Biannual report 2012 - DHS (Digital Study Hall, 2012)

DHIS2 - DHIS2 (2021)

DHIS2 for Education - DHIS (DHIS2, 2022)
Leverage DHIS2 tools and regional HISP capacity to facilitate data use for improvement in learning outcomes and equitable access to education

The Role of the iPad in the Hands of the Learner - Dhir, Amandeep; Gahwaji, Nahla M; Nyman, Gote (Journal of Universal Computer Science, 2013)
Keywords: ⛔ No DOI found

Reshaping adolescents' gender attitudes: evidence from a school-based experiment in India - Dhar, Diva; Jain, Tarun; Jayachandran, Seema (National Bureau of Economic Research, 2018)
Societal norms about gender roles contribute to the economic disadvantages facing women in many developing countries. This paper evaluates a school-based intervention in India that engaged adolescents in classroom discussions about gender equality for two and a half years with the goal of eroding their support for restrictive gender norms. Using a randomized controlled trial, we find that the program made attitudes 0.18 standard deviations more supportive of gender equality, or, equivalently, converted 16% of participants' regressive views. In addition, self-reported behavior became more aligned with progressive gender norms, particularly among boys. The effects observed in the short run were still present two years after the program had ended.

Reshaping adolescents' gender attitudes: evidence from a school-based experiment in India - Dhar, Diva; Jain, Tarun; Jayachandran, Seema (National Bureau of Economic Research, 2018)
Societal norms about gender roles contribute to the economic disadvantages facing women in many developing countries. This paper evaluates a school-based intervention in India that engaged adolescents in classroom discussions about gender equality for two and a half years with the goal of eroding their support for restrictive gender norms. Using a randomized controlled trial, we find that the program made attitudes 0.18 standard deviations more supportive of gender equality, or, equivalently, converted 16% of participants' regressive views. In addition, self-reported behavior became more aligned with progressive gender norms, particularly among boys. The effects observed in the short run were still present two years after the program had ended.

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

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

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

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

DFID Digital Strategy - DFID (2018)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Certificates in the blockchain - Det Norske Veritas (2017)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Ghana - Demographic Dividend (2020)

Rwanda - Demographic Dividend (2020)

Tanzania - Demographic Dividend (2020)

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

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

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

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

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

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

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

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

DEFI Launch Presentation - DEFI Cambridge (2021)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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