The creation of a nudging protocol to support online student engagement in higher education - Brown, Alice; Lawrence, Jill; Basson, Marita; Axelsen, Megan; Redmond, Petrea; Turner, Joanna; Maloney, Suzanne; Galligan, Linda (Active Learning in Higher Education, 2023)
Combining nudge theory with learning analytics, ‘nudge analytics’, is a relatively recent phenomenon in the educational context. Used, for example, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge. Providing students with strategic, sensitive nudges that help to move them forward is almost an art form. It requires not only technical skills to use appropriate software and interpret data, but careful consideration of what to say and how to say it. In this article a nudge protocol is presented that can be used in online courses to encourage student engagement with key course resources that are integral to supporting their learning.

An inclusive approach to searching for evidence on EdTech in low- and middle- income countries - Brugha, Meaghan (EdTech Hub, 2020)
A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoODE

Stakeholder analysis: a review - Brugha, Ruairi; Varvarovszky, Zsuzsa (Health Policy and Planning, 2000)

The impact of mother tongue reading instruction in twelve Ugandan languages and the role of language complexity, socioeconomic factors, and program implementation - Brunette, Tracy; Piper, Benjamin; Jordan, Rachel; King, Simon; Nabacwa, Rehemah (Comparative Education Review, 2019)

In Bringing a Literacy Project to Scale, has Kenya Found a Holy Grail? - Bruns, Barbara (Center For Global Development, 2018)
An article of faith among development economists is that “evidence-based policy” holds the promise of faster progress. Barbara Bruns set out to find a rigorously evaluated pilot whose evidence had led to a program at scale. It wasn’t easy.

Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (World Bank Group, 2017)
Keywords: ___working_potential_duplicate

Through the looking glass: can classroom observation and coaching improve teacher performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (Economics of Education Review, 2018)
We conducted a randomized evaluation of a program in Brazil that provided secondary schools with classroom observation feedback and access to expert coaching. Coaching content was based on Teach Like A Champion, by Douglas Lemov, which imparts practical strategies to increase teachers’ effectiveness by maximizing time on instruction and student engagement. In treatment schools, the program raised the skills of pedagogical coordinators tasked with supporting teachers to improve instruction, increased teachers’ time on instruction, raised student engagement and produced statistically significant student learning gains. Program schools performed 0.05–0.09 SD higher in 10th grade math and Portuguese on a state test and 0.06 SD higher in Portuguese on a national high school leaving test (12th grade). High quality coaching delivered to the coordinators via Skype kept costs at $2.40 per student, making the program a cost-effective and promising strategy for school-based efforts to raise teachers’ classroom effectiveness. (I21, I25, I28, J18, O15)
Keywords: Classroom observation; Economic development; Economic impact; Educational economics; Randomization; Teacher coaching; __:import:01; __:match:final; __:matched; __:study_id:2425900; ___working_potential_duplicate; __finaldtb

Great teachers: How to raise student learning in Latin America and the Caribbean - Bruns, Barbara; Luque, Javier (World Bank Group, 2014)
Keywords: C:Latin America and the Carribeans

Evaluating an adaptive multi-user educational tool for low-resource environments - Brunskill, Emma; Garg, Sunil; Tseng, Clint; Pal, Joyojeet; Findlater, Leah (Proceedings of the IEEE/ACM International Conference on Information and Communication Technologies and Development, 2010)
Keywords: ⛔ No DOI found

Paradigm Peace and the Implications for Quality - Bryman, Alan (International Journal of Social Research Methodology, 2006)
In this article it is shown that the paradigm wars that raged concerning the incompatibility of quantitative and qualitative research have largely subsided. In the process, discussions of epistemological and ontological issues have become less prominent. The peace that has broken out has proved to be more favourable to research combining quantitative and qualitative research than was the case during the paradigm wars. Drawing on interviews with social researchers who employ a mixed‐methods approach and on the literature, it is shown that a spirit of pragmatism with regard to combining quantitative and qualitative research prevails which encourages researchers to consider using mixed‐methods research when the research question is suited to it. However, the issue of which quality criteria should be employed in investigations combining quantitative and qualitative research has not been given a great deal of consideration. The author argues for a contingency approach, in which issues to do with quality are decided in relation to the nature of the study.

Factors That Influence Teachers' Pedagogical Use of ICT in Secondary Schools: A Case of Ghana - Buabeng-Andoh, Charles (Contemporary Educational Technology, 2019)
Technology is perceived as a vital driving force for contemporary education. The Government of Ghana acknowledges the relevance of Information and Communication Technology (ICT) in education, and it is financing ICT in secondary schools. However, most instructors are unwilling to integrate ICT into their teaching. Therefore, the purpose of this study was to investigate the factors that influence secondary school teachers' ICT usage in schools. The participants were 376 teachers randomly selected from 24 public and private schools. The data collected from the participants were analyzed by using descriptive statistics and analysis of variance. The results showed that teachers' use of ICT was still confined to basic and traditional activities such as search for information, class presentation etc. Internal and external factors were found to influence teachers' ICT usage. Also, female teachers reported that they use ICT more than male teachers. In general, this study has contributed to the literature regarding teachers' pedagogical use of ICT in secondary schools and also their gender differences in the use of ICT.
Keywords: Access to Computers; Competence; Computer Uses in Education; Foreign Countries; Gender Differences; Influence of Technology; Information Technology; Instructional Leadership; Pedagogical Content Knowledge; Private Schools; Public Schools; Rural Schools; Secondary School Teachers; Secondary Schools; Self Efficacy; Teacher Attitudes; Technological Literacy; Technology Integration; Training; Urban Schools; ⛔ No DOI found

Under the Hood of an EdTech Study in Kenya: Implementation challenges, successes, and lessons learnt - Büchel, Konstantin; Crossley, Colin; Cullen, Claire; Letsomo, Thato (EdTech Hub, 2023)
In the years following a global pandemic that left 1.6 billion learners out of school, the global learning crisis has grown more urgent. Governments worldwide have sought technology-enabled education platforms that can support higher quality, resilient education systems. One cheap and easy tool for delivering remote educational support is basic mobile phones, which represent a potentially cost-effective and remote platform for adapting a range of proven pedagogical methods. To do so successfully, programme delivery should consider three key factors that include (1) careful training on delivering pedagogical methods in a phone setting, (2) Appropriate monitoring systems to ensure weekly delivery fidelity and, (3) an appropriate data and/or delivery infrastructure to enable programme monitoring. If done successfully, mobile phone programmes can present education ministries with an efficient delivery option for quality education at a fraction of the cost of higher-tech solutions. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

The Relative Effectiveness of Teachers and Learning Software: Evidence from a Field Experiment in El Salvador - Büchel, Konstantin; Jakob, Martina; Kühnhanss, Christoph; Steffen, Daniel; Brunetti, Aymo (Journal of Labor Economics, 2022)

Expanding School Time and the Value of Computer-Assisted Learning: Evidence from a Randomized Controlled Trial in El Salvador - Buchel, Konstantin; Jakob, Martina; Kuhnhanss, Christoph; Steﬀen, Daniel; Brunetti, Aymo (2019)
Keywords: ⛔ No DOI found

The relative eﬀectiveness of teachers and learning software: Evidence from a field experiment in El Salvador - Buchel, Konstantin; Jakob, Martina; Kuhnhanss, Christoph; Steﬀen, Daniel; Brunetti, Aymo (University of Bern Social Sciences Working Papers, 2020)
This study provides novel evidence on the relative eﬀectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a randomized controlled trial in Salvadoran primary schools, we evaluate three interventions that aim to improve learning outcomes in mathematics: (i) teacher-led classes, (ii) CAL classes monitored by a technical supervisor, and (iii) CAL classes instructed by a teacher. As all three interventions involve the same amount of additional mathematics lessons, we can directly compare the productivity of the three teaching methods. CAL lessons lead to larger improvements in students’ mathematics skills than traditional teacher-centered classes. In addition, teachers add little to the eﬀectiveness of learning software. Overall, our results highlight the value of CAL approaches in an environment with poorly qualiﬁed teachers.
Keywords: Quality: H; Relevance: H; computer-assisted learning; primary education; productivity in education; teacher content knowledge; ⛔ No DOI found

Hyderbad police bust racket selling fake degree certificates, 10 held - Buddi, Mahesh (2022)

Academics who tweet: “messy” identities in academia - Budge, Kylie; Lemon, Narelle; McPherson, Megan (Journal of Applied Research in Higher Education, 2016)
Purpose The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist.
Keywords: Academics; Artists; Identity; Narrative inquiry; Social media; Twitter

Loss-of-Learning and the Post-Covid Recovery in Low-Income Countries - Buffie, Edward; Adam, Christopher; Kpodar, Kangni; Zanna, Luis-Felipe (IMF Working Papers, 2022)
We analyze the medium-term macroeconomic impact of the Covid-19 pandemic and associated lock-down measures on low-income countries. We focus on the impact over the medium-run of the degradation of health and human capital caused by the pandemic and its aftermath, exploring the tradeoffs between rebuilding human capital and the recovery of livelihoods and macroeconomic sustainability. A dynamic general equilibrium model is calibrated to reflect the structural characteristics of vulnerable lowincome countries and to replicate key dimensions of the Covid-19 shock. We show that absent significant and sustained external financing, the persistence of loss-of-learning effects on labor productivity is likely to make the post-Covid recovery more attenuated and more expensive than many contemporary analyses suggest.

The Impact of Teacher Effectiveness on Student Learning in Africa - Buhl-Wiggers, Julie; Kerwin, Jason; Smith, Jeffrey; Thornton, Rebecca (Rise Programme, 2017)
Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient.
Keywords: C:Uganda; NULP

Mother tongue matters: local language as a key to effective learning - Bühmann, Dörthe; Trudell, Barbara (2008)

Assessing the Strength of Evidence in the Education Sector - Building Evidence in Education (2015)

Assessing the Strength of Evidence in the Education Sector (DRAFT) - Building Evidence in Education (Building Evidence in Education, 2015)

Blended learning implementation in secondary education for girls: case study Tatweer project Saudi Arabia - Bukhari, Eman Gasim (International Journal of Academic Research and Reflection, 2016)
Blended learning (BL) has been the subject of much research recently, and the present research adds to this growing body of knowledge as the first substantial study on BL in secondary education for girls in Saudi Arabia. Based on field work comprising interviews and questionnaires this research reports the results of an exploratory, empirical case study of a large-scale programme (Tatweer project) for the introduction of blended learning into 25 traditional secondary girls' schools in Saudi Arabia. Adopting the interpretive research paradigm the objective of the study is to gain rich insight into blended learning guided by the effect of BL on female education. The study demonstrates a number of positive effects of BL on students' engagement and self-development, however, problems with the workloads of students and the failure of teachers to integrate face-to-face learning with e-learning are also observed. Throughout the research Sharpe et al.'s (2006) 8-dimensional framework of BL is applied in a new way to assess the implementation level of BL. This results in the recommendation to extend this framework with an ethical dimension. Further recommendations of the work are to actively seek feedback from key stakeholder groups during BL implementation, to use BL for teacher training in BL, and to measure performance indicators like students' workloads during the transition of traditional schools to BL.
Keywords: ⛔ No DOI found

Empowerment of Women through Distance Education in Pakistan - Bukhsh, Qadir (2007)
The present study was undertaken to highlight the gender disparities of Pakistan as well as at regional and international level. The study, measured the comparative outcome of formal and non-formal system of education in Pakistan. To achieve the desired goal, documentary analysis was considered appropriate. The number of schools and enrollment during the years 2001 to 2004 of the formal system for primary, middle and high level was considered and enrollment during the year 198-1999 and 2004 for Secondary School Certificate to Ph.D level of non-formal system was considered. Data was analyzed in term of percentage and average. It was found that enrollment of female is less than male in formal system while enrollment of female is higher than male in non-formal system of education in Pakistan. (Contains 16 tables.)
Keywords: Access to Education; Computer Uses in Education; Distance Education; Elementary Secondary Education; Empowerment; Enrollment Trends; Females; Foreign Countries; Gender Differences; Nonformal Education; Postsecondary Education; Womens Education

Evaluating the Use of Radios to Promote Learning in Liberia During COVID-19 - Bulat, Dr. Jennae (RTI International, 2020)

Constraints to Senior Management’s Capacity to Implement the Performance Management System in Senior Secondary Schools in Botswana - Bulawa, Philip (International Education Studies, 2013)

Critical Perspectives on Technology and Education - Bulfin, Scott; Johnson, Nicola F.; Rowan, Leonie (Digital Education and Learning, 2015)
This book offers critical readings of issues in education and technology and demonstrates how researchers can use critical perspectives from sociology, digital media, cultural studies, and other fields to broaden the "ed-tech" research imagination, open up new topics, ask new questions, develop theory, and articulate an agenda for informed action.

Teachers’ attitudes towards the utility of computers in education in Kenya - Buliva, Newton (African Educational Research Journal, 2018)

Releasing the potential of teachers in the COVID response in low-income countries - Bullard, Katy; Sonnenberg, Krystyna (Global Partnership for Education, 2020)
How can teachers in low income countries be involved to support learning and student well-being during the COVID-19 crisis? Drawing lessons from past disease outbreaks and from current examples of the COVID-19 education response, we look at tools and practices to help teachers continue doing their work during the crisis.
Keywords: ___working_potential_duplicate

Technology and education: Computers, software, and the internet - Bulman, George; Fairlie, Robert W. (Handbook of the Economics of Education, 2016)

Technocentrism and social fields in the Indian EdTech movement: formation, reproduction and resistance - Burch, Patricia; Miglani, Neha (Journal of Education Policy, 2018)
All over the globe, educational technology (EdTech) is being sold to schools as a central mechanism for improving access to quality learning for high poverty populations. There is a growing scholarship that interrogates the institutional drivers of the ‘EdTech craze’. Building on this work, this paper examines how technocentrism as a specific strain of neoliberalism is reflected at both the organizational and institutional levels, both by private and public sectors in the case of school education in India. We argue that using institutional theory to explain complex multi-layered reforms means looking in tandem at macro principles defined through interactions in the organizational field and the re-experiencing and transformation of those processes at the micro level.

iPad Scotland Evaluation - Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C. (University of Hull, 2012)

How should we help the Covid19 cohorts make up the learning loss from lockdown? - Burgess, Simon (2020)

Leveraging community partnerships to engage digitally foreign learners in response to COVID-19 - Burgess, W Keith; Anderson, Jimmeka L (Middle Grades Review, 2020)
This practitioner perspective discusses how creating and leveraging community partnerships in response to COVID-19 enhanced remote learning with science curriculum in an urban middle school with digitally foreign learners. The term digitally foreign learners was coined by the authors to contextualize the experiences of students with limited digital learning both at home and in school as a result of the digital divide. By developing a partnership with the nonprofit organization, I AM not the MEdia, Inc., along with parents and an external educator, the authors describe how a classroom blog site was created that enhanced remote learning engagement with students and families in a high poverty community. Strategies for addressing technology inequities and engaging digitally foreign learners through digital curriculum is provided.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Radical solutions for education in a crisis context: COVID-19 as an opportunity for global learning - Burgos, Daniel; Tlili, Ahmed; Tabacco, Anita (2021)

The tyranny of national averages - Burke, Marshall (Medium, 2019)
Marshall Burke and Apoorva Lal, AtlasAI

Scopus database: A review - Burnham, Judy F. (National Library of Medicine, 2006)
The Scopus database provides access to STM journal articles and the references included in those articles, allowing the searcher to search both forward and backward in time. The database can be used for collection development as well as for research. This review provides information on the key points of the database and compares it to Web of Science. Neither database is inclusive, but complements each other. If a library can only afford one, choice must be based in institutional needs.

Where it's needed the most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)

Improving teaching quality in Guinea with interactive radio instruction - Burns, Mary (2006)
Guinea's Sous le Fromager project is an excellent example of radio as an effective delivery system for enhancing teachers’ basic content skills and for helping teachers with little or no instructional skills acquire those skills.

School, interrupted: 4 options for distance education to continue teaching during COVID-19 - Burns, Mary (Global Partnership for Education, 2020)
Take a look at the four most common distance technology for contractors, donors and educators who find themselves needing to explore distance-learning options, with a particular focus on sub-Saharan Africa.

Staying or leaving? Designing for persistence in an online educator training programme in Indonesia - Burns, Mary (Open Learning: The Journal of Open, Distance and e-Learning, 2013)
This case study discusses factors impacting the attrition and persistence rates of 60 Indonesian educators in an online programme in 2010. Course designers developed three variations of a web-based programme – a fully online, hybrid and web-facilitated model – and placed 20 learners, all with similar technology skills, in the three different models. The online cohort experienced a 31% attrition rate while 100% of learners in the hybrid and web-facilitated models completed the programme. Data collection revealed that the greatest factor impacting attrition or persistence was the absence or presence of face-to-face interaction with the instructor and colleagues. This paper outlines programme design elements that learners found most helpful in successfully completing the course.
Keywords: Indonesia; completion; online learning; persistence; readiness

Technology in Education. Background paper prepared for the 2023 Global Education Monitoring Report - Burns, Mary (Global Education Monitoring Report, 2021)
This think piece was commissioned by the Global Education Monitoring Report (GEM Report) Team to provide initial conceptual framing for the 2023 GEM Report, which focuses on information and communications technologies in education, or educational technology. The topics in this think piece were proposed by the GEM Report Team. As much as space permits, the think piece takes both a close up and wide-angle approach to technology.The think piece focuses, as much as possible, on research outlining the educational benefits of technology and organises educational technology along three axes: (1) technology as a learning tool; (2) technology to deliver learning; and (3) technology to support learning, outlining the uses, benefits, challenges, and additional areas for research associated with each. It discusses the technology tools associated with each category and poses additional research questions that the GEM Reporting Team may wish to explore for the Global Education Monitoring Report.

Information and communications technologies in secondary education in sub-Saharan Africa: Policies, practices, trends, and recommendations - Burns, Mary; Santally, Mohammad Issack (Secondary Education in Africa: Preparing Youth for the Future of Work, 2019)

A COVID-19 panacea in digital technologies? Challenges for democracy and higher education: - Burns, Ryan (Dialogues in Human Geography, 2020)
Universities have transitioned to online education in order to slow the spread of COVID-19. This transition mobilizes the technological utopian imaginary that d...

Educating 21st Century Children: Emotional Well-Being in the Digital Age - Burns, Tracey; Gottschalk, Francesca (OECD Publishing, 2019)
What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind, and older, better-educated parents are increasingly playing an active role in their children's education. At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes. This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies. It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.

Misperceived social norms: female labor force participation in Saudi Arabia - Bursztyn, Leonardo; Gonzalez, Alessandra L; Yanagizawa-Drott, David (2018)
Through the custom of guardianship, husbands typically have the ﬁnal word on their wives’ labor supply decisions in Saudi Arabia, a country with very low female labor force participation (FLFP). We provide incentivized evidence (both from an experimental sample in Riyadh and from a national sample) that the vast majority of young married men in Saudi Arabia privately support FLFP outside of home from a normative perspective, while they substantially underestimate the level of support for FLFP by other similar men – even men from their same social setting, such as their neighbors. We then show that randomly correcting these beliefs about others increases married men’s willingness to let their wives join the labor force (as measured by their costly sign-up for a job-matching service for their wives). Finally, we ﬁnd that this decision maps onto real outcomes: four months after the main intervention, the wives of men in our original sample whose beliefs about acceptability of FLFP were corrected are more likely to have applied and interviewed for a job outside of home. Together, our evidence indicates a potentially important source of labor market frictions, where job search is underprovided due to misperceived social norms.

Brokerage and closure: An introduction to social capital - Burt, Ronald S. (Oxford university press, 2005)

Getting the most out of your SMS Survey: Experimental Results - Busara (Busara Center for Behavioral Economics, 2022)
Summary and Goal of the Study: Together with mSurvey we ran a study with ~9000 participants to test 1) whether we can collect useable and valid SMS survey data, 2) whether there are marked differences between the Busara pool and the mSurvey pool – different in demographics, recruitment method, and familiarity with SMS surveys, and […]

Key Insights from Behavioral Journey Mapping of Caregivers - Busara (2020)

Public-Private Virtual-School Partnerships and Federal Flexibility for Schools during COVID-19 POLICY BRIEF - Butcher, Jonathan (2020)
The coronavirus has altered the daily lives of families around the world. In the United States, one of the most significant changes for millions of families is that most K-12 pupils have become homeschool or virtual-school students for the foreseeable future. As of March 25, state and local officials in every state have closed some or all brick-and-mortar K-12 schools for at least two weeks, affecting approximately 55 million students. 1 More announcements about extended closures may be coming: Kansas Governor Laura Kelly was the first to close schools in the state for the remainder of the school year. 2 Educators in Kansas are turning to online instruction, as are schools around the country, facing the choice of providing virtual courses or forgoing schoolwork entirely, perhaps until the fall. Making effective partnerships with existing online schools and virtual content providers will be critical for students in the coming weeks. Furthermore, policymakers should afford district and charter schools more flexibility with existing resources so that schools can direct taxpayer spending to areas of need. Finally, the US Department of Education has issued guidance that removes regulatory barriers to schools attempting to provide online course material. Schools and districts should not be allowed to cite rules and point to obstacles that prevent any attempts at offering virtual instruction. The pandemic offers an opportunity to see just how quickly, and how extensively , public and private educators can expand virtual instruction-which may change the way society considers all of education in the future.
Keywords: internet; online education; schools; virtual schools

Collaboration and self-regulation in teachers’ professional development - Butler, Deborah L; Lauscher, Helen Novak; Jarvis-Selinger, Sandra; Beckingham, Beverly (Teaching and Teacher Education, 2004)

Digitally Nudged Learning: A Nudged Gamification Study Intervention - Byrne, Jason; Ito, Takehiko; Furuyabu, Mariko (International Journal of Emerging Technologies in Learning (iJET), 2022)
The research focused on two elements of technology enhanced learning: the digital nudge and gamified online learning. The objective was to digitally nudge students towards a gamified online learning tool, thereby improving quiz test performance through a fun motivating language learning game. A mixed methods approach: the primary quasi-experimental methodology was regression discontinuity design, with a follow up survey. The findings show that few students actively participated in the fun gamified activities, yet none-the-less there was a significant 5% treatment effect afforded by the digitally nudged call to action. The research demonstrates the effectiveness of nudging students to complete L2 learning activity. It also somewhat shows the potential of gamification for voluntary engagement amongst first-year students at a Japanese university. Keywords—Digital nudge, Online learning, Gamification, L2 teaching/learning strategies.

Challenges and Opportunities as Students Return to School: Evidence from Caregiver and Staff Surveys across Rising Academy Network School - Caballero, Erika Montoya; McManus, Jeff; Njogu-Ndongwe, Frida; Fall, Sokhna Mously (IDinsight, 2021)
This report shares survey findings on the barriers that children face as they transition back to school after prolonged closures with evidence from caregiver and staff surveys across Rising Academy Network Schools.

Children’s and adolescents’ digital access in Chile: the role of digital access modalities in digital uses and skills - Cabello, Patricio; Claro, Magdalena; Rojas, Rodrigo; Trucco, Daniela (Journal of Children and Media, 2021)
This article analyses the modes of physical access that facilitate participation in digital opportunities and the development of digital skills in children and adolescents (9 to 17 years old). We analysed the data obtained from the Kids Online survey in Chile. A latent class analysis (LCA) was conducted to identify groups based on access points and devices of use; access modalities were then composed crossing these variables. Four access modalities were found: cellphone-home; cellphone-ubiquitous; multi-device-home; multi-device-ubiquitous. Multiple logistic regression analysis showed that ubiquitous modalities (multi-device and cellphone varieties) predicted digital use and skills among young Chileans, while the more static modalities (cellphone and home and multi-device and home) did not. These results are critical to addressing what can be deﬁned as “enabling access” among young Internet users in the context of digital inclusion policies.

Adding it up: improving analysis & modelling in central government - Cabinet Office (Cabinet Office, UK Government, 2011)

Worldwide Mobile Data Pricing 2022 | 1GB Cost in 233 Countries - Cable (Cable.co.uk, 2022)
A global league table of mobile data costs. The average cost of one gigabyte (1GB) was then calculated and compared from over 5,000 mobile data plans in 233 countries.

Worldwide Mobile Data Pricing League | Cost of 1GB in 230 countries - Cable (Cable, 2020)
Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.
Keywords: auto_merged

Worldwide Mobile Data Pricing League | Cost of 1GB in 230 countries - Cable (Cable, 2020)
Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.

Do higher salaries yield better teachers and better student outcomes? - Cabrera, José María; Webbink, Dinand (Journal of Human Resources, 2019)
We study the effects of a policy aimed at attracting more experienced and better qualified teachers in primary schools in disadvantaged neighborhoods in Uruguay. Teachers in these schools could earn higher salaries, and more experienced teachers are given priority in choosing teaching positions. Eligibility for the program was based on a poverty index with a cutoff rule. Estimates from regression discontinuity models show that the policy successfully led to ‘hiring experience from other schools’, and also increased tenure. Overall, the effect on student outcomes was small. We rationalize this result by showing that the program may have increased experience in ways that are not strongly associated with improved student outcomes. Consistent with this, we do find achievement gains for students in schools that saw a reduction in the share of very inexperienced teachers. The results underscore that increases in teacher pay may only improve student outcomes if it increases those teacher characteristics that actually improve student outcomes.
Keywords: I2; J24; disadvantaged students; student performance; teacher experience; teacher salaries

Multilingual language policy and mother tongue education in Timor-Leste: a multiscalar approach - Caffery, Jo; Coronado, Gabriela; Hodge, Bob (Language Policy, 2016)
This article looks at multilingual, mother-tongue-based language policies influenced by colonial and postcolonial histories and globalization processes. We use multiscalar analysis to show these policies as creative responses to problems affected by national and international forces. Our study focuses on Timor-Leste, specifically a pilot mother-tongue-based multilingual education program. We analyse the program’s practices and successful outcomes, in the adverse circumstances of this small, impoverished, recently independent nation, as it attempts to manage high levels of linguistic diversity (16 mother tongues and a five-language destination system) through multilingual education. We also identify tensions and problems that impinge on the outcomes for this ambitious program. Despite the obstacles, Timor-Leste’s multiscalar multilingual literacy policy is an important case that reinforces the significance of mother tongue education as a response to global complexity. The pilot program provides valuable lessons for many other parts of the world with similar problems, particularly for nations with comparable colonial histories.

Internal Validity: A Must in Research Designs - Cahit, Kaya (Educational Research and Reviews, 2015)
In experimental research, internal validity refers to what extent researchers can conclude that changes in dependent variable (i.e. outcome) are caused by manipulations in independent variable. The causal inference permits researchers to meaningfully interpret research results. This article discusses (a) internal validity threats in social and educational research using examples from the contemporary literature, and (b) research designs in terms of their ability to control various internal validity threats. An Eric and psychinfo search was performed to retrieve articles regarding this internal validity review. In conclusion, an appropriate research design that control possible extraneous variables is needed to be able meaningfully interpret research results. Although pretest-posttest experimental-control group design controls most of internal validity threats, the most appropriate research design would vary based on the research questions or goals.
Keywords: Control Groups; Educational Research; Literature Reviews; Predictor Variables; Pretests Posttests; Quasiexperimental Design; Research Design; Research Methodology; Research Problems; Social Science Research; Time Perspective; Validity; ⛔ No DOI found

The Politics of Evidence-Based Policy Making - Cairney, Paul (Palgrave Macmillan UK, 2016)
The Politics of Evidence Based Policymaking identifies how to work with policymakers to maximize the use of scientific evidence. Policymakers cannot consider all evidence relevant to policy problems. They use two shortcuts: ‘rational’ ways to gather enough evidence, and ‘irrational’ decision-making, drawing on emotions, beliefs, and habits. Most scientific studies focus on the former. They identify uncertainty when policymakers have incomplete evidence, and try to solve it by improving the supply of information. They do not respond to ambiguity, or the potential for policymakers to understand problems in very different ways. A good strategy requires advocates to be persuasive: forming coalitions with like-minded actors, and accompanying evidence with simple stories to exploit the emotional or ideological biases of policymakers.

Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach - Calcagni, Elisa; Ahmed, Farah; Trigo-Clapés, Ana Laura; Kershner, Ruth; Hennessy, Sara (Teaching and Teacher Education, 2023)
Classroom dialogue is considered productive for learning but rarely observed, and practitioner professional development is needed. This study investigated how 67 teachers across educational phases in six countries contextualised the T-SEDA inquiry toolkit to conduct classroom inquiries and develop new practices. Surveys and inquiry reports yielded insights into how practitioner agency was further developed, with implications for sustainability. Change was evident in self-reported enhanced awareness and understanding of dialogue and use of dialogic strategies. Increases in students’ dialogic participation and plans for dissemination to colleagues were reported.
Keywords: Classroom dialogue; Dialogic teaching; Professional development; Professional learning; Reflective inquiry; Teacher agency

Using Technology to Shift Education Paradigms in Low-Resource Environments - Calhoun, Elizabeth; Calhoun, Nathaniel (Stability: International Journal of Security and Development, 2014)
Article: Using Technology to Shift Education Paradigms in Low-Resource Environments

The Learning Passport: Curriculum Framework (Maths, Science, Literacy) - Cambridge Assessment (Cambridge Assessment, 2020)

A Survey of ICT Capacity in Ghana's Public Colleges of Education - Cambridge Education (2017)

CPD Implementation Roadmap - Cambridge Education (Cambridge Education, 2021)

Access to and exclusion from primary education in slums of Dhaka, Bangladesh - Cameron, Stuart (CREATE Pathways to Access, 2010)

Developing Teacher Leadership and Teaching Practice for the Use of Formative Assessment to Improve Students’ Learning - Campbell, Carol; DeLuca, Christopher; LaPointe-McEwan, Danielle (2022)
Keywords: ⛔ No DOI found

Reopening Schools - When and how - Campe (Evernote, 2021)
Timing of the survey - The survey was conducted between 7 to 22 November 2020. Slide 9 - % students who participated in distance learning in the last 2 weeks prior to the survey Primary - 31.4% Second...

A Slum2School charity's first Virtual Learning Studio - Campos, Guy (AV Magazine, 2020)

Public Financial Management and Its Emerging Architecture - Cangiano, Marco; Curristine, Teresa; Lazare, Michael (2013)
The first two decades of the twenty-first century have witnessed an influx of innovations and reforms in public financial management. The current wave of reforms is markedly different from those in the past, owing to the sheer number of innovations, their widespread adoption, and the sense that they add up to a fundamental change in the way governments manage public money. This book takes stock of the most important innovations that have emerged over the past two decades.

Applying the information search process model to analyze aspects in the design of serious games for children with hearing impairment - Cano, Sandra; Alghazzawi, Daniyal M.; Arteaga, Jaime Muñoz; Fardoun, Habib M.; Collazos, César A.; Amador, Viviana Bustos (Universal Access in the Information Society, 2018)
Deaf children traditionally face greater challenges and encounter difficulties particular to their abilities. The Information Search Process model (ISP) is oriented in the context of the present work as a process of searching for information about children with a hearing impairment in the area of literacy, applying the different stages of the ISP model to identify different aspects of hearing impairment. A case study was carried out at the USAER school in Aguascalientes, Mexico, a school that enables children with hearing impairments to be included in regular secondary schooling. The children here are aged 12–15 years and have literacy problems. Eight children from 7 to 11 years of age were also evaluated in the Institute for Deaf and Blind Children in Cali, Colombia. The ISP model can be deemed to have been useful for identifying the relevant needs to support both teachers and deaf children. A need was identified, to construct a game that integrates the activities undertaken following the FitzGerald keys and in turn allow them to assess learning through different activities that help increase the semantic repertoire.

Así consumíamos medios en El Salvador antes de la COVID-19 - Carballo, Willian; Marroquín, Amparo (2020)

Así dio vuelta el consumo mediático en El Salvador durante la COVID-19 - Carballo, Willian; Marroquín, Amparo (2021)

Knowledge to policy: making the most of development research - Carden, F. (SAGE ; International Development Research Centre, 2009)
Keywords: Economic development; Economic policy; Evaluation; Research Evaluation

Mother tongue and literature teaching in smart cities: How technology is reshaping the frontiers of education - Cardoso, Luis (European Journal of Literature, Language and Linguistics Studies, 2020)
Keywords: ⛔ No DOI found

Teacher Empowerment Through Curriculum Development: Theory Into Practice - Carl, Arend E. (Juta and Company Ltd, 2009)
Treating curriculum studies as an educational field in its own right, this critical resource gives teachers the power to control the focus and direction their classes take by revealing the variety of benefits gained from rigorous curriculum planning. Stressing the importance of a teacher’s own involvement in the creation of curriculum, the guide shows teachers how to deal with the constant changes they face. For educators looking to contribute responsibly and dynamically to the content of their classes, this valuable and updated tool reveals new techniques that will empower educators and the significance behind involved curriculum development.
Keywords: Education / Curricula; Education / Professional Development

Using Technology to Deliver Educational Services to Children and Youth in Environments Affected by Crisis and/or Conflict - Carlson, Samuel (USAID, 2013)
Keywords: Screened; ___working_potential_duplicate; ⛔ No DOI found

Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability - Carlson, Stephanie M; Moses, Louis J; Claxton, Laura J (Journal of Experimental Child Psychology, 2004)
This research examined the relative contributions of two aspects of executive function—inhibitory control and planning ability—to theory of mind in 49 3- and 4-year-olds. Children were given two standard theory of mind measures (Appearance–Reality and False Belief), three inhibitory control tasks (Bear/Dragon, Whisper, and Gift Delay), three planning tasks (Tower of Hanoi, Truck Loading, and Kitten Delivery), and a receptive vocabulary test (Peabody Picture Vocabulary Test [PPVT-3]). Multiple regression analyses indicated that two inhibition tasks (Bear/Dragon and Whisper) were significantly related to theory of mind after accounting for age, receptive vocabulary, and planning. In contrast, the planning tasks did not share unique variance with theory of mind. These results increase our understanding of the specific nature of executive function–theory of mind relations during early childhood.
Keywords: Executive function; Inhibition; Planning; Theory of mind

Broadening borders to build better schools: virtual professional learning communities - Carpenter, Daniel; Munshower, Paul (The International Journal of Educational Management, 2019)
PurposeThe purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic.Design/methodology/approachA phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013).FindingsTeacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice.Research limitations/implicationsThe research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year.Practical implicationsThe findings from this study have practical implications for rural teachers and school implementation of a professional learning community model.Originality/valueThe promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).
Keywords: Collaboration; Communities of Practice; Computer Mediated Communication; ERIC, Current Index to Journals in Education (CIJE); Education; Educational technology; Faculty Development; Learning; Meetings; Preferences; Professional development; Professional learning communities; Rural Schools; Rural schools; School districts; Teacher Attitudes; Teacher Collaboration; Teacher collaboration; Teachers; Teaching; Virtual professional learning communities; __:import:01; __:match:final; __:matched; __:study_id:2095794; __finaldtb

TV White Space for Development Programs in the Philippines: Implications and Challenges - Carpio, Marife (2015)

Missing Millions and Measuring Development Progress - Carr-Hill, Roy (World Development, 2013)
In developing countries, assessments of progress toward development goals are based increasingly on household surveys. These are inappropriate for obtaining information about the poorest. Typically, they omit by design: the homeless; those in institutions; and mobile, nomadic, or pastoralist populations. Moreover, in practice, household surveys typically under-represent: those in fragile, disjointed households; slum populations and areas posing security risks. Those six sub-groups constitute a large fraction of the “poorest of the poor”. We estimate that 250 million are missed worldwide from the sampling frames of such surveys and from many censuses and their omission may well lead to substantial biases.
Keywords: accurate population counts; household surveys; inequalities; invisible populations; measurement of poverty; millenium development goals

The effects of school-based decision-making on educational outcomes in low-and middle-income contexts: a systematic review - Carr-Hill, Roy; Rolleston, Caine; Schendel, Rebecca (Campbell Systematic Reviews, 2016)
Keywords: ❓ Multiple DOI

Does Math Achievement h'APP'en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction? - Carr, Jennie M (Journal of Information Technology Education, 2012)
Keywords: ⛔ No DOI found

Pre-service teacher training in Malawi: findings of a pilot study on the viability of media players for teacher development - Carrier, Carol; Finholt-Daniel, Matt; Sales, Gregory C (International Journal of Education and Development using Information and Communication Technology, 2012)
As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]
Keywords: Distance learning; Education; Learning; Malawi; Software; Student teachers; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096523; __finaldtb; ⛔ No DOI found

Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador - Carrillo, Paul E.; Onofa, Mercedes; Ponce, Juan (SSRN Electronic Journal, 2011)

Top 10 lessons learned from implementing remote learning through IVR in Malawi - Carrol, Dr. Bidemi (RTI International, 2020)

Microsoft Airband - Carroon, Lydia (2020)

Sandboxes: Testing the strategy in Malawi - Carter, Alice (EdTech Hub, 2020)
Written by Alice Carter This is the second in this series about our sandboxes. If you haven’t already, read about our approach to experimentation.  Across the Hub, we’re proponents of using our tools and approaches on our own thinking. For innovation, that meant testing the assumptions we were making about how and if the sandboxes …
Keywords: C:Malawi; F:Sandbox; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Service Design Blueprint - Carter, Alice, (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana - Carter, Emma; Sabates, Ricardo; Rose, Pauline; Akyeampong, Kwame (International Journal of Educational Development, 2020)

Self-regulated learning in online learning environments: strategies for remote learning - Carter, Jr Richard Allen; Rice, Mary; Yang, Sohyun; Jackson, Haidee A. (Information and Learning Sciences, 2020)
Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic.Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment.Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families.Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.

School’s Out: Now What? - Carvalho, Shelby; Crawfurd, Lee (Center For Global Development, 2020)
Using a newly assembled database, here’s what we found about the scale and timing of school closures, as well as how countries are adjusting to distance learning.
Keywords: ___working_potential_duplicate

Planning for School Reopening and Recovery After COVID-19 - Carvalho, Shelby; Rossiter, Jack; Angrist, Noam; Hares, Susannah; Silverman, Rachel (Center for Global Development, 2020)
Keywords: ⛔ No DOI found

Planning for School Reopening and Recovery After COVID-19: An Evidence Kit for Policymakers - Carvalho, Shelby; Rossiter, Jack; Angrist, Noam; Hares, Susannah; Silverman, Rachel (Center for Global Development, 2020)

Intentional and logical survey and audience data collection: KoBo Toolbox - Carver, D (The Content Technologist, 2021)
KoBo Toolbox's robust survey platform is free to use for all as a data collection tool, optimized for many devices and environments.

Education Management Information Systems (EMIS) in Latin America and the Caribbean: lessons and challenges - Cassidy, T (Inter-American Development Bank, 2006)
Keywords: ⛔ No DOI found

Universal Design for Learning Guidelines version 2.2. - CAST (2018)

Edtech and marginalization: scaling for learning equity - Castillo, N. M.; Wagner, D; Alrawashde, G; Moog, C (UNESCO GEM Background paper, 2023)

Trends in Digital Personalized Learning: Landscape Review of Personalized Learning Solutions in Low and Middle-Income Countries. UNICEF Office of Global Insight & Policy. - Castillo, N; Adam, T; Alam, A; Alrawashdeh, G. S.; Tiwari, P (UNICEF Office of Global Insight & Policy., 2022)

Multilingual literacy transfer in rural South Africa: A technology-based impact study - Castillo, N.; Wagner, D.A. (International Review of Education, 2019)

MOOCs for development: trends, challenges, and opportunities - Castillo, Nathan M.; Lee, Jinsol; Zahra, Fatima T.; Wagner, Daniel A. (Information Technologies & International Development, 2015)
Keywords: ⛔ No DOI found

MOOCs for development: trends, challenges, and opportunities - Castillo, Nathan M.; Lee, Jinsol; Zahra, Fatima T.; Wagner, Daniel A. (Information Technologies & International Development, 2015)
Keywords: ⛔ No DOI found

Supporting home language reading through technology in rural South Africa - Castillo, Nathan M; Wagner, Daniel A (Journal Articles (Literacy.org), 2018)
This paper describes a short-term longitudinal study in South Africa, with children in grades 1-3, some of whom received a multimedia technology reading support program in one of three home languages and English (through exisiting computer labs in schools). Findings reveal a positive and significant impact on local language reading acquisition among children with multimedia support. The study shows that effective literacy support can help struggling rural learners make significant gains that will help them complete their schooling. The ability to accomplish a full cycle of primary school with fully developed reading skills has significant implications for life-long learning.
Keywords: ⛔ No DOI found

MOOCs for Development: Trends, Challenges, and Opportunities - Castillo, Nathan; Lee, Jinsol; Zahra, Fatima; Wagner, Daniel (International Technologies & International Development, 2015)
The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Can Text Message Nudges Improve Academic Outcomes in College? Evidence from a West Virginia Initiative - Castleman, Benjamin; Meyer, Katharine (The Review of Higher Education, 2020)
Although socioeconomic disparities in college enrollment have declined, gaps in college completion persist by income and geography. We investigate a text messaging campaign in West Virginia, which addressed informational barriers and behavioral obstacles to college persistence by providing college students with simplified information, encouragement, and access to individualized advising. Using descriptive and matching methods, we find participating students were more likely to remain enrolled throughout their first year of college, and completed more course credits with suggestive evidence of improved academic performance. This evidence suggests colleges play an important role communicating information about academic expectations, support resources, and norms.

Understanding the professional learning and support needs of educators during the initial weeks of pandemic school closures through search terms and content use - Cavanaugh, Catherine; DeWeese, Abraham (Journal of Technology and Teacher Education, 2020)
Beginning in February and March of 2020, school closures impacted at least 90% of the world’s population of students, according to UNESCO estimates. As educators swiftly shifted to teaching online, they sought information to guide their initial planning and teaching in new environments with new tools. Analysis of educators’ search terms and their use of support content during this period indicates the needs felt by educators globally and informs content and professional development support for preservice educators. The authors compared the volume of searches, frequency of search terms, and patterns of content use during this period to the previous year by educators using an education support website. Re- sults show that site use multiplied six times in volume, use of video increased by 30 times, and among the search terms and content topics used during and prior to this period, focus nar- rowed to digital and distance learning. Implications of these findings are that professional development providers can meet educators’ needs with video and a focus on the specific teaching practices that educators are learning as they transi- tion to distance teaching at an entry level. Keyword
Keywords: Communicable Diseases; Disease Control; Distance Education; Educational Needs; Educational Technology; Faculty Development; Online Courses; Online Searching; Teaching Methods; Technology Uses in Education; Video Technology; Web Sites; ⛔ No DOI found

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects - CCSSO; NGA (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)

Schools during the COVID-19 pandemic - CDC (2020)

Gobierno habilita herramienta “Inteligencia Quisqueya” para estudiantes que se preparan para pruebas nacionales - CDN, Redacción (CDN - El Canal de Noticias de los Dominicanos, 2020)
Estableció también que los jóvenes y adultos que lo deseen, podrán cursar a través de la Escuela Radiofónica Santa María estudios básicos y medios.

Nigerian schools: Flogged for speaking my mother tongue - Cecilia Macaulay (BBC News, 2023)
Nigeria wants local languages to replace English in primary education, but some say it's not practical.

International Computer Drivers License (ICDL) - CECS (Community Education Computer Society, 2017)

Interview with the Center for National Distance Learning and Open School on data governance practices within the Ghana Ministry of Education. - CENDLOS (2023)

Global Experience with EMIS (unpublished note) - Center for Global Development (Center for Global Development, 2022)
Global Experience with EMIS This brief sets out a review of international practice on Education Management Information Systems (EMIS). High-income Countries High-income countries typically have data systems that are integrated and open. The public may look up individual schools online and see...

The politics of performance in Punjab - Center for Public Impact (Centre For Public Impact (CPI), 2016)
All government leaders strive for improvements in public services. Systems differ, approaches fluctuate and funding streams vary, but theirs is a shared goal of achieving better services for their citizens. It's how they get re-elected - and how they make a difference.Take Shehbaz Sharif, for example. The chief ministe...

Creating an Analysis Plan - Centers for Disease Control and Prevention (2013)

How behavior spreads: the science of complex contagions - Centola, Damon (Princeton Analytical Sociology Series, 2018)
"A new, counterintuitive theory for how social networks influence the spread of behavior. New social movements, technologies, and public-health initiatives often struggle to take off, yet many diseases disperse rapidly without issue. Can the lessons learned from the viral diffusion of diseases be used to improve the spread of beneficial behaviors and innovations? In How Behavior Spreads, Damon Centola presents over a decade of original research examining how changes in societal behavior--in voting, health, technology, and finance--occur and the ways social networks can be used to influence how they propagate. Centola's startling findings show that the same conditions accelerating the viral expansion of an epidemic unexpectedly inhibit the spread of behaviors. While it is commonly believed that "weak ties"--long-distance connections linking acquaintances--lead to the quicker spread of behaviors, in fact the exact opposite holds true. Centola demonstrates how the most well-known, intuitive ideas about social networks have caused past diffusion efforts to fail, and how such efforts might succeed in the future. Pioneering the use of Web-based methods to understand how changes in people's social networks alter their behaviors, Centola illustrates the ways in which these insights can be applied to solve countless problems of organizational change, cultural evolution, and social innovation. His findings offer important lessons for public health workers, entrepreneurs, and activists looking to harness networks for social change.Practical and informative, How Behavior Spreads is a must-read for anyone interested in how the theory of social networks can transform our world"--Provided by publisher
Keywords: Human behavior

Government Design Principles - Central Digital and Data Office (GOV.UK, 2019)
The UK government's design principles and examples of how they've been used.

Africa: Tanzania — The World Factbook - Central Intelligence Agency - Central Intelligence Agency (Central Intelligence Agency World Factbook website, 2020)

Nigeria | The World Factbook - Central Intelligence Agency (2020)

Central Square Foundation website - Central Square Foundation (2020)

Know Zone - Centre for Education Innovations (2020)

PDIA Toolkit: A DIY Approach to Solving Complex Problems - Centre for International Development (Harvard University, 2018)

Final Report for Evaluation of RTT - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe); UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)

Innovation Fund Graduate: OS City - Cepeda, Jesús (2020)

Chinese education authorities to broadcast lessons on television - CGTN (2020)

ChatGPT Pricing, Explained: Plus & Tokens (2024) - Ch, David (Guides.ai, 2023)
ChatGPT Plus costs $20 per month ($23.80/month for EU + UK). The ChatGPT API costs $0.002 for every 1000 tokens.

Teacher Continuous Professional Development in Tanzania: Lessons Learnt - Chachage, Kristeen; Thakrar, Jay (EdTech Hub, 2023)
This report shares the experience and learning from the activities carried out as part of the Government of Tanzania's efforts to operationalise its National Framework for Teacher Continuous Professional Development (TCPD), which shifts TCPD from discreet workshops to cost-effective, ongoing, school-based professional development. It is among the first of its kind at a national level, particularly in low- and middle-income country contexts. Through a collaborative and responsive approach of adaptive technical assistance and innovation, the EdTech Hub team supported Government of Tanzania partners in developing and implementing a technology-enhanced, school-based, national TCPD system. This report begins with an overview of the activities implemented and then consolidates reflection through nine lessons learnt that could help inform current and future thinking on the design, delivery, and funding of TCPD programming in Tanzania. The TCPD reflected in this report is specific to Tanzania's teaching and learning environment. While we recognise that environments can vary widely, even between countries with similar goals and objectives, the report also seeks to contribute to any current and future analyses that collate features of effective TCPD from around the world. Keywords: teacher professional development; teacher training; technology; learning management system; communities of learning; teacher needs assessment; An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Eastern and Southern Africa Region Working Paper – Structured Pedagogy: For Real-Time Equitable Improvements in Learning Outcomes - Chakera, Shiraz; Haffner, Deborah; Harrop, Elizabeth (UNICEF, 2020)

Learner engagement strategies in online class environment - Chakraborty, Misha (Texas A&M University, 2017)

Summary of the CCM election manifesto 2020-2025 - Chama Cha Mapinduzi (Chama Cha Mapinduzi, 2020)

Towards the development of mobile learning model for Tanzania secondary schools: Case study Kilimanjaro region - Chambo, F. F.; Laizer, L. S.; Nkansah-Gyekye, Y.; Ndume, V. (2013 Pan African International Conference on Information Science, Computing and Telecommunications (PACT), 2013)
This paper explores the factors that influence the implementation of m-learning and proposes a model for implementing m-learning in Tanzania. The study was conducted in ten secondary schools in the Kilimanjaro region in Tanzania. Purposive and convenience sampling techniques were used to determine students majoring in science subjects. Findings indicate that majority of students own mobile phones and have access to the Internet connectivity. However, m-learning platforms that are currently in place are not viable solution in all contexts and not necessarily the best solution. Therefore, the design of m-learning content should focus on learning profile and personal needs such as location and affordability. A framework that considers four factors: user satisfaction, pedagogy, technology, and economy of use are proposed for Tanzanian context. It is concluded that education stakeholders should consider the opportunities of technology in education in order to boost knowledge sharing among students.
Keywords: Computational modeling; Context modeling; Educational institutions; Internet; Internet connectivity; Interoperability; Kilimanjaro region; Learning Science; M-Learning; Materials; Mobile handsets; Secondary School; Tanzania secondary school; computer aided instruction; economy of use; education stakeholder; emerging technology; knowledge sharing; m-learning; mobile learning; mobile learning model; mobile phone; pedagogy; sampling methods; sampling technique; science subject; user satisfaction

A proposal for open educational resource adoption through a curriculum alignment hub - Chandra, Shivi (EdTech Hub, 2020)
In 2020, EdTech Hub began a collaboration with Learning Equality, a nonprofit organisation supporting the creation, adaptation, and distribution of Open Educational Resources (OER) in disconnected environments. The following post by Learning Equality’s Global Curriculum Specialist, Shivi Chandra, explores how individual efforts to address some of the challenges in adopting OER could become more powerful, receive recognition, and build upon…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:image; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Equitable learning with ICT: study of an intervention at scale for underserved students in India - Chandran, M.G.; Sarangapani, P. (Comparative and International Education Society 65th Annual Meeting, 2021)

Adolescent problematic internet use and parental mediation: A Bangladeshi structured interview study - Chandrima, Rubaiya Matin; Kircaburun, Kagan; Kabir, Humyon; Riaz, Baizid Khoorshid; Kuss, Daria J.; Griffiths, Mark D.; Mamun, Mohammed A. (Addictive Behaviors Reports, 2020)
Internet-related problems such as excessive internet use, problematic internet use (PIU), and internet addiction, are becoming increasingly studied among Bangladeshi adult students, but there has been little research among adolescents. In Bangladesh, there has been no research examining the role of parental mediation in their children's internet use. Therefore, the present structured interview study investigated Bangladeshi adolescent PIU and its associated socio-demographics, internet use behaviors, and the parental mediation role among 350 high school students residing in Dhaka. The results showed that 84 of adolescents (24.0%) were classified as having PIU (cut-off score of ≥ 50 on the Internet Addiction Test) and nine adolescents (2.6%) were classified as having a severe dependency on the internet (cut-off score of >80 on the Internet Addiction Test). According to hierarchical regression analysis, significant PIU correlates included lower academic results, both parents' lower education, mother working outside the home, more than four days' weekly internet use, more than two hours daily internet use, and active mediation. Additionally, internet use behaviors (i.e., internet use locations, devices, purposes, and applications) and parental internet mediation dimensions other than active mediation (i.e., restrictive mediation, active mediation internet safety, monitoring, and technical mediation) were significantly related to PIU in t-tests and correlation analysis respectively. However, they were non-significant in the hierarchical regression analysis when included into equation altogether. The present study's findings will be helpful in developing country-level policymaking decisions and facilitating future research in the country.
Keywords: Bangladeshi adolescence; Internet addiction; Internet use behaviors; Parental mediation; Problematic internet use

Pre-pilot findings on developing a literacy tablet - Chang, Angela; Nunez, David; Roberts, Tom; Sengeh, David; Breazeal, Cynthia (ACM, 2013)

Lean Impact: How to Innovate for Radically Greater Social Good - Chang, Ann Mei (Wiley, 2018)
Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices popularized by bestseller The Lean Startup that have fueled technology breakthroughs touching every aspect of our lives, LEAN IMPACT turns our attention to a new goal--achieving radically greater social good.  Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the needs. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a Silicon Valley executive to her most recent experience as Chief Innovation Officer at USAID. She brings the book to life with inspiring stories from interviews spanning more than 200 organizations across the U.S. and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.

The Internal and External Validity of the Regression Discontinuity Design: A Meta-Analysis of 15 Within-Study Comparisons - Chaplin, Duncan D.; Cook, Thomas D.; Zurovac, Jelena; Coopersmith, Jared S.; Finucane, Mariel M.; Vollmer, Lauren N.; Morris, Rebecca E. (Journal of Policy Analysis and Management, 2018)
Theory predicts that regression discontinuity (RD) provides valid causal inference at the cutoff score that determines treatment assignment. One purpose of this paper is to test RD's internal validity across 15 studies. Each of them assesses the correspondence between causal estimates from an RD study and a randomized control trial (RCT) when the estimates are made at the same cutoff point where they should not differ asymptotically. However, statistical error, imperfect design implementation, and a plethora of different possible analysis options, mean that they might nonetheless differ. We test whether they do, assuming that the bias potential is greater with RDs than RCTs. A second purpose of this paper is to investigate the external validity of RD by exploring how the size of the bias estimates varies across the 15 studies, for they differ in their settings, interventions, analyses, and implementation details. Both Bayesian and frequentist meta-analysis methods show that the RD bias is below 0.01 standard deviations on average, indicating RD's high internal validity. When the study-specific estimates are shrunken to capitalize on the information the other studies provide, all the RD causal estimates fall within 0.07 standard deviations of their RCT counterparts, now indicating high external validity. With unshrunken estimates, the mean RD bias is still essentially zero, but the distribution of RD bias estimates is less tight, especially with smaller samples and when parametric RD analyses are used.

Meeting them where they are: The use of Twitter in youth civic education - Chapman, A L (2019)

Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS) correct theta scores for the kindergarten through eighth grade data collections errata - Chapman, Chris (National Center for Education Statistics, 2010)
Find information about and locate all publications and data products on education information from the National Center for Education Statistics--NCES--. In most cases you may also browse the content of publications or download data files.

Handbook of the Psychology of Aging (Eighth Edition) - Charness, Neil; Boot, Walter R (Elsevier, 2016)
We review recent data and theory about technology adoption and acceptance by older adults, focusing on information and communications technology (ICT), digital gaming, and social networking sites. Representative data in developed countries indicate that older adult cohorts lag in ICT use, including Internet use, despite apparent benefits that some products may provide. The lag is particularly noticeable in digital gaming and social networking. Theories of technology acceptance and adoption suggest that this lag may be attributable to cost–benefit factors such as perceived usefulness and perceived ease of use. Other factors that may differentially affect older cohorts are concerns about privacy loss as well as cognitive, perceptual and psychomotor costs. The accelerating digital provision of services may disadvantage non-participating seniors. Those who design ICT products and their training and support packages could benefit from improved theories of ICT adoption and supporting tools to produce usable and useful products for seniors.

Research with, not about, communities — Ethical guidance towards empowerment in collaborative research, a report for the TRUST Project - Chatfield, Kate; Biernacki, Olivia; Schroeder, Doris; Cavallaro, Francesca; Cook, Julie; N’Diaye, Dieynaba; Bompart, Francois; Chennells, Roger; Toohey, Jacintha; Wynberg, Rachel; van Niekirk, Jaci; Ait, Myriam (TRUST, 2018)

Langue et éducation en Afrique: enseigner à lire et écrire en langue maternelle - Chatry-Komarek, Marie (Langue et éducation en Afrique, 2005)
Keywords: ⛔ No DOI found

Education for all in the time of COVID-19: how EdTech can be part of the solution - Chebib, Kinda (GSMA, 2020)

Relationship between Teacher - Educator Characteristics and the Integration of Information and Communication Technologies in Teaching and Learning in Teacher Education Institutions in Kenya - Chemwei, B.; Kiboss, J.; Njag, Kageni (undefined, 2016)
It is a government policy that all institutions of learning in Kenya, across the curricula embrace Information Communication Technology (ICT) as the world moves towards knowledge based economy. The evidence in literature reveals positive effects of information and communication technology in instruction. But teachers have a challenging task in integrating the tools of ICT in teaching especially those teacher educators not quite exposed to technology. This is because so many factors influence ICT integration. In this paper, we explore the the relationship between teacher-educators’ age, gender, level of education, and teaching experience and the integration level of ICTs in teaching in primary teacher training colleges in Kenya. The simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents who participated in the study. Data was collected using a questionnaire, an interview schedule and an observation schedule. The data collected was analyzed descriptively with the help of SPSS program version 17.0 for frequencies, means, standard deviation and percentages. The inferential statistics used to determine relationships among variables was the Pearson moment Correlation. Regression analysis was used to determine the best predictors of ICT integration among the independent variables. A p-value of less than 0.05 was interpreted as significant. Results indicated that there is a significant relationship between teacher-educators’ level of ICT integration in teaching and their age. However, the findings showed no relationships between teacher educators’ level of ICT integration in teaching and gender as well as their level of education. Teacher-educators’ years of teaching are insignificant in explaining teachereducators’ integration ICT in teaching. Based on the findings, we recommended that information and communication integration be made part of undergraduate training in universities in order to equip future teacher educators with ICT skills; planning for the implementation of ICT integration into teaching in teachers’ training programmes early would increase the pre-service teachers’ expertise and lead to an increase in the level of ICT integration during the earlier years of their careers. There is also need to hire young teacher-educators to the field, especially female teachers. This would also increase the representation of the female perspective toward the improvement of the level of ICT integration into teaching.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Ed tech, long overhyped, missed its moment amid COVID-19. What now? - Cheney, Catherine (Devex, 2021)
Devex speaks with the experts about how low-cost education technology might ensure more equitable access to remote learning during the pandemic and in any future disruptions to schooling.

The problematic concept of native speaker in psycholinguistics: Replacing vague and harmful terminology with inclusive and accurate measures. - Cheng, Lauretta S. P.; Burgess, Danielle; Vernooij, Natasha; Solís-Barroso, Cecilia; McDermott, Ashley; Namboodiripad, Savithry (Frontiers in Psychology, 2021)
Though the term NATIVE SPEAKER/SIGNER is frequently used in language research, it is inconsistently conceptualized. Factors, such as age, order, and context of acquisition, in addition to social/cultural identity, are often differentially conflated. While the ambiguity and harmful consequences of the term NATIVE SPEAKER have been problematized across disciplines, much of this literature attempts to repurpose the term in order to include and/or exclude certain populations. This paper problematizes NATIVE SPEAKER within psycholinguistics, arguing that the term is both unhelpful to rigorous theory construction and harmful to marginalized populations by reproducing normative assumptions about behavior, experience, and identity. We propose that language researchers avoid NATIVE SPEAKER altogether, and we suggest alternate ways of characterizing language experience/use. The vagueness of NATIVE SPEAKER can create problems in research design (e.g., through systematically excluding certain populations), recruitment (as participants’ definitions might diverge from researchers’), and analysis (by distilling continuous factors into under-specified binary categories). This can result in barriers to cross-study comparison, which is particularly concerning for theory construction and replicability. From a research ethics perspective, it matters how participants are characterized and included: Excluding participants based on binary/essentialist conceptualizations of nativeness upholds deficit perspectives toward multilingualism and non-hegemonic modes of language acquisition. Finally, by implicitly assuming the existence of a critical period, NATIVE SPEAKER brings with it theoretical baggage which not all researchers may want to carry. Given the issues above and how ‘nativeness’ is racialized (particularly in European and North American contexts), we ask that researchers consider carefully whether exclusion of marginalized/minoritized populations is necessary or justified—particularly when NATIVE SPEAKER is used only as a way to achieve linguistic homogeneity. Instead, we urge psycholinguists to explicitly state the specific axes traditionally implied by NATIVENESS that they wish to target. We outline several of these (e.g., order of acquisition, allegiance, and comfort with providing intuitions) and give examples of how to recruit and describe participants while eschewing NATIVE SPEAKER. Shifting away from harmful conventions, such as NATIVE SPEAKER, will not only improve research design and analysis, but also is one way we can co-create a more just and inclusive field.

Deconstructing EdTech frameworks based on their creators, features, and usefulness - Cherner, Todd; Mitchell, Chyrstine (Learning, Media and Technology, 2020)
Several theoretical frameworks have been released in recent years to inform how educational technology (edtech) can be used in the classroom. These frameworks range from providing a holistic view of the role edtech plays in education at a macrolevel to analyzing how edtech is used by students and teachers. With a growing number of them now available, researchers have yet to systemically collect and analyze a set of these frameworks, which can result in edtech not being used effectively by practitioners and researchers alike. In response, this study employed a content analysis methodology to analyze nine frameworks designed for using edtech. This study will report its findings regarding the creators of these frameworks, features used to draw attention to the frameworks, and which frameworks key stakeholders may find most useful. To conclude, implications for contextualizing these frameworks within the EdTech Ecosystem will be offered along with critical considerations for practitioners and researchers to use when selecting edtech frameworks for their work.
Keywords: Critical Media Literacy; EdTech; Frameworks

Chesterton Tablet Learning Scheme - Evaluation Report - Chesterton Community College (2014)

Edutainment Radio, Women’s Status and Primary School Participation: Evidence from Cambodia - Cheung, Maria (2012)
This paper explores the eﬀect of being exposed to education-entertainment (“edutaiment”) gender-related radio information on women’s status and primary school participation. Speciﬁcally, I examine one of the most popular radio stations in Cambodia using two identiﬁcation strategies. The ﬁrst exploits plausible exogenous variation in over-the-air signal strength between radio transmitters and villages within a district. The second exploits the variation across time and space in exposure. Using individual data, both approaches show that access to both entertaining and educating information about gender issues had a signiﬁcant impact on behavior by raising the women’s decision-making power within the household and increasing children’s primary school attendance. The impact was found in both poor and rural households conﬁrming that en radio broadcast is an eﬀective way to transmit information in the more marginalized areas. Suggestive evidence shows that the exposure also aﬀected attitudes towards domestic violence and the prevalence of son preference which is a stepping stone towards changing socially constructed gender norms. The eﬀect on investing in children’s human capital is also reﬂected by higher primary school enrollment three years after exposure.
Keywords: ⛔ No DOI found

Home Literacy and Numeracy Environments in Asia - Cheung, Sum Kwing; Dulay, Katrina May; Yang, Xiujie; Mohseni, Fateme; McBride, Catherine (Frontiers in Psychology, 2021)
The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.

Teacher education for realities of 21st century learners in rural South Africa - Chigona, A.; Chigona, W. (Human learning in the digital era, 2019)

Responding to emergencies - Children, Save the (2020)
Keywords: ⛔ No DOI found

Evaluation of the Transformative Potential of Positive Gender Socialization in Education for Peace Building. - Chinen, Marjorie; Elmeski, Mohammed (2016 Society for Research on Educational Effectiveness Conference, 2016)
American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.
Keywords: Comparative Analysis; ERIC, Resources in Education (RIE); Educational Practices; Elementary Education; Elementary School Teachers; Foreign Countries; Inservice Teacher Education; Intervention; Mixed Methods Research; Outcome Measures; Peace; Program Effectiveness; Randomized Controlled Trials; Sex Fairness; Socialization; Synchronous Communication; Teacher Attitudes; Teacher Characteristics; Telecommunications; Uganda; __:import:01; __:match:final; __:matched; __:study_id:2097972; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Evaluation of the transformative potential of positive gender socialization in education for peace building - Chinen, Marjorie; Elmeski, Mohammed (Society for Research on Educational Effectiveness, 2016)
American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.
Keywords: Comparative Analysis; ERIC, Resources in Education (RIE); Educational Practices; Elementary Education; Elementary School Teachers; Foreign Countries; Inservice Teacher Education; Intervention; Mixed Methods Research; Outcome Measures; Peace; Program Effectiveness; Randomized Controlled Trials; Sex Fairness; Socialization; Synchronous Communication; Teacher Attitudes; Teacher Characteristics; Telecommunications; Uganda; __:import:01; __:match:final; __:matched; __:study_id:2097972; __finaldtb

Using virtual reality to help teachers better support refugee students - Chinen, Marjorie; Oviedo, Ana María (2022)
Virtual reality (VR) offers teachers and school administrators opportunities to foster empathy and cohesion with refugee students, as is already happening through a World Bank-supported project in Türkiye.

Educate! RCT 4-Year Follow-On (Interpretation Memo) - Chioda, L; Gertler, L; Gertler, P (2019)
Follow-up to a Randomized Controlled Trial which measured impact on students 4 years after completing the Educate! programme

Access and use of internet in teaching and learning at two selected teachers’ colleges in Tanzania - Chirwa, Mussa (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
Recently, the application of Information and Communication Technologies (ICTs) is inevitable especially in improving education system. It is on the basis of this reality that this paper investigated access and use of Internet in teaching and learning in teachers’ colleges (TCs), basing on two selected colleges in Tanzania. The results indicate that the majority (83.2%) of respondents used the Internet for academic purposes, 61.3% used it for searching news and 50% for communication, slightly more than a half (52%) of the respondents were using Internet for games and entertainments while only (43%) used it for social network. However, the frequency of using internet for academic purposes is not convincing as only 12.5% of the respondents used it daily. There is also limited access to internet and ICT facilities in these teachers’ colleges in Tanzania. It is therefore, concluded that the parent ministry in co-operation with college principals should improve Internet access and use in TCs by ensuring that there is good access to ICT facilities that offers internet services, tutors are well trained on ICTs basics and information literacy, and that the ratio of tutors and student-teachers to computers and other ICTs available in their colleges is improved.
Keywords: ⛔ No DOI found

Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa - Chisango, Grasia; Newlin Marongwe; Mtsi, Nomxolisi; Matyedi, Thembisile E (Africa Education Review, 2020)
There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.
Keywords: Communication technology; Communications technology; Curriculum development; Education policy; Education--Higher Education; Information technology; Learning; Pedagogy; Perceptions; Positive thought; Rural communities; Secondary schools; South Africa; Teachers; Teaching; curriculum interpretation; intervention strategies; pedagogy; professional development; support

Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic - Chiu, Thomas K. F. (Journal of Research on Technology in Education, 2022)
During school closures forced by the COVID-19 pandemic, remote/online learning has been adopted to help students continue to learn. Student engagement, which is energized by motivation as explained by self-determination theory (SDT), is a prerequisite for learning. Therefore, this study investigated how the three perceived psychological needs in SDT affected student engagement in online learning using pre- and post-questionnaires completed by 1201 Grade 8 and 9 students within 6 weeks of partaking in online learning. The results suggested that digital support strategies better satisfied students’ needs, that all of the needs were predictors of the level of engagement, and that relatedness support was very important.
Keywords: K-12 education; Online learning; pandemic; self-determination theory; student engagement

“Urban slum education”: a case study of children’s experience in Jakarta - Cho, InJung (Comparative International & Education Society (CIES), 2020)

#LearningNeverStops(?): A teacher and refugee student’s reflections on Covid-19 school closures in Lebanon | INEE - Chopra, Vidur; Talhouk, Joumana (Inter-agency Network for Educatio in Emergencies, 2020)

CC search, initial accessibility improvements - Choudhary, Ayan (CC Open Source Blog, 2020)
These are the seventh and eighth weeks of my internship with CC. I am working on improving the accessibility of cc-search and internationalizing it as well. This post contains details of my work done to make initial accessibility improvements to homepage and the other static pages.

Poverty and violence in Korail slum in Dhaka - Choudhoury, Zahid ul Arefin; Durrat, Fahima; Hussain, Maria; Alam, Mohammad Shaheenur; Andersen, Morten Koch (University of Dhaka Department of Peace and Conflict Studies, DIGNITY and University of Edinburgh Anthropology Department, 2016)

India's Draft Data Policy Unlocks Government Data for All, Mulls Monetisation - Choudhury, Deepsekhar (2022)

Bangladeshi children share experiences of remote learning and the challenges they face - Chowdhury, Iftikhar Ahmed (UNICEF, 2020)
Students call for safe reopening of schools to prevent further disruption to their education

Teacher educators’ perspectives of the introduction of ICT in education in Bangladesh - Chowdhury, M (Critical Literacy: Theories and Practices, 2012)
Keywords: ⛔ No DOI found

Localization of Digital Content for Use in Secondary Schools of Bangladesh - Chowdhury, M. D.; Al-Mahmood, A; Bashar, M. A.; Ahmed, J. U. (2011)
Keywords: ⛔ No DOI found

Challenges and Developments in the Higher Education System of Bangladesh: Keys to Way Forward - Chowdhury, Mahfuzul Hoque; Absar, Mir Mohammed Nurul; Quader, Syed Manzur (Handbook of Education Systems in South Asia, 2020)

How BRAC is supporting Bangladesh to continue education in a pandemic - Chowdhury, Zaian; Islam, Rubab; Saltmarsh, Sarah-Jane (2020)
Keywords: ___working_potential_duplicate

The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? - Christensen, Gayle; Steinmetz, Andrew; Alcorn, Brandon; Bennett, Amy; Woods, Deirdre; Emanuel, Ezekiel (Social Science Research Network, 2013)
Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. But there are no robust, published data that describe who is taking these courses and why they are doing so. As such, we do not yet know how transformative the MOOC phenomenon can or will be. We conducted an online survey of students enrolled in at least one of the University of Pennsylvania’s 32 MOOCs offed on the Coursera platform. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters.
Keywords: C: International; Distance Education; MOOCs; Massive Open Online Courses; Online Education

Preparing K-12 Schools for a Pandemic before It Occurs - Christensen, Rhonda; Alexander, Curby (Journal of Technology and Teacher Education, 2020)
While almost all K-12 schools closed for the COVID-19 pandemic with little or no preparation, one school began to prepare 12 years ago for a time such as this. In 2006, the school leadership team began to consider what would happen to teaching and learning in the event of a large-scale pandemic causing the buildings to be closed. The school implemented a Distance Learning Day (DLD) in fall 2007 and continued it for one day each of five years. This paper describes the rationale, implementation, and outcomes of the endeavor, as well as its impact on students, teachers and parents. Implications for professional development are also included for those seeking to replicate this approach.
Keywords: COVID-19; Communicable Diseases; Distance Education; Educational Benefits; Electronic Learning; Elementary Secondary Education; Emergency Programs; Instructional Design; Pandemics; Parent Attitudes; Planning; Program Effectiveness; Program Implementation; School Closing; Student Attitudes; Teacher Attitudes; Teacher Education; ___working_potential_duplicate; ⛔ No DOI found

Expanding access to early childhood development using interactive audio instruction: A toolkit and guidelines for program design and implementation. - Christina, Rachel; Louge, Nathalie (World Bank, 2015)

Baseline Secondary Writing: have Year 7 pupils gone backwards? - Christodoulou, Daisy (Medium, 2020)
We’ve just completed our Year 7 Baseline Secondary Writing assessment, and we can now use these results to see the size of the learning…

Sampling issues in design, conduct, and interpretation of international comparative studies of school achievement - Chromy, J.R. (In A.C. Porter, & A. Gamoran (Eds.), Methodological advances in cross-national surveys of educational achievement (pps. 80- 116)., 2002)

Open Data Readiness Assessment: Prepared for the Government of Sierra Leone - Chrzanowski, Pierre; Holm, Jeanne; Manley, Laura; Dodds, Elizabeth; Baker, Rob (World Bank Group; Open Aid Partnership, 2016)

Managing School Internal Mechanisms for Performance Improvement in Secondary Education: Case of Six Secondary Schools in Eastern Zone in Tanzania - Chua, C. L.; Mosha, H. J. (SAGE Open, 2015)

Cost-Effectiveness and EdTech: Considerations and case studies - Chuang, Rachel; Burnett, Nicholas; Robinson, Elizabeth (EdTech Hub, 2021)
The answer to the question ‘What is cost-effective EdTech?’ is highly nuanced, as it depends on the choice of the initiative, its design, implementation, intended audience, and how the local context is addressed. We compiled select case studies that examine how EdTech was used in cost-effective and less cost-effective ways. An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

National EdTech strategies: what, why, and who - Chuang, Rachel; Coflan, Caitlin; Giraldo (UNICEF), Juan-Pablo; Attfield (FCDO), Ian; Tungatarova (UNICEF), Auken; Tungatarova (UNICEF), Rachel Chuang, Caitlin Coflan, Juan-Pablo Giraldo (UNICEF), Ian Attfield (FCDO) and Auken (EdTech Hub, 2022)
Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology.

Nine takeaways from our reviews of COVID-19 education responses - Chuang, Rachel; Kaye, Tom; Koomar, Saalim; McBurnie, Chris; Moss Coflan, Caitlin (EdTech Hub, 2020)
Regular readers will know about our Helpdesk, the on-demand support service we provide for FCDO advisers and World Bank staff to help them make evidence-informed decisions. Since the onset of coronavirus, the Helpdesk team has responded to requests from 15 countries across Africa, Asia, and the Middle…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Back-to-School Campaigns Following Disruptions to Education - Chuang, Rachel; Kaye, Tom; Moss Coflan, Caitlin; Haßler, Björn (EdTech Hub, 2020)
This EdTech Hub Helpdesk response focuses on back-to-school campaigns following disruptions to education, ensuring that children rapidly return to school as soon as it is safe and practical. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television).
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Low-Tech Devices and Connectivity for Learning in Lebanon - Chuang, Rachel; Khalayleh, Abdullah (EdTech Hub, 2021)
This document was produced in response to a request from the FCDO Lebanon team for guidance on leveraging low-tech devices and enabling connectivity to support learners in Lebanon, aligning with school reopenings. The document compiles effective initiatives across Lebanon and other countries.
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

EdTech Initiatives Focused on Classrooms and Teachers: A Curated List for Rwanda - Chuang, Rachel; Koomar, Saalim (EdTech Hub, 2020)
This document was produced in response to a request from the FCDO Rwanda team for a curated list of EdTech initiatives related to the following focus areas: 1. Classroom software 2. Teacher education 3. School administration.
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Summarised Findings from the EdTech Hub Helpdesk - Chuang, Rachel; Moss Coflan, Caitlin (EdTech Hub, 2020)
As of December 2020, EdTech Hub’s Helpdesk has been active for nine months, responding to over 60 requests supporting decision-making on education technology. This document summarises our responses to six commonly asked questions across the topics of reaching marginalised learners, supporting teachers, and using EdTech to mitigate learning loss.
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:image; _r:CopiedFromEvLib; _zenodoETH; _zenodoETH:submitted

Curriculum Reform & Building Back Better. - Chuang, Rachel; Mullan, Joel (2020)
This EdTech Hub Helpdesk Response presents an overview of curriculum reform implementation within the context of Covid-19 and strengthening education systems for when children return to school ('building back better'). The document emphasises interventions and evidence relevant to African countries.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Session 6: How do I ensure my EdTech investments are cost-effective? - Chuang, Rachel; Proctor, Jamie (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
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East Asia/Southeast Asia: Mongolia - CIA Factsheet (2020)

Learning in a mobile age: an investigation of student motivation: Learning in a mobile age - Ciampa, K. (Journal of Computer Assisted Learning, 2014)

Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: a systematic scoping review - Ciecierski-Holmes, Tadeusz; Singh, Ritvij; Axt, Miriam; Brenner, Stephan; Barteit, Sandra (npj Digital Medicine, 2022)
In low- and middle-income countries (LMICs), AI has been promoted as a potential means of strengthening healthcare systems by a growing number of publications. We aimed to evaluate the scope and nature of AI technologies in the specific context of LMICs. In this systematic scoping review, we used a broad variety of AI and healthcare search terms. Our literature search included records published between 1st January 2009 and 30th September 2021 from the Scopus, EMBASE, MEDLINE, Global Health and APA PsycInfo databases, and grey literature from a Google Scholar search. We included studies that reported a quantitative and/or qualitative evaluation of a real-world application of AI in an LMIC health context. A total of 10 references evaluating the application of AI in an LMIC were included. Applications varied widely, including: clinical decision support systems, treatment planning and triage assistants and health chatbots. Only half of the papers reported which algorithms and datasets were used in order to train the AI. A number of challenges of using AI tools were reported, including issues with reliability, mixed impacts on workflows, poor user friendliness and lack of adeptness with local contexts. Many barriers exists that prevent the successful development and adoption of well-performing, context-specific AI tools, such as limited data availability, trust and evidence of cost-effectiveness in LMICs. Additional evaluations of the use of AI in healthcare in LMICs are needed in order to identify their effectiveness and reliability in real-world settings and to generate understanding for best practices for future implementations.
Keywords: Health policy; Translational research

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa - Cilliers, J; Fleischz, B; Kotzex, J; Mohohlwanex, N; Taylor, S; Thulare, T (2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.
Keywords: Important; Read; ⛔ No DOI found

Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa - Cilliers, Jacobus; Fleisch, Brahm; Kotze, Janeli; Mohohlwane, Nompumelelo; Taylor, Stephen; Thulare, Tshegofatso (2020)

How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching - Cilliers, Jacobus; Fleisch, Brahm; Prinsloo, Cas; Taylor, Stephen (Research on Improving Systems of Education (RISE), 2018)
We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the ofﬁcial literacy curriculum. Pupils exposed to two years of the program improved their reading proﬁciency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proﬁciency.
Keywords: C: South Africa

Can public rankings improve school performance? Evidence from a nationwide reform in Tanzania - Cilliers, Jacobus; Mbiti, Isaac; Zeitlin, Andrew (Research on Improving Systems of Education (RISE), 2019)

Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania - Cilliers, Jacobus; Mbiti, Isaac; Zeitlin, Andrew (2019)

Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania - Cilliers, Jacobus; Mbiti, Isaac; Zeitlin, Andrew (2019)

Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania - Cilliers, Jacobus; Mbiti, Isaac; Zeitlin, Andrew (2019)

A framework for evaluating appropriateness of educational technology use in global development programs - CITE (Comprehensive Initiative on Technology Education) (Comprehensive Initiative on Technology Education (CITE), Massachusetts Institute of Technology (MIT), 2018)

A Theory of Change for Teachers Towards a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Ahmed, Shakil; Kaye, Tom; Zubairi, Asma (EdTech Hub, 2022)
The second of a trilogy of Theories of Change (TOCs) that focuses on teachers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how teachers’ professional learning experiences will enable them to support learners in ways that take advantage of available technology. The TOC is a useful tool to support the design, implementation, and evaluation of all programmes and initiatives that are designed for teachers, and aim to improve educational outcomes for learners in Classes 1-12. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; teachers' professional development; education An output of the EdTech Hub, https://edtechhub.org
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