Students’ and teachers’ attitudes and views on employing the use of iPads in science lessons - Oliviera, Jose (University of Cambridge, 2014)

Students and mobile devices - Traxler, John (Research in Learning Technology, 2010)

Students' Acceptance of Tablet PCs and Implications for Educational Institutions. - El-Gayar, Omar F; Moran, Mark; Hawkes, Mark (Educational Technology & Society, 2011)
Keywords: ⛔ No DOI found

Student teacher ratio, primary school in Africa - Global Economy (2018)

Student Privacy and Educational Data Mining: Perspectives from Industry. - Sabourin, Jennifer; Kosturko, Lucy; FitzGerald, Clare; McQuiggan, Scott (International Educational Data Mining Society, 2015)
Keywords: ⛔ No DOI found

Student learning motivation and psychological hardiness: interactive effects on students' reactions to a management class - Cole, Michael S.; Feild, Hubert S.; Harris, Stanley G. (Academy of Management Learning & Education, 2004)
We propose here that simultaneously considering the combined effects of students' learning motivation and psychological hardiness can increase understanding of the learning experience and its impact on important learning outcomes. Specifically, we hypothesized that the relationship between learning motivation and learning outcomes would be moderated by individuals' psychological hardiness. We collected data in two studies. The first established the psychometric properties of a newly developed scale, the second tested related research hypotheses. After controlling for socially desirable responding and dispositional learning orientations, our hypothesized interaction between participants' initial motivation to learn and their psychological hardiness explained differences in participants' postlearning motivation, depressive symptomatology, and reactions to their classroom experience assessed 2 months later. The study's findings have particular relevance for anyone who has ever taught or been involved in teaching. At times, for example, students can feel overwhelmed by the numerous responsibilities associated with being a college student. As a result, some will suffer a loss in motivation to perform and, even worse, a few will experience a severe state of depressed mood. Consequently, in this study we address these concerns and offer specific recommendations that could be implemented by universities and instructors to circumvent these detrimental outcomes.
Keywords: EDUCATION; LEARNING; MOTIVATION (Psychology); PSYCHOMETRICS; STUDENTS; UNIVERSITIES & colleges

Student data: Trust, transparency, and the role of consent - Polonetsky, Jules; Jerome, Joseph (Future of Privacy Forum (FPF), 2014)
Keywords: ⛔ No DOI found

Student data protection in a South African ODL university context: risks, challenges and lessons from comparative jurisdictions - Singh, Divya; Ramutsheli, Mashamaite Peterlia (Distance Education, 2016)
Personal information is among the most significant assets for businesses today, and clear transactional rules are becoming increasingly important. Organizations, including universities, are charged with more responsibility than ever to protect the personal information used during the course of their business, specifically student data. The paper provides a broad contextual overview of the effects of data protection rules and presents a succinct, easy to digest introduction to the complex, often technical arena of student data management for universities. It highlights specific legal and ethical considerations on which universities, and particularly open distance learning institutions, will need to focus in order to ensure legislative and ethical compliance. Given the absence of precedent in South Africa, a comparative policy and practice review was applied to analyze available international legislation governing data privacy and protection to establish some of the trends, risks, and best practices.
Keywords: Data management systems; data privacy; rights of students; sharing of student data; university student data protection

Student acceptance of tablet devices in secondary education: A three-wave longitudinal cross-lagged case study - Courtois, Cédric; Montrieux, Hannelore; De Grove, Frederik; Raes, Annelies; De Marez, Lieven; Schellens, Tammy (Computers in Human Behavior, 2014)

Structured Pedagogy Literature Review - Piper, Ben; Dubeck, Margaret M. (Science of Teaching for Foundational Literacy and Numeracy, 2020)

Structured Pedagogy and EdTech - Adam, Taskeen; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2021)
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; dode_eth-src-eth; dode_eth-trf2-dode

Strengths-based blended personalized learning: an impact study using virtual comparison group - McCarthy, Elizabeth M.; Liu, Ying; Schauer, Karen L. (Journal of Research on Technology in Education, 2020)
This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model.
Keywords: Personalized learning; technology-enabled learning; virtual control group

Strengthening the Education Workforce - Naylor, Ruth; Jones, Charlotte; Boateng, Pearl (Education Commission, 2019)

Strengthening Teacher Professional Development: Local and global communities of practice in Kakuma Refugee Camp - Mendenhall, Mary (Columbia University, 2017)
Keywords: C:Kenya / Rwanda

Strengthening social justice to address intersecting inequalities post-2015 - Arauco, Veronica Paz; Gazdar, Haris; Helvia-Pacheco, Paula; Kabeer, Naila; Lenhardt, Amanda; Masood, Syeda Quratulain; Naqvi, Haider; Nayak, Nandini; Norton, Andrew; Sabharwal, Nidhi Sadana; Scalise, Elise; Shepherd, Andrew; et al. (Overseas Development Institute, 2014)

Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis - OECD (2020)

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: Uganda - UNESCO Digital Library - Sparkes, James (UNESCO, 2021)

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: South Soudan - Mwaniki, David (UNESCO, 2021)
Keywords: auto_merged

Strengthen Educational Accountability in Ghana (SAGES) - A USAID-funded program - U.S Embassy - Ghana (USAID News & Events, 2023)

Strategy for Tanzania — Focus Area: TCPD in primary schools - El-Serafy, Yomna; Khalayleh, Abdullah; Carter, Alice; Haßler, Björn; Proctor, Jamie; Adam, Taskeen (EdTech Hub, 2021)
Keywords: _EdTechHub_Output

Strategies for supporting inclusive innovation: insights from South-East Asia - Glennie, Alex; Stanley, Isaac; Ollard, Juliet; Klingler-Vidra, Robyn (2020)
This report looks at how policymakers can support inclusive forms of innovation, drawing on insights from strategies and practices in South-East Asia.

Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries - Fernald, Lia; Alderman, Harold; Behrman, Jere; O'Gara, Chloe; Yousafzai, Aisha; Cabral de Mello, Meena; Hidrobo, Melissa; Ulkuer, Nurper; Ertem, Ilgi; Iltus, Selim (Lancet, 2011)
This report is the second in a Series on early child development in low-income and middle-income countries and assesses the effectiveness of early child development interventions, such as parenting support and preschool enrolment. The evidence reviewed suggests that early child development can be improved through these interventions, with effects greater for programmes of higher quality and for the most vulnerable children. Other promising interventions for the promotion of early child development include children's educational media, interventions with children at high risk, and combining the promotion of early child development with conditional cash transfer programmes. Effective investments in early child development have the potential to reduce inequalities perpetuated by poverty, poor nutrition, and restricted learning opportunities. A simulation model of the potential long-term economic effects of increasing preschool enrolment to 25% or 50% in every low-income and middle-income country showed a benefit-to-cost ratio ranging from 6·4 to 17·6, depending on preschool enrolment rate and discount rate.

Strategies for helping students motivate themselves - Ferlazzo, Larry (Edutopia, 2015)
To inspire intrinsic motivation in students, schools should focus on nurturing their sense of autonomy, competence, relatedness, and relevance.

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

Story Guide: Building bridges using narrative techniques – Story-telling aid - Swiss Agency for Development and Cooperation [SDC] (SDC, 2007)

Stop thinking about tomorrow: Even in the era of COVID-19 History is teaching past and present reflections on teaching History during COVID-19 - Nasson, L. (Yesterday and Today, 2020)
Keywords: ⛔ No DOI found

Stimulating Demand for Research Evidence: What Role for Capacitybuilding? - Newman, Kirsty; Fisher, Catherine; Shaxson, Louise (Institute of Development Studies Bulletin, 2012)
There has been a great deal of interest in recent years in supporting evidence-informed policymaking in developing countries. In particular, there have been efforts to build the capacity of researchers and research intermediaries to supply appropriately packaged research information (for example in the form of policy briefs) to policymakers. While supply of research information is important, it will only be used to inform policy if it is accessed, valued and understood by policymakers. In this article, we discuss our understanding of demand for research from policymakers; the capacities which underlie it; and how these might be supported.
Keywords: ⛔ No DOI found

Stills, not full motion, for interactive spatial training: American, Turkish and Taiwanese female pre-service teachers learn spatial visualization - Smith, Glenn Gordon; Gerretson, Helen; Olkun, Sinan; Yuan, Yuan; Dogbey, James; Erdem, Aliye (Computers & Education, 2009)
This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial visualization and mental rotation. The study used a pretest, intervention, posttest research design with experimental and comparison groups. The experimental group participated in transformational geometry visualization exercises, once a week for six weeks, for approximately 20minutes each session. Instruments were standardized measures of spatial visualization and mental rotation; intervention activity worksheets directed the participants through 2D and 3D transformational geometry tasks in computer environments. For Turkish and Taiwanese participants, the experimental group improved significantly more than the control group in spatial visualization, while the American participants showed no such significant improvement.
Keywords: Applications in subject areas; Improving classroom teaching; Interactive learning environments; Pedagogical issues; Teaching/learning strategies

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

Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (SSRN Electronic Journal, 2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.
Keywords: Education; Human Capital; Technology; _COVID_DEAA-List; __C:filed:1; ___working_potential_duplicate

Stemming learning loss during the pandemic: A rapid randomized trial of a low-tech intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially longterm consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at fourto six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.

Stemming learning loss during the pandemic: A rapid randomized trial of a low-tech intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially longterm consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at fourto six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.

STEM Skills Initiatives for Adolescent Girls in the LAC Region - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin Moss (EdTech Hub, 2022)
This report was produced in response to a request from the UNICEF country office of Argentina and presents a curated list of science, technology, engineering, and mathematics (STEM) skills initiatives for adolescent girls in the Latin American and Caribbean (LAC) region. It also provides an introduction to gender equality and background on the participation of women in STEM fields in the LAC region — as well as cross-cutting recommendations based on an analysis of a series of initiatives. Key words: STEM; Gender; Girls; LAC; Argentina; technology; Science An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

STEM: breaking gender stereotypes - UNGEI (UNGEI, 2021)
In some Western cultures, pink is for girls, blue is for boys. Why? It just is. You might hear mothers remark with wonder that their little girls just love the pink dress (that was given to them). You may have heard fathers insist that their sons not wear pink clothing. It’s interesting to think that at the end of the nineteenth century in the USA, pink was actually the colour preferred for boys, it being a softer version of military red. Things change. The accepted wisdom that stereotypes originally come from a place of truth is erroneous. No credible research has indicated that girls gravitate to pink things without any cultural prompting. Our gendered behaviour is primarily socially conditioned. Research suggests that the idea of a female brain and a male brain is false [1]. Rather, the plasticity of the brain means that it can be moulded – from birth onwards – through learning, engaging in the world and being socially conditioned. This includes learning and absorbing gender stereotyping. Gendered colours are harmless though, right? No, not really. Any gender stereotype will reinforce a gender bias. In 2019, a Fawcett Society study found that 45 per cent of people said that when they were children, they experienced gender stereotyping as they were expected to behave in a certain way [2]. Seven in 10 younger women (18-34s) affected by stereotypes say their career choices were restricted [3].  Around 70 per cent of individuals in 34 countries associated science with males more than with females [4]. © UNICEF/UN0364176/XimendazCaregivers and teachers often reproduce the stereotype that boys are better in science and mathematics than girls, encouraging girls to aspire to ‘female-oriented’ careers instead of ‘male’ STEM related ones [5,6]. To compound this negative reinforcement, curriculum and learning materials reinforce gender stereotypes and unequal gender norms in STEM. In India, illustrations in math and science textbooks in primary school show 6 per cent girls, but more than 50 per cent boys [7]. The stereotyping sanctioned by parents, teachers and the curriculum itself negatively impacts a girl’s self-belief – and her future aspirations [8]. When three women won the Nobel Prize for science in 2020, it was newsworthy partly because not many women have won the prize over the years. But is it also newsworthy because, even today, many would not expect women to be such high achievers in science, technology, engineering and mathematics. Engineering is for boys. Mechanical toys are for boys. Science experiments are for boys. These are the stereotypes we learn. Where does this thinking come from? There’s obviously a lot to unpack here: traditional roles in society born out of a female’s capability to bear children, or stronger upper body strength, on average, amongst males, for example. But they don’t speak to our cognitive and intellectual potential. And I’m sure there would be many who would dispute every particular of the above. Questioning norms that are the foundation of our interaction with the world is difficult for all of us to do. © UNICEF/UN0145559/SchermbruckerAcknowledging that stereotypes exist is straightforward. Deciding that they shouldn’t constrain our behaviour and life path is a little harder. But confronting and actively challenging these stereotypes – indeed, breaking them! – is an altogether more difficult process. How do we do it? How do we take organic and grassroots solutions toward a tipping point of change? This International Girls in ICT Day (22nd April), UNGEI hosted an Instagram Live event to explore these important questions. Transform Education members Maryam and Nivaal and NASA engineer Farah Alibay talked about working with NASA on the Mars 2020 mission, how to drive progress for gender equality in STEM and why representation matters.  Shifting power in STEM starts with listening to the experts and girls themselves, such as the inspiring changemakers on UNICEF’s Teen. Girl. Activist site. Debunking stereotypes is in their very capable hands… The first thing we need to do is recognize that there is a societal bias... let’s recognize that we are treating girls differently and that they are not being given the same opportunities. Now that we’ve started to recognize that problem, I think...normalizing STEM for girls, providing resources, and providing a safe space for girls is really important. Farah Alibay, Systems Engineer, NASA (UNGEI International Girls in ICT IG Live Event) Some choose to tackle stereotypes head-on, like the ‘Talent Viewer’ in the Netherlands, to break the stereotype that girls can’t successfully engage in STEM. Girls and boys in primary school (aged 9 to 12) assign talents to each other, discuss them, then investigate what STEM professions used these talents. This looks at certain talents being appropriate for STEM, not gender. A woman working in a STEM field talks to the classes about her job, effectively role modelling for girls. Critically, parents are encouraged to discuss the talents with their child and teachers participate in professional development on gender awareness, STEM education and talent development. The evaluation of the programme has indicated a positive change in attitude in both girls and boys towards girls’ participation in STEM. Around 46,000 children have engaged in this exciting work to date. © UNICEF/UNI363793/AryanAnother approach is simply to place girls in STEM-related industries, to show that it’s a natural place for both men and women, like the ‘Technogirls’ programme. This is a public-private partnership in South Africa that seeks to enhance the career uptake by disadvantaged girls in STEM fields (which is critical to the country’s economic growth). It identifies school-going young women from disadvantaged communities and places them in corporate mentorship and job-shadowing programmes. So far, 11,241 girls have engaged in structured job-shadowing programmes – and 78 per cent of them who have gone on to study in one of three scarce skills STEM fields in the country. These women become role models for the next generation and many of them are now mentors to new intakes of girls. The best investment is...girls' quality STEM education. And if we can give support to girls for quality STEM education, they will pay back successfully in the future to make a better world. Nasrin Siddiqa, Brookings Echidna Global Scholar (UNGEI@20 Forum) Other education systems have worked on how they teach STEM to ensure that girls aren’t overlooked or left behind. UNICEF in Ghana has worked with the Korea International Cooperation Agency and the Ghana Education Service on the ‘Better Life for Girls’ project. Focused on dismantling gender norms, the project included gender-responsive pedagogy (teaching and learning processes that pay attention to the specific learning needs of girls and boys) in mathematics and science, and providing life skills and leadership training for adolescent girls – helping more than 4,000 girls to stay in school and explore their potential. Training teachers on gender-responsive pedagogy helped to change girls’ perceptions of their own abilities – and this has a knock-on effect in the learning they pursue. If girls had believed the stereotype about not being good at mathematics, what other stereotypes can they challenge? And that is surely a question for all of us. During UNGEI’s 20th Anniversary Forum (UNGEI@20), activists, experts and leaders came together to explore what it will take to close the STEM gender gap in education and thus help girls fulfil their leadership potential. The event concluded that we need a gender-transformative approach to education, increasing opportunities for girls to develop digital skills and building their confidence and aspirations to pursue careers as STEM professionals. Technology is such a useful tool because it doesn't just provide mentors. It provides resources. It provides community. When you take away that access to tech, you take away that access to education as well, that basic human right. Audrey Pe, WiTech Founder (UNGEI@20 Forum) In the pursuit of equity in digital literacy and STEM skills, especially as we look toward a world of work where 9 in 10 jobs will require digital skills, UNICEF is proud to mobilize commitments alongside other public and private partners as an Action Coalition for Technology and Innovation as part of the Generation Equality Forum. These commitments include advancing girl-designed solutions to learning fit for a digital world, and advancing an outcome fund for digital literacy equity that brings together the best of public and private human and financial resources. © UNICEF/UNI363793/AryanIn the context of the Covid-19 crisis, which exposed structural inequalities in education and access to technology, these types of interventions are more important than ever. If we are to deliver on our global commitments to Sustainable Development Goals (SDGs) 4 and 5, we need to understand just how much harm stereotypes of any kind can be, particularly to young, vulnerable, curious children. If we are serious about helping children to achieve their potential – for their own development and so they can contribute to their communities and the world – then we need to minimize the forces that limit that potential. This includes gender stereotyping. We need to start celebrating children for who they are, not who we think they should be, based on a pointless stereotype. Let’s help them to access their rights to be themselves. Let’s help them to wear whatever colour they like.

Staying Tuned Radio Programming for Sustained Behaviour Change and Accountability in Cox’s Bazar, Bangladesh - Ergül, H (UNICEF, 2020)

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

Status of Teachers' Technology Uptake and Use of GeoGebra in Teaching Secondary School Mathematics in Kenya - Mwingirwa, Irene Mukiri; Marguerite, Miheso Khakasa (International Journal of Research in Education and Science, 2016)
The uptake of technology and specifically, GeoGebra software, in teaching mathematics has had mixed success in spite of its documented benefits. This study investigated teachers’ perspective towards training and eventual use of GeoGebra as a tool to enhance learning of mathematics. In this article we share findings from a larger study that was conducted in Kajiado County in Kenya (Africa) on GeoGebra use in teaching Secondary School Mathematics. This article presents the relationship between observed teachers’ perceptions towards the uptake of GeoGebra, a technology based tool and the actual uptake of GeoGebra using the Diffusion Innovation theoretical framework. Data was collected from practicing mathematics teachers who were exposed to GeoGebra through a series of training sessions. The findings after training sessions with the mathematics teachers showed willingness to use GeoGebra in their classes. The teachers identified Geometry as the topic where use of GeoGebra would be most relevant due to its abstract nature. Teachers’ responses indicated that GeoGebra was perceived as useful for teaching and learning Mathematics and that it would help learners grasp concepts in Geometry. However, the study also found out that systemic support would sustain teachers’ engagement with GeoGebra at classroom level as actualization of Geogebra use did differ significantly from teachers’ perceptions.

Status of implementation of the ICT Curriculum in Ghanaian Basic Schools - Acquah, Bernard Yaw Sekyi (Journal of Arts and Humanities, 2012)
Keywords: Content Knowledge; ⚠️ Invalid DOI

Statistics - The Global E-Waste Statistics Partnership (E-Waste in Africa, 2019)
Continent / Region / Country statistics

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

Statement of Action: Accelerate Equitable and Quality Inclusive Education for Children and Youth with Disabilities. - Impact Initiative (2018)

Statement by Minister of Education, Hon. Agnes Nyalonje, on Re-Opening of Schools, Colleges, Universities and International Schools on 27 August, 2020 in Lilongwe | United Nations in Malawi - Malawi Minister of Education (2020)
I have called for this press briefing to announce to the nation that Schools, Colleges, Universities and International Schools will re-open on 7th Sept 2020

State releases rules on learner capitation grants, school funds - Githinji, Irene (People Daily, 2021)
One of the policy goals is to enhance access and disbursement of learner capitation grants and other school funds to all public schools.

Standing on the shoulders of giants: challenges and recommendations of literature search in information systems research - Brocke, J; Simons, A; Riemer, K (Communications of the Association for Information Systems, 2015)
Keywords: ⛔ No DOI found

Standards for Competence Based Digital Course Materials - Kenya Institute of Curriculum Development (2018)

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

Stakeholder Analysis and Social Network Analysis in Natural Resource Management - Prell, Christina; Hubacek, Klaus; Reed, Mark (Society & Natural Resources, 2009)
The increasing use of stakeholder analysis in natural resource management reflects a growing recognition that stakeholders can and should influence environmental decision making. Stakeholder analysis can be used to avoid inflaming conflicts, ensure that the marginalization of certain groups is not reinforced, and fairly represent diverse interests. We present a case study from the Peak District National Park in the United Kingdom, where we used social network analysis to inform stakeholder analysis. This information helped us identify which individuals and categories of stakeholder played more central roles in the network and which were more peripheral. This information guided our next steps for stakeholder selection. The article ends with a discussion on the strengths and limitations of combining social network analysis with stakeholder analysis.
Keywords: participatory resource management; social network analysis; stakeholder analysis

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

'Staggering' trade in fake degrees revealed - Clifton, Helen; Chapman, Matthew; Cox, Simon (2018)

SSAMS - SSAMS (2021)

Split-attention and redundancy effects on mobile learning in physical environments - Liu, Tzu-Chien; Lin, Yi-Chun; Tsai, Meng-Jung; Paas, Fred (Computers & Education, 2012)

Speedtest Global Index – Internet Speed around the world - Speedtest (Speedtest Global Index, 2021)
Find out which countries have the fastest internet speeds in the world. View global monthly comparisons of fixed and mobile internet speeds.

Special Needs Education (SNE) in Kenyan public primary schools: exploring government policy and teachers’ understandings - Mwangi, Lucy (2013)
Keywords: ⛔ No DOI found

Special Needs Education: Country Data 2012 (European Agency for Development in Special Needs Education, 2012)

Special Educational Needs: A Rapid Evidence Review for the Southeast Asia region Cognitive and learning disabilities - Mitchel, Joel; Zhao, Annette; Thang, Sarah; Hinks, Jessica; Rabi, Asma; Ullah, Noor; Zazai, Rozina; Emerusenge, Aime Parfait; Barnes, Katrina; D’Rozario, Jonny (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Special Educational Needs: A Rapid Evidence Review for the ASEAN region - Zhao, Annette (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; coming soon

Special Education and Deaf Children in Pakistan - Akram, Bushra; Bashir, Rukhsana (Journal of Elementary Education, 2015)
Keywords: ⛔ No DOI found

Speak Up: A Multi-Year Deployment of Games to Motivate Speech Therapy in India - Nanavati, Amal; Dias, M. Bernardine; Steinfeld, Aaron (the 2018 CHI Conference, 2018)
The ability to communicate is crucial to leading an independent life. Unfortunately, individuals from developing communities who are deaf and hard of hearing tend to encounter difﬁculty communicating, due to a lack of educational resources. We present ﬁndings from a two-year deployment of Speak Up, a suite of voice-powered games to motivate speech therapy, at a school for the deaf in India. Using ethnographic methods, we investigated the interplay between Speak Up and local educational practices. We found that teachers’ speech therapy goals had evolved to differ from those encoded in the games, that the games inﬂuenced classroom dynamics, and that teachers had improved their computer literacy and developed creative uses for the games. We used these insights to further enhance Speak Up by creating an explicit teacher role in the games, making changes that encouraged teachers to build their computer literacy, and adding an embodied agent.

Spatial models for the rational allocation of routinely distributed bed nets to public health facilities in Western Kenya - Macharia, Peter M.; Odera, Patroba A.; Snow, Robert W.; Noor, Abdisalan M. (Malaria Journal, 2017)
In high to moderate malaria transmission areas of Kenya, long-lasting insecticidal nets (LLINs) are provided free of charge to pregnant women and infants during routine antenatal care (ANC) and immunization respectively. Quantities of LLINs distributed to clinics are quantified based on a combination of monthly consumption data and population size of target counties. However, this approach has been shown to lead to stock-outs in targeted clinics. In this study, a novel LLINs need quantification approach for clinics in the routine distribution system was developed. The estimated need was then compared to the actual allocation to identify potential areas of LLIN over- or under-allocation in the high malaria transmission areas of Western Kenya.
Keywords: ANC utilization; Equity; LLINs allocation; Spatial modelling

South Sudan Schools: Ana Fii Inni - Government of South Sudan (2022)

South Sudan COVID 19 Preparedness and Response Plan 2020 - South Sudan Education Cluster (2020)

South African textbook asks pupils how victim's behaviour led to rape - Davies, Rob (The Guardian, 2016)

South Africa: Schools to stay closed amid surge in coronavirus cases - Ongmu, Kalden (WION, 2021)
The reopening of South African schools for the new academic year has been postponed by two weeks in the wake of rising new covid-19 variant cases. “All stakeholders were united in supporting a delay in the opening of schools. Given the pressure experienced by the health system in the past weeks due to covid-19, the council of education, ministers in conjunction with NCCC and cabinet has taken a decision to delay the reopening of both public and private schools by two weeks, Deputy Minister of Basic Education, Reginah Mhaule said.

South Africa Public Expenditure and Institutional Review for Early Childhood Development - World Bank (2023)
South Africa Public Expenditure and Institutional Review for Early Childhood Development (ECD PEIR) (English)

Somalia Interactive Radio Instruction Program - Education Development Center (EDC) (2020)
The Somali Interactive Radio Instruction Program (SIRIP) advances stabilization in Somalia by delivering education in a precarious situation and by giving children the capabilities they will need to actively participate in society.
Keywords: ⛔ No DOI found

Somalia Education Sector COVID-19 Response Plan - Government of Somalia (2020)

Solving the Iceberg Problem: Addressing Learning Loss in Middle School Math through Tailored Acceleration - New Classrooms (New Classrooms, 2020)

Solutions EdTech face au COVID-19 dans les pays francophones (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons que nous pouvons tirer de…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Solutions EdTech face au COVID-19 dans les pays francophones - Lwamba, Etienne (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation - Harrison, Hannah; Griffin, Simon J.; Kuhn, Isla; Usher-Smith, Juliet A. (BMC Medical Research Methodology, 2020)
Systematic reviews are vital to the pursuit of evidence-based medicine within healthcare. Screening titles and abstracts (T&Ab) for inclusion in a systematic review is an intensive, and often collaborative, step. The use of appropriate tools is therefore important. In this study, we identified and evaluated the usability of software tools that support T&Ab screening for systematic reviews within healthcare research.
Keywords: Feature analysis; Screening; Software tools; Systematic reviews; Title and abstract; _Added-ailr-2024

Software review: COCI, the OpenCitations Index of Crossref open DOI-to-DOI citations - Heibi, Ivan; Peroni, Silvio; Shotton, David (Scientometrics, 2019)
Abstract In this paper, we present COCI, the OpenCitations Index of Crossref open DOI-to-DOI citations ( http://opencitations.net/index/coci ). COCI is the first open citation index created by OpenCitations, in which we have applied the concept of citations as first-class data entities, and it contains more than 445 million DOI-to-DOI citation links derived from the data available in Crossref. These citations are described using the resource description framework by means of the newly extended version of the OpenCitations Data Model (OCDM). We introduce the workflow we have developed for creating these data, and also show the additional services that facilitate the access to and querying of these data via different access points: a SPARQL endpoint, a REST API, bulk downloads, Web interfaces, and direct access to the citations via HTTP content negotiation. Finally, we present statistics regarding the use of COCI citation data, and we introduce several projects that have already started to use COCI data for different purposes.

Software preference for online learning of science and biology teachers under COVID-19 pandemic - Khaleyla, Firas; Wisanti, Wisanti; Ambarwati, Reni; Rahayu, Dwi Anggorowati; Putri, Eva Kristinawati (JPBI (Jurnal Pendidikan Biologi Indonesia), 2021)
As measure against the rapid spreading of coronavirus disease 2019 (COVID-19) which now has reached global level, Indonesian government established Large-scale Social Distancing (LsSD). As consequence, learning method used in junior and senior high school is substituted from face-to-face learning in class to online distance learning, including for science and biology. This study was conducted to know software preference used by science and biology junior and senior high school teachers for online learning during LsSD measure. A total of 189 science and biology junior and senior high school teachers from various area had given their response via questionnaire. Data was analyzed using quantitative descriptive method. About 57% respondents had never manage online learning before COVID-19 pandemic while the remaining 43% had experience in managing one before, however almost all managed online learning. Non-paid software used the most (81%) among respondents to manage online science/biology learning. Software types used were social networking (64%) especially WhatsApp, learning management system (LMS) (51%) especially Google Classroom, teleconference applications (12%), and assessment software outside of LMSs (15%). Software chosen were mostly non-paid, easily accessed by all people, already familiar among Indonesian, and its interface were easily mastered.

Soft Systems Methodology in an Educational Context—Enhancing Students Perception and Understanding - Yadin, Aharon (International Journal of e-Education, e-Business, e-Management and e-Learning, 2013)
This study was performed within a graduate course in the Organizational Development and Consulting graduate program. The course draws a comparison between the systems analysis processes used in computing systems (hard systems) and the organizational analysis methodologies applied in soft systems, such as Checklands' Soft Systems Methodology (SSM). Since most students' previous academic experience is in social sciences, abstract concepts related to computing systems were difficult to comprehend. The SSM that is mainly used for unstructured and poorly defined problems was exercised for identifying the students' difficulties. Using SSM for analyzing the students' perceived learning system revealed their specific difficulties, while providing a real life example on using the methodology. After understanding the students' difficulties, the course structure was changed for better addressing these difficulties. This paper describes the course, the methodology and the results obtained after implementing the proposed changes to the course.

Socio-economic impact on schooling of urban slum children: a study of Rayer Bazaar slum in Dhaka city - Anam, Abu Saief Mohammad Towhidul (Dynamics of Public Administration, 2016)

Social vulnerability of rural households to flood hazards in western mountainous regions of Henan province, China - Liu, Delin; Li, Yue (Natural Hazards and Earth System Sciences, 2016)
Abstract. Evaluating social vulnerability is a crucial issue in risk and disaster management. In this study, a household social vulnerability index (HSVI) to flood hazards was developed and used to assess the social vulnerability of rural households in western mountainous regions of Henan province, China. Eight key indicators were identified using existing literature and discussions with experts from multiple disciplines and local farmers, and their weights were determined using principle component analysis (PCA) and an expert scoring method. The results showed that (1) the ratio of perennial work in other places, hazard-related training and illiteracy ratio (15+) were the most dominant factors of social vulnerability. (2) The numbers of high, moderate and low vulnerability households were 14, 64 and 16, respectively, which accounted for 14.9, 68.1 and 17.0 % of the total interviewed rural households, respectively. (3) The correlation coefficient between household social vulnerability scores and casualties in a storm flood in July 2010 was significant at 0.05 significance level (r  =  0.748), which indicated that the selected indicators and their weights were valid. (4) Some mitigation strategies to reduce household social vulnerability to flood hazards were proposed, which included (1) improving the local residents' income and their disaster-related knowledge and evacuation skills, (2) developing emergency plans and carrying out emergency drills and training, (3) enhancing the accuracy of disaster monitoring and warning systems and (4) establishing a specific emergency management department and comprehensive rescue systems. These results can provide useful information for rural households and local governments to prepare, mitigate and respond to flood hazards, and the corresponding strategies can help local households to reduce their social vulnerability and improve their ability to resist flood hazard.

Social skills matter, but how do we measure and grow them in the classroom? - Pocinki, Allegra; Reeves, Richard V. (Brookings, 2017)
Most researchers and parents agree that effective social and emotional skills are essential to a child’s development and success as an adult. But how much do we know about these skills, how to meas…

Social Pillar | Kenya Vision 2030 - Government of Kenya (2008)

Social media use by undergraduate students of education in Nigeria: a survey - Wickramanayake, Lalith; Muhammad Jika, Saidu (The Electronic Library, 2018)
Purpose This paper aims to investigate teacher students’ perceptions, intentions, experiences, attitudes, opinions and barriers concerning social media use and impact of social media on their learning process. Design/methodology/approach A stratified sampling technique was applied to draw the sample, and 242 teacher students were selected as a sample from three higher educational institutions in Gombe State, Nigeria. A questionnaire survey method was used to collect the data. Data analysis was by means of simple and inferential statistics. Findings The students widely used mobile phones to access social media, and social media was extremely popular for education, entertainment and communication among them. Educational and informational communities were also preferred by students to other social media communities. The study further revealed that effective social media usage among students enhanced their different types of skills including learning. Unstable electricity connections, security and privacy issues, internet costs and unreliable internet connections were recorded as some barriers concerning students’ social media use. Originality/value The outcome of this study will be a unique contribution because the pertinent literature provides little evidence or research highlights concerning teacher students’ social media use. Even more, the results of the present study may be a useful resource for university administrators, education policymakers and innovative teachers in universities – especially in developing countries and particularly Nigeria – when considering integration of modern techniques and technologies with university teaching and learning.
Keywords: Internet-based learning; Media-based teaching; Nigeria; Social media; Teaching students; User studies

Social Media Integration in Secondary Education in Pakistan - Ahmed, Rida (Journal of Education and Educational Development, 2016)
This paper investigates the adequacy of social media implementation in the context of secondary education in Pakistan and highlights the importance and necessity of social media in secondary education. This research has helped in understanding the pros and cons of social media implementation in classrooms and also facilitated in analyzing whether social media helps in student learning, classroom performances, competencies and academic grow. The qualitative study paradigm was used for this research. Six phenomenological interviews were conducted from secondary school teachers. In the light of the derived results. It was concluded that social media was an essential tool that could be used to make classrooms more engaging and ethnically diverse. Results suggested that teachers spent time implementing social media in their classrooms for academic purposes and teachers used these forums for self-education and to interact with like-minded people. Social media can serve the most momentous purposes in education system as today's digitalized world is all about the Internet and technology, and hence it becomes compulsory for the educationist to understand the importance social networking
Keywords: Classroom Techniques; Educational Resources; Educational Technology; Foreign Countries; Guidelines; Information Policy; Interviews; Phenomenology; Program Implementation; Qualitative Research; Relevance (Education); Secondary School Teachers; Social Media; Teacher Attitudes; Technology Integration; Technology Uses in Education

Social inequalities, fundamental inequities, and recurring of the digital divide: Insights from India - Tewathia, Nidhi; Kamath, Anant; Ilavarasan, P. Vigneswara (Technology in Society, 2020)
The paper uses a large scale national quantitate dataset to provide a fresh perspective on linkages between the digital divide and social inequalities in India. Commencing from two classical social theoretical perspectives – the Marxian conflict perspective and the Weberian cultural perspective – as starting points, we employed MANCOVA analysis on data of more than forty thousand households. The Marxian perspective reveals how information and communication technologies (ICT) assets come to be owned, and how they are used with the help of specific digital skills by the working class to influence labour markets and intergenerationally transfer class advantage. The Weberian perspective focuses on how ownership and use of ICT assets define an elite lifestyle which excludes others. The analysis is deepened by employing network effects approach. Results from data analysis indicate that the less educated, lower-income group, and lower caste strata are further marginalised as they neither have ICT assets nor the skills to use them. Households whose primary source of income is organised business own and use their ICT assets more than those that depend on agricultural or non-agricultural wage labour. Also, the highest adult education in a household, caste, and the primary source of income of the household differentiate ICT ownership and use. Overall, ICT ownership and usage are significantly different for different socio-economic groups in India. This linkage demonstrates how inequalities are aggravated in the manner of a Matthew Effect. The paper suggests that ICTs may end up amplifying the social inequalities in India.
Keywords: Digital divide; Households; ICT; IHDS; Inequality

Social Entrepreneurship and Disruptive Innovation: Evaluating the use of Rumie’s Free Educational Software in Seven Developing Economies - Moon, Chris; Kavanagh, Allison; Jeffrey, Jackie; Gebbels, Joseph; Korsgaard, Karen (2016)
Keywords: ⛔ No DOI found

Social Emotional Learning and EdTech: Resources, Examples, and Effective Practices - Rui, Yang(Tingting) (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

Social-ecological systems as complex adaptive systems: modeling and policy implications - Levin, Simon; Xepapadeas, Tasos; Crépin, Anne-Sophie; Norberg, Jon; De Zeeuw, Aart; Folke, Carl; Hughes, Terry; Arrow, Kenneth; Barrett, Scott; Daily, Gretchen (Environment and Development Economics, 2013)

Social distancing meet social media: Digital tools for connecting students, teachers, and citizens in an emergency - Greenhow, Christine; Chapman, Amy (Information and Learning Science, 2020)
Purpose: In a public health crisis where social distancing, or physical distancing while in public spaces, is the new normal, social media offer respite from being alone. Recent statistics show spikes in social media usage worldwide during the Covid-19 pandemic. More than just easing loneliness, such freely available digital tools offer affordances for education in an emergency. Design/methodology/approach: This paper summarizes insights from literature reviews of over a decade of research and recent case studies on the benefits of teaching with social media in K-12 education. Findings: The authors highlight three affordances of social media for fostering active learning, community building and civic participation and describe how social media can be used in conjunction with conventional learning management systems. Furthermore, the authors argue that the unprecedented health crisis that is faced today requires the participation of responsible citizens of all ages; K-12 public education is on the front lines of preparing informed and active citizens and the integration of social media as part of remote education plans can help. Practical implications: The paper includes instructional guidelines for K-12 teachers and instructional designers in various settings who seek to integrate social media as part of their strategy for teaching students at a distance and facilitating their civic participation. Originality/value: This paper fulfills an identified need for evidence-based and pragmatic approaches to K-12 online teaching and learning using technologies already widely in use (i.e. social media).
Keywords: Active learning; COVID-19 pandemic; Civic participation; Community building; Distance education; K-12 education; Social media

Social And Emotional Learning and EdTech: An Evidence Review - Kalifa, Damani, (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _r:AddedByZotZen

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

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

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

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

SMS-based school parents communication technology - Berlinski, S.; Busso, M.; Dinkelman, Taryn; Martinez, C.A. (Department for International Development (DFID), 2016)
Authors test whether a program of sending student data to parents using high frequency text messaging improves education outcomes

SmartIT: Total Cost of Ownership Assessment - Consortium for School Networking (2016)

Smart Solutions to Improve Pakistan’s Education - World Bank (World Bank Group, 2017)
The Sindh School Monitoring System spreads across 15 districts and to the remotest parts of the province. Plans are underway to expand it to the entire province.

Smart Rwanda 2020 Master Plan - Rwanda Ministry of ICT and Innovation (2015)

Smart buys: system reform, local-level buy-in and reaching the most marginalised - Ndaruhutse, Susy (The Education and Development Forum (UKFIET), 2020)
This blog was written by Susy Ndaruhutse, Chair of the Board of Trustees, UKFIET. Earlier this month, I listened with interest to representatives of the Global Education Evidence Advisory Panel (GEEAP) presenting a summary of the findings and recommendations from their latest report Cost-Effective Approaches to Improve Global Learning: What does recent evidence tell us […]

Smart buys, great sales and special offers: cost-effective approaches to improve global learning - Lewin, Keith; Learning | 0; Learning | 0 (The Education and Development Forum (UKFIET), 2020)

Smaller, quicker, cheaper: Improving learning assessments in developing countries - Wagner, D.A. (UNESCO-IIEP/FTI-Global Partnership for Education, 2011)

Small-group problem-based learning as a complex adaptive system - Mennin, Stewart (Teaching and Teacher Education, 2007)
Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of small-group PBL and other educational methods. This article looks at small-group PBL from the perspective of complex adaptive systems (CAS). It begins with a brief review of the current understanding and practice of PBL. Next some of the characteristics of CAS are reviewed using examples from small-group PBL to illustrate how these characteristics are expressed in that context. The principles and the educational theory in which small-group PBL are embedded are related to CAS. Implications for health professions education are discussed.

Slum dwellers' response to free primary education: a case study of Kibera slum, Nairobi - Njeru, Caroline N. (University of Nairobi, 2010)

Slum children: barrier faced by children in accessing primary education - Tripathi, Alpica (United International Journal for Research & Technology, 2019)
Children are mostly recognised by the society as diamond gift from the God, as jewellers cleaves the diamond from other unwanted and rough pieces. In the same way, parents of the children cleave off unwanted thoughts, societal behaviour and environment from the life of the society so that brilliancy of children luminous in the world. The responsibility of parents as well as government of country is to make availability of healthy and friendly environment for the learning of the children. The slum children’s faces lots of barriers and hurdles in accessing and attaining the education. The education is the eminent phase of socialising the child. Education is a power to accelerate skills and talents among children. Education helps to transform the living conditions and thinking ability of children. The right to education is not only the right to access education but also the right to receive an education of good quality. Education must be available and accessible but also acceptable and adaptable. The most of the slum children are indulging their precious time in doing labour, earning a coin, fighting daily from the challenges of life and wandering here a there for having a meal. The children are no doubt a tribute from Almighty but they should be preserve and nurture very sensitively in span of life. Urban children face a particularly complex set of challenges affecting their development and the fulfilment of their rights. The worst consequences of urbanisation, industrialisation and modernisation give birth to diverse group of children in urban areas like slum children, runaway children, working children, street children, orphan child. These children spend their precious time as rag picker, construction workers, factory workers, child beggars, migrant labourer, sex worker and domestic workers in swanky lifestyle of cities. These un-notified and homeless children are far from the reach of the policies of the government and even not noticed by the policy maker of the government. These children are deprived from their rights of survival, rights of protection, rights of development and rights of participation. These children even fight for their basic necessities of life.
Keywords: ⛔ No DOI found

Skills-Building Programs to Reduce Child Marriage in Bangladesh: A Randomized Controlled Trial - Amin, S; Saha, J; Ahmed, J (Journal of Adolescent Health Volume 63, Issue 3, September 2018, Pages 293-300, 2018)

Siyakha Girls Toolkit and Guide: an economic empowerment resource for adolescent girls and young women - World Education, Inc./Bantwana (2020)

Situational Analysis: UNICEF Tanzania Decentralization and Local Governance Support Strategy (Mainland and Zanzibar) - Tidemand, Per (UNICEF, 2018)

Situation Syria Regional Refugee Response - UNHCR (2020)

Situation Report No. 11 - Interagency Collaboration on Ebola (2015)

Situation of women and children in Nigeria - UNICEF (2020)
Challenges faced by women and children in Nigeria

Situation analysis on the effects of and responses to COVID-19 on the Education Sector in Asia: Bhutan case study - UNESCO Digital Library - UNESCO (2021)

Situation analysis on the effects of and responses to COVID-19 on the education sector in Asia - UNICEF ROSA; UNICEF EAPRO; UNESCO Bangkok; Cambridge Education (UNICEF, 2021)

Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia - UNICEF & UNESCO (2021)
Case Study from Pakistan

Situation Analysis on Digital Learning in Indonesia - UNICEF (2021)

Situation analysis on children with disabilities in Bangladesh 2014 - UNICEF (UNICEF Bangladesh, 2014)
Keywords: Bangladesh; Children with disabilities

SITA Group CSR Report 2019 - SITA (2019)
Towards a Sustainable Future

Sisters for Sisters' Education project Final reflections: Achievements and lessons learned - GEC (2021)

Sisters for Sisters’ Education - GEC (2021)

Sisimpur | Sesame Workshop - Sesame Workshop (2020)

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

SIS Tanzania (LIVE) - PORALG (2021)

Sindh Public Expenditure Review - World Bank (World Bank, 2017)
Sindh has the potential to become a high middle-income province in Pakistan, but it lags far behind in terms of economic, social and development indicators. Sindh is also the most industrialized province, resource-rich and endowed with the country’s largest natural gas and coal reserves. In sum, it has the potential to become a high-growth and high-income region. Nonetheless, Sindh has yet to translate this potential into commensurate economic and social development. The province faces major developmental challenges. Sindh’s weak social indicators are partly the result of the inadequate reach and low quality of public service delivery. This Public Expenditure Review focuses on provincial finances and their utilization with the objective of identifying possible reforms to expand the resource envelope and ensure better value for money by improving the management and efficiency of public spending. It includes two important components: (i) a detailed analysis of the major revenue challenges and the various expenditures, including development spending and; (ii) and in-depth assessment of how some of the key government priorities are undertaken, such as education, health, and social protection. The hope is that by better understanding the constraints, reforms can be designed and implemented to maximize Sindh’s potential and promote a more equitable and productive path.
Keywords: Education; Finance; Fiscal Trends; Health; Inequality; Labor Force Participation; Policy; Poverty; Public Expenditure; Public Sector; Social Protection; Vulnerability

Sindh: Multiple Indicator Cluster Survey 2018/19 - UNICEF; Government of Sindh (2021)

Simulating the Potential Impacts of the COVID-19 School Closures on Schooling and Learning Outcomes: A set of Global Estimates - Azevedo, J.P; Hasan, A; Goldemberg, D; Iqbal, S.A; Geven, K (World Bank, 2020)
Simulating the Potential Impacts of the COVID-19 School Closures and Learning Outcomes: A set of Global Estimates

Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates - Azevedo, João Pedro; Hasan, Amer; Goldemberg, Diana; Iqbal, Syedah Aroob; Geven, Koen (Policy Research Working Papers, 2020)

Simplifying complexity: a review of complexity theory - Manson, Steven M. (Geoforum, 2001)

Silenced by an unknown language? Exploring language matching during rransitions from complementary education to government schools in Ghana - Daly, Kieran; Carter, Emma; Sabates, Ricardo (Compare: A Journal of Comparative and International Education, 2021)
Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to this issue by employing language matching based on linguistic distance between languages to explore changes in literacy scores for learners who change language of instruction. Findings show that the greater the linguistic distance between two languages, the larger the loss in foundational literacy. We conclude that language matching could be introduced as a tool to identify at-risk learners during transitions and, if possible, as a tool for linguistic allocation of students who have the possibility of selecting between schools with different languages for instruction.
Keywords: Ghana; Mother tongue education; language matching; literacy; multilingualism

SiLearn: an intelligent sign vocabulary learning tool - Jestin, Joy; Kannan, Balakrishnan; Sreeraj, M (Journal of Enabling Technologies, 2019)
Purpose Vocabulary learning is a difficult task for children without hearing ability. Absence of enough learning centers and effective learning tools aggravate the problem. Modern technology can be utilized fruitfully to find solutions to the learning difficulties experienced by the deaf. The purpose of this paper is to present SiLearn – a novel technology based tool for teaching/learning sign vocabulary.Design/methodology/approach The proposed mobile application can act as a visual dictionary for deaf people. SiLearn is equipped with features that can automatically detect both text and physical objects and convert them to their corresponding signs. For testing the effectiveness of the proposed mobile application quantitative analyses were done. Quantitative analysis is based on testing a class of 28 students belonging to St Clare Oral School for the Deaf, Kerala, India. This group consisted of 17 boys and 11 girls. Analysis was also done through questionnaire. Questionnaires were given to teachers, parents of deaf students learning sign language and other sign language learners.Findings Results indicate that as SiLearn is very effective in sign vocabulary development. It can enhance vocabulary learning rate considerably.Originality/value This is the first time that artificial intelligence (AI) based techniques are used for early stage sign language learning. SiLearn can equally be used by children, parents and teachers for learning sign language.
Keywords: Assistive technology; CALL; Deaf education; Learning technology; Mobile-assisted language learning; Sign language

Significance of Radio and Television Learning Programmes on the Academic Achievement of Learners during COVID-19 Lockdown in Maiduguri, Borno State, Nigeria - Shettima, Y; Makinta, A W; Tomsu, S M (International Journal of Innovative Information Systems & Technology Research, 2020)
This study examines the significance of Radio and Television learning programmes on the academic achievement of learners during the COVID-19 lockdown in Maiduguri, Borno State, Nigeria. There are three research questions and one null hypothesis formulated for the study. Using Krejcie and Morgan (1970) statistical table, a population of 217 respondents were drawn from a sample size 500 as the sample for the study. The research questions were answered using percentages and the null hypothesis was tested using Chi-Square (X2) at 5% level of significance. The findings of research questions one show that, Radio and Television Learning programmes have significant impact on the academic achievement of learners (X2=16.43; P>0.05). Similarly, analysis of research question two shows that, learners have interest in listening or viewing on the Radio and Television learning programmes (X2=23.41; P>0.05). Furthermore, findings of research question three indicated that Radio and Television learning programmes were up to educational standard which are easily understood by the learners (X2=38.16; P>0.05). In conclusion, Radio and Television learning programmes have impacted positively on the academic achievement of learners in nursery, primary and secondary schools. These educational learning programmes may help in mitigating idleness and non-study of learners during the COVID-19 lockdown in the country.
Keywords: ⛔ No DOI found

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

Sierra Leone: Transforming the Country through Innovation - O'Connor, Shane; Zurutuza, Naroa (UNICEF, 2019)

Sierra Leone teacher & school MIS developments: Sierra Leone Education Attendance Monitoring System (SLEAMS) and Teacher Records Management (TRM) system - Graham, Hannah (2021)

Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health - McBurnie, Chris; Swaray, Abdulai; Kamara, Bai (EdTech Hub, 2021)
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Sierra Leone series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health. - Tahi (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.   In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Sierra Leone Series: Plan International and the importance of community support for distance teacher professional development programmes - McBurnie, Chris; Saidu, Arthur; Rincon Casado, Eusebio; Shergill, Maggie (EdTech Hub, 2021)
Keywords: _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes - Saidu, Arthur; Casado, Eusebio Rincon; Shergill, Maggie; McBurnie, Chris (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development - McBurnie, Chris; Moriba, Sambo; Brainard, Prince (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers…
Keywords: _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

Sierra Leone’s Medium-Term National Development Plan 2019-2023: Education for Development. - Government of Sierra Leone (2019)

Sierra Leone research and knowledge systems: a rapid literature review - Tarawallie, Mamoud Idriss (INASP, 2015)

Sierra Leone Public Expenditure Review 2021: Fiscal Policy for a Sustainable Recovery - World Bank (World Bank, 2021)
This Fiscal and Debt Sustainability Note, the first module of a programmatic multisectoral Public Expenditure Review (PER), reviews the recent macro-fiscal challenges, analyzes their causes and consequences and provide policy options for enhancing the conduct of fiscal and PFM policies in the country. The first part of this module draws on the Boost database to provide a comprehensive overview of the budget covering both revenues and expenditures. It analyzes the composition of the budget (based on economic and functional classifications) and discusses the most critical PFM issues the country faces. It also assesses budget execution and the efficiency of public expenditure. The second part of the module focuses on fiscal risks and their implications for medium-term fiscal and debt sustainability. It examines the recent evolution of public debt, its main drivers and relationship to economic growth. It describes recent reforms to address fiscal and debt vulnerabilities and how these reforms have been affected by the global pandemic. It also analyzes the main fiscal risks with a focus on those stemming from State-Own Enterprises (SOEs), local councils, litigations, natural disasters, and health crises. This part uses simulations to analyze the most likely evolution of the public debt path over the next 20 years under alternative risk scenarios. Finally, the module proposes practical and actionable policy options to help improve the macro-fiscal environment over the short term and preserve debt sustainability over the medium term.
Keywords: Debt Sustainability; Fiscal Policy; Fiscal Sustainability; Public Debt; Public Expenditure; Public Financial Management; Public Investment Management; State-Owned Enterprises

Sierra Leone : Poverty Reduction Strategy Paper-Progress Report (2005-2007) - International Monetary Fund (2008)
This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided.

Sierra Leone population 2020 - WorldPop (2018)
RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076)
Keywords: Population distribution, Population, Dasymetric disaggregation

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

Sierra Leone Multiple Indicator Cluster Survey 2017, survey findings report - Statistics Sierra Leone (Statistics Sierra Leone, 2017)

Sierra Leone Multiple Indicator Cluster Survey 2017 - Statistics Sierra Leone (Statistics Sierra Leone, 2018)

Sierra Leone - Multiple Indicator Cluster Survey 2017 - World Bank (2017)

Sierra Leone Multiple Indicator Cluster Survey - UNICEF (2017)

Sierra Leone Medium Term National Development Plan (Volume 1) - Ministry of Planning and Economic Development (Sierra Leone) (2019)

Sierra Leone Media Landscape Report - BBC Media Action (2018)

Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes - DSTI Media (Directorate of Science, Technology and Innovation, 2019)
A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More

Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes - Sierra Leone Education Innovation Challenge (2019)
A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More

Sierra Leone Free Education Project - World Bank (2020)

Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2013)

Sierra Leone Education Attendance Monitoring System (SLEAMS) Pilot Phase: Inception Report - Kawa, Muniru; Graham, Hannah; Lee, Philip; Murray, Tobias; Malyon, Stephanie (Charlie Goldsmiths Associates, 2020)

Sierra Leone Education Attendance Monitoring System (SLEAMS) Final Technical Report - Graham, Hannah; Kawa, Muniru; Lee, Philip; Malyon, Stephanie; Hayward, Harry; Conteh, Sheriff; Chandia, Gloria (Charlie Goldsmiths Associates, 2020)

Sierra Leone Education Attendance Monitoring System - Teaching Service Commission (2020)

Sierra Leone | Education and Literacy Statistics - UNESCO (2020)
...

Sierra Leone: Economic Development Documents-National Development Plan, 2019-23 - International Monetary Fund (IMF, African Department, 2019)

Sierra Leone : Economic Development Documents-National Development Plan, 2019-23 - International Monetary Fund. African Dept. (2019)
The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy.

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

Sierra Leone Demographic and Health Survey 2019 - Statistics Sierra Leone (The DHS Program, 2020)
ICF

Sierra Leone Demographic and Health Survey 2008 - Statistics Sierra Leone (Ministry of Health and Sanitation, 2009)

Sierra Leone CPD Sandbox - Draft Theory of Change - Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

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

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

Sierra Leone 2015 population and housing census: Thematic report on poverty and durables - Statistics Sierra Leone (Statistics Sierra Leone, 2017)

Sierra Leone 2015 Population and Housing Census: Thematic Report on Disability - Kabia, Francis; Tarawally, Umaru (Statistics Sierra Leone, 2017)

SIEF Mega Costing Model for Nudge or Information Interventions Using SMS or Recorded Messages - SIEF (Strategic Impact Evaluation Fund, 2020)

ShuleDirect (2020)

Show me the data: Leveraging digital tools for Nepal’s COVID response - UNDP SURGE (Medium, 2021)
UNDP Nepal joined hands with the Accelerator Labs and SURGE Data Hub to assess the impact of COVID-19 in Gandaki Province

Should we paint all classroom roofs white to improve learning in Tanzania? - Proctor, Jamie (2022)
A growing literature base has developed from Global North contexts, showing a clear link between classroom temperature and student learning outcomes. However, very little evidence shows how this impact translates to low- and middle-income countries (LMICs), where average classroom temperatures are often high. The hypothesis for the research was that classroom temperatures in Tanzania are high and that a white-paint-cool-roof intervention would help mitigate these high temperatures. This study includes a literature review to understand the classroom policy in Tanzania, establish links between temperature and learning, and assess temperature retrofit options. Following this, the study presents the results of an experiment to trial a white-paint cool roof against a blue-paint roof and an unpainted control roof. Finally, data analysis predicts the intervention effects over an entire year and the subsequent impact on learning outcomes. The learning outcomes analysis includes a cost-effectiveness analysis using the Learning-Adjusted Years of Schooling (LAYS) metric. Empirical evidence of temperatures inside classrooms in Dar Es Salaam suggests that the temperature often exceeds 40℃. Literature searches indicate that this is the first time classroom air temperatures have been recorded and published for East Africa. The experiment involved using a low-cost retrofit intervention to reduce temperature – by painting the classroom roof blue or white over eight days. Results showed that the White Paint Intervention (WPI) reduced the temperature by around 3.7℃ over the course of the school day and up to a maximum of 5℃. The WPI was roughly twice as effective as the Blue Paint Intervention at reducing interior air temperatures. The WPI results were then modelled to estimate the classroom temperature reduction over a year, based on the assumed 3.5℃ reduction. Finally, using estimates from the existing literature, the learning impact of the intervention was calculated. The results suggest that using the WPI intervention can improve learning by 7.1%, which translates to an estimated 3.2 LAYS per classroom per year, at a cost-effectiveness of 5.3 LAYS per USD100. The paper shows that the impact of high temperatures in classrooms is likely undermining the funding currently channelled to improve learning outcomes in the region. Further, a WPI retrofit intervention is effective at reducing classroom temperatures in Tanzania. Due to climate-change-induced temperature increases, the intervention effectiveness is likely to increase over the coming decades. This paper was submitted as a dissertation in fulfilment of an MSc in Sustainability and Adaptation in the Built Environment at the Centre for Alternative Technology, Machynlleth, Powys (Wales)
Keywords: _r:AddedByZotZen

Should Touch Screen Tablets Be Used to Improve Educational Outcomes in Primary School Children in Developing Countries? - Hubber, Paula J.; Outhwaite, Laura A.; Chigeda, Antonie; McGrath, Simon; Hodgen, Jeremy; Pitchford, Nicola J. (Frontiers in Psychology, 2016)

Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic - Trust, Torrey; Whalen, Jeromie (Journal of Technology and Teacher Education, 2020)
In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a mat- ter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure con- tinuity of learning for students at a distance. To learn more about educators’ experiences during this crisis, we designed and distributed an online survey that received 325 responses from K-12 educators between April 4 and May 10, 2020. In this article, we share initial insights from the survey and pro- vide recommendations for how to better prepare and support educators for teaching remotely in times of need. RATIONALE
Keywords: Barriers; Communicable Diseases; Disease Control; Distance Education; Educational Technology; Elementary School Teachers; Faculty Development; Online Courses; Secondary School Teachers; Teacher Attitudes; Teacher Competencies; Technological Literacy; ⛔ No DOI found

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

Short screening scales to monitor population prevalances and trends in non-specific psychological distress - Kessler, Ronald; Andrews, Gavin; Colpe, Lisa; Hiripi, E; Mroczek, Daniel; Normand, Sharon-Lise; Walters, Ellen; Zaslavsky, Alan (Psychological Medicine, 2002)
A 10-question screening scale of psychological distress and a six-question short-form scale embedded within the 10-question scale were developed for the redesigned US National Health Interview Survey (NHIS). Initial pilot questions were administered in a US national mail survey (N = 1401). A reduced set of questions was subsequently administered in a US national telephone survey (N = 1574). The 10-question and six-question scales, which we refer to as the K10 and K6, were constructed from the reduced set of questions based on Item Response Theory models. The scales were subsequently validated in a two-stage clinical reappraisal survey (N = 1000 telephone screening interviews in the first stage followed by N = 153 face-to-face clinical interviews in the second stage that oversampled first-stage respondents who screened positive for emotional problems) in a local convenience sample. The second-stage sample was administered the screening scales along with the Structured Clinical Interview for DSM-IV (SCID). The K6 was subsequently included in the 1997 (N = 36116) and 1998 (N = 32440) US National Health Interview Survey, while the K10 was included in the 1997 (N = 10641) Australian National Survey of Mental Health and Well-Being. Both the K10 and K6 have good precision in the 90th-99th percentile range of the population distribution (standard errors of standardized scores in the range 0.20-0.25) as well as consistent psychometric properties across major sociodemographic subsamples. The scales strongly discriminate between community cases and non-cases of DSM-IV/SCID disorders, with areas under the Receiver Operating Characteristic (ROC) curve of 0.87-0.88 for disorders having Global Assessment of Functioning (GAF) scores of 0-70 and 0.95-0.96 for disorders having GAF scores of 0-50. The brevity, strong psychometric properties, and ability to discriminate DSM-IV cases from non-cases make the K10 and K6 attractive for use in general-purpose health surveys. The scales are already being used in annual government health surveys in the US and Canada as well as in the WHO World Mental Health Surveys. Routine inclusion of either the K10 or K6 in clinical studies would create an important, and heretofore missing, crosswalk between community and clinical epidemiology.

Short message service (SMS)–based remote support and teacher retention of training gains in Malawi - Slade, Timothy S.; Kipp, Scott; Cummings, Stirling; Nyirongo, Kondwani (Cultivating dynamic educators: case studies in teacher behavior change in Africa and Asia, 2018)
This book responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (also referred to as "teacher behavior change"). The book responds to important questions that are fundamental to improving teaching quality by influencing teaching practice. These questions include: How do we provide high-quality training at scale? How do we ensure that training transfers to change in practice? What methods are most cost-effective? How do we know what works? The book includes case studies describing different approaches to teacher behavior change and illustrates how specific implementation choices were made for each context. Individual chapters document lessons learned as well as methodologies used for discerning lessons. The key conclusion is that no single effort is enough on its own; teacher behavior change requires a system-wide view and concerted, coordinated inputs from a range of stakeholders. This book contains the following chapters: (1) Understanding and Influencing Teacher Behavior Change: Editorial Introduction (Sarah Pouezevara); (2) Changing Teacher Educators' Conceptions and Practices Around Literacy Instruction: Lessons from Teacher Educators' Professional Development Experiences in Ethiopia (Dawit Mekonnen, Marion Fesmire, Adrienne Barnes, Stephen Backman, and Flavia Ramos-Mattoussi); (3) School Leadership and Early Grade Reading: Examining the Evidence in Zambia (Mitchell Rakusin and Guy Bostock); (4) Making Sense of Teacher In-Service Training in the Philippines (Nancy Clark-Chiarelli and Bonita Cabiles); (5) Short Message Service (SMS)-Based Remote Support and Teacher Retention of Training Gains in Malawi (Timothy S. Slade, Scott Kipp, Stirling Cummings, and Kondwani Nyirongo); (6) Relationships Between Coach Support and Teachers' Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA) (Karon Harden, Alison Pflepsen, and Simon King); (7) Using Activity Theory to Understand Teacher Peer Learning in Indonesia (Sarah Pouezevara, Feiny Sentosa, and Tifa Asrianti); (8) Teacher Motivation and Behavior Change: Results of the Teacher Motivation Diagnostic Tool in Northern India (Molly Hamm-RodrÃguez, Emily Richardson, and Jarret Guajardo); and (9) Once More Up the Mountain: The Promise of High-Quality Teaching Depends on Behavior Change (Lee E. Nordstrum). Contains a section about the contributors and an index. (Individual chapters contain references.) [Erin Newton compiled this volume.]
Keywords: __:import:02; __:match:final; __:matched; __:study_id:3123693; __finaldtb; ⛔ No DOI found

Short and Long-Run Distributional Impacts of COVID-19 in Latin America - Lustig, Nora; Martinez Pabon, Valentina; Neidhöfer, Guido (2021)
We simulate the short- and long-term distributional consequences of COVID-19 in the four largest Latin American economies: Argentina, Brazil, Colombia and Mexico. We show that the shortterm impact on income inequality and poverty can be very significant, but that additional spending on social assistance more than offsets the effect in Brazil. The offsetting effect is significant in Argentina and Colombia, and nil in Mexico where there has been no such expansion. We find that a universal basic income that would have produced the same reduction in the poverty gap as actual policies would have cost slightly more but would have benefited the poor (the nonpoor) slightly less (more). To project the long-term consequences, we estimate the impact of the pandemic on school achievement and its intergenerational persistence. We use information on school closures, educational mitigation policies, and account for educational losses related to health shocks and parental job loss. Our findings show that in all four countries the impact is strongly asymmetric and affects particularly the high-school completion rates of children from disadvantaged families. Our simulations suggest that mitigation policies seem to have a minor impact on containing these negative effects.

She called, she Googled, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in Nairobi - Zelezny-Green, Ronda (Gender & Development, 2014)
Keywords: ___working_potential_duplicate

She called, she Googled, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in Nairobi - Zelezny-Green, Ronda (Gender & Development, 2014)
Girls in Kenya commonly face multiple barriers to school attendance. At the same time, mobile phone use is growing throughout the country, and particularly in urban centres including Nairobi. As this technology spreads, the possibility increases of people using mobile phones for their own development purposes, including for education and learning. This article examines mobile phone use by girls at one secondary school in Nairobi, and in particular their attempts to mediate interrupted school attendance using this technology.
Keywords: ICT4D; Kenya; ___working_potential_duplicate; gender; girls' education; international education and development; mobile learning; school attendance

She called, she Googled, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in Nairobi - Zelezny-Green, Ronda (Gender & Development, 2014)
Keywords: ___working_potential_duplicate

"Shall I feed my daughter, or Educate her?": Barriers to Girls' Education in Pakistan - HRW (Human Rights Watch, 2018)

"Shall I feed my daughter, or educate her?": barriers to girls' education in Pakistan - Martínez, Elin; Human Rights Watch (Human Rights Watch, 2018)
"This report concludes that many girls simply have no access to education, including because of a shortage of government schools - especially for girls. Nearly 22.5 million of Pakistan's children - in a country with a population of just over 200 million - are out of school, the majority of them girls. Thirty-two percent of primary school age girls are out of school in Pakistan, compared with 21 percent of boys. By ninth grade, only 13 percent of girls are still in school."--Publisher website
Keywords: Education; Girls; Pakistan; Schools; Sex discrimination in education; Social conditions; auto_merged

Shades of Grey: Guidelines for Working with the Grey Literature in Systematic Reviews for Management and Organizational Studies - Adams, Richard J.; Smart, Palie; Huff, Anne Sigismund (International Journal of Management Reviews, 2017)
This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; DL4D cited; NOTdocs.opendeved.net; publicImportV1

Sex, ecology, spirituality: The spirit of evolution - Wilber, Ken (Shambhala Publications, 2001)

Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? - Jeong, Heisawn; Hmelo-Silver, Cindy E. (Educational Psychologist, 2016)

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
Keywords: _r:AddedByZotZen

Session 5: How can I use EdTech to ensure that students are provided with quality educational content at the right level? - Mazari, Haani; Kaye, Tom (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

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

Session 3: How can I develop an aligned and actionable EdTech strategy - Wyss, Natalie; Mbugua, Wanjiku; Kaye, Tom (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

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

Sesame street in the tea estates: A multi-media intervention to improve sanitation and hygiene among Bangladesh's most vulnerable youth - Borzekowski, Dina (Annals of Global Health, 2015)

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

Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms: Public expenditure review - World Bank (World Bank, 2013)
Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms - public expenditure review (English)

Semi-supervised learning to perceive children's affective states in a tablet tutor - Agarwal, Mansi; Mostow, Jack (2020)

Self-regulated learning: theories, measures, and outcomes - Zimmerman, Barry J. (International Encyclopedia of the Social & Behavioral Sciences, 2015)
Self-regulated learning refers to how students become masters of their own learning processes. Neither a mental ability nor a performance skill, self-regulation is instead the self-directive process through which learners transform their mental abilities into task-related skills in diverse areas of functioning, such as academia, sports, music, and health. This article will deﬁne self-regulated learning and describe the intellectual context in which the construct emerged, changes in researchers’ emphasis over time as well as current emphases, methodological issues related to the construct, and directions for future research.

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.

Self-efficacy beliefs as shapers of children's aspirations and career trajectories - Bandura, Albert; Barbaranelli, Claudio; Caprara, Gian Vittorio; Pastorelli, Concetta (Child Development, 2001)

Seeking impact and visibility: Scholarly communication in Southern Africa - Trotter, H.; Kell, C.; Willmers, M.; Gray, E.; King, T. (African Mind, 2014)

Seeing the system: Dynamics and complexity of technology integration in secondary schools - Howard, Sarah K.; Thompson, Kate (Education and Information Technologies, 2016)

See states for Nigeria where schools no go resume on January 18 - BBC News Pidgin (BBC News Pidgin, 2020)
Some state governors, lawmakers no buy di idea of school resumption wey Ngeria government bin give go ahead to resume on January 18
Keywords: Education; Nigeria

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

Securing learning for children in conflict and crisis - Yarrow, Noah; Capek, Maja (World Bank, 2019)

Sectors - Commonwealth Network (Commonwealth of Nations, 2020)

Sector learning and adaptive management - van Soest, A; Carriger, S; Casella, D; Wells, C; Silva, D (IRC, 2015)
Sector learning refers to the processes and mechanisms in place at sector level to ensure that actors are capable of jointly reflecting on current service delivery and identifying problems, developing solutions, and spreading successes. Sector learning goes hand in hand with adaptive management, a structured process of translating learning into action.

Secondary school mathematics teachers' views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia - Mailizar; Almanthari, Abdulsalam; Maulina, Suci; Bruce, Sandra (Eurasia Journal of Mathematics, Science and Technology Education, 2020)
School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers' demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers' backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students' voices.
Keywords: Barrier to e-Learning; E-Learning in mathematics education; E-learning during COVID-19; E-learning in Indonesia