Your search
Results 233 resources
-
"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained
-
The process of problem solving is difficult for students; thus, mathematics educators have made multiple attempts to seek ways of making this process more accessible to learners. The purpose of this study was to examine the effect size statistic of utilizing exploratory computerized environments (ECEs) to support the process of word problem solving and exploration in grades 1 to 8 mathematics using meta-analysis.
-
Educational spaces, apart from their functionality and efficient use of natural resources, should be conducive to learning and offer comfort and security to the people entering them. This requires construction and maintenance processes that keep in mind both the occupants and the environmental conditions that surround them.
-
In rural areas of developing countries, education programs are often implemented through community teachers. While teachers are a crucial part of the education production function, observing their effort remains a challenge for the public sector. This paper tests whether a simple monitoring system, implemented via the mobile phone, can improve student learning as part of an adult education program. Using a randomized control trial in 160 villages in Niger, we randomly assigned villages to a...
-
The purpose of this study was to investigate the effectiveness of computer-assisted instruction (CAI) to improve the reading outcomes of students in preschool through high school. A total of 61 studies met criteria for this review, and 101 independent effect sizes were extracted. Results indicated that the mean effects for students receiving reading CAI were small, positive, and statistically significant when compared to control groups receiving no treatment or non-reading CAI. Categorical...
-
Suppose a policymaker is interested in the impact of an existing social program. Impact estimates using observational data suffer potential bias, while unbiased experimental estimates are often limited to other contexts. This creates a practical trade-off between internal and external validity for evidence-based policymaking. We explore this trade-off empirically for several common policies analyzed in development economics, including microcredit, migration, and education interventions....
-
Professional Learning Communities - A Guideline for South African Schools (p. 36)VVOB - 2015 - VVOB
The Department of Basic Education, with the support of VVOB, and with input from a wide range of stakeholders, developed a practical guideline on implementing PLCs in schools. The Integrated Strategic Framework for Teacher Professional Development (ISPFTED) foresees the nation-wide implementation of Professional Learning Communities by 2017. PLCs are put forward as a central instrument to strengthen teachers’ professional development. During a colloquium held in September 2014 a wide range...
-
This paper presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of...
-
Objectives To review the efficacy of cognitive interventions on improving general cognition in dementia. Method Online literature databases and trial registers, previous systematic reviews and leading journals were searched for relevant randomised controlled trials. A systematic review, random-effects meta-analyses and meta-regression were conducted. Cognitive interventions were categorised as: cognitive stimulation (CS), involving a range of social and cognitive activities to stimulate...
-
Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to...
-
Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger...
-
<p>Process evaluation is an essential part of designing and testing complex interventions. New MRC guidance provides a framework for conducting and reporting process evaluation studies</p>
-
Distributed learning is derived from the concept of distributed resources. Different institutions around the globe connected through network and the learners are diverse, located in the different cultures and communities. Distributed learning provides global standards of quality to all learners through synchronous and asynchronous communications and provides the opportunity of flexible and independent learning with equity, low cost educational services and has become the first choice of the...
-
The Next Generation Science Standards embody a new vision for science education grounded in the idea that science is both a body of knowledge and a set of linked practices for developing knowledge. The authors describe strategies that they suggest school and district leaders consider when designing strategies to support NGSS implementation.
-
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design...
Explore
Our programmes
- Academic Recovery Programme (OECS) (1)
- EdTech Hub (1)
-
OER4Schools
(4)
- Publications (4)
- T-TEL (Ghana) (8)
-
TVET in sub-Saharan Africa (GOVET-BIBB-BMBF)
(28)
-
Citations
(28)
- Chapter 03. Overview (5)
- Chapter 04. Conception (3)
- Chapter 05. TVET Actors (11)
- Chapter 06. Themes (8)
- Chapter 07. Systematic Review (8)
- Chapter 09. Inclusion (5)
- Chapter 10. State Authorities (1)
- Chapter 11. Non-state Providers (1)
- Chapter 12. Standards (4)
- Chapter 13. Policy Implementation (4)
- Chapter 14. Institutional Frameworks (1)
- Chapter 15. Research Networks (1)
- Appendix 1. Annotated Bibliography (5)
-
Citations
(28)
Organisations, collaborators and clients
- AIMSSEC (1)
- Open Development & Education (15)
- University of Cambridge (4)
Publication type
Theme
- Artificial Intelligence (6)
- Climate-resilience, classrooms, physical environment (3)
- Education Workforce (6)
- Geodata in Education (3)
-
Implementation science
(5)
- Education (1)
- General (3)
- Improvement science (2)
- Overview (1)
- Literature Reviews, meta-analysis, evidence synthesis (4)
- Open Educational Resources (6)
- Research and evaluation (15)
- Teacher Education (50)
-
Technical and vocational education and training (TVET)
(28)
- Links and Web (1)
- Publications (27)
Location
-
Africa
(47)
-
Eastern Africa
(21)
- Burundi (1)
- Eritrea (1)
- Ethiopia (5)
- Kenya (11)
- Madagascar (1)
- Mauritius (2)
- Rwanda (4)
- Somalia (1)
- Somaliland (1)
- South Sudan (2)
- Tanzania (6)
- Uganda (5)
- Zambia (11)
- Zimbabwe (4)
-
Middle Africa
(6)
- Cameroon (2)
- Central African Republic (1)
- Chad (2)
- Congo, Democratic Republic (1)
- Gabon (1)
- Niger (2)
- Northern Africa (3)
-
Southern Africa
(18)
- Botswana (3)
- eSwatini (1)
- Lesotho (2)
- Malawi (6)
- Mozambique (4)
- Namibia (4)
- South Africa (12)
-
Western Africa
(25)
- Cape Verde (1)
- Gambia (3)
- Ghana (13)
- Guinea (3)
- Guinea-Bissau (2)
- Liberia (3)
- Mali (2)
- Nigeria (8)
- Senegal (2)
- Sierra Leone (8)
-
Eastern Africa
(21)
-
Americas
(15)
-
Caribbean
(4)
- Cuba (1)
- Haiti (1)
- Jamaica (1)
- Trinidad and Tobago (1)
- Central America (5)
-
Northern America
(15)
- Canada (7)
- United States (13)
- South America (5)
-
Caribbean
(4)
-
Asia
(14)
-
Eastern Asia
(9)
- China (6)
- Japan (5)
- Korea, Republic (1)
- South-eastern Asia (9)
-
Southern Asia
(10)
- Afghanistan (6)
- Bangladesh (4)
- Bhutan (2)
- India (8)
- Iran (2)
- Nepal (5)
- Pakistan (7)
- Sri Lanka (3)
-
Western Asia
(9)
- Cyprus (1)
- Georgia (2)
- Iraq (1)
- Israel (1)
- Kuwait (1)
- Lebanon (3)
- State of Palestine (2)
- Syrian Arab Republic (1)
- Turkey (4)
- United Arab Emirates (1)
- Yemen (1)
-
Eastern Asia
(9)
-
Europe
(18)
-
Northern Europe
(15)
- Finland (3)
- Ireland (2)
- Norway (3)
- Sweden (3)
- United Kingdom (13)
- Southern Europe (8)
-
Western Europe
(8)
- Belgium (3)
- France (6)
- Germany (3)
- Luxembourg (1)
- Netherlands (5)
- Switzerland (2)
-
Northern Europe
(15)
-
Oceania
(9)
-
Australia and New Zealand
(7)
- Australia (7)
- New Zealand (3)
-
Melanesia
(3)
- Papua New Guinea (3)
- Vanuatu (1)
-
Micronesia
(1)
- Nauru (1)
-
Polynesia
(1)
- Tonga (1)
-
Australia and New Zealand
(7)