THINKING AND WORKING POLITICALLY THROUGH APPLIED POLITICAL ECONOMY ANALYSIS: A GUIDE FOR PRACTITIONERS - Menocal, Alina Rocha; Cassidy, Marc; Swift, Sarah; Jacobstein, David; Rothblum, Corinne; Tservil, Ilona
KerkoCite.ItemAlsoKnownAs: 2129771:BH88U2XL 2129771:ZVNHKCL7
Keywords: ⛔ No DOI found

Thinking and Working Politically Through Applied Political Economy Analysis (2018)
This guidance provides information on how USAID can think and work in ways that are more politically aware — an approach known as “thinking and working politically” (TWP) 1 — through the use of applied political economy analysis. PEA is a structured approach to examining power dynamics and economic and social forces that influence development. Through programming that seeks to more rigorously respond and adapt to these realities, USAID is working to improve the effectiveness and sustainability of its international development efforts.
KerkoCite.ItemAlsoKnownAs: 2129771:XT4E6HM2

Thinking and working politically (GSDRC)
Development assistance works best, and is least liable to do harm, when the people designing it are thinking and working politically (TWP). This thought has been around for some time, but what it implies in practice has not always been clear. Big steps have been taken to encourage donor agency staff to think politically about […]
KerkoCite.ItemAlsoKnownAs: 2129771:LYLULI4Y 2129771:XTDPTFID

Thinking and Working Politically - Booth, David
KerkoCite.ItemAlsoKnownAs: 2129771:IUC32AHQ
Keywords: ⛔ No DOI found

Think Tanks’ Influence on Education Policymaking in Low-Income Contexts - Boateng, Pearl (2018)
Though think tanks are acknowledged as critical partners bridging research with policy formulation, one significant challenge that almost all think tanks face is measuring and demonstrating their effectiveness and influence. Whilst their engagement might be visible in public discourse, think tanks’ direct impact on policy is somewhat limited. Many ideas generated by think tanks, even when adopted as government policy, are rarely credited as such. Even in instances where think tanks’ ideas seem to have influenced policy change or processes, the timing of such decisions by policymakers often suggests that larger political forces are driving the agenda. In addition to measuring impact, think tanks face a number of challenges which impinge on their operational and organisational capacity and therefore their ability to engage and influence policymakers and other end users of their outputs such as the general public. These challenges include: financing, autonomy and integrity, changes in political and economic environments, relevance, staff capacity, quality and overall sustainability. Notwithstanding, there are a number of potential opportunities for think tanks to increase their efficacy. These include: exploring alternative funding routes, co-creation and genuine partnership with government and other end users of their research/policy outputs, establishing regional/continental think tank networks, making research accessible using technology and other means, creating strategic plans, designing a creative and proactive research agenda, developing a pipeline for early career researchers and collaboration with universities and other research institutions to strengthen influence. There is great interest in collaboration between universities and think tanks and when collaborating under mutually beneficial terms, partnership has resulted in strong engagement with decision makers. This interest in collaboration is not only among the institutions themselves but extends to the individuals working in them as well as the organisations that use and fund policy research, training, policy dialogue and consultancy. Potentially useful synergies between both types of institutions include improved quality of research outputs and training, networking, increased visibility, financial gains and capacity building.
Accepted: 2019-01-11T10:24:35Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:BNHTTAYN 4869029:JVBMTWRS
Keywords: ⛔ No DOI found

'Things Fall Apart', The writers' block magazine - Ajadi, S.B. (The Press, 2011)
Edition: p.49 Fall Place: New York

‘They Give Him a Chance’-Parents’ Perspectives on Disability and Inclusive Primary Education in Uganda - Bannink, Femke; Nalugya, Ruth; van Hove, Geert (International Journal of Disability, Development and Education, 2020)
Publisher: Taylor & Francis

Thermal Modeling of the Air Flow Inside and Around Your House (COMSOL)
Quickly and easily build thermal models to predict the air flow inside and around your house using tabulated meteorological data. Learn how.

Thermal energy storage enhanced windcatcher system for hybrid cooling and ventilation in buildings - Eso, Olamide (2023)
KerkoCite.ItemAlsoKnownAs: 4874017:ZDP45MEY 5072953:CSIQDIMN
Keywords: _z:class:countries; _z:class:themes

Thermal comfort and energy-saving potential in university classrooms during the heating season - Jing, Shenglan; Lei, Yonggang; Wang, Hongjian; Song, Chongfang; Yan, Xufeng (Energy and Buildings, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2019.109390 2129771:P6XL97FL 4682641:Z39JHPPR
Keywords: BE:RELEVANT

Thermal and visual comfort of schoolchildren in air-conditioned classrooms in hot and humid climates - Noda, Lumy; Lima, Amanda VP; Souza, Jullyanne F.; Leder, Solange; Quirino, Luana M. (Building and Environment, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2020.107156 2129771:QJ7T644R 4682641:KNT9RTF7
Keywords: BE:RELEVANT

TheoryOn: A Design Framework and System for Unlocking Behavioral Knowledge Through Ontology Learning - Li, Jingjing; Larsen, Kai; Abbasi, Ahmed (MIS Quarterly, 2020)
The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2020/15323 2129771:RUL4L9G5 2129771:XIYR9UDQ 2405685:XWGI45A5 2486141:3BYADXT6 2486141:MWMYWGI7
Keywords: _Added-ailr-2024

Theory of Change Analysis: Building Robust Theories of Change - Mayne, John (Canadian Journal of Program Evaluation, 2017)
Models for theories of change vary widely as do how they are used. What constitutes a good or robust theory of change has not been discussed much. This article sets out and discusses criteria for robust theories of change. As well, it discusses how these criteria can be used to undertake a vigorous assessment of a theory of change. A solid analysis of a theory of change can be extremely useful, both for designing or assessing the designs of an intervention as well as for the design of monitoring regimes and evaluations. The article concludes with a discussion about carrying out a theory of change analysis and an example.

Theory of change - Wikipedia (2020)
Theory of Change (ToC) is a specific type of methodology for planning, participation, and evaluation that is used in companies, philanthropy, not-for-profit and government sectors to promote social change. Theory of Change defines long-term goals and then maps backward to identify necessary preconditions.Theory of Change explains the process of change by outlining causal linkages in an initiative, i.e., its shorter-term, intermediate, and longer-term outcomes. The identified changes are mapped – as the “outcomes pathway” – showing each outcome in logical relationship to all the others, as well as chronological flow. The links between outcomes are explained by “rationales” or statements of why one outcome is thought to be a prerequisite for another.The innovation of Theory of Change lies (1) in making the distinction between desired and actual outcomes and (2) in requiring stakeholders to model their desired outcomes before they decide on forms of intervention to achieve those outcomes. Theory of Change can begin at any stage of an initiative, depending on the intended use. A theory developed at the outset is best at informing the planning of an initiative. Having worked out a change model, practitioners can make more informed decisions about strategy and tactics. As monitoring and evaluation data become available, stakeholders can periodically refine the Theory of Change as the evidence indicates. A Theory of Change can be developed retrospectively by reading program documents, talking to stakeholders, and analyzing data. This is often done during evaluations reflecting what has worked or not in order to understand the past and plan for the future.
Page Version ID: 954966865 KerkoCite.ItemAlsoKnownAs: 2129771:3S64R93U 2317526:F2DQTIDZ

Theory-based systematic reviews - White, Howard (Journal of Development Effectiveness, 2018)
It has been common to say that studies should address not just the question of what works, but also how, where, for whom and at what cost? A unifying framework for such an approach is the theory of change. This paper lays out an approach for using such a theory-based approach to systematic reviews, discussing issues which arise in mixed-methods causal chain analysis. I illustrate the funnel of attrition which is a heuristic device to understand why effect sizes are lower at the higher reaches of the causal chain, including why participation is less than usually expected. Examples are given from the international development sector.
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1439078 10/gf4jqh 2129771:TZ45P7Q4 2317526:NZADPF4K
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:en; Systematic reviews; causal chain analysis; impact evaluation; publicImportV1; theory-based approach

Theorising Evidence-Informed Learning Technology Enterprises: A Participatory Design-Based Research Approach - Moeini, Anissa (UCL (University College London), 2020)
The goal of this doctoral work was to build a bridge between academia and small and medium-sized enterprises (SMEs) in the educational technology (edtech) sector by bringing the rigour of academic research methods to start-up and scale-up environments so that they can conceptualise and realise products that are built with evidence from the learning sciences. The overall research question, What theoretical framework supports edtech enterprises to build evidence-informed products and services? is answered through a design-based research methodology with six Cycles of research, grouped into three Phases, each with goals that evolve in an iterative way. A design-based research approach was chosen after a highly exploratory Phase surveying London’s edtech ecosystem prior to Cycle 1. Part 1 (Cycles 1 and 2) focused on developing the construct in question (a practical framework for building research-minded edtech enterprises) through a participatory design process with key Participants. Part 2 (Cycles 3 and 4) focused on evaluating the new construct with Participants. Part 3 (Cycles 5 and 6) validated the framework developed in Parts 1 and 2 with edtech enterprises both from the EDUCATE programme and also the greater global ecosystem. The theoretical contribution of this study is the ELTE construct and its 7 Sub-Constructs, including Learning Culture, Leadership Vision, Sense of Purpose, Teamwork, Research Know-How and Action Orientation; the ELTE Survey outlining all facets each Sub-Construct in the framework; and the ELTE Sub-Construct Hierarchy Model, introducing Sub-Construct dependencies. Methodological contributions of this study include the ELTE Action Model, an effective boundary object for researchers when approaching edtech enterprises to understand how the ELTE framework has uniquely manifested within the structures of their organisations, and ELTE Hallmark Questions, an introductory tools for researchers to give context to enterprises regarding the ELTE model prior to a workshop, line of inquiry, or discussion regarding the model’s particular manifestation enterprise context. The contributions of this study represent an intellectual advancement in our understanding of evidence-informed design and development within the edtech sector, and it provides a tool of practical use to edtech SMEs that want to become Evidence-informed Learning Technology Enterprises.
Conference Name: UCL Meeting Name: UCL Pages: 1-244 Publication Title: Doctoral thesis, UCL (University College London). KerkoCite.ItemAlsoKnownAs: 2129771:3G2SWI79 4426965:YQEKEBY5

Theories and research methodologies for design-based implementation research: Examples from four cases - Russell, Jennifer Lin; Jackson, Kara; Krumm, Andrew E.; Frank, Kenneth A. (Teachers College Record, 2013)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501401 2129771:JULINTLU

Themes in mathematics teacher professional learning research in South Africa: A review of the period 2006–2015 - Ndlovu, Mdutshekelwa (Invited Lectures from the 13th International Congress on Mathematical Education, 2018)

Themes and issues in inservice programmes - Jaworski, B; Wood, T (Mathematics Teacher Education: Critical International Perspectives, 1999)
KerkoCite.ItemAlsoKnownAs: 2129771:MX8WGLZL 261495:FJZBFGRQ

Theme 7 Assessing Trainee Teachers - Professional Development for Tutors.pdf

Theme 7 Assessing Student Teachers - Professional Development Coordinators.pdf

Theme 6 National Teachers_ Standards (NTS) and National Teacher Education Curriculum Framework (NTECF) - Professional Development for Tutors.pdf

Theme 6 National Teachers_ Standards (NTS) and National Teacher Education Curriculum Framework (NTECF) Handbook - Professional Development Coordinators.pdf

Theme 6: Leadership for Learning (Tutors) - Swaffield, Sue; MacBeath, J. (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:2J3EWDD6
Keywords: Author:Haßler; Author:OpenDevEd; _C:Chad TCD; _C:Ghana GHA; _C:Greece GRC; _C:United Kingdom GBR; _C:Uruguay URY; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

Theme 6: Leadership for Learning (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:LPDQYNQZ
Keywords: Author:Haßler; Author:OpenDevEd

Theme 6: Leadership for Learning Materials (Facilitators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:M5P53KQJ
Keywords: Author:Haßler; Author:OpenDevEd

Theme 6: Leadership for Learning (Coordinators) - Swaffield, Sue; MacBeath, J. (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:3PJ3UD5Z
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 5: Teaching and Learning Materials (Tutors) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:DWV2WHF4 2129771:JEMU8JGF
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 5: Teaching and Learning Materials (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:YYWCB88I
Keywords: Author:Haßler; Author:OpenDevEd

Theme 5: Teaching and Learning Materials (Facilitators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:67R82YMS
Keywords: Author:Haßler; Author:OpenDevEd

Theme 5: Teaching and learning materials (Coordinators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:ZRAHWN9Y 2129771:ZTBKVLZS
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 4: Group Work (Tutors) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:MKG5RAMB
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 4: Group Work (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:APA9XKCI
Keywords: Author:Haßler; Author:OpenDevEd

Theme 4: Group Work (Facilitators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:LQSF5UVC
Keywords: Author:Haßler; Author:OpenDevEd

Theme 4: Group Work (Coordinators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
This handbook is the HANDBOOK FOR PD COORDINATORS for Theme 4, focusing on group work. In many everyday situations people work alongside colleagues, speak and listen to friends, and see what others do and how they do it. This is how we all learn. As we talk to others, we discover new ideas and information. If activities in the college classrooms are centred on the tutor, then the student teachers do not get enough time to be active: they do not have the opportunity to try, to demonstrate their learning or to ask questions. In such situations, some students may only give short answers and some may say nothing at all. In large classes, the situation is even worse, with only a small proportion of students saying anything at all. One reason for doing group work in the classroom is to give students more opportunities to participate. Working in groups and pairs is about learning collaboratively. Collaborative learning means two or more student teachers working together to achieve a shared goal. This includes peer collaboration (for groups of two student teachers), and small group work (for smaller groups). It requires you to interact and talk about what you are thinking with one another in a specific learning context. Questions can be posed, ideas can be challenged and misunderstandings can be heard and investigated.
KerkoCite.ItemAlsoKnownAs: 2129771:CM625AFT 2129771:UMMTA7EM
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 3: Talk for Learning (Tutors) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:JQNSU649
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 3: Talk for Learning (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:2AUGSL3Q
Keywords: Author:Haßler; Author:OpenDevEd

Theme 3: Talk for Learning (Facilitators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:VEGW5TMY
Keywords: Author:Haßler; Author:OpenDevEd

Theme 3: Talk for Learning (Coordinators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:9XIQFZ7A
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 2: Questioning (Tutors) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:AUZXH72U 2129771:ELQ2SUES
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 2: Questioning (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:JD68FQPT
Keywords: Author:Haßler; Author:OpenDevEd

Theme 2: Questioning (Coordinators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:GSVI5ARP
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 1: Creative approaches (Tutors) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:BXC77H6P 2129771:ZSIEDWMH
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 1: Creative Approaches (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:DKIAT34X
Keywords: Author:Haßler; Author:OpenDevEd

Theme 1: Creative Approaches (Coordinators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:8NQR4EYA
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

The_Beginner_s_Guide_to_PEA.pdf
KerkoCite.ItemAlsoKnownAs: 2129771:Q2G328HQ

The_Beginner_s_Guide_to_PEA.pdf - Whaites, A. (UKAID, 2017)
KerkoCite.ItemAlsoKnownAs: 4804264:PRFJX7FN
Keywords: Final_citation; cited; existing

The Zambia eSchool 360 Expansion Project: A Program That Aims to Improve Education in Zambia (American Institutes for Research)
The current Zambian educational system is neither providing the access to nor the quality of education that its students and communities need. AIR is working to expand and evaluate the eSchool 360 program to 35 rural schools in Zambia. The program aims to deliver higher quality and low-cost education to children in primary grades through a holistic technology solution.
KerkoCite.ItemAlsoKnownAs: 2129771:9JRU5J7X 2129771:I82RBS3T

The Zambia eSchool 360 Evaluation Project (American Institutes for Research)
Impact Network’s eSchool 360 program is a multifaceted program comprising an e-learning technology component, ongoing teacher training and professional development, and community ownership among students in community schools in rural Zambia. AIR will design and implement a two-stage mixed-methods evaluation to measure the effect of Impact Network’s eSchool 360 program on learning outcomes among students in community schools in rural Zambia as well as the cost-effectiveness of any measured impacts.

The Zambia eSchool 360 Evaluation Project - AIR (American Institutes for Research)
Impact Network’s eSchool 360 program is a multifaceted program comprising an e-learning technology component, ongoing teacher training and professional development, and community ownership among students in community schools in rural Zambia. AIR will design and implement a two-stage mixed-methods evaluation to measure the effect of Impact Network’s eSchool 360 program on learning outcomes among students in community schools in rural Zambia as well as the cost-effectiveness of any measured impacts.
KerkoCite.ItemAlsoKnownAs: 2129771:P2DMFFND

The Youth, Gender and Sustainable Development: An Assessment of Girl-Child Education in Kano State - Aisha Abdu-Ismail (The Nigerian Youth: PoliticalParticipation and National Development, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:7ACUKDNM 2129771:RW3GYR4U 2486141:4ASQKG3F

THE WRITING AND SUPERVISION OF BRIGHT ENGLISH TEXTBOOK DEVELOPMENT FOR PRIMARY SCHOOL TEACHERS IN INDONESIAN CONTEXT - Inayati, Nina; Abidasari, Erlyna; WS, Kharisma Naidi (Englisia: Journal of Language, Education, and Humanities, 2019)
KerkoCite.ItemAlsoKnownAs: 10.22373/ej.v7i1.5592 2129771:7RYD5BB9
Keywords: _C:Indonesia IDN; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

The wretched of the earth - Fanon, Frantz (MacGibbon & Kee, 1961)
KerkoCite.ItemAlsoKnownAs: 2129771:B7P3ISAE
Keywords: Africa; Algeria; DEVELOPING countries; History; Imperialism; National liberation movements; Politics and government; Politics and governments; Revolution; 1954-1962

The world is off track in achieving the global education goal, SDG 4 - UNESCO Digital Library - UNESCO (2017)
KerkoCite.ItemAlsoKnownAs: 4804264:I2JJTTJ3
Keywords: Final_citation; cited; existing

The World Bank Human Capital Index: A Guide. - Kraay, Aart C. (The World Bank Research Observer, 2019)

The World Bank Group A to Z 2015 - Group, World Bank (World Bank Publications, 2014)
Note: Information in this title reflected the institution at the time of publication and may be subject to change... The World Bank Group (also known as the "Bank Group") is the largest anti-poverty institution in the world, offering loans, advice, knowledge, and an array of customized resources to more than 100 developing countries and countries in transition. Established in 1944 and headquartered in Washington DC, the Bank Group is a specialized agency of the United Nations that is made up of 188 member countries. It works with country governments, the private sector, civil society organizations (CSOs), regional development banks, think tanks, and other international institutions on a range of issues–from climate change, conflict, and food crises to education, agriculture, finance, and trade–with the sole purpose of meeting two goals: ending extreme poverty by 2030 and boosting shared prosperity of the bottom 40 percent of the population in all developing countries. The World Bank Group A to Z provides ready-reference insight into the history, mission, organization, policies, financial services, and knowledge products of the institution's five agencies. Each of the more than 200 entries are arranged in encyclopedic A-to-Z format and are extensively cross-referenced to related information in the book. This volume also has a detailed index, reference materials on World Bank Group country membership, organizational charts of the five agencies, and information about how to connect with or work for the institution. Building on previous editions of A Guide to the World Bank, The World Bank Group A to Z has been completely revised and updated to reflect the wide ranging reforms of recent years, including the new World Bank Group Strategy; new approaches to development assistance; the establishment of new Global Practice Groups and Cross Cutting Solutions Areas; and the goal of becoming a "Solutions Bank", one that will marshal the vast reserves of evidence and experiential knowledge across the five World Bank Group agencies and apply them to local problems. An indispensable guide for anyone interested in understanding what the World Bank Group does and how it does it, this book shows readers who want to learn more where to begin.
Google-Books-ID: 0Km1BAAAQBAJ KerkoCite.ItemAlsoKnownAs: 4804264:I2VMYUHN
Keywords: Business & Economics / Banks & Banking; Business & Economics / Development / Economic Development; Business & Economics / Development / Sustainable Development; Business & Economics / International / Economics & Trade; Business & Economics / Nonprofit Organizations & Charities / General; Final_citation; Political Science / Public Policy / Economic Policy; Social Science / Developing & Emerging Countries; Social Science / Poverty & Homelessness; Social Science / Sociology / General

The Words Between Us: How Well Do Enumerators Understand the Terminology Used in Humanitarian Surveys? A Study from Northeast Nigeria - Translators Without Borders (2018)

The withdraw of european missionaries from St. Anthony's Catholic secondary school: what are the implications?. - Cheyeka, Austin; Masaiti, Gift; Mulenga, Innocent Mutale (2011)
Publisher: The Journal of Humanities-The University of Zambia
Keywords: ⛔ No DOI found

The+WiKIT+Method+.pdf

The Washington Group / UNICEF Child Functioning Module (CFM) - Washington Group; UNICEF (2020)
zotzenLib.CopiedFrom: 2486141:WZ6AXIN7 KerkoCite.ItemAlsoKnownAs: 2129771:8GZHW9HI 2486141:WZ6AXIN7

The use of virtual learning environments and learning management systems during the COVID-19 pandemic - McBurnie, Chris (2020)
EdTechHub.Source: 2405685:53YEZE6A KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3805843 2129771:DQLDNQGU 2339240:IWW8CJZN 2339240:N5RG3WT2 2405685:53YEZE6A 2405685:WBNK52L7
Keywords: Author:OpenDevEd; COV:COVID and reopening of schools; COVID-19; Distance learning; EdTech; F: Helpdesk response; H: Distance education; LP: English; Learning management system; Remote learning; Virtual learning environment; _C:Afghanistan AFG; _C:Armenia ARM; _C:Bangladesh BGD; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Iraq IRQ; _C:Italy ITA; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Kyrgyzstan KGZ; _C:Mexico MEX; _C:Myanmar MMR; _C:Nigeria NGA; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Senegal SEN; _C:Spain ESP; _C:Syrian Arab Republic SYR; _C:Tajikistan TJK; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

The use of virtual learning environments and learning management systems during the COVID-19 pandemic - McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0203 2129771:S7SC6REF
Keywords: Author:OpenDevEd; ___duplicate_item

The use of technology to support teacher learning circles in crisis contexts: A rapid review of the literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4974582 2129771:QBUASN3S
Keywords: Author:OpenDevEd; _genre:LR-literature_review

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:WDFTNQ9R
Keywords: Final_citation; cited; existing

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2129771:8HDZ4MI5 2129771:BGD7S97S 2405685:N5HMII3R
Keywords: Author:OpenDevEd; _EdTechHub_Output; _MELA_seen; ___duplicate_item; _bjoern_cv; _cover:analysis:nopdf; _r:AddedByZotZen

THE USE OF TABLETS IN TEACHING POLITICAL ECONOMY AT CZECH UNIVERSITIES - Svoboda, Roman; Šrédl, Karel; Severová, Lucie; Kopecká, Lenka; Rodonaia, Elizbar
EdTechHub.ItemAlsoKnownAs: 2129771:A9QNTVQK
Keywords: _C:Austria AUT; _C:Czech Republic CZE; _C:Germany DEU; _C:Ireland IRL; _C:Romania ROU; _C:Slovenia SVN; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy - Drossel, Kerstin; Eickelmann, Birgit (IFIP World Conference on Computers in Education, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-74310-3_14 10/gf62hf 2129771:9P22KD78 2129771:RI88AQD4
Keywords: __C:filed:1

The use of tablets and their impact on learning. A national research in Primary Education schools1 El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria - Martí, Mar Camacho; Mon, Francesc Marc Esteve (Revista de Educación, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:DHNWR326 2129771:Z4GRPID4
Keywords: _C:Dominican Republic DOM; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Iran IRN; _C:Lebanon LBN; _C:Malaysia MYS; _C:Netherlands NLD; _C:Spain ESP; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic: the Case of COVID-19 in Cameroon - Moluayonge, Gracemary (Journal of Learning for Development, 2020)
Abstract: In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:KRTPBURM
Keywords: COVID 19; Educational Technologies; Higher Education; remote learning; ⛔ No DOI found

THE USE OF MOBILE PLATFORMS IN SCIENCE LEARNING: A COMPARATIVE STUDY BETWEEN PORTUGAL AND THE UK - Leitão, Rui; Turner, Sarah; Maguire, Martin (2017)
00001 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2017.1357 10/gdm2tm 2129771:W5FFLVWP 2129771:WRDSBNEI
Keywords: _C:Portugal PRT; _C:Spain ESP; __C:filed:1; __C:scheme:1

The Use of Manipulatives in Mathematics Education - Larbi, Ernest; Mavis, Okyere (Journal of Education and Practice, 2016)
The study was designed to investigate the efficacy of using algebra tile manipulatives in junior high school students' performance. The study sample comprised 56 students from two schools purposely selected from two towns within the Komenda Edina Eguafo Abirem municipality. The students were made up of two groups; the experimental and the control group. Each group was taught the same algebra units over a period of four weeks. However, the experimental group was taught using algebra tile manipulatives whilst the control group was taught using the conventional "talk and chalk" method. The instruments used for data collection were mathematics achievement pretest and posttest. Students' achievements on the posttest were analysed using percentages, mean, standard deviation and the independent t-test. The findings of the study were that, those who were taught through extensive use of algebra tiles performed significantly better. Thus the use of the algebra tiles proved very effective and promising approach to teaching and learning algebra, and that the tiles also improved students' thinking process as they solved problems in algebra. On the basis of these findings, it is recommended that algebra tiles should be used as a tool to introducing students to algebraic concepts.
Publisher: IISTE
Keywords: Algebra; Comparative Analysis; Control Groups; Conventional Instruction; Experimental Groups; Foreign Countries; Junior High School Students; Manipulative Materials; Mathematics Achievement; Mathematics Education; Pretests Posttests; Teaching Methods; ⛔ No DOI found

The use of learning technologies in complementary medicine education: Results of a student technology survey - Gray, Alastair C.; Diezel, Helene; Steel, Amie (Advances in Integrative Medicine, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.aimed.2019.04.001 2129771:88KK2FW2 2129771:V3A4FDVG
Keywords: __C:filed:1

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0049 2129771:FVW4YFH5 2129771:ZY8P63WB
Keywords: Author:OpenDevEd; _EdTechHub_Output

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn; Open Development & Education (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0049 2129771:6CYM9BIT
Keywords: Author:OpenDevEd

The use of AI chatbot as an assistant tool for SW education - Choi, Seo-Won; Nam, Jae-Hyun (Journal of the Korea Institute of Information and Communication Engineering, 2019)
Publisher: The Korea Institute of Information and Commucation Engineering KerkoCite.ItemAlsoKnownAs: 2129771:AH83VQXT 2129771:JWM9GB99
Keywords: ⛔ No DOI found

The Use of Active Teaching Pedagogical Approaches in Teaching Civic Education in Secondary Schools in Kasama and Luwingu District of Zambia - Musonda, Chewe; Masaiti, Gift; Mwila, Kennedy; Njobvu, Tommie (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2020)
Keywords: ⛔ No DOI found

The Use And Misuse Of Computers In Education: Evidence From A Randomized Experiment In Colombia - Barrera-Osorio, Felipe; Linden, Leigh L. (The World Bank, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-4836 4804264:LV99ICCF
Keywords: COMMUNICATION TECHNOLOGIES; CURRICULUM; EMPLOYMENT; Final_citation; HUMAN DEVELOPMENT; LEARNING; LITERATURE; PAPERS; QUALITY OF EDUCATION; REGULAR CLASSROOM; RESEARCH; SCHOOL; SCHOOLS; SCIENCE; SOCIAL SCIENCE; STUDENTS; TEACHER; TEACHERS; TEACHING; TRAINING; UNIVERSITY

The Use and Misuse of Computers in Education: Evidence From a Randomized Controlled Trial of a Language Arts Program. - Barrera-Osorio, Felipe; Linden, Leigh L. (Abdul Latif Jameel Poverty Action Lab (JPAL). www. leighlinden. com/Barrera-Linden 20, 2009)

The Unprecedented Stock Market Reaction to COVID-19 - Baker, Scott R.; Bloom, Nicholas; Davis, Steven J.; Kost, Kyle; Sammon, Marco; Viratyosin, Tasaneeya (The Review of Asset Pricing Studies)
Abstract. No previous infectious disease outbreak, including the Spanish Flu, has affected the stock market as forcefully as the COVID-19 pandemic. In fact, pr
KerkoCite.ItemAlsoKnownAs: 10.1093/rapstu/raaa008 2129771:IH7QZRQC
Keywords: __C:filed:1

THE UNIVERSITY OF ZAMBIA PRE-SERVICE TEACHER EDUCATION PROGRAMME: IS IT RESPONSIVE TO SCHOOLS AND COMMUNITIES’ASPIRATIONS? - Masaiti, Gift; Manchishi, Peter Chomba (European Journal of Educational Studies, 2011)
Keywords: ⛔ No DOI found

The university in the twenty-first century: teaching the new enlightenment in the digital age - Elkana, Yehuda; Kl??pper, Hannes; Lazerson, Marvin (2016)
OCLC: 960708617

The United Nations Office on Drugs and Crime’s Efforts to Strengthen a Culture of Prevention in Low- and Middle-Income Countries - Heikkilä, Hanna; Maalouf, Wadih; Campello, Giovanna (Prevention Science, 2021)
Abstract This article discusses how decision-makers can be supported to strengthen a culture of prevention. This article presents an example of the United Nations Office on Drugs and Crime’s (UNODC) work to engage with decision-makers to create readiness, demand, and capacity for evidence-based prevention programming among them, particularly in low- and middle-income countries. First, we utilized two of the UNODC’s data sources to describe the context where the UNODC’s prevention efforts take place. Analysis of the first dataset on prevention activities implemented globally revealed a gap in translating evidence into practice on a global scale. The second dataset consisted of UNODC policy documents mandating and guiding global action to address substance use. The analysis showed that at the level of political frameworks, prevention is gradually gaining more attention but is still frequently left in the shadow of health- and law enforcement-related issues. In addition, these guiding documents did not reflect fully the current scientific understanding of what constitutes an effective prevention response. Against this background, the feasibility of the UNODC’s efforts to bridge the science–practice gap in the field of prevention was discussed by presenting the results from the UNODC’s regional capacity-building seminars focused on the role of monitoring and evaluation in prevention programming. The results showed potential of this capacity building to affect the attitudes and knowledge of targeted decision-makers. Such efforts to increase decision-makers’ readiness and ultimately their endorsement, adoption, and ongoing support of evidence-based preventive interventions should be continued and intensified.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11121-020-01088-5 4804264:ZWBMP88Q
Keywords: Final_citation

The UDL Guidelines

The Tyranny of Experts: Economists, Dictators, and the Forgotten Rights of the Poor - Easterly, William (Hachette UK, 2013)
In this "bracingly iconoclastic” book (New York Times Book Review), a renowned economics scholar breaks down the fight to end global poverty and the rights that poor individuals have had taken away for generations.In The Tyranny of Experts, renowned economist William Easterly examines our failing efforts to fight global poverty, and argues that the "expert approved" top-down approach to development has not only made little lasting progress, but has proven a convenient rationale for decades of human rights violations perpetrated by colonialists, postcolonial dictators, and US and UK foreign policymakers seeking autocratic allies. Demonstrating how our traditional antipoverty tactics have both trampled the freedom of the world's poor and suppressed a vital debate about alternative approaches to solving poverty, Easterly presents a devastating critique of the blighted record of authoritarian development. In this masterful work, Easterly reveals the fundamental errors inherent in our traditional approach and offers new principles for Western agencies and developing countries alike: principles that, because they are predicated on respect for the rights of poor people, have the power to end global poverty once and for all.
Google-Books-ID: m6hVDgAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:BQUKEFEW 2129771:I74S4G99 2129771:N3YW5XB3
Keywords: Business & Economics / Development / Economic Development; Business & Economics / Development / Sustainable Development; Developing countries; Economic aspects; Economic policy; Political Science / Political Economy; Poverty; Social aspects

The True Cost of Freemiums in Edtech - Levine, Elliott (EdTech Digest, 2019)
An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN | by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […]
KerkoCite.ItemAlsoKnownAs: 2129771:493X6WUA 4869029:TMRPPK6K

The transcendence of Augmented Reality in student motivation. A systematic review and meta-analysis - Gómez García, Gerardo; Rodríguez Jiménez, Carmen; Marín Marín, José Antonio (ALTERIDAD. Revista de Educación, 2020)
Publisher: Universidad Politécnica Salesiana KerkoCite.ItemAlsoKnownAs: 2129771:E2PND4BN
Keywords: __C:filed:1; ⛔ No DOI found

The Train the Trainer-System ؊ Results of a research and development project for and with VET pedagogues in Sub-Saharan Africa - Haseloff, Gesine (2017)
zotzenLib.CopiedFrom: 2317526:B27FYPZL KerkoCite.ItemAlsoKnownAs: 2129771:UCZIFCRI 2317526:B27FYPZL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

The Traditional Informal Apprenticeship System of West Africa as Preparation for Work - Ahadzie, William (International Handbook of Education for the Changing World of Work, 2009)
The traditional apprenticeship system in West Africa is gradually beginning to attract increasing interest not only for academic research and in professional disciplines but also as an active policy issue. This is not surprising given that this system has proved to be an enduring and an effective source of skills for much of West Africa. But its resilience is also attributable to its positive association with the equally pervasive informal sector of West African economies. Perhaps a more engaging argument for the resurgence of interest in traditional apprenticeship is the inability of formal systems to deliver the types of skills that are required to ensure employability of the ever-increasing new labour market entrants and to contribute to overall poverty reduction (Fluitman 2005).
KerkoCite.ItemAlsoKnownAs: 2129771:HW8FMXWG 2317526:QZSNPL97
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; HDR25; Informal; West Africa; publicImportV1

The Theory of Educational Technology: Towards a Dialogic Foundation for Design - Wegerif, Rupert; Major, Louis (Routledge, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:475DJRG3 2129771:RW5KJ8MY 2129771:WL8GJNKP

The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature - Wenner, Julianne A.; Campbell, Todd (Review of Educational Research, 2017)
In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Israel ISR; _C:Singapore SGP; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue - Vrikki, M.; Kershner, R.; Calcagni, E.; Hennessy, S.; Lee, L.; Hernández, F.; Estrada, N.; Ahmed, F. (International Journal of Research and Methods in Education, 2018)
In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation.
KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2018.1467890 10/ggd696 2129771:TJGPVXL7 2129771:WB24CZ3B 2339240:42M8SED4 2339240:WRAQJ9VC 2486141:FMNRDDZP 503888:H7C7NCFT
Keywords: Analytic tool; CitedIn:eCubed; Classroom observation; Done:ReferenceFixed; Education; Teachers; classroom observation; eCubed; educational dialogue; equitable participation; reflective practice; teacher inquiry

The teacher salary system in Sierra Leone - Turrent, Victoria (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:57MI994B 2129771:EDZ7UPYF 2339240:HPKYUKLY 2405685:JYDRFRHV 4556019:2UB9U5R4
Keywords: C:Sierra Leone; _C:Sierra Leone SLE; ⛔ No DOI found

The Teacher Educators’ Knowledge of Learner Support Services in Distance Teacher Education Programmes in Selected Public Colleges of Education in Zambia - Jere, Getrude; Mulenga, Innocent Mutale; Manchishi, Peter Chomba (How Africa Has Turned Around, 2021)
Keywords: ⛔ No DOI found

The Systems Approach to Child Protection - Joynes, Chris; Mattingly, Jacqui (2018)
This purpose of this review is to identify the outcomes of taking a systems approach to child protection by basing on six days of desk-based research. There are four basic principles of design reflectedin the system-based approaches to child protection services in a development context. First, organising all systems components around a common goal or vision in order to provide the strategic direction for system implementation (Delaney et al. 2014: 13; Wulczyn et al. 2010: 2, 11). Second, defining the activities of each system on the basis of a specific set of functions, structures and capacities that interact and influence each other (Wulczyn et al 2010: 2, 12-13; Delaney et al. 2014: 13), while also establishing clear systemic boundaries, roles and responsibilities in order to ensure accountability and good governance (Delaney et al. 2014: 14). Third, involving a wide range of different actors as part of the system, including across and within sectors in horizontal and vertical networks (Delaney et al. 2014: 13; Wulczyn et al. 2010: 10). And fourth, ensuring that the shape, functions and actions of the system should always be grounded in the context in which it operates, and make sense to the communities who are the end users (Wulczyn et al. 2010: 2, 11). There is limited evidence of the impact of a systems approach to child protection in a development context. Across many contexts and national settings, the consensus is that the necessary legal and policy frameworks for child protection are in place at national level, but programme implementation and service delivery still lags far behind (Stuckenbruck 2018: 12). This review noted that there is a significant gap in the availability of evidence, making an assessment of the impact of a systems approach extremely difficult (Krueger et al. 2014; Krueger 2014: 30; Stuckenbruck 2018). Additionally, much of the research and monitoring and evaluation focuses on systems-development programmes delivered by international agencies, rather than on national state-led child protection systems. Within the time available, the review was only able to identify limited examples where overviews of child protection systems development inputs are accompanied by evidence of impact on child protection, rather than just outcomes in terms of targets associated with systems strengthening.
Accepted: 2019-01-03T10:02:49Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:8RE9LGUQ 4869029:GUP6TRP6
Keywords: ⛔ No DOI found

The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. - Higgins, S; Katsipataki, M; Kokotsaki, D; Coleman, R; Major, LE; Coe, R (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:55P3LDDR 257089:G37S8I6N
Keywords: ⛔ No DOI found

The Sustainable Development Goals Report 2019: Special Edition - UN Stat (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:Z6K57NE7 5242966:UKT3BUB7

'The sun sets in the masked mountains' - Ajadi, S.B. (2012)

The struggle of translating science into action: foundational concepts of implementation science - Rapport, Frances; Clay-Williams, Robyn; Churruca, Kate; Shih, Patti; Hogden, Anne; Braithwaite, Jeffrey (Journal of evaluation in clinical practice, 2018)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/jep.12741 2129771:WNEVXXLG

The stratospheric circulation in the tropics - Haßler, Björn (University of Cambridge, 2002)
EdTechHub.ItemAlsoKnownAs: 2129771:8SR4XSBE
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

The strategic action field framework for policy implementation research - Moulton, Stephanie; Sandfort, Jodi R. (Policy Studies Journal, 2017)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/psj.12147 2129771:EHW2RVHQ

The Status of ICT in Education in Saint Lucia - Commonwealth of Learning (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:5MEAFF9V 2486141:HCGLMZ3M

The State of the Global Education Crisis : A Path to Recovery (Vol. 2) : Executive Summary (English) - World Bank
The State of the Global Education Crisis : A Path to Recovery (Vol. 2) : Executive Summary (English)

The State of the Global Education Crisis: A Path to Recovery (Vol. 1): Report - World Bank; UNESCO; UNICEF (: The World Bank, UNESCO, and UNICEF, 2021)

The State of Ransomware in Education 2022 – Sophos Partner News - Sophos (Sophos Partner News July, 2022)
Insights into an ever more challenging attack environment and the growing financial and operational burden ransomware is placing on the education sector.
KerkoCite.ItemAlsoKnownAs: 4804264:NK8QUT6S 4804264:SL4APFGH
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

The State of Mobile Internet Connectivity Report 2023 - GSMA (GSMA, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:7V787896 5242966:IXBZGKWP

The-State-of-Mobile-Internet-Connectivity-Report-2022.pdf - GSMA (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:92JEX7VN

The State of Inclusive Education in Zimbabwe: Bachelor of Education (Special Needs Education) Students’ Perceptions - Chireshe, Regis (Journal of Social Sciences, 2013)
The study sought to establish the current state of inclusive education in Zimbabwe. Focus was on the perceived gains of inclusive education, challenges in its implementation and how the challenges could be addressed. A survey design which was fundamentally qualitative in nature was used. Forty-two Bachelor of Education (Special Needs Education)(BEd SNE) purposefully selected students from Great Zimbabwe University participated in the study. The data were collected using an open ended questionnaire and were content analysed. The results revealed that the participants perceived inclusive education as having resulted in social acceptance of children with special educational needs. They perceived inclusion as having promoted positive attitudes among children without disabilities and in communities. Stigmatisation and discrimination were perceived as having been reduced. The challenges that were still perceived to be experienced included: lack of specific policy on inclusive education; scarcity of resources such as special needs education trained teachers and assistive devices; existence of negative attitudes among some stakeholders and lack of understanding of the meaning of inclusive education. The participants suggested several ways to address some of the above challenges. These included enacting a specific policy on inclusive education, training more teachers in special needs education, implementing more community awareness programmes, having itinerant specialist teachers, sufficient funding of the education system as a whole and availing more resources for inclusion.
Publisher: Routledge _eprint: https://doi.org/10.1080/09718923.2013.11893133 KerkoCite.ItemAlsoKnownAs: 10.1080/09718923.2013.11893133 2129771:8DEZEXL7 4502395:P8FI63MU 4502395:XRKGX3YQ
Keywords: Bachelor of Education; Disability; Inclusion; Mainstreaming; Perceptions; Students; Students with Special Needs; Zimbabwe

The State of Global Learning Poverty: 2022 Update (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:FEBQEHL5
Keywords: Final_citation

The State of Global Learning Poverty: 2022 Update - World Bank; UNESCO; UNICEF; FCDO; USAID; Bill and Melinda Gates Foundation (2022)
KerkoCite.ItemAlsoKnownAs: 2486141:WI8GSWEX

The State of Digital Accessibility 2020 (G3ict, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:5RDKDWQ4

The State of Ceará in Brazil is a Role Model for Reducing Learning Poverty - Loureiro, Andre; Cruz, Louisee; Lautharte, Ildo; Evans, David K. (World Bank, 2020)

The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response - Sphere (Sphere, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:XDSQA73G 2486141:L7EZHB8A

The soul behind the screen:understanding cultural enrichment as a motivation of informal MOOC learning - Lochlainn, Conchúr Mac; Mhichíl, Mairéad Nic Giolla; Beirne, Elaine; Brown, Mark (Distance Education, 2020)
This article explores the role of culture and the concept of openness as they relate to learning using a massive open online course which teaches the Irish language and Irish culture to learners around the world. It explores how best to describe the meaning of such learning, and the social, material, and relational tensions that exist in such provision. Using a qualitative case study design, we analyzed a collection of 3507 learner comments placed on key reflective steps throughout the course. From the analysis of learner experiences, motivations, and opinions, we identified five major themes. We then examined the role of inequality, social justice, and lifelong learning in light of the themes. The article concludes with recommendations for further research, in addition to reflections on the value of small-scale case studies to explore the diversity inherent in MOOC provision.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757408
Keywords: massive open online course; online language learning; qualitative case study; social justice

The Social and Ethical Component in AI Systems Design and Management - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
The extensive and frequently severe impact of AI systems on society cannot be fully addressed by the human rights legal framework. Many issues involve community choices or individual autonomy requiring a contextual analysis focused on societal and ethical values. The social and ethical consequences of AI represent a complementary dimension, alongside that of human rights, that must be properly investigated in AI assessment, to capture the holistic dimension of the relationship between humans and machines. This assessment is more complicated than that of human rights, as it involves a variety of theoretical inputs on the underlying values, as well as a proliferation of guidelines. This requires a contextualised and, as far as possible, a participative analysis of the values of the community in which the AI solutions are expected to be implemented. Here the experts play a crucial role in detecting, contextualising and evaluating the AI solutions against existing ethical and social values. Ethics committees in scientific research, bioethics and clinical trials, as well as corporate AI ethics boards, can provide inputs for future AI expert committees within the HRESIA model. Based on the experience of these committees, the assessment cannot be entrusted entirely to experts, but it should also include a participatory dimension, which is essential to effective democratic decision-making process concerning AI.
Keywords: Clinical Ethics Committees; Clinical trials; Data ethics; Ethical values; Ethics boards; Ethics committee; Participation; Research Ethics Committees; Social values

The Smart Feature Phone Revolution in Developing Countries: Bringing the Internet to the Bottom of the Pyramid - James, Jeffrey (The Impact of Smart Feature Phones on Development: Internet, Literacy and Digital Skills, 2020)
Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This chapter explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by low-income groups, including their demonstrated preference for uses related to entertainment rather than more traditional ‘work-related’ goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.
Keywords: India; JioPhone; Mobile phone; Poverty; The Internet

The smart feature phone revolution in developing countries: Bringing the internet to the bottom of the pyramid - James, Jeffrey (The Information Society, 2020)
Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.
KerkoCite.ItemAlsoKnownAs: 10.1080/01972243.2020.1761497 2129771:QT6NI25Q

The skills balancing act in Sub-Saharan Africa: Investing in skills for productivity, inclusivity, and adaptability - Arias, Omar; Evans, David K.; Santos, Indhira (World Bank Publications, 2019)
KerkoCite.ItemAlsoKnownAs: 4804264:6H8I3A6N
Keywords: Final_citation

The Skills Balancing Act in Sub-Saharan Africa - Arias, Omar; Evans, David K; Santos, Indhira (World Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:5KJCRRXT 2317526:D4CEQB58

The Siyavula Case: Digital, Collaborative Text-Book Authoring to Address Educational Disadvantage and Resource Shortage in South African Schools - Lambert, Sarah (International Electronic Journal of Elementary Education, 2019)
Siyavula is known as a pioneer developer of high-quality free digital maths and science textbooks to address resource gaps and disadvantage in South African schools. This case study identifies the success factors which could be replicated in other contexts. Siyavula has developed expertise in digital developing, editing and improving maths and science workbooks and teachers' guides and distributing them in multiple digital and mobile formats for free. In 2013 the government took the free texts and sponsored the printing and distribution of c500K copies of Grade 4-6 titles, saving the government approximately USD$83.5 Million for each of the 12 books (student workbook and teacher guide in both English and Afrikaans). The collaborative authoring system is identified as instrumental to the success of the project to address under-resourced schools, through a combination of personal (attitudinal), technical (online systems) and social resources (volunteers and stakeholders). Siyavula leaves a legacy of multi-stakeholder volunteer text-books sprints where an intense face-to-face experience provides the ground-work for constructive online authoring inclusive of diverse stakeholder input across different roles and ranks. Collaborative authoring advances curriculum and pedagogy sharing, expertise and capacity building. Collaborative authoring systems are found to have potential in many under-resourced school contexts not only for school texts, but also for early reading, multi-lingual and culturally appropriate book adaptations.
ERIC Number: EJ1206172 KerkoCite.ItemAlsoKnownAs: 10.26822/iejee.2019349252 4804264:S9GH82PQ
Keywords: Collaborative Writing; Costs; Disadvantaged Schools; Educational Resources; Educational Technology; Electronic Publishing; Elementary Secondary Education; Faculty Development; Final_citation; Foreign Countries; Shared Resources and Services; Social Justice; Technology Uses in Education; Textbooks; cited; existing

The silent fading of an academic search engine: the case of Microsoft Academic Search - Orduña-Malea, Enrique; Martín-Martín, Alberto; Ayllon, Juan M.; López-Cózar, Emilio Delgado (Online information review, 2014)
Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/OIR-07-2014-0169 2129771:CGK7HJEQ

THE SIERRA LEONE TEACHERS UNION: LABOR IN A POST-CONFLICT SOCIETY: AMMAN AND O'DONNELL: THE SIERRA LEONE TEACHERS UNION - Amman, John; O'Donnell, James (WorkingUSA, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:CAMP2L5T
Keywords: _C:Sierra Leone SLE

The Sierra Leone Teachers Union: Labor in a Post-Conflict Society - Amman, John; O'Donnell, James (WorkingUSA, 2011)
The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1743-4580.2011.00320.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:63MSS39D 2405685:K8W49AUJ
Keywords: _C:Sierra Leone SLE

The Shurah and Democratic Governance in Islam - Salihi H.; A., Umar B.; Suleiman, H.; Aisha Abdu-Ismail (Shari’ah, Democracy and Good Governance, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:MEX9FNYK 2129771:W2LYPTYG 2486141:NRVN9298

The science of learning - A summary of evidence about how children learn - Better purpose (2020)
Keywords: education

The Scaling Playbook - IDRC (2019)
Keywords: Common good; Public interest; Scaling (Social sciences)

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic - Boujikian, Michèle; Carter, Alice; Jordan, Katy (Journal on Education in Emergencies, 2022)
Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.
KerkoCite.ItemAlsoKnownAs: 10.33682/rj45-k7z7 4426965:TTY7N7J4 4804264:U5M5IJQA
Keywords: Final_citation; cited; existing

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic - Boujikian, Michèle; Carter, Alice; Jordan, Katy (Journal on Education in Emergencies, 2022)
Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.
KerkoCite.ItemAlsoKnownAs: 10.33682/rj45-k7z7 2129771:RXTUNSRQ 4426965:TTY7N7J4

The SACMEQ II Project in Kenya: A study of the conditions of schooling and the quality of education. Kenya Working Report, SACMEQ Educational Policy Research Series. Harare and Nairobi: Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) and Kenya Ministry of Education - Onsomu, E.; Nzomo, J.; Obiero, C. (2005)
Keywords: ⛔ No DOI found

The Routledge International Handbook of Research on Dialogic Education - Mercer, Neil; Wegerif, Rupert; Major, Louis (Routledge, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:GBZAYD8L 2129771:N8ZHZZHY 2129771:NWQMDI93 2129771:S8PCK5R6 2129771:YAJPIEAC
Keywords: __C:filed:1

The Roofing Store-Ridge Vent RV10P - For roof cladding with a trough depth of <38 mm (The Roofing Store)

The role that access and attitudes toward tablets have on learners’ achievement in a Johannesburg school - Hart, Samantha Anne; Laher, Sumaya (South African Journal of Education, 2019)
Publisher: Education Association of South Africa KerkoCite.ItemAlsoKnownAs: 2129771:T7BCUMAC
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Korea; Republic KOR; _C:Singapore SGP; _C:South Africa ZAF; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The role of video in teacher professional development - Marsh, Brian; Mitchell, Nick (Teacher Development, 2014)
shortDOI: 10/gf7grh KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2014.938106 10/gf7grh 2129771:48LDJWE4 2339240:6U4RC34H 2405685:PUT3TV3R 2405685:QX23PU84

The Role of the iPad in the Hands of the Learner - Dhir, Amandeep; Gahwaji, Nahla M; Nyman, Gote (Journal of Universal Computer Science, 2013)
00002 KerkoCite.ItemAlsoKnownAs: 2129771:EN5457KM 257089:J3V2WVAC
Keywords: ⛔ No DOI found

The role of the household in the social inclusion of children with special needs in Uganda–a photovoice study - Masquillier, Caroline; De Bruyn, Sara; Musoke, David (BMC pediatrics, 2021)
Publisher: Springer

The Role of Technical and Vocational Education and Training (TVET) in Restoring Hospitality Sector Specific Skills in Zimbabwe: A Students’ Perspective - Shereni, Ngoni Courage (Journal of Hospitality and Tourism Education, 2019)
© 2019, © 2019 The International Council on Hotel, Restaurant, and Institutional Education. This study was done to determine the role played by Technical and Vocational Education and Training (TVET) in restoring sector-specific skills lost to other countries in the Zimbabwean hospitality industry. Semi-structured questionnaires were self-administered to 136 students studying hospitality related qualifications in Polytechnics in Zimbabwe using a convenient sampling technique. Statistical Package for Social Sciences (SPSS) version 22.0 was used to analyze data generating frequencies and descriptive statistics. The findings of the research show that the hospitality industry will continue to lose skills to other countries mainly because of low salaries, better working conditions in other countries, the unfavorable economic environment in Zimbabwe and the need by students to gain international exposure. TVET institutions in Zimbabwe have a great role to play in replacing lost skills therefore financial challenges, equipment unavailability and lack of qualified lecturers need to be addressed for them to be effective.
KerkoCite.ItemAlsoKnownAs: 10.1080/10963758.2019.1655434 2129771:GXILQCYX 2129771:HZKW5KPT

The Role of Soil Management in Addressing Food Crisis in Nigeria - Tudunwada, I.Y. (4th Annual conference of the National Council for Local Government Departments of Agriculture. October 2008, 2008)
Keywords: ⛔ No DOI found

The Role of Soil Management for Improving Crop and Animal Production to meet the Challenges of food crisis in Nigeria - Tudunwada, I.Y. (Paper presented to National Council of Local Government Departments of Agriculture (NACOLGDA) 21st – 24th October 2008, 2008)

The Role of Social Goals in Academic Success: Recounting the Process of Conducting a Systematic Review - Goagoses, Naska; Koglin, Ute (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter provides a reflective description of the steps taken in conducting a systematic review about the role of social goals in academic success. Through methodological reflections and explicit descriptions, we hope to provide guidance and inspiration to researchers who wish to conduct a systematic review in educational research. In our example, we illustrate the process of keyword selection, setting selection criteria, conducting the study selection and data extraction.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_9 2129771:R3DUK9SW

The role of research preprints in the academic response to the COVID-19 epidemic - Brierley, Liam (2020)
The current outbreak of COVID-19 has escalated into a global health crisis. Investigations into the epidemic have taken place upon an unprecedented stage of rapid, open-platform science, including vastly improved access to unreviewed preprint research. I quantified preprint responses to COVID-19 by examining 785 preprints posted to English-language preprint servers (bioRxiv, n = 140; medRxiv, n = 561; arXiv, n = 84). Preprint research during the current outbreak has been enormously accelerated, with an average of 11.9 preprints posted per day-over a hundred-fold higher than that during 2014's West African ebolavirus outbreak. While this boom in preprints has enabled valuable knowledge sharing of scientific developments, novel challenges have become apparent. Unfounded conclusions from unreviewed research have played a clear role in public misinformation about the epidemic. I provide recommendations to improve accountability and transparency surrounding preprints, a vital step for future outbreaks as open-platform epidemiology continues to advance.

The role of professional learning communities to support teacher development: A social practice theory perspective - Feldman, Jennifer (South African Journal of Education, 2020)
ISBN: 2076-3433

The Role of Place, Geography, and Geographic Information Systems in Educational Research - Mann, Bryan; Saultz, Andrew (AERA Open, 2019)
Despite the strong relationship between geography and education policy, educational research tends to draw from other fields of inquiry such as economics, political science, and history. This special topics collection centers the usefulness of geography and place in educational policy research. The introduction explains the rationale for the collection and discusses the themes and articles in the collection. We conclude with a call for researchers, policy makers, and colleges of education to enhance their capacity in incorporating geographic thinking into educational policy research.
Publisher: SAGE Publications Inc
Keywords: Lebanon_event_2021; _C:United States USA; __C:filed:1; __C:scheme:1; geographic information systems; geography

The Role of Parent-Teachers Association in the Sustainable Development of Education in Kano State - Aisha Abdu-Ismail (Lappai International Journal of Politics, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:AIV4VNB2 2129771:VEBDH4AF 2486141:EI4ZDDP4

The role of open educational resources (OERs) in primary education in developing nations: A case study of India - Ganapathi, Janani (Queensland University of Technology, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:DE9Z22PQ 2129771:JFPVTIE8
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Bangladesh BGD; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Eritrea ERI; _C:Finland FIN; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Nepal NPL; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Poland POL; _C:Russian Federation RUS; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Tibet XTIBT; _C:Togo TGO; _C:Turkey TUR; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training: an analysis of the research and development experience - Moon, Bob (Educação & Sociedade, 2008)
Introduction Who does not remember a good teacher? Even so, it can have many appearances. In fact, teachers can be inspiring, conscientious, caring, and often dedicated. A few are lucky enough to have all these characteristics and more. In all societies, the teacher is the figure who inspires myths, stories, memories. Strong emotions surround the teacher's role: trust, deference, love and sometimes fear. In rural communities, the village's primary teacher, along with a priest, a prefect, and an elder, traditionally provided a moral orientation that mediated between the newly emerged states and the communities they sought to hold together. However, at the beginning of the 21st century, these folk ideas about "the teacher" are called into question. In many parts of the world, the vocation of teaching presents the features of a crisis. Almost every country is struggling to hire enough teachers. In some regions (sub-Saharan Africa, for example), problems of recruitment, retention and teacher training are an acute problem. This article will examine how this crisis is taking place, and more particularly the organizational and logistical challenges associated with providing sufficient education and training to the millions of new teachers needed to expand education systems. Special attention will be given to the contexts of the developing world, where significant international efforts are being made to overcome what could be called the greatest educational challenge in the world. This article will also examine the research and development experience of a number of open and distance learning programs, with particular emphasis on the emerging role of new information and communication technologies, including "open educational resources" (Open Educational Resources ).
KerkoCite.ItemAlsoKnownAs: 10.1590/s0101-73302008000300008 10/crg4c8 2129771:LJWSNDCD 2317526:NJT6NA22 UA-074EE79F-D41A-4D24-86F9-26B1119757EF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; Distance Education; Teacher Education; publicImportV1

The Role of Meta-analysis in Educational Research - Hattie, John; Rogers, H. Jane; Swaminathan, Hariharan (A Companion to Research in Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-007-6809-3_26 2129771:PAPB2SUU

The Role of Interactive Radio Instruction in the COVID-19 Education Response - McBurnie, Chris (Open Development & Education, 2020)
At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have …
Library Catalog: opendeved.net Section: blog KerkoCite.ItemAlsoKnownAs: 2129771:47UH82JI 47UH82JI
Keywords: Author:OpenDevEd

The role of interactive radio instruction in the coronavirus (COVID-19) education response - McBurnie, Chris (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]
KerkoCite.ItemAlsoKnownAs: 2129771:BPYBULER 2129771:QA4YWNRB 2405685:5ZVJ2YZ5
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

The Role of General Public in the Development of Technical and Vocational Education in Primary Schools in Eldoret Municipality, Kenya - Simiyu, John Wanyonyi; Sambu, Lenah (International Journal of Humanities and Social Science, 2014)
The study sought to examine the role the general public play in the development of technical and vocational education in Primary schools. These subjects were: Home science, Art and Craft and Agriculture as offered in Primary schools in the urban and rural setting of Eldoret Municipality and the surrounding areas in Kenya A random sample of eight (8) schools was selected for the study. The respondents included eighty (80) standard eight (Std VIII) pupils, thirty-one (31) teachers and ten (10) parents of the pupils studying these subjects. From the study, a large proportion of the respondents, most of whom were made up of teacher-respondents, affirmed that the local communities were supposed to contribute to the provision of equipment and facilities in the development of technical and vocational education in Primary schools while some of them indicated that the communities were supposed to establish and manage the schools. As such, parents and the general public should be sensitized on the importance of technical and vocational component in the Primary school curriculum so that they can give it the support it deserves be it materially or morally in the task of national development. In addition, the government makes the technical and vocational subjects more attractive by providing adequate facilities and resources to Primary schools. The informal sector of the economy should be strongly supported so as to attract Primary school-leavers who achieve relevant practical skills. The study is useful to all education stakeholders as it highlights the need to incorporate socio-economic contextual factors in improving performance in technical and vocational subjects in individual schools.
KerkoCite.ItemAlsoKnownAs: 2129771:4JQIR44W 2317526:78FRJHVU
Keywords: ⛔ No DOI found

The role of formative evaluation in implementation research and the QUERI experience - Stetler, Cheryl B.; Legro, Marcia W.; Wallace, Carolyn M.; Bowman, Candice; Guihan, Marylou; Hagedorn, Hildi; Kimmel, Barbara; Sharp, Nancy D.; Smith, Jeffrey L. (Journal of general internal medicine, 2006)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11606-006-0267-9 2129771:2Y9SQZVZ 4869029:6LXF478A

The role of existing evidence in developing teacher recruitment and deployment policies in North-Western Nigeria - Akogun, Oladele B; Adesina, Adedoyin; Iluobi, Ifeatu (EDOREN Project Thematic Research Study. Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:C8E78LYH 2129771:MDGYHHWU 2486141:AZPUZ3UI

The role of education in the uptake of preventative health care: The case of cervical screening in Britain - Sabates, Ricardo; Feinstein, Leon (Social Science & Medicine, 2006)
This paper reports findings on the relationship between education and the take-up of screening for cervical cancer, as an example of preventative health-care activity. Theoretically, education can enhance the demand for preventative health services by raising awareness of the importance of undertaking regular health check-ups and may also improve the ways in which individuals understand information regarding periodical tests, communicate with the health practitioner, and interpret results. Furthermore, education enhances the inclusion of individuals in society, improving self-efficacy and confidence. All these factors may increase service uptake. The empirical analysis uses data from the British Household Panel Survey (BHPS) and applies techniques for discrete panel data to estimate the parameters of the model. Results show that adult learning leading to qualifications is statistically associated with an increase in the uptake of screening. The marginal effect indicates that participation in courses leading to qualifications increases the probability of having a smear test between 4.3 and 4.4 percentage points. This estimate is strongly robust to time-invariant selectivity bias in education and the inclusion of income, class, occupation, and parental socio-economic status. These findings enrich existing evidence on the socio-economic determinants of screening for cervical cancer and enable policy makers to better understand barriers to service uptake.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.socscimed.2005.11.032 2129771:XHHR6ICB
Keywords: Britain; Cancer; Education; Screening

The Role of E-Learning in the Professional Development of Student Teachers in Cameroon: A Discourse in Curriculum - Lumadi, Mutendwahothe Walter; Len, Kibinkiri Eric (Mediterranean Journal of Social Sciences, 2013)
This study was planned to investigate “the role of e-learning in the professional development of student teachers in Cameroon”. Nevertheless, the ineffectiveness of traditional or conventional methods of teaching and learning in education motivated the researchers to carry out this study. In order to proceed, six hypotheses were formulated to guide the investigation A survey of 796 student-teachers drawn from eight primary government teacher training colleges and three higher teacher training colleges in Cameroon was carried out. Data were collected using a questionnaire that was carefully designed with respect to the variables under study. Results revealed that the use of e-learning has a significant influence on the professional development of student teachers in Cameroon. Findings further revealed that internet-based problem-solving and computer-based direct instruction are the best predictors of the professional development of student teachers in Cameroon. Consequently, recommendations are made to teacher training institutions to adopt alternative and multidimensional perspectives (models) in their training programmes in order to solve existing and future educational challenges. DOI: 10.5901/mjss.2013.v4n13p791
Number: 13 EdTechHub.ItemAlsoKnownAs: 2129771:JMBIHRZG
Keywords: ⛔ No DOI found

The Role of Agriculture in Achieving the Millennium Development Goals in Nigeria - Tudunwada, I.Y. (3rd annual conference of the National Council, 2007)
Keywords: ⛔ No DOI found

The role and status of forced migrant teachers in education in emergencies - Penson, Jonathan (Commonwealth education partnerships, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:2AEUD2WL 2129771:AP5BHQD8 2129771:D99ESD2Q 2486141:PDRUBWDA
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Botswana BWA; _C:Canada CAN; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Grenada GRD; _C:Kenya KEN; _C:Malta MLT; _C:Myanmar MMR; _C:Nepal NPL; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Seychelles SYC; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Thailand THA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The role and effectiveness of augmented reality in patient education: A systematic review of the literature - Urlings, Julie; Sezer, Sümeyye; ter Laan, Mark; Bartels, Ronald; Maal, Thomas; Boogaarts, Jeroen; Henssen, Dylan (Patient Education and Counseling, 2022)
Objectives To provide an overview of the existing research concerning the use and effects of AR in patient education. Methods Following PRISMA guidelines four electronic databases were systematically searched. Inclusion criteria: empirical studies using any type of AR intervention in patient education across all medical specialties. Quality assessment of the retrieved literature was carried out. Results Ten papers, comprising 788 patients, were identified and included (Randomized controlled trial (RCT)(n = 3), non-randomized controlled trial (n = 3), before-and-after study (n = 3), and qualitative survey (n = 1)). Retrieved literature showed itself to be highly heterogeneous. The studied population included patients suffering from a diverse spectrum of chronic diseases (e.g., prostate cancer, diabetes mellitus, multiple sclerosis, epilepsy). Quantitative results indicated that the use of AR had a positive effect on knowledge retention and patient satisfaction. Qualitative findings suggested that patients liked the technology and felt comfortable with its use for educational purposes. The quality of the retrieved results was shown to be moderate to low. Conclusion The limited evidence of this topic suggests the possible potential of AR in patient education. Practice implication More research, using high-quality study designs and more evidence-based interventions, is needed to fully appreciate the value of AR on patient education.
Keywords: AR; Augmented reality; Chronic disease; Knowledge retention; Patient education; Patient satisfaction; Systematic review

The Risks of Dangerous Dashboards in Basic Education (Center for Global Development | Ideas to Action)
Many countries’ systems of basic education are in “stall” condition. A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and contains information on whether individuals can answer simple arithmetic questions. Figure 1, showing the relationship between the level of schooling and the probability of answering a typical question correctly, has two shocking results.

The Risks of Dangerous Dashboards in Basic Education - Pritchett, Lant (Research on Improving Systems of Education (RISE), 2018)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2018/006 2339240:WGZI4LLL 4804264:E7W4ZNDF
Keywords: Final_citation; cited; existing

The Risks of Dangerous Dashboards in Basic Education - Pritchett, Lant (Research on Improving Systems of Education (RISE), 2020)

The rise of artificial intelligence under the lens of sustainability - Khakurel, Jayden; Penzenstadler, Birgit; Porras, Jari; Knutas, Antti; Zhang, Wenlu (Technologies, 2018)
Publisher: MDPI

The rise and rise of realist reviews?
Realist reviews are becoming an increasing popular approach to synthesising evidence about complex interventions. Whilst Geoff welcomes this increase, he raises challenges that such popularity might bring
KerkoCite.ItemAlsoKnownAs: 2129771:7AP7VXKY

The ripple effects of school closures during the COVID-19 pandemic - Freeman, Sloane J.; Cohen-Silver, Justine; Baker, Jillian M.; Rozenblyum, Evelyn; Suleman, Shazeen (Canadian Family Physician, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:QIE9E6JK
Keywords: __C:filed:1; ⛔ No DOI found

The right to education and ict during covid-19: An international perspective - Lorente, Luis Miguel Lázaro; Arrabal, Ana Ancheta; Pulido-Montes, Cristina (Sustainability, 2020)
Publisher: Multidisciplinary Digital Publishing Institute

The returns to vocational training and academic education: Evidence from Tanzania - Kahyarara, Godius; Teal, Francis (World Development, 2008)
In this paper we ask what can account for the continuing strong preference for academic education in Africa where the level of development is so low and there are few wage jobs and which form of educational investment, the academic or vocational, is most profitable. We argue that the answers to these questions are linked through the shape of the earnings function and the importance of firm effects. High levels of academic education have far higher returns than those available either from vocational or lower levels of academic. However at lower levels the vocational return can exceed the academic.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2007.11.011 10/dv4nwz 2129771:89TV2XR9 2317526:A9PEUINX
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CC:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:manufacture; T:TVET; T:Training; Z:Benefits of education; Z:Employment skills; Z:Vocational education and training; publicImportV1

The Researcher’s Manual - Akogun, Oladele B (Paraclete Publishers Nigeria, 1999)
KerkoCite.ItemAlsoKnownAs: 2129771:PDPSRG3J 2129771:WIPQGMZN 2486141:LG9LVJZ2

The researchED Guide to The Curriculum: An evidence-informed guide for teachers - Sealy, Edited by Clare (John Catt, 2020)
researchED is an educator-led organisation with the goal of bridging the gap between research and practice.This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers, including: Neil Almond; Andrew Percival; Doug Lemov and Emily Badillo; Sonia Thompson; Christine Counsell; Michael Young; Ruth Ashbee; and Aurora Reid.

The Research Capacity Strengthening Strategy For Evidence-Based Education Policy and Practice in Northern Nigeria: Year Two Report - Watts, Michael; Akogun, Oladele B (Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:7AE4U8LG 2129771:Y5V6M46V 2486141:K9L3IMV9

The Relevance of Teacher Autonomy-A Qualitative Case-Study of Malawi Unlocking Talent: Learning Through Technology - Kleiberg, Elisabeth Vestvik (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:WVEDPC5F
Keywords: _C:Botswana BWA; _C:Ethiopia ETH; _C:Greece GRC; _C:Malawi MWI; _C:Mozambique MOZ; _C:Norway NOR; _C:Portugal PRT; _C:Senegal SEN; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review - Yin, Hongbiao; Huang, Shenghua; Chen, Gaowei (Educational Research Review, 2019)
Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development.
Keywords: Burnout; Emotional labor; Lebanon_event_2021; Meta-analysis; Satisfaction; Teacher; _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:Finland FIN; _C:Germany DEU; _C:Greece GRC; _C:Iran IRN; _C:Italy ITA; _C:Korea; Republic KOR; _C:Malaysia MYS; _C:Netherlands NLD; _C:Oman OMN; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

The relationships between classroom air quality and children’s performance in school - Wargocki, Pawel; Porras-Salazar, Jose Ali; Contreras-Espinoza, Sergio; Bahnfleth, William (Building and Environment, 2020)
The data from published studies were used to derive systematic relationships between learning outcomes and air quality in classrooms. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and exam scores were used to quantify learning outcomes. Short-term sick leave was also included because it may influence progress in learning. Classroom indoor air quality was characterized by the concentration of carbon dioxide (CO2). For psychological tests and school tasks, fractional changes in performance were regressed against the average concentrations of CO2 at which they occurred; all data reported in studies meeting the inclusion criteria were used to derive the relationship, regardless of whether the change in performance was statistically significant at the examined levels of classroom air quality. The analysis predicts that reducing CO2 concentration from 2,100 ppm to 900 ppm would improve the performance of psychological tests and school tasks by 12% with respect to the speed at which the tasks are performed and by 2% with respect to errors made. For other learning outcomes and short-term sick leave, only the relationships published in the original studies were available. They were therefore used to make predictions. These relationships show that reducing the CO2 concentration from 2,300 ppm to 900 ppm would improve performance on the tests used to assess progress in learning by 5% and that reducing CO2 from 4,100 ppm to 1,000 ppm would increase daily attendance by 2.5%. These results suggest that increasing the ventilation rate in classrooms in the range from 2 L/s-person to 10 L/s-person can bring significant benefits in terms of learning performance and pupil attendance; no data are available for higher rates. The results provide a strong incentive for improving classroom air quality and can be used in cost-benefit analyses.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2020.106749 2129771:FJK5X88T 2129771:L6UTHECG 4682641:LG7FP736 4682641:Q9NJM76P 4682641:S8B3SYD7 5072953:DK9RV95R
Keywords: BE:RELEVANT; Carbon dioxide; Children; Cognitive performance; Elementary schools; Learning

The Relationship between Smartphone Use and Academic Performance in a Sample of Tertiary Students in Singapore: A Cross-Sectional Study. - Zhao, Jingming; Yuping, Wei; Maideen, Ismail; Moe, Zan Khin; Nasirudeen, A. M. A. (Journal of Educational Technology, 2018)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:ICUATGDN
Keywords: Final_citation; ⛔ No DOI found

The Relationship Between School Distance And Academic Achievement Of Primary School Pupils In Ovia North-East Lga, Edo State, Nigeria. - Stanley, Udoka; Emmanuel, Nelly; Igboh, Benedict (2017)
The aim of this study was to investigate the relationship between school distance and academic achievement of primary school pupils in Ovia North-East LGA. As a guide to this study, four research questions as well as three hypotheses were tested the correlational research design was adopted for this study. The population of the study comprised all primary schools in Ovia North-East LGA. There are one hundred and one primary schools out of which twenty schools (20%) were sampled using the random sampling technique and one hundred teachers were used as sample for the study. The research instrument was a structured questionnaire on relationship between school distance and academic achievement of primary school pupils (S.D.A.A.Q). The reliability of the instrument was established through the use of test re-test method. The collected data were analyzed using simple percentage and Pearson Product Moment Correlation (PPMC) statistic was used in testing the hypotheses at 0.05 level of significance. The instrument was trial tested in Uselu primary school, Egor Local Government Area in Edo State using 20 teachers. The reliability coefficient was 0.86. The findings of the study revealed that: pupils in Ovia North-East LGA covered long distance to school; there is significant relationship between school distance and academic achievement of primary school pupils; there is a relationship between school distance and academic achievement of male primary school pupils While for the female, there is no significant relationship between school distance and academic achievement. It was thus recommended that primary schools should be located in different strategic locations in the Local Government Area to reduce the distance covered by the pupils. Alternatively, school buses should be made available to convey the pupils to and from schools to overcome the problem of late coming and tiredness on the part of the pupils thereby by enhancing their academic achievement. Parents and guardians should locate schools closer to their place of residence so as to prevent the pupils from walking long distance to schools which may reduce the level of their academic achievement. Furthermore, the Government should ensure that the available primary schools are made conducive for effective learning so as to improve the academic achievement of the pupils. Again, pupils should be motivated as well as reinforced on regular basis to encourage them to attend school regularly.

The relationship between educational television and mathematics capability in Tanzania - Watson, Joe; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2021)
Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low-income countries when delivered in controlled settings. However, existing research in low-resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania-produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross-sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross-sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television-based interventions to be highly cost effective. Practitioner Notes What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television-based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low-income context that concerned the association between learning outcomes and viewing among primary-age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross-sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost-effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost-effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low-income contexts now possess more convincing evidence on the potential influence of educational television interventions. Additionally, the cost-effectiveness comparison made suggests that educational television should be considered a viable option by policymakers seeking to address learning outcomes with limited resources.
_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13047
Keywords: Tanzania; cost effectiveness; educational television; mathematics

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13047 4804264:6BNTBWJK
Keywords: Final_citation; cited; existing

The relationship between education, economy and employment: is higher education curriculum an ingredient?. - Masaiti, Gift; Mulenga, Innocent Mutale (Keurkopie, 2014)

The relationship between classroom temperature and children’s performance in school - Wargocki, Pawel; Porras-Salazar, Jose Ali; Contreras-Espinoza, Sergio (Building and Environment, 2019)
The present paper reports a meta-analysis of published evidence on the effects of temperature in school classrooms on children's performance in school. The data from 18 studies were used to construct a relationship between thermal conditions in classrooms and children's performance in school. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and the examination results were considered as indicators of children's performance Due to the lack of complete measurements, thermal conditions were characterized by measured classroom temperatures. To create the relationship, the fractional change in performance of psychological tests and school tasks was regressed against the average temperature at which the change was recorded; all published data were used regardless of whether the change in learning outcome changed significantly with temperature. For other learning outcomes, no relationship was created because the data were insufficient. The relationship derived in the analysis shows that the performance of psychological tests and school tasks can be expected to increase on average by 20% if classroom temperatures are lowered from 30 °C to 20 °C and that the temperature for optimal performance is lower than 22 °C. The relationship is valid only for temperate climates. It requires verification for other climates and extensions to temperatures lower than 20 °C and higher than 30 °C.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2019.04.046 2129771:ICZYEJ3K 4682641:4RW2PIM6
Keywords: BE:Annotated; BE:RELEVANT; BE:temperature; Children; Cognitive performance; Elementary schools; Learning; Temperature; Thermal environment

The Rebirth of Education: Schooling Ain't Learning - Pritchett, Lant
KerkoCite.ItemAlsoKnownAs: 2129771:9XNBFT8J 2129771:HFT5AAQ5
Keywords: ⛔ No DOI found

The Reach of the COVID-19 Crisis in Rwanda: Lessons from the RECOVR Survey - Debenedetti, Luciana; Kirke-Smith, Doug; Habarimana Mfura, Jean Leodomir (Innovations for Poverty Action, 2020)
During the COVID-19 pandemic, countries have worked to reduce prevalence as well as to mitigate the socioeconomic impact of lockdown and other measures that have slowed down economic activity. To better understand the impact of the crisis on the Rwandan population, IPA ran the first round of our RECOVR survey in Rwanda from June 4-12. Similar to our approach in other RECOVR countries, we surveyed 1,482 respondents on a number of health, economic, and education outcomes by randomly dialing phone numbers in a sample that is representative of the set of active mobile phone numbers held by adults in Rwanda. A large portion of our respondents live in Kigali, the average age of the sample is 30, and 37 percent of respondents are female.This blog post summarizes the key findings and their policy implications. More information about the RECOVR survey, a cross-country panel survey that is tracking the socioeconomic impacts of COVID-19 over time in nine countries, is available here.
KerkoCite.ItemAlsoKnownAs: 2129771:AUW3T98S

The RAIFFET, a network for support and development of TVET in teacher training institutions in Africa - Ginestié, J (2015)
The countries' development depends largely of the development and the effectiveness of their education systems, both to promote education for all (EFA) and technology and vocational education and training (TVET) for each of them. The situation is particularly difficult in sub-Saharan Africa (SSA) and it is very difficult for many countries to provide a school that offers all children the opportunity to attend school beyond some basics. The access to primary education is not guaranteed for all, and few of them have the opportunity to receive vocational training enabling them to obtain a recognized professional qualification. The lack of qualified and competent teachers is another manifestation of the problems. Many institutional actors, including UNESCO, help foster the development of educational policies to overcome these institutional, structural and functional weaknesses. The RAIFFET was formed to make a modest contribution to this momentum by supporting the development and structuring of teacher training and education research in SSA. This paper presents some elements of understanding of the situation and the orientations of the network's contribution to this dynamic.
KerkoCite.ItemAlsoKnownAs: 2129771:U9XKEJTC 2317526:U2UIH77L UTI-57E96D1C-2C3C-37DC-90C5-38A465CDBEF1
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; C:Gabon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:teacher training; P:technology; Q:ICT; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found

The race between education and technology - Goldin, Claudia; Katz, Lawrence F. (Inequality in the 21st Century, 2018)
KerkoCite.ItemAlsoKnownAs: 4804264:7TVAPJVW
Keywords: Final_citation

The Quantum Hi-Tech Dreams Of A Rapping African Education Minister - Beaubien, Jason (NPR, 2021)
MIT grad David Moinina Sengeh is shooting for the moon when it comes to Sierra Leone's future, from schools to health-care to ... space travel. Oh, and he makes music on the side.
Keywords: _C:Sierra Leone SLE

The psychometric and pragmatic evidence rating scale (PAPERS) for measure development and evaluation - Lewis, Cara C.; Mettert, Kayne D.; Stanick, Cameo F.; Halko, Heather M.; Nolen, Elspeth A.; Powell, Byron J.; Weiner, Bryan J. (Implementation research and practice, 2021)
Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/26334895211037391 2129771:C3SJGFYA

The Proposal for a LTSN Project Grant - Scribe, Richard Atkinson Birmingham-; Haßler, Björn; Quinney, Douglas (Proceedings of the Undergraduate Mathematics Teaching, 2001)
R. Atkinson, M. Barry, B. Haßler, D. Quinney, “A research proposal on diagnostic testing”, Proceedings of the Undergraduate Mathematics Teaching Conference 2001, Birmingham University.
EdTechHub.ItemAlsoKnownAs: 2129771:QABR396C
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

The Promise of Access: Technology, Inequality, and the Political Economy of Hope - Greene, Daniel (The MIT Press, 2021)
"Based on fieldwork at three distinct sites in Washington, DC, this book finds that the persistent problem of poverty is often framed as a problem of technology"–
KerkoCite.ItemAlsoKnownAs: 2129771:E87BYIUK 2129771:SZ82RSXJ
Keywords: Computer literacy; Digital divide; Knowledge economy; Poverty; Social aspects; Technology and state; Washington (D.C.)

The Project of the Future African City: Rethinking Urban Real Estate Finance’ - Ajadi, S.B. (The Cambridge Land Society Magazine, 2023)
Keywords: ⛔ No DOI found

The professional life cycle of teachers - Huberman, M. (Teachers College Record, 1989)

The professional development of teachers in Higher Education in Oman: a case study of English teachers in the Colleges of Applied Sciences - Al-Ghatrifi, Yaqoob (University of Reading, 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:58BS4RY3
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahrain BHR; _C:Benin BEN; _C:Canada CAN; _C:China CHN; _C:Egypt EGY; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Kuwait KWT; _C:Malaysia MYS; _C:Malta MLT; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Oman OMN; _C:Pakistan PAK; _C:Portugal PRT; _C:Qatar QAT; _C:Saudi Arabia SAU; _C:Somalia SOM; _C:Sweden SWE; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

The production of human capital in developed countries: Evidence from 196 randomized field experiments - Fryer, R.G., Jr (Handbook of Economic Field Experiments, 2017)

The privilege of #pivotonline: A South African perspective - Adam, Taskeen (Open Development & Education, 2020)
Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary …
EdTechHub.Source: <this> EdTechHub.Source: 2129771:YIULJYN8 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3760383 2129771:XBIPY9PU 2129771:YIULJYN8 2405685:BE8K7HXB
Keywords: Author:OpenDevEd; __C:filed:1; _r:ImportedToMyEducationEvidence; docs.opendeved.net

"The Primary Math and Reading (PRIMR) Initiative: Endline Impact Evaluation." In - Piper, B.; Mugenda, A. (RTI International, Research Triangle, 2014)
Place: Park, NC
Keywords: ⛔ No DOI found

The Primary Math and Reading (PRIMR) Initiative: Baseline report. Prepared under the USAID EdData II - Piper, B.; Mugenda, A. (2012)
Place: Research Triangle Park, NC Publisher: RTI International
Keywords: ⛔ No DOI found

The Primary Math and Reading Initiative (PRIMR). Kisumu information and communication technology (ICT) intervention endline report. Prepared under the USAID EdData II - Piper, B.; Kwayumba, D. (2014)
Place: Research Triangle Park, NC Publisher: RTI International
Keywords: ⛔ No DOI found

The power of professional learning communities - Brodie, Karin (Education as change, 2013)
ISBN: 1682-3206 Publisher: Taylor & Francis

The Power of a Label: Merit Scholarships vs Needs-Based Scholarships? - Evans, David (World Bank Blog, 2018)

The potential use of Tablet Computers to support Teaching and Learning activities in South African Schools - Theunissen, Kristen; Siebörger, Ingrid (2019 Conference on Information Communications Technology and Society (ICTAS), 2019)
KerkoCite.ItemAlsoKnownAs: 10.1109/ictas.2019.8703614 10/gf62gm 2129771:PSU3K5WR 2129771:VJA8TXMN
Keywords: __C:filed:1

The Potential of MOOCs for Large-Scale Teacher Professional Development in Contexts of Mass Displacement - Kennedy, Eileen; Laurillard, Diana (London Review of Education, 2019)
The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.
Publisher: UCL IOE Press KerkoCite.ItemAlsoKnownAs: 2129771:7VCJER7N
Keywords: Access to Education; Blended Learning; Children; Developing Nations; Faculty Development; Foreign Countries; Handheld Devices; Instructional Design; Instructional Effectiveness; Internet; Online Courses; Public Schools; Refugees; Sustainability; Teacher Collaboration; Teacher Educators; Teachers; Telecommunications; Vocational Education; Workshops; __C:filed:1; ⛔ No DOI found

The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement - Kennedy, Eileen; Laurillard, Diana (London Review of Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.18546/lre.17.2.04 4804264:YBD7VSMW
Keywords: Final_citation; cited; existing

The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions: Lessons learned from an experience in Iraq - Bilagher, M.; Kaushik, A. (International Review of Education, 2020)
Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 % of learners stating that they liked the ALP very much. Around 90 % of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world. © 2020, UNESCO Institute for Lifelong Learning and Springer Nature B.V.
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-020-09826-1 2129771:F5HNSUDK 2129771:W2GL66GM 2339240:JXBD4UFG 2486141:7XHG5265 2486141:VNMEZW44
Keywords: Accelerated Learning Programmes (ALPs); Evaluation; Iraq; LMIC; Marginalised; Sustainable Development Goal; Sustainable Development Goal (SDG) 4; United Nations; _AcademicRecoveryOECS; _Added to LR; _G:reviewed; access to education; education in (post-)conflict environments; education in emergencies; interview; learning; mixed; policy implementation; secondary education; survey; young population

The Potential Impact of COVID-19 on Student Learning and How Schools Can Respond - Wyse, Adam E.; Stickney, Eric M.; Butz, David; Beckler, Amanda; Close, Catherine N. (Educational Measurement: Issues and Practice)
There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/emip.12357 KerkoCite.ItemAlsoKnownAs: 10.1111/emip.12357 2129771:5IVITW4S
Keywords: COVID-19; __C:filed:1; assessment; instruction; practice; student learning

The Potential and Prerequisites of Effective Tablet Integration in Rural Kenya - Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Martin, Caroline (2018)
EdTechHub.ItemAlsoKnownAs: 2129771:39LUB5JZ
Keywords: _C:Cambodia KHM; _C:China CHN; _C:Cuba CUB; _C:Ghana GHA; _C:Kenya KEN; _C:South Africa ZAF; _C:United States USA; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The potential and prerequisites of effective tablet integration in rural Kenya - Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Martin, Caroline (British Journal of Educational Technology, 2020)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12870 2129771:ATNXRVR5
Keywords: __C:filed:1