Relevant bibliographies by topics / Impact of ICT use in schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Impact of ICT use in schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Impact of ICT use in schools"

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Heath, Don, Rozan Maghrabi, and Nora K. Carr. "Implications of Information and Communication Technologies (ICT) for School-Home Communication." Journal of Information Technology Education: Research 14 (2015): 363–95. http://dx.doi.org/10.28945/2285.

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Research demonstrates the positive impact of parental involvement on students, families and schools. Studies also indicate a close connection between effective school-home communication and increased parental involvement and engagement in learning. Effective selection and use of Information Communication Technologies (ICT) invites more effective school-home communication, increasing parental involvement and improving student outcomes. However, ICT adoption rates are heterogeneous, influenced by cultural, socioeconomic and other factors. Also, gaps may exist between parent/school communication
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Erkulova, Feruza, Umidjon Samandarov, and Guzalkhon Samandarova. "The use of ict in teaching English grammar in secondary schools." International Journal on Integrated Education 3, no. 1 (2020): 129–31. http://dx.doi.org/10.31149/ijie.v3i1.297.

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Nowadays, in every aspect of our life information, communication and technology (ICT) are playing a vital role. Even in the field of education the technological developments have shown great impact on the learners to become innovative and a source for motivating tool towards learning. ICT is often used to talk about computers and other technology use in schools. There are many ways to involve ICT in language teaching. In this article, we discuss the role of ICT and ways of using of ICT in teaching English Grammar in secondary schools.
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Oluoch, Dornela. "Strategies of Enhancing ICT Use in the Delivery of Management Services in Public Secondary Schools in Siaya County in Kenya." European Scientific Journal, ESJ 12, no. 28 (2016): 375. http://dx.doi.org/10.19044/esj.2016.v12n28p375.

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This study was set to determine the strategies of enhancing ICT use in the delivery of services in public secondary schools in Siaya County, Kenya. Although many secondary schools introduced computers in great numbers starting early 1990s, there are limited information on their use to facilitate delivery of services in school administration and management. The extent to which ICT is being used in school management in secondary schools, the types of administrative uses of ICT by school managers and challenges affecting the integration of ICT in the management systems in secondary schools needed
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Suparjan, Suparjan. "INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGY IN ELEMENTARY SCHOOLS: TEACHERS’ ATTITUDES AND BARRIERS." Ta'dib 24, no. 1 (2021): 151. http://dx.doi.org/10.31958/jt.v24i1.2584.

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Unquestionably, the rapid development of ICT has had a significant impact on various areas of human life including education in the past few decades. The use of Information and Communication Technology (ICT) to support educational activities in schools has increased significantly in several developing countries as in the case of Indonesia. The study aims to examine the attitudes of teachers of elementary schools located in all districts in West Kalimantan, one of the provinces on the Island of Kalimantan, Indonesia, towards ICT as a medium to support teaching and learning activities which incl
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Nasser, Ramzi, Maha Cherif, and Michael Romanowski. "Factors that impact student usage of the learning management system in Qatari schools." International Review of Research in Open and Distributed Learning 12, no. 6 (2011): 39. http://dx.doi.org/10.19173/irrodl.v12i6.985.

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In an attempt to enhance teacher and student performance in school, a learning management system (LMS) known as Knowledge-Net (K-Net) was introduced in Qatari independent schools. (All public schools in Qatar have transformed to independent schools; the independent schools model is similar to the charter school system in North America.) An LMS is a tool that organizes and regulates classroom administrative tasks, supports teachers and students in the teaching and learning process, and informs parents of their children’s progress and school activities. Despite the benefits of the LMS, research
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Raman, Arumugam, and Som Bint Shariff. "RELATIONSHIP BETWEEN TECHNOLOGY LEADERSHIP, ICT FACILITY, COMPETENCY, COMMITMENTS AND TEACHERS PRACTICES ON IMPLEMENTATIONS WITH EFFECTIVE TEACHER’S MANAGEMENT TASKS IN SCHOOLS." Scholedge International Journal of Multidisciplinary & Allied Studies ISSN 2394-336X 4, no. 9 (2017): 88. http://dx.doi.org/10.19085/journal.sijmas040901.

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<p>Information and Communication Technology (ICT) is something that is growing rapidly in a globalized era and becoming an important element in the development of an organization. Leaders play an important role in ensuring effective application of ICT in the organization, particularly in schools. Review of previous studies more engaged to the level of technology leadership and the characteristics of technological leadership practiced by leaders in the school, while the factors of a more comprehensive which include facilities for ICT, competence, and commitment of teachers in the practice
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Rabayah, Khalid Said. "INFORMATION TECHNOLOGY USE AND ACADEMIC ACHIEVEMENTS OF STUDENTS IN PRIMARY SCHOOLS." Information Technologies and Learning Tools 43, no. 5 (2014): 40–55. http://dx.doi.org/10.33407/itlt.v43i5.1124.

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The association between ICT diffusion and education is a subject of hot debate in both ICT and educational circles. Stances range from positive enthusiast, to skeptics, to disbelievers vis-a-vis the impact of ICT on students’ achievements. The purpose of this paper is to investigate the presence of any correlation between students’ academic achievements as recorded by Trends in International Mathematics and Science (TIMMS 2011) and the penetration of ICT in their schools and households, with focus primarily on computers and the Internet. The paper relies on the analysis of the data published b
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Kurniabudi, Kurniabudi. "TEACHERS ACCEPTANCE AND INTENTION TO USE ICT IN LEARNING." Jurnal Ipteks Terapan 12, no. 3 (2018): 189. http://dx.doi.org/10.22216/jit.2018.v12i3.693.

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<em>Although ICT could bring many benefit in learning ,however implementation of ICT in the learning process is not easy. In fact, adoption of ICT in learning, is not only occurs in higher education but also in schools. The aim of This study is to identify the impact of Subjective Norm, Image and Computer Self-Efficacy against the behavior of teachers in using ICT in learning.Technology Acceptance Models (TAM) 2 used in the analysis of the behavior of the reception. Data was collected from high school teachers in the city of Jambi. Data were analyzed using SEM method with applications Sm
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Mahdum, Mahdum, Hadriana Hadriana, and Maria Safriyanti. "Exploring Teacher Perceptions and Motivations to ICT Use in Learning Activities in Indonesia." Journal of Information Technology Education: Research 18 (2019): 293–317. http://dx.doi.org/10.28945/4366.

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Aim/Purpose: This study aims to investigate the perceptions and motivations of state senior high school teachers in rural districts in Indonesia towards ICT use in learning activities. Background: In 2013, Indonesian government launched an ICT-based curriculum known as 2013 Curriculum. According to this curriculum, ICT must be integrated into all subjects as learning resources and media. Even though there are growing numbers of research investigating teacher perceptions and motivation to ICT use in teaching and learning process, little has focused on teachers in rural districts in Indonesia. R
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Adam, Tas, and Arthur Tatnall. "School Children with Learning Disabilities." International Journal of Actor-Network Theory and Technological Innovation 4, no. 2 (2012): 10–24. http://dx.doi.org/10.4018/jantti.2012040102.

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This article presents a report on an investigation into the use of Information and Communications Technologies (ICT) to aid in the education of students with Learning Disabilities. The study was framed by the use of actor-network theory. The term ‘Learning Difficulties’ (sometimes also referred to as Special Needs) is used in reference to a large heterogeneous group of students who are seen to have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. Another more specific term is ‘Learning Disabilities’ that refers to the sub-set
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Dissertations / Theses on the topic "Impact of ICT use in schools"

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Malcalm, Ebenezer. "Ghana's Educational Policymakers and Their Impact on Information and Communication Technology Education: A Case Study of a Ghanaian Model Senior High School." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1331065342.

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Farmery, Ruth. "The integration and use of ICT across the secondary school." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/74065/.

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Many different technologies are available to support teaching and learning in schools and their role is a key topic for debate in contemporary education (Selwyn, 2011b; Lankshear & Knobel, 2006; Collis & Moonen, 2001). Evidence shows that although some technologies are adopted and used successfully within schools, others are not (Straub, 2009). This study was conducted in a technologically-rich secondary school where first-order barriers (Ertmer, 1999) were not expected to affect the use of ICT, and yet there are problems with the adoption of ICT across the curriculum. This study has followed
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Alharbi, Eid. "A study on the use of ICT in teaching in secondary schools in Kuwait." Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/5675.

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Over the past few decades, information and communications technology (ICT) has become gradually more important to schools and universities. There are wide of research exists to explore and study the use of ICT in the process of learning and teaching in secondary schools. This research examines how ICT is applied in the classroom of Kuwaiti schools from the perspective of students, teachers and decision-makers. Based on four fundamental research questions, the aim is to analyse the level and impact of ICT on teachers‟ pedagogy, the students‟ perception of ICT use in the classroom and to seek ou
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Makoza, Frank. "The impact of ICT use on livelihoods of microenterprises : case of South Africa." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11089.

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Ngo, Fung-ping. "An investigation of teacher stress in the use of ICT in Hong Kong primary schools." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039870.

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Ngo, Fung-ping, and 敖鳳萍. "An investigation of teacher stress in the use of ICT in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40039870.

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Sonkwala, Mzikayise Richard. "The extent of the use of ICT in schools in the Nelson Mandela Bay area." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1012284.

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It is the 21st Century and the world is a global village. The development of technology like Information and Communication Technology (ICT) has thus become the dominant means of communication. Education has not been left out of this wave of change. In many countries Information and Communication Technology (ICT) has a clear impact in the development of educational curriculum. This cannot be said about South Africa where huge disparities in terms of ICT related resources still exist. There is a range of uses of ICT in South African schools and it varies according to the economic and social cond
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Agiorgitis, Georgios. "ICTs use in the public Greek Primary Schools: the teachers' experiences." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.

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Education is a sector that has the potential to become a critical area of action for the full exploitation of ICT. Educational systems of developed and developing countries have an ever-increasing tendency to apply ICT to education, in an attempt to prepare their students for the future's society. This thesis attempted to explore what kind of ICT is used in the Greek Primary Schools and develop an understanding on the relationship between the ICT and the teachers. The philosophical background is post-phenomenology and the methods chosen for collecting data for this research are policy document
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Koranteng, Kesewaa. "Access and use of information and communication technology for teaching and learning amongst schools in under resourced communities in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1353.

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Thesis (MTech(Information Technology)) --Cape Peninsula University of Technology, 2012<br>Due to the legacy of apartheid South Africa is facing developmental discrepancies with inequalities between the advantaged few in the more urban areas and the disadvantaged majority in the rural areas. With quality education being key, not only to the success of an individual but of a country’s development, efforts have been made to ensure equal access for all. ICT is seen as a key enabler to this end. The study investigated the status of ICT deployment and its integration into curricula in schools. The o
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Syfers, Benjamin Jerome. "The pedagogical use of ICT in grade eight natural science classes in South African schools / Jerome Benjamin Syfers." Thesis, North-West University, 2010. http://hdl.handle.net/10394/8301.

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Traditionally schools in the South African education system follow a paper-based approach. lCT use as teaching and leaming tool expanded in developing countries during the last decade, especially with regard to pedagogical practices in educational environments. The aim of this study was to investigate the lCT pedagogical practices of science teachers in grade 8 classes through a SD analysis se of the Second Information and Technology in Education Studies (SITES) 2006 data. South African science teachers formed the basis of the dataset for this study. Questionnaires were submitted to grade 8 sc
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Books on the topic "Impact of ICT use in schools"

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Ofsted. ICT in schools: Impact of government initiatives : interim report April 2001. Office for Standards in Education, 2001.

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Thailand. Samnakngān Sathiti hǣng Chāt., ed. Measuring the impact of ICT use in business: The case of manufacturing in Thailand. United Nations, 2008.

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(Nancy), Law N., Pelgrum Willem J. 1950-, Plomp Tj, and SpringerLink (Online service), eds. Pedagogy and ICT Use: In Schools Around the World Findings from the IEA Sites 2006 Study. Comparative Education Research Centre, 2008.

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Fletcher, Soosheila. A study on the use of ICT in mathematics in primary schools in the London Borough of Richmondy. University of Surrey Roehampton, 2000.

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Office, General Accounting. Drug education: School-based programs seen as useful but impact unknown. The Office, 1990.

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Office, General Accounting. Drug education: School-based programs seen as useful but impact unknown : report to the Chairman, Committee on Government Affairs, U.S. Senate. U.S. General Accounting Office, 1990.

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A review and assessment of the use, impact, and accomplishments of federal appropriations provided to improve the education of children in the District of Columbia: Hearings before a subcommittee of the Committee on Appropriations, United States Senate, One Hundred Eleventh Congress, first session : special hearings, September 16, 2009, Washington, DC ; September 29, 2009, Washington, DC. U.S. G.P.O., 2010.

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United, States Congress Senate Committee on Labor and Human Resources Subcommittee on Children Family Drugs and Alcoholism. Impact of drug education: Hearing before the Subcommittee on Children, Family, Drugs, and Alcoholism of the Committee on Labor and Human Resources, United States Senate, Ninety-ninth Congress, second session, on examining the need for drug abuse prevention programs in public schools ... August 7, 1986. U.S. G.P.O., 1986.

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Viewing, Listening and Learning: The Use and Impact of Schools Broadcasts. National Foundation for Educational Research, 1995.

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Plomp, Tjeerd, Nancy Law, Willem Pilgrum, and Comparative Education Research Centre Staff. Pedagogy and ICT Use in Schools Around the World: Findings from the IEA Sites 2006 Study. Hong Kong University Press, 2008.

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Book chapters on the topic "Impact of ICT use in schools"

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Marcarini, Mariagrazia Francesca. "Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_8.

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AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.
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Major, Louis, Bjoern Haßler, and Sara Hennessy. "Tablet Use in Schools: Impact, Affordances and Considerations." In Handbook on Digital Learning for K-12 Schools. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33808-8_8.

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Lewin, Cathy, and Sarah McNicol. "The Impact and Potential of iTEC: Evidence from Large-Scale Validation in School Classrooms." In Re-engineering the Uptake of ICT in Schools. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19366-3_9.

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Bottino, Rosa Maria. "ICT, National Policies, and their Impact on Schools and Teachers’ Development." In Information and Communication Technology and the Teacher of the Future. Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35701-0_4.

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Rohatgi, Anubha, Jeppe Bundsgaard, and Ove E. Hatlevik. "Digital Inclusion in Norwegian and Danish Schools—Analysing Variation in Teachers’ Collaboration, Attitudes, ICT Use and Students’ ICT Literacy." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_6.

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AbstractThe capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life and society. It is thus of interest to study the extent of digital inclusion, by examining the variation in computer and information literacy of students both within and between schools by addressing access and use of ICT in instruction among teachers. Data for the present study comes from 138 schools from Norway (2436 students, 1653 teachers) and 110 schools from Denmark (1767 students, 728 teachers) who took part in the International Computer and Information Literacy Study in 2013. Using a multilevel approach, variations at both levels in student computer and information literacy score and teacher collaboration in ICT use were examined. The results indicate that availability of digital technologies is a significant contributor towards student ICT achievement and teacher collaboration in both countries. There are small differences in computer and literacy score between the schools, while significant variations are noted between the students. Additionally, teachers’ attitudes are found to contribute significantly towards collaboration between teachers.
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Thapa, Dhiraj, Dai Griffiths, and Ann L. Kolodziejski. "Constraining and Enabling Factors in the Use of ICT in Rural Schools in Nepal." In Information and Communication Technologies for Development. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-65828-1_9.

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de Kereki, Inés Friss, José Crespo, and Javier Azpiazu. "Use of Morphisms as a Tool to Help Learning Object Oriented Concepts." In Education for the 21st Century — Impact of ICT and Digital Resources. Springer US, 2006. http://dx.doi.org/10.1007/978-0-387-34731-8_34.

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Maldonado-Manso, Pilar, Julio Ruiz-Palmero, Melchor Gómez-García, and Roberto Soto-Varela. "Analysis of the Use of ICT in Compulsory Bilingual Secondary Education in Andalusia Public Schools. Case Study." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01746-0_44.

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Khayyat, Nabaz T. "The Impact of ICT Investment on Energy Use: A Comparative Study Between South Korea and Japan." In Lecture Notes in Energy. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4756-5_6.

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Ceric, Arnela, and Branka Krivokapic-Skoko. "Applying QCA and Cross-impact Analysis to the Study on ICT Adoption and Use by Croatian SMEs." In Complexity in Entrepreneurship, Innovation and Technology Research. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27108-8_17.

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Conference papers on the topic "Impact of ICT use in schools"

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Carranza Alcántar, María del Rocío, Claudia Islas Torres, Juan Francisco Caldera Montes, Alma Azucena Jiménez Padilla, and Daisy Alcaraz. "THE USE OF ICT BY HIGH SCHOOL STUDENTS AND THE IMPACT ON ACADEMIC PERFORMANCE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0688.

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Alshmrany, Sami, and Brett Wilkinson. "Evaluating ICT use in Saudi Arabian secondary schools." In 2014 International Conference on Advanced ICT (ICAICTE-2014). Atlantis Press, 2014. http://dx.doi.org/10.2991/icaicte-14.2014.16.

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Goodoory, Kaviraj. "INVESTIGATING THE USE OF ICT IN MAURITIAN SCHOOLS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2237.

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Lang, Yongqing, Xuejing Ba, Wei Wang, and Xianfen Xie. "A Report on the Use of ICT in Schools." In 2012 International Conference on Systems and Informatics (ICSAI). IEEE, 2012. http://dx.doi.org/10.1109/icsai.2012.6223579.

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Khoroshilova, Svetlana, and Ekaterina Kostina. "THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/12.

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In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on
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Susetyo, Budi, and Rahmawati. "Impacts of Gender, Parents’ Educational Background, Access to ICT, Use of ICT and School Quality on Students’ Achievement." In International Conference on Educational Assessment and Policy (ICEAP 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.061.

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Shatri, Kyvete. "THE USE OF ICT IN TEACHING IN LOWER SECONDARY SCHOOLS IN KOSOVO." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.130.

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Netsianda, Absalom, and Sam Ramaila. "THE USE OF ICT IN MATHEMATICS TEACHING AND LEARNING IN SOUTH AFRICAN SECONDARY SCHOOLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0173.

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Jervan, Gert, Margus Kruus, and Ennu Rustern. "Introduction of graduate schools in Estonia — impact to the graduate education in ICT." In 2008 19th EAEEIE Annual Conference. IEEE, 2008. http://dx.doi.org/10.1109/eaeeie.2008.4610174.

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Aggarwal, Anmol, Manoj Sharma, and Nikhilesh Chhabra. "The use and impact of ICT for HEP in India." In 2013 International Conference on Advances in Computing, Communications and Informatics (ICACCI). IEEE, 2013. http://dx.doi.org/10.1109/icacci.2013.6637358.

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Reports on the topic "Impact of ICT use in schools"

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Burger, Nicholas, Mary Fu, Kun Gu, Xiangping Jia, Krishna B Kumar, and Guo Mingliang. Assessing the impact of farmer field schools on fertilizer use in China. International Initiative for Impact Evaluation, 2015. http://dx.doi.org/10.23846/ow31216.

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Mateo Díaz, Mercedes, Laura Becerra Luna, Juan Manuel Hernández-Agramonte, Florencia López, Marcelo Pérez Alfaro, and Alejandro Vasquez Echeverria. Nudging Parents to Improve Preschool Attendance in Uruguay. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002901.

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Uruguay has increased it preschool enrollment, reaching almost universal coverage among four- and five-year-olds. However, more than a third of children enrolled in preschool programs have insufficient attendance, with absenteeism higher in schools in lower socioeconomic areas and among younger preschool children. This paper presents the results of a behavioral intervention to increase preschool attendance nationwide. Most previous experiments using behavioral sciences have looked at the impact of nudging parents on attendance and learning for school-age children; this is the first experiment
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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only
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Haider, Huma. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Impact. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/k4d.2021.004.

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This review examines evidence on the key design features and impact of programmes that use Conditional Cash Transfers (CCTs) or baby bonds to reduce female infanticide, child marriage and promote girl’s education. Conditional cash transfer (CCT) schemes have been adopted to promote the survival and well-being of girls. They provide parents with financial incentives to raise daughters; to delay marrying them until age 18, and to reduce the gender imbalance in school. Given that many CCT programmes aimed at addressing girl children are relatively new, it has in many cases been too early to evalu
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Kaffenberger, Michelle. Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsgrise-ri_2020/017.

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The COVID-19 pandemic has forced 1.7 billion children out of school temporarily. While many education systems are attempting varying degrees of remote learning, it is widely accepted that the closures will produce substantial losses in learning (World Bank, 2020; Kuhfeld et al., 2020). However, the real concern is not just that a few months of learning will be lost in the short run, but that these losses will accumulate into large and permanent learning losses as many children fall behind during school closures and never catch up. This note uses a calibrated model with a “pedagogical productio
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen with
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Rosato-Scott, Claire, Dani J. Barrington, Amita Bhakta, Sarah J. House, Islay Mactaggart, and Jane Wilbur. How to Talk About Incontinence: A Checklist. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/slh.2020.006.

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Incontinence is the medical term used to describe the involuntary loss of urine or faeces. Women, men, girls, boys and people of all genders, at any age, can experience incontinence. A person with incontinence can experience leakage occasionally, regularly or constantly; and leakage can happen at any time, day or night. A person may also experience leakage of urinary or faecal matter due to not being able to get to the toilet in time or not wanting to use the toilet facilities available. This is known as social, or functional, incontinence. In many low- and middle-income countries (LMICs) unde
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Rosato-Scott, Claire, Dani J. Barrington, Amita Bhakta, Sarah J. House, Islay Mactaggart, and Wilbur Jane. How to Talk About Incontinence: A Checklist. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/slh.2020.012.

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Incontinence is the medical term used to describe the involuntary loss of urine or faeces. Women, men, girls, boys and people of all genders, at any age, can experience incontinence. A person with incontinence can experience leakage occasionally, regularly or constantly; and leakage can happen at any time, day or night. A person may also experience leakage of urinary or faecal matter due to not being able to get to the toilet in time or not wanting to use the toilet facilities available. This is known as social, or functional, incontinence. In many low- and middle-income countries (LMICs) unde
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and ac
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMIS
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