Strengthening the Interaction Professor Student – A Study on Technology Investment Inflows in Schools
Abstract
Education and learning raise aspirations, establish values and, finally, enrich lives. Delivered well, education - and the human capital it creates - has many benefits for economies and for society as a whole. For individuals, education promotes employment, earnings and health. It raises pride and opens new horizons. For societies, it stimulates long-term economic growth, reduces poverty, stimulates innovation, strengthens institutions, and encourages social cohesion. School without learning is a terrible waste of precious and potentially human resources. Worse, it's an injustice. Without learning, students will be imprisoned in poor and exclusionary lives, and the children who fail the most are the most needy.
References
[1] Adelman, M., et al. 2015. Can Information Technology Improve School Effectiveness in Haiti? Evidence from a Field Experiment. Working paper, World Bank, Washington, DC.
[2] Adelman, M.A., and Holland, P. 2015. Increasing Access by Waiving Tuition: Evidence from Haiti. Policy Research Working Paper 7175, World Bank, Washington, DC.
[3] Adukia, A. 2017. Sanitation and education. American Economic Journal: Applied Economics 9 (2): 23–59.
[4] Andrabi, T., Das, J., and Khwaja, A. 2017. Report cards: the impact of providing school and child test scores on educational markets. American Economic Review 107 (6): 1535–63.
[5] Banerjee, A.V., et al. 2010. Pitfalls of participatory programs: evidence from a randomized evaluation in education in India. American Economic Journal: Economic Policy 2 (1): 1–30.
[6] Banerjee, A.V., Cole, S., Duflo, E., and Linden, L. 2007. Remedying education: evidence from two randomized experiments in India. Quarterly Journal of Economics 122 (3): 1235–64.
[7] Barr, A., Mugisha, F., Serneels, P., and Zeitlin, A. 2012. Information and Collective Action in Community-Based Monitoring of Schools: Field and Lab Experimental Evidence from Uganda. Working paper, Georgetown University, Washington, DC.
[8] Barrera-Osorio, F., and Linden, L.L. 2009. The Use and Misuse of Computers in Education: Evidence from a Randomized Experiment in Colombia. Policy Research Working Paper Series 4836, World Bank, Washington, DC.
[9] Beasley, E., and Huillery, E. 2017. Willing but unable? short-term experimental evidence on parent empowerment and school quality. World Bank Economic Review 31 (2): 531–52.
[10] Bellissant, C. 1970. Teaching and Learning Languages. In IFIP World Conference on Computer Education,Vol. 3, edited by Bob Scheepmaker and Karl L. Zinn, 145–48. New York: Science Associates International. https://stacks.stanford.edu/file/druid:jd969fg9400/jd969fg9400.pdf.
[11] Beuermann, D.W., et al. 2015. One laptop per child at home: short-term impacts from a randomized experiment in Peru. American Economic Journal: Applied Economics 7 (2): 53–80.
[12] Blimpo, M.P., Evans, D.K., and Lahire, N. 2015. Parental Human Capital and Effective School Management. Policy Research Working Paper 7238, World Bank, Washington, DC.
[13] Bloom, N., Lemos, R., Sadun, R., and Van Reenen, J. 2015. Does management matter in schools? Economic Journal 125 (584): 647–74.
[14] Budzier, A., and Flyvbjerg, B. 2012. Overspend? Late? Failure? What the data says about it project risk in the public sector. In Commonwealth Governance Handbook 2012/13: Democracy, Development, and Public Administration, edited by Andrew Robertson and Rupert Jones-Parry, 145–47. London: Commonwealth Secretariat.
[15] Bulman, G., and Fairlie, R.W. 2016. Technology and education: computers, software, and the Internet. In Handbook of the Economics of Education, Vol. 5, edited by Eric A. Hanushek, Stephen J. Machin, and LudgerWoessmann, 239–80. Handbooks in Economics Series. Amsterdam: North-Holland.
[16] Burde, D., and Linden, L.L. 2013. Bringing education to afghan girls: a randomized controlled trial of village-based schools. American Economic Journal: Applied Economics 5 (3): 27–40.
[17] Carneiro, P., et al. 2015. Decentralizing Education Resources: School Grants in Senegal. NBER Working Paper 21063, National Bureau of Economic Research, Cambridge, MA.
[18] Carr-Hill, R., et al. 2015. The Effects of School-Based Decision Making on Educational Outcomes in Low- and Middle-Income Contexts: A Systematic Review. 3ie Grantee Final Review. London: International Initiative for Impact Evaluation.
[19] Carrillo, P., Onofa, M., and Ponce, J. 2010. Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador. IDB Working Paper IDB-WP-223, Inter-American Development Bank, Washington, DC.
[20] Cheng, X.J., and Moses, K. 2016. Promoting Transparency through Information: A Global Review of School Report Cards. Ethics and Corruption in Education Series. Paris: International Institute for Educational Planning, United Nations Educational, Scientific, and Cultural Organization.
[21] Cristia, J., et al. 2017. Technology and child development: evidence from the one laptop per child program. American Economic Journal: Applied Economics 9 (3): 295–320.
[22] Cueto, S., and Chinen, M. 2008. Educational impact of a school breakfast programme in rural Peru.” International Journal of Educational Development 28 (2): 132–48.
[23] Das, J., et al. 2013. School inputs, household substitution, and test scores. American Economic Journal: Applied Economics 5 (2): 29–57.
[24] de Hoyos, R.E., Garcia-Moreno, V.A., and Patrinos, H.A. 2015. The Impact of an Accountability Intervention with Diagnostic Feedback: Evidence from Mexico. Policy Research Working Paper 7393, World Bank, Washington, DC.
[25] de Melo, G., Machado, A., and Miranda, A. 2014. The Impact of a One Laptop Per Child Program on Learning: Evidence from Uruguay. IZA Discussion Paper 8489, Institute for the Study of Labor, Bonn, Germany.
[26] Fryer, R.G., Jr. 2017. Management and Student Achievement: Evidence from a Randomized Field Experiment. NBER Working Paper 23437, National Bureau of Economic Research, Cambridge, MA.
[27] Ganimian, A.J., and Murnane, R.J. 2016. Improving education in developing countries: lessons from rigorous impact evaluations. Review of Educational Research 86 (3): 719–55.
[28] Gertler, P.J., Patrinos, H.A., and Rubio-Codina, M. 2012. Empowering parents to improve education: evidence from rural Mexico. Journal of Development Economics 99 (1): 68–79.
[29] Glewwe, P.W., Kremer, M.R., and Moulin, S. 2009. Many children left behind? textbooks and test scores in Kenya. American Economic Journal: Applied Economics 1 (1): 112–35.
[30] Goodlad, J.I. 1969. Computers and the Schools in Modern Society. Proceedings of the National Academy of Sciences of the United States of America 63 (3): 595–603.
[31] Hanushek, E.A., Link, S., and Woessmann, L. 2013. Does school autonomy make sense everywhere? panel estimates from PISA. Journal of Development Economics 104: 212–32.
[32] Jukes, M.C.H., et al. 2017. Improving literacy instruction in kenya through teacher professional development and text messages support: a cluster randomized trial. Journal of Research on Educational Effectiveness 10 (3): 449–81.
[33] Kazianga, H., de Walque, D., and Alderman, H. 2009. Educational and Health Impacts of Two School Feeding Schemes: Evidence from a Randomized Trial in Rural Burkina Faso. Policy Research Working Paper 4976, World Bank, Washington, DC.
[34] Kozuka, E. 2017. Enlightening Communities and Parents for Improving Student Learning: Evidence from Randomized Experiment in Niger. Working Paper, JICA Research Institute, Tokyo.
[35] Kuhlemeier, H., and Hemker, B. 2007. The impact of computer use at home on students’ Internet skills. Computers and Education 49 (2): 460–80.
[36] Lai, Fang, et al. 2012. Does Computer-Assisted Learning Improve Learning Outcomes? Evidence from a Randomized Experiment in Public Schools in Rural Minority Areas in Qinghai, China. REAP Working Paper 237, Rural Education Action Program, Freeman Spogli Institute, Stanford University, Stanford, CA.
[37] Lassibille, G. 2016. Improving the management style of school principals: results from a randomized trial. Education Economics 24 (2): 121–41.
[38] Lavinas, L., and Veiga, A. 2013. Brazil’s one laptop per child program: impact evaluation and implementation assessment. Cadernos de Pesquisa 43 (149).
[39] Linden, L.L. 2008. Complement or Substitute? The Effect of Technology on Student Achievement in India. Edited by Michael Trucano. InfoDev Working Paper 17, World Bank, Washington, DC.
[40] Mbiti, I.M., et al. 2017. Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania. Working paper, University of California at San Diego.
[41] McEwan, P.J. 2015. Improving learning in primary schools of developing countries: a meta-analysis of randomized experiments. Review of Educational Research 85 (3): 353–94.
[42] Muralidharan, K., Singh, A., and Ganimian, A.J. 2016. Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India.” NBER Working Paper 22923, National Bureau of Economic Research, Cambridge, MA.
[43] Nannyonjo, H. 2017. Building Capacity of School Leaders: Strategies That Work, Jamaica’s Experience. Working paper, World Bank, Washington, DC.
[44] Pereira, E.L.H., and Cabral, I. 2016. Gestão escolar: a opinião dos profissionais de educação sobre o sistema de tecnologia do estado do Rio de Janeiro. Regae, Revista de Gestão e Avaliação Educacional 4 (7): 47–60. https://periodicos.ufsm.br/regae/article/view /14875.
[45] Powers, S. 2016. The Impact of Ebola on Education in Sierra Leone” Education for Global Development (blog), May 4. http://blogs.worldbank.org/education/impact-ebola-education-sierra-leon.
[46] Pradhan, M., et al. 2014. Improving educational quality through enhancing community participation: results from a randomized field experiment in Indonesia. American Economic Journal: Applied Economics 6 (2): 105–26.
[47] Pritchett, L. 2013. The Rebirth of Education: Schooling Ain’t Learning. Washington, DC: Center for Global Development; Baltimore: Brookings Institution Press.
[48] Read, L., and Atinc, T.M. 2016. Information for Accountability: Transparency and Citizen Engagement for Improved Service Delivery in Education Systems. Global Economy and Development Working Paper 99, Brookings Institution, Washington, DC.
[49] Robinson, V.M.J., Lloyd, C.A., and Rowe, K.J. 2008. The impact of leadership on student outcomes: an analysis of the differential effects of leadership types. Educational Administration Quarterly 44 (5): 635–74.
[50] Sabarwal, S., Evans, D.K., and Marshak, A. 2014. The Permanent Input Hypothesis: The Case of Textbooks and (No) Student Learning in Sierra Leone. Policy Research Working Paper 7021, World Bank, Washington, DC.
[51] Santibañez, L., Abreu-Lastra, R., and O’Donoghue, J.L. 2014. School based management effects: resources or governance change? Evidence from Mexico. Economics of Education Review 39 (April): 97–109.
[52] Sawada, Y., et al. 2016. On the Role of Community Management in Correcting Market Failures of Rural Developing Areas: Evidence from a Randomized Field Experiment of COGES Project in Burkina Faso. Paper presented at annual meeting of Agricultural and Applied Economics Association, Boston, July 31–August 2. http://ageconsearch.umn.edu/bitstream/236323/2/SelectedPaper_9662.pdf.
[53] Smith, F.J. 1913. The evolution of the motion picture, vi: looking into the future with Thomas A. Edison. New York Dramatic Mirror (July 3).
[54] Snilstveit, B., et al. 2016. The Impact of Education Programmes on Learning and School Participation in Lowand Middle-Income Countries: A Systematic Review Summary Report. 3ie Systematic Review Summary 7, International Initiative for Impact Evaluation, London. http://www.3ie impact.org/media/filer_public/2016/09/20 /srs7-education-report.pdf.
[55] Vermeersch, C.M.J., and Kremer, M.R. 2005. School Meals, Educational Achievement, and School Competition: Evidence from a Randomized Evaluation. Policy Research Working Paper 3523, World Bank, Washington, DC.
[56] War Child Holland. 2016. Can’t Wait to Learn. War Child Holland, Amsterdam. https://www.warchild.nl/sites/default/files/bijlagen/node_13537/27-2016/2016_cant_wait_to_learn_english.pdf
[57] Waters, T., Marzano, R.J., and McNulty, B. 2003. Balanced Leadership: What 30 Years of Research Tells Us about the Effect of Leadership on Student Achievement. McRel Working Paper, McRel International, Denver.
[58] Wolff, L., de Moura Castro, C., Navarro, J.C., and García, N. 2002. Television for secondary education: Experience of Mexico and Brazil. In Technologies for Education: Potentials, Parameters, and Prospects, edited by Waddi D. Haddad and Alexandria Draxler, 144–52. Washington, DC: Academy for Educational Development; Paris: United Nations Educational, Scientific, and Cultural Organization.
[2] Adelman, M.A., and Holland, P. 2015. Increasing Access by Waiving Tuition: Evidence from Haiti. Policy Research Working Paper 7175, World Bank, Washington, DC.
[3] Adukia, A. 2017. Sanitation and education. American Economic Journal: Applied Economics 9 (2): 23–59.
[4] Andrabi, T., Das, J., and Khwaja, A. 2017. Report cards: the impact of providing school and child test scores on educational markets. American Economic Review 107 (6): 1535–63.
[5] Banerjee, A.V., et al. 2010. Pitfalls of participatory programs: evidence from a randomized evaluation in education in India. American Economic Journal: Economic Policy 2 (1): 1–30.
[6] Banerjee, A.V., Cole, S., Duflo, E., and Linden, L. 2007. Remedying education: evidence from two randomized experiments in India. Quarterly Journal of Economics 122 (3): 1235–64.
[7] Barr, A., Mugisha, F., Serneels, P., and Zeitlin, A. 2012. Information and Collective Action in Community-Based Monitoring of Schools: Field and Lab Experimental Evidence from Uganda. Working paper, Georgetown University, Washington, DC.
[8] Barrera-Osorio, F., and Linden, L.L. 2009. The Use and Misuse of Computers in Education: Evidence from a Randomized Experiment in Colombia. Policy Research Working Paper Series 4836, World Bank, Washington, DC.
[9] Beasley, E., and Huillery, E. 2017. Willing but unable? short-term experimental evidence on parent empowerment and school quality. World Bank Economic Review 31 (2): 531–52.
[10] Bellissant, C. 1970. Teaching and Learning Languages. In IFIP World Conference on Computer Education,Vol. 3, edited by Bob Scheepmaker and Karl L. Zinn, 145–48. New York: Science Associates International. https://stacks.stanford.edu/file/druid:jd969fg9400/jd969fg9400.pdf.
[11] Beuermann, D.W., et al. 2015. One laptop per child at home: short-term impacts from a randomized experiment in Peru. American Economic Journal: Applied Economics 7 (2): 53–80.
[12] Blimpo, M.P., Evans, D.K., and Lahire, N. 2015. Parental Human Capital and Effective School Management. Policy Research Working Paper 7238, World Bank, Washington, DC.
[13] Bloom, N., Lemos, R., Sadun, R., and Van Reenen, J. 2015. Does management matter in schools? Economic Journal 125 (584): 647–74.
[14] Budzier, A., and Flyvbjerg, B. 2012. Overspend? Late? Failure? What the data says about it project risk in the public sector. In Commonwealth Governance Handbook 2012/13: Democracy, Development, and Public Administration, edited by Andrew Robertson and Rupert Jones-Parry, 145–47. London: Commonwealth Secretariat.
[15] Bulman, G., and Fairlie, R.W. 2016. Technology and education: computers, software, and the Internet. In Handbook of the Economics of Education, Vol. 5, edited by Eric A. Hanushek, Stephen J. Machin, and LudgerWoessmann, 239–80. Handbooks in Economics Series. Amsterdam: North-Holland.
[16] Burde, D., and Linden, L.L. 2013. Bringing education to afghan girls: a randomized controlled trial of village-based schools. American Economic Journal: Applied Economics 5 (3): 27–40.
[17] Carneiro, P., et al. 2015. Decentralizing Education Resources: School Grants in Senegal. NBER Working Paper 21063, National Bureau of Economic Research, Cambridge, MA.
[18] Carr-Hill, R., et al. 2015. The Effects of School-Based Decision Making on Educational Outcomes in Low- and Middle-Income Contexts: A Systematic Review. 3ie Grantee Final Review. London: International Initiative for Impact Evaluation.
[19] Carrillo, P., Onofa, M., and Ponce, J. 2010. Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador. IDB Working Paper IDB-WP-223, Inter-American Development Bank, Washington, DC.
[20] Cheng, X.J., and Moses, K. 2016. Promoting Transparency through Information: A Global Review of School Report Cards. Ethics and Corruption in Education Series. Paris: International Institute for Educational Planning, United Nations Educational, Scientific, and Cultural Organization.
[21] Cristia, J., et al. 2017. Technology and child development: evidence from the one laptop per child program. American Economic Journal: Applied Economics 9 (3): 295–320.
[22] Cueto, S., and Chinen, M. 2008. Educational impact of a school breakfast programme in rural Peru.” International Journal of Educational Development 28 (2): 132–48.
[23] Das, J., et al. 2013. School inputs, household substitution, and test scores. American Economic Journal: Applied Economics 5 (2): 29–57.
[24] de Hoyos, R.E., Garcia-Moreno, V.A., and Patrinos, H.A. 2015. The Impact of an Accountability Intervention with Diagnostic Feedback: Evidence from Mexico. Policy Research Working Paper 7393, World Bank, Washington, DC.
[25] de Melo, G., Machado, A., and Miranda, A. 2014. The Impact of a One Laptop Per Child Program on Learning: Evidence from Uruguay. IZA Discussion Paper 8489, Institute for the Study of Labor, Bonn, Germany.
[26] Fryer, R.G., Jr. 2017. Management and Student Achievement: Evidence from a Randomized Field Experiment. NBER Working Paper 23437, National Bureau of Economic Research, Cambridge, MA.
[27] Ganimian, A.J., and Murnane, R.J. 2016. Improving education in developing countries: lessons from rigorous impact evaluations. Review of Educational Research 86 (3): 719–55.
[28] Gertler, P.J., Patrinos, H.A., and Rubio-Codina, M. 2012. Empowering parents to improve education: evidence from rural Mexico. Journal of Development Economics 99 (1): 68–79.
[29] Glewwe, P.W., Kremer, M.R., and Moulin, S. 2009. Many children left behind? textbooks and test scores in Kenya. American Economic Journal: Applied Economics 1 (1): 112–35.
[30] Goodlad, J.I. 1969. Computers and the Schools in Modern Society. Proceedings of the National Academy of Sciences of the United States of America 63 (3): 595–603.
[31] Hanushek, E.A., Link, S., and Woessmann, L. 2013. Does school autonomy make sense everywhere? panel estimates from PISA. Journal of Development Economics 104: 212–32.
[32] Jukes, M.C.H., et al. 2017. Improving literacy instruction in kenya through teacher professional development and text messages support: a cluster randomized trial. Journal of Research on Educational Effectiveness 10 (3): 449–81.
[33] Kazianga, H., de Walque, D., and Alderman, H. 2009. Educational and Health Impacts of Two School Feeding Schemes: Evidence from a Randomized Trial in Rural Burkina Faso. Policy Research Working Paper 4976, World Bank, Washington, DC.
[34] Kozuka, E. 2017. Enlightening Communities and Parents for Improving Student Learning: Evidence from Randomized Experiment in Niger. Working Paper, JICA Research Institute, Tokyo.
[35] Kuhlemeier, H., and Hemker, B. 2007. The impact of computer use at home on students’ Internet skills. Computers and Education 49 (2): 460–80.
[36] Lai, Fang, et al. 2012. Does Computer-Assisted Learning Improve Learning Outcomes? Evidence from a Randomized Experiment in Public Schools in Rural Minority Areas in Qinghai, China. REAP Working Paper 237, Rural Education Action Program, Freeman Spogli Institute, Stanford University, Stanford, CA.
[37] Lassibille, G. 2016. Improving the management style of school principals: results from a randomized trial. Education Economics 24 (2): 121–41.
[38] Lavinas, L., and Veiga, A. 2013. Brazil’s one laptop per child program: impact evaluation and implementation assessment. Cadernos de Pesquisa 43 (149).
[39] Linden, L.L. 2008. Complement or Substitute? The Effect of Technology on Student Achievement in India. Edited by Michael Trucano. InfoDev Working Paper 17, World Bank, Washington, DC.
[40] Mbiti, I.M., et al. 2017. Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania. Working paper, University of California at San Diego.
[41] McEwan, P.J. 2015. Improving learning in primary schools of developing countries: a meta-analysis of randomized experiments. Review of Educational Research 85 (3): 353–94.
[42] Muralidharan, K., Singh, A., and Ganimian, A.J. 2016. Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India.” NBER Working Paper 22923, National Bureau of Economic Research, Cambridge, MA.
[43] Nannyonjo, H. 2017. Building Capacity of School Leaders: Strategies That Work, Jamaica’s Experience. Working paper, World Bank, Washington, DC.
[44] Pereira, E.L.H., and Cabral, I. 2016. Gestão escolar: a opinião dos profissionais de educação sobre o sistema de tecnologia do estado do Rio de Janeiro. Regae, Revista de Gestão e Avaliação Educacional 4 (7): 47–60. https://periodicos.ufsm.br/regae/article/view /14875.
[45] Powers, S. 2016. The Impact of Ebola on Education in Sierra Leone” Education for Global Development (blog), May 4. http://blogs.worldbank.org/education/impact-ebola-education-sierra-leon.
[46] Pradhan, M., et al. 2014. Improving educational quality through enhancing community participation: results from a randomized field experiment in Indonesia. American Economic Journal: Applied Economics 6 (2): 105–26.
[47] Pritchett, L. 2013. The Rebirth of Education: Schooling Ain’t Learning. Washington, DC: Center for Global Development; Baltimore: Brookings Institution Press.
[48] Read, L., and Atinc, T.M. 2016. Information for Accountability: Transparency and Citizen Engagement for Improved Service Delivery in Education Systems. Global Economy and Development Working Paper 99, Brookings Institution, Washington, DC.
[49] Robinson, V.M.J., Lloyd, C.A., and Rowe, K.J. 2008. The impact of leadership on student outcomes: an analysis of the differential effects of leadership types. Educational Administration Quarterly 44 (5): 635–74.
[50] Sabarwal, S., Evans, D.K., and Marshak, A. 2014. The Permanent Input Hypothesis: The Case of Textbooks and (No) Student Learning in Sierra Leone. Policy Research Working Paper 7021, World Bank, Washington, DC.
[51] Santibañez, L., Abreu-Lastra, R., and O’Donoghue, J.L. 2014. School based management effects: resources or governance change? Evidence from Mexico. Economics of Education Review 39 (April): 97–109.
[52] Sawada, Y., et al. 2016. On the Role of Community Management in Correcting Market Failures of Rural Developing Areas: Evidence from a Randomized Field Experiment of COGES Project in Burkina Faso. Paper presented at annual meeting of Agricultural and Applied Economics Association, Boston, July 31–August 2. http://ageconsearch.umn.edu/bitstream/236323/2/SelectedPaper_9662.pdf.
[53] Smith, F.J. 1913. The evolution of the motion picture, vi: looking into the future with Thomas A. Edison. New York Dramatic Mirror (July 3).
[54] Snilstveit, B., et al. 2016. The Impact of Education Programmes on Learning and School Participation in Lowand Middle-Income Countries: A Systematic Review Summary Report. 3ie Systematic Review Summary 7, International Initiative for Impact Evaluation, London. http://www.3ie impact.org/media/filer_public/2016/09/20 /srs7-education-report.pdf.
[55] Vermeersch, C.M.J., and Kremer, M.R. 2005. School Meals, Educational Achievement, and School Competition: Evidence from a Randomized Evaluation. Policy Research Working Paper 3523, World Bank, Washington, DC.
[56] War Child Holland. 2016. Can’t Wait to Learn. War Child Holland, Amsterdam. https://www.warchild.nl/sites/default/files/bijlagen/node_13537/27-2016/2016_cant_wait_to_learn_english.pdf
[57] Waters, T., Marzano, R.J., and McNulty, B. 2003. Balanced Leadership: What 30 Years of Research Tells Us about the Effect of Leadership on Student Achievement. McRel Working Paper, McRel International, Denver.
[58] Wolff, L., de Moura Castro, C., Navarro, J.C., and García, N. 2002. Television for secondary education: Experience of Mexico and Brazil. In Technologies for Education: Potentials, Parameters, and Prospects, edited by Waddi D. Haddad and Alexandria Draxler, 144–52. Washington, DC: Academy for Educational Development; Paris: United Nations Educational, Scientific, and Cultural Organization.
Published
2020-12-30
How to Cite
MATEI, Alexandru.
Strengthening the Interaction Professor Student – A Study on Technology Investment Inflows in Schools.
Journal of Research in Educational Sciences, [S.l.], v. 11, n. 1, p. 5-13, dec. 2020.
ISSN 2068-8407.
Available at: <https://journals.aserspublishing.eu/jres/article/view/6001>. Date accessed: 25 apr. 2024.
doi: https://doi.org/10.14505//jres.v11.13.01.
Section
Articles
The Copyright Transfer Form to ASERS Publishing (The Publisher)
This form refers to the manuscript, which an author(s) was accepted for publication and was signed by all the authors.
The undersigned Author(s) of the above-mentioned Paper here transfer any and all copyright-rights in and to The Paper to The Publisher. The Author(s) warrants that The Paper is based on their original work and that the undersigned has the power and authority to make and execute this assignment. It is the author's responsibility to obtain written permission to quote material that has been previously published in any form. The Publisher recognizes the retained rights noted below and grants to the above authors and employers for whom the work performed royalty-free permission to reuse their materials below. Authors may reuse all or portions of the above Paper in other works, excepting the publication of the paper in the same form. Authors may reproduce or authorize others to reproduce the above Paper for the Author's personal use or for internal company use, provided that the source and The Publisher copyright notice are mentioned, that the copies are not used in any way that implies The Publisher endorsement of a product or service of an employer, and that the copies are not offered for sale as such. Authors are permitted to grant third party requests for reprinting, republishing or other types of reuse. The Authors may make limited distribution of all or portions of the above Paper prior to publication if they inform The Publisher of the nature and extent of such limited distribution prior there to. Authors retain all proprietary rights in any process, procedure, or article of manufacture described in The Paper. This agreement becomes null and void if and only if the above paper is not accepted and published by The Publisher, or is with drawn by the author(s) before acceptance by the Publisher.