Activities and dynamics with tablets in an Elementary School in Spain - SÁNCHEZ-MARTÍNEZ, Cristina; RICOY, María-Carmen; FELIZ-MURIAS, Tiberio (Educação e Pesquisa, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:ZQ9S2NPJ
Keywords: __C:filed:1; ⛔ No DOI found

Educational technology in Abu Dhabi public schools: teaching with interactive whiteboards (IWBs) - Samsonova, Olga (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:69SFGJ7H
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:Jordan JOR; _C:Sweden SWE; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Elementary Teachers’ Uses and Perceptions of Interactive Whiteboards for Instruction - Samsonova, Olga (International Journal of Learning, Teaching and Educational Research, 2018)
KerkoCite.ItemAlsoKnownAs: 10.26803/ijlter.17.8.2 2129771:FWJYRTY5
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:France FRA; _C:Malaysia MYS; _C:Netherlands NLD; _C:North Cyprus XNCYP; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Understanding elementary teachers' experiences and views using interactive whiteboards for pedagogical practices - Samsonova, Olga (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:ZWFEFQ8M
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:Egypt EGY; _C:Iran IRN; _C:Jordan JOR; _C:Lithuania LTU; _C:Malaysia MYS; _C:Netherlands NLD; _C:North Cyprus XNCYP; _C:Spain ESP; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Managing database overlap in systematic reviews using Batch Citation Matcher: case studies using Scopus - Sampson, Margaret; McGowan, Jessie; Cogo, Elise; Horsley, Tanya (Journal of the Medical Library Association, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:8FYHCNH5 2129771:SPTUIY5G

Training Teachers at a Distance: Perceptions and Challenges of Open and Distance Learning (ODL) in Teacher Education the Zimbabwean Experience - Samkange, Wellington (Turkish Online Journal of Distance Education, 2013)
Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open & Distance Learning (ODL) model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages. The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU) were observed teaching and were assessed. The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers' colleges (2-5-2) was more inclined to ODL than the 'conventional' model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU).
KerkoCite.ItemAlsoKnownAs: 2129771:7V79AP65 2317526:56BUMTPF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Zimbabwe; CA:AandC; CL:en; CL:fr; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:attitude; F:teaching; P:measurement; P:service industry; P:teacher education; P:teacher training; P:teachers; Q:ODEL; Q:distance education; Q:distance learning; R:case study; R:observation; R:qualitative; R:questionnaire; T:Ausbildung; T:trainee; Z:Zimbabwe Open University (ZOU); Z:distance education; Z:teacher training; publicImportV1; ⛔ No DOI found

PDIA toolkit: A DIY Approach to Solving Complex Problems - Samji, Salimah; Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Center for International Development at Harvard University, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:GBLLAZ5S 4804264:XZM3LSDQ
Keywords: Final_citation; cited; existing

PDIA toolkit: A DIY Approach to Solving Complex Problems - Samji, Salimah; Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Center for International Development at Harvard University, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:VLYAZJ5X 4426965:9XDS5WDJ 4804264:XZM3LSDQ

Factors affecting youth entrepreneurship development within Kibera, Kenya: The perspective of entrepreneurship education - Sambo, Wise (Problems and Perspectives in Management, 2016)
© Wise Sambo, 2016. All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibera, a district of Kenya. Two objectives are identified, namely (i) to determine the government's provision and access to the entrepreneurship education and training among the Kenyan youth, and (ii) to determine whether there is a relationship between the level of education, training and development of youth entrepreneurship. A sample of three hundred entrepreneurs (aged 18-35) within the Kibera district in Kenya is drawn to participate in this study. Structured survey questionnaires are used to collect primary data from business owners in the Kibera district. Findings revealed a strong positive correlation between the provision of entrepreneurship education and development of youth entrepreneurship and the level of education has a very weak positive correlation to youth entrepreneurship development. This study concludes with recommendations on how youth entrepreneurship can be improved in Kibera and the rest of Kenya. A total of 300 questionnaires were administered via emails with a total response rate of 83.3% (250) returned for analysis.
KerkoCite.ItemAlsoKnownAs: 10.21511/ppm.14(2-2).2016.09 2129771:9CEXBYJS 2129771:S2TWSBPJ 2317526:9UTQC4YM 2317526:P3X659PV
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; P:economy; R:questionnaire; R:survey; T:Training; T:entrepreneurship education; Z:Entrepreneurship education; Z:Kibera; Z:Unemployment; Z:Youth entrepreneurship; publicImportV1; ❓ Multiple DOI

Errors in search strategies used in systematic reviews and their effects on information retrieval - Salvador-Oliván, José Antonio; Marco-Cuenca, Gonzalo; Arquero-Avilés, Rosario (Journal of the Medical Library Association : JMLA, 2019)
Objectives Errors in search strategies negatively affect the quality and validity of systematic reviews. The primary objective of this study was to evaluate searches performed in MEDLINE/PubMed to identify errors and determine their effects on information retrieval. Methods A PubMed search was conducted using the systematic review filter to identify articles that were published in January of 2018. Systematic reviews or meta-analyses were selected from a systematic search for literature containing reproducible and explicit search strategies in MEDLINE/PubMed. Data were extracted from these studies related to ten types of errors and to the terms and phrases search modes. Results The study included 137 systematic reviews in which the number of search strategies containing some type of error was very high (92.7%). Errors that affected recall were the most frequent (78.1%), and the most common search errors involved missing terms in both natural language and controlled language and those related to Medical Subject Headings (MeSH) search terms and the non-retrieval of their more specific terms. Conclusions To improve the quality of searches and avoid errors, it is essential to plan the search strategy carefully, which includes consulting the MeSH database to identify the concepts and choose all appropriate terms, both descriptors and synonyms, and combining search techniques in the free-text and controlled-language fields, truncating the terms appropriately to retrieve all their variants.
KerkoCite.ItemAlsoKnownAs: 10.5195/jmla.2019.567 2129771:HC848YKD

Teacher governance reforms and social cohesion in South Africa: from intention to reality - Salmon, Thomas; Sayed, Yusuf (Education as Change, 2016)
Publisher: University of Johannesburg
Keywords: _C:Netherlands NLD; _C:Rwanda RWA; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sudan SDN; __C:filed:1; __C:scheme:1

COVID's Lessons for Global Higher Education: Coping with the Present While Building a More Equitable Future. - Salmi, Jamil (Lumina foundation, 2020)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:MB8M8YIP
Keywords: Final_citation; ⛔ No DOI found

Education recovery chief quits in English schools catch-up row - Sally Weale (the Guardian, 2021)
Sir Kevan Collins said to be dismayed that his long-awaited £15bn proposals were watered down to a £1.4bn package
Section: Politics

Labour flags concern over outsourcing of England catch-up tuition - Sally Weale (the Guardian, 2021)
Contract worth £25m given to giant HR conglomerate with ‘little tutoring experience’, says Labour
Section: Politics

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

Human Resources for Health Challenges in Nigeria and Nurse Migration - Salami, Bukola; Dada, Foluke O.; Adelakun, Folake E. (Policy, Politics, and Nursing Practice, 2016)
© 2016, © The Author(s) 2016. The emigration of sub-Saharan African health professionals to developed Western nations is an aspect of increasing global mobility. This article focuses on the human resources for health challenges in Nigeria and the emigration of nurses from Nigeria as the country faces mounting human resources for health challenges. Human resources for health issues in Nigeria contribute to poor population health in the country, alongside threats from terrorism, infectious disease outbreaks, and political corruption. Health inequities within Nigeria mirror the geographical disparities in human resources for health distribution and are worsened by the emigration of Nigerian nurses to developed countries such as the United States and the United Kingdom. Nigerian nurses are motivated to emigrate to work in healthier work environments, improve their economic prospects, and advance their careers. Like other migrant African nurses, they experience barriers to integration, including racism and discrimination, in receiving countries. We explore the factors and processes that shape this migration. Given the forces of globalization, source countries and destination countries must implement policies to more responsibly manage migration of nurses. This can be done by implementing measures to retain nurses, promote the return migration of expatriate nurses, and ensure the integration of migrant nurses upon arrival in destination countries.
KerkoCite.ItemAlsoKnownAs: 10.1177/1527154416656942 10/gf62zt 2129771:L9QF72FB 2317526:S78FFQ3Q
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:economy; P:environment; P:health; P:health professionals; P:nurse; T:career; T:trainee; Z:foreign-trained nurses; Z:human resources for health; Z:immigrant nurses; Z:internationally educated nurses; Z:migration; publicImportV1

School location analysis by integrating the accessibility, natural and biological hazards to support equal access to education - Sakti, Anjar Dimara; Rahadianto, Muhammad Ario Eko; Pradhan, Biswajeet; Muhammad, Hubbi Nashrullah; Andani, I. Gusti Ayu; Sarli, Prasanti Widyasih; Abdillah, Muhammad Rais; Anggraini, Tania Septi; Purnomo, Andhika Dimas; Ridwana, Riki (ISPRS International Journal of Geo-Information, 2021)
Abstract: This study proposes a new model for land suitability for educational facilities based on spatial product development to determine the optimal locations for achieving education targets in West Java, Indonesia. Single-aspect approaches, such as accessibility and spatial hazard analyses, have not been widely applied in suitability assessments on the location of educational facilities. Model development was performed based on analyses of the economic value of the land and on the integration of various parameters across three main aspects: accessibility, comfort, and a multinatural/biohazard (disaster) risk index. Based on the maps of disaster hazards, higher flood-prone areas are found to be in gentle slopes and located in large cities. Higher risks of landslides are spread throughout the study area, while higher levels of earthquake risk are predominantly in the south, close to the active faults and megathrusts present. Presently, many schools are located in very high vulnerability zones (2057 elementary, 572 junior high, 157 senior high, and 313 vocational high schools). The comfort-level map revealed 13,459 schools located in areas with very low and low comfort levels, whereas only 2377 schools are in locations of high or very high comfort levels. Based on the school accessibility map, higher levels are located in the larger cities of West Java, whereas schools with lower accessibility are documented far from these urban areas. In particular, senior high school accessibility is predominant in areas of lower accessibility levels, as there are comparatively fewer facilities available in West Java. Overall, higher levels of suitability are spread throughout West Java. These distribution results revealed an expansion of the availability of schools by area: senior high schools, 303,973.1 ha; vocational high schools, 94,170.51 ha; and junior high schools, 12,981.78 ha. Changes in elementary schools (3936.69 ha) were insignificant, as the current number of elementary schools is relatively much higher. This study represents the first to attempt to integrate these four parameters—accessibility, multi natural hazard, biohazard, comfort index, and land value—to determine potential areas for new schools to achieve educational equity targets. Keywords: school location; natural and biological hazards; accessibility model; COVID-19; West Java Province; Indonesia
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 4682641:CB8PKGK6

Wired citizenship: youth learning and activism in the Middle East - Sakr, Rehab; Herrera, Linda (2014)
"Wired Citizenship examines the evolving patterns of youth learning and activism in the Middle East and North Africa (MENA). In todays digital age, in which formal schooling often competes with the peer-driven outlets provided by social media, youth all over the globe have forged new models of civic engagement, rewriting the script of what it means to live in a democratic society. As a result, state-society relationships have shifted never more clearly than in the MENA region, where recent uprisings were spurred by the mobilization of tech-savvy and politicized youth.Combining original research with a thorough exploration of theories of democracy, communications, and critical pedagogy, this edited collection describes how youth are performing citizenship, innovating systems of learning, and re-imagining the practices of activism in the information age. Recent case studies illustrate the context-specific effects of these revolutionary new forms of learning and social engagement in the MENA region"–
OCLC: 871782052

Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information - Saito, Eisuke; Khong, Thi Diem Hang (Reflective Practice, 2017)
Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER]
KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2534378:8GYBJJ8Z 2534378:R2HCJDDM Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=126003617&site=ehost-live&scope=site
Keywords: ADULTS; AUDIOVISUAL aids in education; AUDIOVISUAL materials; CRITICAL thinking studies; DATA analysis software; DESCRIPTIVE statistics; EDUCATION; FOCUS groups; INTERVIEWING; PROFESSIONAL education; PROFESSIONAL employee training; REFLECTION (Philosophy); RESEARCH funding; Reflective practice; SCHOOL administrators; TEACHER training; TEACHING; THEMATIC analysis; VIETNAM; Vietnam; __:import:01; __:match:final; __:matched; __:study_id:2099873; __finaldtb; critical reflection; professional learning; teacher professional development; vide-flection

Supporting Change in Literacy Instruction in Malawi - Sailors, Misty; Hoffman, James V.; Pearson, P. David; McClung, Nicola; Shin, Jaran; Phiri, Liveness Mwale; Saka, Tionge (Reading Research Quarterly, 2014)
In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.
shortDOI: 10/ggvk3t KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.70 10/ggvk3t 2129771:7UI2KR9V 2339240:FPRQN6RV 2405685:IVTVDACJ
Keywords: Adult; C:Malawi; Childhood; Coaching; Decoding; Discussion; Early childhood; English as a second language; English for speakers of other languages; English language learners; English learners; Experimental; Fairy tales; Family literacy; Home language; Home-school connections; In-service; Instructional models; Language learners; Literature; Literature-based instruction; Oral language; Parental involvement; Phonics; Program evaluation; Reading strategies; Research methodology; School based; Sight words; Sociocultural; Socioeconomic factors; Strategies; Supplementary resources; Teacher education; Textbooks; _C:Botswana BWA; _C:Fiji FJI; _C:France FRA; _C:Israel ISR; _C:Kenya KEN; _C:Malawi MWI; _C:Singapore SGP; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; and materials; folk tales; methods; phonemic awareness; phonological awareness; professional development; quasi-experimental; word recognition

Digital learning in schools: What does it take beyond digital technology? - Sailer, Michael; Murböck, Julia; Fischer, Frank (Teaching and Teacher Education, 2021)
We investigated how often teachers apply digital technology in their teaching and which student learning activities teachers initiate. Further, we analyzed factors relating to technology use. 410 teachers in our sample, representative for the state of Bavaria (Germany), reported that they spend a substantial amount of time using digital technologies in a typical lesson. Results indicated that rather teachers’ basic digital skills and technology-related teaching skills than digital technology resources are crucial. Even though a certain threshold level of digital technology is necessary in school, our results suggest shifting the focus from equipping schools to teachers’ skills using technologies effectively.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2021.103346 2129771:WY5VJ8ZE 4426965:JKWTNHUA
Keywords: Digital technologies; Structural equation modeling; Student learning activities; Teachers’ skills; Technology use in classroom

unarXive 2022: All arXiv Publications Pre-Processed for NLP, Including Structured Full-Text and Citation Network - Saier, Tarek; Krause, Johan; Färber, Michael (2023 ACM/IEEE Joint Conference on Digital Libraries (JCDL), 2023)
Large-scale data sets on scholarly publications are the basis for a variety of bibliometric analyses and natural language processing (NLP) applications. Especially data sets derived from publication's full-text have recently gained attention. While several such data sets already exist, we see key shortcomings in terms of their domain and time coverage, citation network completeness, and representation of full-text content. To address these points, we propose a new version of the data set unarXive. We base our data processing pipeline and output format on two existing data sets, and improve on each of them. Our resulting data set comprises 1.9 $\mathrm{M}$ publications spanning multiple disciplines and 32 years. It furthermore has a more complete citation network than its predecessors and retains a richer representation of document structure as well as non-textual publication content such as mathematical notation. In addition to the data set, we provide ready-to-use training/test data for citation recommendation and IMRaD classification. All data and source code is publicly available at https://github.com/IlIDepence/unarXive.
Conference Name: 2023 ACM/IEEE Joint Conference on Digital Libraries (JCDL) ISBN: 9798350399318 Place: Santa Fe, NM, USA Publisher: IEEE

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes - Saidu, Arthur; Casado, Eusebio Rincon; Shergill, Maggie; McBurnie, Chris (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707910 2129771:R8LRYX3A 2405685:7HCBSU4P
Keywords: _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Will the pandemic change schools? - Sahlberg, Pasi (Journal of Professional Capital and Community, 2020)
Purpose This essay offers a perspective for practitioners and decision-makers to look beyond short-term recovery from the COVID-19 pandemic and consider longer-term consequences that it may have on schools. Design/methodology/approach In this essay, I discuss some general observations about education during the pandemic and then provide a perspective to some issues related to educational inequalities and learning from home during the pandemic. The essay is informed by recent media articles and reports of national and international institutions. Findings This essay makes three claims: Despite high hopes, there is only a little chance schools will change as a consequence of this pandemic without bold and brave shifts in mindset in how that change happens. The COVID-19 pandemic has exacerbated the effects of preexisting social and educational inequalities; fixing these would be an important consequence of the pandemic. During school closures, learning from home has been mostly based on the old logic of consuming information and knowledge rather than creating or cocreating new ideas and solutions to real-life problems. Research limitations/implications This is an essay that offers evidence-informed perspectives to current development in education, and it should not be treated as a research-based article. Originality/value This essay will contribute to the evolving public conversation and professional debate on the future of school education. It will be part of the series of essays that will support those who are seeking to not just adapt to meet the pandemic but also to step back and consider the medium to longer-term implications.
KerkoCite.ItemAlsoKnownAs: 10.1108/JPCC-05-2020-0026 2129771:EEBKLVBQ
Keywords: COVID-19; Professionalism; School change; __C:filed:1

Teaching Science to Visually Impaired Students: A Small-Scale Qualitative Study. - Sahin, Mehmet; Yorek, Nurettin (Online Submission, 2009)
Publisher: ERIC
Keywords: ⛔ No DOI found

“Give courage to the ladies”: Expansive apprenticeship for women in rural Malawi - Safford, K.; Cooper, D.; Wolfenden, F.; Chitsulo, J. (Journal of Vocational Education & Training, 2013)
Apprenticeship in developed and industrialised nations is increasingly understood and practised as learning which connects workplace activity and formal study. The concept of 'expansive apprenticeship' defines frameworks for workforce development where participants acquire knowledge and skills which will help them in the future as well as in their current roles; 'restrictive' apprenticeships limit opportunities for wider, lifelong learning. In developing world economies, apprenticeships are a traditional route to learning and employment, but tend to reflect a restrictive approach characterised by narrowly defined roles and weak educational outcomes. This paper examines the apprenticeship opportunities in a large scale Access to Teaching Scholarship in Malawi. The programme's study materials and support structures are designed to move participants from restrictive to expansive contexts for learning and to develop hybrid roles as students, community workers and apprentice teachers. The authors examine data from the first cohort of participants and consider the extent to which the Scholarship offers an innovative model of expansive apprenticeship to address barriers to female continuing education and chronic teacher shortages in Sub-Saharan Africa. © 2013 Copyright The Vocational Aspect of Education Ltd.
KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2012.755213 10/gf62pr 2129771:W7A3AETF 2317526:J9QU3SAQ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Malawi; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing world; F:access; F:gender; F:learning; F:motivation; F:outcomes; F:teaching; F:women; P:economy; P:measurement; P:teacher education; P:teacher training; P:teachers; Q:certificate; Q:distance education; Q:lifelong learning; T:Lehrlingsausbildung; T:TVET; T:Training; T:apprentice; T:career; T:continuing education; T:workplace education; Z:Access to Education; Z:Adult Education; Z:Apprenticeships; Z:Barriers; Z:Career aspirations; Z:Continuing Education; Z:Distance Education; Z:Distance education; Z:Donors and NGOs; Z:Economic Development; Z:Elementary Schools; Z:Female empowerment; Z:Females; Z:Foreign Countries; Z:Gender Issues; Z:Mentors; Z:Rural Areas; Z:Teacher Certification; Z:Teacher Education; Z:Teacher Shortage; Z:Teacher education; Z:Teacher motivation; Z:VET and development; Z:VET and economic development; Z:Vocational Education; Z:Vocational education and training; Z:Women Faculty; Z:Workplace Learning; Z:adult learning; Z:gender and learning; Z:learning in life &; Z:philosophy of VET; Z:teacher training; Z:training; Z:vocational education &; Z:work transitions; Z:workplace learning; publicImportV1

Why schools shouldn't use Whatsapp - Safeguarding In Schools - Safeguarding In Schools (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:ADPGPPA8
Keywords: Final_citation; cited; existing

The Mutual Construction of Statistics and Society - Saetnan, Ann Rudinow; Lomell, Heidi Mork; Hammer, Svein (2010)

Co-creation of OER by teachers and teacher educators in Colombia - Sáenz Rodríguez, María del Pilar; Pino, Ulises Hernandez; Hernández, Yoli Marcela (Adoption and impact of OER in the Global South, 2017)
This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.
KerkoCite.ItemAlsoKnownAs: 2405685:IE3G3WQ2 2534378:5D4ABB2L 2534378:5MYHLPNC
Keywords: __:import:02; __:match:final; __:matched; __:study_id:3123702; __finaldtb

Systematic Review using a Spiral approach with Machine Learning - Saeidmehr, Amirhossein; Steel, Piers; Samavati, Faramarz (2023)
With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-2497596/v1 2129771:3TJ8PRTF 2405685:RINZQERU 2486141:SJ799IB8
Keywords: _Added-ailr-2024

Systematic review using a spiral approach with machine learning - Saeidmehr, Amirhossein; Steel, Piers David Gareth; Samavati, Faramarz F. (Systematic Reviews, 2024)
Abstract With the accelerating growth of the academic corpus, doubling every 9 years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with logistic regression, TF-IDF for vectorization, and maximum probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-023-02421-z 5440726:7V4PYGH5

Indoor air quality and health in schools: A critical review for developing the roadmap for the future school environment - Sadrizadeh, Sasan; Yao, Runming; Yuan, Feng; Awbi, Hazim; Bahnfleth, William; Bi, Yang; Cao, Guangyu; Croitoru, Cristiana; De Dear, Richard; Haghighat, Fariborz; Kumar, Prashant; Malayeri, Mojtaba; et al. (Journal of Building Engineering, 2022)
Several research studies have ranked indoor pollution among the top environmental risks to public health in recent years. Good indoor air quality is an essential component of a healthy indoor environment and significantly affects human health and well-being. Poor air quality in such environments may cause respiratory disease for millions of pupils around the globe and, in the current pandemic-dominated era, require ever more urgent actions to tackle the burden of its impacts. The poor indoor quality in such environments could result from poor management, operation, maintenance, and cleaning. Pupils are a different segment of the population from adults in many ways, and they are more exposed to the poor indoor environment: They breathe in more air per unit weight and are more sensitive to heat/cold and moisture. Thus, their vulnerability is higher than adults, and poor conditions may affect proper development. However, a healthy learning environment can reduce the absence rate, improves test scores, and enhances pupil/teacher learning/teaching productivity. In this article, we analyzed recent literature on indoor air quality and health in schools, with the primary focus on ventilation, thermal comfort, productivity, and exposure risk. This study conducts a comprehensive review to summarizes the existing knowledge to highlight the latest research and solutions and proposes a roadmap for the future school environment. In conclusion, we summarize the critical limitations of the existing studies, reveal insights for future research directions, and propose a roadmap for further improvements in school air quality. More parameters and specific data should be obtained from in-site measurements to get a more in-depth understanding at contaminant characteristics. Meanwhile, site-specific strategies for different school locations, such as proximity to trans portation routes and industrial areas, should be developed to suit the characteristics of schools in different regions. The socio-economic consequences of health and performance effects on children in classrooms should be considered. There is a great need for more comprehensive studies with larger sample sizes to study on environmental health exposure, student performance, and indoor satisfaction. More complex mitigation measures should be evaluated by considering energy efficiency, IAQ and health effects.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jobe.2022.104908 2129771:NTBFI4GF 5072953:SMX87LLQ
Keywords: _z:class:countries

A continuum of teachers'e-learning practices - Sadeck, Osman (International Conference on e-Learning, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:NQYDJCXP
Keywords: _C:South Africa ZAF; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

What is the Southern African Development Community Qualifications Framework? - SADCQF
KerkoCite.ItemAlsoKnownAs: 2129771:NV6FMLWR 2317526:IGSG3TA7

A conceptual framework to understand teachers’ Professional Dispositions and Orientation towards tablet technology in secondary schools - Sackstein, Suzanne; Slonimsky, Lynne (South African Computer Journal, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 10.18489/sacj.v29i2.469 10/gdm2tk 2129771:LQD4ETTP
Keywords: _C:Cuba CUB; _C:South Africa ZAF; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Gemeinsam Gestalten: Migration aus Afrika nach Europa - Sachverständigenrat deutscher Stiftungen für Integration und Migration (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:RI23SWS9 2486141:SMWYQNAY

Preface to the New Edition - Sachs, Wolfgang
Keywords: ⛔ No DOI found

The Development dictionary: a guide to knowledge as power - Sachs, Wolfgang (Zed Books, 1992)
KerkoCite.ItemAlsoKnownAs: 2129771:C272BCTJ 2129771:CMFM7Z2X
Keywords: Economic development; Terminology

The Development Dictionary: A Guide to Knowledge as Power - Sachs, Wolfgang (2010)

The Development dictionary: a guide to knowledge as power - Sachs, Wolfgang (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:66LHHS76 2129771:WCXTM838

Understanding the External Social Benefits of Education in Ethiopia: A Contextual Analysis Using Young Lives - Sabates, Ricardo; Zhao, Yiran Vicky; Mitchell, Rafael; Ilie, Sonia (Journal of Education Finance, 2021)
Publisher: University of Illinois Press KerkoCite.ItemAlsoKnownAs: 2129771:AETKVZAP
Keywords: ⛔ No DOI found

Cost-effectiveness with equity: Raising learning for marginalised girls through Camfed's programme in Tanzania - Sabates, Ricardo; Rose, Pauline; Delprato, Marcos; Alcott, Benjamin (Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018), 2018)
This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1247315 2339240:844SXSWR 2405685:VQQK7F6G

School drop out in Bangladesh: Insights using panel data - Sabates, Ricardo; Hossain, Altaf; Lewin, Keith M. (International Journal of Educational Development, 2013)
This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4–15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.09.007 2129771:TCYI69QF
Keywords: Bangladesh; Educational exclusion; Educational support; Household survey

Ambition Gone Awry: The Long-Term Socioeconomic Consequences of Misaligned and Uncertain Ambitions in Adolescence - Sabates, Ricardo; Harris, Angel L.; Staff, Jeremy (Social Science Quarterly, 2011)
Objective The objective of this study was to investigate whether misaligned or uncertain ambitions in adolescence influence the process of socioeconomic attainment. Methods Using 34 years of longitudinal data from the British Cohort Study (BCS70), we considered whether youth with (1) misaligned ambitions (i.e., those who either over- or underestimate the level of education required for their desired occupation), (2) both low occupational aspirations and educational expectations (low-aligned ambitions), and (3) uncertainty with regard to their future occupations (uncertain ambitions) at age 16 experienced more unemployment spells, lower educational attainment, and lower hourly wages in adulthood compared to youth with high occupational aspirations and educational expectations (high-aligned ambitions). Results Youth who hold misaligned or uncertain aspirations show long-term deficits in employment stability and educational attainment, which in turn leads to lower wage attainments at age 34. Conclusion Misaligned and uncertain ambitions in adolescence compromise the construction of life paths and the realization of long-term educational and occupational goals.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6237.2011.00799.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1540-6237.2011.00799.x 2129771:3BG4S4M7

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

Can maternal education sustain or enhance the benefits of early life interventions? Evidence from the Young Lives Longitudinal Study - Sabates, Ricardo; Di Cesare, Mariachiara (Compare: A Journal of Comparative and International Education, 2021)
This paper provides evidence on the predicted benefits of maternal education, in terms of reduced child malnutrition at ages 1 and 5, focusing specifically on the complementarities with early life interventions across contexts. Using data from the Young Lives Longitudinal Study for Ethiopia, India, Peru and Vietnam, results show the expected association of maternal education with reduced likelihood of malnutrition both at ages 1 and 5. However, the benefits of maternal education via access to an early life intervention (antenatal care), are found only in some countries and for some levels of maternal education. Inequalities in the risk of malnutrition between those with the highest endowments of maternal education and access to antenatal services, and those without these, are significant within countries. We conclude that programmes which aim to reduce the risks of malnutrition should consider local knowledge and realities in order to understand more fully the expected benefits.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2019.1653171 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2019.1653171 2129771:WSICB8HM
Keywords: Maternal education; Young Lives; antenatal care; child nutrition; quantitative methods

Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana - Sabates, Ricardo; Carter, Emma; Stern, Jonathan M. B. (International Journal of Educational Development, 2021)
Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102377 2129771:GJKUCPKG
Keywords: COVID-19 school closure; Equity; Ghana; Learning; Literacy; Numeracy

Schooling responses to income changes: Evidence from unconditional cash transfers in Rwanda - Sabates, Ricardo; Bhutoria, Aditi; Sabates-Wheeler, Rachel; Devereux, Stephen (International Journal of Educational Research, 2019)
Publisher: Elsevier

School Drop out: Patterns, Causes, Changes and Policies - Sabates, R.; Westbrook, J.; Akyeampong, K.; Hunt, F. (United Nations Educational, Scientific and Cultural Organisation (UNESCO), 2010)
This background paper for the UNESCO GMR team draws on a range of resources to provide a synthesis on drop out. The paper focuses on patterns of participation, age-specific drop out rates, equity in drop out rates, and the link between over age enrolment and drop out rates. The paper outlines the main causes of drop out and provides two country case studies, Ghana and Tanzania, to highlight the potential strategies that could be used to address drop out. The paper concludes with our main policy messages.
Num Pages: 25 Publication Title: United Nations Educational, Scientific and Cultural Organisation (UNESCO): Paris, France. KerkoCite.ItemAlsoKnownAs: 2129771:GCMSM5KV

Tackling Poverty-migration Linkages: Evidence from Ghana and Egypt - Sabates-Wheeler, Rachel; Sabates, Ricardo; Castaldo, Adriana (Social Indicators Research, 2008)
Are migrants able to use the migration experience to their benefit, that is to improve their livelihoods, and is this result nuanced by whether migrants are poor or non-poor? This paper explores these questions quantitatively using data on migrants and non-migrants from Ghana and Egypt. It describes the main challenges in the empirical literature and introduces a conceptual model to explore the links between migration and poverty. The empirical model accounts for the direct effects of migration on poverty and for the role of migration in moderating the dynamics of poverty. Results show the selectivity of migration with respect to subjective poverty and that migration can have a significant impact on helping people improve their livelihoods. The paper further finds that selectivity with respect to human capital depends on ‘reasons for migration’ and visa status. These findings enrich existing empirical studies by providing a clear estimation of sequential events and enable policymakers to better understand the processes behind migration and poverty.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11205-007-9154-y 2129771:JNUBQHQX
Keywords: Migration; Poverty; Subjective poverty

Low-Cost Private Schools in Tanzania: A Descriptive Analysis - Sabarwal, Shwetlena; Sununtnasuk, Celeste; Ramachandran, Deepika (Research on Improving Systems of Education (RISE), 2020)
This paper discusses the potential role of low-cost private secondary schools in Tanzania. The share of private enrollment has been negatively correlated with the availability of public schools. With the 2016 Fee-Free Basic Education Policy, the public secondary education system is experiencing significant demand pressures. The government has limited resources to address these pressures. Using micro-data from the Morogoro region, the paper finds that private schools have excess capacity that can allow for absorption of additional students at relatively low cost through potential public-private partnerships. The paper finds no evidence that service delivery or student performance is worse in private schools relative to their public counterparts. These findings provide empirical evidence on some key enabling conditions for potential public-private partnerships for secondary education in Tanzania.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/044 2129771:TFZ72NQD

The Permanent Input Hypothesis : The Case of Textbooks and (No) Student Learning in Sierra Leone - Sabarwal, Shwetlena; Evans, David; Marshak, Anastasia (World Bank, 2014)
zotzenLib.CopiedFrom: 2486141:I9HUDQR5 KerkoCite.ItemAlsoKnownAs: 2129771:9NIZEZZI 2486141:I9HUDQR5
Keywords: _C:Sierra Leone SLE

The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone - Sabarwal, Shwetlena; Evans, David K.; Marshak, Anastasia (Washington, DC : World Bank, Education Global Practice Group & Africa Region, Office of the Chief Economist, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:MVW7YCWN 2405685:QFBK2Z4L
Keywords: _C:Sierra Leone SLE

The permanent textbook hypothesis: School inputs and student outcomes in Sierra Leone - Sabarwal, S.; Evans, D.; Marshak, A. (Compare: A Journal of Comparative and International Education, 2013)
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

The Permanent Textbook Hypothesis: School Inputs and Student Outcomes in Sierra Leone [Policy Research Working Paper] - Sabarwal, S.; Evans, D.; Marshak, A. (World Bank, 2014)
Keywords: _C:Sierra Leone SLE

COVID-19 and the Learning Crisis in Latin America and the Caribbean: How Can We Prevent a Tragedy? - Saavedra, Jaime; Di Gropello, Emanuela (2021)
zotzenLib.CopiedFrom: 2486141:ACM6UHC5 KerkoCite.ItemAlsoKnownAs: 2129771:RHAASP59 2486141:ACM6UHC5

An Analysis of ResNet50 Model and RMSprop Optimizer for Education Platform Using an Intelligent Chatbot System - Saadna, Youness; Boudhir, Anouar Abdelhakim; Ben Ahmed, Mohamed (Networking, Intelligent Systems and Security, 2022)
A chatbot is a software (or machine) that has the ability to talks with a user: it is a virtual assistant that can answer a number of user questions, and providing the correct responses. In the last few years, the use of chatbots is very popular in various fields, such as health care, marketing, educational, supporting systems, cultural heritage, entertainment, and many others. This paper proposes an intelligent chatbot system that can give a response in the form of natural language or audio to a natural language question or image input in different domains of education and will support multiple languages (English, French, and Arabic). To realize this System, we used different deep learning architectures (CNN, LSTM, Transformers), computer vision, transfer learning to extract image features vector, and natural language processing techniques. In the end, after the implementation of the proposed model, a comparative study was conducted in order to prove the performance of this system using image-response model and question-response model using accuracy and BLEU score metrics.
Keywords: Artificial intelligence; Chatbot; Education

The June 16 Soweto Youth Uprising | South African History Online - SA History Online (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J2DKEAVN

Assessment Report and Snag List on the Completion of Bayero University Senate Building - S.M. Ali
KerkoCite.ItemAlsoKnownAs: 2129771:IJTHA49L 2129771:YXAMYW5G 2486141:4S56IPSJ

Comparison of Thermal Comfort Levels of Learning Spaces during Mid-season in Bayero University, Kano - S.M. Ali (AJEES, African Journal of Earth and Environmental Sciences, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:T47VFXVL 2129771:XGMVDQHJ 2486141:GZ99E4DN
Keywords: ⛔ No DOI found

Design Report on the Nigerian Shippers Council’s Maritime Resource Centre - S.M. Ali
Place: Jos, Plateau State, Nigeria KerkoCite.ItemAlsoKnownAs: 2129771:CPES8RAX 2129771:V42RNYTT 2486141:NX3CGUJP

Evaluating Neutral, Preferred and Comfort Range Temperatures and Computing Adaptive Equation for Kano Region - S.M. Ali (ARCHICULTURE, An International Journal that Promotes the Architecture of Human Culture with the Culture of Architecture. A publication of the Department of Architecture, Faculty of Environmental Sciences, 2021)
Place: Nigeria Publisher: University of Jos KerkoCite.ItemAlsoKnownAs: 2129771:7IW98W3K 2129771:9UP4SZ6P 2129771:HE44LB77 2129771:UV2TY3LB 2129771:WHTP6I6Y 2486141:QU7FP9D6 2486141:YCDDHB3J
Keywords: ⛔ No DOI found

Fallacy of summer overheating in the hot-dry climate: a case study of learning environments in Kano, Nigeria - S.M. Ali (AJEES, African Journal of Earth and Environmental Sciences, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:23HNYEEM 2129771:XKT3SMEA 2486141:GRWJ6L4Y
Keywords: ⛔ No DOI found

Indoor Environmental Quality (IEQ) in Hot-Dry Regions of Sub-Saharan Africa - S.M. Ali (BUK Press, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:ANDPTX52 2129771:PA2M2PAP 2486141:XP7DL92J

Investigating Acoustic and Indoor Air Qualities of Learning Environments in Bayero University, Kano - S.M. Ali (2021)
Place: Nigeria Publisher: University of Jos KerkoCite.ItemAlsoKnownAs: 2129771:3HK33LJ7 2129771:J92IE3TZ 2486141:BYY2S9GP
Keywords: ⛔ No DOI found

Measured and perceived visual qualities of learning environments in Bayero University, Kano Nigeria. Savanna, A journal of the Environmental and Social Sciences - S.M. Ali (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PXTETYRP 2129771:RLJSFHZA 2486141:ISV74JPD
Keywords: ⛔ No DOI found

Monitoring and Evaluation Report of TETFund Intervention Projects in Federal University Gusau, Zamfara State - S.M. Ali
KerkoCite.ItemAlsoKnownAs: 2129771:9H5NM3JA 2129771:F7PTVB6W 2129771:I29J56R7 2129771:S5HYS39R 2129771:VRXGEPB9 2129771:YF5SSX24 2486141:FNC5AE8B 2486141:LHIK4WU7 2486141:U4UH5GYJ

Project Status Report on the Construction of 2-Blocks of 44-Room Students - S.M. Ali (Hostel at Federal University)
Place: Dutse KerkoCite.ItemAlsoKnownAs: 2129771:3E6J8YMW 2129771:I9L3J6C8 2486141:9S9YZ2MB

Projects in Federal College of Education (Technical - S.M. Ali
Place: Gusau

Structural Investigation Report at GSS Tsakuwawa Classrooms Complex, Tsakuwawa - S.M. Ali
Place: Jigawa State, Nigeria KerkoCite.ItemAlsoKnownAs: 2129771:KPDHH72K 2129771:SU5KPH9S 2486141:ML4NDJWQ

Structural Investigation Report on a One-Story Classrooms and Laboratory Complex under Construction at Binyaminu Usman Polytechnic, Hadejia - S.M. Ali
Place: Jigawa State, Nigeria KerkoCite.ItemAlsoKnownAs: 2129771:B3DG2QYA 2129771:D9AM27QS 2486141:C5QZNLMF

Technical and Financial Report for the Award of Contract for the Construction of 300 capacity Lecture Theatre for the Faculty of Natural Sciences, Sule Lamido University, Kafin-Hausa, Jigawa State - S.M. Ali
KerkoCite.ItemAlsoKnownAs: 2129771:7C43N79J 2129771:RHY43ES4 2486141:DN5JCQAL

Technical and Financial Report from the 1st Meeting of the Procurement Planning Committee (PPC - S.M. Ali
KerkoCite.ItemAlsoKnownAs: 2129771:DBUQ56N5 2129771:SJU4MQ7F 2486141:79RQRN89
Keywords: ⛔ No DOI found

Technical Report on the Site Inspection of 84-units of three bedrooms of the Ministerial Pilot Housing Scheme funded by Federal Mortgage Bank of Nigeria at Western bye-pass - S.M. Ali
Place: Kano, Kano State KerkoCite.ItemAlsoKnownAs: 2129771:5JBNBBEW 2129771:U7KR9GE3 2486141:Y78NHM85

The educational perception on artificial intelligence by elementary school teachers - Ryu, Miyoung; Han, Seonkwan (Journal of The Korean Association of Information Education, 2018)
Publisher: Korea Association of Information Education

Development of artificial intelligence education system for K-12 based on 4P - Ryu, Hyein; Cho, Jungwon (Journal of Digital Convergence, 2021)
Publisher: The Society of Digital Policy and Management
Keywords: ⛔ No DOI found

The intrinsic shape of spiral galaxies in the 2mass large galaxy atlas - Ryden, Barbara S. (The Astrophysical Journal, 2006)
Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1086/500497 2129771:RNB8AMV6
Keywords: __C:filed:1

Realist synthesis: illustrating the method for implementation research - Rycroft-Malone, Jo; McCormack, Brendan; Hutchinson, Alison M.; DeCorby, Kara; Bucknall, Tracey K.; Kent, Bridie; Schultz, Alyce; Snelgrove-Clarke, Erna; Stetler, Cheryl B.; Titler, Marita; Wallin, Lars; Wilson, Val (Implementation Science, 2012)
Realist synthesis is an increasingly popular approach to the review and synthesis of evidence, which focuses on understanding the mechanisms by which an intervention works (or not). There are few published examples of realist synthesis. This paper therefore fills a gap by describing, in detail, the process used for a realist review and synthesis to answer the question ‘what interventions and strategies are effective in enabling evidence-informed healthcare?’ The strengths and challenges of conducting realist review are also considered.
KerkoCite.ItemAlsoKnownAs: 10.1186/1748-5908-7-33 2129771:Q5DRX86K
Keywords: Change Agency; Data Extraction Form; Knowledge Translation; Knowledge Utilisation; Programme Theory

“If I can be a helper, one day I be a boss”–A case study of informal apprenticeship in Lusaka - Ryan, S (2015)
Despite recent high levels of economic growth, many young people in Zambia are trapped by poverty, unemployment or underemployment, and lack of access to skills development opportunities. Vocational training institutions cannot accommodate the vast numbers of school leavers every year, and often charge fees that are prohibitive to young people from poorer families. Young people remain significantly overrepresented in Zambia’s unemployment statistics. For those that do manage to secure work, it is predominantly in the informal economy, which currently accommodates over 90 of employed Zambians. Zambia faces a clear challenge to translate the economic gains of the past few years into improved livelihood conditions and decent work outcomes. With over 46 per cent of the population being under the age of 15, there is an urgent need for programs that provide young people in particular with skills development and employment opportunities. In this climate, informal apprenticeships may offer young people access to both affordable training and future employment. Informal apprenticeship, as defined by the International Labour Organization (ILO), is a written or oral training agreement under which a master craftsperson (MC) provides an apprentice (a young person) with training in all skills relevant to a trade. An apprentice gains tacit skills by working alongside a master craftsperson in a micro or small enterprise in the informal economy. Informal apprenticeships are anchored in the norms and traditions of a society, which shape the obligations and incentives for MCs to train others, and for apprentices to seek this kind of training. Costs and benefits are shared between the apprentice and master craftsperson (ILO, 2012). This study seeks to identify the norms and characteristics of informal apprenticeship in Zambia’s capital city, Lusaka. The study aims to provide guidance on how informal apprenticeships in Zambia can be supported and strengthened within the ILO’s mandate to improve the quality of apprenticeships within the informal economy. The study also aims to contribute to ILO’s body of knowledge on informal apprenticeship, describing both the local specificities of informal apprenticeship in urban Zambia, and how the training relates to ILO’s broader findings on informal apprenticeship in Africa. This study found that training within the informal economy is widely undertaken in the Lusaka region. However, the informal institutional framework for apprenticeships in Lusaka’s informal economy is currently less well established, compared to informal apprenticeships in West Africa. Written contracts were found to be non-existent, and verbal training agreements were considerably undefined. There is no specific term used for apprentices within the informal economy – young people join businesses as othandiza (helpers), but this term may apply both to those in an apprenticeship role, and casual workers brought in for temporary work. This study also determined a variety of training arrangements within the informal economy including fluid models of group-based learning, whereby a young person may learn from several experienced craftspeople in a ‘cluster’ of selfemployed operators. Despite these issues, vast numbers of Zambian young people still gain skills through working and learning in informal economy enterprises. The majority of apprentices reported that they join businesses with the key objective of acquiring all relevant trade skills - training within an informal enterprise was also found to be the primary source of skills development for MCs. While the lack of clear norms surrounding informal apprenticeship may be seen as problematic, many MCs and apprentices felt that the flexibility of terms supported, rather than hindered the apprentice - for instance, by the apprentice being able to progress quickly through the learning process. Incentive and obligation operate as strong binding mechanisms for both MCs and apprentices to complete the training in the absence of fixed institutional frameworks. Furthermore, the fluid nature of Zambian informal apprenticeships may mean that any future targeted interventions may be incorporated more easily. There is currently an enabling institutional environment for upgrading informal apprenticeship in Zambia. With the 2011 election of the Patriotic Front (PF) party to government, there is a renewed focus on the issues of youth, job creation, skills training, self-employment opportunities and the quality of jobs. The PF government has stated that they seek to involve youths in national development by ‘expanding educational facilities and vocational training to absorb all school leavers’, ‘collaborating with industry to provide learnership/apprenticeship practical training’, and ‘facilitating access to finance and to markets’ for young people (The Patriotic Front, 2011). Considering informal apprenticeship as a mode of vocational training in Zambia would clearly support government’s aim of creating a vocational training system capable of absorbing all school leavers. Recognition of informal training is further supported by reforms in TEVET policy, which call for a greater focus on training within and for the informal sector, and seek to diversify the modes in which training is delivered. Key interventions are required to upgrade informal apprenticeship to a robust mode of vocational training leading to gainful and decent employment for young people in Zambia. This report argues that TEVET policy needs to become more responsive to the informal economy, with the Apprenticeship Act revitalized, trade testing promoted more effectively, and informally acquired skills recognized. The quality of training needs to be improved, such as through providing MCs with skills development opportunities, introducing competency assessment measures, and strengthening training agreements. Decent work outcomes also need to be strengthened through supporting trade associations, providing greater access to finance for MCs and graduating apprentices, improving health and safety outcomes, and creating greater links between the formal and informal training and employment sectors.
KerkoCite.ItemAlsoKnownAs: 2129771:28YFYBHE 2317526:AESRQWBS
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; A:West Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; F:policy; HDR25; P:economy; R:case study; T:Ausbildung; T:Formal apprenticeship; T:Lehrlingsausbildung; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

Identifying and prioritizing strategies to strengthen climate resilience of education systems - Ryan, Benjamin; Garner, Shelby; Flynnn, Rachael (2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10912284 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1128 ZenodoArchiveConcept: 10912283
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Marrakesh Treaty (MT) in Summary for Rwanda and its Organisations of Persons with Disabilities - Rwanda Union of the Blind (2022)

Competency-based curriculum - Summary of curriculum framework pre-primary to upper secondary - Rwanda Ministry of Education; Rwanda Education Board (2015)
KerkoCite.ItemAlsoKnownAs: 2486141:WVCJ7H38

Do extra hours of tutoring payoff? Evaluation of a community education programme in Bangladesh - Ruthbah, Ummul; Rabbani, Atonu; Hossain, Salim; Sarwar, Golam (Journal of Development Effectiveness, 2016)
Primary school dropout rate in Bangladesh is very high. Both the government and the NGOs have taken many initiatives to raise the quality of education and reduce the dropout rate. In this study we explore the impacts of supplementary tutoring provided to primary school students in different districts of Bangladesh. The goal of this programme is to reduce dropouts and to improve the class performance of the primary school students. We find that after-hour tutoring, offered to Grade 2 students, helped them to continue up to Grade 5. However, it did not exhibit any significant impact on test scores.
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2015.1111922 2129771:F3LZCL6Z 2486141:CWJZE2NH
Keywords: _Added to LR; _G:reviewed

Use and Impact of Artificial Intelligence on Climate Change Adaptation in Africa - Rutenberg, Isaac; Gwagwa, Arthur; Omino, Melissa (African Handbook of Climate Change Adaptation, 2021)
Abstract Although Climate Change is a global phenomenon, the impact in Africa is anticipated to be greater than in many other parts of the world. This expectation is supported by many factors, including the relatively low shock tolerance of many African countries and the relatively high percentage of African workers engaged in the agricultural sector. High-income countries are increasingly turning their focus to climate change adaptation, and Artificial Intelligence (AI) is a critical tool in those efforts. Algorithms using AI are making better predictions on the short- and long-term effects of climate change, including predictions related to weather patterns, floods and droughts, and human migration patterns. It is not clear, however, that Africa is (or will be) maximally benefitting from those AI tools, particularly since they are largely developed by highly developed countries using data sets that are specific to those same countries. It is therefore important to characterize the efforts underway to use AI in a way that specifically benefits Africa in climate change adaptation. These efforts include projects undertaken physically in Africa as well as those that have Africa as their focus. In exploring AI projects in or about Africa, this chapter also looks at the sufficiency of such efforts and the variety of approaches taken by researchers working with AI to address climate change in Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:QETNHH33 2129771:UWQS9ERY

Artificial Intelligence: A Modern Approach - Russell, SJ; Norvig, P (Pearson Education Limited, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:LT65NU9Z 2486141:9HFCRNYK

Automated vulnerability detection in source code using deep representation learning - Russell, Rebecca; Kim, Louis; Hamilton, Lei; Lazovich, Tomo; Harer, Jacob; Ozdemir, Onur; Ellingwood, Paul; McConley, Marc (2018 17th IEEE international conference on machine learning and applications (ICMLA), 2018)
KerkoCite.ItemAlsoKnownAs: 10.1109/ICMLA.2018.00120 4804264:397BVUGS
Keywords: Final_citation

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

2Dsearch: Facilitating reproducible and valid searching in evidence synthesis - Russell-Rose, T; Shokraneh, F (BMJ Evidence-Based Medicine, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:MZP7LJH2 2129771:NTIKMARG 2405685:N4IU2ZAD 2486141:NFPZ7TMZ
Keywords: ⛔ No DOI found

AI-Supported Simulation-Based Learning: Learners’ Emotional Experiences and Self-Regulation in Challenging Situations - Ruokamo, Heli; Kangas, Marjaana; Vuojärvi, Hanna; Sun, Liping; Qvist, Pekka (AI in Learning: Designing the Future, 2023)
This study explores learners’ emotional experiences and self-regulation and how they overcome stressful situations in a simulation-based learning environment (SBLE). We also examine what kinds of situations an AI tutor could be used to facilitate simulation-based learning. We will first present the theoretical background of the research dealing with self-regulated learning, followed by positive and negative emotions and situations in simulation-based learning. The research questions of the study are as follows: (1) What kinds of emotions do learners experience in simulation-based learning situations? (2) Through what kinds of SRL operations do learners aim to overcome challenging situations during simulation-based learning? and (3) In what kinds of situations could an AI tutor be used to facilitate simulation-based learning? To collect data, a 1-week experiment was conducted in August 2021. The data was collected using online observations, video recordings, and delayed stimulated recall interviews. The interview data was analyzed through a deductive thematic analysis process. The results of the study show that learners experienced various positive and negative emotions and emotions are deeply connected with learning. We need to do more research to describe these connections in more detail. According to the results, an AI tutor can provide help for decision-making and visualizing critical points and help learners ask questions to check vital points in the system.
Keywords: AI tutor; Challenging situations; Emotion; Self-regulation; Simulation-based learning

Scaling Learning Analytics up to the national level: the experience from Estonia and Uruguay - Ruiz-Calleja, Adolfo; Garcıa, Sofıa; Tammets, Kairit; Aguerrebere, Cecilia; Ley, Tobias (2019)
This paper analyzes the key aspects in the implementation of national-level LA and the limitations that current initiatives present. With this purpose, we present a multiple case study that describes six national-level LA projects in Uruguay and Estonia. By means of a data value chain, we synthesize the steps followed by the LA projects to extract meaning out of data and discusses the main issues related to scaling up LA. We found out that these LA projects are driven by political and not so much by educational- aspects. We also saw that integrating personal data from diﬀerent educational institutions is a key step in these projects, which entails technical, legal and administrative issues. We also see a big potential in national-level LA to provide a macro perspective that supports teachers, students, parents or school leaders to take evidence-based decisions.
KerkoCite.ItemAlsoKnownAs: 4804264:XXJNYITR
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Mapping National Digital Learning Platforms: Full Dataset - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Hasiniavo, Rasolohery (EdTech Hub, 2023)
The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 10256767 ZenodoArchiveConcept: 10256766 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10256767 10.53832/edtechhub.0178 2405685:SPWJF5UR
Keywords: _r:AddedByZotZen

Policy Implications for Teaching during the Health Emergency - Rudder, Roderick (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:L89GKITE 2486141:VE5Y4IEW
Keywords: _Added to LR; _T:reviewed

As tecnologias de informação e comunicação na educação continuada: uma análise do projeto FODEPAL/UFV para os países africanos lusófonos - Rubio, Jose Aurélio Vazquez (Universidade Federal de Viçosa, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:UTUDUWVK 2317526:YWXR43YG
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:pt; publicImportV1

USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Final Report - RTI International (RTI International, 2014)
PRIMR-USAID (final) KerkoCite.ItemAlsoKnownAs: 2129771:ELH5JF8U 261495:QHFCGZVU

The EdTech Report 2019/20 - The Growth of Technology in Education | RS Components - RS (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:VDFE45JF

(untitled) - Roy, Paramita (International Journal of Innovative Knowledge Concepts, 2018)
Keywords: ⛔ No DOI found

‘It’s destroyed me completely’: Kenyan moderators decry toll of training of AI models - Rowe, Niamh (The Guardian, 2023)
Employees describe the psychological trauma of reading and viewing graphic content, low pay and abrupt dismissals
KerkoCite.ItemAlsoKnownAs: 2486141:NHJ56NLX
Keywords: Artificial intelligence (AI); ChatGPT; Computing; Kenya; Meta; OpenAI; Technology

The importance of theoretical positioning and the relevance of using bibliometrics for literature reviews - Rowe, Frantz; Kanita, Nada; Walsh, Isabelle (Journal of Decision Systems, 2023)
The theoretical positioning of a review is of the utmost importance in terms of its contribution to knowledge. This paper clarifies the significance of this design principle for different types of review i.e. for describing, understanding, explaining or testing purposes. Furthermore, new tools now mean that it is both possible and relevant for bibliometrics novices to use bibliometrics to support literature reviews. Applying the BIBGT method and combining two bibliometric techniques – co-citation analysis of references and bibliographic coupling of documents – can enhance the efficiency of the first three types of literature review. This paper provides examples of published works that apply BIBGT to each of these types of review and highlights the bibliometric software used. It concludes with a survey of promising applications for all researchers and makes recommendations for both experienced literature review researchers and literature review novices.
KerkoCite.ItemAlsoKnownAs: 10.1080/12460125.2023.2217646 2129771:NBJDCCYV 2405685:HGQ8Z5G8 2486141:AH357B5B
Keywords: _Added-ailr-2024

GIS in Northern Ireland secondary schools: mapping where we are now - Roulston, Stephen (International Research in Geographical and Environmental Education, 2013)
A number of studies suggest that integrating Geographical Information Systems (GIS) into Geography teaching in schools has been and is challenging, and it seems that much of the early promise for the technology supporting learning in Geography has not been realised. This paper examines the progress made in Northern Ireland in implementing GIS in secondary schools. The deployment of a centrally procured entry-level GIS, in the context of a programme of centralised provision of information and communication technology (ICT) services to all schools, is examined and the results of an online survey of 85 Geography teachers provides an insight into how effective that provision has been. This combination of a regional strategy on GIS, curriculum changes and increased access to computers seems to have ensured that GIS is being used in many Geography classrooms. There is evidence that a range of GI systems are being used in schools and in a number of different ways, but mostly for teacher rather than for pupil use at present. Teachers expressed a need for coordinated training in order to make full use of the hardware and software available.
Publisher: Routledge _eprint: https://doi.org/10.1080/10382046.2012.759437
Keywords: C2k; Geographic Information Systems; Northern Ireland; _C:Australia AUS; _C:Germany DEU; _C:Ireland IRL; _C:Singapore SGP; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; geography education

WAYZ: a co-designed touch-ready game for children with special needs to assess and improve visual perception skills - Rougnant, Alexis; Gelsomini, Mirko; Garzotto, Franca (2017 IEEE 25th International Requirements Engineering Conference Workshops (REW), 2017)
00001 KerkoCite.ItemAlsoKnownAs: 10.1109/rew.2017.40 10/gf62hc 2129771:8GB9IX59 2129771:W27MZW5C
Keywords: __C:filed:1; __C:scheme:1

Transnational Skills Partnerships between Ghana and North Rhine-Westphalia - Rother, Stefan; Setrana, Mary B. (2021)
This exploratory study discusses the potential for a transnational skills partnership in the construction sector between Ghana and the German state of North Rhine-Westphalia (NRW). Ghana is considered to be a particularly suited partner country due to its young workforce, democratic and economic stability and high regard for technical and vocational education and training (TVET). This high regard, though, is not matched yet by a high level of formal training. This study recommends a type of partnership, where the TVET sector could benefit from further development in terms of standards, employability and balancing practical and theoretical aspects of formal education. This would be a significant addition to the established benefits of the triple-win approach where the destination would benefit from the supply of skilled labour while the country of origin and the migrants themselves would benefit from upskilling and remittances.
KerkoCite.ItemAlsoKnownAs: 2129771:YSBTVRFD 2486141:8TMTV6JS

Democracy on the Move? The Potential Link Between Circular Migration and Democratization - Rother, Stefan (2016)
This chapter argues that circular migration may contribute to transformation in areas that have so far been rarely touched upon in the debate. Besides the transfer of financial remittances and professional skills, political and (un)democratic attitudes and practices may also be diffused through temporary or circular migration. Based on a survey among 1000 Philippine return migrants from six destinations and qualitative research, this chapter shows that at an individual level, the migration experience may have a positive or negative influence on the democratic attitudes of migrants. This effect might be enforced through circular migration, because it provides the migrant with a regular “reality check” in comparing home and destination country. The findings are discussed with reference to a clearly democratic country (Japan), a clearly authoritarian state (Saudi Arabia) and the “special case” of Hong Kong. For policy makers, the case studies allow to draw a conclusion that opens up new vistas: If circular migrants should contribute to the development in their home countries, it is of utmost importance to provide them with opportunities for organizing and political participation while being abroad.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-28896-3_10 2129771:XI7XT3U4 2486141:YC8UH4AJ

Im globalen Hamsterrad: Am Nutzen von zirkulärer Migration sind Zweifel angebracht - Rother, Stefan (Welt-Sichten: Magazin für globale Entwicklung und ökumenische Zusammenarbeit, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:898ADP6F 2486141:T7UVKFBU
Keywords: ⛔ No DOI found

Epistemic mediation: Video data as filters for the objectification of teaching by teachers - Roth, Wolff-Michael (Video Research in the Learning Sciences, 2007)
Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning science researchers-including Magdalene Lampert, Jim Minstrell, David Hammer, and myself-conducted research on cognition and instruction all the while teaching the lessons that are the focus of their studies. Furthermore, an increasing number of teachers continue their formal education and become learning science researchers and teach at elementary and secondary schools. Teacher-researchers are confronted with particular challenges arising from the fact that they are participants in rather than onlookers to the situation to be analyzed and theorized. They are interested rather than disinterested participants, and therefore have something at stake, which harbors particular dangers for the quality of the analyses of learning and instruction in their classrooms that accompany the analytic advantages that derive from their insider role (Roth & Tobin, 2002). Video, as the second quote shows, provides opportunities to teacher-researchers to see themselves and their experiences differently, even pertaining to their own actions. In the second quote, Christina described how watching herself on videotape allowed her notice that she was standing a lot next to the chalkboard even when it was not used during interactions with students. That is, by means of the video, she became aware of her own actions in a different way.
KerkoCite.ItemAlsoKnownAs: 2129771:D4TXLE5U 2405685:MSWLJ5Z6

Teachers Learning Together: Large-scale approaches to teacher communities of practice - Rossignoli, Serena; Amenya, Donvan; Kamana, Dieudonne; Tiganescu, Andrea; Kudenko, Irina (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:U44EAVHV 2405685:KJU6N64C 2405685:WFJZTGQZ
Keywords: C:Kenya / Rwanda; _C:Kenya KEN; _C:Rwanda RWA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

The political economy of teacher management reform in Indonesia - Rosser, Andrew; Fahmi, Mohamad (International Journal of Educational Development, 2018)
Indonesia faces serious problems in the number, cost, quality and distribution of teachers. In recent years, its central government has introduced a range of reforms to address these problems but they have produced modest results. This paper suggests that this outcome reﬂects the way in which predatory political and bureaucratic elites have used the school system for decades to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than promote improved learning outcomes. Eﬀorts to reduce teacher numbers, enhance teacher quality, and improve teacher distribution have accordingly constituted an assault on the interests of these elites, provoking powerful, if often subterranean, resistance. Broadly, reform has only occurred where the central government has employed policy instruments that have disciplined local governments and maintained a commitment to these instruments in the face of resistance. The paper concludes by assessing the implications for Indonesian education.
Keywords: _C:Australia AUS; _C:Indonesia IDN; _C:Netherlands NLD; _C:Singapore SGP; _C:Thailand THA; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

Un modèle dédié à la conception et l’analyse de ressources numériques visant leur appropriation par les élèves - Rosillo, Taïma del Carmen Pérez (Université de Lyon, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:6TQI38HG 2129771:8A5QUNPL 2129771:98U7KFIX 2129771:YU76DWWY
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Brazil BRA; _C:Canada CAN; _C:France FRA; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Proposal to the Spencer Foundation: Research Grants on Education: School’s Out For . . . Spring? Understanding the Response of School Districts in the United States to COVID-19-Related Disruptions - Rosenberg, Joshua; Rutherford, Teomara; Anderson, Daniel; White, Rachel S.; Nguyen, Ha; Kimmon, Royce (Open Science Framework, 2020)
There is no doubt that public education has suffered as a result of the COVID-19 pandemic. Researchers are comparing the COVID slide to summer learning loss, noting this loss could be much worse for those already underserved by U.S. schools (Kuhfeld & Tarasawa, 2020). In order to understand who this loss impacts and how, we need data on school, district, and statewide responses to the pandemic as it unfolded. Luckily, these data are available, as school districts across the country updated their communities about plans for spring 2020. To capture these updates, our team uses multiple approaches for collecting COVID-19-related information via school district websites and social media to create a new, nationwide dataset of district responses.We also analyze how these responses relate to contextual characteristics of districts and their surrounding communities, which will provide a picture of how district characteristics may drive disparities in access to and quality of schooling during the pandemic. Identifying these associations are critical for understanding and disrupting the reproduction and deepening of educational inequality caused by the COVID-19 crisis. The resulting dataset will provide researchers with the information necessary to understand how education during the pandemic may impact students for years to come.
KerkoCite.ItemAlsoKnownAs: 10.31219/osf.io/9j2cu 2129771:H88X8NN8

Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach - Rose, R.; Garner, P.; Farrow, B. (Inclusion, Equity and Access for Individuals with Disabilities., 2019)
https://doi.org/10.100/ 978-981-13-5962-0_21 KerkoCite.ItemAlsoKnownAs: 2129771:B3K7GRXA 2405685:AMF2AQAE
Keywords: _C:Sierra Leone SLE

Identifying Disability In Household Surveys: Evidence On Education Access And Learning For Children With Disabilities In Pakistan - Rose, Pauline; Singal, Nidhi; Bari, Faisal; Malik, Rabea; Kamran, Sahar (REAL Centre, Faculty of Education, University of Cambridge, 2018)
This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.1247087 2129771:2TPHN282 2339240:88XND2WW 2405685:WUWYE7JH
Keywords: _zenodoOTHER

Targeted and Multidimensional Approaches to Overcome Inequalities in Secondary Education for Adolescent Girls: The Impact of the Campaign for Female Education (CAMFED) Program in Tanzania and Zimbabwe - Rose, Pauline; Sabates, Ricardo; Delprato, Marcos; Alcott, Ben (Comparative Education Review, 2022)
In many low- and lower-middle-income countries, key barriers to girls’ secondary school access and learning include poverty, school inaccessibility, poor school quality, and lack of gender-sensitive practices in the classroom. The nongovernmental organization, Campaign for Female Education (CAMFED), provides a range of financial, pedagogical, and community-supported interventions aimed at removing these barriers in government secondary schools in Tanzania and Zimbabwe. Using longitudinal data, we adopt quasi-experimental methods to examine the impact of the CAMFED program on reducing secondary school dropout and improving test scores in English and mathematics. Results suggest that the CAMFED program has a significant effect on both improving access and learning for the most disadvantaged adolescent girls. However, low-performing learners remain particularly at risk of dropout, necessitating further consideration and support for these girls.
Publisher: The University of Chicago Press KerkoCite.ItemAlsoKnownAs: 10.1086/721849 2129771:WJ5MNQCB

Launch of the African Education Research Database - Rose, Pauline; Mitchell, Rafael; Asare, Samuel (2018)
Keywords: ⛔ No DOI found

Mapping the landscape of education research by scholars based in sub-Saharan Africa Insights from the African Education Research Database - Rose, Pauline; Downing, Pheobe; Asare, Samuel; Mitchell, Rafael (Zenodo, 2019)
This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region.
KerkoCite.ItemAlsoKnownAs: 2129771:FN3TL7BJ 2129771:JEFYLQ87
Keywords: ⛔ No DOI found

R. Mitchell (2019)‘Mapping the landscape of education research by scholars based in sub-Saharan Africa: Insights from the African Education Research Database. Synthesis report’, REAL Centre, University of Cambridge - Rose, P.; Downing, P.; Asare, S.

Analysing Digital Literacy Frameworks - Rosado, Eliana; Belisle, Claire (2006)
This paper presents the comparative analysis of ten frameworks for ICT and Education. These frameworks have been selected as representative of the different policies and strategies deployed by governments from the turn of the century to 2005 to address the digital literacy educational challenge. The analysis focuses on the characteristics of these frameworks, and on the ultimate results that have been attributed to them. A more detailed description of each one can be found in the accompanying information files that make up the annexes. Résumé : Ce document comporte une analyse comparative de dix programmes-cadres pour l'intégration des technologies de l'information et de la communication dans l'éducation. Ces programmes ont été sélectionnés en tant que représentatifs des différentes politiques et stratégies d'éducation mises en oeuvre par les gouvernements ces dix dernières années pour répondre au défi de la litéracie numérique. Cette analyse porte principalement sur les caractéristiques de ces programmes et sur les résultats qui leur ont été attribués. Une description plus complète de chaque programme est accessible dans le document annexe.
KerkoCite.ItemAlsoKnownAs: 2129771:BA4RBJCT
Keywords: ⛔ No DOI found

A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university - Rooyen, Carina Van; Marais, Ingrid Estha (Scholarship of Teaching and Learning in the South, 2018)
In a highly unequal society such as South Africa, higher education is seen as having a social justice mandate to widen participation, and using technology is one way to achieve this. One university in South Africa made mobile devices compulsory for all first-year students since 2014. This article, drawing on data collected from first-year Humanities students at this university, attempts to understand whether the use of mobile devices for learning met requirements for a socially just pedagogy. We used a sequential mixed methods research design, first surveying the first-year Humanities students in late 2015, and then followed up with focus group discussions in 2016 and early 2017. We utilise Nancy Fraser’s idea of ‘participatory parity’ to unpack a socially just pedagogy, and specifically focus on the component of access to resources. We found that most students had functional access to devices and on-campus data. The manner in which these were accessed was affirmative, rather than transformative. By extending the notion of access beyond just opportunity (functional access as owning or having access to a device and data), to also knowing how to use the opportunity (digital access through digital literacies and fluencies), we found that our case study fell short of being socially just pedagogy. We urge that lecturers take up a central role in enabling students to use their devices for transformative learning. How to cite this article:VAN ROOYEN, Carina; MARAIS, Ingrid Estha. A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 53-70, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=66 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
Publisher: University of Johannesburg KerkoCite.ItemAlsoKnownAs: 10.36615/sotls.v2i2.66 2129771:3H667WQZ
Keywords: _C:France FRA; _C:India IND; _C:Saudi Arabia SAU; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Using GIS and spatial modelling to support school network planning in Estonia - Roosaare, Jüri; Sepp, Edgar (2012)
A spatial decision support system based on geo-informatics and spatial modelling tools has been used to provide a reorganization plan of school networks, The study was undertaken in collaboration with the Ministry of Education and Research of Estonia
Keywords: _C:Austria AUT; _C:Estonia EST; _C:France FRA; _C:Germany DEU; _C:Portugal PRT; _C:Russian Federation RUS; _C:State of Palestine PSE; _C:United States USA; __C:filed:1; __C:scheme:1

Baseline Study for Distance Technical and Professional Education in Mozambique - Romiszowski, A (2015)
This baseline study has been undertaken to describe and analyse the current situation with respect to TVET, in order to evaluate the needs and the viability of employing open and distance Learning (ODL), and in particular eLearning in a flexible and blended approach. The main focus of the study is directed to that part of the system that is under the responsibility of the National Directorate for Technical and Professional Education (DINET) – namely the pre-tertiary level public-sector TVET institutions. These institutions are classified into three levels, equivalent to the subdivisions of the general education system: elementary, basic and medium, the last being equivalent to high school – the 11th and 12th grades. Elementary level courses are offered in 36 technical schools, 28 offer basic level courses and 19 offer courses at the medium level, a total of 85.
KerkoCite.ItemAlsoKnownAs: 2129771:EI9BPEQX 2317526:UK28UYUK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Mozambique; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:manufacture; P:teachers; P:technology; Q:ICT; Q:ODEL; Q:distance education; Q:open education; T:Ausbildung; T:Educação Profissional Técnica de Nível Médio; T:TVET; T:competency-based training; T:professional and vocational education; T:trainee; publicImportV1

Tackling Climate Change with Machine Learning - Rolnick, David; Donti, Priya L.; Kaack, Lynn H.; Kochanski, Kelly; Lacoste, Alexandre; Sankaran, Kris; Ross, Andrew Slavin; Milojevic-Dupont, Nikola; Jaques, Natasha; Waldman-Brown, Anna; Luccioni, Alexandra Sasha; Maharaj, Tegan; et al. (ACM Computing Surveys, 2023)
Climate change is one of the greatest challenges facing humanity, and we, as machine learning (ML) experts, may wonder how we can help. Here we describe how ML can be a powerful tool in reducing greenhouse gas emissions and helping society adapt to a changing climate. From smart grids to disaster management, we identify high impact problems where existing gaps can be filled by ML, in collaboration with other fields. Our recommendations encompass exciting research questions as well as promising business opportunities. We call on the ML community to join the global effort against climate change.
KerkoCite.ItemAlsoKnownAs: 2129771:SM92Q9NL 2129771:SU4ITE8G

Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study - Rolleston, C.; Hoddinott, J.; Dawit, T.; Sabates, R.; Woldehanna, T. ((RISE Working Paper Series 21/071). Research on Improving Systems of Education (RISE): Oxford, UK. (2021), 2021)
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N= 3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls
Issue: 21/071 Num Pages: 35 Number: 21/071 Place: Oxford, UK Publisher: Research on Improving Systems of Education (RISE) KerkoCite.ItemAlsoKnownAs: 2129771:3HTC7DZW

P for Platform. Architectures of large-scale participatory design - Roland, Lars Kristian; Sanner, Terje Aksel (2017)
Participatory Design (PD) has traditionally been committed to extensive interaction between developers and situated users to mitigate the disempowering consequences of computerization, such as the deskilling of labour workers. However, the widespread adoption of off-the-shelf software and the emergence of complex information system architectures with interdependencies across user groups and organizations challenge the applicability of traditional custom PD. Pressure is put on PD to scale with initiatives that span an increasing number and distribution of heterogeneous settings, developers, users and uses over time. In this article, we follow a PD project that started out in post-apartheid South Africa more than two decades ago. The project, which centres on the development of a software product for decentralised public health care management, has since grown into a venture with a significant footprint in the Global South. In order to problematise the scaling of key aspects of PD, such as the politics of design, the nature of participation and participatory design techniques, we first review extant literature and develop a classification of four different types of PD with respect to scale. We then apply the typology to our empirical case to discuss PD in relation to architectural traits at different stages of project scale. We contribute to PD literature by addressing the exploratory research question: What role does architecture play in large scale PD? Specifically, the study highlights how an emergent platform architecture and its surrounding ecosystem co-constitute a platform for participation in design.

6. ORACY AND LITERACY IN THE MAKING - ROJAS-DRUMMOND, SYLVIA; MÁRQUEZ, ANA MARÍA; HOFMANN, RIIKKA; MAINE, FIONA; RUBIO, ANA LUISA; HERNÁNDEZ, JOSÉ; GUZMÁN, KISSY (Open Spaces for Interactions and Learning Diversities, 2016)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-6300-340-7_6 2129771:JE8AUXQT
Keywords: __C:filed:1

Oracy and Literacy in the Making: Collaborative Talk and Writing in Grade 6 Mexican Classrooms - Rojas-Drummond, Sylvia; María, Márquez Ana; Riikka, Hofmann; Fiona, Maine; Luisa, Rubio Ana; José, Hernández; Kissy, Guzmán (Open Spaces for Interactions and Learning Diversities, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:VEIVJHU5 2129771:YVNPCHV3
Keywords: __C:filed:1

Impact of childhood screening for disability/impairment on education and learning - Rohwerder, Brigitte (2017)
Evidence indicates that disability is a leading cause of marginalisation in education, with enrolment, primary school completion and literacy rates consistently falling below those of non-disabled children, as children with disabilities are ‘less likely to attend or remain in school, have lower transition and completion rates and do not achieve the levels of results of their peers’ (Wapling, 2016, p. 3). A number of screening tools have been used in low and middle income countries, including in schools, to identify children at risk of disability and to direct them to appropriate help. However, as many children with disabilities are out of school, screening which takes place solely in schools may miss them. New and innovative screening technologies and tools are being developed, with the aim of overcoming some of the challenges faced in low and middle income countries. However, there appears to be very little evidence which looks at the impact of screening on education and learning outcomes of children with disabilities. A systematic review of education for children with disabilities in low and middle income finds that there is relatively little formal research which assesses strategies for ensuring quality education for children with disabilities, including in relation to impairment identification (Wapling, 2016, p. 3).
Accepted: 2017-11-23T17:16:51Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:I3Q7YQNJ 4869029:QQ9YXHHM
Keywords: ⛔ No DOI found

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i6.2033 4804264:4EYU4CBF
Keywords: Access to education; Digital Divide; Distance learning; Education; Final_citation; MOOCs; Socioeconomic factors; cited; existing

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i6.2033 2129771:49G4433U 2129771:X3FHYJG2 2339240:TMLV4IRN
Keywords: Access to education; Digital Divide; Distance learning; Education; MOOCs; Socioeconomic factors

Rethinking play and pedagogy in early childhood education: concepts, contexts and cultures - Rogers, Sue (2011)
Bringing together a collection of chapters from international experts in the field of early childhood education, Rethinking Play and Pedagogy in Early Childhood Education seeks to explore how play in the Early Years is valued as a means of learning. The book discusses how play is presented, transformed by institutional and pedagogical discourses and ultimately experienced by children. Adopting cultural, conceptual and contextual approaches to play and pedagogy across its chapters, this book addresses contemporary emerging issues surrounding play and pedagogy including:<U.
OCLC: 1290102021

Annual Report - Roger Federer Foundation (Roger Federer Foundation -, 2018)

APK android manual - Roger Federer Founation
KerkoCite.ItemAlsoKnownAs: 2129771:ZMKCJ66R

iAct – Apps on Google Play - Roger Federer Founation
The Roger Federer Foundation initiated and supported the development of this interactive learning and teaching methods course that was specially designed for the Zambian Community School context. In particular, a school-based, collaborative approach is promoted and the Zambian primary school curriculum is referenced in various exemplary lesson plans and activities. The course does however have a wider application and may be flexibly implemented with minor contextual adaptations and while a collaborative learning approach is strongly encouraged, the course materials are also suitable for individual study purposes. The course will provide teachers with the skills to: ● Plan, prepare and implement activities for interactive learning ● Adapt content and design age and grade appropriate activities ● Collect, make and store learning and teaching resources made from materials found in the local environment ● Manage interactive learning in large and multi-grade classes ● Manage interactive learning in mixed ability classes: Teaching or mediating content and knowledge for ALL learners regardless of ability ● Promote an enabling learning environment by creating safe classrooms in which all learners are heard and in which all learners are supported to succeed. Specific course focus areas and topics include: ● Planning and preparing activities for whole class, pair and group work in different contexts and /or for learners of different abilities ● Learning to make language and literacy, maths and science resources for teaching and learning from natural and commercial waste materials found in the local environment.
KerkoCite.ItemAlsoKnownAs: 2129771:ZKBFZLAZ

iAct Course Outline - Roger Federer Founation
KerkoCite.ItemAlsoKnownAs: 2129771:HA8MVLND

iAct Teacher Guide - Roger Federer Founation
KerkoCite.ItemAlsoKnownAs: 2129771:HPNTER6C

iAct Trainer Guide - Roger Federer Founation
KerkoCite.ItemAlsoKnownAs: 2129771:QVHG7Z3S

Interactive Learning and Teaching (iACT): Zonal In-Service Coordinators Facilitation Guide - Roger Federer Founation (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:47FD497E 2129771:CNBIG2PX 2339240:UPZURRY7 2405685:5E9G3LET

ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools - Rodríguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov (Technology, Pedagogy and Education, 2012)

ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools - Rodríguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov (Technology, Pedagogy and Education, 2012)
Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model’s ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme’s total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/1475939X.2012.720415
Keywords: ICT effects; ICT integration; pedagogic model; scalability; sustainability; technology-enhanced learning

La Tablet en la escuela: Revisión bibliográfica en Scopus - Rodríguez, María Montserrat Castro; Suárez, Óscar Mallón (Hamut\' ay, 2019)
KerkoCite.ItemAlsoKnownAs: 10.21503/hamu.v6i1.1579 10/gf62gd 2129771:6WIRJVSN 2129771:NY65TXXB 2129771:TCZDYJM9 2129771:VC8RK2UT
Keywords: _C:Australia AUS; _C:China CHN; _C:Costa Rica CRI; _C:Ghana GHA; _C:Guatemala GTM; _C:India IND; _C:Norway NOR; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; literature / systematic review

The Last Mile in School Access: Mapping Education Deserts in Developing Countries - Rodriguez-Segura, Daniel; Kim, Brian Heseung (Development Engineering, 2021)
With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-bykilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” - localized areas where families lack physical access to education - at unprecedented scale, detail, and costeffectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong countrywide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of “education deserts” in this context. We make our entire codebase available to the public – fully free, opensource, heavily documented, and designed for broad use – allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.deveng.2021.100064 2129771:S223XDSM
Keywords: Access to education; Education deserts; Education in developing countries; School placement

EdTech in Developing Countries: A Review of the Evidence - Rodriguez-Segura, Daniel (World Bank Research Observer, 2020)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkab011 4804264:EEWXI49B
Keywords: ACCESS TO TECHNOLOGY; EDTECH; EMERGENCE OF EDUCATIONAL TECHNOLOGY; Final_citation; INNOVATION; cited; existing

EdTech in Developing Countries: A Review of the Evidence - Rodriguez-Segura, Daniel (World Bank Research Observer, 2020)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkab011 2129771:BJD97I3V 4426965:SWZRTPBC 4804264:EEWXI49B
Keywords: ACCESS TO TECHNOLOGY; EDTECH; EMERGENCE OF EDUCATIONAL TECHNOLOGY; INNOVATION

EdTech in Developing Countries: A Review of the Evidence - Rodriguez-Segura, Daniel (The World Bank Research Observer, 2022)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.

Education technology in developing countries: A systematic review - Rodriguez-Segura, D (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:IIM2UEGJ
Keywords: _genre:LR-literature_review

Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories: a pooled analysis of 2181 population-based studies with 65 million participants - Rodriguez-Martinez, Andrea; Zhou, Bin; Sophiea, Marisa K; Bentham, James; Paciorek, Christopher J; Iurilli, Maria LC; Carrillo-Larco, Rodrigo M; Bennett, James E; Di Cesare, Mariachiara; Taddei, Cristina; Bixby, Honor; Stevens, Gretchen A; et al. (The Lancet, 2020)
Background Comparable global data on health and nutrition of school-aged children and adolescents are scarce. We aimed to estimate age trajectories and time trends in mean height and mean body-mass index (BMI), which measures weight gain beyond what is expected from height gain, for school-aged children and adolescents.
KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(20)31859-6 2129771:B23MY78C 2129771:B23MY78C 2129771:H5NQM44F 2129771:JFFMUW8Y 2129771:H5NQM44F 2129771:JFFMUW8Y

Sustainability and science and technology teacher education: A review of the literature - Rocksén, Miranda; Vhurumuku, Elaosi; Svensson, Maria (Science and Technology Teacher Education in the Anthropocene, 2022)
To introduce the theme of this book, in this chapter, we report the results from a review of the pertinent research literature, from South Africa and Sweden, focusing on approaches to sustainable development in science and technology teacher education. The 25 studies, selected for content analysis, were categorised into six approaches: (1) studies with content-focus, (2) studies of interdisciplinary approaches, (3) approaches proposing significant changes in teaching practices, (4) approaches challenging educational paradigms, (5) approaches developing theoretical models and (6) approaches towards effective integration of sustainable development in curricula. Although papers from both countries agree that contemporary challenges emanating from unsustainable exploitation of the environment and earth's resources necessitate reorientation in science and technology teacher education, there are differences in the ways in which this is approached. In Sweden, the emphasis has been on understanding and developing teachers’ and learners’ sustainability competencies, while in South Africa, the major focus has been on developing teachers’ pedagogical practices and implementation of policies and curricula.
Num Pages: 20 KerkoCite.ItemAlsoKnownAs: 2129771:DCPXWJFL
Keywords: _genre:LR-literature_review

Guidance for Teachers and Counselors during COVID-19 and Other Crises - Rock, Sarah; Gilgoff, Rachel (Rock Results, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XBM84IDN 2486141:NGLMKGK2

Environmentally Friendly School Infrastructure - Robles, Marina; Näslund-Hadley, Emma; Ramos, María Clara; Paredes, Juan Roberto (2015)
Educational spaces, apart from their functionality and efficient use of natural resources, should be conducive to learning and offer comfort and security to the people entering them. This requires construction and maintenance processes that keep in mind both the occupants and the environmental conditions that surround them.
Publisher: Inter-American Development Bank KerkoCite.ItemAlsoKnownAs: 2129771:U5XG59I8 2486141:I7AI9SR6
Keywords: ⛔ No DOI found

Futures under glass: A recipe for people who hate to predict - Robinson, John B. (Futures, 1990)
The backcasting methodology is proposed for scenario analysis of changes over 20–100 years into the future. Backcasting can be applied to areas of human activity; here it is assumed that the method will be used to analyse environment and development problems at the national level as part of studies undertaken within the Human Dimensions of Global Change Program. Some indications are given as to how to integrate natural system considerations into the human system scenarios.
KerkoCite.ItemAlsoKnownAs: 10.1016/0016-3287(90)90018-D 2129771:T7NDPISM 4426965:TC9KI92Y

Scaling up Quality Education in Developing Countries - Robinson, Jenny Perlman; Winthrop, Rebecca
Around the world, countries are grappling with how to scale quality education for their children and youth. Quality education is at the center of a nation’s progress, and it is also enshrined in the United Nations Sustainable Development Goals, which 193 countries have recently committed to support. While the spread of schooling over the past 150 years is one of the most widely successful “going to scale” stories, this expansion too often has been met with little mastery of core academic content and higher-order thinking skills.
Keywords: ⛔ No DOI found

Leadership development for technical and vocational education and training college leaders in South Africa: A post-graduate curriculum framework - Robertson, Catherine A; Du Plessis, CA (2015)
ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014). AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.
KerkoCite.ItemAlsoKnownAs: 2129771:HQTXPUGS 2317526:DKF7G2VI UTI-CACA454E-39E3-3CEB-BAB8-A2EFFDF58548
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:T; F:curriculum; F:leadership; T:TVET; publicImportV1; ⛔ No DOI found

Digital Rights in Closing Civic Space: Lessons from Ten African Countries - Roberts, Tony; Ali, Abrar Mohammed; Karekwaivanane, George; Msonza, Natasha; Phiri, Sam; Zorro; Nanfuka, Juliet; Bosch, Tanja; Oladapo, Oyewole; Ojebode, Ayo; Nyabola, Nanjala; Gagliardone, Iginio; et al. (Institute of Development Studies, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:ZR2KCNXB 5242966:FYJBLZBY

E-Learning as a Vehicle for the Development of Rural Girls in Ghana, West Africa - Roberts-Lewis, Kristie; Orok, Michael E. (Information Communication Technology (ICT) Integration to Educational Curricula: A New Direction for Africa, 2015)
Keywords: Equity through Access; ⛔ No DOI found

Three (Post-Secondary Agricultural Education and Training) Challenges and the Concept of "Workforce Education Systems" - Rivera, William M. (Journal of agricultural education and extension, 2008)
The Comprehensive Africa Agriculture Development Program (CAADP) of the Africa Union's New Partnership for Africa's Development (AU/NEPAD), the International Food Policy Research Institute (IFPRI), in collaboration with the University of KwaZulu-Natal, held in January 2008, a conference on the subject of "Convergence between Social Service Provision and Productivity Enhancing Investments in Development Strategies" with a view to improving the complementaries between investments in social sciences and those aimed directly at raising agricultural productivity. The present paper is intended as part of a seminar series in this regard to be held at IFPRI, 9 October 2007, and serves as the basis for a paper to be presented at the CAADP/IFPRI conference in January 2008 in Durban, South Africa. (Contains 7 notes and 4 figures.)
KerkoCite.ItemAlsoKnownAs: 10.1080/13892240701820546 10/c8cf6b 2129771:6IAGKSU7 2317526:T8IRDFH8 LOCAL-PQ-61962525
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:agricultural; P:agriculture; P:economy; P:services; P:social; T:Training; T:workplace education; Z:Agricultural Education; Z:Conference Papers; Z:Economic Development; Z:Foreign Countries; Z:Labor Force Development; Z:Productivity; Z:Social Sciences; publicImportV1

Editor’s comments: the ions of theory construction - Rivard, S. (MIS Quarterly, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:6APAHYHH 2486141:2VJB4E9F
Keywords: ⛔ No DOI found

An examination of the digital divide and its dividing factors in formal educational settings - Ritzhaupt, Albert D.; Hohlfeld, Tina N. (Crossing the bridge of the digital divide: A walk with global leaders, 2018)
Publisher: IAP KerkoCite.ItemAlsoKnownAs: 4804264:ZPN7QJBN
Keywords: Final_citation; ⛔ No DOI found

Rising Academies - Rising On Air - Rising Academy Network (2020)
Library Catalog: www.risingacademies.com KerkoCite.ItemAlsoKnownAs: 2129771:5YNQTEA7 5YNQTEA7

Data Visualisations: Estimating COVID-19 related learning losses and effects of mitigation | RISE Programme - RISE (RISE Programme, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:MLTBLS5U 2486141:YZJXIQAE

Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis - Riopel, Martin; Nenciovici, Lucian; Potvin, Patrice; Chastenay, Pierre; Charland, Patrick; Sarrasin, Jérémie Blanchette; Masson, Steve (Studies in Science Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1080/03057267.2019.1722420 4804264:U4HWR4C5
Keywords: Final_citation; cited; existing

Teacher retention in refugee and emergency settings: The state of the literature - Ring, Hannah Reeves; West, M Y (The International Education Journal: Comparative Perspectives, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:3GXIVSSW 2129771:GN4QC67U 2129771:M5HVE7L7 2486141:9QST5RRI
Keywords: _C:Afghanistan AFG; _C:Belgium BEL; _C:Bhutan BTN; _C:Cambodia KHM; _C:Chad TCD; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:India IND; _C:Kenya KEN; _C:Lebanon LBN; _C:Nepal NPL; _C:Nicaragua NIC; _C:Papua New Guinea PNG; _C:Sierra Leone SLE; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Towards Interpreting Topic Models with ChatGPT - Rijcken, Emil; Scheepers, Floortje; Zervanou, Kalliopi; Spruit, Marco; Mosteiro, Pablo; Kaymak, Uzay (The 20th World Congress of the International Fuzzy Systems Association, 2023)
Keywords: ⛔ No DOI found

DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes - Riina, Vuorikari; Stefano, Kluzer; Yves, Punie (Publications Office of the European Union, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:IMTEZ37V 5242966:FUE6JI2S

Child marriages skyrocket in Malawi as Covid-19 closes schools, figures show - Rigby, Jennifer (The Telegraph (UK), 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M879ZVBE

The meaning of “capacity building” for the nurse workforce in sub-Saharan Africa: An integrative review - Ridge, Laura Jean; Klar, Robin Toft; Stimpfel, Amy Witkoski; Squires, Allison (International Journal of Nursing Studies, 2018)
Background: “Capacity building” is an international development strategy which receives billions of dollars of investment annually and is utilized by major development agencies globally. However, there is a lack of consensus around what “capacity building” or even “capacity” itself, means. Nurses are the frequent target of capacity building programming in sub-Saharan Africa as they provide the majority of healthcare in that region. Objectives: This study explored how “capacity” was conceptualized and operationalized by capacity building practitioners working in sub-Saharan Africa to develop its nursing workforce, and to assess Hilderband and Grindle's (1996) “Dimensions of Capacity” model was for fit with “capacity's” definition in the field. Design: An integrative review of the literature using systematic search criteria. Data sources searched included: PubMed, the Cumulative Index for Nursing and Allied Health Literature Plus, the Excerpt Medica Database, and Web of Science. Review methods: This review utilized conventional content analysis to assess how capacity building practitioners working in sub-Saharan Africa utilize the term “capacity” in the nursing context. Content analysis was conducted separately for how capacity building practitioners described “capacity” versus how their programs operationalized it. Identified themes were then assessed for fit with Hilderband and Grindle's (1996) “Dimensions of Capacity” model. Results: Analysis showed primary themes for conceptualization of capacity building of nurses by practitioners included: human resources for health, particularly pre- and post- nursing licensure training, and human (nursing) resource retention. Other themes included: management, health expenditure, and physical resources. There are several commonly used metrics for human resources for health, and a few for health expenditures, but none for management or physical resources. Overlapping themes of operationalization include: number of healthcare workers, post-licensure training, and physical resources. The Hilderband and Grindle (1996) model was a strong fit with how capacity is defined by practitioners working on nursing workforce issues in sub-Saharan Africa. If overall significant differences between conceptualization and operationalization emerged, as the reader I want to know what these differences were. Conclusions: This review indicates there is significant informal consensus on the definition of “capacity” and that the Hilderbrand and Grindle (1996) framework is a good representation of that consensus. This framework could be utilized by capacity building practitioners and researchers as those groups plan, execute, and evaluate nursing capacity building programming.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijnurstu.2018.04.019 10/gfnhq7 2129771:C2BSPDCZ 2317526:89VSVEBZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; AAZ:Africa South of the Sahara; C:Rwanda; C:South Africa; CA:AandC; CCZ:Rwanda; CCZ:South Africa; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:P; CT:T; D:developing country; P:health; P:media; P:nurse; T:Training; Z:Capacity building/methods; Z:Developing countries; Z:Education; Z:Health manpower; Z:Nursing; Z:Staff; _C:Uganda UGA; publicImportV1

Need for more and better implementation science in global health - Ridde, Valéry (BMJ Specialist Journals, 2016)
Issue: 2 Pages: e000115 Publication Title: BMJ Global Health Volume: 1 KerkoCite.ItemAlsoKnownAs: 2129771:ECPJ5N9A

Credibility versus fake news in digital newspapers on tablets in primary education/Credibilidad versus falsedad de las noticias de periódicos digitales sobre la tableta en la Educación Primaria - Ricoy, María-Carmen; Sánchez-Martínez, Cristina; Feliz-Murias, Tiberio (Cultura y Educación, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1080/11356405.2019.1603891 10/gf62gg 2129771:3QT3V9MJ 2129771:7KWBFACX 2129771:I65W9BH2 2129771:QQW8KRHV
Keywords: __C:filed:1

Tablet u školskom i obiteljskom okruženju - Ricoy, María-Carmen; Sánchez-Martínez, Cristina; Feliz-Murias, Tiberio (Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:4WHIKV6J 2129771:GWLY9U7L 2129771:WSAC8Z76
Keywords: __C:filed:1; ⛔ No DOI found

Revisión sistemática sobre el uso de la tableta en la etapa de educación primaria - Ricoy, María-Carmen; Sánchez-Martínez, Cristina (Revista Española de Pedagogía, 2020)
Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 10.22550/REP78-2-2020-04 2129771:CBRGQYTN
Keywords: _C:Croatia HRV; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Tablet use in primary education - Ricoy, María-Carmen; Sánchez-Martínez, Cristina (Technology, Pedagogy and Education, 2019)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2019.1608291 10/gf62gq 2129771:SPYQV8GT 2129771:T9F8RGI6
Keywords: __C:filed:1

Results From a Controlled Study of the iPad Fractions Game Motion Math - Riconscente, Michelle M (Games and Culture, 2013)
00001 KerkoCite.ItemAlsoKnownAs: 10.1177/1555412013496894 10/gf62jj 2129771:TGCRE2G3 257089:ZPT5XUXJ

Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises - Richmond, Simon (Education Development Center, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2E2H28DW 2339240:KCF8ZXBF

Teachers of Refugees: A Review of the Literature - Richardson, Emily (Education Development Trust, 2018)
The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers – that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]
Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2129771:PAW48PJ7
Keywords: Access to Education; Civil Rights; Compensation (Remuneration); Faculty Development; Financial Support; Foreign Countries; Incentives; Refugees; Research Needs; Teacher Certification; Teacher Education; Teacher Persistence; Teacher Recruitment; Teacher Role; Teacher Selection; _C:Afghanistan AFG; _C:Algeria DZA; _C:Bangladesh BGD; _C:Bhutan BTN; _C:Bosnia and Herzegovina BIH; _C:Burkina Faso BFA; _C:Cameroon CMR; _C:Chad TCD; _C:Congo XCO; _C:Croatia HRV; _C:Egypt EGY; _C:Ethiopia ETH; _C:Greece GRC; _C:Guinea GIN; _C:Iraq IRQ; _C:Jordan JOR; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Malaysia MYS; _C:Nepal NPL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Somalia SOM; _C:South Africa ZAF; _C:South Sudan SSD; _C:State of Palestine PSE; _C:Sudan SDN; _C:Sweden SWE; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

Teachers of Refugees: A Review of the Literature. - Richardson, Emily (ERIC, 2018)

Using educational transitions to estimate learning loss due to Covid-19 school closures - Ricardo, Sabates; Carter, Emma; Stern, Jonathan (REAL Centre, Faculty of Education, University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:BSI5VXJ8 2405685:HDX7BXC3
Keywords: _COVID_DEAA-List

Pilot of the Early Grade Mathematics Assessment: Final report. Prepared for USAID under the Education Data for Decision Making (EdData II) project, Task Order No. EHC-E-02-04-00004-00 (RTI Task 2) - Reubens, A. (What causes differences in achievement in Zimbabwe’s secondary schools, 2009)

Leveraging the 1: 1 iPad approach for enhanced learning in the classroom - Retalis, Symeon; Paraskeva, Fotini; Alexiou, Aikaterini; Litou, Zoi; Sbrini, Theofili; Limperaki, Youla (Educational Media International, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1080/09523987.2018.1512463 10/gf62hk 2129771:Z4VHSIC4
Keywords: __C:filed:1

Humanizing the economy: co-operatives in the age of capital - Restakis, John (New Society Publishers, 2010)

Digital equity and intercultural education - Resta, Paul; Laferrière, Thérèse (Education and Information Technologies, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9419-z 4804264:SUSY29MX
Keywords: Final_citation

Issues and challenges related to digital equity: an overview - Resta, P.; Laferriere, T.; McLaughlin, R.; Kouraogo, A. (Second handbook of information technology in primary and secondary education, 2018)

The Guide to Cross Sector Collaboration - Resonance Global

RTAC 4C3A Factsheet - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:L8Z8J8W3

RTAC Communication Products - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:FN9GPIAU

RTAC Plan - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:8BA9MTCQ 2129771:KLUU32K6
Keywords: ⛔ No DOI found

RTAC Stakeholder Analysis - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:BAC2W33S

RTAC Toolkit: Troubleshooting Guide - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:XAXC3LKA

Kenya Digital Master Plan 2022-2032 - Republic of Kenya ICT Authority (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:FFGGH75Q 5242966:K4DDRZZZ

Critical Hours and Important Environments: Relationships between Afterschool Physical Activity and the Physical Environment Using GPS, GIS and Accelerometers in 10–12-Year-Old Children - Remmers, Teun; Thijs, Carel; Ettema, Dick; de Vries, Sanne; Slingerland, Menno; Kremers, Stef (International Journal of Environmental Research and Public Health, 2019)
Introduction: The objective of this study was to assess relationships between children’s physical environment and afterschool leisure time physical activity (PA) and active transport. Methods: Children aged 10–12 years participated in a 7-day accelerometer and Global Positioning Systems (GPS) protocol. Afterschool leisure time PA and active transport were identified based on location- and speed-algorithms based on accelerometer, GPS and Geospatial Information Systems (GIS) data. We operationalized children’s exposure to the environment by combining home, school and the daily transport environment in individualized daily activity-spaces. Results: In total, 255 children from 20 Dutch primary schools from suburban areas provided valid data. This study showed that greenspaces and smaller distances from the children’s home to school were associated with afterschool leisure time PA and walking. Greater distances between home and school, as well as pedestrian infrastructure were associated with increased cycling. Conclusion: We demonstrated associations between environments and afterschool PA within several behavioral contexts. Future studies are encouraged to target specific behavioral domains and to develop natural experiments based on interactions between several types of the environment, child characteristics and potential socio-cognitive processes.
Number: 17 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: GPS; accelerometer; children; context-specific; physical activity; spatial behavior

An educational calamity : Learning and teaching during the Covid-19 pandemic - Reimers, Fernando; Amaechi, Uche; Banerji, Alysha; Wang, Margaret
KerkoCite.ItemAlsoKnownAs: 2129771:3U6F5RT6 2129771:S8A8UWAT
Keywords: ⛔ No DOI found

Empowering Global Citizens: A World Course - Reimers, Fernando M.; Chopra, Vidur; Chung, Connie K.; Higdon, Julia; O'Donnell, E. B. (CreateSpace Independent Publishing Platform, 2016)
How do we help students work effectively with others from diverse cultural backgrounds? How do we help them understand the world? How do we prepare them for work and life in an era of globalization, volatility, and uncertainty? Empowering Global Citizens offers educators and parents compelling answers to those questions.This book presents The World Course, a curriculum on global citizenship education designed to equip students with the competencies they need to thrive and contribute to sustainable development in an era of globalization. Drawing on curriculum mapping this book offers a coherent and rigorous set of instructional units to support deep learning of twenty-first-century competencies that develop agency, imagination, confidence, and the skills to navigate the complexity of our times. Drawing on a rich conceptual framework of global education, The World Course scaffolds the development of global competency drawing on project-based learning and other pedagogies that support personalization. The course expands children’s horizons, helping them understand the world in which they live in all its complexity from kindergarten to high school. This is done through learning activities at the zone for proximal development for each age group, with activities that foster student agency and a growth mindset.

What Is Global Education and Why Does It Matter? - Reimers, Fernando M. (Educating Students to Improve the World, 2020)
Series Title: SpringerBriefs in Education KerkoCite.ItemAlsoKnownAs: 2129771:8BVNL3AM 2129771:RWSI3255

Empowering Students to Improve the World in Sixty Lessons. Version 1.0 - Reimers, Fernando (CreateSpace Independent Publishing Platform, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:9WYW792A 2129771:D3S2EWNM

Supporting teacher development: literature review. - Reid, Kate; Kleinhenz, Elizabeth; Australia; Department of Foreign Affairs and Trade (2015)
This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of practices in educational policy and teacher development focused on enhancing teacher quality. It identifies policies that support teacher development as well as the characteristics of effective pre-service teacher education programs and of high-quality professional learning programs for teachers. It acknowledges the need to modify and adapt intervention approaches to suit particular country contexts. [Executive summary].
OCLC: 930576865
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Belgium BEL; _C:Burundi BDI; _C:Cambodia KHM; _C:Canada CAN; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:Guinea GIN; _C:Guyana GUY; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Israel ISR; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Laos LAO; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mauritius MUS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Namibia NAM; _C:Nauru NRU; _C:Nepal NPL; _C:Netherlands NLD; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Philippines PHL; _C:Senegal SEN; _C:Singapore SGP; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Vanuatu VUT; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Teacher practices during Y ear 4 of a one-to-one mobile learning initiative - Reichert, Michael; Mouza, Chrystalla (Journal of Computer Assisted Learning, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12283 10/gfnwsr 2129771:MC3QRRUW
Keywords: __C:filed:1

The MOOC pivot - Reich, Justin; Ruipérez-Valiente, José A. (Science, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1126/science.aav7958 2486141:S348SY4W 4804264:L9NQQCA4
Keywords: Final_citation; cited; existing

Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look - Reich, Justin; Buttimer, Christopher J.; Fang, Alison; Hillaire, Garron; Hirsch, Kelley; Larke, Laura R.; Littenberg-Tobias, Joshua; Moussapour, Roya Madoff; Napier, Alyssa; Thompson, Meredith (2020)
Publisher: EdArXiv KerkoCite.ItemAlsoKnownAs: 10.35542/osf.io/437e2 4804264:IMAKAF2A
Keywords: Final_citation

Failure to Disrupt: Why Technology Alone Can’t Transform Education - Reich, Justin (Harvard University Press, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:JRTN7ML9 2129771:ZHVMB7E7

LAC Reads Capacity Program: Teacher categorisation inputs - Regis, Callista; Megha-Bongnkar, Ghislaine; McBurnie, Chris; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0210 2129771:FLLKKXY5
Keywords: Author:OpenDevEd

LAC Reads Capacity Program: User testing resuts - Regis, Callista; Megha-Bongnkar, Ghislaine; McBurnie, Chris; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0211 2129771:LYEE4WYI
Keywords: Author:OpenDevEd

Guide: Roof paint, shading, and sound insulation - Regime Projects Tanzania; Open Development & Education (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10666750 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1072 ZenodoArchiveConcept: 10666749
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Guide: Technical specifications for applying local white paint on schools’ roofs - Regime Projects Tanzania; Open Development & Education (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10666717 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1071 ZenodoArchiveConcept: 10666716
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon