Using the Infrastructure of a Conditional Cash Transfer Program to Deliver a Scalable Integrated Early Child Development Program in Colombia: Cluster Randomized Controlled Trial. - Attanasio, Orazio P.; Fernández, Camila; Fitzsimons, Emla O.A.; Grantham-McGregor, Sally M.; Meghir, Costas; Rubio-Codina, Marta (BMJ, 2014)

ATLAS.ti AI Lab | Accelerating Innovation for Data Analysis - ATLAS.ti (ATLAS.ti)
Powered by OpenAI, ATLAS.ti revolutionizes qualitative data analysis — bringing you light-speed insights.
KerkoCite.ItemAlsoKnownAs: 2129771:8EI2Q8H5 2405685:X89DCPWW 2486141:9GPQDUQE

Case studies in Diagnostic Testing for Maths - Atkinson, R.; Barry, M.; Haßler, Björn; Quinney, D. (Diagnostic Testing for Maths, 2003)
"Diagnostic Testing for Maths" (2003), LTSN MathsTEAM, MSOR connections, Vol 3, No 2.
EdTechHub.ItemAlsoKnownAs: 2129771:EXDYIMFR
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

Artificial Intelligence (AI)-enabled remote learning and teaching using Pedagogical Conversational Agents and Learning Analytics - Atif, Amara; Jha, Meena; Richards, Deborah; Bilgin, Ayse A. (Intelligent systems and learning data analytics in online education, 2021)

Bridging the chasm - study of the realities of edtech use among trainee teachers - Atherton, Pete (Teacher Education Advancement Network Journal, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:MRVB3J27 4426965:V3B64NC7
Keywords: Stefanie; ⛔ No DOI found

Private Technical and Vocational Education in Sub-Saharan Africa: Provision Patterns and Policy Issues. New Trends in Technical and Vocational Education - Atchoarena, David; Esquieu, Paul (International Institute for Educational Planning, 2002)
The private provision trend in technical and vocational education (TVE) in sub-Saharan Africa occurred as the deterioration of state-run TVE systems in the region created a market niche for private providers. While advocates of deregulation believe the adoption of market principles in TVE will lead to greater efficiency and effectiveness, private providers have emerged in an uncoordinated and unmonitored fashion. A literature review and case studies of two countries Senegal and Mali led to some of the following key findings: (1) in some countries the majority of TVE students are enrolled in private institutions; (2) a large number of private TVE institutions operate illegally; (3) private provision concentrates on the service and commercial trades; and (4) the private sector may operate with lower costs and be more responsive to the labor market, but they do not provide much job-related training or include work-experience programs. Some of the policy issues are as follows: (1) simplifying procedures for establishing private TVE institutions facilitates their growth but is not sufficient to prevent the growth of an illegal sector; (2) the lack of regulation for private TVE institutions raises complex issues regarding the mechanisms required to ensure quality and protect consumers against abuses; and (3) for private TVE to succeed, students and the programs themselves must receive some public funding and develop relationships with industry. (Includes 84 references.) (MO)
KerkoCite.ItemAlsoKnownAs: 2129771:GYDI5ALR 2317526:87DIRPTS LOCAL-eric:ED480333
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Sub-Saharan Africa; C:Mali; C:Senegal; CA:AandC; CC:Mali; CC:Senegal; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; Case Study; F:policy; F:regulation; P:mechanic; P:services; Q:Postsecondary Education; R:case study; R:literature review; T:TVET; T:Training; T:vocational school; Z:Case Studies; Z:Compliance (Legal); Z:Education Work Relationship; Z:Educational Development; Z:Educational Finance; Z:Educational Policy; Z:Educational Quality; Z:Federal Regulation; Z:Foreign Countries; Z:Free Enterprise System; Z:Government Role; Z:Government School Relationship; Z:Postsecondary Education; Z:Private Education; Z:Proprietary Schools; Z:Public Education; Z:Quality Control; Z:School Business Relationship; Z:Vocational Education; Z:Vocational Schools; publicImportV1; ⛔ No DOI found

Revisiting Technical and Vocational Education in Sub-Saharan Africa: An Update on Trends, Innovations and Challenges. New Trends in Technical and Vocational Education - Atchoarena, David; Delluc, Andre (2002)
Differences in historical, political, cultural, and economic contexts in sub-Saharan Africa (SSA) account for wide variations in structures, operating conditions, and outcomes in technical and vocational education (TVE). This diversity is associated with glaring disparities, so in examining policy trends and the reconstruction of training systems particular attention is focused on innovations in an effort to identify promising initiatives likely to contribute to the establishment of consistent TVE systems, closely linked with the world of work and involving labor market stakeholders. Some common emerging trends in TVE include the following: (1) a shift in the policy focus from inputs to outputs; (2) the use of new financing and certification mechanisms; (3) the involvement of social partners in governance; greater autonomy for institutions; (4) the promotion of private providers and company-based training; and (5) an increasing interest in the informal sector and skills development for poverty reduction. Issues addressed include these: (1) an overview of TVE systems in 10 SSA countries; (2) reviewing various models currently in place; (3) documenting relationships between African TVE systems and policies and donor intervention and traditions in TVE; (4) identifying reasons why certain reforms are facing implementation difficulties; analyzing specific innovations; (5) drawing lessons on the implementation of the reform agenda and its impact on TVE systems; and (6) discussing possible directions for future donor support. (Includes 167 references.) (MO)
KerkoCite.ItemAlsoKnownAs: 2129771:CTMR3RBD 2317526:D3ZDMGIZ
Keywords: Accreditation (Institutions); Comparative Education; Cultural Context; Donors; Economic Climate; Education Work Relationship; Educational Administration; Educational Change; Educational Finance; Educational Innovation; Educational Policy; Foreign Countries; Informal Education; Labor Market; Partnerships in Education; Policy Analysis; Postsecondary Education; Poverty Programs; Trend Analysis; Vocational Education

South Sudan: Stakeholders' Views of Technical and Vocational Education and Training and a Framework for Action - Atari, Dominic Odwa; McKague, Kevin (Journal of Vocational Education & Training, 2015)
The Republic of South Sudan, recently emerging from the longest civil war in contemporary African history, has set goals towards post-conflict reconstruction in many areas of social services. However, the educational infrastructure continues to struggle, and many stakeholders in government and international and local organisations are not sufficiently aware of the needs, challenges and opportunities that face the implementation of technical and vocational education and training (TVET) in the country. Preparing future generations of youth and adults with in-demand technical skills and retraining ex-combatants to enter a peacetime workforce is essential to the development and growth of South Sudan. As a first step towards creating the foundation necessary for post-conflict training, we collected and analysed qualitative data from focus groups, in-depth interviews, field observations, and archival documents and identified three interrelated elements that require attention for the effective development of TVET: political climate, curriculum and delivery options. The resulting findings offer a starting point for addressing some of the key constraining factors for the important job of TVET development in South Sudan.
KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2014.983954 10/gf62kn 2129771:G6A8NRB8 2317526:IJGURK8V
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Sudan; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:attitude; F:curriculum; P:services; P:social; R:focus groups; R:interview; R:observation; R:qualitative; T:TVET; T:Training; Z:Attitudes; Z:Curriculum Development; Z:Delivery Systems; Z:Educational History; Z:Focus Groups; Z:Foreign Countries; Z:Skills; Z:Stakeholders; Z:Technical Education; Z:Vocational Education; __C:filed:1; publicImportV1

Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research? - Atanasova, Dimitrinka (Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research?, 2023)
Whilst the ability of generative AI to produce text in English has been widely covered, the implications of its ability to translate and act as a cultural broker into English have received less att…
KerkoCite.ItemAlsoKnownAs: 2129771:758BHNAF 2405685:6SRCZ3LI 2486141:TJRDQHQD

Exploring relationships between Kolb's learning styles and mobile learning readiness of pre-service teachers: a mixed study - Ata, Rıdvan; Cevik, Mustafa (Education and Information Technologies, 2019)
The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR]
Cam URL: KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9835-y 2405685:98J9QFGS 2534378:C5QGSSCL 2534378:GYJXUNMQ 2534378:JUQIJQKF 2534378:NDFQ6HKN 2534378:PPGAVAAJ 2534378:REYB4EAQ
Keywords: COGNITIVE styles; Cognitive Style; Cognitive style; Computers–Information Science And Information Theory; Content Analysis; EDUCATIONAL programs; ERIC; Current Index to Journals in Education (CIJE); Educational Attainment; Foreign Countries; Gender Differences; Handheld Devices; Higher Education; Income; Independent Study; Independent study; Kolb's learning styles; Kolb’s learning styles; LEARNING readiness; Learning Readiness; Learning Style Inventory; MOBILE learning; Measures (Individuals); Mobile learning; Mothers; Positive Attitudes; Postsecondary Education; Pre-service teachers; Preservice Teachers; STUDENT teachers; Self Efficacy; Structural Equation Models; Structural equation modelling; Student Attitudes; Teacher Education Programs; Telecommunications; Turkey; Undergraduate Students; __:import:01; __:match:final; __:matched; __:study_id:2095788; __finaldtb

Why the TVET System of French-Speaking African Countries is Not Able to Produce a Highly Qualified and Operational Man Power? A Comparison with Canadian Community Colleges - Assignon, Efia R. (Handbook of Comparative Studies on Community Colleges and Global Counterparts, 2018)
Most of the French-speaking African countries gained political independence in the 1960s. Since then, the Technical and Vocational Education and Training (TVET) system inherited from France has not allowed them to develop their economies. Moreover, in these countries, there are many new building projects that need highly qualiﬁed workers, and due to the problems with the TVET system, they cannot hire the needed workers locally. This chapter analyzes why for over 50 years, these countries are unable to provide their economies with effective manpower with professional and operational abilities that can function to attract investors and why the system produces so many unemployed graduates. To answer these questions, this chapter will ﬁrst analyze the TVET system in West African Economic and Monetary Union (WAEMU) countries, Benin, Burkina Faso, Guinea-Bissau, Ivory Coast, Mali, Niger, Senegal, and Togo to then compare it with Canadian Community Colleges. The comparison is made because there are strong similarities between the Francophone African economies and the Canadian economy, both of which are based essentially on small and medium enterprises.
KerkoCite.ItemAlsoKnownAs: 2129771:2MET3DD3 2317526:46K7AD9E
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

Improving Literacy Outcomes for Disadvantaged Girls Through Empowerment: The Case of Siyani Sahelian Programme in Pakistan - Aslam, Monazza; Cashman, Laura; Hamid, Moaaz; Rawal, Shenila; Jamil, Baela Raza; Sabates, Ricardo; Saeed, Saba (Poverty Impacts on Literacy Education, 2022)
Literacy acquisition is important for the formation of higher order skills, further engagement with written forms of knowledge, and deeper participation in society. Yet not all children have the opportunity to acquire literacy skills in their own mother tongue to allow them to continue to advance to...
ISBN: 9781799887300 Pages: 149-164 Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-7998-8730-0.ch008 2129771:XLPT2QR3

Non-state education provision; access and quality for the marginalised - Aslam, Monazza (2017)
This report undertakes a rapid review of some recent, high quality syntheses and reports to summarise the evidence on the effectiveness of different types of non-state schools in reaching the marginalised and providing quality education to them. Non-state provision has risen dramatically over the last few decades especially across South and West Asia and the Latin America and Caribbean region and provides opportunities in Sub-Saharan Africa and elsewhere. The all-encompassing term ‘non-state’ constitutes a spectrum of providers with different characteristics, scope and scale. Overall, the evidence is indicative of potential improvements in learning outcomes in certain types of non-state provision but this is caveated by the very low overall learning outcomes across education systems, as well as by the extent to which non-state provision is aligned with human rights. There is evidence of certain types of non-state providers being able to reach the marginalised and disadvantaged more effectively but questions exist with regards to their sustainability. Whilst different types of arrangements may work in different contexts, the critical factor remains the governments’ ability to both foster an enabling environment but also combine it with effective legislation, monitoring and regulation to ensure quality education provision.
Accepted: 2017-09-11T13:28:47Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:K2PXJKPC 4869029:HZE56QEV
Keywords: ⛔ No DOI found

Moving Teachers to Malawi’s Remote Communities: A Data-Driven Approach to Teacher Deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder
KerkoCite.ItemAlsoKnownAs: 2129771:VSWE6JMG 4556019:ZPRX465S
Keywords: ❓ Multiple DOI

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (2017)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
Keywords: Data-driven model; Deployments; Lebanon_event_2021; Malawi; Political economy; Schools; Teachers; _C:Brazil BRA; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Italy ITA; _C:Malawi MWI; _C:Mozambique MOZ; _C:Philippines PHL; _C:Singapore SGP; __C:filed:1; __C:scheme:1

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (International Journal of Educational Development, 2019)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
Keywords: Data-driven model; Deployments; Lebanon_event_2021; Malawi; Political economy; Schools; Teachers; _C:Brazil BRA; _C:Gambia GMB; _C:India IND; _C:Indonesia IDN; _C:Italy ITA; _C:Malawi MWI; _C:Mozambique MOZ; _C:Norway NOR; _C:Philippines PHL; _C:Singapore SGP; __C:filed:1; __C:scheme:1

Reimagine Tech-Inclusive Education: Evidence, Practices, and Road Map - Asian Development Bank (Asian Development Bank, 2023)
Edition: 0 ISBN: 9789292701864 9789292701857 KerkoCite.ItemAlsoKnownAs: 10.22617/TCS230233 4804264:4IZE3MIX
Keywords: Final_citation

Using Large Language Models for Qualitative Analysis can Introduce Serious Bias - Ashwin, Julian; Chhabra, Aditya; Rao, Vijayendra (World Bank Washington, DC, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-10597 2486141:TNAS2ULG

Negotiating a Better Future: How Interpersonal Skills Facilitate Intergenerational Investment* - Ashraf, Nava; Bau, Natalie; Low, Corinne; McGinn, Kathleen (The Quarterly Journal of Economics, 2020)
Abstract Using a randomized controlled trial, we study whether a negotiation skills training can improve girls’ educational outcomes in a low-resource environment. We find that a negotiation training given to eighth-grade Zambian girls significantly improved educational outcomes over the next three years, and these effects did not fade out. To better understand mechanisms, we estimate the effects of two alternative treatments. Negotiation had much stronger effects than an informational treatment, which had no effect. A treatment designed to have more traditional girls’ empowerment effects had directionally positive but insignificant educational effects. Relative to this treatment, negotiation increased enrollment in higher-quality schooling and had larger effects for high-ability girls. These findings are consistent with a model in which negotiation allows girls to resolve incomplete contracting problems with their parents, yielding increased educational investment for those who experience sufficiently high returns. We provide evidence for this channel through a lab-in-the-field game and follow-up survey with girls and their guardians.
KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjz039 2129771:83GHHZII

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:ZV8ZMLUC
Keywords: Final_citation; cited; existing

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:NPUR835S

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.
ZenodoArchiveID: 4557019 PreviousDOI: 10.5281/zenodo.4477154 PreviousShortDOI: 10/ghgnf2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3901521 10.5281/zenodo.4557019 10/ghgnf2 2129771:TZMJAIPU 2339240:3KCTC7UA 2339240:5B7T9LEG 2339240:K45TP2GI 2339240:NNZ9DD54 2339240:SIV6ZELZ 2339240:W3ALIEA9 2405685:397HVPFN 2405685:4M9GTG8I 2405685:5AWZGNCG 2405685:E56IKGK2 2405685:E6DMTNLL 2405685:TXGBLY4U 2405685:UUNEJ7FS 2405685:W9JLL7JV
Keywords: L:Refugees and migrants; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v3; _zenodo:submitted; _zenodoETH

ASER Centre - ASER
KerkoCite.ItemAlsoKnownAs: 2129771:LB4QNFNG

Mapping the landscape of education research by scholars based in sub-Saharan Africa - Asare, Samuel; Rose, Pauline; Downing, Phoebe; Mitchell, Rafael
Keywords: ⛔ No DOI found

Funding for African education research–What do we know from the African Education Research Database? - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (2021)
Keywords: ⛔ No DOI found

Global policy agendas and the Education Sustainable Development Goal: Perspectives from sub-Saharan African research and researchers - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (BAICE Conference, York, 2018)
Keywords: ⛔ No DOI found

How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (Development and Change, 2021)
Publisher: Wiley Online Library

How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (Compare: A Journal of Comparative and International Education, 2020)
Publisher: Taylor & Francis
Keywords: ⛔ No DOI found

Characteristics of micro, small and medium enterprises in Ghana: Gender and implications for economic growth - Asare, Roland; Akuffobea, Mavis; Quaye, Wilhelmina; Atta-Antwi, Kwasi (African Journal of Science, Technology, Innovation and Development, 2015)
© 2015 African Journal of Science, Technology, Innovation and Development. This paper sought to investigate the characteristics of MSMEs and to suggest ways of improving performance, particularly tackling constraints faced by women and youth entrepreneurs in Ghana. A total of 4 433 MSME operators were interviewed in all the ten regions of Ghana using a structured questionnaire. The study revealed that apprenticeship was the most common form of training received by the MSME operators interviewed. Disaggregating data by gender, it was observed that more men had received training in their business operations than women. Close to 90% of the MSMEs were under sole proprietorship. There was significant correlation between gender and scale of enterprises, with increasing numbers of men as scale of operations increased. Women, who dominated the agro-processing, agro-industrial and services sectors, were constrained by ineffective marketing strategies, lack of capital, inadequate equipment and machinery, lack of improved technology, inadequate training and low skill development. Marketing strategies employed by the majority of women were limited, mostly patronising markets within their respective districts of business operations. The study recommended support for women to access sizeable business credit with flexible payment plans, tailor-made skill development training and improved access to institutional markets with quality and well-packaged products.
KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2014.979651 10/gd9bc3 2129771:9V7XC358 2317526:Q8Q2KP2R LOCAL-SCOPUS_ID:85006409797
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; F:gender; F:payment; F:women; P:economy; P:media; P:services; P:technology; Q:flexible; R:interview; R:questionnaire; T:Lehrlingsausbildung; T:Training; Z:Businesses; Z:Constraints; Z:Development; Z:Gender; Z:Practices; _C:Ghana GHA; __C:filed:1; publicImportV1

Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine - Asanov, Igor; Flores, Francisco; McKenzie, David; Mensmann, Mona; Schulte, Mathis (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SZ37A924 2129771:YWX557QC 2405685:CDEGBD9S
Keywords: _COVID-Continuity-Blogpost-01; _COVID_DEAA-List

Towards a regional strategy for resolving the human resources for health challenges in Africa - Asamani, J.A.; Akogun, Oladele B; J., Nyoni; A., Ahmat; J., Nabyonga-Orem; Tumuslime, P. (BMJ Global Health, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:P5IWDHBU 2129771:YD9BQ5KS 2486141:LMRYJ5ZY

Leveraging ICT for the Learning Recovery and Acceleration in Bangladesh - Asaduzzaman, T. M.; Geven, Koen Martijn; Oza, Shardul Kinnaresh; Kano, Tsuyoshi Yoshi; Shams, Farzana; Roy, Suparna; Bashir, Amreen; Zubairi, Asma (2023)
Publisher: World Bank Group
Keywords: ⛔ No DOI found

COVID-19, Schooling and Learning - Asadullah, Niaz (BRAC, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:32DHU5RL 2129771:DL2YWCN7 2405685:FFYLQH5J 2129771:DL2YWCN7 2486141:2YK7NXY7 2129771:DL2YWCN7
Keywords: _COVID-Continuity-Blogpost-01; _COVID_DEAA-List; ⛔ No DOI found

Toward Successful Development Policies: Insights from Research in Development Economics - Artuc, Erhan; Cull, Robert; Dasgupta, Susmita; Fattal, Roberto; Filmer, Deon; Gine, Xavier; Jacoby, Hanan; Jolliffe, Dean; Kee, Hiau Looi; Klapper, Leora; Kraay, Aart; Loayza, Norman; et al. (World Bank, 2020)
What major insights have emerged from development economics in the past decade, and how do they matter for the World Bank? This challenging question was recently posed by World Bank Group President David Malpass to the staff of the Development Research Group. This paper assembles a set of 13 short, nontechnical briefing notes prepared in response to this request, summarizing a selection of major insights in development economics in the past decade. The notes synthesize evidence from recent research on how policies should be designed, implemented, and evaluated, and provide illustrations of what works and what does not in selected policy areas.
Accepted: 2020-02-06T16:11:58Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9133 4804264:YN4TTP6L
Keywords: Agricultural Economics; Development Economics; Development Policy; Economic Growth; Education; Environmental Economics; Final_citation; Financial Economics; Health; International Economics; Macroeconomics; Monetary Economics; Natural Resource Economics; Public Economics; Welfare; cited; existing

A Critical Analysis of the What3Words Geocoding Algorithm - Arthur, Rudy (arXiv.org, 2023)
What3Words is a geocoding application that uses triples of words instead of alphanumeric coordinates to identify locations. What3Words has grown rapidly in popularity over the past few years and is used in logistical applications worldwide, including by emergency services. What3Words has also attracted criticism for being less reliable than claimed, in particular that the chance of confusing one address with another is high. This paper investigates these claims and shows that the What3Words algorithm for assigning addresses to grid boxes creates many pairs of confusable addresses, some of which are quite close together. The implications of this for the use of What3Words in critical or emergency situations is discussed.

A high-impact, on-line tutoring programme for disadvantaged pupils in response to Covid-19 - Arriola, Miriam; Gortazar, Lucas; Hupkau, Claudia; Pillado, Zaida; Roldán, Toni
KerkoCite.ItemAlsoKnownAs: 4804264:CUVA7BD5
Keywords: Final_citation; ⛔ No DOI found

Should We Treat Data as Labor? Moving beyond "Free" - Arrieta-Ibarra, Imanol; Goff, Leonard; Jiménez-Hernández, Diego; Lanier, Jaron; Weyl, E. Glen (AEA Papers and Proceedings, 2018)
In the digital economy, user data is typically treated as capital created by corporations observing willing individuals. This neglects users' roles in creating data, reducing incentives for users, distributing the gains from the data economy unequally, and stoking fears of automation. Instead, treating data (at least partially) as labor could help resolve these issues and restore a functioning market for user contributions, but may run against the near-term interests of dominant data monopsonists who have benefited from data being treated as "free." Countervailing power, in the form of competition, a data labor movement, and/or thoughtful regulation could help restore balance.
KerkoCite.ItemAlsoKnownAs: 10.1257/pandp.20181003 4804264:PNJEPNQJ
Keywords: Computer Programs: General; Equity; Justice; Inequality; and Other Normative Criteria and Measurement; Monopsony; Data Collection and Data Estimation Methodology; Final_citation; Segmented Labor Markets

Computer usage for learning how to read and write in primary school - Arndt, Petra A. (Trends in Neuroscience and Education, 2016)
00000 KerkoCite.ItemAlsoKnownAs: 10.1016/j.tine.2016.07.003 10/gdm2s9 2129771:GYDJPSJ2
Keywords: __C:filed:1

Design-Based Research - Armstrong, Matthew; Dopp, Cade; Welsh, Jesse (The Students' Guide to Learning Design and Research, 2020)
Publisher: EdTech Books KerkoCite.ItemAlsoKnownAs: 2129771:EFJ83JEY 4426965:PBATD9GG
Keywords: ⛔ No DOI found

Research on open educational resources for development in the Global South: Project landscape - Arinto, Patricia; Hodgkinson-Williams, Cheryl; King, Thomas; Cartmill, Tess; Willmers, Michelle (African Minds, International Development Research Centre & Research on Open …, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:MF6CC6DN
Keywords: _C:Afghanistan AFG; _C:Argentina ARG; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Bolivia BOL; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Costa Rica CRI; _C:Cuba CUB; _C:Ecuador ECU; _C:El Salvador SLV; _C:Estonia EST; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Laos LAO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mauritius MUS; _C:Mexico MEX; _C:Mongolia MNG; _C:Morocco MAR; _C:Mozambique MOZ; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:North Cyprus XNCYP; _C:Oman OMN; _C:Pakistan PAK; _C:Paraguay PRY; _C:Peru PER; _C:Philippines PHL; _C:Poland POL; _C:Portugal PRT; _C:Russian Federation RUS; _C:Slovenia SVN; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Venezuela VEN; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

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

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

Environmental education outcomes for conservation: A systematic review - Ardoin, Nicole M.; Bowers, Alison W.; Gaillard, Estelle (Biological Conservation, 2020)
Effective environmental education represents more than a unidirectional transfer of information: rather, this suite of tools develops and enhances environmental attitudes, values, and knowledge, as well as builds skills that prepare individuals and communities to collaboratively undertake positive environmental action. Environmental education also facilitates connections between actionable research findings and on-the-ground practices, creating synergistic spaces where stakeholders collaborate to address dynamic environmental issues over time. Because of this commitment to application and iteration, environmental education can result in direct benefits to the environment and address conservation issues concretely. Yet, the path to achieving those tangible impacts can be winding, with robust data documenting changes challenging to produce. To better understand the research-implementation spaces where those environmental education outcomes occur, are measured, and are reported, we undertook a systematic review of research on environmental education's contributions to conservation and environmental quality outcomes. Given the variation in research designs and data, we used a mixed-methods approach to the review; analysis of the 105 resulting studies documented strongly positive environmental education outcomes overall and highlighted productive research-implementation spaces. Chi-square analyses revealed that programs reporting direct outcomes, compared with those reporting indirect outcomes, differed on primary topic addressed. A narrative analysis indicated that environmental education programs documenting direct impacts included: a focus on localized issues or locally relevant dimensions of broader issues; collaboration with scientists, resource managers, and/or community organizations; integrated action elements; and intentional measurement/reporting structures. Those themes suggest program development and documentation ideas as well as further opportunities for productive research-implementation spaces.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.biocon.2019.108224 2129771:QXB53UAF
Keywords: Conservation social sciences; Environmental education; Environmental management; Public engagement; Research-implementation spaces; Systematic review

Early childhood environmental education: A systematic review of the research literature - Ardoin, Nicole M.; Bowers, Alison W. (Educational Research Review, 2020)
Environmental education focused on the early-childhood years is experiencing dynamic growth in research and practice due to persistent environmental challenges coupled with burgeoning interest in the documented benefits of nature-rich experiences for infants and children. To better understand the landscape of early childhood environmental education (ECEE) pedagogical practices and expected outcomes, we undertook a systematic review of empirical studies of ECEE programs. Focusing on a 25-year span, we surfaced 66 studies that met our inclusion criteria. We found that participants in such programs spanned the early-childhood age range (birth through age eight) with the majority involving three- to six-year-olds in teacher-led, formal (school-like) programs. The primary outcomes documented in our sample studies included environmental literacy development, cognitive development, and social and emotional development. To a lesser extent, the studies addressed physical development and language and literacy development. On balance, our sample of ECEE studies reported strongly positive findings associated with the aforementioned outcomes. The majority emphasized the effectiveness of play-based, nature-rich pedagogical approaches that incorporated movement and social interaction. We include a visualization that synthesizes cross-sample findings with the intention of assisting ECEE practitioners in developing, implementing, and evaluating programs as well as encouraging researchers to further study elements, processes, and theoretical assumptions inherent in them.
Keywords: Early childhood; Environmental education; Forest schools; Nature preschools; Systematic reviews

Deep Learning and Machine Learning in Hydrological Processes Climate Change and Earth Systems a Systematic Review - Ardabili, Sina; Mosavi, Amir; Dehghani, Majid; Várkonyi-Kóczy, Annamária R. (Engineering for Sustainable Future, 2020)
Series Title: Lecture Notes in Networks and Systems

Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis - Archer, Karin; Savage, Robert; Sanghera-Sidhu, Sukhbinder; Wood, Eileen; Gottardo, Alexandra; Chen, Victoria (Computers & Education, 2014)
Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the increasing use of computer technologies in the classroom and in the home, a variety of information communication technology (ICT) interventions for learning have been introduced. Meta-analyses comparing the impact of these programs on learning, however, have yielded inconsistent findings (Andrews et al., 2007, Torgerson and Zhu, 2003, Slavin et al., 2008, Slavin et al., 2009). The present tertiary meta-analytic review re-assesses outcomes presented in three previous meta-analyses. Four moderator variables assessed the impact of the systematic review from which they were retrieved, training and support, implementation fidelity and who delivered the intervention (teacher versus researcher). Significant results were found when training and support was entered as a moderator variable with the small overall effectiveness of the ICTs (ES = 0.18), similar to those found in previous research, increasing significantly (ES = 0.57). These findings indicate the importance of including implementation factors such as training and support, when considering the relative effectiveness of ICT interventions.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2014.06.001 2129771:H58ZFCZF 2486141:WCNYG5EM
Keywords: Elementary education; Evaluation of CAL systems; Improving classroom teaching; Media in education; Pedagogical issues

Transforming the financing of education at the mid-point of the sustainable development goals - Archer, David (International Journal of Educational Development, 2023)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2023.102931 4804264:TWTXRK69
Keywords: Final_citation

Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work - Araya, Daniel; Marber, Peter (Taylor & Francis, 2023)
Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work is an edited collection that explores the social impact of Artificial Intelligence over the coming decades, specifically how this emerging technology will transform and disrupt our contemporary institutions. Chapters in this book discuss the history of technological revolutions and consider the anxieties and social challenges of lost occupations, as well as the evolution of new industries overlapping robotics, biotechnology, space exploration, and clean energy. Chapter authors unpack the nature of augmented education, from revamping curriculum and personalizing education, to redesigning workplace learning for an algorithmic era. Ultimately the book discusses policy and planning for an augmented future, arguing that work and learning are undergoing a metamorphosis around creativity and innovation amid a new global era and the race against automating technologies. Bringing together expert perspectives from around the world, this exciting, informative collection of research and analysis helps educators, policymakers and analysts navigate the future of work and learning amid rapid and accelerating technological change.
Accepted: 2023-03-08T12:37:34Z KerkoCite.ItemAlsoKnownAs: 10.4324/9781003230762 2486141:TUEKXX36
Keywords: Artificial Intelligence and the Future of Learning and Work; Augmented Education in the Global Age; Daniel Araya; Education; Education administration; Education policy; Peter Marber; bic Book Industry Communication::J Society & social sciences::JH Sociology & anthropology::JHB Sociology; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy; bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education; bic Book Industry Communication::J Society & social sciences::JN Education::JNV Educational equipment & technology; computer-aided learning (CAL); computers and technology; education reform

ACCEPTABLE ILLUMINANCE LEVEL ATTRIBUTES TO LEARNING SATISFACTION IN CLASSROOM - Arabi, Fadli; mohd husini, Elina; Raja Mohd Yazit, Raja Nur Syaheeza; Dodo, Yakubu; Kandar, Mohd (2019)
Keywords: ⛔ No DOI found

COVID-19 Nonprofit Resources - April 10; email, 2020 jQuery ready{ jQuery on{ e preventDefault; return false; }); }); Share share on twitter share on facebook share on linkedin share on (Hewlett Foundation, 2020)
We are compiling resources that may be helpful to our nonprofit partners during this difficult time. Below are links to a selection of COVID-19 resources and curated sites. We will update this list as new information becomes available.

Informing the scale-up of Kenya's nursing workforce: A mixed methods study of factors affecting pre-service training capacity and production - Appiagyei, Ashley A.; Kiriinya, Rose N.; Gross, Jessica M.; Wambua, David N.; Oywer, Elizabeth O.; Kamenju, Andrew K.; Higgins, Melinda K.; Riley, Patricia L.; Rogers, Martha F. (Human Resources for Health, 2014)
© 2014 Appiagyei et al.; licensee BioMed Central Ltd. Background: Given the global nursing shortage and investments to scale-up the workforce, this study evaluated trends in annual student nurse enrolment, pre-service attrition between enrolment and registration, and factors that influence nurse production in Kenya.Methods: This study used a mixed methods approach with data from the Regulatory Human Resources Information System (tracks initial student enrolment through registration) and the Kenya Health Workforce Information System (tracks deployment and demographic information on licensed nurses) for the quantitative analyses and qualitative data from key informant interviews with nurse training institution educators and/or administrators. Trends in annual student nurse enrolment from 1999 to 2010 were analyzed using regulatory and demographic data. To assess pre-service attrition between training enrolment and registration with the nursing council, data for a cohort that enrolled in training from 1999 to 2004 and completed training by 2010 was analyzed. Multivariate logistic regression was used to test for factors that significantly affected attrition. To assess the capacity of nurse training institutions for scale-up, qualitative data was obtained through key informant interviews.Results: From 1999 to 2010, 23,350 students enrolled in nurse training in Kenya. While annual new student enrolment doubled between 1999 (1,493) and 2010 (3,030), training institutions reported challenges in their capacity to accommodate the increased numbers. Key factors identified by the nursing faculty included congestion at clinical placement sites, limited clinical mentorship by qualified nurses, challenges with faculty recruitment and retention, and inadequate student housing, transportation and classroom space. Pre-service attrition among the cohort that enrolled between 1999 and 2004 and completed training by 2010 was found to be low (6%).Conclusion: To scale-up the nursing workforce in Kenya, concurrent investments in expanding the number of student nurse clinical placement sites, utilizing alternate forms of skills training, hiring more faculty and clinical instructors, and expanding the dormitory and classroom space to accommodate new students are needed to ensure that increases in student enrolment are not at the cost of quality nursing education. Student attrition does not appear to be a concern in Kenya compared to other African countries (10 to 40%).
KerkoCite.ItemAlsoKnownAs: 10.1186/1478-4491-12-47 10/f6sjbd 2129771:STXD3RRB 2317526:S85ZAYJD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CCZ:Kenya; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:health; P:logistics; P:nurse; P:production; P:services; R:interview; R:mixed method; R:qualitative; R:quantitative; R:regression; T:Training; Z:Nursing workforce; Z:Scale-up; Z:Training; __C:filed:1; publicImportV1

Digitalisierung beruflicher Lern- und Arbeitsprozesse. Impulse aus der Bauwirtschaft und anderen gewerblich-technischen Sektoren - Appenrodt, Jan; Becker, Matthias; Böttcher, Sven; Bozkurt, Askim; Dettmann, Kai; Diekmann, Susanne; Dziumbla, Uwe; Ebert, Wolfgang; Falk, Roland; Freytag, Nora-Fabienne; Ganz, Kerstin; Goos, Ulrich; et al. (2022)
The anthology presents current approaches to digitally supported professional learning. The articles provide insights into the dynamic development of the interfaces between gainful employment and vocational training and further education in the context of digitization of work and learning aids. The volume is thus connected to the publication “Berufsbildung am Bau digital” (edited by Bernd Mahrin and Johannes Meyser), which was published in 2019 by the University Press of the Technische Universität Berlin. The first chapter discusses fundamental didactic questions about digitally supported learning and working, including the framework conditions. The second chapter picks contributions on capacity development, standards, and digital tools out as central themes. The third chapter is dedicated to concrete specific solutions with strong practical relevance and high transfer potential for digitized work and learning in the construction sector and in the metal sector. The final fourth chapter presents comprehensive and freely accessible online offers such as a media pool for educational purposes, a learning media database and a hybrid learning system with a virtual 3D building model. The book was created as part of the DigiBAU project - digital vocational learning and working in the field of construction - funded by the German Federal Ministry of Education and Research and the European Social Fund. (DIPF/Orig.)
Publisher: Universitätsverlag der TU Berlin KerkoCite.ItemAlsoKnownAs: 10.25656/01:24378 2129771:IL42MZY2 2129771:PKHZIKCP
Keywords: 370 Education; 370 Erziehung; Schul- und Bildungswesen; Arbeitsprozess; Bauberuf; Bauingenieur; Bautechnik; Bauwirtschaft; Berufliche Fortbildung; Berufsausbildung; Berufsbildung; Berufsbildungszentrum; Career centers; Construction technique; Continuing education; Continuing training; Digitale Medien; Digitalisierung; Digitalization; E-Learning; E-learning; Fachdidaktik; Further education; Gewerblich-technischer Beruf; Holzbau; Learning by playing; Learning process; Lehr-Lern-Prozess; Lernprozess; Media didactics; Mediendidaktik; Metallberuf; Occupation in a trade or technical field; Occupation in the field of construction; Occupational training; On line; Online service; Online-Angebot; Professional training; Specialized didactics; Spielerisches Lernen; Subject didactics; Teaching post; Teaching profession; Teaching-learning process; Virtual learning; Vocational Education; Vocational education and training; Vocational training; Weiterbildung; Working process; auto_merged; Überbetriebliche Ausbildung

Challenges and opportunities for climate change education (CCE) in East Africa: A critical review - Apollo, Abigael; Mbah, Marcellus Forh (Climate, 2021)
It is undoubtedly clear that climate change is happening, and its adverse impacts could reverse the progress made toward meeting sustainable development goals. The global crisis poses one of the most severe challenges to reducing poverty and existing inequalities, especially in developing countries that are projected to be highly vulnerable to climate variability. However, the education sector provides an untapped opportunity for successful climate change adaptation and mitigation through knowledge and skill acquisitions, and consequently, positive behavioral change. Specifically, education can capacitate individuals and communities to make informed decisions and take practical actions for climate-resilient sustainable development. This study is focused on East Africa, a region whose economy heavily relies on climate-dependent activities. At present, East African governments are already embedding climate change in their school curriculum. However, they lack coherent approaches to leverage climate change education as a tool in their adaptation and mitigation strategies. Therefore, this review explores some of the critical barriers to climate change education and possible opportunities for leveraging learning to promote sustainable development in East Africa.
Publisher: MDPI openalex: W3166039787 KerkoCite.ItemAlsoKnownAs: 10.3390/cli9060093 2129771:4MR5RCYQ 5072953:4DQCFNDM
Keywords: _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:climate change education; oa:topic:T10439 Adaptation to Climate Change in Agriculture; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11336 Indoor Air Pollution in Developing Countries; openalex:n:1; openalex:yes

Design-based online teacher professional development to introduce integration of STEM in Pakistan - Anwar, Tasneem (University of Minnesota, 2017)
In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN: 9781369679038 Pages: 284 Publication Title: ProQuest LLC KerkoCite.ItemAlsoKnownAs: 2339240:DBDFJKBJ 2405685:FR3HXWGG 2405685:XZPKBXP2 2534378:CGYHJZSS 2534378:DN6N2JCI 2534378:JGZHHY6I 2534378:PULZXS5Y 2534378:VMIH94FH
Keywords: 0530:Teacher education; 0714:Science education; Attitude Measures; Community of practice; Design; Design-based research; ERIC; Resources in Education (RIE); Education; Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Interdisciplinary Approach; Interviews; Models; Online Courses; Online teacher professional development; Pakistan; Reflective practices; STEM Education; Science education; Stem integration; Student Centered Learning; Teacher Attitudes; Teacher education; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096054; __finaldtb

Big data, big insights? Advancing service innovation and design with machine learning - Antons, D; Breidbach, CF (Journal of Service Research, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1177/1094670517738373 2129771:BN4PIUR8 2129771:SLBNBAST 2405685:DD4VLI9U 2486141:8S9LUG53
Keywords: _Added-ailr-2024

Computational literature reviews: method, algorithms, and roadmap - Antons, D.; Breidbach, C.F.; Joshi, A.M. (Organizational Research Methods, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:L7W99F45 2129771:UI7VZAER 2405685:4JL8RZ7H 2486141:R52FLCHH
Keywords: _Added-ailr-2024; ⛔ No DOI found

Continuing Professional Development (CPD) of Teacher Educators (TEs) within the ecological environment of the island territories of the Organisation of Eastern Caribbean States (OECS) - Antonio, Desiree (University of Liverpool, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EJX99TXJ

Revealing a safer sex option to reduce HIV risk: a cluster-randomized trial in Botswana - Angrist, Noam; Matshaba, Mogomotsi; Gabaitiri, Lesego; Anabwani, Gabriel (BMC Public Health, 2019)
1.8 million new HIV infections occur every year, disproportionately affecting adolescent girls and young women. Abstinence-only risk avoidance approaches have had limited impact on reducing new infections. This cluster-randomized trial examines a risk reduction approach to curbing risky sex for school-going girls in Botswana.
Keywords: Botswana; HIV; Health; Impact evaluation; Risk reduction; School; Sex education; Southern Africa; Teen pregnancy

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K; Filmer, Deon; Glennerster, Rachel; Rogers, F Halsey; Sabarwal, Shwetlena (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:F6N3XLU2 2129771:TKEL6R3I 2129771:TUR7B4UV 2486141:G6IZFHK7
Keywords: ___duplicate_item; ⛔ No DOI found

How to improve education outcomes most efficiently? A Comparison of 150 interventions using the new Learning-Adjusted Years of Schooling metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (2020)
Publisher: World Bank, Washington, DC KerkoCite.ItemAlsoKnownAs: 2129771:2QM62K8E
Keywords: ___duplicate_item

How to improve education outcomes most efficiently? A comparison of 150 interventions using the new Learning-Adjusted Years of Schooling metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (The World Bank, 2020)
Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just $100 per child—compared with zero years for other classes of interventions.
Extra URL: http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2405685:PJMJJZIG 2534378:RYREI3A2
Keywords: ___working_potential_duplicate

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (The World Bank, 2020)

Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery - Angrist, Noam; de Barros, Andreas; Bhula, Radhika; Chakera, Shiraz; Cummiskey, Chris; DeStefano, Joseph; Floretta, John; Kaffenberger, Michelle; Piper, Benjamin; Stern, Jonathan (International Journal of Educational Development, 2021)
We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.
KerkoCite.ItemAlsoKnownAs: 2129771:2XDI3FGY 2129771:STJ6QKNQ 2129771:WVS47RMH
Keywords: COVID-19; Education; Foundational skills; Learning loss; Recovery

Experimental evidence on learning using low-tech when school is out - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (Nature Human Behaviour, 2022)
School closures occurred extensively during the COVID-19 pandemic, and occur in other settings, such as teacher strikes and natural disasters. The cost of school closures has proven to be substantial, particularly for households of lower socioeconomic status, but little evidence exists on how to mitigate these learning losses. This paper provides experimental evidence on strategies to support learning when schools close. We conduct a large-scale randomized trial testing two low-technology interventions—SMS messages and phone calls—with parents to support their child in Botswana. The combined treatment improves learning by 0.12 standard deviations, which translates to 0.89 standard deviations of learning per US$100, ranking among the most cost-effective interventions to improve learning. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents to support education provision during school disruptions.
Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-022-01381-z 4804264:E6Q82JZH 4804264:TLDM2B3K
Keywords: Development studies; Economics; Education; Final_citation

School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (National Bureau of Economic Research, 2020)
Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.

Practical lessons for phone-based assessments of learning - Angrist, Noam; Bergman, Peter; Evans, David K.; Hares, Susannah; Jukes, Matthew C. H.; Letsomo, Thato (BMJ Global Health, 2020)
School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples.
Publisher: BMJ Specialist Journals Section: Practice KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2129771:I9JVVRP2 2129771:J74DVLWC
Keywords: __C:filed:1; health economics; health services research; public health

Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3663098 4804264:8VD7SC7L 4804264:HCMGK9TG
Keywords: Education; Final_citation; Human Capital; Technology; cited; existing

Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (SSRN Electronic Journal, 2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3663098 2129771:37WVYGRH 2129771:3GGG8ENA 2129771:4XBSBHNZ 2129771:J8UCMIES 2129771:NQQA5HAW 2129771:U3ZVQN5U 2129771:ZAKRMJ4F 2405685:7YTYUC4P
Keywords: Education; Human Capital; Technology; _COVID_DEAA-List; __C:filed:1

Measuring Human Capital. Policy Research Working Paper - Angrist, N.; Djankov, S.; Goldberg, P.K.; Patrinos, H.A. (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:PM78M6YG 2129771:UYIWMY6B

Essays in development economics, human capital and external validity - Angrist, N. (University of Oxford, 2020)
This thesis comprises three papers under the overarching theme of external validity – a question of how the effectiveness of interventions or policies translate across contexts. I focus on interventions that aim to improve human capital, specifically health and education, in developing countries. To address the topic of external validity, we need comparable interventions and outcomes as well as identification of causal mechanisms that drive intervention effectiveness across contexts. My three papers contribute to each aspect. Two of my papers focus on constructing and comparing outcomes to measure education and human capital globally. In a third paper, I conduct a large-scale randomized controlled trial of a sex education intervention in Botswana in a third of the country. This trial builds on a prior trial showing a similar intervention reduced teenage pregnancy by 28% in Kenya ten years prior. The study in Botswana provides replicable evidence across contexts, showing reductions in pregnancy of up to 40%. The trial also deepens understanding of the underlying mechanism driving behavior by testing novel dimensions, such as the degree to which the messenger delivering the sex education message matters. I find the messenger makes-or-breaks the intervention: while near-peer educators reduce pregnancy, government teachers have a null effect and appear to induce a teenage rebellion response. This contrast is striking, suggesting that an underexplored dimension on which external validity turns – the messenger – might matter more than dimensions which traditionally get more attention, such as time and geography.

Does teacher training affect pupil learning? Evidence from matched comparisons in Jerusalem public schools - Angrist, J.; Lavy, V. (Journal of Labor Economics, 2001)
KerkoCite.ItemAlsoKnownAs: 2129771:H7LFTKD4 2129771:SFIG35CC

An overview of national AI strategies and policies - Angela, ATTREY (2021)
KerkoCite.ItemAlsoKnownAs: 2486141:RSXIVL7E
Keywords: ⛔ No DOI found

Student Version of the Teacher–Student Relationship Inventory (S-TSRI): Development, Validation and Invariance - Ang, Rebecca P.; Ong, Soo Lin; Li, Xiang (Frontiers in Psychology, 2020)
There is limited knowledge concerning children’s relationships with their teachers, and specifically, we lack a suitable, culturally appropriate measurement instrument for assessing the teacher-student relationship from the student’s perspective in Asia. This study used attachment theory as a theoretical framework to understand teacher-student relationships. Using a dataset from the Ministry of Education (MOE) of Singapore, the authors developed and validated a student version of the Teacher-Student Relationship Inventory (S-TSRI), with good psychometric properties for Singaporean children. The three-factor S-TSRI model comprising the factors satisfaction, instrumental help, and conflict was first established by exploratory factor analysis (EFA) and confirmed by confirmatory factor analysis (CFA). Through subsequent multigroup CFAs, we found that the factorial invariance was supported across gender, grade levels, and students of different academic levels, represented by the pass and fail groups. The structural model was tested in the total, pass, and fail groups. For the total and pass groups, the factors satisfaction and instrumental help showed significant positive relationships with a sense of school belonging, and negative or non-significant relationships with aggression. The conflict factor showed a weaker negative or non-significant relationship with a sense of school belonging, and a positive relationship with aggression. For the fail group, identical results were obtained with one exception; this was discussed in light of the fail group having a different needs profile. Findings from this study show that the 14-item S-TSRI measure has robust psychometric properties and yields scores that are reliable and valid in this large sample of primary school students from Singapore.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2020.01724 2129771:DQ6IZRLV 2486141:GVR48WB2

The Influence of The Transformational Leadership and Work Motivation on Teachers Performance - Andriani, Septi; Kesumawati, Nila; Kristiawan, Muhammad (International Journal of Scientific & Technology Research, 2018)
This study aimed at determing the effect of transformational leadership and work motivation on teachers performance. This research used quantitative method with correlational research type. The research population were 790 teachers of SMK Negeri in Palembang. The sample of research were 193 teachers. Sampling technique in this research was cluster sampling (area sampling). Data collection technique was questionnaires. Data were analyzed using correlation and multiple regression analysis technique. The results showed that (1) transformational leadership has a positive and significant effect on the teachers performance SMK Negeri in Palembang; (2) work motivation has a positive and significant effect on the teachers performance of SMK Negeri in Palembang; and (3) transformational leadership and work motivation have a positive and significant influence on the teachers performance of SMK Negeri in Palembang.
Keywords: ⛔ No DOI found

Building State Capability: Evidence, Analysis, Action - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Oxford University Press, 2017)
Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. 00This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps.
OCLC: 973570652 KerkoCite.ItemAlsoKnownAs: 2129771:E3ZS94X8 2129771:IR6XVT4I 2292090:ZB6XGIKX 4869029:UEMMWQJT

Escaping Capability Traps Through Problem Driven Iterative Adaptation (PDIA) - Andrews, Matt; Pritchett, Lant; Woolcock, Michael
Many reform initiatives in developing countries fail to achieve sustained improvements in performance because they are merely isomorphic mimicry—that is, governments and organizations pretend to reform by changing what policies or organizations look like rather than what they actually do. The flow of development resources and legitimacy without demonstrated improvements in performance, however, undermines the impetus for effective action to build state capability or improve performance. This dynamic facilitates ‗capability traps‘ in which state capability stagnates, or even deteriorates, over long periods of time despite governments remaining engaged in developmental rhetoric and continuing to receive development resources. How can countries escape capability traps? We propose an approach, Problem-Driven Iterative Adaptation (PDIA), based on four core principles, each of which stands in sharp contrast with the standard approaches. First, PDIA focuses on solving locally nominated and defined problems in performance (as opposed to transplanting pre-conceived and packaged ―best practice‖ solutions). Second, it seeks to create an ‗authorizing environment‘ for decision-making that encourages ‗positive deviance‘ and experimentation (as opposed to designing projects and programs and then requiring agents to implement them exactly as designed). Third, it embeds this experimentation in tight feedback loops that facilitate rapid experiential learning (as opposed to enduring long lag times in learning from ex post ―evaluation‖). Fourth, it actively engages broad sets of agents to ensure that reforms are viable, legitimate, relevant and supportable (as opposed to a narrow set of external experts promoting the ―top down‖ diffusion of innovation).
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2013.05.011 2129771:RLI3DSBS
Keywords: ___duplicate_item

Escaping Capability Traps through Problem Driven Iterative Adaptation (PDIA) - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:RTAXRMHH 4502395:6W9W8LIM
Keywords: ___duplicate_item

Advisory Group membership - Andrews, Keith
Keywords: ⛔ No DOI found

Understanding Progress in the 2020/21 Academic Year - Complete findings from the spring term Oct-2021 - Andrews, Jon
Keywords: ⛔ No DOI found

Effects of a Scalable Home‐Visiting Intervention on Child Development in Slums of Urban India: Evidence from a Randomised Controlled Trial. - Andrew, Alison; Attanasio, Orazio; Augsburg, Britta; Day, Monimalika; Grantham‐McGregor, Sally; Meghir, Costas; Mehrin, Fardina; Pahwa, Smriti; Rubio‐Codina, Marta (Journal of Child Psychology and Psychiatry, 2020)
Background An estimated 63.4 million Indian children under 5 years are at risk of poor development. Home visits that use a structured curriculum to help caregivers enhance the quality of the home stimulation environment improve developmental outcomes. However, achieving effectiveness in poor urban contexts through scalable models remains challenging. Methods Using a cluster randomised controlled trial, we evaluated a psychosocial stimulation intervention, comprising weekly home visits for 18 months, in urban slums of Cuttack, Odisha, India. The intervention is complementary to existing early childhood services in India and was run and managed through a local branch of a national NGO. The study ran from August 2013 to July 2015. We enrolled 421 children aged 10–20 months from 54 slums. Slums were randomised to intervention or control. Primary outcomes were children's cognitive, receptive language, expressive language and fine motor development assessed using the Bayley-III. Prespecified intent-to-treat analysis investigated impacts and heterogeneity by gender. Trial registrations: ISRCTN89476603, AEARCTR-0000169. Results Endline data for 378 (89.8%) children were analysed. Attrition was balanced between groups. We found improvements of 0.349 of a standard deviation (SD; p = .005, stepdown p = .017) to cognition while impacts on receptive language, expressive language and fine motor development were, respectively, 0.224 SD (p = .099, stepdown p = .184), 0.192 SD (p = .085, stepdown p = .184) and 0.111 (p = .385, stepdown p = .385). A child development factor improved by 0.301 SD (p = .032). Benefits were larger for boys. The quality of the home stimulation environment also improved. Conclusions This study shows that a potentially scalable home-visiting intervention is effective in poor urban areas.
_eprint: https://acamh.onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.13171 KerkoCite.ItemAlsoKnownAs: 2129771:IA4HGYX8 2129771:KV4WF4NS
Keywords: Child development; home visiting; parent–child interaction

Impacts Two Years After a Scalable Early Childhood Development Intervention to Increase Psychosocial Stimulation in the Home: A Follow-Up of a Cluster Randomised Controlled Trial in Colombia. - Andrew, A.; Attanasio, O.; Fitzsimons, E.; Grantham-McGregor, S.; Meghir, C.; Rubio-Codina, M. (PLoS Med 15, 2018)

A transição escola-trabalho em Cabo Verde: os sentidos da formação profissional para os jovens de baixa renda - Andrade, Maria Odete dos Reis de; others (Universidade de São Paulo, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:WZYIC97I 2317526:WTKVWRR4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Cape Verde; CLL:pt; publicImportV1

Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets. - Andrabi, Tahir; Das, Jishnu; Khwaja, Asim Ijaz (American Economic Review, 2017)

On the Ventilation performance of low momentum confluent jets supply device in a classroom - Andersson, Harald; Kabanshi, Alan; Cehlin, Mathias; Moshfegh, Bahram (Energies, 2020)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/en13205415 2129771:2ZISVLLE 4682641:XZMS6XBQ
Keywords: BE:RELEVANT

Brainwash: a data system for feature engineering - Anderson, M.R.; Antenucci, D.; Bittorf, V. (Proceedings of the biennial conference on innovative data systems research, 2013, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:BW9GI8BJ 2486141:PJIYNAS2
Keywords: ⛔ No DOI found

Digital Earth Partnership: Climate, Environment & Education in Tanzania – Gaps & Policy implications - Anderson, Edward (2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10912243 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1127 ZenodoArchiveConcept: 10912242
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Building resilience in education to the impact of climate change - Anderson, Allison (Brookings, 2019)
The Bahamas and other countries can learn from work in Nepal to keep learners safe by reducing disaster risk to natural and manmade disasters.
KerkoCite.ItemAlsoKnownAs: 2129771:8VIC977C 2339240:5WN379PT

Comparative Education Review Guide to Searching for World Literature 2021 - Anderson-Levitt, Kathryn (Comparative Education Review, 2021)
Publisher: The University of Chicago Press Chicago, IL KerkoCite.ItemAlsoKnownAs: 2129771:MLPM6SBN 2129771:NTAHU7H6

Publication rate and citation counts for preprints released during the COVID-19 pandemic: the good, the bad and the ugly - Añazco, Diego; Nicolalde, Bryan; Espinosa, Isabel; Camacho, Jose; Mushtaq, Mariam; Gimenez, Jimena; Teran, Enrique (PeerJ, 2021)
Background Preprints are preliminary reports that have not been peer-reviewed. In December 2019, a novel coronavirus appeared in China, and since then, scientific production, including preprints, has drastically increased. In this study, we intend to evaluate how often preprints about COVID-19 were published in scholarly journals and cited. Methods We searched the iSearch COVID-19 portfolio to identify all preprints related to COVID-19 posted on bioRxiv, medRxiv, and Research Square from January 1, 2020, to May 31, 2020. We used a custom-designed program to obtain metadata using the Crossref public API. After that, we determined the publication rate and made comparisons based on citation counts using non-parametric methods. Also, we compared the publication rate, citation counts, and time interval from posting on a preprint server to publication in a scholarly journal among the three different preprint servers. Results Our sample included 5,061 preprints, out of which 288 were published in scholarly journals and 4,773 remained unpublished (publication rate of 5.7%). We found that articles published in scholarly journals had a significantly higher total citation count than unpublished preprints within our sample (p < 0.001), and that preprints that were eventually published had a higher citation count as preprints when compared to unpublished preprints (p < 0.001). As well, we found that published preprints had a significantly higher citation count after publication in a scholarly journal compared to as a preprint (p < 0.001). Our results also show that medRxiv had the highest publication rate, while bioRxiv had the highest citation count and shortest time interval from posting on a preprint server to publication in a scholarly journal. Conclusions We found a remarkably low publication rate for preprints within our sample, despite accelerated time to publication by multiple scholarly journals. These findings could be partially attributed to the unprecedented surge in scientific production observed during the COVID-19 pandemic, which might saturate reviewing and editing processes in scholarly journals. However, our findings show that preprints had a significantly lower scientific impact, which might suggest that some preprints have lower quality and will not be able to endure peer-reviewing processes to be published in a peer-reviewed journal.
Publisher: PeerJ Inc.

Uncertainty Analysis of Climate Change Impacts on Flood Frequency by Using Hybrid Machine Learning Methods - Anaraki, Mahdi Valikhan; Farzin, Saeed; Mousavi, Sayed-Farhad; Karami, Hojat (Water Resources Management, 2021)

21st Century Skills and Competences for New Millennium Learners in OECD Countries, - Ananiadou, K; Claro M (OECD Education Working Papers, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1787/218525261154 2486141:DHC5IG9K

Positioning large language model artificial intelligence tools within discourse analysis: Opportunities, challenges and ethical considerations - Anand, Pranit; Li, Dongmei; Keen, Joel; Henrickson, Leah (ASCILITE Publications, 2023)

New modes of teacher pre-service training and professional support - Anamuah-Mensah, Jophus; Banks, Frank; Moon, Bob; Wolfenden, Freda (Teacher education and the challenge of development: a global analysis, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:QKECWWAV 2534378:3FC4SJYU
Keywords: Economic development – Effect of education on – Developing countries.; Teachers – Training of – Developing countries.; Teaching – Developing countries.

ClassBeacons: Designing Distributed Visualization of Teachers' Physical Proximity in the Classroom - An, Pengcheng; Bakker, Saskia; Ordanovski, Sara; Taconis, Ruurd; Eggen, Berry (Proceedings of the Twelfth International Conference on Tangible, Embedded, and Embodied Interaction, 2018)
As necessary for creating a learner-centered environment, nowadays teachers are expected to be more mindful about their proximity distribution: how to spend time in different locations of the classroom with individual learners. However feedback on this is only given to teachers by experts after classroom observation. In this paper we present the design and evaluation of ClassBeacons, a novel ambient information system that visualizes teachers' physical proximity through tangible devices distributed over the classroom. An expert review and a field evaluation with eight secondary school teachers were conducted to explore potential values of such a system and gather user experiences. Results revealed rich insights into how the system could influence teaching and learning, as well as how a distributed display can be seamlessly integrated into teachers' routines.
Keywords: ambient information system; classroom; distributed display; learner-centered education; teacher proximity

Best Practice for Scaling Up Efforts to Improve English Language Skills - Amonoo-Kuafi, Esi Fenyiwa (2019)
This rapid review drew primarily on academic and grey literature published in the last 10 years. Presently, there is a paucity of literature which explores comparable national experiences of implementing large‐scale English language programs and which provide: (i) documentation of the critical components and conditions of the programme designs that affect the likelihood of successfully transitioning from pilot to scale; (ii) review of the design, deployment, and effectiveness of each pilot programme; and (iii) the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled language programmes. The most insightful case study from which there are several recommendations for future language programmes was that of the English in Action (EIA) programme in Bangladesh. Many of the recommendations from this study are listed above and expanded upon in Section 4 of this report. This report is organised into six sections. Section 1 provided an overview of the report findings; Section 2 seeks to give a brief review of some of the background literature on language acquisition and language practice; Section 3 then considers scaling up of national programmes – firstly with an overview of the main lessons regarding scaling up, then looking at lessons learnt for scaling up education programmes more generally; Section 4 focus is on lessons specifically learnt from English language programmes; Section 5 provides the full list of references used.
Accepted: 2019-04-05T09:27:59Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:F93AS5SI 4869029:CWPR9KAS
Keywords: ⛔ No DOI found

Assessing a Remedial Intervention Programme in Developing the Planning Skills of Grade 4 and 5 Learners - Amod, Zaytoon; Heafield, Deidré; Seabi, Joseph (International Journal of Disability, Development and Education, 2018)
The search for assessment procedures that are more fair and useful have led to the investigation of alternatives to traditional forms of intellectual assessment. This study explored an alternative which combined a dynamic assessment approach with the Planning, Attention, Simultaneous and Successive Processing (PASS) model of cognitive processing. The aim was to investigate the effectiveness of a planning intervention programme based on Feuerstein's criteria for Mediated Learning Experience (MLE) with a group of Grade 4 and 5 remedial school learners who presented with a range of barriers to learning. Twenty six learners were assigned to the experimental group and 25 to the control group. The results showed that there was a significant improvement in the experimental group's Planning Scale score on the Cognitive Assessment System, following the intervention. These results imply that children often have far greater potential than is realised and that intentional mediation can help to enhance cognitive functioning and assist in further developing children's learning potential.
KerkoCite.ItemAlsoKnownAs: 10.1080/1034912X.2017.1406067 2129771:MVMNMCSC 2486141:75MF49FC
Keywords: _Added to LR; _G:reviewed

Health impact assessment and climate change: A scoping review - Ammann, Priska; Dietler, Dominik; Winkler, Mirko S. (The Journal of Climate Change and Health, 2021)
Climate change has various adverse impacts on public health, ranging from heat-related illness to an increased risk of undernutrition in low-income countries. Health impact assessment (HIA) has been advocated as a valuable tool to systematically identify and quantify the effects of climate change on public health and to inform and evaluate the impact of disease-specific adaptation measures as well as health co-benefits of mitigation measures. We conducted a scoping review to map out peer-reviewed literature on HIA in the context of climate change. Web of Science, Scopus and PubMed were searched without language or time restriction. Publications were included in the full text screening that presented or discussed the application of HIA for investigating health impacts of climate change, or associated adaptation and mitigation measures. In total, 76 peer-reviewed publications from 26 countries were included and characterized. There was a paucity of studies on HIA in the context of climate change from low- and middle-income countries. The most investigated climate change effects were related to temperature and air-pollution. Consequently, associated health impacts, such as respiratory or cardiovascular morbidity and mortality, were examined most frequently. Research-driven HIAs with a quantitative methodological approach were the predominant choice to assess health impacts of climate change. Only one in five publications applied a classical step-by-step HIA approach. While quantitative assessment of health impacts associated with climate change seems to be a well established field of research, the few publications applying a step-by-step HIA approach to systematically anticipate potential health impacts of climate change in a given context point at a missed opportunity for strengthening intersectoral collaboration to maximize health (co-) benefits of climate mitigation and adaptation measures. To promote the use of step-by-step HIA in regions that are most affected by climate change, HIA teaching and training efforts are urgently needed.
openalex: W3197500705 mag: 3197500705 KerkoCite.ItemAlsoKnownAs: 10.1016/j.joclim.2021.100045 2129771:4LUAJUSI 5072953:H6PGYGQT
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

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

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

Spatial Distribution of Soil Cationic Micronutrients along Rainfall Gradient in Sorghum-Based Cropping System in Sudano Sahelian Zone of Nigeria. ISSN: 2350-0328 - Amin, M.A.; Omar, G.; Tudunwada, I.Y. (International Journal of Advanced Research in Science, Engineering and Technology, 2019)
Keywords: ⛔ No DOI found

A Review Of The Job Satisfaction Theory For Special Education Perspective - Amin, Farah Azaliney Binti Mohd; Al, Et (Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021)
Job satisfaction reflects a positive feeling towards the task performed. Through this value of job satisfaction, an individual will feel confident and enthusiastic in every job undertaken. In the field of education, of course the discussion is focused on the job satisfaction of teachers because the main role in the delivery of knowledge in schools is the teachers. Even in special education specifically, job satisfaction is very important in increasing the accauntibility of special education teachers as well as motivating themselves to continue to dedicate themselves to religion, race and country. The discussion of job satisfaction, has been explained in several theories that can be linked to special education. This study was conducted to examine the previous theories related to teacher job satisfaction which can be referenced by teachers.
Number: 11
Keywords: ⛔ No DOI found

Who Benefits from the Public Good? How OER Is Contributing to the Private Appropriation of the Educational Commons - Amiel, Tel; ter Haar, Ewout; Vieira, Miguel Said; Soares, Tiago Chagas (Radical Solutions and Open Science: An Open Approach to Boost Higher Education, 2020)
The idea of Open Educational Resources (OER) has a history and is embedded in social contexts that influence its practice. To get a handle on tensions between different conceptualizations of “open” we discuss some of the battles surrounding the usage of the term. We note the origin of the concept of OER and how the emergence of the OER movement fits into the discourse of educational improvements through technologies and techniques. We argue that there is a relation between an uncritical stance toward technology and the appropriation of education activities by private oligopolies, a phenomenon that could be mitigated by a larger awareness of recent history and current sociotechnical analysis. We point out how these dilemmas play out in the Brazilian context of the implementation of OER in public policies and conclude by mentioning some programs and projects that point to the way forward.
Keywords: Open education; Open educational resources; Private sector

Analysis of Rural-Based Pre-Service Teachers Spatial-Visualisation Skills in Problem Solving in Vector Calculus Using MATLAB - Amevor, Godfred; Bayaga, Anass; Bosse, Michael (International Journal of Emerging Technologies in Learning (iJET), 2021)
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v16i10.19269 4804264:UPDVBDUR
Keywords: Final_citation; cited; existing

Conducting a systematic review in six weeks – experiences with and evaluation of an intensive team pilot project - Ames, Heather; Kornør, Hege; Evensen, Line Holtet; Lidal, Ingeborg Beate; Hafstad, Elisabet; Hestevik, Christine Hillestad; Jardim, Patricia Sofia Jacobsen; Hval, Gyri (Research Square (Research Square), 2023)
Abstract Background Evidence synthesis organisations worldwide are trying to meet commissioners’ need for rapid responses to their evidence synthesis commissions. In this project we piloted an intensive process, working to complete an evidence synthesis within six-weeks, rather than the standard lead time of 4-6 months. There were three objectives: 1) To develop a plan for and conduct an evidence synthesis in six weeks or less (“intensive pilot”) 2) To register time used for the intensive pilot 3) To evaluate the intensive pilot process and identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. Methods The two project teams divided the pilot into three phases: Pre-planning, planning and intensive. During the pre-planning phase commissions were identified and researchers were recruited. During the planning phase the team interacted with the commissioner, completed the evidence synthesis protocol, and planned how they were going to work together during the intensive phase. During the intensive phase the team implemented their plan and completed the evidence synthesis they were assigned. We held reflective meetings and kept evaluator notes throughout the process. Results The team was able to achieve the project objectives. They developed and implemented a plan for conducting an evidence synthesis in six weeks. They registered their times use. During the pilot process the team reflected on and evaluated the process itself to identify barriers, facilitators, learning points, areas for improvement or future implementation ideas. The involved researchers preferred working in this intensive way. They felt that time use was more effective, and they were more focused. However, there are implications for project leadership and implementation that should be considered before implementing an intensive approach in future evidence synthesis projects. Conclusions The involved researchers preferred working intensively with one evidence synthesis over being involved with many projects at the same time. They felt that time use was more effective, and they were able to complete the tasks in a focused way. However, there are several implications for project management, leadership and further implementation that should be considered before implementing an intensive approach in future evidence syntheses.
openalex: W4383371218 KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-3058440/v1 2129771:27XQHZ3N 5072953:4EKB8SEB
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Community | Safe Supportive Learning - American Institutes for Research (National Center on Safe Supportive Learning Environments, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:9V2XEHJ6 2486141:4Z6N56EJ

Innovative Designs | Sequential, Multiple Assignment, Randomized Trial - American Institute for Research (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:S2L43PDM 4426965:ERZ6N3PF

Rapid-Cycle Evaluations - American Institute for Research (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:UPSDIS3R 4426965:8YPNTQXR

Sequential, Multiple Assignment, Randomized Trial - American Institute for Research (2018)
KerkoCite.ItemAlsoKnownAs: 4426965:ERZ6N3PF 4804264:87AEAYLU
Keywords: Final_citation; cited; existing

Project Name St. Lucia-OECS Education Development Project - America, Region Latin; Region, Caribbean; Sector, E. S.; Basseterre, St Kitts; Jules, Didacus
KerkoCite.ItemAlsoKnownAs: 2129771:42TEDI45
Keywords: ⛔ No DOI found

Evidence on Programmes that have Supported School Return for Disadvantaged Adolescent Girls - Amenya, Donvan (Institute of Development Studies, 2022)
This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities.
KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.128 2129771:HECG4DKR 4869029:NAKXLQVJ

Evidence on Programmes that have Supported School Return for Disadvantaged Adolescent Girls - Amenya, Donvan (2022)
This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities.
Accepted: 2022-10-14T10:16:41Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.128 2129771:P5RWXQDL 4869029:SKHUAGD7

Mathematical problem solving and mathematical connections abilities of students with accelerated learning cycle - Amelia, S. (International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia, 2018)
This quasi-experimental research examines the abilities of mathematical problem solving and mathematical connections through the application of Accelerated Learning Cycle. The samples of research were 63 students of seventh grade students in Riau Province, which were divided into an experimental group and a control group. The research instruments were mathematical problem solving and mathematical connection abilities test, and the data were analyzed using Mann-Whitney and two ways ANOVA test. The results of this study indicate that there was a significant effect of Accelerated Learning Cycle on the overall students’ mathematical problem solving and connection skills (p = 0,000; p <0.050) and in all categories of KAM, except both of two categories on mathematical connections ability, high (p = 0.349; p <0.050) and middle (p = 0.100; p <0.050), did not significantly differ. In the problem solving and mathematical connections abilities of students, there was no difference between the categories of KAM and there was no interaction betw een learning and mathematical ability.
EdTechHub.Source: 2486141:HD57ZUCR EdTechHub.Source: 2339240:AI2YXSZE KerkoCite.ItemAlsoKnownAs: 2129771:9GJG6P9T 2339240:AI2YXSZE 2486141:HD57ZUCR
Keywords: Experimental; HQ; LMIC; Math; _AcademicRecoveryOECS; content; pedagogy; quant; quasi-experimental; ⛔ No DOI found

Challenges facing technical and vocational education in Ghana - Amedorme, SK; Fiagbe, YAK (International Journal of Scientific & Technology Research, 2013)
Abstract : Technical and vocational education and training (TVET) in Ghana is facing a number of challenges. The problems ranging from the limited number of technical institutes available in the country, lack of facilities and materials for training students, inadequate technical teachers or facilitators, limited number of training institutions for technical teachers and difficulty in career progression to the negative public attitudes and perceptions towards technical and vocational education and training in Ghana. In this paper, these challenges confronting TVET and the pertinent issues are discussed with the aim of recommending ways of addressing them.
KerkoCite.ItemAlsoKnownAs: 2129771:UZEN6WB2 2317526:GCVCK6TS
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:TVET; T:training needs; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

The Challenges of community- directed treatment with ivermectin (CDTI) within the African Programme for Onchocerciasis Control (APOC - AMAZIGO, U.V.B.R.I.E.G.E.R.; W.R., K.A.T.A.B.A.R.W.A.M.; Akogun, Oladele B; M., N.T.E.P.; BOATIN, B.; N’DOYO, J.; NOMA, M.; A, S.E.K.E.T.E.L.I. (Annals of Tropical Medicine and Parasitology, 2002)
KerkoCite.ItemAlsoKnownAs: 2129771:8I7M5LF2 2129771:V8GDJRTY 2486141:5FV48NZ9
Keywords: ⛔ No DOI found

Teenage School Attendance and Cash Transfers: An Impact Evaluation of PANES - Amarante, Verónica; Ferrando, Mery; Vigorito, Andrea (Economía, 2013)
Keywords: ⛔ No DOI found

(untitled) - Amarante (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:B3EZF57Y 2129771:DLITC69H
Keywords: auto_merged

Acceptabilité des technologies d'apprentissage mobile: le cas des tablettes - Amadieu, Franck; Mulet, Julie; Van der Linden, Jan; Lombard, Jordan; Van De Leemput, Cécile (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:SK384VSY
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:France FRA; _C:Jordan JOR; _C:Malaysia MYS; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Predicting academic success in higher education: literature review and best practices - Alyahyan, Eyman; Düştegör, Dilek (International Journal of Educational Technology in Higher Education, 2020)
Student success plays a vital role in educational institutions, as it is often used as a metric for the institution’s performance. Early detection of students at risk, along with preventive measures, can drastically improve their success. Lately, machine learning techniques have been extensively used for prediction purpose. While there is a plethora of success stories in the literature, these techniques are mainly accessible to “computer science”, or more precisely, “artificial intelligence” literate educators. Indeed, the effective and efficient application of data mining methods entail many decisions, ranging from how to define student’s success, through which student attributes to focus on, up to which machine learning method is more appropriate to the given problem. This study aims to provide a step-by-step set of guidelines for educators willing to apply data mining techniques to predict student success. For this, the literature has been reviewed, and the state-of-the-art has been compiled into a systematic process, where possible decisions and parameters are comprehensively covered and explained along with arguments. This study will provide to educators an easier access to data mining techniques, enabling all the potential of their application to the field of education.

ROAPA–Repositório de Objetos de Aprendizagem para o ensino de pesca e aquicultura - Alvim, Silvio José Trindade; others (Universidade Federal Rural do Rio de Janeiro, 2016)
The use of technology in education has experienced a number of changes. The use of the computer as a learning tool promoter is a constant challenge for educators. The creation, classification and maintenance of digital materials with educational content are laborious but essential tasks for the good use of technologies of information and communication in education, in various levels of education. In this context, the work that follows is intended to propose the creation of a reference model for implementation of a Learning Object Repository (LOR) as well as outlining a production process of these objects and choosing a team based on roles and responsibilities modeled in the process. As methodological approach was made a literature review on the subject. Conceptual maps were used to support the planning of the repository model. For choosing the set of metadata used in the model was made a Systematic Review of Literature (SRL) and after these steps the initial software interface has been validated through a survey instrument using the Likert scale for evaluation of non-functional software requirements applied to a group of educators and students of the academic community of IFES Campus Piúma. It is expected that the model will serve as a subsidy for the implementation of a repository for use by technical courses of Aquaculture and Fisheries of aforementioned campus, allowing the search and use of digital educational materials for teachers and students, in a simply and efficiently way
KerkoCite.ItemAlsoKnownAs: 2129771:YRZYN2HP 2317526:STIJF73K
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CC:Brazil; CLL:pt; OER; publicImportV1

Generating research questions through problematization - Alvesson, M; Sandberg, J (Academy of Management Review, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:IX3865TH 2486141:7KUXF3IE
Keywords: ❓ Multiple DOI

Pedagogical renewal in sub‐Saharan Africa: the case of Uganda - Altinyelken, Hülya K. (Comparative Education, 2010)
shortDOI: 10/cns9bx KerkoCite.ItemAlsoKnownAs: 10.1080/03050061003775454 10/cns9bx 2129771:SK5ZYYKU 2405685:LE8JDQQF
Keywords: C:sub-Saharan Africa; _C:Australia AUS; _C:Botswana BWA; _C:Cuba CUB; _C:Egypt EGY; _C:Ethiopia ETH; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Ghana GHA; _C:Kenya KEN; _C:Mali MLI; _C:Mauritius MUS; _C:Namibia NAM; _C:Netherlands NLD; _C:South Africa ZAF; _C:Tanzania TZA; _C:Tibet XTIBT; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Architecture of Sysperanto: a model-based ontology of the is field - Alter, S. (Communications of the Association for Information Systems, 2005)
KerkoCite.ItemAlsoKnownAs: 2129771:WTWFSZVV 2486141:SIY2RK56
Keywords: ⛔ No DOI found

Mapping Schools with Artificial Intelligence - Altaweel, Mark (GIS Lounge, 2021)
Researchers are using AI to map schools in countries where many schools are undocumented so as to connect children with schools.

How students digitally age: by gaining or losing? - Altan, Bilge Aslan; Karalar, Halit (İlköğretim Online, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:6MRPU5FG 2129771:TQBPFUXP
Keywords: _C:Iceland ISL; _C:India IND; _C:Iran IRN; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

How students digitally age: by gaining or losing? Öğrenciler teknoloji ile nasıl büyüyor: kazanarak mı kaybederek mi? - Altan, Bilge Aslan; Karalar, Halit (Elementary Education Online, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:GR8TMIQD
Keywords: _C:Iceland ISL; _C:India IND; _C:Iran IRN; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Guidance on Community Mobilisation for Girls’ Education - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396237 10.53832/edtechhub.0086 2129771:WDV4KW5E 2129771:XHI37L2Y 2405685:FVSQD8MB 2486141:JGXENK82 2486141:T2852Q5P
Keywords: F: Helpdesk response; _r:AddedByZotZen

Guidance on Pre-Assessment for Establishing E-Learning Centres - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5813529 10.53832/edtechhub.0084 2129771:3PBKWR9E 2129771:JW83H57Z 2405685:DPWSAA9Z 2486141:BCH2RP5A 2486141:SBEMDZ3X
Keywords: _r:AddedByZotZen

Engaging Girls with E-Learning: A curated list of good practices - AlSheikh Theeb, Thaer (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5574342 10.5281/zenodo.5604677 10.5281/zenodo.5761966 10.53832/edtechhub.0069 2129771:89JUUXCG 2129771:BRS2ZXPB 2405685:CPP3A2WM 2405685:PXUQJZTH 2405685:TSND6EBB 2486141:HZ2EY6EB 2486141:MTR5Y5P5
Keywords: Helpdesk Response; _r:AddedByZotZen

Examples, Good Practices and Recommendations for Engaging Girls in Sudan With E-learning - AlSheikh Theeb, Thaer (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5574342 2129771:HQNWXEGI 2405685:TSND6EBB
Keywords: Helpdesk Response; _r:AddedByZotZen

Education is having its ‘Netflix’ moment as a result of the coronavirus pandemic - “Alphagrid”
Education is having its ‘Netflix’ moment as a result of the coronavirus pandemic
KerkoCite.ItemAlsoKnownAs: 2129771:6DRAWPKM

Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching - Alonso-Martínez, Daniel; Jiménez-Parra, Beatriz; González-Álvarez, Nuria; Godos-Díez, José-Luis; Cabeza-García, Laura (Sustainability, 2019)
KerkoCite.ItemAlsoKnownAs: 10.3390/su11030779 10/gf62gp 2129771:I22RXHJK 2129771:SIRIY4P4
Keywords: _C:Brazil BRA; _C:Israel ISR; _C:Japan JPN; _C:Netherlands NLD; _C:Spain ESP; _C:Switzerland CHE; __C:filed:1; __C:scheme:1

The Impact of COVID-19 on Gender Equality - Alon, Titan; Doepke, Matthias; Olmstead-Rumsey, Jane; Tertilt, Michèle (National Bureau of Economic Research, 2020)
The economic downturn caused by the current COVID-19 outbreak has substantial implications for gender equality, both during the downturn and the subsequent recovery. Compared to “regular” recessions, which affect men’s employment more severely than women’s employment, the employment drop related to social distancing measures has a large impact on sectors with high female employment shares. In addition, closures of schools and daycare centers have massively increased child care needs, which has a particularly large impact on working mothers. The effects of the crisis on working mothers are likely to be persistent, due to high returns to experience in the labor market. Beyond the immediate crisis, there are opposing forces which may ultimately promote gender equality in the labor market. First, businesses are rapidly adopting flexible work arrangements, which are likely to persist. Second, there are also many fathers who now have to take primary responsibility for child care, which may erode social norms that currently lead to a lopsided distribution of the division of labor in house work and child care.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w26947 2129771:XA775WNV

Factors influencing female undergraduate students' acceptance of, and motivation to, use tablet computers for learning - Alomary, Azza (University of Southampton, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:ES7QIDR4 2129771:LNWZCWZC
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:Ecuador ECU; _C:Egypt EGY; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Japan JPN; _C:Jordan JOR; _C:Korea; Republic KOR; _C:Lebanon LBN; _C:Libya LBY; _C:Malaysia MYS; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Trends and Topics in Educational Technology, 2023 Edition - Allman, Bohdana; Kimmons, Royce; Rosenberg, Joshua; Dash, Monalisa (Techtrends, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-023-00840-2 4804264:8BCUXTFA 4804264:YNXKPVAT
Keywords: Final_citation; anystyle; existing

Guidance note on using implementation research in education - Allison, C. (London: Foreign, Commonwealth & Development Office, prepared for Building Evidence in Education (BE2), 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:V6II42S9 2129771:V7SJPNUZ

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning - Allier-Gagneur, Zoé; Moss Coflan, Caitlin (EdTech Hub, 2020)
EdTechHub.Source: 2405685:VX7UW757 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3874247 2129771:LBII97HZ 2339240:FT2TLP7Q 2339240:J7DSQVEZ 2405685:TP5CQYPQ 2405685:VX7UW757 2405685:YEVYTSJA
Keywords: F: Helpdesk response; L:Gender and education; L:Out-of-school populations; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Bhutan BTN; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Colombia COL; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Congo; Republic COG; _C:El Salvador SLV; _C:France FRA; _C:Kenya KEN; _C:Kyrgyzstan KGZ; _C:Lebanon LBN; _C:Maldives MDV; _C:Mexico MEX; _C:Nepal NPL; _C:Nigeria NGA; _C:Peru PER; _C:Sierra Leone SLE; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:South Sudan SSD; _C:Spain ESP; _C:Sudan SDN; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-dode

Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? - Allier-Gagneur, Zoe; McBurnie, Chris; Haßler, Björn; Chuang, Rachel (EdTech Hub, 2020)
EdTechHub.Source: 2405685:R9VVKUH5 EdTechHub.Source: 2405685:R9VVKUH5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873462 2129771:237CSM4W 2129771:IGN2QCEN 2129771:RMWSKUI5 2129771:TAFSP89V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:K3RVT7JU 2339240:WP59YJ57 2405685:3TKLS2TH 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:R9VVKUH5 2486141:IX4B74H9 10.5281/zenodo.3873462
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Australia AUS; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Burundi BDI; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Jordan JOR; _C:Kenya KEN; _C:Malawi MWI; _C:Myanmar MMR; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Pakistan PAK; _C:Paraguay PRY; _C:Portugal PRT; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _forthcoming; _r:ImportedToMyEducationEvidence; _yl:h; _zenodoODE; docs.opendeved.net

Using blended learning to support marginalised adolescent girls’ education: a review of the evidence - Allier-Gagneur, Zoé; Chuang, Rachel; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952069 2129771:9Q4PMCJN 2129771:FX6TFDPQ 2339240:ENEKVCE3 2405685:7PYD5JNV 2405685:H3AI5F3C 2486141:TE93MW3V
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; F: Helpdesk response; H:Blended learning; L:Gender and education; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Brazil BRA; _C:China CHN; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Kenya KEN; _C:Lebanon LBN; _C:Malawi MWI; _C:Malaysia MYS; _C:Nigeria NGA; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _genre:LR-literature_review; _r:ImportedToMyEducationEvidence

DFID and FCO merger: Let us learn from our past - Allier-Gagneur, Zoé (Open Development & Education, 2020)
On June 16th, UK Prime Minister Boris Johnson announced his decision to the House of Commons to merge the British Department for International Development (DFID) and the Foreign and Commonwealth Office (FCO). This decision is not a complete surprise, given that Mr Johnson openly sought to persuade Theresa May to give him the aid department […]
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:4E6MV5Y8 2129771:59IIRL94
Keywords: _r:ImportedToMyEducationEvidence

Approximating the Equilibrium Effects of Informed School Choice. - Allende, Claudia; Gallego, Francisco; Nielson, Christopher (2019)
Keywords: ⛔ No DOI found

Approximating the Equilibrium Effects of Informed School Choice - Allende, Claudia; Gallego, Francisco; Nielson, Chistopher (2019)
This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we ﬁnd that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we ﬁnd that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families ﬁve years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we ﬁnd that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers.
KerkoCite.ItemAlsoKnownAs: 4804264:3JFCXGA3
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Effectiveness of Multimodal Microlearning for In-service Teacher Training - Allela, Melisa Achoko; Ogange, Betty Obura; Junaid, Muhammad Ibn; Charles, Prince Brainard (Journal of Learning for Development, 2020)
To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:VC36IXXY
Keywords: _C:Sierra Leone SLE; micro-learning; multi-modal; teacher training; ⛔ No DOI found

Access to educational technology and its implications on learning outcomes of 15-year olds in Saudi Arabia empirical evidence from OECD PISA 2018 in the context of COVID-19 - Aljabri, Nayyaf; Bhutoria, Aditi (Journal of Educational Science, 2020)
Keywords: ⛔ No DOI found

A Review on Adopting Personalized Gamified Experience in the Learning Context - Aljabali, R.N.; Ahmad, N. (IEEE Conf. e-Learn., e-Manag. e-Serv., IC3e, 2019)
Gamification illustrates motivation and encouragement that can be gained by people during using gamified experience. Gamification technology has been successfully applied in several domains including health and fitness, marketing, daily activities and education. It is the strategy which uses heterogeneous game elements within nonentertainment context. As Millennial Generation students have their own needs and preferences, the necessity of having personalized learning is increased recently to boost the effectiveness of the education system. Thus, many researches have investigated how dissimilarities between students can influence their suitable game elements. Since 2010 the published studies on gamification area increased; moreover, some attempts have been made to study the personalization in the gamification model. In this paper, we conducted a review of personalization in gamified learning experience to answer two review questions. We collect, review and synthesize studies related to gamified learning and personalization published from 2010 to 2017. The review strategy included six stages to identify the articles. 13 studies were identified which discussed adopting personalization and gamified learning experience in education. The results show that the studies that apply personalization within gamified learning approach accelerated during the last 3 years. This review reveals the trends in personalization parameters used in the studies, such as student's learning style and personality type. Moreover, most studies have shown high student performance while using the personalized gamified learning experience. © 2018 IEEE.
Journal Abbreviation: IEEE Conf. e-Learn., e-Manag. e-Serv., IC3e KerkoCite.ItemAlsoKnownAs: 10.1109/IC3e.2018.8632635 2129771:XAGVPKDY 2339240:DULSLYPU 2486141:C3FKCM4W
Keywords: E-learning; Education computing; Education systems; Gamification; Gamified learning; Learning approach; Learning experiences; Personalization; Personalizations; Personalized learning; Student performance; Students; _AcademicRecoveryOECS

Guidance note on using implementation research in education - Alison, Christine (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:LYJAJX2X 2486141:W65BQMYY

Optimization of school network using location-allocation analysis: Case study: Bandung, Indonesia - Alifi, Muhammad Riza; Hayati, Hashri; Supangkat, Suhono (2017)
Pages: 6

Measured and Perceived Conditions of Indoor Environmental Qualities (IEQ) of University Learning Environments in Semi-arid Tropics: a Field Study in Kano-Nigeria - Ali, Sani Muhammad (University of Portsmouth, 2018)
This study investigates the conditions and the levels of satisfaction with indoor environmental quality (IEQ) in naturally ventilated (NV) learning environments in Bayero University, Kano and compares the results to international comfort standards’ thresholds. It examines the thermal and visual comfort, acoustic quality as well as the indoor air quality of six learning environments in the University consisting of four lecture theatres and two laboratories. Researches in IEQ have shown that good quality indoor environment enhances occupants’ comfort, wellbeing, raises their productivity, and most importantly for this research, it raises students’ performances, reduces absenteeism, and reduces stress and fatigue among teachers. IEQ researches are mostly being undertaken in the four most advanced continents that are situated in the temperate regions of the world, but not in subSaharan Africa. Using both measurement and survey methods, internal and external physical parameters (air and radiant temperatures, air velocity, relative humidity, background noise, sound pressure level, horizontal and vertical illumination level, carbon dioxide concentration and particulate matter) were evaluated. The assessments were undertaken three times covering ten months, August 2016 to May 2017, which coincided with the three distinct seasons (warm and wet; cool and dry & hot and dry) in Kano. PMV model, as always, failed to predict the thermal conditions of the learning environments. Similarly some of the measured and calculated IEQ parameters, have not met the thresholds specified by the adaptive components of ASHRAE-55, but were in agreement with EN 15251, the respondents expressed their acceptance of their learning environments, subjectively. This is not surprising as these standards were often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa. The outcome of the research is hoped to raise awareness of IEQ potentialities among the academia, building industry professionals, building owners, university managers and other education policy makers in the region.
KerkoCite.ItemAlsoKnownAs: 5072953:LPAYJVWN 5072953:PKE3SFJF
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; openalex:n:0; ⛔ No DOI found

Constructionism, ethics, and creativity: Developing primary and middle school artificial intelligence education - Ali, Safinah; Payne, Blakeley H.; Williams, Randi; Park, Hae Won; Breazeal, Cynthia (International workshop on education in artificial intelligence k-12 (eduai’19), 2019)
Keywords: ⛔ No DOI found

Effects of ceiling fans on the thermal comfort of students in learning environments of Bayero University - Ali, S.M.; Martinson, D.B.; Al-Maiyah, S.; Mark, C.E. (2018)
Place: Kano, Nigeria KerkoCite.ItemAlsoKnownAs: 2129771:ASM7QF5F 2129771:BA7IRZ9C 2129771:SQX2DQMJ 2129771:T2KUV836 2129771:WD7IFUAZ 2486141:5SHQDWV9 2486141:K3GY47XA 5072953:8L4QNJNE 5072953:ZSTCP9FH
Keywords: Africa; Ceiling fans; overheating; thermal comfort; tropics

Evaluating Indoor Environmental Performance of Laboratories in a Northern Nigerian University - Ali, S.M.; Martinson, D.B.; Al-Maiyah, S. (“Passive and Low Energy Architecture” (PLEA) Conference at Edinburgh, 2017)
Poor environmental comfort in learning spaces can have an impact on the learning capacities of students. It is not unusual to find learning spaces in Nigerian higher institutions in which the indoor environmental qualities do not meet the occupants’ requirements. Despite being in the tropics, where solar radiation is in abundance, Nigerian building industry professionals pay little attention to passive energy utilization. Knowing how buildings perform in the country may appeal to their consciousness in reconsidering this situation. This paper is part of an ongoing study on comfort in higher education facilities involving lecture theatres and laboratories in Bayero University, Kano, Nigeria. Objective and subjective assessments were undertaken during the wet-warm season of August 2016. It reports the assessment conducted on two laboratories, with a view to finding how they perform environmentally in comparison to occupants’ preferences and international comfort standards. Although some of the measured and calculated physical parameters, have not met the thresholds specified by ASHRAE-55 and EN 15251, the respondents expressed their acceptance of the laboratories’ situations subjectively. This is not surprising as these standards are often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa.
Publisher: Network for Comfort and Energy Use in Buildings KerkoCite.ItemAlsoKnownAs: 2129771:BDC63GUN 2486141:VKRKNRCA 5072953:I44GNID5 5072953:QD5TXEIW
Keywords: IEQ; Kano; Nigeria; Predicted Mean Vote; Predicted Percentage of Dissatisfied; ⛔ No DOI found

Pilot assessment of indoor environmental qualities of learning environments in Bayero University, Kano - Ali, S.M.; Martinson, D.B.; Al-Maiyah, S. (“Passive and Low Energy Architecture” (PLEA) Conference at Los Angeles in, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:C5RIVYTT 2129771:EK7LI3U5 2486141:7UISSKZ8
Keywords: ⛔ No DOI found

Bioclimatic Strategies to Reduce Energy Consumption in Mixed-Used Buildings in Abuja, Nigeria - Ali, S.M.; Buhari, K.A. (at the “Second International Conference on Sustainable Built Environment in the Tropics (ICONSBET) at the Department of Architecture, 2024)
KerkoCite.ItemAlsoKnownAs: 2129771:5IXMN2WE 2129771:9E96ZSGY 2486141:HF56XA5V
Keywords: ⛔ No DOI found

Evaluating Building Performance of Educational Buildings: A case study of Department of Architecture - Ali, S.M.; A, Aisara (Journal of Environmental Studies. (Environ, 2023)
Place: Kano, Nigeria Publisher: Bayero University KerkoCite.ItemAlsoKnownAs: 2129771:FAZ9NIAA 2129771:ZKC7Z9E4 2486141:BG8P9X4T
Keywords: ⛔ No DOI found

Multi-Criteria Decision Analysis for Primary School Site Selection in Al-Mahaweel district Using GIS Technique - Ali, Khalid Ahmed (2018)
Site selection is the process of finding sites that meet the requirements set by the selection criteria. The long-term and success sustainability of planning school, finding the appropriate school locations is challenging and an important. This study aims to develop a primary school site selection model using Geographic Information Systems (GIS) integrated new approach. It was carried out by Geographic Information Systems and multi-criteria evaluation model (MCEM). Different criteria were used to suggest a number of potential primary school sites using a spatial analysis, which is the new school should be away from existing schools and the major roads, a new site should also be reliably flat land and on certain types of land use. The population factor of the age group less than 14 years was included as a factor to choose the suitable location. As a result, the final suitability map indicates that 18 % of the study area is suitable for a primary school site, 73% moderately suitable, and 9% of the study area under unsuitable.

Four Ways Technology Has Negatively Changed Education - Alhumaid, Khadija (Journal of Educational and Social Research, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:BDVMUL5N
Keywords: _C:Bulgaria BGR; _C:Canada CAN; _C:China CHN; _C:Egypt EGY; _C:Iran IRN; _C:Poland POL; _C:Romania ROU; _C:Saudi Arabia SAU; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ❓ Multiple DOI

A review of optimization algorithms for university timetable scheduling - Alghamdi, Hayat; Alsubait, Tahani; Alhakami, Hosam; Baz, Abdullah (Engineering, Technology & Applied Science Research, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:DBILCNRI 2129771:RZBSE6B7

The development of preprints during the COVID‐19 pandemic - Älgå, Andreas; Eriksson, Oskar; Nordberg, Martin (Journal of Internal Medicine, 2021)

Advancing the Global Agenda for Human Rights, Vulnerable Populations, and Environmental Sustainability - Alfred, Mary V.; Robinson, Petra A.; Roumell, Elizabeth A. (IAP, 2021)
For over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations’ agenda over the years have been world peace, economic justice, addressing the needs of the world’s most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women. The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education’s critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.
Google-Books-ID: ZU9PEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:P2CMZ4CI
Keywords: Education / Adult & Continuing Education; Education / Philosophy; Theory & Social Aspects; Education / Schools / Levels / Higher

Education for all, the quality imperative and the problem of pedagogy - Alexander, Robin J (CREATE - Consortium for Research on Educational Access, Transitions & Equity, University of Sussex, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:UYV82YTS 261495:T4IV7TN2

Towards Dialogic Teaching: Rethinking Classroom Talk - Alexander, Robin (Dialogos, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:FGMWS3DK 2486141:NFDEIMP4

Methodological guidance paper: the art and science of quality systematic reviews - Alexander, Patricia A. (Review of Educational Research, 2020)
The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654319854352 2405685:GC76C27N 2534378:I28YADAU
Keywords: ___working_potential_duplicate

EDUCAUSE Horizon Report: 2019 Higher Education Edition - Alexander, Bryan; Ashford-Rowe, Kevin; Barajas-Murphy, Noreen; Dobbin, Gregory; Knott, Jessica; McCormack, Mark; Pomerantz, Jeffrey; Seilhamer, Ryan; Weber, Nicole (EDUCAISE, 2019)
KerkoCite.ItemAlsoKnownAs: 4804264:ACH32YFV
Keywords: Final_citation; cited; existing; ⛔ No DOI found

National and sub-national variation in patterns of febrile case management in sub-Saharan Africa - Alegana, Victor A.; Maina, Joseph; Ouma, Paul O.; Macharia, Peter M.; Wright, Jim; Atkinson, Peter M.; Okiro, Emelda A.; Snow, Robert W.; Tatem, Andrew J. (Nature Communications, 2018)
Given national healthcare coverage gaps, understanding treatment-seeking behaviour for fever is crucial for the management of childhood illness and to reduce deaths. Here, we conduct a modelling study triangulating household survey data for fever in children under the age of five years with georeferenced public health facility databases (n = 86,442 facilities) in 29 countries across sub-Saharan Africa, to estimate the probability of seeking treatment for fever at public facilities. A Bayesian item response theory framework is used to estimate this probability based on reported fever episodes, treatment choice, residence, and estimated travel-time to the nearest public-sector health facility. Findings show inter- and intra-country variation, with the likelihood of seeking treatment for fever less than 50% in 16 countries. Results highlight the need to invest in public healthcare and related databases. The variation in public sector use illustrates the need to include such modelling in future infectious disease burden estimation.
Number: 1 Publisher: Nature Publishing Group

Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review - Aldriwesh, Marwh Gassim; Alyousif, Sarah Mohammed; Alharbi, Nouf Sulaiman (BMC Medical Education, 2022)
Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students’ acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches.

With the help of one's neighbors: externalities in the production of nutrition in Peru - Alderman, Harold; Hentschel, Jesko; Sabates, Ricardo (Social Science & Medicine, 2003)
Both public and private resources contribute to the nutritional status of children. In addition, the investments made by one household may contribute to the health of other households in the neighborhood through improvements in the sanitation environment and through increases in shared knowledge. This paper measures the externalities of investments in nutrition by indicating the impact of the education of women in Peruvian neighborhoods on the nutrition of children in other households, after controlling for the education and income of those households. We find that in rural areas this shared knowledge has a significant impact on nutrition, with the coefficient of an increase in the average education of women in the neighborhood being appreciable larger than the coefficient of education in isolation. In addition, we indicate the impact of the water and sanitation environment in the neighborhood, again controlling for the household's own access to sanitation and water. In both urban and rural areas, we observe externalities from investments in such household level infrastructure with the evidence particularly strong for sanitation made by neighboring households.
KerkoCite.ItemAlsoKnownAs: 10.1016/S0277-9536(02)00183-1 2129771:BSC4544U
Keywords: Externalities; Female education; Nutrition; Peru; Sanitation; Water

School feeding programs and development: are we framing the question correctly? - Alderman, Harold; Bundy, Donald (The World Bank Research Observer, 2012)
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkr005 2129771:U6A6WCB7 4502395:4L3H8ERD 4502395:AFFWM7ZR

Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa - Alcott, Benjamin; Rose, Pauline (Oxford Review of Education, 2016)
In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.
KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2016.1215611 10/gftss4 2129771:UZMRHVBW 261495:Q3BWUMWN

En Route to Implementation Science 3.0 - Albers, Bianca; Shlonsky, Aron; Mildon, Robyn (Implementation Science 3.0, 2020)

Implementation Science 3.0 - Albers, Bianca; Shlonsky, Aron; Mildon, Robyn (Springer, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:W3XMUAEV

Implementation in Education - Findings from a Scoping Review - Albers, Bianca; Pattuwage, Loyal (2017)
KerkoCite.ItemAlsoKnownAs: 10.13140/RG.2.2.29187.40483 2129771:VWUXTT8H

Statistical equating with measures of oral reading fluency - Albano, A.D.; Rodriguez, M.C. (Journal of School Psychology, 2012)

PER4. UIS EdTech Indicators [English/Arabic] - Alawamleh, Nour; Abed, Reema; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4498776 2129771:C8DVUY2N
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence; language:Arabic; language:English

Exploring technical vocational education and training systems in emerging markets: A case study on Ghana - Alagaraja, Meera; Arthur-Mensah, Nana (European Journal of Training and Development, 2013)
Purpose - The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development (NHRD) approach and its practical applications using Ghana as an example. Design/methodology/approach - A case study approach was used to develop an in-depth analysis of TVET practices in Ghana. The study utilizes a targeted review of literature, analysis of government documents and interviews with key informants as illustrative sources of evidence for developing the case study. Findings - TVET has been identified as a major contributor to skills development in Ghana. Capitalizing on the potential of TVET requires addressing the challenges of increasing employer participation in TVET, improving TVET curriculum to enhance student's employability and reflect labor market needs. Additionally, informal TVET plays a major role in skills development therefore it is recognized as part of the TVET planning process. Research limitations/implications - Data for this research were gathered from key informant interviews and archival records. Additional methods such as observations would further enhance this study. Further research of trends in Ghana to validate implications drawn from this research is recommended. Practical implications - This research provides an overview for HRD professionals to understand the potential of TVET as an approach to human capital development within emerging markets. This is because developing comprehensive plans that address national and employer needs regarding talent acquisition, development and retention will re-emerge as a critical objective for TVET system as nations compete in the global market place. Originality/value - This study provides a unique perspective of current TVET practices in Ghana and its implications for human resource development (HRD). Furthermore, it adds to the small but growing literature on HRD in Ghana and in the African context.
KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-04-2013-0037 10/gfc4m2 2129771:KWC5DXAK 2317526:BX9DKE3Z
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:emerging economies; F:curriculum; P:economy; P:human resources manager; P:measurement; R:case study; R:interview; R:observation; T:TVET; Z:Case studies; Z:Economic development; Z:Economic growth; Z:Emerging markets; Z:Globalization; Z:Human capital; Z:Human resource management; Z:Theory; Z:Workforce; _C:Ghana GHA; __C:filed:1; publicImportV1

Effects of Three Categories of Manpower on Undergraduate Students' Learning Outcomes in Technical Education and Their Implications for the Curriculum Implementation - Alade, Ibiwumi Abiodun (JISTE, 2015)
The implementation of technical education curriculum has been besieged with dearth of qualified teaching personnel over the years in Nigeria and some other African countries. Similarly, the available higher institutions where vocational and technical education experts are prepared have not been able to meet this demand of the manpower. This calls for possible intervention strategies which could perhaps address this lingering problem. It is on this observation that this study examines the effects of three categories of manpower on undergraduate students' learning outcomes in technical education and their implications for the curriculum implementation. The pretest, posttest control group, quasi experimental research design with a 4x3x2 factorial matrix was adopted for the study. Sixty technical education undergraduate students from a Nigerian university were purposively sampled for the study. Seven null hypotheses are generated and tested at 0.05 level of significance. Three research instruments were developed, validated, and used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA) while Scheffe's post-hoc test was used to explain significant main and interaction effects respectively. Results showed that there is significant main effect of treatment on students' learning outcomes in technical education (F[subscript 3], 57 = 132.314; P<0.05). The students taught by vocational educator performed best in basic vocational knowledge acquisition (X = 16.38) while those taught by literate artisans had the highest means score on vocational skills acquisition (x = 42.82), then those taught by higher technician group had a mean score of x = 38.27 in vocational skills acquisition, while the control group performed least (x = 31.60). It was concluded that the three categories of manpower are effective at enhancing students' learning outcomes in technical education in various dimensions. To this end, it was recommended that literate artisans should be integrated to the teaching of vocational skills in the tertiary institutions.
KerkoCite.ItemAlsoKnownAs: 2129771:7LAZ9RCB 2317526:5S7Q7V45
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:gender; F:learning; F:outcomes; F:teaching; P:artist; P:measurement; P:technician; R:observation; R:research design; T:TVET; T:vocational skills; Z:Academic Ability; Z:Control Groups; Z:Curriculum Implementation; Z:Data Collection; Z:Foreign Countries; Z:Gender Differences; Z:Hypothesis Testing; Z:Job Skills; Z:Labor Force; Z:Outcomes of Education; Z:Pretests Posttests; Z:Quasiexperimental Design; Z:Statistical Analysis; Z:Technical Education; Z:Undergraduate Students; Z:Vocational Education; __C:filed:1; publicImportV1; ⛔ No DOI found

Vision for SLR tooling infrastructure: Prioritizing value-added requirements - Al-Zubidy, Ahmed; Carver, Jeffrey C.; Hale, David P.; Hassler, Edgar E. (Information and Software Technology, 2017)
Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2017.06.007 2129771:2EHYDBZU 2129771:LIS9KYHJ 2405685:6IRSDL2Z 2486141:AF9IAKTP 2486141:EXUMXNVK
Keywords: Empirical software engineering; Systematic literature review; Tooling infrastructure; _Added-ailr-2024

A short review on passive strategies applied to minimise the building cooling loads in hot locations - Al-Yasiri, Qudama; Szabó, Márta (Analecta Technica Szegedinensia, 2021)
Cooling and air-conditioning systems are responsible for the highest energy consumption in buildings located in hot areas. This high share does not only increase the building energy demand cost but also increases the environmental impact, the topmost awareness of the modern era. The development of traditional systems and reliance on renewable technologies have increased drastically in the last century but still lacks economic concerns. Passive cooling strategies have been introduced as a successful option to mitigate the energy demand and improve energy conservation in buildings. This paper shed light on some passive strategies that could be applied to minimise building cooling loads to encourage the movement towards healthier and more energy-efficient buildings. For this purpose, seven popular passive technologies have been discussed shortly: multi-panned windows, shading devices, insulations, green roofing, phase change materials, reflective coatings, and natural ventilation using the windcatcher technique. The analysis of each strategy has shown that the building energy could be improved remarkably. Furthermore, adopting more passive strategies can significantly enhance the building thermal comfort even under severe weather conditions.
Number: 2
Keywords: Passive strategies; cooling load reduction; energy saving; insulations; thermal mass

Effects of Shade Trees on Illuminance in Classrooms in the United Arab Emirates - Al-Sallal, Khaled A.; Abu-Obeid, Natheer (Architectural Science Review, 2009)
KerkoCite.ItemAlsoKnownAs: 10.3763/asre.2008.0061 2129771:DRUXF34E 2486141:9PAJ4QG2

Introducing tablet computers to a rural primary school: An activity theory case study - Al-Huneini, Hamood; Walker, S. Aisha; Badger, Richard (Computers & Education, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103648 2129771:WC8UCU9A
Keywords: __C:filed:1

Extensive reading in a challenging environment: A comparison of extensive and intensive reading approaches in Saudi Arabia - Al-Homoud, F.; Schmitt, N. (Language Teaching Research, 2009)
Many studies have shown that reading can have a beneficial effect on second language learning, but relatively few of these have focused on extensive reading in classroom environments over a period of time. This study compares an extensive reading class against a more traditional class involving intensive reading and vocabulary exercises. The classes were part of a Saudi college presessional course, and this classroom setting posed several problems for the extensive reading approach, including relatively weak students, an environment where pleasure reading is atypical, and the course being of short duration. The result is that the reported extensive reading class was carried out in what could be considered challenging conditions. Nevertheless, gain scores in reading comprehension ability, reading speed, and vocabulary acquisition showed that the extensive reading approach was just as effective as the intensive approach, even though some of the measurement instruments for these variables should have favored the intensive approach. Moreover, the extensive reading participants reported much more positive attitudes toward reading, their class, and their learning than the participants in the intensive reading group. Overall, these results indicate that, for the variables studied, the extensive reading approach was as good as, or better than, the more focused intensive reading approach. © The Author(s), 2009.
KerkoCite.ItemAlsoKnownAs: 10.1177/1362168809341508 2129771:JFVR7F67 2339240:MR6VM54Y 2486141:LURBP7NR
Keywords: Extensive reading; Intensive reading; Learner attitudes; Reading comprehension; Reading speed; Vocabulary acquisition; _AcademicRecoveryOECS

Jordan’s EdTech response to COVID-19 - Al-Hindawi, Hind; Hashem, Lina (EdTech Hub, 2020)
ZenodoArchiveID: 4706057 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706057 2129771:26ZI4AAA 2339240:7DDCIKY9 2339240:P8XVRD6S 2405685:BTX9XW3J 2405685:KNCXGVW3 2405685:XFBMF3QV 4804264:G6QKC6DD
Keywords: Final_citation; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

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

Investigating attitudes towards the use of mobile learning in higher education - Al-Emran, Mostafa; Elsherif, Hatem M.; Shaalan, Khaled (Computers in Human Behavior, 2016)
Mobile learning (M-learning) has become an important educational technology component in higher education. M-learning makes it possible for students to learn, collaborate, and share ideas among each other with the aid of internet and technology development. However, M-learning acceptance by learners and educators is critical to the employments of M-learning systems. Attitudes towards M-learning technology is an important factor that helps in determining whether or not learners and educators are ready to use M-learning. Such attitudes will serve to identify strengths and weaknesses and facilitate the development of the technology infrastructure. This paper aims at exploring students and educators' attitudes towards the use of M-learning in higher educational universities within Oman and UAE; two neighboring countries in the Arab Gulf region. To serve this purpose, two survey questionnaires were conducted: one for students and another for educators. The participants of this study are 383 students and 54 instructors from five universities. Different factors have been examined to test where there is a significant difference among students and educators' attitudes towards the use of M-learning, such as gender, age, country, level of study, smartphone ownership, major in terms of students and age, country, academic rank, academic experience and smartphone ownership in terms of educators. Findings revealed significant differences among the students’ attitudes towards M-learning with regard to their smartphone ownership, country and age. Furthermore, results indicated that M-learning can be one of the promising pedagogical technologies to be employed in the higher educational environments within the Arab Gulf countries.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2015.11.033 2129771:FC6LFMMA
Keywords: Attitudes; Higher education; Mobile learning; __C:filed:1

The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme - Akyeampong, Kwame; Carter, Emma; Rose, Pauline; Ryan, Jennifer; Sabates, Ricardo; Stern, Jonathan M. B. (PROSPECTS, 2022)
This article assesses the extent to which children’s language preference and their home environment matter for literacy retention. Using data from the Complementary Basic Education (CBE) program in Ghana, the authors found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did not receive instruction in a language that they understood or did not have the resources, support, or activities at home to enable them to continue to learn while schools were closed. For boys, widening literacy gaps were only influenced by resources, support, or activities at home, but not by language preferences. The article findings suggest that schools and teachers must pay closer attention to language preference, particularly for girls, in order to ensure that language of instruction is not a barrier to literacy retention. The article also provides further evidence to support the growing claims that home supports are essential for reducing inequities in learning outcomes during school closures.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-021-09590-6 2129771:A8F4JM2H
Keywords: Covid-19 school closure; Equity; Ghana; Learning; Literacy; Mother-tongue education

Teaching at the Bottom of the Pyramid - Akyeampong, Kwame (LBOP2 PRE-CONF DRAFT, 2020)
LBOP2 PRE-CONF DRAFT Sept 23, 2020 Teaching at the bottom of the pyramid: Teacher Education in Poor and Marginalised Communities Kwame Akyeampong The Open University Abstract The goal of providing quality education for every child is only achievable if every child has access to a teache...
KerkoCite.ItemAlsoKnownAs: 2129771:TEURCZN8 2486141:5I9CABDB

Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics - Akyeampong, K.; Pryor, J.; Westbrook, J.; Lussier, K. (Centre for International Education, University of Sussex, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:ULIUH28X 261495:Z66ANBBU

Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics – Executive summary of Project, July 2011 version - Akyeampong, K.; Pryor, J.; Westbrook, J.; Lussier, K. (Centre for International Education, University of Sussex, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:XRJ9VFFL 261495:DZPUXTXF

Integration durch Bildung. Migranten und Flüchtlinge in Deutschland: Gutachten - Aktionsrat Bildung; Blossfeld, Hans-Peter (Waxmann, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:MN5X68SF 2486141:D2DGS969

Vocational education and training in southern Africa: a comparative study - Akoojee, Salim; Gewer, Anthony; McGrath, Simon A. (2005)
Introduction This volume is intended to develop and share knowledge within the southern African region regarding the challenges faced by vocational education and training (VET) systems and the responses to these challenges. Some of these challenges arise out of the history of VET in the region, whilst others relate to current international discourses about VET. The field of VET in southern Africa has been badly neglected. It is very difficult to find an article in the international journals on the topic, and it is even less likely that it will have been written by a national of the region, based at one of its research institutions. VET has also attracted little attention in the policy community for more than a decade, given the donor fascination with basic education since the World Conference on Education for All in 1990 (McGrath 2002). However, VET can play an important role in supporting social and economic development goals, and major VET policy reforms and the creation of new institutions are either underway or planned in all seven countries under study in this book. Therefore, it is my intention in this introduction to illuminate the nature of some of these changes, their origins and their likelihood of success. In so doing, I will show how VET is an important policy nexus – located as it is between economic and educational policy, between the state and the market, and between concerns with poverty and growth. Before this volume turns to examine this complexity through an exploration of the experiences of seven countries (Botswana, Lesotho, Mauritius, Mozambique, Namibia, South Africa and Swaziland), it is important to locate these national and contemporary debates in the historical evolution of ideas about VET. In so doing, I will look at both internal trends within Africa and the impact of external ideas.
KerkoCite.ItemAlsoKnownAs: 2129771:PRN4YC58 2317526:2ETPJUUU
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; AA:Africa; Southern; C:Botswana; C:Lesotho; C:Mauritius; C:Mozambique; C:Namibia; C:South Africa; C:eSwatini; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:ICT; T:TVET; Vocational education; publicImportV1

Apprenticeship in a Globalised World: Premises, Promises and Pitfalls - Akoojee, Salim (LIT Verlag Münster, 2013)
In April 2013, the International Network on Innovative Apprenticeship (INAP) hosted its fifth international conference in Johannesburg, South Africa, in co-operation with the International Labor Organization (ILO), bringing together researchers, policy makers, and practitioners from 34 nations. The title of the conference - "Apprenticeship in a Globalized World: Premises, Promises and Pitfalls" - points out the need for apprenticeship to deliver on its promise of workplace skills and for it to develop and change as world economies develop. An international exchange of ideas among researchers from all over the world is necessary to identify cases of good practice and facilitate the transfer of knowledge and innovation, also within the frame of informal apprenticeships. This book, a summary of the papers presented and discussed at the Johannesburg conference, is split up equally into five key topics: Introducing Apprenticeship: Backgrounds, Changes, and Difficulties * Enabling Learning Opportunities in Workplaces and Informal Contexts * Competence Assessment and Development * Managing Transitions from VET into the World of Work * Curriculum Design, Apprenticeships, and National Qualification Frameworks. (Series: Bildung und Arbeitswelt - Vol. 27)
KerkoCite.ItemAlsoKnownAs: 2129771:ZUWUBTLB 2317526:L3PT9D4H
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; Education / Professional Development; publicImportV1

A study of the management and Implementation of the policy on special education needs and disability for improving access of persons with Disabilities to Nigeria’s basic education - Akogun, Oladele B; Njobdi, Sani; Adebukola, Adebayo (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:ABJ5XKHF 2129771:AHQLVSJH 2129771:BURX3THQ 2129771:IVETX89H 2486141:Y3JFAZIH

Rapid community identification, pain and distress associated with lymphoedema and adenolymphangitis in resource-limited communities of North-eastern Nigeria - Akogun, Oladele B; MK, Akogun; Apake, E.; Kale, O.O. (Acta Tropica, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:CVCB3IVB 2129771:MAV3624L 2486141:6IRLYNKI
Keywords: ⛔ No DOI found

Comparison of two Sample survey methods for Hyperendemic onchocerciasis and a new focus in Dakka, Nigeria - Akogun, Oladele B; J.I.; A, O.K.O.L.O. (Revista Biologia Tropica, 1997)
KerkoCite.ItemAlsoKnownAs: 2129771:6SPQKFX6 2129771:WSIPVALK 2486141:7TZ4Y5GQ
Keywords: ⛔ No DOI found

The EDOREN Model: Reflections and implications for other DFID programmes - Akogun, Oladele B; Friedrich, Florian; Macauslan, Ian; Packer, Steve; Rai, Shefali (Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:53MJ6II5 2129771:CXVR7I34 2486141:U2RQMX8X

Alternative Productivity Estimates Using Physical Activity - Akogun, Oladele B; Dillon, Andrew; Friedman, Jed; Prasann, Ashesh; Serneels, Pieter (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:CNP6MLVA 2129771:VGVE3P48 2486141:8ILWDJK8

Impact of a Workplace-based Malaria Treatment Program on Earnings, Labor Supply and Productivity of Agricultural Workers in Nigeria - Akogun, Oladele B; Dillon, A.; Friedman, J.; Serneels, P. (Mimeo, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:A7XETF7R 2129771:ALMQBCDJ 2486141:C62NGY8U
Keywords: ⛔ No DOI found

Community-Directed Treatment of onchocerciasis with Ivermectin in Takum, Nigeria - Akogun, Oladele B; Audu, Z.; Weiss, M.G.; Adelakun, A.O.; Akoh, J.I.; Akogun, M.K.; Remme, H.; Kale, O.O. (Tropical Medicine and International Health. Mar, 2001)
KerkoCite.ItemAlsoKnownAs: 2129771:WDPCEBIT 2129771:X2RHT8IZ 2486141:ZIPSW25K

Community perceived benefits of ivermectin treatment in northeastern Nigeria - Akogun, Oladele B; Akogun, M.K.; Audu, Z. (Social Science & Medicine, 2000)
KerkoCite.ItemAlsoKnownAs: 2129771:HL9P56TS 2129771:ZVTMZWNB 2486141:TZHTK9PD

Human Behaviour, Water usage and Schistosomiasis transmission in a small setlement near Yola Nigeria - Akogun, Oladele B; AKOGUN, M.K. (Annals of Trop. Med. & Parasitology (England, 1996)
KerkoCite.ItemAlsoKnownAs: 2129771:Y6UNBMPI 2129771:Z9EQF9WY 2486141:B5QWP38B

Teachers in North-West Nigeria A situation analysis of teacher gaps, effectiveness, and recruitment and deployment processes - Akogun, Oladele B; Adesina, Adedoyin; Iluobi, Ifeatu (Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:CDGR3NNS 2129771:Q73W74LP 2486141:2EAKXHT3