Priorities and Interactions of Sustainable Development Goals (SDGs) with Focus on Wetlands - Jaramillo, Fernando; Desormeaux, Amanda; Hedlund, Johanna; Jawitz, James W.; Clerici, Nicola; Piemontese, Luigi; Rodríguez-Rodriguez, Jenny Alexandra; Anaya, Jesús Adolfo; Blanco-Libreros, Juan F.; Borja, Sonia; Celi, Jorge; Chalov, Sergey; et al. (Water, 2019)
Wetlands are often vital physical and social components of a country’s natural capital, as well as providers of ecosystem services to local and national communities. We performed a network analysis to prioritize Sustainable Development Goal (SDG) targets for sustainable development in iconic wetlands and wetlandscapes around the world. The analysis was based on the information and perceptions on 45 wetlandscapes worldwide by 49 wetland researchers of the Global Wetland Ecohydrological Network (GWEN). We identified three 2030 Agenda targets of high priority across the wetlandscapes needed to achieve sustainable development: Target 6.3—“Improve water quality”; 2.4—“Sustainable food production”; and 12.2—“Sustainable management of resources”. Moreover, we found specific feedback mechanisms and synergies between SDG targets in the context of wetlands. The most consistent reinforcing interactions were the influence of Target 12.2 on 8.4—“Efficient resource consumption”; and that of Target 6.3 on 12.2. The wetlandscapes could be differentiated in four bundles of distinctive priority SDG-targets: “Basic human needs”, “Sustainable tourism”, “Environmental impact in urban wetlands”, and “Improving and conserving environment”. In general, we find that the SDG groups, targets, and interactions stress that maintaining good water quality and a “wise use” of wetlandscapes are vital to attaining sustainable development within these sensitive ecosystems.
Number: 3 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: Author:OpenDevEd; SDGs; interactions; network analysis; priorities; sustainable development goals; wetlands; wetlandscapes

Let’s face facts, the 2020 school year is lost. So what to do? - Jansen, Jonathan; Jansen, Jonathan (Times Select, 2020)
Covid-19 hasn’t caused the schooling crisis, it has just exposed how huge the inequalities in SA education are
Library Catalog: select.timeslive.co.za KerkoCite.ItemAlsoKnownAs: 2129771:6MSI9MPZ 2129771:932GRL9T

As by Fire: The End of the South African University - Jansen, Jonathan (Tafelberg, 2017)
What are the real roots of the student protests of 2015 and 2016? Is it actually about fees? Why did the protests turn violent? Where is the government while the buildings burn? Former Free State University vice-chancellor Jonathan Jansen delves into the unprecedented disruption of universities that caught South Africa by surprise. In frank interviews with eleven of the VCs most affected, he examines the forces at work, why the protests escalate into chaos, and what is driving – and exasperating – our youth. This urgent and necessary book gives us an insider view of the crisis, tells us why the conflict will not go away and what it means for the future of our universities.
KerkoCite.ItemAlsoKnownAs: 2129771:QQY2NKQQ 2486141:T6RKEYKY

Decolonisation in Universities: The politics of knowledge - Jansen, Jonathan (NYU Press, 2019)
In this collection of case studies and stories from the field, South African scholars come together to trade stories on how to decolonise the universityShortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the best minds in curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting?The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.
Google-Books-ID: DgKiDwAAQBAJ
Keywords: Political Science / History & Theory

Improving Elementary Mathematics Education in Nicaragua: An Experimental Study of the Impact of Textbooks and Radio on Achievement. - Jamison, Dean T.; Searle, Barbara; Galda, Klaus; Heyneman, Stephen P. (Journal of Educational Psychology, 1981)

Developing critical and theoretical approaches to educational technology research and practice - Jameson, Jill (British Journal of Educational Technology, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12775 10/gf62hg 2129771:4QBY9CZ6 2129771:RMKMSJLF
Keywords: __C:filed:1

'Living Discourse': Critical Pedagogic Coaching for Active Student for Active Student Learning in Educational Technology - Jameson, Jill (International Conference on e-Learning, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:6PSG4V43
Keywords: __C:filed:1; ⛔ No DOI found

‘Living Discourse’: Critical Pedagogic Coaching for Active Student Learning in Educational Technology - Jameson, Jill (ICEL 2018 13th International Conference on e-Learning, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:6E3HWR2U
Keywords: __C:filed:1; ⛔ No DOI found

The Effectiveness of School Grants in Low- and Middle-Income Contexts - James, Zoe; Joynes, Chris (2018)
This helpdesk review has drawn primarily on evidence from systematic reviews and synthesis studies focused on the effectiveness of school grants for the improvement of (i) equitable access to quality education, and (ii) the student learning outcomes. The rationale for school grants has emerged as part of relatively recent policy-driven practices for educational decentralisation and, within that, school-based decision-making. The devolution of a range of decisions to the school-level is assumed to improve accountability, efficiency and responsiveness to local needs (Bruns et al. 2011; Carr-Hill et al. 2016; Slater 2013). These decisions may include concerns related to curricula, finance, management and teachers, and may be taken at one or more administrative level (Bruns et al. 2011; Slater 2013). The literature identifies several key principles for effective implementation. This includes an acknowledgement of the range of challenges and barriers that are associated with the implementation of these type of models at the school level, including (i) the need for all actors to support the principles of decision-making reform; (ii) the need for local district support; and (iii) the reality that this type of reform places increased time and work demands on teachers and parents (Bruns et al. 2011). The review found that evidence of the effectiveness of school grant policies for equitable access to quality education was limited. Few studies provided rigorous examinations of the impact of school grants on equity of access across a range of measures, for example between rural/ urban locations, gender, or socio-economic status. The evidence base is relatively stronger in relation to the effectiveness of school grant policies for student learning outcomes, being suggestive of small but positive impacts. However, according to a 2016 synthesis study, these positive results are concentrated in middle-income countries, and stronger impacts tend to be found for wealthier students with more educated parents, with smaller effects found in disadvantaged communities (Carr-Hill et al. 2016; see also Hanushek et al. 2011; UNESCO 2017).
Accepted: 2019-01-15T11:38:42Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:953HV7PL 4869029:8TP43LEM
Keywords: ⛔ No DOI found

Strategies and Approaches to Ensure Equitable Access to Quality Education in Economic Crises - James, Zoe (2018)
This helpdesk review has drawn primarily on evidence from systematic reviews and synthesis studies focused on (i) the impact of economic crises on education systems, and (ii) the effectiveness of strategies and approaches that aim to improve educational participation. It has focused on policy responses at the primary and secondary levels of education, and where possible has drawn on examples from effective responses in the context of large-scale economic crisis. Where evidence was not available from contexts of economic crisis, studies from resource-constrained low- and middle- income countries (LMICs) were considered. Economic crises pose particular challenges to the achievement of goals around equitable access to quality education. Falling household incomes can affect the ‘demand’ for schooling, increasing the cost of schooling, particularly for the poorest. Meanwhile, constrained government budgets can lead to reduced investments in schools and teachers, and associated declines in education quality (World Bank 2009). This review discusses five strategies and approaches to ensure equitable access to quality education, which have been identified as appropriate responses in literature on the impact of economic crisis on education (Lundberg and Wuermli 2012; Shafiq 2010; World Bank 2009). These are: (1) cash transfers; (2) scholarship programmes and fee waivers; (3) school feeding; (4) decentralisation and school grants; and (5) information-related activities. For all except ‘information-related activities’, there are examples of the effective implementation of that policy in contexts of economic crisis.
Accepted: 2019-01-15T10:33:49Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GZH2SAE7 4869029:IIPTAZR9
Keywords: ⛔ No DOI found

Teacher Motivation in Economic Crises - James, Zoe (2018)
This helpdesk review presents evidence of strategies and approaches that have worked to motivate teachers, with a focus on applications to contexts facing the sudden shock of economic crisis. It begins by presenting an overview of the ways in which economic crisis can impact education systems, drawing on recent relevant examples and presenting a detailed case study of Greece. It then moves on to review frameworks to understand teacher motivation, identifying the different factors that may be important in improving teacher motivation. Finally it presents evidence of strategies and approaches to improve teacher motivation. Evidence of strategies and approaches taken to explicitly improve teacher motivation in the context of the sudden shock of economic crisis is minimal. The examples of Greece, Indonesia, Venezuela, Argentina, Russia and beyond were consulted, and whilst there was some documentation of the impact of economic crisis in these contexts, there was very limited documentation of strategies and approaches taken to mitigate the effects of crisis on teachers. Evidence of strategies and approaches beyond financial incentives was also limited, even when considering a broader set of contexts. The focus of this review is therefore on strategies and approaches that have worked in resource-constrained LMIC contexts, whilst situating the discussion in the context of the ways in which economic crisis can (and has) impacted on education systems.
Accepted: 2018-12-13T13:25:39Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GKQFPFN9 4869029:V47QB3MJ
Keywords: ⛔ No DOI found

Digital Interactions in Developing Countries: An Economic Perspective - James, Jeffrey (Routledge, 2013)
Jeffrey James is one of the relatively few academics to have systematically taken on the topic of IT and development. In this timely book he undertakes a methodological critique of prominent topics in the debate. Challenging the existing literature by international and governmental institutions, the book looks not only at the digital divide but also at issues such as digital preparedness, leapfrogging and low-cost computers. James also raises important issues which have been largely neglected in the literature, such as the implications for poverty in developing countries and the macroeconomics of mobile phones. The book argues that benefits from IT are captured in a different form in developing as opposed to developed countries. In the latter, gains come from technology ownership and use, whereas in the former, benefits cannot be captured as much in this way because ownership is more limited. Interestingly, the author shows that developing countries have responded to this distinction with a series of local innovations which are often low-cost and pro-poor. This finding contradicts the widely held view that poor countries are unable to generate major innovations within their own borders. Accessible and clearly written, this book will be of great interest to scholars of development economics and development studies, and is relevant to both policy-makers and academics.
Google-Books-ID: j3nFeUcBzS4C EdTechHub.ItemAlsoKnownAs: 2129771:NAJDX97C
Keywords: Business & Economics / Development / Economic Development; Business & Economics / Industries / Computers & Information Technology

Extending the Experience to Sub-Saharan Africa - James, Jeffrey (The Impact of Smart Feature Phones on Development: Internet, Literacy and Digital Skills, 2020)
The two previous chapters have been concerned with various aspects of a revolutionary new technology, that lies somewhere between a basic mobile phone and a relatively expensive smartphone. Before the advent of the new smart feature phone in India, users were required to buy smartphones in order to access the Internet. Now they are able to do so at a much lower cost. This chapter, however, deals with a different issue, namely, of whether and to what extent, the Indian experience can be replicated in other developing regions and Sub-Saharan Africa in particular. On the basis mainly of available data, I argue that the biggest obstacle to replication lies in affordability: in the price of handsets, data and incomes, Sub-Saharan Africa is at a disadvantage and with respect to device costs, a severe disadvantage. Other dimensions of replicability, however, were less clear-cut, partly because of a paucity of data. What is clear, though, is that associations between KaiOS Technologies and MTN and Orange have resulted in a strong African demand for mobile money through smart feature phones.
Keywords: India; Replication; Smart feature phones

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

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

Why Is India So Dominant in the Demand for New Smart Feature Phones That Are Internet Connected? - James, Jeffrey (New Perspectives on Current Development Policy: Covid-19, the Digital Divide, and State Internet Regulation, 2021)
In recent years, an innovation called the smart feature phone has brought the Internet to millions of poor people who would not otherwise have been able to go online. The purpose of this chapter is to show and explain why the new phones have spread most widely in India.
Keywords: Affordability; India; KaiOS technology; Multi-sequential model; Smart feature phones

UNESCO/CARICOM Webinar Series n° 1: Supporting teachers and education personnel to ensure continuity of learning: Supporting the preparation of teachers for distance education and reopening of schools - James, Freddy (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EUUQLY7Q 2486141:Y2H65PXQ
Keywords: _Added to LR; _T:reviewed

Treatment Effects and the Measurement of Skills in a Prototypical Home Visiting Program. - James Heckman; Bei Liu; Mai Lu; Jin Zhou (Working Paper No. 13346, 2020)

Systematic literature studies: database searches vs. backward snowballing - Jalali, S; Wohlin, C (Proceedings of the ACM-IEEE international symposium on empirical software engineering and measurement, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1145/2372251.2372257 2129771:78DVLX8P 2129771:BPT9ZXX4 2405685:5MQKS9RN 2486141:FNQHJ85U

Big Sisters - Jakiela, Pamela; Ozier, Owen; Fernald,, Lia; Knauer, Heather (2020)
We model household investments in young children when parents and older siblings share caregiving responsibilities and when investments by older siblings contribute to young children’s human capital accumulation. To test the predictions of our model, we estimate the impact of having one older sister (as opposed to one older brother) on early childhood development in a sample of rural Kenyan households with otherwise similar family structures. Older sibling gender is not related to household structure, subsequent birth spacing, or other observable characteristics, so we treat the presence of an older girl (as opposed to an older boy) as plausibly exogenous. Having an older sister rather than an older brother improves younger siblings’ vocabulary and fine motor skills by more than 0.1 standard deviations. Viewed through the lens of our model, the empirical pattern we observe suggests that: (i) older siblings’ investments in young children contribute to their human capital accumulation, and (ii) households perceive lower returns to investing in older girls than in older boys.
KerkoCite.ItemAlsoKnownAs: 2129771:B4BZQUY4

Tablets im Schulunterricht in Skandinavien - Jahnke, Isa (Tablets in Schule und Unterricht, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:22G7SWYT 2129771:C5D956HD 2129771:D7NEIFME 2129771:HLF6UVI5
Keywords: __C:filed:1

Inclusion and Independence: The impact of Mobile Technology on the Lives of Persons with Disabilities in Kenya and Bangladesh - Jahan, Nusrat; Barbareschi, Giulia; Jan, Clara Aranda; Mutuku, Charles Musungu; Rahman, Naemur; Austin, Victoria; Holloway, Catherine (2020 IEEE Global Humanitarian Technology Conference (GHTC), 2020)
Globally, mobile technology plays a significant role connecting and supporting people with disabilities. However, there has been limited research focused on understanding the impact of mobile technology in the lives of persons with disabilities in low or middle- income countries. This paper presents the findings of a participatory photovoice study looking at the role that mobile phones play in the daily lives of 16 persons with disabilities in Kenya and Bangladesh. Participants used a combination of pictures and voice recordings to capture their own stories and illustrate the impact that mobile phone use has on their lives. Through thematic analysis, we categorized the benefits of mobile phones captured by participants as 1) Improved social connection; 2) Increased independence and 3) Access to opportunities. While mobile phones are ubiquitously used for communication, for persons with disabilities they become essential assistive technologies that bridge barriers to opportunities which are not accessible otherwise. Our paper adds evidence to the need for mobile phones for persons with disabilities to enable communication and connectivity in support of development.
KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC46280.2020.9342934 2129771:II9GQAQR 5242966:ZXL6HN5K

A review of research on bridging the gap between formal and informal learning with technology in primary school contexts - Jagušt, Tomislav; Botički, Ivica; So, H.-J. (Journal of Computer Assisted Learning, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12252 10/gdm2tr 2129771:3NP5TUGQ 2129771:NWC649MA
Keywords: _C:China CHN; _C:Croatia HRV; _C:France FRA; _C:Korea XKOR; _C:Singapore SGP; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; literature / systematic review

Transactional sex in the wake of COVID-19: sexual and reproductive health and rights of the forcibly displaced - Jacobson, Lauren; Regan, Alexandra; Heidari, Shirin; Onyango, Monica Adhiambo (Sexual and Reproductive Health Matters, 2020)
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/26410397.2020.1822493 KerkoCite.ItemAlsoKnownAs: 10.1080/26410397.2020.1822493 2129771:W9JTW9E7
Keywords: COVID-19; forcibly displaced people; sexual and reproductive health; transactional sex

Evaluation of the vocational education orientation programme (VEOP) at a university in South Africa - Jacobs, L; Wet, C De (The International Review of Research in Open and Distributed Learning, 2013)
To address the training needs of Further Education and Training college (FETC) lecturers, and in the absence of a full professional education qualification, several higher education institutions, FETCs, and other bodies in South Africa formed an alliance to develop a short programme towards a possible future full qualification. In 2010 a Vocational Education Orientation Programme (VEOP) was piloted. In line with the responsibility for quality assurance, and the need to inform further developments in the training of FETC lecturers, the aim of this research was to evaluate the VEOP presented by the University of the Free State (UFS). To reach the stated aim, a two phase evaluative study was undertaken (1) to assess the individual modules, and (2) to holistically investigate the quality of the programme. Two questionnaires were used to gather data. The first set of data was collected at the completion of each of the six modules. For the second phase of the study, 48 lecturer-students were randomly selected more than a year after completion of the VEOP. The study identified a number of strengths and weaknesses of the VEOP. The results emphasise the need to carefully select tutors and train them to have an understanding of the FETC milieu, rethink the methodology employed in the education training of FETC lecturers, and redesign the modules’ contents to better reflect the FETC sector. The need to enhance student support and improve administration is also highlighted by the study. The results of the study may inform the development of a full qualification for FETC lecturers.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v14i4.1568 10/gf623n 2129771:ZEMMK3KE 2317526:MEYCNUIZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; P:media; Q:distance education; Q:open education; Q:open learning; R:evaluation; T:Ausbildung; T:TVET; publicImportV1

Developing mobile digital skills in low- and middle-income countries - Jacobs, Lani (GSMA, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:LFPRESKB 5242966:PMPBAACD

Improving learning by increasing motivation, targeting instruction, and addressing school governance - J-PAL (2013)
Collection Title: J-PAL
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Roll Call: Getting Children into School - J-PAL (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:49Z7QGQR
Keywords: ⛔ No DOI found

Technical Vocational Education Training (TVET) Brief - Iyengar, R; Shin, HI; Aliyu, B; Menkiti, A (2014)
As Kaura Specialist Development Foundation (KSDF) explores various pathways to support Technical Vocational Education Training (TVET) for the youth in Bauchi state, Nigeria, this brief has been written to provide information on the current status of education and youth in Bauchi state, as well as to document relevant strategies and best practices utilized around the world for TVET. Positioned within the global framework, under Sustainable Development Goals (SDGs), the aim of this brief is to highlight prevalent trends cited in the TVET literature and global examples to support a design of an effective program for Bauchi state’s youth to develop their personal and professional skills to become an integral part of the workforce and engage in lifelong learning.
KerkoCite.ItemAlsoKnownAs: 2129771:UJ2T9H5L 2317526:E57GM6XJ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Guinea; C:Mali; C:Mauritania; C:Nigeria; C:Senegal; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:gender; F:learning; P:economy; Q:distance learning; Q:mobile learning; T:Ausbildung; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

A review of anatomy education during and after the COVID-19 pandemic: Revisiting traditional and modern methods to achieve future innovation - Iwanaga, Joe; Loukas, Marios; Dumont, Aaron S.; Tubbs, R. Shane (Clinical Anatomy, 2021)
The coronavirus disease 2019 (COVID-19) pandemic has had enormous effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way to learn anatomy since the 17th century. As it is difficult to predict future access to cadavers for students or in-person classes, anatomy educators are encouraged to revisit all possible teaching methods in order to develop innovations. Here, we review anatomy education methods to apply to current and future education.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/ca.23655 KerkoCite.ItemAlsoKnownAs: 10.1002/ca.23655 2129771:ZATQSSF2
Keywords: COVID-19; SARS-CoV-2; _genre:LR-literature_review; anatomy education; cadaver; dissection; medical education; novel coronavirus; teaching; technology; virtual

School Choice: Digital Prints and Network Analysis - Ivaniushina, Valeria; Williams, Elena (Digital Transformation and Global Society, 2018)
We apply social network analysis to examine school choice in the second-largest Russian city Saint-Petersburg. We use online data (“digital footprints”) of between-schools comparisons on a large school information resource shkola-spb.ru. This resource allows to identify clusters of city schools that have been compared to each other more often and thus reflect choice preferences of students and parents looking for a school. Network analysis is conducted in R (‘igraph’ package). For community detection, we employed fast-greedy clustering algorithm (Good et al. 2010). The resulting communities (school clusters) have been placed on a city map to identify territorial patterns formed according to choice preferences.Network analysis of the district school networks based on between-schools online comparisons reveals two main factors for community formation. The first factor is territorial proximity: users compare schools that are relatively close to each other and not separated by wide streets, parks, industrial areas, rivers, etc. The second grouping principle is the type of school: private schools always form a separate cluster which shows that they are not being compared with public schools. In one district there was also a cluster of elite or academically challenging public schools grouped together.
Keywords: Digital prints; Network analysis; School choice; _C:Germany DEU; _C:Russian Federation RUS; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology - Ivala, Eunice; Gachago, Daniela; Condy, Janet; Chigona, Agnes (Journal of Education and Training Studies, 2014)
Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.
Publisher: Redfame Publishing Inc, 9450 SW Gemini Drive #99416, Beaverton, OR 97008 KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v2i1.286 2405685:ECTD3I55 2534378:IEFUXYHR 2534378:KPXZTCDD
Keywords: Case Studies; Cognitive Processes; College Faculty; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Focus Groups; Foreign Countries; Higher Education; Personal Narratives; Postsecondary Education; Preservice Teachers; Professional Development; Qualitative Research; Reflection; Skill Development; South Africa; Story Telling; Teaching Methods; Technology Uses in Education; Video Technology; __:import:02; __:match:final; __:matched; __:study_id:2096367; __finaldtb

Child Online Protection | ITU COP Guidelines - ITU (2020)
KerkoCite.ItemAlsoKnownAs: 4804264:R73XJMC9 4804264:YL9U7U9X
Keywords: Final_citation; anystyle; existing

Ministerial Roundtable - “Digitalizing daily life: government services and content driving digital transformation” – Part 1 - ITU Telecom World - ITU (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:7K3R6H8E
Keywords: Final_citation

Benefits of STEM Education - Ismail, Zenobia (2018)
The literature on STEM education in developing countries focuses on the challenges many young people face with regard to access to secondary and tertiary education in general as well as the gender gaps in STEM education. It therefore proposes strategies for overcoming these difficulties. Studies on STEM education usually adopt a regional focus such as Africa or Asia and therefore the reports amalgamate data from middle-income and low-income countries. There is some literature on the benefits of science and technology (as a sector) on economic growth or combating diseases such as HIV or malaria. The literature does not discuss the benefits of STEM education beyond the general view that STEM facilitates economic growth and competitiveness. Given that the literature does not address the query directly, the following approach is used in this rapid literature review: literature from developed and developing countries is used to discuss the rationale for STEM education and the key trends in this field. Statistics relating to the gender gap are presented and the impact of some programmes which aim to improve female participation in STEM in developing countries is discussed. Since much of the literature on STEM education mentions teacher training, this is discussed as a benefit of STEM education, together with meeting the demand for skills and innovations for secondary education. Case studies of STEM education projects in Rwanda, a low-income country which has prioritised education and undertaken several initiatives to improve STEM education, are used to highlight the benefits of STEM education.
Accepted: 2019-01-11T10:28:54Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:AC6P2YA9 4869029:QKTSYDWP
Keywords: ⛔ No DOI found

Indicators and Methods for Assessing Entrepreneurship Training Programmes - Ismail, Zenobia (2018)
Entrepreneurship training programmes are an important component of demand side job creation strategies in developing countries (Fox and Kaul, 2017). Assessments of such programmes are constrained by variations in the programme content, as entrepreneurship training is often combined with grants, life-skills training, internships and mentorship. The targets of these programmes also vary and include vulnerable groups, subsistence entrepreneurs as well as firms which have greater potential for growth. The indicators of success should be adapted to suit the objectives and target group of the programme. Given the varied nature of entrepreneurship training programmes it is unsurprising that a range of indicators are used to assess them. The indicators can be grouped into three broad categories: indicators of business practices, indicators of business performance and psychological indicators. Income and profits are the most commonly used indicator (Cho & Honorati, 2014). Randomised control trials which compare treatment and control groups are the gold standard method for assessing entrepreneurship training programmes. However, the quality of these studies can be improved by having larger sample sizes, baseline assessments before the intervention and three to four follow-up assessments to assess the long-term success of the programme.
Accepted: 2018-05-31T13:00:34Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:7VGTBJXI 4869029:CKBQRGLX
Keywords: ⛔ No DOI found

The Impact of Entrepreneurship Training Programmes - Ismail, Zenobia (2018)
Entrepreneurship training programmes generally have a positive impact on existing and aspiring entrepreneurs, especially in terms of promoting better business practices. Programmes which provide training for entrepreneurs often include other interventions such as micro-finance, grants, internships or mentorship. The varied content of the programmes as well as differences in length and intensity undermines the extent to which such interventions can be compared. Consequently, it is difficult to reach a consensus regarding how effective entrepreneurship training programmes are. Entrepreneurship training programmes that combine training with finance have more impact on raising self-employment through start-ups as well as enhancing business performance and practices. Entrepreneurs are more likely to remain self-employed if they have access to a second capital grant
Accepted: 2018-05-31T12:20:48Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:KGA9SKUV 4869029:B639LLKX
Keywords: ⛔ No DOI found

Employability Skills in TVET Curriculum in Nigeria Federal Universities of Technology - Ismail, Sarimah; Mohammed, Dahiru Sale (Procedia - Social and Behavioral Sciences, 2015)
In the 21st century, employability skill is the most required skill besides technical knowledge in an attempt to compete for employment and sustain job at the industrial global market. However, Nigerian TVET graduates are not equipped with the employability skills needed by the industries and as a result, they are not ready to enter into workforce. This concept paper is written to discuss how the curriculum of one of TVET programmes at the Federal Universities of Technology in Nigeria, which is Electrical Technology Education has contributed to this issue. Analytical review on Electrical Technology Education programme curriculum showed that the curriculum gave less attention to practice based courses that provide skills of the programme than theory based courses and no course in the programme curriculum that directly teaches good attitudes and traits. As a result, there is lack of incorporation of employability skills such as Problem solving and decision making, Lifelong learning and Competencies amongst the graduates. Other issues discussed are the need of employability skills in TVET curriculum of Nigeria, employability skills, Electrical Technology Education in Nigeria, and the analysis of Electrical Technology Education curriculum in Nigeria The last part of this paper is recommendation for the curriculum of Electrical Technology Education to be designed with equal number of theory and practice courses by giving emphasize on all eleven generic skills, good traits and attitudes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2015.08.111 10/gf62zv 2129771:YWWJS6SA 2317526:NFVGKN6Q
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; Analysis; C:Nigeria; CC:Nigeria; CLL:en; Electrical Technology Education; curriculum; employability skills; integrations; needs; publicImportV1

Noise Levels in Malaysia Primary Schools: Are We Meeting the International Standards? - Ismail, Noraidah; Karim, Khairani
Noise is increasingly becoming a problem in schools and affects the audibility of speech. The effects of noise hamper learning opportunities for students. Noisy classrooms affect students’ academic performance and wellbeing. Studies have shown that children perform more poorly in noisy situations compared to adults. The current study was done to measure noise levels in classrooms in primary schools in Kuantan. A total of 31 classrooms from eight residential primary schools were selected as the place of study. The noise levels were measured using a sound level meter (SLM) in occupied and unoccupied conditions. On-site observations and checking were done and documented in each school and classroom. The results showed that the noise levels of occupied and unoccupied classrooms were higher than the values recommended by the World Health Organization (WHO) which are 35 dB(A) and 55 dB(A) respectively. The findings showed that the measured noise levels in the classrooms were high enough that it might interfere with the effectiveness of teaching and learning among students and teachers. The source of noise was mainly from the students’ activities in the classes. The current study discusses a few possible suggestions to improve the classroom acoustics.
KerkoCite.ItemAlsoKnownAs: 2129771:IUEKTI4S 4682641:RZI6LHWC
Keywords: BE:LMIC; BE:RELEVANT; ⛔ No DOI found

Integration of Technology in Education for Marginalised Children in an Urban Slum of Dhaka City During the Covid-19 Pandemic - Islam, Touhidul; Hussain, Maria; Shimul, Shafiun Nahin; Rupok, Rifat Islam; Orthy, S. R. Khan (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:UPXDN5K7 4804264:266QPMP3
Keywords: Final_citation; cited; existing

The Moderating Effect of ICT Skills on Relationship Between HRM Practices and Teacher Educator Development in Bangladesh - Islam, Md Motaharul; Islam, Md Aminul
KerkoCite.ItemAlsoKnownAs: 2129771:BCNRZV6Z
Keywords: _C:Bangladesh BGD; _C:Brazil BRA; _C:India IND; _C:Jordan JOR; _C:Malaysia MYS; _C:Mauritius MUS; _C:Pakistan PAK; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Delivering Remote Learning Using a Low-Tech Solution: Evidence from an RCT during the Covid-19 Pandemic - Islam, Asad; Wang, Liang Choon; Hassan, Hashibul (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6IBI8JWJ 4804264:D3L8MYTT
Keywords: Final_citation; cited; existing

The OECS Model of Integration in the Context of Caribbean Regionalism - Ishmael, Len (Membresía de CRIES/CRIES Members, 2002)
KerkoCite.ItemAlsoKnownAs: 2129771:FAHUMH7I
Keywords: ⛔ No DOI found

Attitude towards One-to-One Technology among Student Academic Achievement in Ninth Grade STEM Classes - Ishmael, Brenda Patterson (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:NU2YQGJU
Keywords: _C:Austria AUT; _C:Greece GRC; _C:India IND; _C:Korea; Republic KOR; _C:Netherlands NLD; _C:Peru PER; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial - Iserbyt, Peter; Charlier, Nathalie; Mols, Liesbet (Resuscitation, 2014)
00001 KerkoCite.ItemAlsoKnownAs: 10.1016/j.resuscitation.2014.01.018 10/f562g7 2129771:PJ2YNAJP 257089:BEG3GNCN

A Map of Mkushi District Health Centres - Iseje, Fatuma (2023)
This map is an accurate map of the Health Centres coming under the Ministry of Health, Mkushi District. The health centre locations were collected an validated over a period of approximately two years (2022-23).
ZenodoArchiveID: 10850926 ZenodoArchiveConcept: 10850925 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1118 2129771:5S8X4MGW
Keywords: _r:AddedByMyEducationEvidence

Chapter 9: INVEST Africa - Isaacs, Shafika (Using ICTs and Blended Learning in Transforming TVET, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:WVV3BNC3 2317526:SVVD5ZKB
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Kenya; C:Zambia; CA:AandC; CLL:en; publicImportV1

Perspectives on Curriculum Design: Comparing the Spiral and the Network Models - Ireland, Jo; Mouthaan, Melissa (Research Matters, 2020)
Does one approach fit all when it comes to curriculum design? In debates on curriculum design, educators have argued that a curriculum model should take into account the differing knowledge structures of different subjects. Subjects such as maths and science are generally defined as well-structured knowledge domains, characterised by a linearity in learning objectives, and well-defined and predictable learning outcomes. Less structured subjects such as the arts and humanities could, however, benefit from models that encompass a different approach to learning. Two competing perspectives on curriculum design have emerged: the spiral model developed by Bruner in 1960, and non-linear models based on processes of learning in different knowledge domains. Research on curriculum design has tended to focus on the needs of science, technology, engineering and maths (STEM) subjects. Many alternative models to the spiral have come from arts-based disciplines, in particular visual arts. This article contributes to the ongoing debate about curriculum design in different subjects. It details the key characteristics of Bruner's spiral model, and presents the main arguments made in favour of adopting flexible and non-linear curriculum models in specific subjects. We discuss a number of alternatives to the spiral model and analyse the relative strengths and weaknesses of these different approaches. The conclusion offers a discussion of implications of our findings for further research in curriculum design.
Publisher: University of Cambridge Local Examinations Syndicate (Cambridge Assessment) KerkoCite.ItemAlsoKnownAs: 2129771:VGEIKMYB
Keywords: Curriculum Design; Mathematics Education; Medical Education; Models; Music Education; Networks; Science Education; Sequential Approach; Spiral Curriculum; ⛔ No DOI found

Exploring the use of Augmented Reality in a Kinesthetic Learning Application Integrated with an Intelligent Virtual Embodied Agent - Iqbal, Muhammad Zahid; Mangina, Eleni; Campbell, Abraham G. (2019 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct), 2019)
KerkoCite.ItemAlsoKnownAs: 10.1109/ISMAR-Adjunct.2019.00018 2129771:9GNWPPHJ
Keywords: __C:filed:1

The Impact of Information Provision on Human Capital Accumulation and Child Labor in Peru - IPA (Innovations for Poverty Action, 2016)
One reason children from disadvantaged backgrounds receive less schooling and join the labor force at younger ages with fewer skills may be that they and their families lack crucial information needed to make the right long run investment decisions regarding their human capital. In Peru, IPA and J-PAL worked with researchers and the Ministry of Education to evaluate at scale two low-cost ways of providing relevant information to help students and their families make more informed decisions. Using a series of telenovela-style videos screened as part of the curriculum in schools as well as through an interactive tablet app, the research project evaluated how information provided at different ages could shape human capital decisions. Results suggest that the programs were effective at changing educational plans and lowering dropout rates, while significant effects on child labor were mixed. The policy has now been adopted by the government and scaled up to 100 percent of public schools with full class days.
KerkoCite.ItemAlsoKnownAs: 4804264:INQKWWZX
Keywords: Final_citation; cited; existing

The Hartung-Knapp-Sidik-Jonkman method for random effects meta-analysis is straightforward and considerably outperforms the standard DerSimonian-Laird method - IntHout, Joanna; Ioannidis, John Pa; Borm, George F (BMC Medical Research Methodology, 2014)
Background: The DerSimonian and Laird approach (DL) is widely used for random effects meta-analysis, but this often results in inappropriate type I error rates. The method described by Hartung, Knapp, Sidik and Jonkman (HKSJ) is known to perform better when trials of similar size are combined. However evidence in realistic situations, where one trial might be much larger than the other trials, is lacking. We aimed to evaluate the relative performance of the DL and HKSJ methods when studies of different sizes are combined and to develop a simple method to convert DL results to HKSJ results. Methods: We evaluated the performance of the HKSJ versus DL approach in simulated meta-analyses of 2–20 trials with varying sample sizes and between-study heterogeneity, and allowing trials to have various sizes, e.g. 25% of the trials being 10-times larger than the smaller trials. We also compared the number of “positive” (statistically significant at p < 0.05) findings using empirical data of recent meta-analyses with > = 3 studies of interventions from the Cochrane Database of Systematic Reviews. Results: The simulations showed that the HKSJ method consistently resulted in more adequate error rates than the DL method. When the significance level was 5%, the HKSJ error rates at most doubled, whereas for DL they could be over 30%. DL, and, far less so, HKSJ had more inflated error rates when the combined studies had unequal sizes and between-study heterogeneity. The empirical data from 689 meta-analyses showed that 25.1% of the significant findings for the DL method were non-significant with the HKSJ method. DL results can be easily converted into HKSJ results. Conclusions: Our simulations showed that the HKSJ method consistently results in more adequate error rates than the DL method, especially when the number of studies is small, and can easily be applied routinely in meta-analyses. Even with the HKSJ method, extra caution is needed when there are = <5 studies of very unequal sizes.
KerkoCite.ItemAlsoKnownAs: 2129771:2QH76NLV 2129771:FI2ZBCEW

Internet Penetration in Africa - Internet World Stats (Internet World Stats)
KerkoCite.ItemAlsoKnownAs: 2129771:L9X2ZQQR

Cost efficiency analysis: teacher professional development - International Rescue Committee (IRC) (2016)
This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan.
KerkoCite.ItemAlsoKnownAs: 2129771:PK3MBF4X
Keywords: __C:filed:1

Library of the International Monetary Fund - International Monetary Fund; World Bank (Library Network)
KerkoCite.ItemAlsoKnownAs: 2129771:DATHVR59

Sierra Leone : Economic Development Documents-National Development Plan, 2019-23 - International Monetary Fund. African Dept. (2019)
The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy.
9781498324960/1934-7685 KerkoCite.ItemAlsoKnownAs: 2129771:7SQ8YQ8J 2405685:DJ4XD4HB
Keywords: _C:Sierra Leone SLE

Sierra Leone: Economic Development Documents-National Development Plan, 2019-23 - International Monetary Fund (IMF, African Department, 2019)
ISBN: 9781498324960 ISSN: 1934-7685 Issue: 218 Publisher: INTERNATIONAL MONETARY FUND Volume: 2019 KerkoCite.ItemAlsoKnownAs: 10.5089/9781498324960.002.A001 2129771:2MR58KI3 2339240:6RP4BCNR 2405685:LICLRGV3
Keywords: _C:Sierra Leone SLE

Sierra Leone : Poverty Reduction Strategy Paper-Progress Report (2005-2007) - International Monetary Fund (2008)
This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided.
KerkoCite.ItemAlsoKnownAs: 2129771:AQK3JHM4 2405685:WDN7YDZH
Keywords: _C:Sierra Leone SLE

Upgrading informal apprenticeship: a resource guide for Africa - International Labour Office (2012)
OCLC: 793374144 KerkoCite.ItemAlsoKnownAs: 2129771:2RASZQ7X 2317526:NNDJQFHD

Policy formulation and programme development - International Institute for Educational Planning (UNESCO, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:558UP689

School Mapping and Micro-planning in Primary Education (Tanzania) - International Development Center of Japan (2005)
KerkoCite.ItemAlsoKnownAs: 2129771:THDCVZTZ
Keywords: __C:filed:1; __C:scheme:1

Reimagining our futures together: a new social contract for education - International Commission on the Futures of Education (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 10.54675/ASRB4722 4804264:8TJT58D9
Keywords: Final_citation

IPCC-Climate-Trends-Fact-Sheet-for-Africa - Intergovernmental Panel on Climate Change (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:ACPG3L3V

Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans – TCPS 2 (2022) - Interagency Advisory Panel on Research Ethics Government of Canada (2023)
Last Modified: 2023-01-11

INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery - Inter-Agency Network for Education in Emergencies (INEE) (2009)
This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being. This document is intended for education program managers of education programme’s working in fragile states, situations of displacement and post-crisis recovery and education authorities within the government.
KerkoCite.ItemAlsoKnownAs: 2129771:FNXLM6HF
Keywords: __C:filed:1

Promising Practices in Teacher Professional Development - Inter-Agency Network for Education in Emergencies (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:37FYLWZE
Keywords: Final_citation; cited; existing

ODL Embedded with Innovative Communication and Digital Media to Empower All Levels of Farm Sectors to be Smart Farmers - Intaratat, Kamolrat (Journal of Learning for Development, 2022)
This research shows how innovative communication and digital media could help empower any level of farm sector in Thailand and be embedded into ODL to serve their most effective demands. Qualitative research was used via case-based studies among eight key farm leaders from four success farms with data mapping and an interview form. Content analysis was also used. Tangible results of how ODL embedded with innovative communication and digital media can empower all levels of farm sectors under “SDGs” is described. The main findings are “ODL embedded with Innovative communication and digital media must be: 1) undertaken for the right reasons; 2) sensitive to real demands and problems; 3) fit with the existing context such as existing infrastructure, i.e., farms and ICT; 4) best engaged among all stakeholders with all kinds of participatory processes; and 5) an appropriate design to fit with all farmers’ contexts, i.e., friendly relationships, pedagogical, administrative, and all kinds of participatory channels and opportunities.
Number: 1
Keywords: Innovative Communication & Digital Media; ODL; Smart Farmer Thailand; ⛔ No DOI found

Home - Institute for Future of Work - Institute for Future of Work
KerkoCite.ItemAlsoKnownAs: 4804264:VERRJ7GN
Keywords: Final_citation

Final Evaluation of the Project: Increasing Access, Retention and Performance in Primary Education: Implemented by Child to Child & the Pikin-To-Pikin Movement Kailahun District, Sierra Leone, 2011-2016 - Institute for Development
KerkoCite.ItemAlsoKnownAs: 2129771:E7BAZ8BI 2405685:CRQUMLFF
Keywords: _C:Sierra Leone SLE

Legale Wege nach Europa. Arbeits- und Ausbildungsmöglichkeiten für Personen ohne Schutzperspektive - Institute Europe (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:E23KHEVV 2486141:IKC6N75W

Ghana RECOVR Survey Analysis - Innovations for Poverty Action (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:A8IY7D4K 2339240:MW6JRU38

Infrapedia App - Infrapedia (Infrapedia, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:9ZP8KKAM 2486141:G6YBIQQ2

Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries. - InfoDev (The World Bank, 2005)
KerkoCite.ItemAlsoKnownAs: 2129771:KJRGFJQ9 261495:5C2BAVAH

Minimum Standards for Education: Preparedness, Response, Recovery - INEE (Interagency Network for Education in Emergencies, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:EN45U3HA 2486141:HUS2AQXN

Adafruit TPL5110 Low Power Timer Breakout - Industries, Adafruit
With some development boards, low power usage is an afterthought. Especially when price and usability is the main selling point. So what should you do when it's time to turn around and ...

Gamification of student peer review in education: A systematic literature review - Indriasari, Theresia Devi; Luxton-Reilly, Andrew; Denny, Paul (Education and Information Technologies, 2020)
We present the first systematic review of the use of gamification in educational peer review activities. The goal of this work is to understand how gamification has been used to engage students in peer review activities and to summarize the empirical evidence for its effectiveness. Our main contribution is the presentation of a general model of the peer review process that captures the students’ activities and an examination of the specific actions within this model that have been gamified in the current literature. We also summarize the commonly used game mechanics and the context and year level of courses in which prior research has been conducted, along with the reported effects on student behavior. We find that artifact assessment and artifact creation are the two most commonly gamified actions with respect to our peer review model and that the quantity and quality of both the artifacts and the generated feedback are the most popular reward criteria. In addition, Science, Technology, Engineering and Mathematics (STEM) are the discipline areas in which gamified peer review activities are most often reported. In general, while the existing peer review literature reports mostly positive effects of gamification on student engagement, the range of student actions which have been incentivized remains narrow. Key activities, such as student reflection on the feedback received, have been largely unexplored with respect to gamification and thus present useful avenues for future work.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10228-x 2129771:QFY2VZ28
Keywords: _genre:LR-literature_review

The Case of Non-formal Education Provisions in Namibia - Indabawa, SA (2000)
There are established and irrefutable evidences which show the symbiotic and dialectical links between education and development. (Aklilpelu,'90, Duke,'85;Obaiiewa.'84, Omolewa.'94;Indabawa,'94; and Sagcan.'97). Education can liberate and make human beings more completely human (Freire); it can empower especially the disadvantaged groups. It is also capable of being an instrument for the eradication of literacy, preventable diseases, social apathy, social immobility and can as well enhance the human potential for greater economic productivity and reduction of human social inequality, (Anipene,'80; Adiseshiah,'80;Duke,'83; and Indabawa,'91). Given this background. all investment in educational provisions, whether formal or nonformal. will be well justified. However, this is not to suggest that education on its own will be the only precondition for human development. Education too, has its own damaging consequences on society, especially if it is used as a vehicle for promoting less than the general good of society; or it turns out to be irelevant to the popular needs ( Ayandele,'74;Akinpelu,'97; Shirley,'96). The aim of this paper is to stimulate discussion of and interest in Nonformal Educational Provisions in the Republic of Namibia. In facilitating this, ttention will be paid to seven basic issues as follows: Country background, Concept of Nonformal Education. Policy context of nonformal education provisions; Diversity of provisions; relation to formal education; Relevance of programmes to beneficiaries and Impact.
KerkoCite.ItemAlsoKnownAs: 2129771:WGLYBLCM 2317526:EAKDLNLQ UTI-315AB96B-C20B-3E81-8B60-CC3942F5FEAE
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Namibia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:ministry; P:culture; Q:higher education; Q:open learning; T:TVET; publicImportV1; ⛔ No DOI found

Teacher Deployment Algorithm - Inc, Fab; Hub, EdTech (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10458692 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1066 ZenodoArchiveConcept: 10458691
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Teacher Deployment Algorithm Training Presentation - Inc, Fab; Hub, EdTech (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10458679 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1065 ZenodoArchiveConcept: 10458678
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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

"Sowing Seeds" and Its Efficiency. Case Study about the Tanoda Programme of the Greek Catholic Church in the Huszár District in Nyíregyháza (Hungary) - Inántsy Pap, Ágnes; Morvai, Laura (Acta Universitatis Sapientiae. Social Analysis, 2015)
The general laws of the school career of disadvantaged students have been studied by Hungarian researchers for decades (Kozma 1975, Papp 1997, Liskó 2002, Imre 2002ab, etc.). In Hungary, there are several remedial education programmes for the disadvantaged and talent development programmes for the gifted Many tanodas (special afternoon schools offering extra-curricular activities) were established in Hungary when the country's accession to the European Union brought about an increase in the number of grant opportunities. Scientific interest in the effectiveness of compensatory/ remedial education programmes, and thus tanodas, increased enormously (Lányi 2008, Krémer 2008, Fejes 2014, etc.). Our case study examines the operation of a church-run tanoda in one of the most disadvantaged regions of the country, in an area with Roma majority population in a county seat Local children from 12 elementary schools go to this institution, primarily for remedial education and talent development We conducted our research in the autumn of 2014 at the request of the Hungarian Institute for Educational Research and Development (OFI), as members of the CHERDHungary research group. Our findings are based on the content analysis of the operational documents of the Tanoda (Organizational and Operational Regulations, House Rules, Pedagogical Programme), the analysis of the interviews with the teachers at the Tanoda (English teacher, Hungarian language and literature teacher, identity development coach, personal development coach, teacher of self-knowledge-spiritual guide, and the professional supervisor), and on the data from a focus group interview with 9 children from the Tanoda . Everyone expressing their opinion about the operation of the Tanoda confirmed that the complex activities of the Tanoda do not only help children to catch up, avoid dropping out of school, and even form plans about further education, but they also provide spiritual, psychological, and mental support to the children The environment provided by the Tanoda enables students to realize their human dignity and shape their everyday life, relationships, and future.
KerkoCite.ItemAlsoKnownAs: 2129771:FYL7LIZ2 2486141:NHDZ9YFH
Keywords: _Added to LR; _T:reviewed; ⛔ No DOI found

Outcome Mapping: A Basic Introduction - in, Copyright © 2022 Research to Action All rights reserved Log (Research to Action, 2012)
Outcome mapping (OM) is a methodology for planning and assessing projects that aim to bring about ‘real’ and tangible change. It has been developed with...

Designing theoretically-informed implementation interventions - Improved Clinical Effectiveness through Behavioural Research Group (ICEBeRG) (Implementation science: IS, 2006)
Clinical and health services research is continually producing new findings that may contribute to effective and efficient patient care. However, the transfer of research findings into practice is unpredictable and can be a slow and haphazard process. Ideally, the choice of implementation strategies would be based upon evidence from randomised controlled trials or systematic reviews of a given implementation strategy. Unfortunately, reviews of implementation strategies consistently report effectiveness some, but not all of the time; possible causes of this variation are seldom reported or measured by the investigators in the original studies. Thus, any attempts to extrapolate from study settings to the real world are hampered by a lack of understanding of the effects of key elements of individuals, interventions, and the settings in which they were trialled. The explicit use of theory offers a way of addressing these issues and has a number of advantages, such as providing: a generalisable framework within which to represent the dimensions that implementation studies address, a process by which to inform the development and delivery of interventions, a guide when evaluating, and a way to allow for an exploration of potential causal mechanisms. However, the use of theory in designing implementation interventions is methodologically challenging for a number of reasons, including choosing between theories and faithfully translating theoretical constructs into interventions. The explicit use of theory offers potential advantages in terms of facilitating a better understanding of the generalisability and replicability of implementation interventions. However, this is a relatively unexplored methodological area.
KerkoCite.ItemAlsoKnownAs: 2486141:PQJYIV5F 2486141:TPKRIGKX

Participating in an international master’s programme: impact on agency for African in-service teachers - Impedovo, Maria Antonietta; Ligorio, Maria Beatrice (Professional Development in Education, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2016.1146624 10/gf62g4 2129771:LENBA5BD
Keywords: __C:filed:1

In-service Teachers' Sense of Agency after Participation in a Research Master Course - Impedovo, Maria Antonietta (International Journal of Educational Psychology, 2016)
KerkoCite.ItemAlsoKnownAs: 10.17583/ijep.2016.2206 10/gf62g5 2129771:H96HX3B7
Keywords: __C:filed:1

Causal inference in statistics, social, and biomedical sciences - Imbens, G.W.; Rubin, D.B. (Cambridge University Press, 2015)

Building Educational Foundations through Innovation & Technology (BEFIT) Malawi Scale-Up Program Overview - Imagine WorldWide, Hon Agnes (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:HYWUSGYP
Keywords: Final_citation; cited; existing

Resolution Concerning Updating the International Standard Classification of Occupations - ILO (2007)
KerkoCite.ItemAlsoKnownAs: 2129771:R5D2HVC9 2129771:XJ3ING8Y 2249382:S7Y3GLSM 2317526:FDFG9BLD 2317526:GRX2QX56

Math Curriculum - Illustrative Mathematics (Illustrative Mathematics K–12 Math)
Our math curriculum is a problem-based core curriculum designed to address content and practice standards to foster learning for all.
KerkoCite.ItemAlsoKnownAs: 2129771:A35XDEEG

Dynamic content synchronization between learning management systems over limited bandwidth network - Ijtihadie, Royyana M.; Hidayanto, Bekti C.; Affandi, Achmad; Chisaki, Yoshifumi; Usagawa, Tsuyoshi (Human-centric Computing and Information Sciences, 2012)
Well-designed instructional material is equally important for successful e-Learning implementation. Teachers and instructors play a major role in terms of designing and building learning content. In one respect, it requires costs in terms of effort, time and experience. In other respects, a good learning content is likely a result of recurring revisions as a result of teaching experience as well as evaluating student activities. In the case of higher educational institutions (HEI) in developing countries (such as Indonesia), resource sharing in many aspects is highly recommended effort against high cost and redundant works, e-Learning is no exception. Sharing and re-using e-Learning content on particular subject between Learning Management Systems (LMS) can be one of the methods. In addition, collaborative teaching may cause a content develops gradually while conducting content sharing. Thus, the capability of synchronizing the content between LMS is necessary. On the other hand, typical e-Learning implementation might not be appropriate due to the concerns of network infrastructure in developing countries. In some areas, the network has less bandwidth and even frequent disconnections. This paper introduces a novel method of sharing e-Learning content between distributed Learning Management Systems by using dynamic content synchronization. This method also suites the need of course sharing which supports collaborative teaching activity. Moreover, this approach is designed to address the needs of content sharing in areas with network infrastructure limitation in terms of bandwidth and availability.
KerkoCite.ItemAlsoKnownAs: 10.1186/2192-1962-2-17 10/gf62h2 2129771:GYXRXZMT
Keywords: __C:filed:1

Escaping from the Resource Curse: Evidence from Botswana and the Rest of the World - Iimi, Atsushi (IMF Staff Papers, 2007)
It is commonly accepted that resource-rich economies tend to fail in accelerating growth because of various adverse effects of abundant natural resources, such as Dutch disease and rent seeking. Using the latest cross-country data, this study empirically readdresses the question of whether resource abundance can contribute to growth. It finds that governance determines the extent to which the growth effects of resource wealth can materialize. In developing countries in particular, the quality of regulation, such as the predictability of changes of regulations, and anticorruption policies, such as transparency and accountability in the public sector, are most important for effective natural resource management and growth. The paper also attempts to interpret the theme and results in the context of Botswana, which is endowed with abundant natural resources but has experienced the most remarkable economic performance in the region.

Doctrine and Layers in Space: A Critique of Stephen Ajadi’s Design for the Anglican Church in Ogidi, Nigeria’ - Igwe, M.J. (Lagos Journal of Architecture, 2019)
Keywords: ⚠️ Invalid DOI

On Technology Integration: Perspective from Nigeria - Ifinedo, Eloho (JYU dissertations, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:2V2PSB3B
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Egypt EGY; _C:Estonia EST; _C:Finland FIN; _C:France FRA; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Israel ISR; _C:Italy ITA; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Luxembourg LUX; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mauritius MUS; _C:Mexico MEX; _C:Morocco MAR; _C:Mozambique MOZ; _C:Netherlands NLD; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives - Ifenthaler, Dirk; Schweinbenz, Volker (Computers in Human Behavior, 2013)
00019 KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2012.11.004 10/f4tjt5 2129771:M9P8TCWL 257089:ZF65327B

Improving School Work in Challenging Context: Practitioners’ Views following a Participatory Action Research Project from Eritrea - Idris, Khalid Mohammed; Asfaha, Yonas Mesfun (Nordic Journal of Comparative and International Education (NJCIE), 2019)
KerkoCite.ItemAlsoKnownAs: 10.7577/njcie.3039 2129771:JFFXBPYK 2129771:URC8U36C
Keywords: _C:China CHN; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Ghana GHA; _C:Namibia NAM; _C:Nigeria NGA; _C:Saudi Arabia SAU; _C:Senegal SEN; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Turkey TUR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Nordic Journal of Comparative and International Education (NJCIE) - Idris, Khalid Mohammed; Asfaha, Yonas Mesfun
KerkoCite.ItemAlsoKnownAs: 2129771:UHGQBNQH
Keywords: _C:China CHN; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Ghana GHA; _C:Namibia NAM; _C:Nigeria NGA; _C:Saudi Arabia SAU; _C:Senegal SEN; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Turkey TUR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Funding of Anti-Modern Slavery Interventions - Idris, Iffat (2017)
This review looks at the availability of funds to tackle modern slavery1 and human trafficking2, and the availability of data in this regard. It seeks to move beyond the findings of Martina Ucnikova’s 2014 paper, OECD and Modern Slavery: How much aid money is spent to tackle the issue?, and identify updated (post-2013) data on funding by governments as well as private sector and philanthropic organisations. The review found a very limited peer-reviewed academic literature in this regard and drew largely on reports by development organisations and think tanks (though these too were limited). The query called for a specific focus on LMICs, in particular 12 identified countries. However, most anti-modern slavery funding is directed globally and/or data is not disaggregated by country. This and time constraints meant it was not possible to address this aspect of the query.
Accepted: 2017-08-03T11:59:09Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:2PD354RX 4869029:K432U8V2
Keywords: ⛔ No DOI found

An assessment of employability skills among technical and vocational education students in Nigeria - Idris, A; Rajuddin, MR (Archives Des Science, 2012)
The research was conducted to investigate the level of importance as well as the competence among the students of technical and vocational education in terms of employability skills in Nigeria. There are 233 final year students that constituted the sample for the study in Kano State. The respondents were picked from mechanical, electronic, electrical installation and automobile departments in technical colleges in the state. The data was collected using questionnaire which was adapted from Employability skills for Australian small and medium sized enterprises. The analysis was done using descriptive statistics such as mean and standard deviation. The findings of the study showed that all the respondents perceived the employability skills components as high and rated their competency as low. A significant difference was found among the students in terms of their ages while no significant difference was found between the respondents in the area of competency. The study concludes that there is still an opportunity for technical and vocational institution in Nigeria to focus and redouble efforts towards equipping the students’ employability skills. Quality education and training enhances productivity, therefore, students of technical and vocational education in Nigeria need a better education that will help in accomplish the national goals.
KerkoCite.ItemAlsoKnownAs: 2129771:7DIXQXFQ 2317526:DGLU6N9H
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; A:West Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:assessment; F:women; T:TVET; publicImportV1; ⛔ No DOI found

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

Bar dissolution in prolate halos - Ideta, Makoto; Hozumi, Shunsuke (The Astrophysical Journal Letters, 2000)
Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1086/312709 2129771:88XVQIBP
Keywords: __C:filed:1

Bar Dissolution in Prolate Halos (In: The Physics of Galaxy Formation) - Ideta, Makoto; Hozumi, Shunsuke (The Physics of Galaxy Formation, 2001)
EdTechHub.ItemAlsoKnownAs: 2129771:EQ6YQ8M9
Keywords: ⛔ No DOI found

Design Kit: The Human-Centered Design Toolkit - IDEO (2015)
null
KerkoCite.ItemAlsoKnownAs: 2129771:VCRX7RQY 4804264:I8M7BZL2

Design Thinking for Educators - IDEO (2013)
null
KerkoCite.ItemAlsoKnownAs: 2129771:UUJYC6MN 4804264:D7Z32NLD

12. Profiling - ICO (UK) (2022)
Publisher: ICO KerkoCite.ItemAlsoKnownAs: 4804264:AY7FYV6R
Keywords: Final_citation; existing

Technical and vocational education and training in Uganda: A critical analysis - Ibrahim, Mike Okumu; School of Economics, Kampala, Uganda, Makerere University; Bbaale, Edward (Development Policy Review, 2019)
This article undertakes a diagnostic study of the Technical and Vocational Education and Training (TVET) sub‐sector in Uganda, with a view to characterizing the sub‐sector and identifying its potential strengths and weakness. We undertook a cross‐sectional pre‐survey of purposively selected key stakeholders in the TVET sub‐sector. We selected performance indicators following their importance in influencing the TVET reform process. Both qualitative and quantitative data was solicited from the stakeholders. Quantitative data was collected through stakeholder‐specific structured questionnaires, whilst qualitative data was collected through desk review and field visits, individual focused interviews and focus group discussions. Our findings indicate that financing and planning constraints have resulted in poor quality equipment, under‐ and ill‐trained staff, limited adoption of a competence‐based education and training (CBET) curriculum, not to mention the supervision inadequacies of TVET institutions. Besides, the limited TVET sub‐sector interaction with the private sector has incapacitated TVET curriculum development to nurture skills demanded by the private sector. Furthermore, backward technology use in the private sector has equally inhibited the success of student attachment programmes. Finally, legal ambiguities have perpetuated a qualification jungle and overlapping curricula.
KerkoCite.ItemAlsoKnownAs: 10.1111/dpr.12407 2129771:IGW4KKWY 2129771:NIA9JH4T 2129771:VISLPVRI 2129771:VV6NM5JC

Perception, performance, and detectability of conversational artificial intelligence across 32 university courses - Ibrahim, Hazem; Liu, Fengyuan; Asim, Rohail; Battu, Balaraju; Benabderrahmane, Sidahmed; Alhafni, Bashar; Adnan, Wifag; Alhanai, Tuka; AlShebli, Bedoor; Baghdadi, Riyadh (Scientific Reports, 2023)
Publisher: Nature Publishing Group UK London
Keywords: ❓ Multiple DOI

Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic: The Case of Kilimanjaro Christian Medical University College (KCMUCo), Tanzania - Ibrahim, Glory; Luzinge, Heavenlight; Kapanda, Gibson (Journal of Learning for Development, 2020)
Objective The purpose of this paper was to share teaching and learning experiences during the COVID-19 pandemic and mandated university closure. Methods A cross-sectional study was conducted among all eligible students and faculty members using voluntary anonymous questionnaires. To capture the attitudes and perceptions of respondents, five-point Likert scale questions were used. Results A total of 865 (58%) students and 57 (51%) faculty members participated in the survey. Uptake of e-learning platforms increased by 15.4% for students, 43.0% for faculty and by 22.3% in courses. The overall students’ strength of consensus measure of perception on accessibility of platforms was 65% and support entities 79%. About 70% of students owned a smartphone as a learning device. More than 67% of the students highlighted the cost of Internet bundles as a major challenge. Conclusion Shifting from blended learning to online learning during the lockdown was feasible given the pre-planned e-learning practices.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:8TKI6DKB
Keywords: COVID-19; blended learning; online learning; students and faculty experiences; ⛔ No DOI found

Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project - Ibn Junaid, Muhammad; Ogange, Betty; Allela, Melissa (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:AGCBZMKU 2486141:W9Y7PDI3

Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project - Ibn Junaid, Muhammad; Ogange, Betty; Allela, Melissa (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:BW8HGMRS 2486141:W9Y7PDI3 2601447:6FA6BKHG 4556019:7UK4KLTQ

An evaluation of classroom-illumination: a critical requirement for effective designing and construction of naturally-illuminated schools in Nigeria - Ibhadode, Osagie; Ajayi, Oluseyi Olarenwaju; Abioye, Abiodun Ayodeji; Ismaila, Joseph; Adekunle, Adebayo Abidemi (Progress in Industrial Ecology, an International Journal, 2019)
Publisher: Inderscience Publishers (IEL) KerkoCite.ItemAlsoKnownAs: 2129771:JL92A24B 4682641:FK9AK9X6
Keywords: BE:Annotated; BE:RELEVANT; BE:light; ❓ Multiple DOI

The Future is Now: Transversal Skills in Latin America and the Caribbean in the 21st Century - IADB (Inter-American Development Bank, 2019)
KerkoCite.ItemAlsoKnownAs: 4804264:RZK4LH4N
Keywords: Final_citation; cited; existing

Causal Inference Without Balance Checking: Coarsened Exact Matching - Iacus, Stefano M.; King, Gary; Porro, Giuseppe (Political Analysis, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1093/pan/mpr013 2129771:QSHBGGL8 2486141:4EGL8SEE
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Exploring Students' Perceptions of Academic Disengagement and Reengagement in a Dropout Recovery Charter School Setting - Iachini, Aidyn L.; Buettner, Cynthia; Anderson-Butcher, Dawn; Reno, Rebecca (Children & Schools, 2013)
Abstract. The purpose of this exploratory case study was to understand the academic disengagement and reengagement process from the perspective of students enro
Publisher: Oxford Academic KerkoCite.ItemAlsoKnownAs: 10.1093/cs/cdt005 2129771:W82JW4FM 2486141:T75B69AF
Keywords: _Added to LR; _G:reviewed

World Employment and Social Outlook: Trends for Women 2017 - I.L.O. (Essays on the Economics of Education'. International Initiative for Impact Evaluation (3ie). 2016. "Impact Evaluation Repository." In. Islam, Asad. 2019. 'Parent–teacher meetings and student outcomes: Evidence from a developing country, 2017)
Publisher: Margaret Pinder, Elena L Grigorenko, Helen Baños Smith, Gijs Walraven, Elisa Meier
Keywords: ⛔ No DOI found

Women Empowerment in Kano State from 1967-2017: An Assessment - I.A., Muhammad J.; Bala, I.; Musa, A.; Kano; Aisha Abdu-Ismail (Isa, M.A.,Kurawa, 1967)
Publisher: Kano State Government KerkoCite.ItemAlsoKnownAs: 2129771:3J9HCWC8 2129771:LVPQ2Z6F 2486141:RL3HYYMX
Keywords: ⛔ No DOI found

Bouncing forward: a resilience approach to dealing with COVID-19 and future systemic shocks - Hynes, William; Trump, Benjamin; Love, Patrick; Linkov, Igor (Environment Systems and Decisions, 2020)
Policy questions are often framed in popular discussion as situations where pulling the right levers will get the economy and society back on track after shocks and crises. This approach ignores how systems interact and how their systemic properties shape socioeconomic outcomes, leading to an over-emphasis on a limited set of characteristics, notably efficiency. We argue that this emphasis on efficiency in the operation, management and outcomes of various economic and social systems is not a conscious collective choice, but rather the response of the whole system to the incentives that individual components face. This has brought much of the world to rely upon complex, nested, and interconnected systems to deliver goods and services around the globe. While this approach has many benefits, the Covid-19 crisis shows how it has also reduced the resilience of key systems to shocks, and allowed failures to cascade from one system to others. This paper reviews the impact of COVID-19 on socioeconomic systems, discusses the notion of resilience, and provides specific recommendations on both integrating resilience analytics for recovery from the current crisis as well as on building resilient infrastructure to address future systemic challenges.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10669-020-09776-x 2129771:2AE8KJYB
Keywords: __C:filed:1

Bring your own device? - Hynes, Paul; Younie, Sarah (Debates in Computing and ICT Education, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 10.4324/9781315709505-11 10/gf62hd 2129771:FUQLVRKQ 2129771:XRN4EG85
Keywords: __C:filed:1

Village based schools in Mangochi: Evaluation report - Hyde, Karin AL; Kadzamira, Esme C.; Sichinga, Juliet C.; Chibwana, Mike P.; Ridker, Ronald G. (Centre for Educational Research and Training, University of Malawi, Zomba, 1996)
KerkoCite.ItemAlsoKnownAs: 2129771:XXLXNGU9 4752638:2Q94MMEA 4752638:7XRXA6UF 4752638:L9F282MA 4752638:PU9L5J8P 4752638:TC7SQM9Y 4752638:U9TK4DF3 4752638:ZFNHX4J5
Keywords: _C:Malawi MWI; ⛔ No DOI found

An evaluation of village based school in Mongichi, Malawi - Hyde, Karin AL; Kadzamira, Esme C.; Sichinga, Juliet C.; Chibwana, Mike P.; Ridker, R. G. (Determinants of Education achievement and attainment in Africa: findings from nine case studies. S. D publication series. Office of Sustainable Development, Bureau for Africa, Technical paper, 1997)
KerkoCite.ItemAlsoKnownAs: 2129771:VP83FSBF 4752638:537DHEQI
Keywords: _C:Malawi MWI; ⛔ No DOI found

Girls’ attainment in basic literacy and education project: Knowledge, attitudes and practices pilot survey - Hyde, Karin AL; Kadzamira, Esme (Final report. Zomba: Centre for Social Research, University of Malawi, 1994)
KerkoCite.ItemAlsoKnownAs: 2129771:7EW8E9A7 4752638:K25CKX5I
Keywords: _C:Malawi MWI; ⛔ No DOI found

Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010 - Hwang, Gwo-Jen; Tsai, Chin-Chung (British Journal of Educational Technology, 2011)
00000 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2011.01183.x 10/cxcftr 2129771:LRQZJR58 257089:97UQNJ4T

A review of opportunities and challenges of chatbots in education - Hwang, Gwo-Jen; Chang, Ching-Yi (Interactive Learning Environments, 2021)
This study explores the trends of chatbots in education studies by conducting a literature review to analyze relevant papers published in the Social Science Citation Index (SSCI) journals by searching the Web of Science (WoS) database. From the analysis results, it was found that the United States, Taiwan and Hong Kong are the top three contributing countries or regions. In addition, most studies adopted quantitative methods in their research design, such as ANOVA (Analysis of variance), descriptive statistics, t test, and correlation analysis. ANCOVA (Analysis of covariance) was the most frequently adopted approach for comparing the performances or perceptions of different groups of students. From the analysis results, the greatest proportion of studies adopted guided learning, followed by no learning activities. It was determined that the studies related to chatbots in education are still in an early stage since there are few empirical studies investigating the use of effective learning designs or learning strategies with chatbots. This implies much room for conducting relevant research to drive innovative teaching in terms of improving the learning process and learning outcomes. Finally, we highlight the research gaps and suggest several directions for future research based on the findings in the present study.
Publisher: Routledge _eprint: https://doi.org/10.1080/10494820.2021.1952615
Keywords: Chatbot; artificial intelligence; chatbot in education; systematic review; trend analysis

Artificial intelligence faces reproducibility crisis - Hutson, M. (Science, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1126/science.359.6377.725 2129771:G6W8R5T2 2486141:ZNI22UGY

Has artificial intelligence become alchemy? - Hutson, M. (Science, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1126/science.360.6388.478 2129771:FD78U8QM 2486141:87LRLABI

Teacherinabox–outside the box - Huth, Katherine (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:6MKVNURY
Keywords: __C:filed:1; ⛔ No DOI found

SPATIAL ANALYSIS OF SCHOOL USING GEOGRAPHIC INFORMATION SYSTEM (GIS) CASE STUDY AL-JIHAD SCOTER - Hussein, Aseel Mezher; Mohameed, Asifa Jasim (2020)
Geographical Information System (GIS) is one of the most important tools in urban planning for analyzing the distribution of educational services. In this study based on assessing the spatial distribution of schools (elementary and junior high) using spatial analysis, these analyzes started from collecting quantitative and spatial data through field survey using GPS, these data were processed using ArcGIS and through six analytical methods. The study found that primary and middle schools in the Jihad neighborhood have no equity in spatial distribution, and if schools are distributed regularly, then they do not need additional schools.
Keywords: ⛔ No DOI found

Extending a conventional chatbot knowledge base to external knowledge source and introducing user based sessions for diabetes education - Hussain, Shafquat; Athula, Ginige (2018 32nd International Conference on Advanced Information Networking and Applications Workshops (WAINA), 2018)

Can children benefit from early internet exposure? Short- and long-term links between internet use, digital skill, and academic performance - Hurwitz, Lisa B.; Schmitt, Kelly L. (Computers & Education, 2020)
Educational policymakers are optimistic that providing young children access to technology can catalyze academic achievement and eventual positive labor market outcomes. However, possessing digital skill – or the ability to use technology effectively – might be necessary for young children to realize measurable benefits from the Internet. In the present longitudinal study, we explored whether Internet use and digital skill in early childhood predicted academic performance in middle childhood. We surveyed 101 US parents when their children were roughly 5 years and 11 years, collecting data on children's Internet use, digital skill, and academic performance. Structural equation modeling revealed that children's time online in early childhood was a marginally significant negative predictor of middle childhood academic performance, but digital skill in early childhood was a marginally significant positive predictor (ps < .1). Moreover, digital skill in early childhood indirectly influenced middle childhood academic performance via middle childhood digital skill. Early childhood digital skill significantly predicted middle childhood digital skill, which was significantly and positively associated with school performance. These findings suggest that allowing young children to engage with digital technologies for some amount of can be beneficial, provided that children use that time fruitfully to acquire digital skill.
Keywords: 21st century abilities; Early years education; Elementary education

Effects of school feeding programme on enrolment, attendance, nutrition and academic achievement on children. A case study of Maruta Primary School, Wedza District, Mashonaland East Province, Zimbabwe - Hunzvi, Tapiwa (BUSE, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:786KPERT 4502395:GU6KAHZN 4502395:TRBHFAJ6

Appendix 1: Statistical Methods. In: Do cognitive interventions improve general cognition in dementia? A meta-analysis and meta-regression - Huntley, J. D.; Gould, R. L.; Liu, K.; Smith, M.; Howard, R. J. (British Medical Journal Publishing Group, 2015)
Section: Mental health
Keywords: GERIATRIC MEDICINE

Do cognitive interventions improve general cognition in dementia? A meta-analysis and meta-regression - Huntley, J. D.; Gould, R. L.; Liu, K.; Smith, M.; Howard, R. J. (BMJ Open, 2015)
Objectives To review the efficacy of cognitive interventions on improving general cognition in dementia. Method Online literature databases and trial registers, previous systematic reviews and leading journals were searched for relevant randomised controlled trials. A systematic review, random-effects meta-analyses and meta-regression were conducted. Cognitive interventions were categorised as: cognitive stimulation (CS), involving a range of social and cognitive activities to stimulate multiple cognitive domains; cognitive training (CT), involving repeated practice of standardised tasks targeting a specific cognitive function; cognitive rehabilitation (CR), which takes a person-centred approach to target impaired function; or mixed CT and stimulation (MCTS). Separate analyses were conducted for general cognitive outcome measures and for studies using ‘active’ (designed to control for non-specific therapeutic effects) and non-active (minimal or no intervention) control groups. Results 33 studies were included. Significant positive effect sizes (Hedges’ g) were found for CS with the mini-mental state examination (MMSE) (g=0.51, 95% CI 0.29 to 0.69; p<0.001) compared to non-active controls and (g=0.35, 95% CI 0.06 to 0.65; p=0.019) compared to active controls. Significant benefit was also seen with the Alzheimer's disease Assessment Scale-Cognition (ADAS-Cog) (g=−0.26, 95% CI −0.445 to −0.08; p=0.005). There was no evidence that CT or MCTS produced significant improvements on general cognition outcomes and not enough CR studies for meta-analysis. The lowest accepted minimum clinically important difference was reached in 11/17 CS studies for the MMSE, but only 2/9 studies for the ADAS-Cog. Additionally, 95% prediction intervals suggested that although statistically significant, CS may not lead to benefits on the ADAS-Cog in all clinical settings. Conclusions CS improves scores on MMSE and ADAS-Cog in dementia, but benefits on the ADAS-Cog are generally not clinically significant and difficulties with blinding of patients and use of adequate placebo controls make comparison with the results of dementia drug treatments problematic.
Publisher: British Medical Journal Publishing Group Section: Mental health
Keywords: GERIATRIC MEDICINE

Machine learning and artificial intelligence to aid climate change research and preparedness - Huntingford, Chris; Jeffers, Elizabeth S.; Bonsall, Michael B.; Christensen, Hannah M.; Lees, Thomas; Yang, Hui (Environmental Research Letters, 2019)
Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 2129771:7N9WBSQ8 2129771:B8I3ZLID 2129771:NLLUDL7F 2129771:PHQKKXSL

Methods of Meta-Analysis: Correcting Error and Bias in Research Findings - Hunter, JE; Schmidt, FL (Sage, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:HQN2ST3D 2486141:MXVJVAAZ

Review of national education policies: Teacher quality and learning outcomes - Hunt, Frances (PROSPECTS, 2015)
This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of speciﬁc questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-015-9356-z 2129771:VCQK6BQP
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Belize BLZ; _C:Bhutan BTN; _C:Cambodia KHM; _C:Colombia COL; _C:Ecuador ECU; _C:Egypt EGY; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Guyana GUY; _C:India IND; _C:Indonesia IDN; _C:Jamaica JAM; _C:Kenya KEN; _C:Laos LAO; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Papua New Guinea PNG; _C:Paraguay PRY; _C:Peru PER; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

Impact Network eSchool 360 Model - Hundred.org (2021)
Even though more children are attending school, learning outcomes are not drastically improving. The eSchool 360, is a holistic education program centered on empowering teachers with tablets, activity-based lessons, support and weekly coaching. And it’s working! From an RCT, after one year in our program, students showed impressive results in math & literacy.
Section: innovation KerkoCite.ItemAlsoKnownAs: 2129771:8NPDRZNG

Independent and combined effects of improved water, sanitation, and hygiene, and improved complementary feeding, on child stunting and anaemia in rural Zimbabwe: a cluster-randomised trial - Humphrey, Jean H.; Mbuya, Mduduzi NN; Ntozini, Robert; Moulton, Lawrence H.; Stoltzfus, Rebecca J.; Tavengwa, Naume V.; Mutasa, Kuda; Majo, Florence; Mutasa, Batsirai; Mangwadu, Goldberg (The Lancet Global Health, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S2214-109X(18)30374-7 2129771:7LPQ9KTQ 4502395:9VLE7FFI 4502395:KGKJPPX9

Dialoguing teaching for visual impairment from the perspective of inclusive special education - Hulten, Thomas Peter; Junger, Alex Paubel; de Oliveira, Victor Inacio; Lui, Márcio de La Cruz; Fernandes, Vera Maria Jarcovis; Pinto, Marcelo Vianello (Revista de Gestão e Secretariado, 2023)

Influence of the teacher-student relationship in childhood conduct problems: A prospective study - Hughes, Jan N.; Cavell, Timothy A. (Journal of Clinical Child Psychology, 1999)
Examined the influence of the quality of the teacher-student relationship on children's subsequent levels of aggression in a sample of 61 second and third-grade children nominated and rated by teachers as aggressive. The stability of teachers' and children's reports of relationship quality across academic years was in the low to moderate range. Teachers and children showed little agreement in their reports of relationship quality. Teachers' and children's reports of relationship quality in Year 1 ( Y l ) predicted teacher-rated aggression the following year, controlling for Y1 ratings of aggression. Teachers' reports of relationship quality across Y1 and Y2 predicted peer-rated aggression, but not teacher-rated aggression, in Y3, controlling for Yl aggression. Consistent with a buffering role for teacher-student relationships, a positive teacher-student relationship was of greatest benefit to children whose mothers reported rejecting parenting histories. We discuss implications for school-based prevention programs.
Publisher: Routledge _eprint: https://doi.org/10.1207/s15374424jccp2802_5 KerkoCite.ItemAlsoKnownAs: 10.1207/s15374424jccp2802_5 2129771:T4NTFC8C 2486141:8ZC2JFWT

Perceptions of professional learning communities - Huffman, Jane; Jacobson, Arminta (Int. Leadership in Education, 2003)
ISBN: 1360-3124 Publisher: Taylor & Francis

Automated Knowledge Extraction from IS Research Articles Combining Sentence Classification and Ontological Annotation - Huettemann, Sebastian (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:LYCK8PXB 2405685:APEG3W9C 2486141:M878DKL8
Keywords: _Added-ailr-2024; ⛔ No DOI found

Low Carbon Education: A Review and Bibliometric Analysis - Hudha, Muhammad Nur; Hamidah, Ida; Permanasari, Anna; Abdullah, Ade Gafar; Rachman, Indriyani; Matsumoto, Toru (European Journal of Educational Research, 2020)
The concept of low carbon education is one solution to provide knowledge to students related to low carbon behavior. The purpose of this paper is providing an extensive bibliometric literature review on 'low carbon education'. Articles found by Publishing or Perish (PoP) software with the Google Scholar database. There were 55 out of 97 articles found from Google Scholar data base ranging from 2014 to 2019 analyzed in this study. The chosen references were then managed using a referencing manager software namely Zotero. After managing the database, this study classified and visualized it using VOSviewer software. Overall, this review provides an appropriate reference point for further research on 'low carbon education'.
Publisher: Eurasian Society of Educational Research Association
Keywords: Climate; Developing Nations; Ecology; Educational Research; Energy Conservation; Environmental Education; Foreign Countries; Pollution; Sustainable Development; Urban Areas

Networks That Alter Teaching: conceptualizations, exchanges and experiments - Huberman, Michael (Teachers and Teaching, 1995)
Professional development' has become a password to a variety of activities ranging from self-directed experimentation in the classroom tofull-blown research projects with peers and, occasionally, with external sources of expertise. From its initial, more restrictive and individual sense of in-service training, it has taken on institutional, even systemic dimensions, and has been identified as a pre-condition for thorough-going school reform. Even in its present form, however, the concept is problematic. The claim is made here that (a) it does not take into account the more 'artisan' or 'craft-centered' nature of work in the classroom, (b) that it is overly school-centered, and (c) that it under-estimates the real gradient of instructional change. A research-based, cross-school alternative for reflection and change is proposed, with a focus on bridging the gap between peer exchanges, the interventions of external resource people, and the greater likelihood of actual change at the classroom level.

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

Should touch screen tablets be used to improve educational outcomes in primary school children in developing countries? - Hubber, Paula J.; Outhwaite, Laura A.; Chigeda, Antonie; McGrath, Simon; Hodgen, Jeremy; Pitchford, Nicola J. (Frontiers in psychology, 2016)
00000 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2016.00839 10/gdm2tc 2129771:UXML7XDQ
Keywords: __C:filed:1

Outdoor thermal comfort and adaptive behaviors in a university campus in China's hot summer-cold winter climate region - Huang, Zefeng; Cheng, Bin; Gou, Zhonghua; Zhang, Fan (Building and environment, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2019.106414 2129771:Z7MA5WJ6 4682641:L553V76I
Keywords: BE:RELEVANT

Empowering personalized learning with an interactive e-book learning system for elementary school students - Huang, Yueh-Min; Liang, Tsung-Ho; Su, Yen-Ning; Chen, Nian-Shing (Educational Technology Research and Development, 2012)
00032 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-012-9237-6 10/f37ffm 2129771:73VISNVU 257089:EHGNJC5V

Research on the Novel Education Pattern for Science and Engineering Classes Based on Experiment and Interactive Teaching Method - Huang, Wenzhun; Xie, Xinxin; Bian, Wei; Zhang, Hui (International Conference on Education, Management, Computer and Society, 2016)
KerkoCite.ItemAlsoKnownAs: 10.2991/emcs-16.2016.106 2129771:RGE2SUXC
Keywords: _C:China CHN; _C:Switzerland CHE; _C:Turkey TUR; __C:filed:1; __C:scheme:1

Application of Machine Learning and Artificial Intelligence Technology in Mobile Communication Network - Huang, Shutong (2023 International Conference on Network, Multimedia and Information Technology (NMITCON), 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:N86WVH4Z

Effects of gesture-based match-to-sample instruction via virtual reality technology for Chinese students with autism spectrum disorders - Hu, Xiaoyi; Han, Zhuo Rachel (International Journal of Developmental Disabilities, 2019)
Effective strategies to address academic performance are critical to students with disabilities in inclusive settings. The purpose of this study was to investigate the effectiveness of using gesture-based instruction via Leap Motion-aided virtual reality (VR) technology to teach matching skills to school-aged students with autism spectrum disorder (ASD) in China. Three participants with ASD from general education schools participated in this study. A multiple probe design across participants was used. The results indicated that all participants acquired the target match-to-sample skills and maintained the acquired skills at a high level for up to 12 weeks. Results of this study provide important implications to special education and general education teachers working with students with ASD.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/20473869.2019.1602350 KerkoCite.ItemAlsoKnownAs: 10.1080/20473869.2019.1602350 2129771:5WG42ZF9
Keywords: China; autism spectrum disorders; computer-assisted instruction; gesture-based; match-to-sample; virtual reality technology

Distance learning solutions - https://plus.google.com/+UNESCO (UNESCO, 2020)
Below is a list of educational applications and platforms to help parents, teachers, schools and school systems facilitate student learning and provide social caring and interaction during periods of school closure. While these solutions do not carry UNESCO’s explicit endorsement, they tend to have wide reach, a strong user-base and evidence of impact. Most of the solutions
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:TVJHNUTE

Style & topic language model adaptation using HMM-LDA - Hsu, Bo-June Paul; Glass, James (Proceedings of the 2006 Conference on Empirical Methods in Natural Language Processing, 2006)
Keywords: ⛔ No DOI found

Language and other background factors affecting secondary pupils' performance in Mathematics in South Africa - Howie, Sarah J. (African Journal of Research in Mathematics, Science and Technology Education, 2003)
KerkoCite.ItemAlsoKnownAs: 10.1080/10288457.2003.10740545 2129771:LFEULWR2

Local community training and education in southern Tanzania—a case study - Howe, Vicki (Marine Policy, 2001)
Abstract Local coastal communities are highly dependent upon the marine environment not only for protein but also as a primary source of income. In addition, there are growing economic opportunities offered within the coastal zone. As populations increase in these areas there is an increasing demand on coastal resources. This in turn requires effective management initiatives at regional, national and local levels.The Marine Education and Training Programme in Mtwara, southern Tanzania was a small scale capacity building project that incorporated two elements; a primary schools field day education programme and a marine coastal resources course for fishermen and women from the Mtwara District. The programme ran for a period of 1year and during that time 14 schools, 198 children, 34 fishermen, 2 women and 14 villages participated. Results from preliminary evaluation indicated that such education is not only welcome by the local government offices, teachers, village chairmen and fishermen as an expansion of the knowledge base, but is also an important and valuable stepping stone for the local communities to become active in issues regarding the management of coastal resources.
KerkoCite.ItemAlsoKnownAs: 10.1016/s0308-597x(01)00029-x 10/bkddg8 2129771:8F3ZUDIB 2317526:I83Z95UT
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:women; P:economy; P:environment; P:teachers; R:case study; R:evaluation; T:Training; Z:Capacity building; Z:East Africa; Z:Local community; Z:Marine environmental education; publicImportV1

A rationale for reconfiguring tertiary education in Montserrat & the OECS to meet the life-long learning challenges of the twentyfirst century - Howe, G.; Cassell, DAPHNE (Retrieved October, 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:VFRZTHY7
Keywords: _C:Antigua and Barbuda ATG; _C:Bahamas BHS; _C:Barbados BRB; _C:Belize BLZ; _C:Brazil BRA; _C:Dominica DMA; _C:France FRA; _C:Guyana GUY; _C:Haiti HTI; _C:India IND; _C:Jamaica JAM; _C:Saint Kitts and Nevis KNA; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _C:Spain ESP; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

App clusters: Exploring patterns of multiple app use in primary learning contexts - Howard, Sarah K.; Yang, Jie; Ma, Jun; Maton, Karl; Rennie, Ellie (Computers & Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2018.08.021 10/gfm65q 2129771:WVLBMGXV
Keywords: __C:filed:1

Symbiosis: The Curriculum and the Classroom - Howard, Kat; Hill, Claire (John Catt, 2020)
When the teaching profession places the curriculum at the heart of what it does, transformative change can take place. Curriculum reform is now at the forefront of every school agenda; in spite of this, there is a danger that its message may become lost in translation. When curricular change is poorly implemented, teachers experience a complete detachment from their sense of purpose, autonomy, and capacity to become curriculum designers of the future. Employing an astute blend of theory and practice, Claire Hill and Kat Howard offer a methodical approach to designing and delivering a curriculum, to ensure that all feel part of a collective curricular journey. At a time when work on the curriculum can be politicised, monetised and overcomplicated, Symbiosis: The Curriculum and the Classroom provides a series of practical strategies for curriculum designers at every level, in order to not only keep and develop the skilled and professional teachers desperately needed in schools, but also to provide a world-class curriculum to students.

Digital divides in education. An analysis of the Romanian public discourse on distance and online education during the COVID-19 pandemic - Hosszu, Alexandra; Rughiniș, Cosima (Sociologie Românească, 2020)

Connecting the dots between PubMed abstracts - Hossain, M.S.; Gresock, J.; Edmonds, Y. (PLoS One, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0029509 2129771:HSYHUDX5 2486141:YZ8Z224S

Motor emissions could have fallen by over 30% without SUV trend, report says - Horton, Helena; reporter, Helena Horton Environment (The Guardian, 2023)
Global fall averaged 4.2% between 2010 and 2022 but would have been far more if vehicle sizes stayed same
Keywords: Automotive emissions; Automotive industry; Business; Carbon footprints; Environment; Greenhouse gas emissions; Motoring; Pollution; World news

Teaching Replays, Teaching Rehearsals and Re-Visions of practice: Learning from colleagues in a mathematics teacher community - Horn, I (Teachers College Record: The Voice of Scholarship in Education, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1177/016146811011200109 2486141:8EKJZ3K9

Post-Primary Education in Africa: Challenges and Approaches for Expanding Learning Opportunities. - Hoppers, W (Association for the Development of Education in Africa, 2009)
EdTechHub.ItemAlsoKnownAs: 2129771:4DHLAC4L

School and system improvement: A narrative state-of-the-art review - Hopkins, David; Stringfield, Sam; Harris, Alma; Stoll, Louise; Mackay, Tony (School Effectiveness and School Improvement, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2014.885452 10/gfj8f3 2129771:AJDJ2C98 261495:348Z97QL

Mathematical Thinking in the lower secondary school - Hopkins, C; Mostert, I; Anghileri,, J.; AIMSSEC (Cambridge University Press, 2016)
This book is for teachers and educators who want to develop their maths teaching skills where English is the language of instruction. It has been written by the international group of educators based at AIMSSEC, The African Institute for Mathematical Sciences Schools Enrichment Centre. The book provides practical classroom activities underpinned by sound pedagogy and recent research findings. The activities are designed for teachers working alone or in ‘self-help’ teachers’ workshops. They are designed to develop mathematical thinking and offer immediate practical tools to help deliver this approach. All of the content in the book has been trialled by teachers around the world and is written by experienced maths teachers and subject matter experts, so you can be confident that the tools can be used to help deliver successful teaching and learning in your classroom, wherever you might be in the world. This book: provides practical support for mathematics teachers in the 11-15 lower secondary classroom, includes activities that exemplify ways of teaching and learning the most important parts of any national curriculum, and offer material that is universally relevant is written by an experienced international writing team, all of whom have worked as teacher educators in more than one country. Focuses on problem solving activities and identifying powerful ways of approaching the curriculum. Offers teachers ideas for introducing mathematical concepts through enquiry based learning draws on the activities on the NRICH website (www.nrich.maths.org) which has been built up over the last eighteen years.
KerkoCite.ItemAlsoKnownAs: 2486141:DEI2V2L7

African political economy: contemporary issues in development - Hope, Kempe Ronald (2016)
OCLC: 1001822709

Chapter 12: Considerations in Costing ODL and ICTs in TVET - Hoosen, S; Butcher, N (Using ICTs and Blended Learning in Transforming TVET, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:NTRZ8NZ5 2249382:CNYM4R76 2317526:IQCV5LKH
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Botswana; C:Namibia; C:South Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:OER; T:TVET; publicImportV1

Impact of e-Learning Technology and Activity-Based Learning on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia - Hoop, Thomas; Ring, Hannah; Siwach, Garima; Dias, Paula; Tembo, Gelson; Rothbard, Victoria; Toungui, Anaïs (2020)
We present experimental evidence on the impact of a multi-faceted program that integrates technology into education, provides ongoing teacher training and professional development, includes community ownership, and offers free primary education. Our setting is three districts in relatively impoverished areas of rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. We compared all children who were eligible to enroll in first grade living near the 30 treatment schools with eligible children who lived near the 33 control schools 14 months after the program start. The results show that the program, on average, increased early grade reading scores with 0.40 standard deviations or 3.5 percentage points, early grade math scores with 0.22 standard deviations or 4.9 percentage points, the Zambian achievement test scores with 0.16 standard deviations or 3.1 percentage points, and oral vocabulary scores with 0.25 standard deviations or 6.0 percentage points for all children who were eligible to enroll in first grade during the baseline survey. Treatment Effects on the Treated showed substantially larger impacts on test scores of students who enrolled in Grade 1 (ranging from 0.26 to 0.68 standard deviations) and students who regularly attended the schools in Grade 1 (ranging from 0.32 to 0.83 standard deviations). Mixed-methods evidence suggested the positive effects were primarily driven by increase in school enrolment, improvements in the quality of education, increases in school attendance for both teachers and children, and strong fidelity of program implementation. Our results indicate that well-designed multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:KYR9XH8I

Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia - Hoop, Thomas; Ring, Hannah; Siwach, Garima; Dias, Paula; Tembo, Gelson; Rothbard, Victoria; Toungui, Anaïs (Journal of Research on Educational Effectiveness, 2023)

Migration, Education & Development: Databases and Bibliography. Annex G to “Dutch labour market shortages and potential labour supply from Africa and the Middle East” - Hoog, Tycho van der; Dietz, Ton; Düvell, Franck (African Studies Centre Leiden, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:AHCIC45K 2129771:KVEBHN3N 2129771:W256BX86
Keywords: ⛔ No DOI found

Mixed methods appraisal tool (MMAT), version 2018 user guide - Hong, Q.N.; Pluye, P.; Fabregues, S.; Bartlett, G.; Boardman, F.; Cargo, M.; Dagenais, P.; Gagnon, M-P.; Griffiths, F.; Nicolau, B.; O'Cathain, A.; Rousseau, M-C.; et al. (McGill University Department of Family Medicine, 2018)
EdTechHub.ItemAlsoKnownAs:VPTYK3KB
Keywords: ___working_potential_duplicate

How Outdoor Trees Affect Indoor Particulate Matter Dispersion: CFD Simulations in a Naturally Ventilated Auditorium - Hong, Bo; Qin, Hongqiao; Jiang, Runsheng; Xu, Min; Niu, Jiaqi (International Journal of Environmental Research and Public Health, 2018)
This study used computational fluid dynamics (CFD) models, coupling with a standard k-ε model based on the Reynolds-averaged Navier-Stokes (RANS) approach and a revised generalized drift flux model, to investigate effects of outdoor trees on indoor PM1.0, PM2.5, and PM10 dispersion in a naturally ventilated auditorium. Crown volume coverage (CVC) was introduced to quantify outdoor trees. Simulations were performed on various CVCs, oncoming wind velocities and window opening sizes (wall porosities were 3.5 and 7.0%, respectively, for half and fully opened windows). The results were as follows: (1) A vortex formed inside the auditorium in the baseline scenario, and the airflow recirculation created a well-mixed zone with little variation in particle concentrations. There was a noticeable decrease in indoor PM10 with the increasing distance from the inlet boundary due to turbulent diffusion. (2) Assuming that pollution sources were diluted through the inlet, average indoor particle concentrations rose exponentially with increasing oncoming wind speed. PM10 changed most significantly due to turbulent diffusion and surface deposition reduction intensified by the increased wind velocity. (3) Increasing the window opening improved indoor cross-ventilation, thus reducing indoor particle concentrations. (4) When 2.87 m3/m2 ≤ CVC ≤ 4.73 m3/m2, indoor PM2.5 could meet requirements of the World Health Organization’s air quality guidelines (IT-3) for 24-hour mean concentrations; and (5) average indoor particle concentrations had positive correlations with natural ventilation rates (R2 = 0.9085, 0.961, 0.9683 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 3.5%; R2 = 0.9158, 0.9734, 0.976 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 7.0%).
KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph15122862 2129771:NU65X5TZ 2486141:VM36U6T4

Interactive machine learning for health informatics: when do we need the human-in-the-loop? - Holzinger, A. (Brain Informatics, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1007/s40708-016-0042-6 2129771:SJPJHBKD 2486141:5RQLU6MY

The active interview - Holstein, James A.; Gubrium, Jaber F. (Sage Publications, Inc, 1995)
"The Active Interview" takes a constructionist perspective on the interviewing process and interview products [in ethnographic research]. To Holstein and Gubrium, interviews are social productions. With this orientation, respondents are better seen as narrators or storytellers, and ethnographers are cast as participants in the process. Working together, the interviewer and narrator actively construct a story and its meaning. Interviewing, then, is inherently collaborative and problematic. —PP [This volume] provides a vocabulary that helps us to think about . . . the interactive aspects of interviews.
KerkoCite.ItemAlsoKnownAs: 2129771:VNS44H8M 503888:UKV23Q69
Keywords: *Ethnography; *Interviewing; *Methodology; CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; Constructivism; Interpersonal Interaction

Multiple Agency Coordination in Emergency Response - Holsberg, Melissa (2012)
When establishing, exercising, and implementing emergency plans, coordinating with response participants will improve implementation of plans.
Library Catalog: www.emergency-response-planning.com KerkoCite.ItemAlsoKnownAs: 2129771:C2XXYYBN

(untitled) - Holon IQ (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:ZE7ASGBJ 4426965:CG7WZWJA

State of the art and practice in AI in education - Holmes, Wayne; Tuomi, Ilkka (European Journal of Education, 2022)
Recent developments in Artificial Intelligence (AI) have generated great expectations for the future impact of AI in education and learning (AIED). Often these expectations have been based on misunderstanding current technical possibilities, lack of knowledge about state-of-the-art AI in education, and exceedingly narrow views on the functions of education in society. In this article, we provide a review of existing AI systems in education and their pedagogic and educational assumptions. We develop a typology of AIED systems and describe different ways of using AI in education and learning, show how these are grounded in different interpretations of what AI and education is or could be, and discuss some potential roadblocks on the AIED highway.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ejed.12533 KerkoCite.ItemAlsoKnownAs: 10.1111/ejed.12533 4804264:NING5825 4804264:VVNH9AMG
Keywords: Final_citation; anystyle; existing

Ethics of AI in Education: Towards a Community-Wide Framework - Holmes, Wayne; Porayska-Pomsta, Kaska; Holstein, Ken; Sutherland, Emma; Baker, Toby; Shum, Simon Buckingham; Santos, Olga C.; Rodrigo, Mercedes T.; Cukurova, Mutlu; Bittencourt, Ig Ibert; Koedinger, Kenneth R. (International Journal of Artificial Intelligence in Education, 2022)
While Artificial Intelligence in Education (AIED) research has at its core the desire to support student learning, experience from other AI domains suggest that such ethical intentions are not by themselves sufficient. There is also the need to consider explicitly issues such as fairness, accountability, transparency, bias, autonomy, agency, and inclusion. At a more general level, there is also a need to differentiate between doing ethical things and doing things ethically, to understand and to make pedagogical choices that are ethical, and to account for the ever-present possibility of unintended consequences. However, addressing these and related questions is far from trivial. As a first step towards addressing this critical gap, we invited 60 of the AIED community’s leading researchers to respond to a survey of questions about ethics and the application of AI in educational contexts. In this paper, we first introduce issues around the ethics of AI in education. Next, we summarise the contributions of the 17 respondents, and discuss the complex issues that they raised. Specific outcomes include the recognition that most AIED researchers are not trained to tackle the emerging ethical questions. A well-designed framework for engaging with ethics of AIED that combined a multidisciplinary approach and a set of robust guidelines seems vital in this context.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40593-021-00239-1 4804264:4WF2NSZT 4804264:NLVK84DR
Keywords: Final_citation; anystyle; existing

Artificial intelligence and education: a critical view through the lens of human rights, democracy and the rule of law - Holmes, Wayne; Persson, Jen; Chounta, Irene-Angelica; Wasson, Barbara; Dimitrova, Vania (Council of Europe, 2022)
The aim of this book is to provide a holistic view to ensure that AI empowers educators and learners, not over-empowers them, and that future developments and practices are truly for the common good. Artificial intelligence (Al) is increasingly having an impact on education, bringing opportunities as well as numerous challenges. These observations were noted by the Council of Europe’s Committee of Ministers in 2019 and led to the commissioning of this report, which sets out to examine the connections between Al and education (AI&ED). In particular, the report presents an overview of AI&ED seen through the lens of the Council of Europe values of human rights, democracy and the rule of law; and it provides a critical analysis of the academic evidence and the myths and hype. The Covid-19 pandemic school shutdowns triggered a rushed adoption of educational technology, which increasingly includes AI-assisted classrooms tools (AIED). This AIED, which by definition is designed to influence child development, also impacts on critical issues such as privacy, agency and human dignity – all of which are yet to be fully explored and addressed. But AI&ED is not only about teaching and learning with AI, but also teaching and learning about AI (AI literacy), addressing both the technological dimension and the often-forgotten human dimension of AI. The report concludes with a provisional needs analysis – the aim being to stimulate further critical debate by the Council of Europe’s member states and other stakeholders and to ensure that education systems respond both proactively and effectively to the numerous opportunities and challenges introduced by AI&ED
KerkoCite.ItemAlsoKnownAs: 2486141:9VK9E98Q

Introducing the 2023 Post Growth Fellows - Holmes, Natalie (Post Growth Perspectives, 2023)
Influential researchers, thought leaders, activists, artists, and entrepreneurs from a range of backgrounds, fields, and cultures.

Keeping a personal-professional journal - Holly, Mary Louise (Deakin University Press, 1987)
KerkoCite.ItemAlsoKnownAs: 2129771:LE47ACUY 503888:PABYPW4Q
Keywords: CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS

Education Technology Map: Guidance Document - Hollow, D.; Muyoya, C.; Brugha, M. (Jigsaw Consult, 2016)
KerkoCite.ItemAlsoKnownAs: 4804264:LERCBKJY
Keywords: Final_citation; cited; existing

EdTech Decision-making in Higher Education - Hollands, Fiona M.; Escueta, Maya (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:978PSYV3 4426965:GE57VWNH
Keywords: Stefanie

Capturing cost data: a first-mile problem - Holla, Alaka (2019)
Before we bought our house, my husband and I knew the price. The real estate agent wasn’t allowed to give us a back-of-the-envelope estimate right at the end of the process. She wasn't allowed to just declare that the house was low cost, affordable, or sustainable for our budget. We ...
KerkoCite.ItemAlsoKnownAs: 2129771:W62NZWFU 4869029:8DBBVJTK

Vocational skills formation in the informal economy in Tanzania - Höjlund, Gunilla (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:PVFB3W42 2317526:3HSM6BFZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; publicImportV1

Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development - Hofmann, Riikka; Vrikki, Maria; Evagorou, Maria (Dialogue for Intercultural Understanding, 2021)
Abstract Effective teacher professional development (PD) is an important part of successfully implementing educational innovations. However, research has shown that not all PD is effective, largely because it has not been developed based on theoretical understandings around teacher professional learning, such as reflective practice, teacher collaboration and teacher agency and inquiry. This chapter concerns the PD program developed as part of the DIALLS project. The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy.

Professional development in clinical leadership: Evaluation of the chief residents clinical leadership and management programme - Hofmann, Riikka; Vermunt, Jan D. (Faculty of Education, University of Cambridge Working Paper, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:6Q2DFWUW
Keywords: __C:filed:1; ⛔ No DOI found

Dialogue, Teachers and Professional Development - Hofmann, Riikka (The Routledge International Handbook of Research on Dialogic Education, 2019)
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.4324/9780429441677-18 2129771:XW97RR8H 2129771:ZMF5N2Y9
Keywords: __C:filed:1

Leading professional change through research (ing): Conceptual tools for professional practice and research - Hofmann, Riikka (Transformative Doctoral Research Practices for Professionals, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:4Z8HJBYY
Keywords: __C:filed:1

Training Compute-Optimal Large Language Models - Hoffmann, Jordan; Borgeaud, Sebastian; Mensch, Arthur; Buchatskaya, Elena; Cai, Trevor; Rutherford, Eliza; Casas, Diego de Las; Hendricks, Lisa Anne; Welbl, Johannes; Clark, Aidan; Hennigan, Tom; Noland, Eric; et al. (arXiv, 2022)
We investigate the optimal model size and number of tokens for training a transformer language model under a given compute budget. We find that current large language models are significantly undertrained, a consequence of the recent focus on scaling language models whilst keeping the amount of training data constant. By training over 400 language models ranging from 70 million to over 16 billion parameters on 5 to 500 billion tokens, we find that for compute-optimal training, the model size and the number of training tokens should be scaled equally: for every doubling of model size the number of training tokens should also be doubled. We test this hypothesis by training a predicted compute-optimal model, Chinchilla, that uses the same compute budget as Gopher but with 70B parameters and 4$\times$ more more data. Chinchilla uniformly and significantly outperforms Gopher (280B), GPT-3 (175B), Jurassic-1 (178B), and Megatron-Turing NLG (530B) on a large range of downstream evaluation tasks. This also means that Chinchilla uses substantially less compute for fine-tuning and inference, greatly facilitating downstream usage. As a highlight, Chinchilla reaches a state-of-the-art average accuracy of 67.5% on the MMLU benchmark, greater than a 7% improvement over Gopher.
arXiv:2203.15556 [cs]
Keywords: Computer Science - Computation and Language; Computer Science - Machine Learning

Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming - Hodor, Raymond; Owusu, Ernest Adu; Ofori-Davis, Lucy; Afram, Alexander; Sefa-Nyarko, Clement (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D4MRXU2L 4804264:KZ3RKJ3P
Keywords: Final_citation; cited; existing

Adoption And Impact Of Oer In The Global South - Hodgkinson-Williams, Cheryl; Arinto, Patricia (Zenodo, 2017)
Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.1005330 2129771:3DZS7JBW 2486141:9SZHI7IA
Keywords: Global South; OEP; OER; Open Education; Open Educational Practices; Open Educational Resources

Adoption and Impact of OER in the Global South - Chapter summaries - Hodgkinson-Williams, Cheryl (2018)
Education in the Global South faces several key interrelated challenges for which Open Educational Resources (OER) are seen to be part of the solution and against which use of OER might be evaluated. These challenges include: unequal access to education; variable quality of educational resources, teaching and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project was a four-year research initiative to investigate in what ways and under what circumstances the adoption of OER could address the increasing demand for accessible, relevant, high quality and affordable education in the Global South. The project was comprised of 18 sub-projects, the findings from which are captured as chapters in the edited volume, Adoption and Impact of OER in the Global South. The summaries presented here provide an overview of chapters’ study contexts, methodological approaches, key findings and recommendations, as well as links to accompanying open datasets. Of the total 16 chapters, 12 are based on sub-project findings and four are synthesis and overview chapters. The chapters are organised into five main sections: Overview, South America, Sub-Saharan Africa, South and Southeast Asia, and Conclusion. Within these broader sections, chapters are presented in sequence according to whether the research addresses basic or higher education.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1195881 2129771:MY49RQAZ 2486141:D5N96P3K
Keywords: adoption and impact of OER in the global south; global south; oep; oer; open educational practices; open educational resources; summaries

The difference between emergency remote teaching and online learning - Hodges, Charles B.; Moore, Stephanie; Lockee, Barbara B.; Trust, Torrey; Bond, Mark Aaron (2020)
Publisher: Educause KerkoCite.ItemAlsoKnownAs: 4804264:7LCX2A5E
Keywords: Final_citation; ⛔ No DOI found

Barriers to and facilitators of the inclusion of learners with special education needs: An appraisal of the education systems of the islands of the Eastern Caribbean - Hodge, Carel Eulena; Bennett, Cary; Harrington, Ingrid; Zafarullah, Habib M. (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:RKCIQ8T2 2129771:WVKVFY98 2486141:4VYMPB5T 2486141:CSFKQA8Q
Keywords: _Added to LR; _G:reviewed; ⛔ No DOI found

Overcoming the challenges of using automated technologies for public health evidence synthesis - Hocking, Lucy; Parkinson, Sarah; Adams, Avery; Molding Nielsen, Emmanuel; Ang, Cecilia; De Carvalho Gomes, Helena (Eurosurveillance, 2023)
Many organisations struggle to keep pace with public health evidence due to the volume of published literature and length of time it takes to conduct literature reviews. New technologies that help automate parts of the evidence synthesis process can help conduct reviews more quickly and efficiently to better provide up-to-date evidence for public health decision making. To date, automated approaches have seldom been used in public health due to significant barriers to their adoption. In this Perspective, we reflect on the findings of a study exploring experiences of adopting automated technologies to conduct evidence reviews within the public health sector. The study, funded by the European Centre for Disease Prevention and Control, consisted of a literature review and qualitative data collection from public health organisations and researchers in the field. We specifically focus on outlining the challenges associated with the adoption of automated approaches and potential solutions and actions that can be taken to mitigate these. We explore these in relation to actions that can be taken by tool developers (e.g. improving tool performance and transparency), public health organisations (e.g. developing staff skills, encouraging collaboration) and funding bodies/the wider research system (e.g. researchers, funding bodies, academic publishers and scholarly journals).
KerkoCite.ItemAlsoKnownAs: 10.2807/1560-7917.ES.2023.28.45.2300183 5440726:Z8RXHUKM

Using Smartphones as Experimental Tools—Effects on Interest, Curiosity, and Learning in Physics Education - Hochberg, Katrin; Kuhn, Jochen; Müller, Andreas (Journal of Science Education and Technology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.1007/s10956-018-9731-7 10/gdm2tt 2129771:TLEYJXKD 2129771:XJWRK493
Keywords: __C:filed:1

Stand der Gleichstellung von Frauen und Männern in Deutschland - Hobler, Dietmar; Lott, Yvonne; Pfahl, Svenja; Buschoff, Karin (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:EWIPMNQL 2317526:QX6X8SY3

Survey on Vietnamese teachers’ perspectives during COVID-19 - Hoang, Anh-Duc; Pham, Hiep-Hung; Le, Quynh-Anh Thi; Dinh, Viet-Hung; Le, Thu-Trang Thi; Nguyen, Yen-Chi (Harvard Dataverse, 2020)
This dataset was constructed by 294 Vietnamese teachers' perspectives on the teaching profession, as well as the support they received from differe...
Publisher: Harvard Dataverse KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/FOCPKH 2129771:6EG76WM5

Tuned in to student access: assessing the impact of interactive radio instruction for the hardest-to-reach - Ho, Jennifer; Thukral, Hetal (Education Development Center, 2009)
EdTechHub.ItemAlsoKnownAs:2129771:BKG2QR5K

Tuned In to Student Success: Assessing the Impact of Interactive Radio Instruction for the Hardest-to-Reach. - Ho, J.; Thukral, H.; Laflin, M. (Journal of Education, 2009)
Keywords: ⛔ No DOI found

Computer literacy among practical arts teachers in swaziland vocational schools - Hlophe, Zanele F.; Mindebele, CBS (Journal of Vocational Education and Training, 2001)
This article reports findings of a study conducted in Swaziland to determine computer literacy skills of teachers of agriculture, commerce, home economics and technical studies in 16 pilot vocational schools. These teachers are expected to teach the new vocationalised curriculum of the four subjects. Findings revealed that the teachers lacked the basic computer knowledge and skills needed in the newly vocationalised curriculum that was to be mounted in the year 2000 with the financial assistance (loan) from the African Development Bank. However, the teachers indicated a strong interest in taking computer technology courses. © 2001 Taylor & Francis Group, LLC.
KerkoCite.ItemAlsoKnownAs: 10.1080/13636820100200161 10/cxxtx9 2129771:3GU7567E 2317526:VP54IRPY
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:eSwatini; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; P:agriculture; P:economy; P:services; P:teachers; P:technology; Q:educational technology; T:TVET; T:Training; T:vocational school; publicImportV1

Recognition of Prior Learning Implementation in Library and Information Science Schools in South Africa: A Literature Review - Hlongwane, I (Africa Education Review, 2018)
This article reviews the literature on trends and practices of recognition of prior learning (RPL) in Africa and internationally with specific reference to some of the key elements of the RPL system, including; purpose; assessment methods; quality assurance; and legislative and regulatory frameworks. In addition, a theoretical foundation of RPL is discussed underpinned by the experiential learning theory principles with a brief description of other learning theories related to RPL. The article also discusses the trends and practices of RPL in African countries with an established RPL system. The key finding of the literature review was that there are different conceptions of RPL globally but which all have a similar purpose, that is, economic benefit. Africa has a different take on RPL. A portfolio of evidence is the most commonly used method of assessment both internationally and in Africa with an increased use of e-portfolios internationally. A variety of quality assurance methods are used which differ from country to country but are similar to the Council for Adult and Experiential Learning (CAEL) quality standards which have been in use for many decades in the United States (US) since the inception of RPL. There are discrepancies in terms of legislative and regulatory frameworks. Some countries in Africa and internationally have no formal legislative and regulatory frameworks for RPL despite providing RPL services for years or decades. South Africa and Mauritius boast standardised and regulated RPL systems as do other developed countries such as New Zealand.
KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2017.1353396 10/gf622j 2129771:MQLD49S4 2317526:4T39VFR5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Mauritius; C:Namibia; C:Seychelles; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:Q; CT:R; CT:T; F:learning; Q:open learning; R:literature review; SpecialTopic:Library; T:TVET; publicImportV1